OFFICIAL
PUBLICATION OF AUGSBURG
COLLEGE
731 2 1 AVENUE
~ ~ SOUTH,M ~ u s MN
, 55454
:I1
yI
..
'
b:
612-330-1000
in.
This catalog should answer most questions students have'
about Augsburg College and its curriculum. Although
information was current at the time of publication, it is... Show more
OFFICIAL
PUBLICATION OF AUGSBURG
COLLEGE
731 2 1 AVENUE
~ ~ SOUTH,M ~ u s MN
, 55454
:I1
yI
..
'
b:
612-330-1000
in.
This catalog should answer most questions students have'
about Augsburg College and its curriculum. Although
information was current at the time of publication, it is subject
to change without notice. It is the responsibility of each
student to know the requirements and academic policies in
this publication. If you have questions about anything in this
catalog, consult a faculty advisor, the Dean of the College or
the Registrar. Key offices are listed at the back of the catalog
for correspondence or telephone inquiries.
':
I
i
,
k
1
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;
Location -Augsburg College was
founded in 1869in Marshall, Wisconsin.
The College moved to Minneapolis,
Minnesota,in 1872
increase awareness and provide
assistance for students with disabilities.
cal Lutheran Church in America
Financial Aid -Over 80 pacent of the
students receive some form of financial
aid from the College and many other
sources.
(ELCA).Although a strong plurality of
students are Lutheran, two in 10
represent other Protestant denominations while approximatelytwo in 10 are
Roman Catholic.
Libmy -Over 175,000 items, access to
over 5,000,000 through CLIC, the Twin
Cities private college library consortium, and Minitex, the regional library
network
Accreditation -North Central
Association of Colleges and Schools,
National Council for Accreditation of
Teacher Education. Approved by
American Chemical Society,Council on
Social Work Education, National
Assodation for Music Therapy, Inc.,
National Association of Schoolsof
Music, National League for Nursing.
School Year -Septemberto May, 4-14
calendar, with January Interim. Two
summer school sessions. Augsburg
Weekend College-trimesters, September to June. Augsburg Graduate Program
-trimesters, W b e r to June.
Member -Associated Colleges of the
Twin Cities, Lutheran Education Council
in North America, Minnesota Private
College Council, registered with the
Minnesota Higher Education Coordinating Eoard,as d d b e d on page 11.
Off Campus Programs-Center for
Global Education, Student Project for
Amity Among Nations (SPAN), Higher
Education Consortium for Urban
Affairs (HECUA), Minnesota Studies in
InternationalDevelopment (MSID),
Study Abroad, International Business
Program, Upper Midwest Association
of Intedtural Education (UMAIE) and
extensive cooperative education
P'ogram.
Athletic Affiliation -Minnesota Intercollegiate Athletic Conference 0,
and National Collegiate Athletic
Assodation (NCAA), Division III.
Religious Affiliation -The Evangeli-
Enrollment (1990-'91) -2,%5 from 26
states and 28 nations.
Graduates -10,781 from 1870 through
August 31,1990 .
StudentlFaculty Ratio -15.6 to 1.
Class size averages 20-30.
Campus -15mapr buildings. Mapr
renovation 1979-'80 with special
emphasis on accessibility.
Accessibility -Augsburg is now one
of the most accessible campuses in the
region. A skyway-tunnelelevator
system provides access to 10 major
buildings without going outside. In
addition to building modifiaations,
Augsburg has a student-run program to
Majors -More than 45 in 22 departments.
Policy -Augsburg College does not
. . . on the basis of race, creed,
e-t
national or ethnic origin, age, marital
status, sex or handicap as requiredby
Title D( of the 1972EducationalAmendments or Section 504of the Rehabilitation
Act of 1973,as amended, in its admission
policies, educational pmpms, activities
and employment practices.
Fads and Figures ................................................................................. 2
Introducing Augsburg ........................................................................ 7
Admissions ......................................................................................... 15
.................................... 21
Financing Your Education ......................
.
College Costs ................................................................................. 22
Financial Aid ................................................................................. 25
Scholarships
. ................................................................................... 30
Student Life ........................................................................................
47
Academic Information .....................................................................-59
General Information .................................................................. 6 0
Academic Organization and Programs .................................... 63
Majors and Minors ....................................................................... 63
Academic Policies and Procedures ............................................76
General Education CurriculumRequirements .........................81
Evaluation and Grading ..........................................................
-89
Departments and Programs (including course descriptions) .....97
Art ................................................................................................... 99
Biology ........................................................................................104
Business Administration and
Management Information Systems (MIS).............................108
Chemistry .....................................................................................116
East and Southeast Asian Studies ............................................121
Economics ............................ .
.
............... 123
Education .....................................................................................127
Engineering..................................................................................136
English .........................................................................................138
First Year Experience ..................................................................144
Foreign Language Department .................................................145
General Studies .................................-........
156
Global Education Programs ......................................................157
Health and Physical Education ...............................................161
History ..................................................................................... 165
Humanities ...................................................................
169
.
.
Interdisciplinary Studies............................................................170
American Indian Studies ....................................................
171
Ethnic Studies .........................................................................172
Women's Studies ...................................................................
173
International Relations .............................................................174
Mathematics and Computer Science .......................................175
Metro-Urban Studies.......................... .
.
.
............................... 182
Music ..... ............
.............................................................. 188
Natural Science
................................ 198
Nursing ....................... ,
.
.
..................................................... 1 9 9
Philosophy ...................................................................................
203
Physics ..........................................................................................207
Political Science ...........................................................................
212
Psychology ...................................................................................217
Religion ......................................................................................222
Scandinavian Area Studies........................................................
227
Social Science
.............................................. 228
Social Studies.....................................................
....*. .....228
Social Work ..................................................................................229
Sociology ......................................................................................
234
Soviet and East European Studies ............................................238
Speech/Communication and Theatre Arts .............................239
College Information ........................................................................ 247
Board of Regents ......................................................................... 248
ELCA Education Division .........................................................249
Directory ......................................................................................250
Administration ................
........................................... 251
Faculty Emeriti ............................................................................ 253
Academic Calendar ....................................................................254
Faculty ..........................................................................................Z 6
Index ..................................................................................................
269
Maps ..................................................................................................274
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A GREETING
FROM THE
On behalf of the entire college community, I welcome you to Augsburg
College. It is a pleasure to introduce the College to prospective students and
to use thisopportunity to welcome new and returning students.
Augsburg has earned a reputation as an affordable, quality liberal arts
college of the church. The mission of the College, its academic programs and
its metropolitanlocation attract a wide variety of students, a diversity which
is actively encouraged. Whether from a small town, a large city or another
country, all students enjoy the sense of community here at Augsburg.
The College continues to grow at a mnarkable pace, building on a tradition
of excellence in its programs, faculty, students and facilities. It is a place
where community, national and world leaders meet to discuss issues and
ideas.
I invite you to become part of this tradition of excellence -Augsburg is an
exciting and challenging place to prepare for your future.
I look forward to meeting you on campus.
President
Augsburg College is grounded in traditions -the traditions of its founders,
of the church and of higher education in the liberal arts. From this framework springs a dynamic, challenging and evolving institution that rises to
the challenges of today's -and tomorrow's -changing world.
Augsburg is committed to educating the whole person, encouragingand
respecting diversity and serving the larger community. Through education,
understanding and service, Augsburg faculty, staff and students can affect
the future in positive ways.
The phrase, 'Think globally, act locally, rings true at Augsburg. The
College's location in the heart of the Twin Cities provides rich opportunities
for experiential education, volunteer service, internships and cultural
enrichment. In a sense, the cities are an extended campus for Augsburg
students.
Students who graduate from Augsburg are well prepared to make a
difference in the world. They stand as testaments to the College motto,
"Education for Service," and to the Mission of the College:
To dmelopfuture ltnders of service to the world by proznding high quality educational oj?prtunifies which are based in the liberal arts and shaped by the faith and
values of the Christian Church, by the context of a vital metropolitan setting, and by
an intentionally diverse campus community.
Augsburg was the first seminary founded by Norwegian Lutherans in
America, named after the confession of faith presented by Lutherans in
Augsburg, Germany, in 1530. Augsburg opened in September, 1869, in
Marshall, Wisconsin, and moved to Minneapolis in 1872.The first college
students were enrolled in 1874 and the first graduation was in 1879.
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 "college1' studies that would prepare students for theological study.
In 1874 they proposed a three part plan: First, train ministerial candidates;
second, prepare future theological students; and third, educate the farmer,
worker, and businessman The statement stressed that a good education is
also practical.
Augsburg's next two presidents also emphatically rejected ivory tower
concepts of education. This commitment to church and community has been
Augsburg's theme for over one hundred years.
Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's
second president (18761907), 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 independentcongregations committed to congregational autonomy and personal Christianity.
This change made Augsburg the only higher educational institution of the
small Lutheran body. But the college division was still important primarily
as an attachment to the seminary.
This attitude began to change after World War I. In 1911, George Sverdrup,
Jr. became President He worked to develop college departmentswith an
appeal to a broader range of students than just those intending to be
ministers. Augsburg admitted women in 1922under the leadership of
Gerda Mortensen, Dean of Women. She spent the next 52 years at the
College as a teacher and administrator.
The College's mission assumed a double character -ministerial preparation together with a more general education for life in society. In 1937,
Augsburg elected Bernhard Quistensen, an erudite and scholarly teacher,
to be pmident (1938-1%2).His involvement in ecumenical and civic circles
made Augsburg a more visible part of church and city life.
After World War JI, Augsburg leaders made vigorous efforts to expand and
improve academic offerings. Now the College was a larger part of the
institution than the seminary, and received the most attention.
Augsburg added departmentsessential to a liberal arts college, offering a
modern college program based on general education requirements and
elective majors. With curriculum change came a long effortto become
accredited.
The College reached full accreditation in 1954, although many alumni had
entered graduate schools and teaching positions long before that time.
A study in 1962 definedthe College's mission now as serving the good
society as a whole first and the interests of the Lutheran Fnx Church
second. The Seminary moved to Luther Theological Seminary (now Luther
Northwestern Seminary)in St. Paul in 1963.
President Oscar A. Anderson (19&1980) continued Augsburg'semphasis
on involvement with the city. He wanted to reach out b non-traditional
student populations, ensuring educational opportunity for all people.
During his years of leadership the College became a vital and integral part
of the city. Also in these years, Augsburg added the Music Hall, Mortensen
Tower, Urness Tower, the College Center, Ice Arena and Murphy Place.
Dr. Charles S. Anderson has led the College since 1980.He guides
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.
Augsburg continues to grow under his leadership. Some of the accomplishments during his tenure include instituting Weekend College and three
Master of Arts degree programs, hosting national and international figures
at College-sponsoredforums and events, increased accessibility and the
addition of the Foss Center for Worship, Drama and Communication.
Augsburg continues to reflect the commitment and dedication of the
founders who believed:
An Augsburg education should be preparation for service in community
and church;
Education should have a solid liberal arts core with a practical dimension
in order to send out productive, creative and successful citizens;
The city, with all its excitement, challenges and diversity is an unequaled
learning laboratory for Augsburg students.
Augsburg is a quality liberal arts institution set in the heart of a great metre
politan center. There are now more than lO,W Augsburg alumni. In a world
that has changed much since those first days of the College, Augsburg still
sends out graduates who make a differencewhere they live and work.
Augsburg's campus is located in the heart of the Twin Cities, surrounding
Murphy Square, the first of 155parks in Minneapolis, the "City of Lakes."
The University of Minnesota West Bank campus and one of the city's largest
medical centers -Riverside Medical Center -are adjacent to the campus,
with the Mississippi River and the Seven Comers theater district just a few
blocks away. Downtown Minneapolis and St. Paul, home to a myriad of
arts, sports, entertahment and recreation opportunities, are minutes west
and east via Interstate 94, which forms the southern border of the campus,
or on bus routes that also conned with the suburbs. (See map in back)
Reaching the Twin Cities is easy. Most airlines provide daily service to
Minneapolis-St. Paul Internationalm r t and bus or train connections can
be made from all areas of the United States.
It is the policy of Augsburg College not to discriminate on the basis of race,
d,
national or ethnic origins, age, marital status, sex or handicap as
required by Title IX of the 1972 Educational Amendments or Section 504 of
the Rehabilitation Ad of 1973, as amended, in its admissionspolicies,
educational programs, activities and employment practices. Inquiries
regarding compliance may be directed to the coordinatorslisted in the
directory in the back of this catalog, or to the Director of the Minnesota
Department of Human Rights, Bremer Tower, Seventh Place at Minnesota
Street, St. Paul, MN 55101.
The College and its faculty subscribe to the Statement of Principles on
Academic Freedom as promulgated by the American Association of
University Professors and the Association of American Colleges.
Augsburg College is accredited by the North Central Association of Colleges and Schoolsand the National Council for the Accreditation of Teacher
Education (Secondary and Elementary).Our programs are approved by the
American Chemical Society, the Council on Social Work Education, National Association for Music Therapy, Inc., and the National League for
Nursing. Augsburg College is an institutional member of the National
Association of Schoolsof Music (NASM).
We are a member of the Associated Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North America and Minnesota Private
College Council.
Augsburg College is registered with the Minnesota Higher Education
Coordinating Board. Registration is not an endorsementof the institution.
Registration does not mean that &its earned at the institution can be
transferred to other institutionsor that the quality of the educational
programs would meet the standards of every student, educational institution or employer.
Instruction facilities and student housing at Augsburg are conveniently
located near each other.A tunnel/ramp/skyway system connects the tower
dormitories, the five buildings on the Quadrangle, plus the Music Hall,
Murphy Place, and the Foss, Lobeck, Miles Center for Worship, Drama and
Communication
Admissions Office -The central admissions office is located at 628 21st
Avenue South and pmvides offices for the admissions staff and reception area for
prospective students and their parents.
American Indian Support Program and International Center -Located at 620
21st Avenue South, these programs provide support services and information to
American Indian and international students, as well as others who wish to spend a
term studying abroad.
Christensen Center -Center of non-academic activity, with spacious lounges
and recreational areas, dining areas, bookstore and offices for student government
and student publications. (1%7)
Center for Global Education -Located at 709 23rd Avenue South, provides
offices for the Global Center staff and a resource room for those interested in global
issues.
Foss, Lobeck, Miles Center for Worship, Drama and Communication-The
newest building on campus establishes a new "front doof' for the College on
Riverside Avenue. The Foss Center is named in recognition of the gifts of Julian and
June Foss and those from a great number of alumni and friends of the College. The
Tpmhom-Nelson Theater is also housed in this complex, which contains space for
the campus ministry pmgram, drama and communication. Augsburg's computer
lab is located in the lower level of this facility. (1988)
Ice Arena -Two large skating areas for hockey, figure skating and recreational
skating for Augsburg and the metropolitan community. (1974)
Melby Hall -Named in honor of J. S. Melby, Dean of Men from 1920 to 1942,
basketball coach and head of the Christianity Department, provides facilities for the
health and physical education program, intercollegiate and intramural athletics,
chapel services and general auditorium purposes. (1961)
Mortensen Tower - Named in honor of Gerda Mortensen, Dean of Women from
1923to 1964, has 104 one and two-bedroom apartments that house 312 upperclass
students, plus conference rooms and spacious lounge areas. (1973)
Music Hall -Contains a 217-seat recital hall, classroom facilities, two rehearsal
halls, music libraries, practice studios and offices for the music faculty. (1978)
Old Main -Home for the Foreign Language and Art Departments, with class-
rooms used by other departments. Extensively remodeled in 1980, and made
accessible in 1990, Old Main combines energy efficiency with architectural details
from the past. It is included on the National Register of Historic Places. (1900)
Science Hall -Houses classrooms, wellequipped laboratories, a medium-sized
auditorium and faculty offices. (1949) In 1960 the Lisa Odland Observatory on the
roof was completed.
South Hall and Annex Houses -All located in or near the campus area,provide
additional housing accommodations for students, faculty and staff.
George Sverdrup Library -Named in honor of Augsburg's fourth president,
contains reading rooms, seminar rooms, work rooms, an audio-visual center, the
Augsburg archives, classrooms and faculty offices. (1955)
Sverdrup-Oftedal Memorial Hall -Named in honor of Augsburg's second and
third presidents, provides space for administrative and faculty offices. (1938)
Tutor Center -This house at 2011 South Seventh Street has rooms for individual
tutoring sessions, quiet study and assistance with study skills.
2222 Murphy Place -Houses offices for Weekend College, Graduate and Special
Programs, and Cooperative Education, as well as classroom space. (1964)
Urness Tower -Named in honor of Mr. and Mrs. Andrew Umess, who have
given several generous gifts to the College, provides living quarters for 324
students. Each floor is a "floor unit," providing 36 residents, housed two to a room,
with their own lounge, study and utility areas. (1967)
West Hall -Apartment housing for upperclass students. (1966)
Inter-Race: The International Institute for Interracial Interaction - InterRace facilitates interracial understanding in families, schools, places of work,
communities and society. The Institute provides training and consultation,
research, education, resource centers, publications, public policy and legal
study in five centers. Inter-Race is located at 600 21st Avenue South.
Minnesota Minority Education Partnership ( M M l T ) -A program that
encourages the retention and graduation of students of color. The program
coordinates the existing resources of schools, families and communities and
also develops new resources. Located at 2018 South Eighth Street.
Scandinavian Center -Coordinates the efforts of individuals and groups
interested in the five Nordic nations. Located at 2400 Butler Place.
Youth and Family Institute -Designed to help churches better serve the
changing needs of youth and families. The Institute at 2018 South Eighth
Street offers academic programs at both undergraduate and graduate levels,
as well as seminar/workshops, a resource center and counseling services.
A u g s b ~ college
r ~ is looking forstudents with intelligenceand
characler. We want people who can ben+t from and contribute to their
community -the College community and the community at large.
Becausefirsthand appraisal qf programs, facilities and academic*a
sphere is valuable,fieshman and transfer applicants are encouraged to
visit the campus and me& with an Admissions Counselor. Arrangements may be made to meet with a member 4 the jkulty and to attend
classes when schml is in session.
Augsburg's admissions staff is ready to help students and parents with
college planning. Just call the Admissions Ofice any weekday behoeen
8:00 a.m. and 4:30 p.m. -(612)330-1001, or toll-free (800)788-5678.
They will answer your questions and arrange a tour@ any duy
(including Saturhy mornings during the school year). The @ce is on
the northwest corner qf Seventh Street and 21st Avenue South in
Minneaplis. (Pleasecall first.)
Selection of students for Augsburg College is based upon careful
consideration of each candidate's academic achieuemmt, psonal
qualities and interests,participation in activities and employment and
potential for development as a student and a graduate of Augsburg
College. lle Collegeselects students on individual merit without
regard to race, creed,disability, national or ethnic origin, sex or age.
Application for Admission -Applicants should complete the application
for admission and essay and return them to the Admissions Office together
with the non-refundable $15.00 application fee.
Transcripts-An o f f i d transcript from the high school is required of
freshman applicants. Freshman applicants who are still high school students
at the time of application should have their most recent transcript sent,
followed by a final transuipt upon graduation. Graduate Examination Degree
scores (G.E.D.) may be presented instead of the high school tramaipt.
Test Scores -Freshman applicants are required to submit results from the
Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test
(SAT), or the American College Test (ACT).It will suffice if test scores are
recorded on the official high school transcript.
Additional Information -If there is personal information that may have
affected the applicant's previous academic performance, it may be included
with the application or discussed personally with an Admissions Counselor.
Academic recommendationsmay be required by the Admissions Cornmittee before an admissions decision is made.
On occasion, the AdmissionsCommittee may also defer a decision on a
candidate's admission until other information has been received. For
example, more recent test scores, results of the present semesteis
coursework, additional letters of recommendation or writing samples may
be requested by the Committee. If any additional credentials are needed, the
Admissions Office will inform the candidate.
Notification of Admissions Decision -Augsburg College uses a "rolling"
admissions plan. Studentsare notified of the admissions decision, usually
within two weeks after the application file is complete and has been evaluated by the Admissions Committee.
Confirmation of Admission -Accepted students who are applying for
financial aid are asked to make a $100 non-refundable tuition deposit within
30 days of their financial aid notification. Extensions may be requested in
writing to the Diredor of Financial Aid.
Accepted students who are not applying for financial aid are asked to make
a $100 non-refundable tuition deposit. Those students who wish to live in
College housing must also submit a $100 housing deposit.
Students of exceptional ability who wish to accelerate their educational
program may be granted admission to begin full-time work toward a
degree following completion of their junior year or first semester of the
senior year of high school. Applicants for early admission must complete
the normal procedures for freshman applicants, submit two academic
recommendationsfrom the high school faculty and arrange a personal
interview with the Director of Admissions.
Students from Minnesota who are interested in the possibility of enrolling at
Augsburg under the auspices of the Minnesota Post Secondary Enrollment
Options Act should contact the Admissions Office for specific information.
Augsburg College welcomes students who wish to transfer after having
completed work at other accredited colleges or universities. College credit is
granted for liberal arts courses satisfactorilycompleted at accredited
institutions. The College reserves the right not to grant credit for courses
where it considers the work unsatisfactory, to grant provisional credit for
work taken at unaccredited institutions and to require that certain courses
be taken at Augsburg.
Augsburg College limits transfer from two-year colleges once a student has
reached junior status. If all transfer work has been taken at a two-year
college as freshman or sophomore, a maximum of 18Augsburg courses, or
% quarter credits, will be accepted toward the minimum of 35 Augsburg
course credits required for the baccalaureate degree.
A cumulative grade point average (GPA)of 2.0 (on a 4.0 scale) or better is
required on previous college work.
Admission to a major, as well as admission to the College, is sometimes
necessary. Please check with the Admissions Office and departmental
catalog section to see if admission to the major is necessary.
Students who have interrupted attendance at Augsburg College without
requesting a leave of absence and who wish to return must apply for readmission through the Registrais Office. Students who have attended any
other institution(s1during the absence from Augsburg must have an official
transcript sent from each one to the Registrar's Office. Returning students
do not pay the application fee.
In some circumstances,people may be admitted as special students (nondegree) and granted the privilege of enrolling in courses for credit. Usually
part-time students, they may subsequently become candidates for a degree
by petitioning through the Registrar's Office.
Students regularly enrolled at another college may take course work at
Augsburg College as a special student (non-degree).A transcript must be
sent to the Admissions Office by the student's home institution.
An application form for special student (non-degree)status is available from
the Admissions Office.
A u g s b e welcomes students from countriesaround the world. Intemational students from more than 47 countries have attended Augsburg since
1954. Studentsshould contact the Admissions Office for an International
Student Application and informationon the application pracedm. Applications must be d v e d two months prior to the start of the semester: July 1
for Fall,November 1for Spring.
For more information, call (612)33@1001or write to:
InternationalStudent Admissions
Augsburg College
731 21st Avenue South
Minneapolis MN 55454
A l l students re~eiiw~nancial
k l p iindrecttly, since a quality liberal arts
education costs more than tuition and fees cover. The College r a k that
difference in
-fim alumni,faculty, stafi parents, church,^,
foudutions and endowment income.
Howeuer, the primay responsibilityfor paying@ a college education
r ~ ton
s students and theirfamilks.Financial aid is intended to supplement those resources.
sffs
The Board of Regents has approved the costs listed for the 1991-'92 academic year. The Board reviews costs annually and makes changes as
required. The College reserves the right to adjust charges should economic
conditionsnecessitate.
Tuition (full-time enrollment)
..........................................................$10114S.00
This rate applies to all full-time students entering in September, 1991.
Studentsare considered full-time when they take three or more courses
during the semester terms with a total of seven or more courses in the school
year. The charge includes tuition, general fees, facility fees and admission to
most College-supportedevents, concerts and lectures. The amount is payable
in two equal installmentsat the beginning of each semester.
,.-..-.
-.-....
.....
Tuition (part-timeenrollment)per course
,
,
.
, $768.00
This rate applies to students taking fewer than three courses in a semester
and/or an Interim only. Part-time students taking lifetime sports are
charged the audit rate for that course.
....................................
Audit Fee (for part-time students) per course
$384.00
Full-time students may audit a course without charge. Part-time students
taking Lifetime Sports are charged the audit rate for that course.
.......................................................$2,00400
Full Board (19 meals a week)...............................................................$1,828.00
Room Rent (includes telephone)
Other board plans are available as defined in the housing contract booklet
available from the Office of Student Life.
Partial board (14 meals a week) ......................
Flex 5 point plan
-...-.l-l.ll.$l1776.00
....................................................................................$1,616.00
Fees Billed on Student Account
Fees Payable by CheddCash
ACTC Bus (full-time
$ 12.00
students only)
Late Registration (per day
after classesbegin)
$ 50.00
Registration Change after first
5 days (cancel/add/change/grade
option, or combiition
$ 5.00
at one time)
Music Therapy Internship
(one half course credit) $384.00
Private Music Lessons,
per semester (14 lessons) $225.00
Student Teachiig (per course
$ 30.00
for full-time students)
Student Teaching (per course
for part-time students) $326.00
Study Abroad (in approved
non-Augsburg programs) $150.00
Student Activity Fee
$ 85.00
Student Activity Fee (parttime students)
$ 4250
Application (new and/or
special students)
$ 15.00
Nursing Credit
Validation Tests
$110.00
Nursing
Comprehensive Exam
$ 10.00
Locker Rental (commuters) $ 15.00
Student Parking Lot Permit
-~ar
$ 55.00
-motorcycle
$ 25.00
Transcript Fee (per copy
after first, which is free) $ 2.00
Special Examinations,
Cap & Gown Costs
(Schedule on file in Registra/s
BOOKS AND ~
U
P
P
w)
~
These costs are estimated to be $500.00 per year.
.................................................
$100.00
Enrollment Deposit (Non-refundable)
Required of all new studentsafter acceptance. The Enrollment Deposit is
credited to the student's account only when his/her enrollment is terminated.Any net credit balance (after all charges and/or fines) will be
refunded upon request of the student. For more information, contact the
Admissions Office.
......................................................................
$100.00
Housing Damage Deposit
Required of all resident students at the time of signing a contract, to reserve
a housing assignment. This deposit is retained against damages and/or
fines and is returned to the student account (less all charges for damages
and/or fines)at the end of the occupancy period covered by the contract.
New contracts may be terminated for Fall or Spring Term by following the
conditions delineated in the housing contract. The resident will be respon-
sible for all costs i n c u r d due to late cancellationor lack of proper notification. If the new contrast is cancelled prior to July 1for Fall semester or
January 1for Spring Semester, $50 will be forfeited from the $100 deposit as
a service charge. The entire deposit will be forfeited if cancellationis after
these dates.
Semester Fees -Rior to the start of each semester a 'Statement of Estimated
Qlarges" showingbasicchargesandfinancial aid dtsdesignatedbythe
Student Financial !%rvices Office is sent to the student from the Business Office.
Payment Options -(1)Annual payments, due August 15 as billed; (2)
Semester Payments, due August 15and January 15as billed; (3) Payment
Plan -upon application and after College approval, a three-month plan is
available each semester. Details are included with the Estimate of Charges
letter; (4) lGmonth Payment Plan -upon application, College approval,
and payment of a $50 administrativefee, the annual charges may be paid in
10equal installmentsbegmung June 15 and ending March 15. No finance
charge will be assessed on accounts which are current. An application will
be sent upon request.
I
A finance charge is applied at a simple rate of one percent per month on any
account with an open balance of 30 days or more or on a IGmonth payment
plan in which payment is not current.
Tuition is set on an annualbasis, payable in two equal installments at the
begmmng of each semester.
W t r a t i o n is permitted only if the student's account for a previous term is
paid in full.
Augsburg College will not release academic student transcripts until all
student accounts are paid in full or, in the case of student loan funds
administered by the College (Perkins Student Loan and the Nursing
Student Loan), are current according to established repayment schedules
and the loan entrance and exit interviews have been completed.
Students fill out Withdrawal from College forms available in the Office of
Student Affairs.They must be filled out completely, signed and turned in to
the Reg~~trar's
Office. Students who properly withdraw, change to parttime, are dismissed or ~IPreleased from a housing contract will have their
accounts adjusted for tuition and room (except for the minimum deduction
of $100.00 to cover administrative costs) according to the following schedule:
100%90%80%70%60%50%-
through the first five days of classes (less$100 administrativefee)
from the 6th through 10th day of classes
from the 11th through 15th day of classes
from the 16th through 20th day of classes
from the 21st through 25th day of classes
from the 26th day of classes through the mid-point of the term
No refund will be made after the middle class day of the term. Board
refunds are made on a proportionate basis.
If a student is forced to .withdrawdue to illness or an accident, the refund
will include the normal percentage plus one-half of the percentage adjustment, upon submission of a report from the attending doctor stating the
inability or inadvisability of continued enrollment.
Students who elect to omit an Interim or to graduate in December are not
entitled to a refund of Interim tuition, room and board charges. Students
who participate in an approved off-campus Interim are eligible to apply for
a board refund and room sublease. Details and request forms are available
in the Office of Student Life.
All refunds of charges will be applied to the account of the student and all
adjustmentsfor aid, loans, fines and deposits, etc. will be made before
eligibility for a cash refund is determined.
Financing higher education could be the most significant investment a
person or family makes in a lifetime. So,proper planning and wise choices
are important, not only in choosing a college, but also in the methods used
to pay for it. Augsburg College, through its Office of Student Financial
Services, will help students and their families with both monetary and
advisory assistanceto protect access to a quality education in spite of
i n m i n g costs.
Financial assistance awarded through Augsburg is a combination of
scholarships,grants, loans and part-time work opportunities. The College
cooperates with federal, state, church and private agencies in pmviding
various aid programs. For the 1989-'90 academic year approximately 83
percent of all students at Augsburg received xholarships, grants, loans and
part-time employment totalling over $11,500,000 from all aid sources.
The primary responsibility for financing a college education rests upon the
student and family. Financial aid is intended to supplement student and
family resources.
The Family Financial Statement (FFS)of the American College Testing
Program (ACT) or the Financial Aid Form (FAF) of the College Scholarship
Service (CSS)helps determine the amount of assistance for which a student
is eligible. This analysis estimatesthe amount a student and family can be
expected to provide for college expenses, taking into account such family
financial factorsas current income, assets, number of dependents, other
educational expenses, debts, retirement needs and special considerations.
How AND WHENTO APPLY
New Students - Regular Admission
1. Apply for admission to Augsburg College. No financial aid notification is
made until the student has applied and been accepted for admission.
2. Obtain the Family Financial Statement (FFS)or Financial Aid Form (FAF)
from a high school or college financial aid office. Complete the application
and send it to the processing agency after January 1but before April 15 for
priority consideration. Minnesota residents must complete the FFS, which
includes the application for the Minnesota State Scholarship/Grant Program.Augsburg's code on the FFS is 2080. For non-Minnesota residents
using the FAF, Augsburg's code is 6014.
3. Within four to six weeks, Augsburg will receive the analysis. If at that
time you are accepted for admission, the Financial Aid Committee will meet
and review your eligibility for all the programs available. A letter will be
sent to you detailing your financial aid.
4. Acceptance of this financial aid package is required within the deadline
stated. If necessary, the appropriateloan forms and/or work applications
will be sent to you.
5. Transfer students must submit a financial aid transcript from each college
previously attended before financial aid will be offered. The financial aid
transcript forms are available through the Admissions Office or Fiicial Aid.
Returning Students
Eligibility for assistance must be re-established each academic year by
the applicationand Family Financial Statement (FFS).Renewal is based on
the familfs financial eligibility, the student's satisfactory academicprogress
and fund availability.
A student applyingfor aid from Augsburg applies for assistance in general
rather than for a s@c scholarship or grant (except as noted). The various
forms of aid available are listed here for information only.
In addition to aid administered by Augsburg College, students are urged to
investigate the possibility of scholarships, grants and loans that might be
available in their own communities. It could be worthwhile to check with
churches, the company or business employing parents or spouses, high
schools, service clubs and fraternal organizationsfor information on aid
available to students meeting their requirements. In addition to these
sources, some students are eligible for aid through Vocational Rehabilitation, Education Assistance for Veterans, Educational Assistance for
Veterans' Children and others.
Gift Assistance
President's Scholarships-President's Scholarships,which assuxe gft
assistance equal to tuition, are awarded annually to the most academically
qualified full-timefreshmen students. These scholarships are awarded
without regard to need. The awards are renewable for three years based on
academic performance at Augsburg. Ekcause this is a d e d programffull
tuition is assured; that is, the College guarantees the differencebetween
non-Augsburg grants and scholarships (such as state scholarships, Pell
grants, etc.) and full tuition. Special application is due February 15. Details
from the Admissions Office.
Dean's Scholarships-Dean's Scholarships, which assure gift assistance
equal to tuition, are awarded each fall to the most academicallyqualified
full-time students who are direct transfers to Augsburg College following
completion of an A.A. or AS. degree, having maintained a 35 GPA on a 4.0
scale. These scholarships are awarded without regard to need and are
renewable for an additional year. Because this is a unified programffull
tuition is assured; that is, the College guarantees the differencebetween
non-Augsburg grants and scholarships (such as state scholarships, Pell
grants, etc.) and full tuition. Special application is due April 1.Details from
the Admissions Office.
Paired Resources in Ministry and Education (PRIME) Awards -Augsburg College will match the first $300 a year of a student's scholarship or
grant from a Lutheran congregation. The scholarship or grant check from
the congregation must be received at Augsburg by October 1.
Augsburg Tuition Grants -Available to students who have shown
academic potential and have financialneed. A student's academic performance, financial need and high school and community involvement are
taken into consideration.
Minnesota State Scholarships and Grants -Awarded by the state to
Minnesota residents who have financial need. For 199G91, they ranged from
$100 to $ 5 3 3 . All applicants from Minnesota are expected to apply.
SupplementalEducational Opportunity Grants -A federal program
administered by the College. To be eligible, a person must: (1)be a U.S.
citizen or permanent resident; (2) have exceptional financial need as defined
by the program; (3) be capable of maintaining satisfadory academic standing at the College; and (4)be accepted for admission
Pell Grants -Federal Pell grants are awarded to students attending eligible
institutions of higher education and are based on financial need as defined
by program guidelines. The maximum grant eligibility for each student for
1991-'92 is $2,400. Application is made by filing the FFS (or FAF) and
requesting on the application form that the necessary information be sent to
the Pell Grant Program.
Bureau of Indian Afâ¬airs/Tribaland State Indian Scholarships-Bureau of
Indian Affairs/Tribal and State Indian Scholarshipsand Augsburg American
Indian Scholarshipsare available to Indian students (both full- and part-time)
who meet speclfic criteria. For Bureau of Indian Affairs/Tribal and State
Indian Scholarships,studentsmust be 1/4 degree American Indian ancestry
and be enrolled with a federally recogruzed tribe. Eligibility criteria for
Augsburg American Indian Scholarshipsvary; contact the American Indian
Support Rogram office. Indian grants supplement all other forms of financial
aid. Questionsmay be directed to the American Indian Support Office or to
your local BIA, Tribal or State Indian Education Office.
Loan Assistance
Perkins Student Loan -A joint Augsburg College-federally funded
program administered through the College for students who demonstrate
financialeligibility. Loans are interest-free during your education. No
interest accrues nor do payments have to be made on the principal at any
time you are enrolled at least half-time. Simple interest of 5 percent and
repayment of the principal (at the minimum of $30 a month) begn nine
months after you leave school. Repayment may extend up to 10years. The
loan carries a teacher cancellation clause. The maximum which may be
borrowed for undergraduate study is $9,000, ($18,000 including graduate
school).
Sta£ford Student Loans -Loan funds are obtained directly from a local
lender or state agency in states which provide such programs. While the
student is attendingat least half-time, there is no interest charge. Simple
annual interest of 8 percent (10 percent after the first four years of repayments) on the loan balance and repayment of the principal begins six
months after you leave school. Repayment may extend up to 10years. The
maximum loan is $2,625 for the first two years and $4,000 for the remaining
years of undergraduate study with the cumulative undergraduate maximum of $17,250. Applications are available at the College, and some banks.
The Student Educational Loan Fund (SELF)-SELF is administered
through the Minnesota Higher Education CoordinatingBoard. Applications
are available from the Office of Student Financial Services.
Undergraduates may borrow up to $4,000 per year minus any other student
loan indebtedness. Maximum undergraduate borrowing is $16,000. The
minimum loan amount per year is $1,000. The interest rate is variable.
Interest payments begn 90 days after the loan is disbursed and continue
quarterly thereafter, while the student is enrolled. Principal payments begm
the 13th month after you leave school. There are no deferments.
Nursing Student Loan -Federal program with provisions similar to the
Perkins Student Loan program, but restricted to applicants accepted or
enrolled in our program leading to the baccalaureate degree in nursing.
Recipients must have financial need and be registered at least half time. The
maximum loan is $4,000 per year.
SupplementalLoans for Students (SLS)-SLS is a federally sponsored
loan program which permits independent students to borrow to finance
their cost of education.
Students can borrow up to $4,000 per year. Interest is variable with a 12
percent cap and interest payments begin 60 days after the loan is disbursed,
but in many cases, can be allowed to accrue and add to the principal.
Repayment begms 60 days after you leave school or cease to be enrolled at
least half-time. Deferments exist for continued education or disability.
Parent Loan Program (PLUS)-PLUS is a loan program to help parents
meet college costs of their dependent children. Parents may borrow up to
$4,000 per student per year with an aggregate maximum of $20,000. Repayment begm within 60 days of check disbursement at a variable interest rate
not to exceed 12 percent and a minimum payment of $50 per month.
Application forms are availableat Augsburg College or the lending institutions Applicationsare normally filed with the bank or thrift institutionwith
which your family has an account.
Student Employment
Augsburg College provides work opportunities for students with proven
finand need who a~ at least one-half time students. Assignment is made
on the basis of need and potential competence in
the duties
assigned.Part-time work provided by the College is considered financial
aid, just like scholarships, loans and grants. A maximum of 15hours of oncampus employment per week is recommended.
All oncampus work is governed by policies stipulated in the work contract
issued to the student employee for each placement. Payment is made
monthly by check to the student employee. Students should make application to both the Financial Aid and Personnel offices for work study
positions.
College Work Study Program and Minnesota State Work Study Program
-Under theseprograms the federal or state government supplies funds on
a matchingbasiswith the College to provide some part-tine work opportunities.
Scholarshipwinners are selected by the Student Affairs Committee of the
faculty unless otherwise specified. For departmental scholarships, winners
are recommended by faculty of the department involved. Descriptions of
awards are from statements of the donors' wishes.
*Indicates endowed scholarships.
Charles and Ellora AUiss Educational Foundation Scholarships-A number of
awards of varying amounts (minimum $500) are made each year on the basis of
financial need and ability. Established in 1973by the foundation.
The Dain BosworthlIFG Foundation Scholarship -Awarded as funds are made
available, to students with demonstrated need for financial assistance.
Alma Jensen Dickerson Memorial Scholarship*-Awarded annually to deseming junior/senior students. Established in 1961to perpetuate her memory.
Oliver M. and Alma Jensen Dickerson Memorial Scholarship*-Awarded
annually to two deserving junior or senior students. Established in 1%9by Alma
Jensen Dickerson to honor her late husband and perpetuate their memory.
Elias B. Eliason Sr. Memorial Scholarship*-Awarded annually to one or more
needy and deserving upper class students. Established in 1979 in memory of their
husband and father by Josie Feroe Eliason, Conrad Eliason, E. Bernie Eliason, Mrs.
Elizabeth Mauseth and Mrs. Clara Hoelck.
M. J. Estrem Scholarship*-Awarded annually to a worthy student. Established
in 1965by Maybelle and Malcolm Estrem.
EW. Hallet Scholarship-Awarded, as funds are available, to students with
demonstrated need for financial assistance.
The Tze-Lien Yao-Hsieh, Lenorah Erickson and Mildred Joel Memorial Scholarship* -Awarded annually to an Augsburg student of any class or major, based on
academic performance and financial need. Established in 1987by Mr. Joseph Hsieh
(6
' 11, Andover, Ma., in loving memory of his mother, his honorable teacher and his
respected advisor at Augsburg College.
The Edwin C. Johnson Scholarship*-Awarded annually to one or more
students who demonstratepotential and financial need. Established in 1985by
Edwin C. Johnson ('25), Powers Lake, N.D.
Memorial ScholarshipFoundation Scholarships*-Awarded annually to an able
and deserving upper class student. Established in 1964by undesignated memorial
gifts.
Minnesota Mining and Manufacturing Company Liberal Arts ScholarshipsGiven annually to needy students who are U.S. citizens. Established in 1972.
Northern States Power Company Scholarship-Awarded to deserving students
in each class year on the basis of financial need and ability.
The Marvin T. Nystrom Scholarship*-Awarded annually to juniors or seniors
who are U.S.citizens, have a B average or above and qualify for need based aid.
Established in 1987by Mr. Nystrom as an expression of his belief in young people
and his hope that they will become meritorious leaders.
The Rev. Martin J. and Olga S. Olson Scholarship -Awarded annually to a
student(s)of any class or major based primarily upon financial need and evidence
of personal financial commitment. Established in 1991through a bequest in the will
of Rev. Martin J. ('23 Academy; '26, College; '29, Seminary) and his late wife, Olga
S. (2' 1) Olson, along with the gifts of many family and friends.
John G. Quanbeck Scholarship Fund* -Awarded annually to freshman students
who without assistance would be unable to pursue higher education. Established in
1963by a bequest of John G. Quanbeck.
The Martin and Esther Quanbeck Scholarship*- Awarded annually to students
of any class or major, based upon academic achievement and financial need. Establish
in 1990 by Dr. Martin ('29) and Mrs. Esther Quanbeck, Minneapolis, Minn.
Readers Digest Endowed Scholarship* -Awarded to able and deserving
students. Established by the Readers Digest Foundation in 1964.
The Ernest and Vivian Tinseth Scholarship*-Awarded annually to one or more
students of any class, based on academic achievement and financial need. Estab
lished in 1990 by Ernest and Vivian Tinseth, Edina, Minn.
The Robert W. Wauyniak Memorial Scholarship*-Awarded annually to a
junior or senior, based upon academic achievement and financial need. Established
in 1986 in memory of Robert Warzyniak, ('65) through memorials, supplemented
by gifts of his wife, Sharon, and family.
The Lea A. and Elsie L. Wildung Endowment Fund* -Awarded annually to one
or more students of any class who have potential and financial need. Established in
1986through the gift of Elsie L. Wildung, St. Paul, Minn.
A
Edward Yokie Memorial Scholarship* -Awarded to an able and deserving
junior or senior student. Established in 1962 to honor the memory of their beloved
father by his daughters, E. Lorraine Yokie and Doris E. Yokie.
*Indicatesendowed schokuships.
Aid Association for Lutherans -Awarded annually to able and deserving upper
class students who are certificate (policy) holders with Aid Association for
Lutherans Insurance Company. Established in 1966.
The Charles and Catherine Anderson Diversity Scholarship*-Awarded
annually to students who help the College fulfill its mission of being "an intentionally diverse campus community." Awards are based upon financial need and good
academic achievement (3.0 or higher G.P.A.), with preference given to students
who are planning some form of Christian service. Established in 1989 by Dr.
Charles S. and Mrs.Catherine G. Anderson, St. Paul, M i n .
The Phyllis M. Baker Memorial Scholarship*-Awarded annually to a student
mapring in purnalism or social work. Awards are based upon academic performance and finanaal need. Established in 1990 by Mrs. Ruth M. Baker, Edina, Minn.,
in loving memory of her daughter, Phyllis M. Baker, a 1952 graduate of Augsburg
College.
The Jeroy C. and Lorraine M. Carlson Scholarship*-Awarded annually to
students of any class, based upon academic achievement, financial need and service
to others. kference will be given to a student who is taking private music lessons
and a student who shows teamwork in College physical recreation activities.
Established in 1991by friends, alumni, faculty and staff of Augsburg College, in
honor of Jeroy ('48) and Lorraine Carlson, and in appreciation for their commitment to and expression of the highest ideals of the College.
The Carl C. and Kathleen A. Casperson Scholarship*-Awarded annually to
science students of any class, based upon academic achivement (32+ GPA), interest
and ability in the field of study, and a demonstrated sense of social and spiritual
community. Established in 1989by Dr. Carl C. ('59) and Mrs. Kathleen A. ('62)
Casperson, Minneapolis, Minn.
The Mildred Ryan Cleveland Memorial Scholarship*-Awarded annually to
able and deserving student(s) who have physical disabilities and have demonstrated financial need. Est?:olished in 1972by her husband, moyd Cleveland, to
honor the memory of Mrs. Cleveland, Augsburg alumna, consecrated Christian
leader and devoted wife.
The Laura Ann Erickson Memorial Scholarship*-Awarded annuallyto one or
more female freshmen students of any major who belong to the Lutheran Church
(ELCA) and show evidence of academic achievement and financial need. Established in 1986by Raymond D. Erickson GO), in memory of his daughter, Laura
Ann Erickson.
David J. Formo Memorial Scholarship*-One or more scholarships are awarded
annually to a junior or senior student who has successfully overcome adversity and
achieved excellence in academic and extracurricular performance. Established in
1979by members of his family to honor the memory of Commander David J.
Formo, 1964 alumnus.
The JulianP. Foss Scholarship*-Awarded to a student of any class who has
financial need, shows promise, and demonstratesfaith and dedication to overcoming difficult circumstances.Established by Julian P. Foss ('30), Mesa, Ariz.
The Hanwick Thanksgiving Scholarship*-Awarded annually to a student at or
above the sophomorelevel who demonstrateshigh academic achievement and is
preparing for a career in some form of therapy, e.g, physical, occupational, speech,
music, psychological. Established at Thanksgiving 1986, by Dr. TheodoreJ. and
Mrs. Fern S. Hanwick, in gratitudeto the therapists who aided in the recovery of
their son, Theodore T. Hanwick ('66), from a severe accident.
The King Harald Scholarship -Established by authorization of the Augsburg
College Board of Regents in 1965on the occasion of the visit by Crown Prince
Harald, this annual scholarship provides full tuition for a freshman student from
Norway. The winner is selected from competition held in Norway by the Norge
Amerika Foreningen.
The Rev. JohnHjelmeland Endowed Scholarship Fund*-Awarded annuallyto
second or third generation freshman or upper class students of any major who have
attained a 3.0 grade point average or better. Established in 1986 by Sigvald ('41) and
Helen Hjelmeland, and John ('70) and Lynn Hjelmeland.
The Hoversten Peace Scholarship*-Awarded annually to students of any class
or major, based upon academic merit and financial need. Preference will be given
to students who have demonstrated an interest in peace and/or whose personal
outlook and career plans show promise of contributingto the cause of peace.
Members of the Hoversten family and international students are encouraged to
apply. The fund may also provide aid to students or faculty who undertake projects
that will contribute to peace and global understanding. Established in 1989 through
a bequest and trust of Dr. Lester T. Hoversten, San Jose, Calif.
Catha Jones Memorial Scholarship*-Awarded annually to upper class women
of high moral character, with preference given to female or male students transferring from Waldorf College who are in music and/or elementary education.
Established in 1975in memory of Catha Jones, 1970alumna, by her parents, Mr.
and Mrs. Kenneth Jones, other family and friends, and the Augsburg College Senior
Challenge Program.
The Torgney and Valborg Kleven Memorial Scholarship*-Awarded annually
to a junior or senior who is interested in serving others, e.g. majoring in religion,
education, music, social work, medicine, and based upon academic achievement
and financial need. Established in 1990 through a bequest in the will of Rev.
Torgney (1
' 7 B.A. and '21 B.Div.1 and Valborg (Nydahl)Kleven, and memorial gifts
by family and friends.
The Harold B. and Laura M. Lanes Scholarship*-Awarded annually to an
upper class student of any major, based upon academic achievement (3.0 G.P.A. or
higher) and financial need. Preference given to college students who have demonstrated an interest in community service by active participation and whose parents
have not achieved a Bachelor's Degree. Established in 1989 by family and friends in
memory of Harold Lanes ('11, Academy) and in honor of Laura Lanes.
I
Lutheran Brotherhood Lutheran Senior College Scholarship-Awarded on the
basis of scholastic achievement, religious leadership and financial need. Minimum
award $800.00, maximum $1,500. The scholarship is renewable.
McVay Foundation Scholarship*-Awarded annually to students with demonstrated need for financial assistance. Preference given to students majoring in
education, religion or social work. Established in 1986by the McVay Foundation.
The Forrest T. Monson and Thelma (Sydnes)Monson Scholarship*-Awarded
annually to students of any major after their first year, based upon financial need,
diligence in scholastic achievement, and active membership in a Lutheran congregation. Established in 1989 by Forrest ('37) and Thelma ('37) Monson, San Diego,
Calif.
The Rev. Horace E. Nyhus Memorial Scholarship*-Awarded annually to a
senior student(s)who has successfullyovercome adversity and has achieved
excellence in academic and extracurricularperformance. Established in 1977to
honor the memory of the Rev. Nyhus, a 1929 graduate of Augsburg Seminarywho
overcame the adversity of early years to earn his own education and who served
others with humanity and wisdom.
The Ole K. and Evelyn L. Olson Scholarship*-Awarded annually to students
with financial need. Preference given to students from Canada or transferring from a
public mllege or university who indicate an interest in religion, music or Scandinavian studies. Established in 1988by Mrs. Evelyn Olson and Mr. Gordon Olson ('63),
in memory of Rev. Ole K. Olson ('32) and in honor of Mrs. Olson's 80th birthday.
The Rosemary J. Shafer Scholarship*-Awarded annually to students of any
class or major who show academic potential, financial need and a strong desire to
earn a college degree, with preference given to females of high moral character.
Learning disabled students are encouraged to apply. Established in 1985, and
endowed in 1989by Rosemary J. Shafer, Wayzata, Minn.
The John and Agnes Siverson Scholarship*-Awarded annually to students of
any class or major, based upon academic achievement and financial need. Preference will be given to students from Madagascar, or if none with financial need,
then to students from other developing nations. Established in 1990 by Mrs. Agnes
Siverson, Hendricks, Minn., thereby continuing a long tradition of generosity by
Agnes and her late husband, John.
I
The Genevieve E. Stelberg Memorial Scholarship*-Awarded annually to
students of any class or major, based upon high personal motivation, rather than
high academic achievement or extreme financial need. Established in 1989through
a bequest in the will of Mrs. Genevieve E. Stelberg, St. Paul, Minn.
* Indiuztes endowed scholarship
The Ada Bakken Memorial-American Indian Scholarship*-Awarded annually
to American Indian students of any class or major, based upon academic performance and financial need. Established in 1988through the estate and trust of Ada
Bakken, St. Charles, M i n .
The Kent Anderson American Indian Scholarship*-Awarded annually to
American Indian students of any class or major, based upon academic performance
and financial need, with preference given to students who are affiliated with a
federally-recognized American Indian tribe. Established in 1990 with the proceeds
of a benefit perhrmance at Augsburg College by Louie Anderson, a native of St.
Paul, Minn., who resides in Los Angeles, Calif.
The Asian-Pacific Student Scholarship-Awarded annually, as funds are
available, to two Asian-Pacific students with demonstrated financial need and who
reside in Minnesota.
The Otto Bremer Foundation American Indian Scholarship-Awarded to
American Indian Students. Recipients will be involved in a community service
project during the year.
The Grace Jewel Jensen Buster Memorial Scholarship*-One or more scholarships are awarded annually to sophomore,junior or senior Chinese students who
have outstanding academic records and are preparing to work among the Chinese
people. Established in 1983by family and friends to honor the memory of Grace
Jewel Jensen Buster, a 1922alumna.
The Cargill Foundation American Indian Scholarship-Awarded to American
Indian Students who either: 1) have been denied or lost tribal funds or, 2) have
experienced other unusual circumstances as determined by the American Indian
Program Director and the Financial Aid Director.
The Hearst American Indian Scholarship*-One or more scholarshipsare
awarded annually to an American Indian upper class student(s)who has a
cumulative grade point average of 3.0 or better at Augsburg College. Established in
1984by The Hearst Foundation.
The Grace Anne Johnson Memorial Scholarship*-One or more scholarships are
awarded annually to upper class international students who have overcome
adversity and achieved excellence in academic and extracunicular performance.
Established in 1981by her parents, Dr. and Mrs. Einar Johnson, and other family
members and friends in memory of Grace Anne (Gay) Johnson, a student at
Augsburg 1971-1973.
The KerridgelMuellerAmerican Indian Scholarship-Awarded annually to an
American Indian student of any class or major who demonstrates academic
potential and financialneed. Established in 1988by Dr. "Mike" Kerridge) and Dr.
Van Mueller, Minneapolis, M i n .
Marilyn Petersen Memorial Scholarship*-One or more scholarshipsare
awarded annually to upper class Oriental international students. Established in
1978by her parents, family and friends to honor the memory of Marilyn's devotion
to sharing and loving people, especially her service to students.
Pillsbury, Inc, Minority Scholarship-Awarded as funds are available, to
minority students with demonstrated need for financial assistance.
The Marlys JohnsonSimengaard Memorial Scholarship*-Awarded periodically to a Black American student. Established in 1964in memory of Marlys
Johnson Simengaard and her Christian concern for the problems of social injustice.
The St. Paul Companies, Inc Scholarship-Awarded as funds are available, to
Minnesota minority students with demonstrated need for financial assistance.
The JamesR Thorpe Foundation Scholarship-Awarded as funds are available,
to non-traditional and minority students with demonstrated need for financial
assistance.
'Indicates endowed schoLzrships
Art
The Queen Sonja Art Scholarship-Established by authorization of the Augsburg College Board of Regents in 1978to honor the Crown Princess of Norway.
Awarded annually to a talented art student with financial need.
August Molder Memorial Art Scholarship*-One or more scholarships are
awarded annually to upper class students mapring in art. Established in 1982by
his wife,family and friends in memory of August Molder, accomplished artist and
teacher for more than 20 years at Augsburg College.
Athletic
Paul Dahlen Memorial Scholarship* -Awarded annually to an able and
deserving student on the basis of Christian purpose, athletic and academic achievement. Established in 1966by his parents, the Rev. and Mrs. Lester Dahlen, in
memory of their son, a senior student at Augsburg College.
Paul DahledGerald Pryd Memorial Scholarship* -Awarded annually to an
able and deserving male student on the basis of personality, character, athletic and
academic achievement. Established in 1966 by friends to honor the memory of
these two Augsburg College students.
David Gronner Memorial Scholarship*-Awarded annually to two or more
students, participating in athletics or music, who have demonstrated financial need
and high Christian character. The athletic scholarship is for a male candidate only,
with a preference in basketball. Established in 1975by Mrs. David Gronner and
children Richard, Carol, and Paul, and Mrs. Ethel Gronner to honor the memory of
David Gronner, an Augsburg College alumnus.
Keith Hoffman Memorial Scholarship*-Awarded annually based on academic
achievement, personal character and ability in athletics. Established in 1945by Mr.
and Mrs. Charles S. Hoffman to honor their son who gave his life in the conquest of
Okinawa.
Rory JordanMemorial Scholarship-One or more scholarships are awarded
annually to upper class students participating in intercollegiate sports, with
preference for students in the wrestling program. Established in 1980by the
William Jordan and Charles Schulz families in memory of Rory Jordan, an Augsburg graduate and nationally recognized wrestler.
Magnus and Kristofa Kleven Scholarship*-Awarded annually to students on
the basis of achievement, personal character and promise in the field of physical
education. Established in 1958by their children in memory of their parents.
The Hovt Messerer Athletic Scholarshiv*- Awarded annuallv to a male athlete
of any class or major, upon the recommendation of the Athletic Department.
Established in 1987by Hoyt C. Messerer, Cedar Falls, Ia.
James P. Pederson Memorial Scholarship*-Awarded annually to a student
committed to Christian service, based on academic achievement and financial need.
Preference given to students who are interested and participate in athletics and
recreation. Established in 1990 by Ralph and Katherine Pederson, Santa Rosa, Calif.,
in memory of James, a 1934graduate, exceptional all-around athlete and coachathlete director at Augsburg College.
The Stan Person Memorial Scholarship*-Awarded annually to one or more
male students of any class or academic major who participates in the College's
athletic program and shows evidence of academic achievement and financial need.
Established in 1986by Glen and Gerald Person, in memory and in honor of their
brother, Stan Person.
Biology
Biology Scholarships-Established in 1972by the faculty of the Biology Department to honor outstanding students who intend to major in biology, natural science
or medical technology.
The Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Biology Scholarship* -A
merit scholarship awarded annually to an upper class student majoring or minoring in biology. Established in 1985by Dr. Kenneth D. ('74) and Mrs. Linda (Bailey)
('74) Holmen.
Business Administration/Economics
Marianne Anderson Entrepeneurial Scholarship*-Awarded annually to a
woman who is interested in entrepreneurshipor engaged in business, based upon
academic achievement and financial need. Preference will be given to Weekend
College women who are older and have family responsibilities. Established in 1990
by members of the Minnesota Women Entrepreneurs (MINN-WE), in memory of
Marianne Anderson, a successful woman entrepreneur, and in honor of all
Minnesota Women Entrepreneurs.
Augsburg Business Alumni Scholarship Fund* -Awarded annually to sophomore, junior or senior students majoring in any of the areas encompassed within
the Departments of Business Administration and Economics and based on academic excellence and financial need. Established in 1984by Augsburg business
alumni and other alumni and friends within the business community.
The Farmers Insurance Group of Companies Scholarship-Awarded annually,
as funds are available, to second, third and fourth year students in the fields of
insurance, mathematics, business administration, personnel and other areas related
to the insurance industry, based primarily on the basis of financial need. Recipients
will be expected to have maintained at least a 2.5 G.P.A. and are expeded to conduct
themselves acording to the laws of the United States and the state of Minnesota.
First Bank Systems -Awarded each year, as funds are available, without regard
to a speclfic mapr, but to students with demonstrated leadership ability and an
interest in entrepreneurial development.
The Forss-Herr Scholarship*-Awarded annually to a junior or senior business
student who has shown academic achievement, has been involved in extracurricular activities and has financial need. Preference will be given to students from
families where two or more children are in college at the same time. Established in
1987by Mrs. Grace F. (Forss, '57) and Mr. Douglas P. Herr, Danville, L.
Gamble-Skogmo Foundation Scholarship*-Awarded annually to one or more
upper class students interested in the field of business. Established in 1965by The
GarnbleSkogmo Foundation.
The Mildred and Eleanor Krohn Scholarship* -Awarded annually to working
women of any class who want to improve their skills and education by attending
Augsburg College part-time. The scholarship is designated for women who show
potential and have financial need, with preference given to those studying business. Established in 1989 by two working sisters-in-law, Mildred Krohn, Berkeley,
Calif., and Mrs. Eleanor Krohn, St. Louis Park, Minn.
Gertrude S. Lund Memorial Scholarship*-One or more awards are made
annually to a junior or senior student(s)majoring in business administration.
Established in 1980 by members of the family in memory of Gertrude S. Lund,
Augsburg College alumna and dedicated teacher at the College.
The Minnesota Mutual Life Scholarship-Awarded annually, as funds are
available, based upon academic promise and financial need with preference given
to majors in business or economics.
The Norberg Business Scholarship-Awarded
achievement to a student majoring in business.
annually on the basis of scholastic
The David L Shaver Memorial Scholarship*-Awarded annually to business
administration students of any class, based upon financial need and academic
' 61, through his
performance. Established in 1988by the late David L. Shaver (7
participation in the Senior Challenge Program.
The Joan L. Volz Business Scholarship*-Awarded annually to an upper class
student of any mapr who intends to pursue a graduate degree in business manage
ment. The award is based upon academic performance and financial need.
Established in 1987by Joan L. Volz, a 1968graduate.
Chemistry
Chemistry Scholarships*-Awarded annually to junior and senior students
whose academic record indicates promise of achievement in the field of chemistry.
Established in 1968by family, friends and the Augsburg College Chemistry
Department to honor:
Manivald Aldre
Frederick C. and Laura E. Mortensen
Dr. W.M. Sandstrom
Walter Gordon Schnell
Walter E. Thwaite, Jr.
Covey Hendrickson
Carl Fosse Chemistry Scholarship*-Awarded annually to a junior or senior
whose academic record indicates promise of achievement in the field of chemistry.
Established in 1986by Burton and Peggy Fosse, Burnsville, Minn.
The Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Chemistry Scholarship*A merit scholarship awarded annually to an upper class student mapring or
minoring in chemistry. Established in 1985by Dr. Kenneth D. ('74) and Mrs. Linda
Wey)('74) Holmen.
Minnesota Mining and Manufacturing Chemistry Scholarship-Awarded to
chemistry maprs who are citizens of the U.S. Established in 1979.
Conrad Sunde Memorial Chemistry Scholarships*-Awarded annually to
junior/senior students mapring in chemistry who have a GPA of 3.0 or above and,
prefaably, graduate or professional xhool goals. Established in 1984through the
Conrad Sunde estate in memory of a 1915alumnus who was the first Augsburg
College graduate to earn a J?h.D. in chemistry. His professional career as educator,
researcher and consultant included many inventions, of which the development of
lanolin oil was his outstanding work.
Education
The S. Luther Kleven Family Scholarship*-Awarded annually to juniors and
seniors mapring in elementary education, based upon academic achievement and
financial need. Preference will be given to Weekend College students. Established
in 1990 by family and friends in memory of S. Luther Kleven ('50) and in honor of
the Kleven family.
David Mathre Scholarship*-Awarded annually to qualified full-time student(s1
in need of financial assistance during the term in which they are student teaching.
The Elva B. Lovell Life Scholarship* -Awarded annually to education students
of any class who plan to teach. Awards are based upon academic achievement and
financial need, with preference given to students who are black, older or single
parents. Established in 1991by Mrs. Elva B. Lovell, Minneapolis, Minn., as an
expression of her belief in diversity and literacy.
The Barbara (Tjornhom) and Richard K Nelson Scholarship*-Awarded
annuallyto a student of any class, based upon financial need, with preference
given to a person preparing for a career in elementary education. Established in
1986in honor of an alumna, Barbara (Tprnhom) Nelson and her husband, Richard
K. Nelson.
The St. Paul Companies, Inc., Minority Education Scholarship-Awarded to
Minnesota minority students, majoring in education, who have a demonstrated
need for finandal assistance.
English
Anne Pederson English Scholarship*-Awarded annually to junior/senior
students who are majoring in English, with preference given to those who plan to
teach English as a career. Established in 1971by faculty members of the English
Department to honor the 37 years of service of Anne Pederson as English teacher at
Augsburg College.
Prof. P. A. Sveeggen Memorial Scholarship*-Awarded annually to an outstanding student in the field of English. Established in 1959 by Gerald Sveeggen in
memory of P. A. Sveeggen, professor of English at Augsburg, 1915-1952.
Foreign Language
Mimi Baez Kingsley Modem Language Scholarship*-Awarded annually to
junior/senior students who are mapring in modem language, with preference
given to those who plan to teach language. Established in 1969 by Mr. and Mrs.
James Kingsley.
Health-Related
Augsburg Nurses Alumni Association Scholarship*-Awarded annually to a
registered nurse seeking a baccalaureate degree in nursing. Established in 1983by
The Augsburg Nurses Alumni Association.
Eleanor Christensen Edwards Memorial Scholarship*-Awarded annually to
upper class student(s)preparing for a career in medicine or health. Established in
1978in memory of Eleanor Christensen Edwards' devotion and service in health
care by members of her family, Bernhard Christensen, Elsie Christensen Schroeder,
Jessie Christensen, Nadia Christensen and Theodore Christensen.
History
The Rev. and Mrs. 0.J. Haukeness History Award -Awarded annually to a
senior student for excellence in history. Established in 1980by Helen Ranck to
honor her parents, the Rev. and Mrs. 0.J. Haukeness.
H. N. Hendrickson History Scholarshipr -Awarded annually to students
mapring in history, with preference given to those who plan a career in the field.
Established in 1969by Dr. and Mrs. Carl H. Chrislock and augmented by other
contributions to honor the memory of H. N. Hendrickson, professor of history at
A u g s b q College, 1900-1952.
John R. Jenswold Memorial Scholarship*-Awarded annually to history
students of any class, based on academic achievement and financial need. Preference will be given to minority females. Established in 1990by parents, family and
friends of Dr. John R. Jenswold, Assistant Professor of History, Augsburg College.
The Nydahl History Scholarship*-Awarded annually to juniors or seniors who
have potential and financial need, with preference given to history majors. Established in 1986through a bequest in the will of Dr. Theodore L. Nydahl.
Mathematics and Computer Science
Mathematics Scholarship-Awarded annually to an able and deserving student
in the field of mathematics. Established in 1980 by the Mathematics Department.
Minnegasco Scholarship-Awarded annually, as funds are available, to able and
deserving junior/senior students majoring in mathematics or the sciences on the
basis of need and academic ability. Established in 1969 by Minnegasco.
Metro-Urban Studies
Joel and Frances Torstenson Scholarship in Urban Affairs*-One or more
scholarships are awarded annually to upper class students who actively contribute
toward the fulfillment of Augsburg's Mission Statement relating to the College's
urban involvement. Established in 1982by colleagues, former students and friends
to honor the service and leadership of the Torstensons in community development
and urban affairs.
Music
Peggy Christensen Benson Memorial Scholarship-Awarded annually to a
student of choral music. Established in 1965by Thomas I. Benson in memory of
Peggy Christensen Benson, an Augsburg College alumna.
Sam Coltvet Memorial Choral Music Scholarship8-Awarded annually to a
student of any academic class who is a choir member not mapring in music.
Established in 1985by Dr. Kenneth D. and Mrs. Linda (Bailey)Holmen, in memory
of Mr. Sam Coltvet, who believed in the value of Christian higher education and
choral music.
The Rev. Clement A. Gisselquist Church Music Scholarship*-Awarded
annually to a musically-gifted student, with preference given to a student of organ
and/or choral music who desires to serve, professionally or otherwise, in the
ministry of music of the Lutheran Church. Established in 1986 by the family.
David Gronner Memorial Scholarship*-Awarded annually to two or more
students participating in athletics or music, who have demonstrated financial need
and are of high Christian character. Established in 1975by Mrs. David Gronner
and children Richard, Carol and Paul, and Mrs. Ethel Gronner in memory of David
Gronner, Augsburg College alumnus.
0.I. Hertsgaard Scholarship*-Awarded annually to junior/senior students who
show promise of academic success and have financial need. Reference given to
those who have demonstrated proficiency in choral and/or instnniental music and
intaest or potential in conducting. Established in 1966 by 0.I. Hertsgaard.
The Bernice Kolden Hoversten Memorial Choral Scholarship*-Awarded
annually to a freshman student member of the College Choir, based upon suitable
academic performance and financial need. Preference will be given to a choir
member who is a minority person. Established in 1990 by Garfield Hoversten ('a),
family and friends, in loving memory of Bernice Kolden Hoversten ('501, a soloist
with the choir.
Leonard and Sylvia Kuschel Scholarship*-Awarded to upper class students
seeking to acquire musical and performance skills in instrumental music with
preference given to those who have shown proficiency in keyboard instruments.
Established in 1975by Leonard and Sylvia Kuschel to honor the beautiful message
of music.
The Lucille H. Messerer Music Scholarship*-Awarded annually to a music
student of any class or major, upon the recommendation of the Music Department.
Established in 1987by Lucille H. Messerer, Cedar Falls, Ia.
-
Kenneth 0.Lower Nordkap Male Chorus Music Scholarship*-Awarded
annually to an upper class student mapring in music, based upon academic
performance and b c i a l need, with preference given to a person studying choral
music. Established in 1986 in memory of Kenneth 0.Lower ('28) and in recognition
of the heritage of the Nordkap Male Chorus.
Edwin W. and Edith B. Norberg Scholarship*-One or more scholarshipsare
awarded annuallyto upper class student(s1preparing for careers in church music.
Established in 1980by Edwin W. Norberg to honor his wife's lifelong career in the
teaching and conducting of piano, organ and choral music.
The Performing Arts Scholarship (Music) -Awarded annually to new incoming
freshmen students who will participate in one of the performing arts groups. Up to
10 scholarshipswill be awarded. Faculty will base their awards upon applications
and auditions. Deadline for application is February 15 of each year.
St. John's Lutheran Church -John Norris Memorial Scholarship*- Awarded
annually in honor of St. John's Lutheran Church's faithful sexton for 35 years, Mr.
John Norris. Applicants must be U.S.citizens majoring in music who are sophomores or above. The awards are based upon financial need and satisfactory
academic progress, with preference given to racial minority students.
Henry P. Opseth Music Scholarship*-Awarded annually to a sophomore or
junior student of outstanding promise in the field of music. Established in 1953by
his family to honor Henry P. Opseth, chairman of the Augsburg Music Department, 1922-1951.
Leland B. Sateren Choral Music Scholarship*-Awarded to outstanding
students who are participants in the Augsburg Choral Music program.
Rev. Mark Ronning Memorial Instrumental Music Scholarship*-Awarded
annually to a student of any class who is a member of a College instrumental group
but is not studying music. Established in 1985by Dr. Kenneth D. and Mrs. Linda
(Ehiley)Holmen, in memory of Rev. Mark Ronning, who dedicated his life to
helping young people.
Mayo Savold Memorial Scholarship*-Awarded annually to a participant in the
concert band, based on talent and academic record.
Marilyn Solberg Voice Scholarship*-Awarded annually to an Augsburg
student who has music as a major or minor and who shows outstanding promise
for achievement in the art of singing. Established in 1955by her parents, Mr. and
Mrs. Iver Solberg, and her brother Dorvan to honor Marilyn Yvonne Solberg,
member of the Augsburg choir from 1950-'53.
String Scholarships-Awarded to entering students who demonstrate ability on
violin, viola, cello or bass and who intend to pursue their study through performance studies, string ensemble and orchestra.
John and Vera Thut Scholarship*-One or more scholarshipsare awarded
annually to upper class students who have achieved excellence in performance in
voice or piano. Established in 1980by John and Vera Thut, their family and friends.
The Thuts cherished lifelong careers in the teaching of music, three decades of
which were at Augsburg.
Philosophy
Kenneth C. Bailey Philosophy Scholarship*-A merit scholarship awarded
annually to an upper class student majoring or minoring in philosophy. Established
in 1985by Dr. Kenneth D. and Mrs. Linda (Bailey)Holmen, in honor of Dr. Bailey's
20th anniversary as a member of the Augsburg College faculty.
Physics
Theodore J. Hanwick Physics Scholarship*-Awarded annually to an upper
class student majoring in physics. Established in 1976by the Augsburg College
Physics Department and friends to honor Dr. Hanwick on his 20th anniversary as a
member of the Augsburg faculty.
Political Science
The Myles Stenshoel Scholarship*-One or more scholarships are awarded
annually to upper class students pursuing careers in political science. Established in
1980by Professors Norma Noonan and Myles Stenshoel.
The Dr. Bernhardt J. Kleven Scholarship*-Awarded annually to seniors
majoring in history k d political science, based upon substantial academic accomplishment and financial need. Established in 1989 by Dr. Bernhardt J. Kleven,
graduate of 1922 and Professor Emeritus, History and Political Science.
Psychology
The Jacob and Ella Hoversten Scholarship*-Awarded annually to students of
any class. Preference will be given to students studying psychology, especially
family understanding. Established in 1989 through a bequest and trust of Dr. Lester
T. Hoversten, San Jose, Calif., in honor of his parents.
Religion and Christian Service Scholarships
The Norman and Louise Bockbrader Scholarship*-Awarded annually to
students preparing for full-time service careers in the church. Established in 1981by
Rolland H. Bockbrader to honor the lifelong devotion that his parents have given to
the family, congregation, Augsburg College and the community.
Andrew and Constance Burgess Scholarship*-Available to both North
American and international students to encourage men and women to enter fulltime Christian service. Awards are based on demonstrated academic ability, moral
character, and potential for Christian service. Established in 1983by the Rev.and
Mrs. Andrew S. Burgess.
Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship*Awarded annually to a student(s)in the senior class who is preparing for the
ministry. Established in 1960 by family and a churchwide offering to honor the
memory of Dr. T. 0.Burntvedt, president of the Lutheran Free Church, 19S1958.
The Rev. Donald C. Carlson Memorial Scholarship Fund -Awarded annually to
students of any class or major, who plan to enter the ministry, based upon aca-
demic performance and financial need. Preference will be given to students who
are members of the Normandale Evangelical Lutheran Church, Edina, Minn.
Established in 1989by a family of the Normandale Evangelical Lutheran Church,
acting through the Normandale Evangelical Lutheran Church of Edina Foundation,
in memory of Rev. Donald C. Carlson ('421, founding pastor of the Normandale
Evangelical Lutheran Church of Edina.
Henning and Sellstine Dahlberg Memorial Scholarship*-Awarded annually to
an upper class student preparing for a Christian vocation. Established in 1982to
honor the memory of Henning and Sellstine Dahlberg.
The Luthard 0. Gjerde Scholarship*-Awarded annually to juniors or seniors
who are declared pre-seminary or pre-medicine students or to students mapring in
social work or a related field of Christian service. Awards are based upon academic
excellence and predicated upon Rev. Luthard Gjerde's commitment to the Gospel
of Jesus Christ as central to the ministry of healing and wholeness. Established in
1989by Mrs. Sophia Gjerde, family and friends in memory of Rev. Luthard 0.
Gjerde, Augsburg College (3
' 3) and Augsburg Seminary ('36).
The Elias P. Harbo Memorial Scholarship*-Awarded annually to a student(s) in
the junior or senior class who is preparing for the ministry, with preference given to
those studying history, including church history. Established in 1991by the family
to honor the memory of Elias P. Harbo, a graduate of Augsburg College (1886) and
Augsburg Seminary (1889), the first President of the Lutheran Free Church, and
later Professor of Systematic Theology at Augsburg Seminary, 1909-1927.
Iver and Marie Iverson Scholarship*- Awarded on the basis of need, character
and interest in Christian service. Established in 1957by Iver Iverson.
The Rev. Arnold J. Melom Memorial Scholarship-Awarded annually to one or
more students of any class who demonstratepotential and financial need, with
preference for those who are preparing for a religious service vocation. Established
in 1985by Kenneth and Vera Nelson in memory of their pastor, The Rev. Arnold J.
Melom, a 1947 graduate of Augsburg College.
Gerda Mortensen Memorial Scholarship*-One or more scholarships are
awarded annually on the basis of scholarship, service and devotion to the Christian
faith. Established in 1975by the family and Augsburg College in memory of Gerda
Mortensen for five decades of service to Christian higher education at Augsburg
College.
Onesimus Scholarship*-Awarded periodically to students preparing for the
Christian ministry. Established in 1962by Mr. and Mrs. James Helleckson.
Johan H. 0. Rodvik Memorial Scholarship*-One or more scholarships are
awarded annuallyto Augsburg students preparing for a professional career in
Christian service. Established in 1976 by Mr. and Mrs. Luther H. Rodvik in memory
of Johan J. 0.Rodvik and his deep personal dedication to his calling as a minister,
as well as his scholarly research and pioneering thought concerning the Apostle
Paul's traditionally misunderstood attitude toward the question of equal rights and
equal status for women.
The Rev. Olaf Rogne Memorial Scholarship*-Awarded on the basis of need,
scholarship and interest in Christian service. Established in 1958to honor the Rev.
Olaf Rogne, business administrator of the College, 1940-1952.
The Rev. Lawrence and Gertrude Sateren Scholarship*-One or more scholarships are awarded annually to a junior or senior preparing for a full-time vocation
in the church.Established in 1980 by their children, families and friends to honor
the lifelong devotion that the Rev. and Mrs. Lawrence Sateren gave to the church,
Augsburg College, and Augsburg Seminary over a period of 60 years.
Morris G. C. and Hanna Vaagenes Missionary ScholarshipFund* -Awarded
annually to a junior or senior student preparing for service as a missionary through
the World Mission Department of The Evangelical Lutheran Church in America.
Established in 1969 by the Rev. and Mrs. Morris G. C. Vaagenes.
The Johan L Weltzin Memorial Scholarship*-Awarded annually to upper
division Lutheran students. Awards are based upon academic performance and
financial need, with preference given to students who would like to serve in foreign
missions. Established in 1987 by Pastor H. Alfred Weltzin ('411, Viroqua, Wisc., and
Pastor TheodoreJ. Weltzin ('37), Watford City, N.D., in memory of their brother,
Johan L. Weltzin ('73).
Scandinavian Studies
Iver and Myrtle Olson Scholarship*-Awarded annually to an upper class
studenfds)with academic ability, in the pursuit of a degree with concentrationin
Scandinavianlanguages, literature, history and/or culture. Established in 1983 by
their children and their families and friends to honor Iver and Myrtle Olson on the
occasion of their golden wedding anniversary.
Social Work
Stem Family Scholarship Fund for Minority Social Work Students* -Awarded
annually to one or more minority social work students, based upon the student's
potential and financial need, with preference given to those who are preparing for
professional careers in social work Established in 1985 by Dr. Paul and Mrs. Lorene
Steen, as representatives of the Steen Family.
The Lisa M. Weeding Memorial Scholarship-Awarded annually to a female
junior or senior social work student, based upon financial need and suitable
academic accomplishment. Established in 1989 in memory of Lisa M. Weeding
('871, by her parents, Donald and Marilyn Weeding, family and friends.
Sociology
Adolph Paulson Memorial Prize*- Awarded annually to a student in the general
field of Christian sociology. Established in 1936 by members of his family to honor
the memory of Professor Adolph Paulson, who taught social science at Augsburg
from 193W35.
SpeechlCommunicationrrheatre Arts
Ailene Cole Theatre Arts Scholarship*-Awarded
talent, scholarship and theatre participation.
to a senior student based on
The Performing Arts Scholarship (Drama ) -Awarded annually to new incoming
freshmen students who will participate in one of the performing arts groups. Up to
seven scholarshipswill be awarded. Faculty will base their awards upon applications and auditions. Deadline for application is February 15of each year.
The Esther J. Olson Memorial Theatre Arts/Religion Scholarship*-Awarded
annually to a junior or senior majoring in Theatre Arts, Communication or Religion,
based upon academic achievement and financial need. Preference will be given to
students involved in drama who are preparing for a career in religious senrice.
Established in 1989by her daughter, Carolyn Canfield, family and friends in
memory of Dr. Esther J. Olson, Professor of Drama at Augsburg College.
'Indicates e n d o d scholarships
Experiences in the classroom are an important part college llife, but
learning and development also occur in formal and infomral activities
@the College and the metropolitan area. Whetherstudents are residents m commuters, the climatefor learning and living at Augsburg
will add dirnensiun to their education.
As a college of the church, we are concerned about spiritual as well as
academic and social growth. Our concern for spiritual growth is evident in
the opportunitieswe encourage and provide for students to explore their
own faith.
Because our campus is comprised of individuals from many different
religious and cultural backgrounds, our worship life is characterized by a
similar diversity and richness of tradition. Bible studies, fellowship groups,
outreach teams, planning committees, retreats, peace and justice forums,
concerts and plays are examples of the wide variety of activities on campus.
This ministry finds its most visible expression in chapel worship where
students, faculty and staff gather each day to give thank. and hear the
Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity
Lutheran worship services are held on campus, with many other churches
within walking distance.
We seek to develop a free and open environment where people are encouraged to use and discover the gifts that God has given them. As a college of
the church, we encourage students to form values guided by our Christian
heritage, which will be the basis for the kind and quality of life that reaches
beyond their years at Augsburg.
The College Pastor has an office in the Foss, Lobeck, Miles Center and is
available for spiritual guidance, counseling. support or information.
Through student government, students secure a closer relationship with
and better understanding of the administration and faculty, and provide
input into the decision-making process at Augsburg. Student government
also sponsors and directs student activities, protects student rights and
provides the means for discussions and action on all issues pertaining to
student life at Augsburg.
Student government is orgaruzed into the executive branch, the legislative
branch and the judicial branch. Elections are held in the spring for the next
year. Freshmen elect their representatives in the fall of their first year. Many
kinds of involvement are possible -program planning, writing editing or
service opportunities. If you want to get involved, contact the President or
Vice Fresident of the Student Body in their officesin the Christensen Center.
Throughout the year, a variety of social and cultural activities takes place on
campus as well as in the Twin Cities. These activities include dances, special
dinners, theme events, name entertainment and visiting personalitiesin
various fields.
The Christensen Center is the focus of leisure-time activity on campus.
Officesfor the College newspaper, the Augsburg Echo, and the yearbook,
the Augsburgian, are on the lower level. Many of the clubs that unite
classroom or non-classroom related interests meet in the Center. KCMR,a
studentaperated non-profit radio station senring the needs of Augsburg
and the surrounding Cedar-Riverside community, is located in Umess
Tower.
Students have many opportunities to participate in music and drama. In
addition to appearing on campus and in the city, the Augsburg Choir,
Concert Band and Orchestra perform on national and international tours.
Many other ensembles are available to cover the entire range of musical
styles and previous musical experience. Students stage several plays on
campus each year under the direction of the Theatre Arts Department and
have the opportunity to attend a series of on-campus workshops with
visiting artsprofessionals.
Augsburg is affiliated with the Minnesota Intemllegiate Athletic Conference (MIAC)and is a member of the National Collegiate Athletic
M a t i o n (NCAA) Division 111.Men annually compete in football, soccer,
cross country, basketball, hockey, wrestling, baseball, tennis, track and field
and golf. Women annually compete in volleyball, cross country, soccer,
basketball, track and field, softball and tennis.
Every student is urged to participate in some activity for recreation and
relaxation. An intramural program provides competition in a variety of
team sports as well as individual performance activities. Broomball has been
an especially popular coed sport. Check schedules for times when there is
open use of the gymnasium and ice arena.
The Student Affairs Division is comprised of a variety of programs, services
and activities dedicated to complementing and enhancing students' educational experience and the academic programs of Augsburg College. These
programs, services and activities provide students with an enriched collegiate experience which celebrates our rich diversity of student needs and
interests; attends to the social, cultural and career development of students;
and enhances students' academic performance through direct intervention
and environmental management. The following information provides a
brief introduction to the major efforts of the Student Affairs Division.
When students are concerned about the amount of work facing them, they
benefit from the programs of the Learning Center. The Center offers services
that cover the basic skills in reading, writing, vocabulary, spelling, test
preparation and math, as well as techniques to improve and enrich even the
best of study habits. If students need help with test anxiety, procrastination,
time management or study skills in general, the Center has programs that
help.
This office, located at 620 21st Avenue South, was created in 1978 to recruit
and retain American Indian students. It is recognized as a national model
for success and continues to have one of the highest retention and graduation rates of Indian studentsin the State of Minnesota.
The American Indian Support program provides direct services a d
assistance in areas that include but are not limited to: Indian student
admissions and financialaid procedures, orientation and registration,
coursework selection and academic advising, career counseling, community
and professional referrals, employment assistance, internships, student
housing, personal and crisis counseling. It advises and supports the
Interhibal Student Union
The program also provides advocacy in areas pertaining to health care, child
care, mental health, court services, public assistance issues, chemical
dependency and other areas that require or necessitate intervention.
An academic component in the form of an American Indian Studies Minor
is available (see INS, American Indian Studies).
Periodically, cultural activities and exhibitions are coordinated by this office.
The Black Student Affairs Office is committed to enhancing the education
and personal development of students of African descent, and to providing
cultural and historical awareness, academic achievement and social interaction. The Pan-African Student Union provides service to students and holds
monthly meetings in the Office of Black Student Affairs. In addition, the
Office sponsors events and activities such as Spiritual Life Series, Martin
Luther King's Birthday, poetry readings and Augsburg Black Alumni
Association meetings.
Career Services assists students in many ways. The staff can help students
explore interests for majors, find Internships and locate part-time jobs to try
out career possibilities. The staff provides seminars on career development,
interviewing skills and resume writing. Placement files are developed for
each student and sent out to prospective employers and graduate programs.
All students have moments of anxiety, difficulty making decisions and
confusion about themselves, their values or their relationships. Sometimes
students need to talk things out or receive information about the excellent
helping services in the Twin Cities. The Counseling Center provides a
supportive environment where students may gain greater self-knowledge
and are assisted in the self awareness/personal exploration process by
experienced counselors.
The Center for Learning and Adaptive Student Services (C.L.A.S.S.) has
been recognized nationally as a leader in the field of educating students
with learning and physical disabilities. The C.L.A.S.S. program at Augsburg
is a logical outgrowth of the College's commitment to provide a highquality liberal artseducation for students with diverse backgrounds,
experiences and preparation.
The staff include three licensed learning disabilities specialists, one physical
disabilitiesspeclalist, and support staff members specializing in taped texts
and specla1testing arrangements.This favorable staff/student ratio allows
Augsbmg to offer an intense level of personal attention that is unique in the
college setting. In addition to individual academic support provided by
specdists, other services include advising, computer assistance and advocacy both on and offampus.
The Minnesota Multiple Sclerosis Society has recognized Augsburg as an
outstanding accessible organization in the field of higher education for its
unique system of tunnels and skyways.
FYE reflects the College's commitment to a meaningful introduction to
college for our students -an enriching beginning for a college career. To
provide focus for this introduction, FYE is centered on a series of themes.
These themes will be reflected in and expanded upon in readings, d i m s
sions and other activities. Diversity, tradition, change, ways of knowing and
what it means to be an educated person are all themes associated with the
Program.
The College houses approximately 800 students in a traditional residence
hall, aparhnent buildings, 22 houses and a family housing complex The
housing staff manages these facilities and creates a wide array of educa-
tional and social programming which balances and complements the
educational experience of students. The staff is comprised of three professional staff members and 18paraprofessionalswho live and work closely
with the resident students to provide a safe environment for living and
learning.
The Student Activities program creates opportunities for students to
enhance their leadership skills through active involvementin developing
events, activities and organizationswhich serve the student community.
Hundreds of major programming efforts and targeted activities for specific
student interests are generated through these efforts and make Augsburg a
dynamic and enjoyable interactive environment.
The Tutor Center, located at 2011 S. Seventh Street, arranges for students to
meet with tutors for content tutoring in most freshman and sophomore level
courses. Study rooms and a graduate student study skills counselor are
available at the Center to help students.
The International Programs Office focuses on the needs of international
students and students interested in studying abroad. It also serves as a
resource for those interested in international events and global issues.
InternationalStudents -Augsburg welcomes students from countries
around the world. International students from over 47 countries have
attended Augsburg since 1954.
International students receive assistance in meeting their educational
objectives through advising on academic concerns, immigration and visa
problems, financialmatters, practical matters (taxes, insurance, housing,
daycare) and personal concerns (adjustment to U.S. educational system and
society).
New international students participate in an orientation program before the
begnmng of the term which provides practical information on housing,
banking, using local transportation and course registration. Students also
learn about the U.S. educational system and adjusting to life at Augsburg.
i
Study Abroad -An increasing number of Augsburg students are taking
advantage of the opportunity to gain academic credit for an overseas
experience. Through study abroad students may meet with grassroots
women's organizationsin Mexico, work in a small business or artisan
program in Kenya, examine Scandinavian perspechves on world peace in
Norway, or thrill to the sounds of "The Magic Flute" at the Viennese state
opera house. Study abroad provides opportunities to develop critical
thinking skills, strengthen language competencies, further career paths,
experience different cultures and gain knowledge about the increasingly
interdependent world.
Students intemted in studying offcampus receive advice on selecting
programs which best fit their academic, career and personal objectives.
Assistance is given with program application, course registration, financing
and travel arrangements. Orientation and reentry programs are offered to
assist students integrate the experience abroad into their coursework and
personal lives. The deadline for application is December 15for offcampus study the following year.
All students in good academic standing at Augsburg may apply for permission to study o f f ~ p u sThe
. cost for many programs is equivalent to full
tuition, room and board for a semester oncampus. Financial aid is granted
on the same basis as oncampus study.
Students n o d y receive the same number of course aedits abroad as they
would if studying on-campus. Courses abroad can fulfill major, distribution/general education and graduation requirements when approved by
academic advisers and the International Programs Office before departure.
Augsburg Community -The International Programs Office works to
utilize the crosscultural perspectives of its international students and
students with experienceoverseas to educate the college community on
world issues. This is done through faculty, staff and student development
programs which include activities sponsored by the Cross-Cultural Club
and the InternationalHouse, forumson world issues sponsored by the
Global Community and Amnesty International student groups, and seminars focusing on issues of crosscultural communication for faculty and staff.
The College has a contract for its student health service with Srnileys Point
Chic, a teaching clinic of the University of Minnesota Medical School. The
Clinic is located on Riverside Avenue across the street from the campus.
Officevisits for illness and injury are free for all Augsburg students.
Students must check family health coverage to determine if they ~ I inP
cluded; if they aw not, contact the Dean of Students' office for information
regarding student health insurance.
The Commons-Situated on the top floor of the Christensen Center, this is
themain food service facility for students, faculty and staff. This pleasant,
spaciousroom feasmall table units for easy conversation and overlooks the College Quadrangle and Murphy Square. The portions ~ I P
generous and modestly priced. Students on board plan who live in residence halls eat their meals in the Commons.
Murphy's -Located on the ground floor of the Center, Murphys features
gnll items, soups and salads, desserts and beverages.
Augsburg provides a variety of board plan options for those living in
College houses or nearby apartments.
Because Augsburg recognizes that a student's ability to respond to the
learning environment depends, in part, upon his or her living conditions, a
variety of housing alternatives is provided. The residence hall program
promotes student growth by asking students to actively participate in group
decision-making. Each residence unit has one or more resident staff who
facilitatesthe process of group living and discusses personal concerns with
individual students.
Augsburg requires all freshmen and sophomoresnot living at home to live
in College-operated housing. Manied student housing is available in annex
housing and South Hall. Studentsrent a room at the beginning of the fall
term for the entire school year. New students receive room assignments the
summer before they arrive at Augsburg. Upperclass students make housing
arrangementsin the spring. All resident students must sign housing
contracts.
Freshmen and transfer students are urged to make the tuition deposit by
June 1in order to secure housing. Students who deposit after June 1will be
provided housing only if space is available.
AU studentsliving on campus must pay an advance payment when they
sign the housing contract. The fee is credited to the students' accounts when
they move into the residence.
Umess Tower -AU new students and some upperclass students live in
Umess Tower. This 11story high-rise houses 324 students. Each floor is
considered a house unit providing 36 students (two to a room), with their
own lounge, study and utility areas. In Urness Tower, rooms are furnished
except for bed linens, towels, blankets, bedspreads and lamps. Laundry
facilities a~ available in each residence.
Mortensen Tower -This is the newest residence hall, an alternative to
traditional residence hall living. It contains 104 one- and two-bedroom
apartments to accommodate 312 upperclass students. Mortensen Tower is
carpeted, air conditioned and contains kitchen units. It is otherwise
unfurnished.
South H
all -Contains 12apartments housing 34 upperclass students.
West H
all -Contains 12 one-bedroom apartments housing 24 upperclass
students.
Annex Housing -This provides an alternative opportunity for group
living. Groups of upperclass men or women share living space, house
responsibilities and cooking. Houses are located in the campus area. One
way to maximize the living and learning of your housing situation is to bid
for a special interest house. Groups of students have created exciting
projects by writing and implementing educational impact proposals on such
topics as environmental concerns, men's and women's awareness, international living honors program and Scandinavian studies.
The College has adopted a statement of student rights and responsibilities
and has provided for due process in matters of disciplinary action, grievances and grade appeal. The Judicial Council is elected by students and
faculty and serves to conduct hearings and review matters of concern. Any
student who wishes to identify appropriate procedures for complaint
should contact the Vice President for Student Affairs.
The College operates in compliance with the Family Rights and Privacy Act
and Title IX.Students have the right to inspect all official records, files and
data which pertain to them and which are maintained in the Office of the
Registrar and the Placement Officeand to challenge inaccurate or misleading information. Exceptions are parents' financial records and confidential
letters and statements placed in the record before January 1,1975, or placed
under conditions where students have signed a waiver of right of access.
Students have the right to experience education free from discrimination
based on sex, race, ethnic or cultural background, handicap, a d ,marital
status or age.
Persons
additional information on these topics should contact the
Office of the Dean of Students or the appropriate coordinator as listed in the
directory at the end of the catalog.
A.ugsburg College constructs its cuwiculum upon the premise that
students must be educated as fully human sons -intellechcally,
spiritually and physically. To act tff&.vely, human beings must have a
broad grasp of the ofthe wmldPam which they have come as well as the
m
l
d in which they live. By prouiding courses in the humanities, natural
sciences and social sciences, the general education curriculum introduces
students to the breadth and camplmPXIty
of knowledge and culture.
Required courses in religion are liesigned to acquaint students with the
Christian tradition a d encourage them to r$ect upon the importance
and meaning of spirituality in their lives. Recreation courses qf2r
students the opportunity to deuelop skills for participation in exe~cise
and sporting activities.
Students choosefrom over 45 majar areas of study to gain a depth of
knowledge in a disciplineand to preprefor a career mfurther study.
Thus, through a balance of cuwicuiizr activities supported by full pre
grams in student life and religious life, an Augsburg College education
strim to educate its students in a ral wmldfar the ral wmld.
Augsburg offers the Bachelor of Arts,the Bachelor of Music and the Bachelor of Science degrees. The BS. degree is awarded to graduates with maprs
in Chemistry (ACS),Computer Science (BS.option), Music Therapy,
Nursing, Physics (B.S. option) and Social Work. The B.M. degree is awarded
to graduates with majors in Music Education and Music Performance.
Graduates with majors in other fields receive the Bachelor of Arts degree.
Augsburg also offers a Master of Arts in Leadership, Master of Arts in
Education-Leadership and Master of Social Work
Augsburg follows the 4 1 4 calendar, with Fall and Spring semesters of
approximately 14 weeks separated by a 4week January Interim. Full-time
students normally take four courses each semester and one course during
Interim. A maximum of three courses can be earned in the two annual
summer sessions, one of four weeks and one of six weeks.
The calendar is coordinated with those of the four other colleges of the
Associated Colleges of the Twin Cities, so students can take courses on
another campus during the regular term. (SeeRegistration.) January
Interim is particularly intended to be a time for both students and faculty to
employ different styles of teaching and learning and to investigatequestions
and topics in places and ways not possible during the regular t e r n
The Interim catalog, published in the fall of each year, is distributed to all
students and is available by contacting the Interim Office. In addition to
classesoffered on campus, Augsburg offers a variety of travel opportunities
within the United Statesand abroad. Independent or directed study and
internships are among the many Interim options.
Augsburg offers two Summer School sessions. The Summer School catalog
is published in the winter of each year and is distributed to all students, and
is available by contacting the Summer School Office.
Augsburg Weekend College and Graduate Programs follow a trimester
calendar (see Augsburg Weekend College and GraduatePrograms).
The heart of any educational institution is its faculty and Augsburg College
is particularly proud of the excellence and commitment of its professors.
Most faculty hold the doctorate or other terminal degree and all consider
their teaching to be the f m s of their activity. Faculty are involved in
research, including such varied studies as space physics, the history of
medieval spirituality, women in the Soviet Union and homelessness in
American cities. Music faculty perform professionally on the local and
national level and studio artists' works can be seen in buildings, galleries
and shows around the country. Augsburg faculty see their research as
supporting their teaching. They are actively involved in an exciting faculty
development program which introduces them to current thought in many
fieldsbut especially in teaching techniques and theories.
Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and
counselors and participate regularly in campus activities. Every student is
assigned a freshman adviser and chooses a major adviser. In this close
interaction, faculty act as both mentors and models for students.
A relaxed atmosphere, a helpful staff and friendly student library assistants
make the library a favorite place to study. The main library houses over
175,000 books,journals, records, sound cassettes, films and microforms.
Music, chemistry and art history slide libraries are located within the
departmental areas.
A service-oriented staff provides students with assistance to meet diverse
information needs including instruction in the use of the library, &nce
service and guidance in pursuing research. Students have access to a wide
variety of local, regional, national and international databases. Arrangements
are made for access by students with physical limitationsand special needs.
Students have access via a computerized on-line catalog and daily courier
service to all the library holdings of the seven private liberal arts colleges of
the Twin Cities and the JamesJ. Hill Reference Library.
The Library AudieVisual Center houses and supplies media equipment,
films and video tapes free of charge for instructionaluse. Audio and video
tape duplication within the limits set by copyright law is available. Fees are
charged for the production of transparencies and posters as well as for
lamination. The Center supplies television sets, VCRs, video cameras, video
editing tape recorders, microphones, slide, overhead, filmstrip, opaque and
movie projectors as well as screens and carts. Film bibliographies and
advice on materials selection are available. Facilities for classes in broadcasting are located in the Center.
The fall 1991completion of a new computer classroom and lab is an irnportant addition to the growing list of computer resources accessible to
Augsburg students and faculty. Computing clusters located in the dormitories, the Foss Center computer lab, the Library and the Science Building are
connected via a campus-wide network that offers a wide range of network
services.
Augsburg College became a member of the National Science Foundation's
Internet in the fall of 1990, connecting Augsburg to hundreds of universities
and other institutionsin the US. and around the world. Internet access and
a focus on educational technology allows Augsburg to integrate these new
electronic resources into many different areas of the learning process.
The College curriculum is offered by 22 departmentswhich are grouped
into four divisionsfor administrative and instructional purposes.
Humanities -Catherine Nicholl (Chairperson)
Art, English, Foreign Languages,Philosophy, Religion, Speech,
Communication and Theatre Arts, College Librarians
Natural Science and Mathematics -Mark Engebretson (chaqmwn)
Biology, Chemistry, Mathematics and Computer Science, Physics
Social and Behavioral Sciences -Richard Nelson (Chairperson)
Business Administration/Management Information Systems (MIS),
Economics, History, Political Science, Psychology, Sociology
Professional Studies -Marie McNeff (Chairpemn)
Education, Health and Physical Education, Music, Nursing Social Work
MAJORS AND MINORS
Majors, or concentrations of study, may be within one department, within
one division or cross academic disciplines. Some students decide on a major
or majors before they enter college. Others test a variety of disciplines before
deciding. Normally a major should be elected by the end of the fourth
semester and earlier in some disciplines. Details of majors and minors are in
the course description section. Unless otherwise indicated, majors are part
of the B.A. degree.
Studentsmay contact the Registrar about creating a unique major.
Art
Art History
Studw Art
Biology
Business Administration
Accounting, Finance,
International Business, Mi2~gt??nent
and Marketing
Chemisty (B.A. or B.S.)
Communication
Computer Science (B.A. or B.S.)
East Asian Studies1
Economics
Applied Economics
Economics-Business Administration
Education
Kindergarten-Elementary
Secondary (non-major, licensure only)
Engineering
English
Foreign Languages
Chinese, French, Getman,Japanese,
Norwegian, Russian, Spanish
Health Education
History
Humanities
International Relations
Management Information Systems
Mathematics
Metro-Urban Studies
Music
Music Education (BMS
Music P e r ~ n c (BM.)
e
Music Therapy (B.S.1
Nursing (B.S.)
American Indian Studies
Art
Art History
Studio Art
Biology
Business Administration
Chemistry
Communication
Computer Science
East Asian Studies
East and Southeast Asian Studies
Economics
English
Foreign Languages
Chinese' French, German,Japanese,
Norwegian, Russian, Spanish
Health Education
History
International Business
Phiiosophy
Physical Education
Physics (B.A. or B.S.)
Political Science
Psychology
Religion
Scandinavian Area Studies
Social Science
social Work (B.S.)
Sociology
Soviet and East European Area Studies
'
speech
Theatre Arts
Transdisciplinary
Management Information Systems
Mathematics
Metro-Urban Studies
Music
Phiiosophy
Physical Education
Physics
Political Science
Psychology
Religion
Scandinavian Area Studies
social Welfare
Sociology
Soviet and East European Area Studies
Special Education
Speech
Theatre Arts
Theatre Criticism
Women's Studies
It is possible for studentsto complete other maprs through the Associated Colleges
of the Twin Cities (ACTC). Students who wish to complete a rnapr offered at one of
the other ACTC colleges must apply through the Augsburg Registrafs Office.
I Cooperative Program of the Assodated Colleges of the Twin Cities and a g r m t s with
the University ofMinnesota. It is possible for students to take beginning and intermediate
courses in Arabic, Chinese, Hebrm, Japaneseand Russian. Other languages may be
milable through special arrangement.
Dual degree programs with the University of Minnesota Institute of Technology,Washington Unimsity School of Engineering and Applied Science and Michigan Technological
Uniwsity.
Teaching Licensure
Teaching Licensure programs are offered at Augsburg in KindergartenElementary Education and the following fields in Secondary Education:
English-LanguageArts, French, German, Health, Life Science, Mathematics,
Physical Science (Chemistry or Physics), Science (grades 5-91, Social Studies,
Spanish, Speech, Theatre Arts, and in the special areas of Art (K-121, Band
(K-12)and Classroom Music (grades5-12), Orchestra (K-12),Vocal and
Classroom Music (K-9), Vocal and Classroom Music (grade35-12), and
Physical Education (K-12). Students planning to teach on the secondary
level have advisers both in the Education Department and the area of their
academic major(s).
Pre-Professional Programs
Students who plan to enter the fields of law, medicine, dentistry, the
ministry, veterinary science, pharmacy or engineeringcan profit from a
liberal arts education at Augsburg.
It is recommended that requirements for admission to graduate schools or
seminaries be reviewed and the course of study at Augsburg planned
accordingly. A faculty adviser is available in each field to assist students in
their planning. Students who want to plan a pre-professional program
should contact the Associate Academic Dean early in their freshman year to
arrange for help from the appropriate faculty adviser.
Pre-Dentistry -These courses are recommended to fulfill the minimum
requirements of the School of Dentistry at the University of Minnesota:
ENG, two courses; BIO 111,112; PHY 121,122; CHM 115,116 (or 105,106),
351,352; MAT 124; PSY 105. Requirementsat other universities may vary.
Pre-Engineering-This program provides a course of study which enables
students to complete introductory core requirementsin mathematics,
science and the liberal arts necessary for engineering. Some students in the
program choose to transfer after two years to an institution granting degrees
in engine*
while others elect to participate in a dual degree program.
Augsburg College has cooperative arrangementswith three universities to
allow the student to earn a Bachelor of Arts degree from Augsburg College
and an engineering degree from either the University of Minnesota Institute
of Technology, Minneapolis; Washington University School of Engineering
and Applied Science, St. Louis, Missouri, or Michigan Technological
University, Houghton, Michigan. The dual degree programs afford students
the opportunity to combine a strong background in the liberal arts,including an elected major, with the study of engineering.
Pre-Law -Students considering a career in law should examine the
handbook published by The Association of American Law Schools and
consult the Augsburg prelaw adviser, Dr. Robert Clyde. Students may wish
to take the course POL 170 (Law in the United States) to help determine
their interest in law. Prelaw students should major in a discipline of their
own choosing and will satisfy most law-school entrance requirements with
a m r d of solid achievement in the liberal arts.
Pre-Medicine -Many medical schools are encouraging a liberal arts
education to prepare for study in medicine. At Augsburg, the Biology and
Chemistry Departmentshave majors which can fulfill the academic +rements for pre-medical students. Both require CHM 115,116 (or 105,106),
MAT 124,125; and PHY 121,122. The chemistry major also requires CHM
353,361, one advanced course, seminar and two or more biology courses.
The biology major also requires BIO 111,112,201,491 and at least one from
each of five groups -(367,386,471), (355,474), (351,353,473), (361,440),
(476,481) -with 353 and 355 especially recommended for medical school.
Designed to meet the University of Minnesota (Minneapolis)requirements,
both programs also encourage courses in the behavioral sciences and
humanities, including psychology and sociology. The University of Minnesota (Minneapolis)requires two years of English. Requirements at other
medical schools may vary. Students are encouraged to consult with the
faculty adviser early in the freshman year.
Pre-Pharmacy -Augsburg has a program designed to fulfill minimum
requirements of the College of Pharmacy at the University of Minnesota:
BIO 111,112; CHM 115,116,351,352; ECO 112or 113; ENG 111and a
second course; MAT 124,125; PHY 121,122; electivesfrom humanities,
literature and the arts to fulfill the semester hour requirements. Requirements at other universities may vary.
Pre-Seminary -A student may enter a theological seminary with any of
several different majors, such as history, philosophy, English, psychology,
sociology or religion Recommended preparation includes REL 111,221; at
least two semesters of history (Western Civilization); one or more courses in
the history of philosophy and Greek in the junior and/or senior yea..
Pre-Veterinary Medicine -To meet minimum requirements of the College
of Veterinary Medicine at the University of Minnesota, these courses are
recommended: ENG, two courses; MAT 124; public speaking, one course;
CHM 115,116 (or 105,106), 351,352,353; BIO 111,112; PHY 121,122;
economics, one course; two courses in art, literature, music, humanities,
theatre, or Upper Division foreign languages; and anthropology, economics,
geography, history, political science, psychology or sociology courses to
fulfill the rest of the distribution requirements. Requirements at other
universities may vary.
Honors Program
The Honors Program is a set of opportunities designed to challenge the
most academicallydistinguished students at Augsburg. Honors combines
academic and cultural components with social and intellectual activities.
The main components of the program include a one-per-term sequence of
honors courses during the freshman and sophomore year, special topics
seminars, a senior honors Interim course and a bi-monthly program of
speakers and events in the city. Students gain an enriched academic experience with the support and camaraderie of other honors students. Through
the program, the College can identify and meet the needs of its very best
students. Members normally enter as freshmen, with opportunities for
transfers and others. Requirementscenter on full participation in the
program components and a GPA of approximately 3.5. Please send inquiries for the freshman and sophomore program to Joan Griffin and the junior
and senior program to Larry Gockett.
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
Library and Media Center -Through CLIC, the Twin Cities private
colleges library consortium, and MINITEX, the regional library network, the
Augsburg community has access to over 5,000,,000 volumes.
Associated Colleges of the Twin Cities (ACTC) -Full-time weekday
students at Augsburg and the St. Paul colleges and universities of Hamline,
Macalester, St. Catherine and St. Thomas may elect a course each semester
at one of the other campuses. No additional fee is required for such an
exchange, except for private instructionin music and some independent
studies. See Independent Study for further details. Students may elect to
parbcipate in the cooperative program to gain new perspectives, to get
better acquainted with the other schools or to undertake a specific course or
mapr not offered on the home campus. The colleges have coordinated
calendars. The Interim term may also be taken on another campus. A
regularly scheduled bus shuttles studentsbetween the campuses.
Augsburg College also cooperates with other colleges in planning study
opportunities for the January Interim.
Higher Education Consortium for Urban Affairs (HECUA) -Augsburg,
in cooperation with 17other colleges and universities in Minnesota, Wisconsin, Iowa and South Dakota, develops and offers off-campus study semes
ters in Scandinavia, South and Central America and the Twin Cities. All
HECUA programs are interdisciplinaryand address the critical issues
associated with social change and the human community. The consortium
also facilitatesinnovative curricular endeavors, an interchange and sharing
among faculty, cooperative research, international and experiential education and conferences on planning and metro-urban studies.
Chemical Dependency Program -A cooperative effortbetween Augsburg
College and Minneapolis Community College in downtown Minneapolis
has resulted in the establishment of a four-year program in social work,
sociology or psychology with a chemical dependency specialty. The program is designed to train specialiststo help professional people in dealing
with chemical dependency problems. Courses are taken on both campuses.
Air Force ROTC -Augsburg students may participate in the Air Force
RO'K program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for 2- and 3-year AFROTC
scholarships. For more information,contact the Office of the Registrar.
Naval ROTC -Augsburg studentsmay participate in the Naval ROTC
program at the University of Minnesota under an agreement between
Augsburg, the University of Minnesota, and the program. For more information, contact the Officeof the Registrar.
Students are encouraged to consider study abroad as part of their educational program at Augsburg College. Study abroad provides opporhmities
to develop critical thinking skills, strengthen language competencies, further
career paths, experience differentcultures and gain knowledge about the
increasingly interdependent world.
Eligibility and Application
All students in good academic standingat Augsburg may apply for perrnission to study off-campus. Although foreign language skills are an asset to
students studyingabroad, they are not required. Since it takes some time to
prepare for studying abroad, students should start planning during their
freshman and sophomore years. Students must apply by December 15to
study off-campus for the next academic year.
Costs and Financial Aid
The cost of many programs is equivalent to full tuition, room and board for
a semester on-campus. Financial aid is granted on the same basis an oncampus study. Cost estimates are drawn up to assist the Financial Aid
Office in awarding aid to students studying overseas.
Academic Requirements and Credit
Study abroad is an integral part of several majors at Augsburg but will add
an international dimension to any academic program. Students majoring in
a variety of disciplines, from the natural sciences and mathematics to the
humanities, study abroad each year. Students normally receive the same
number of course credits abroad as they would if studying oncampus.
Coursesabroad can fulfill major, distribution/general education and
graduation requirements when approved by academic advisers and
department chairs before departure.
I
E
I
A sample of study programs is highhghted below. For information on these
or other programs overseas, contact the InternationalPrograms Office.
Fall Term
Women and Development: Latin American Perspectives
This program of Augsburg's Center for Global Education explores the
experience of women in Latin America, focusing on their roles in economic
development, social change strategiesand the connectionswomen are
drawing among issues of gender, race, class and global economics. Students
begin at the U.S./Mexico border, live in Cuemavaca, Mexico, for most of the
semester, and travel to Central America. Cost is equivalent to full tuition,
room and board for one semester on campus.
Application deadline: April 1
I
Social Policy and Human Services in Latin America
Each fall, Augsburg's Center for Global Education offers this program
introducingparticipants to the central issues currently facing Latin America
by focusing on new models of political organizing,popular education and
human services. Students b e p at the US./Mexico border, live in
Cuernavaca, Mexico, for most of the semester, and travel to Central America.
Cost is equivalent to full tuition, room and board for one semester on campus.
Application deadline: April 1
HECUA
Augsburg, in consortiumwith other colleges and universities, offers
programs through the Higher Education Consortium for Urban Affairs
(HECUA)in three different fullsemester programs in Norway, Ecuador or
Columbia. All programs emphasize the impact of social change and crosscultural factors on the human community. HECUA programs emphasize
intense language experience, internships and field trips.
For more information on HECUA programs, see the Metro-Urban Studies
listing in this catalog.
HECUAlSouth American Urban Semester: Ecuador or Columbia (SAUS)
This interdisciplinaryprogram focuses on the relationshipsbetween Third
World development and the consequences of urbanization on the growth of
cities in South America.
Application deadline: March 15
HECUAlScandinavianUrban Studies Term: Norway (SUST)
(Also offered Spring Term.)
This interdisciplinaryprogram focuses on contemporary Scandinavian
societies and issues of the development of cities, urban problem solving and
urban life. Field study in Scandinavia and the U.S.S.R. is included.
Application deadlines: November 1(Spring term), March 15 (Fall term)
Interim Abroad
Each January, 25-30courses are offered around the world by Augsburg
professors and through the Upper Midwest Association for International
Education W A I E ) . Course registration is held during the Spring and Fall
terms for the followingJanuary.
Application deadline: October 25
Spring Term
Program in Global Community
This program of Augsburg's Center for Global Education examines the
history of political change, the dynamics of social justice and the role of the
chwch in Latin America. The program also explores the importance of
community and the responsibility of U.S. citizens in working for social and
political change. Students begm at the U.S./Mexico border, live in
Cuernavaca, Mexico, for most of the semester, and travel to Central
America. Cost is equivalent to full tuition, room and board for one semester
on campus.
Application deadline: October 15
Minnesota Studies in International Development (MSID)
Augsburg, in cooperation with the ACTC colleges and the University of
Minnesota,offers the opportunity to study development issues in one of
seven countries: Ecuador, Colombia, India, Jamaica, Kenya, Morocco and
Senegal.The program consists of coursework in the U.S., a development
related internship in the country and community outreach upon return.
During the Fall semester, two required predeparture courses are offered at
the University of Minnesota.Directed study, internship or field research is
offered in the country during Interim and Spring terms.
Application deadline: May 15
HECUNLiterature, Ideology and Society in Latin America: Educador (USLA)
This interdisciphaxyprogram focuses on development and social change
in Latin America through the study of ideology, as reflected in literature and
arts and the ways in which ideologies shape perceptions of social realities.
Application deadline: November 1
HECUNScandinavian Urban Studies Term: Norway (SUST)
See description under listings for Fall term.
ACTC German Program: Germany and Austria
Students participate in intensive language study at the Goethe Institute in
Germany during January and February and in a course on AustrdXrman
culture, language and civilization in Vienna, Austria.
Application deadline: Odober 15
Student Project for Amity Among Nations (SPAN)
Augsburg participates in SPAN as a joint venture with other colleges and
the University of Minnesota. Each January four countriesare selected and
applicationsare accepted during Spring term. Students participate in
language study and group meetings during the school year before departure, independent study/research on the topic of one's choice during the
summer, and writing a paper and community projects upon return
Application deadline: May 15
Student Teaching Abroad
Selected Education Department students may participate in the Intemational Student Teaching Abroad program coordinated through Moorhead
State University. Students have options for student teaching in dozens of
countries through the Internationaland American Independent School
Network. Students who teach abroad will also do part of their student
teaching under direct Augsburg faculty supervision. For additional information, contact the Education Department.
EXPERIENTIAL EDUCATION
PROGRAMS
Internships, Cooperative Education and Service-Learning
Through Internships, Cooperative Education and Community Service,
Augsburg students integrate and expand their liberal artseducation by
embracing the worlds of work and service. Each work or community service
placement is closely related to a student's major, course work or career
interest. Augsburg's Internship, Cooperative Education and Community
Service programs link employers, community organizationsand the
academic program in a way that enriches and expands a student's educational experience and personal development. An underlying assumption is
that a liberal arts education is an effective preparation for careers and
citizenship. The integration of "knowingand doing" adds breadth and
depth to the liberal artscurriculum and assists students in making more
informed academic, career and personal decisions.
The College's metropolitan location makes possible a wide range of opportunities. Students have gained valuable learning experiencesin small and
midsize companies, large corporations, non-profit organizations, schools,
government agencies and community-based organizations.
Academic Internships
An academic internship is a carefully planned work-based learning experience where a student focuses on specific academic and individual learning
objectives. A learning agreement plan, negotiated with a faculty supervisor
and work supervisor, outlining the internship objectives, strategies and
evaluation methods is required. An academic internship is approved,
supervised and evaluated by a faculty member in the department in which
the student wishes to earn the Internship credit. Upper Division Internships
are numbered 399 and Lower Division Internships are numbered 199.
Registration for Internshipsconsists of the following steps:
1. Obtain the Internship registration permission form from the Internship
and Cooperative Education Office and secure the signaturesof the faculty
supervisor and Director of Internshipsand Cooperative Education.
2. Register for a 199 or 399 Internship during the registration period. The
signed permission form must be tumed in at the time of registration.
(Students may preregister without a placement seared, but a suitable
internship must be found by the end of the registration or drop/add
period.)
3. A learning agreement (forms are available from the Internship and
Cooperative Education office) must be negotiated with the faculty member
responsible for grading the experience and the work supervisor. The
completed original is turned in to the Internship and Cooperative Education
Office.
Internships are available in all majors and can be taken during a semester
(or Weekend College trimester),interim or summer session. For extension of
an internship beyond one term see the section of the catalog under grading.
A maximum of four courses of Internship may count toward the 35 courses
required for the degree.
Cooperative Education
CooperativeEducation is a college supported and monitored, paid, worklearning experience that is closely related to a student's major or career
objective. The goal is to combine theory with practice.
Students also earn money to help defray educational costs while gaining
important on-the-job experience.Job placements typically are part-time
during the academic year and/or full-time summer. Co-op jobs are flexible
and can begn and end anytime. Co-op Ed is not aedited in and of itself,but
a nonaedit CooperativeEducation transcript entry is available during the
academic terms the student is employed. Co-op Ed students are encouraged
to complete at least one Internship for credit in conjunction with their
Cooperative Education participation. Co-op Ed is available to Augsburg
students who have completed their freshman year and are in good academic standing.
Service-Learning
Augsburg's ServiceL.eaming program combines response to human needs
in the community with a conscious awareness and understandingof issues,
reflection and educationalgrowth. Augsburg students learn from and about
the community and society in which they live by participating in orientation
sessions, direct servicelearningactivities and seminarsor class discussions.
Through direct service, such as volunteering at a homeless shelter, tutoring
building housing for low income people or working with environmental
groups, students engage in a dynamic and interactive educational approach
which employs reciprocal learning between the student(s1and the community.
The Service-I-eamhg Program works with community organizations and
organizes @c
projects to enhance student involvement and also assists
with and supports the integration of service-learninginto departmental
courses. The program works closely with the student directed Augsburg
LINK program and campus ministry.
Augsburg Weekend College provides an educational alternative for adult
students who work or have other commitments during the week. It is a
means by which men and women may earn a college degree, complete a
second mapr or pursue a personal interest or skill.
Weekend College classes meet on alternate weekends. There are three
trimester terms during the early September through June academic year.
Students may take from one to four classes each term.
Although the Augsburg Weekend College program involves the same
courses as the day school program, the cumculum is limited to selected
liberal arts courses and the followingmajors: Business Administration
(specializationsin accounting, finance, international business, management,
and marketing), Communication (concentrationsin human relations,
marketing communications, public relations/advertising, and supervisory
management), Computer Science, Economics, Elementary and Secondary
Education, English, Management Information Systems, Nursing, Psychology, Religion and Social Work.
Augsburg College offers three graduate degree programs: the Master of
Arts in Leadership, the Master of Arts in Education-Leadership and the
Master of Social Work
Designed for working adults, the Augsburg Graduate Program operates on
alternate Saturdays and alternate Thursday evenings. There are thnx
trimester terms during the early September through June academic year.
The Master of Arts in Leadership program is based on the subject matter
and approaches of the traditional liberal arts.This cross-disciplinary
program directs its acadanic content and pedagogical approaches at situations, issues and problems relevant to orpnimtional leaders. AugsbUrg's
program recognizes that today's leaders need broad-spectrum abilities to
provide them with a more comprehensive understandingof their world.
The Master of Arts in Education-Leadershipprogram values the role that
good educators play in the lives of students, and operates from the belief
that educators need to exercise leadership within the workplace without
relinquishingthe role of teacher. The program promotes leadership as a
process, promotes productivity within and beyond the organization and
works toward progress.
The Master of Social Work at Augsburg offerstwo concentrations:Family
Practice and Program Development, Policy and Administration. In the
Family Practice concentration, students concentrate on empowering the
family nurturing systems from a developmental and holistic perspective.
The Program Development, Policy and Administration concentration has
been developed in response to the growing demand for creative leadership
and administration of policies and servicesthat respond to human need.
Both concentrations are founded on the asumptions that analysis of complex social issues and solutionsmust be based on solid research, and that
the world is interdependent in all areas, includinghuman needs and the
services to address them.
These programs bring working adults to the campus. They are complemented by the College's Cooperative Education Program (begun in 1984)
that places Augsburg students into paid work experiences.
OrFmPRContinuing Education Program
Augsburg College offers selected courses through ContinuingEducation.
Inquiries should be addressed to the Office of the Associate Dean for
Graduate and Special Programs.
Canadian Program
The Canadian Program was inaugurated in 1985 with an endowment from
the Mildred Joel Bequest for Canadian Studies. The program supports
s p e d events and conferences as well as student internships and faculty
activity in Canadian studies. The goals of the program include community
involvement, increased awarenessof the importance of Canadian/U.S.
relations, and provision of opportunities to learn directly from Canadians
through visits and exchanges.
Milda K. Hedblom, Canadian Program Coordinator
Center for Global Education
The Center for Global Education, founded at Augsburg in 1985 facilitates
crosscultural learning experiences which prepare people to think more
critically about global issues and to work toward a more just and sustainable world. The Center's programs explore a diversity of viewpoints and are
grounded in the perspectives of the poor and of others struggling for justice
and human dignity. Students can participate in semester abroad programs,
as well as Weekend College and Graduate Program courses offered at the
Center's program sites in Latin America, the Middle East, Southern Africa,
and the Asia/Pacific region.
A student must be registered for a course to receive credit for it.
Full-time students normally register for four courses per semester and one
course in the Interim. Students registered for three or more courses in a
semester are classified as full-time students. To register for more than 4 5
courses, students must contact the Registrar's office to petition the Committee on Student Standing for permission.
Although a student may register up to five days after the semester b e p s ,
registration is encouraged at the regularly scheduled time. Special fees are
charged for late registration. Special fees also are charged for cancellingor
adding courses or changing grading option after the first five days of a
semester.
A joint class schedule is published each Spring by the Associated Colleges of
the Twin Cities, listing courses and their location at the five colleges for the
followingsemesters. As some courses are offeredonly in alternate years,
students should also consult with Departmental advisers when planning
their class registrations.
Separate catalogs of courses are published by the Interim Office, Summer
School Office,Weekend College Office and Graduate Program Office for
those sessions at Augsburg, listing registration times and procedures.
Specificinformationon registration and help with registration on another
campus are available from these offices:
Office of the Registrar -Science 114, for Fall and Spring Terms
Interim Ofice -Memorial 230
Summer School Office -2222 Murphy Place
Weekend College Office -2222 Murphy Mace
Graduate Program Office -2222 Murphy Place
Pre-Registration
Freshmen and transfer students may pre-register during summer for
courses in the fall. All currently enrolled students may preregister during
the fall for the Spring and during the spring for the Fall terms.
Class Confirmation
All students must confirm their registration at the begnning of each semester and complete financialarrangements.
Students who do not confirmtheir registration before the first day of classes
(unless s p e d arrangementshave been made) will lose all classes. They
may register and confinn during the first five days, but special late fees a=
assessed and added to their account.
Withdrawal from College
Students are urged not to abandon courses for which they are registered
because this results in a failing grade on the official record. Cancellationof
courses or withdrawal from College must be done in the Registrar's Office.
Withdrawal from College cannot occur during final examination week
unless a petition is approved by the Student StandingCommittee. Withdrawal from College and resulting adjustments in accounts an? effective as
of the date the completed Withdrawal from College form is returned to the
Registrar's Office.
Leave of Absence
Students may request a leave of absence for academic or personal reasons.
A request form must be picked up from the Office of the Dean of Students.
It must be signed by the Dean of Students, or authorized representative, and
by the Dean of the College, or authorized representative. The completed
form must be turned in to the Registrar's Office.
A leave of absence may be granted for one term or one academic year. If an
extension of a leave of absence is needed, it should be requested in the same
manner as the original leave of absence, and the completed form must be
turned in to the Registrar's Office before the expiration of the previous leave
of absence, or readmission will be required.
Students on leave are responsible for keeping the Registrar's Office informed of their mailing address. All deadlines for financial aid and housing
must be observed by returning students. A leave of absence does not defer
repayment of loans or extend incomplete deadlines.
The responsibility for seeing that all degree requirements are satisfied rests
with the student. Academic Advisers, Department Chairpersons, the
Associate Academic Dean and the Registrar are available for counsel and
assistance in program planning.
Each student must apply for graduation at the time specified by the Registrar. Application forms are available in the Registrar's Office.
AU degree and course requirements must be completed and verified in the
Registrar'soffice prior to the anticipated date of graduation (there may be
no incompletes or open courses on the academic record).
See the separate section on Graduation with Distinction to learn about
requirements for these honors.
1. Completion of 35 courses -At least 11course credits must be Upper
Division, numbered in the 300s and 400s. Not more than 13may be in one
department, except in certain approved majors -17 (Music Education) or
20 (Music Performance)for the Bachelor of Music degree, and 18for the
The course total must include three Interimsfor students whose complete
academic work is at Augsburg. For transfer students, the course total must
include one less Interim course than the number of years at Augsburg. This is
calculatedon each transfer s t u d d s evaluationof transfer credits.
No more than these maximums may be applied toward the 35 total courses
q d two courses by independent/directed study; four courses of
internship; and eight course credits with a grade of Pass (P).Non-traditional
grading (PIalso has these limits: two in the major except Elementary Education and Nursing; one in the minor if approvedby the department dxiqxmn
Students who enter an academic program with a baccalaureate or higher
degree should contact the Registrais Office about specific requirements for
a second baccalaureate degree or for the equivalent of a major.
2 Completion of a Major -Requirements for each major are listed under
the departmental headings.
3. First Year Experience (FYE) -All students who enter the College as
freshmen in the weekday schedule program must complete satisfactorily
the FYE Fall Orientationand Seminar. See the program section on the First
Year Experience for a full description.
4. Grade Point Average -2.0 for most majors. A grade point average of 2.0
is required over all courses taken and over all courses which apply toward
the major. Some majors, licensure and certificationrequire higher grades in
each course or a higher grade point average. (For example, see licensurein
education, music education, music performance, music therapy, nursing,
socialwork.) See the departmental section for details.
5. Residence -The last year of full-time study or equivalent (minimum of
seven courses for part-time students)must be at Augsburg. Contact the
Registrar if an official interpretation is needed.
Because a new general education curriculumfakes effkc.3Septemberf 1991,other
graduation ~equirementsdiffer depending on a studenYs class$katratrow
Former Students
Former Augsburg students, readmitted to complete a degree, have a choice
between using the catalog in effect when they first enrolled, if possible, or
using the catalog in effect at the point of readmission.
Regular Students Enrolled Before June, 1991
Students enrolled b e f o June,
~
1991, have a choice of using all graduation
requirements in effect when first enrolled or c h a n p g to the graduation
requirements in effect begmmngin September, 1991.No combination of
requirements may be made.
Students Entering Augsburg September, 1991, or Later
Students entering under the followingclassificationswill follow the Distribution Requirements as outlined below.
Students entering in 1991-1992 who are classified as Sophomores,
Juniors, or Seniors;
Those entering in 1992-1993classified as Juniorsor Seniors;
Those entering in 1993-94 classified as Seniors .
All other entering students will follow the requirementslisted in the section
titled "The Augsburg General Education Curriculum Requirements"
(see pages 81-89).
Writing -A course in writing (English 111)or certification of demonstrated proficiency by the Department of En@k Exemption tests are given
during the summer and fall orientation periods.
Liberal Arts - An approved course from each of these seven mas:
Mathematics-Physics
Chemistry-Biology
English-Speech, Communication
and Theatre Arts (devoted to the
study of literature)
Psychology-sociology
Economics-PoliticalScience
History-Philosophy
Art-Music
A list of approved courses is available from advisers and the Registrar's
Office.
Foreign Languages-Two courses (111 and 112)of one foreign language at
Augsburg. Students who test above the 111level of a foreign language will
take one additionalcourse at placement level in that language or two
courses (111and 112)of another foreign language. International students
should consult with the Registrar.
Religion -Three approved courses in religion, of which not more than one
may be an Interim course, are required. The number of religion courses
required for graduation is adjusted for transfer students. Transfer students
should check their Evaluation of Transfer Credit form, or consult the
Reglstrar'sOffice.
Urban Concerns or Women's Studies or Minority Studies -One course.
Courses approved to meet this requirement arr published each t e r n
Information is available at the w s t r a f s Office.
Lifetime Sports -Demonstrated proficiency in two different Lifetime
Sports is required. Lifetime sports are no-credit courses and are not included in the 35-courserequirement.
Rationale for the Augsburg General Education Curriculum:
The Augsburg faculty has designed a cohesive academic program incorporating general education, major courses, supportingcourses and elective
courses leading to the bachelor's degree. The core of the Augsburg curriculum is found in the liberal artsas expressed in the General Education
component of the college curriculum.
Augsburg, in its Mission Statement, declares the College exists 'To develop
future leaders of service to the world by providing high quality educational
opportunities which are based in the liberal arts and shaped by the faith and
values of the Christian church, by the context of a vital metropolitan setting,
and by an intentionally diverse campus community." One way which the
College seeks consciously to realize this Mission is through its General
Education curriculum, which Augsburg has divided under two headings:
liberal artsperspectives and skills.
The term "perspective" assumes that not only are we engaged in the search
for truth, but that this requires the searcher to consider questions from a
variety of viewpoints, each of which has something valuable to contribute to
the whole. These perspectives are not strictly identified with traditional
disciplines, but are understood in ways which encourage multi-disciphq
reflections on the questions at issue. They combine concerns about content
with those of process and approach, directed ultimately to making the
student a more effective learner and participant in society.
The following requirements reflect the way in which Augsburg has chosen
to view the liberal arts. Two of the four features of the Mission Statement are
embodied in the General Education Perspectives: 'The Character and
Mission of Augsburg College: The Christian Faith and the City." These
Perspectives emphasize that the College's affiliationwith the Lutheran
Church,its insistence on the value of howing the approach which derives
from the Christian roots of the College and its location in the city, deserve
s p e d considerationin Augsburg's educational program.
The third feature-that Augsburg is a liberal arts institution -is also
emphasized in the other Liberal Arts Perspectives. Certain dimensions of
human life -of what it is to be human -form the core of the required
liberal arts experience. These overall perspectives on what it is to be human
can themselves be studied from the vantage points of the various academic
disciplines.
Students need to learn about themselves, about what it is to be a person.
Hence, the Perspective on Human Identity. But the person exists in both a
social community and a natural world. Hence, the importance of the
Perspectives on the Social World and the Natural World. Because the way in
which we understand ourselves derives largely from our Western heritage,
students need to learn about and reflect on sigruficant aspects of this
heritage. Thus, the Perspective on the Western Heritage. At the same time,
to focus on the West,alone would be ethnocentric:We live in a global
society. Hence the Perspective on Inter-CulturalAwareness. Attention to
moral values is found not only in the Perspective on the Character and
Mission of the College: the Christian Faith, but throughout the other
perspectives as well. The Perspective on Aesthetic Values enables students
to foms upon aesthetic works created by themselves or others, which
convey fundamentalinsights, express beauty and enhance life.
Finally, the Mission Statement emphasizes that we are concerned with
academic excellence. This has a number of features, including the way we
teach all the courses in General Education. Beyond this, academic excellence
presupposes that students have the requisite skills to do college-level work.
The General Education Requirements are couched in a context which pays
attention to the skills of both incoming and graduating students. Entry-level
skill requirements in a number of critical areas, including reading, writing,
quantitative reasoning and critical thinking, will be assessed and help given
to students who need it. Graduation-level skills are also emphasized, so that
students not only maintain but develop their skills during their Augsburg
experience.
The General Education Requirements provide a coherent way to address
the Mission of Augsburg College. They are not the only way, neither do
they guarantee that students who graduate from Augsburg possess the
desired knowledge and character traits. What they do is provide a coherent
description of the context in which we liberally educate students, a clear
statement of expected outcomes and an opportunity for students to see and
understand the complexity of what it is to be human and Christian in an
urban setting.
Entry Level Skills Requirements
The entry level skills tests are inventory assessments in:
reading
writing
word processing
critical thinking
quantitative reasoning (along with Math Placement)
Placement in writing courses and math courses is determined by these
inventories.
Freshmen (all students entering Augsburg with fewer than seven college
credit courses) and Sophomore (entering 1992-'93 or after) Transfer
Students:
Take entry level skills tests and satisfy requirements.
If skill levels are deficient, students will be enrolled in the appropriate
course or advised on preparation for retaking the respective tests. Students
are q i i r e d to take the assessments before registering for the second term
and to have demonstrated removal of deficiencies by the end of their first
year at Augsburg.
Effective Writing or its equivalent is required. Students who do not satisfy
the entry level skill in writing will be required to take Developmental
Writing before Effective Writing. Freshmen must complete the writing
requirement before the begnmng of their Sophomoreyear.
Students who pass the writing assessment inventory at the advanced
levels (to be determined by the English Department)will not be required to
take Effective Writing.
Those with demonstrated word processing skills; e.g. recent verifiable
work experience, are exempt from the word processing inventory.
Students who have college credit for a critical thinking or logic course are
exempt from the critical thinking inventory.
Students with an acceptable transfer mathematics course are exempt from
the quantitative reasoning inventory, and will be given information about
taking the Math Placement Test based upon previous mathematics courses.
Freshman and Sophomore (entering 1992-'93 or after) transfer students
will be required to satisfy all the graduation skill course requirements.
Junior and Senior Transfer Students
Entering Junior and Senior transfer students (entering 1993294 or after) are
I
exempt from word processing, reading and critical thinking assessments.
Those who have not taken an Effective Writing course or a college level
mathematics course must take entry level tests in writing and/or quantitative reasoning. If they do not achieve exemption from those mpirements,
they must satisfy the requirement in those areas.
Those who have a transfer mathematics course accepted for college credit
by Augsburg College are exempt from the quantitative reasoning inventory
and will be given information about taking the Math Placement test based
upon previous college mathematics courses.
Junior and Senior transfers (entering 1994'95 or after) are required to
satisfy all the graduation skill course requirements, except that only one
writing component course is required.
1
Graduation Level Skills
General Education includes enhancement of certain skills during the years
in college. Skills related to writing, critical thinking spealung and quantitative reasoning are deliberatecomponents of certain courses. Completion of
the requisite courses with a minimum grade of 2.0 or P is required for
graduation. Students are required to have two courses with writing components and one course each with critical thinking, speaking and quantitative
reasoning components. These courses can simultaneously satisfy skill
requirements and graduation requirements for the major or general education perspectives.
1
Lifetime Spohs
Demonstrated proficiency in two different Lifetime Sports is required.
Lifetime sports are no-credit courses and are not included in the 35course
requirement.
The General Education Liberal Arts Perspectives have the primary goal of
providing the basis for begmmng to understand what it means to be a
human being at this time. The goals of the Perspectives are achieved
through a variety of courses which have been approved as meeting the
criteria established for each Perspechve. Although courses approved for
each Perspective meet the General Education requirements, not every
course meets all the goals of each Perspective.
Students will choose from a list of courses meeting the Liberal Arts Perspectives, available from the Office of the Registrar. These choices are controlled
by the following policies:
A student will choose one course from each category.
No single course can fulfill the requirementsin two or more categories.
No student will be permitted to count more than three courses from the
same department in meeting perspective requirements.
No student may count more than one course from the same department in
meeting the requirements of any single perspective except:
1.Up to three courses in religion may be used to meet the perspective,
"The Character and Mission of Augsburg College: The Christian Faith."
2. Up to two courses in a year-long sequence (biology, chemistry or
physics) may be used to meet the perspective, "The Natural World."
3. Up to two courses of the same foreign language may be used to meet
part of the perspective, "Intercultural Awareness."
Perspective: The Character and Mission of Augsburg College:
The Christian Faith
This Perspective focuses on Augsburg as a College of the Evangelical
Lutheran Church in America. As a college of the Church, Augsburg accepts as
a basis for its educationalprogram the doctrines of the Christian faith as
~vealedin Scriptureand the creeds affirmed by the Lutheran Church. It
consciously affirms that all students should reflect upon the Christian Scrip
tures, theological concepts, ethical values, their own faith and values and
dgious concepts outside of the Christian faith as part of becoming educated.
From this Perspective, students should gain an understandingof and
critically reflect on:
1.The Bible ( for example, its origins, structures, content or interpretation).
2. Christian theological and religious concepts and their own religious
beliefs.
3. Religious concepts and practices found in religious traditions outside
the Christian faith.
4. Their own and others' values, their relation to Christian values, the
possible grounds for these values, how these values might be critiqued and
defended and the role values play in the issues that confront our society.
Three courses are required to meet this Perspective except for the following
1. Junior transfer students will be required to take two courses in the
Christian Faith Perspective while registered at Augsburg; and
2. Senior transfer students will be required to take one course in the
Christian Faith Perspective while registered at Augsburg.
Perspective: The Character and Mission of Augsburg College: The City
This Perspective focuses on the College's location in the heart of a metropolitan area.
From this Perspective, students should gain an understandingof and
critically reflect upon the city with its diverse populations, cultural, governmental and economic institutions, and opportunities and challenges.In
addition, students should experience the community and should explore
opportunities for service in the community.
This requirement must be covered either by specific courses, by internship
and cooperative education experiencesor by designated or college a p
proved noncredit experiences (such as volunteer service or college pmgrams). Experiences that satisfy the requirement must be accompanied by
seminars related to the experience.
One course is required to meet this Perspective.
Perspective: Western Heritage
This Perspective is intended to help students critically examine themes
(found, for example, in literature, philosophy and the arts) and events that
have historically shaped Western civilization Attention should be paid to
the contributions to or critiques of Western thought by women and ethnic
minorities.
From this Perspective, students should gain an understandingof and
critically reflect on:
1. Central ideas, texts or works of art that historically have been
sighcant for Western society and the relation of these to present
world views.
2. S p d c historical themes, trends, events and persons and their
roles in shaping both the past and the present.
3. Historical and literary methods of ascertaining and conveyingthe past.
Two courses are required to meet this Perspective.
Perspective: Human Identity
This Perspective is intended to help students view themselves as persons,
men and women with unique abilities, values, beliefs, experiencesand
behaviors.
From this Perspective, students should gain an understandingof and
critically reflect on:
1.Methods and approachesthat attempt to explain how individual
persons think,feel and ad.
2. Scientific or humanistic interp~tationsof their own development as
persons.
3. Questions of faith, ethics and moral choice in their personal and
professional lives.
4. Fadors involved in physical and mental health.
One course is required to meet this Perspective.
Perspective: Aesthetics
Aesthetic creationsconvey fundamental insights and values, expressbeauty
and enhance life. This Perspective focuses on aesthetic qualities in artistic
expressions by oneself and others.
From this Perspective, students should gain an understandingof and
critically reflect on:
1.Forms of artistic expression.
2. Historical development and variation in aesthetic taste and performance across cultures and how different cultures have expressed themselves through various aesthetic forms.
3. Different theories of aesthetics.
4. Their own creation or performance of a work of art.
One course is required to meet this Perspective.
Perspective: The Social World
This Perspective is intended to help students learn to identdy, examine and
critique &, economic or political systems:to understand how and why
such systems develop, to see the connectionsamong these systems and to
use this knowledge as a participant in society.
I
From this Perspective, students should gain an understanding of and
critically reflect on:
1.The characteristicsand dynamics of human organization at the group
and societal level.
2. Current theories and methods for understanding social, political or
economic systems.
3. The historical development of selected social, economic or political
structures.
4. The relationship between various social, political, or economic systems
and the student's own responsibilities in society.
5. The ways that social, economic or political structures differ across
cultures and affect diverse groups in society.
Two courses are required for this Perspective.
Perspective: lntercultural Awareness
This Perspective is intended to complement the Western Heritage Perspective by expanding students' awareness of other cultures. One course is
required in which students critically reflect upon ways their own cultural
biases operate when confronting other cultures. They should become better
able to communicate with persons of other cultural backgrounds partially
by being introduced to a specific culture other than European or mainstreamNorth American cultures.
In addition, students are to gain entry into another culture by learning to
speak and read a language other than their native language. For this part of
the Perspective, studentsare required to have demonstrated proficiency in a
foreign language. The foreign language requirement will be based upon
placement:
Foreign Language
Placement
Course
Requirement
111,112
112
211
212
No course required
Students who are m p r e d to complete two semestersof foreign language
must complete the requirement with sequential courses in the same language.
Perspective: The Natural World
This Perspective is intended to help students understand themselves in
relation to the physical world. Their active role as observers, explorers, and
moral agents will be emphasized. Sufficient technical training in scientific
knowledge, concepts and methods will be provided to equip students for
critical and intelligent participation in public debates on technical issues.
From this Perspective, students should gain an understandingof and
critically reflect on:
1.Selected aspects of the natural world.
2. The characteristics, strengthsand limitations of science and the scientific method, and the complex relations between data and theories, at
least in part through practical laboratory experience.
3. The history of science, its relations to other historical/social develop
ments and the variety of ways persons and civilizationshave approached
the natural world.
4. The relations and differencesbetween science and theology; the
mutual influences of technology, values, and the natural/physical
environment; the limits imposed on humans by the natural environment,
and the interconnectedness of all living systems.
5. The importance of symbol systems such as mathematics in attempting
to describe, classify, and model objects and events.
Two courses are required to meet this Perspective.
Student achievement in courses is measured primarily by final examinations. Shorter tests, written papers, oral reports and other types of evaluation also are used.
Most courses are offered with grading options -traditional grading on a
4.0 to 0.0 scale or the Pass/No Credit system, in which P means a grade of
2.0 or better and N means no credit and a grade of less than 2.0. Students
who chose the P/N option are cautioned:
In order to receive a grade of P, a student must achieve at least a
grade of 2.0
Some graduate and professional schools do not look favorably on a
large number of P-graded courses, or rank each as a "C".
For transfer students, P-graded courses do not count in the requirement
that 14traditionally graded courses be earned at Augsburg in order to be
considered for graduation with distinction.
See P/N limitationsunder Graduation Requirements.
Certain courses are offered on one grading system only. Sociology 265 and
several Interim courses are graded only on the P/N grading system. Some
education courses are graded only on the P/N system or only on the
traditional system. English 111is graded P or N, or 2.0-4.O/N. Some other
courses are graded only PI 1.0 or N. Chemistry Seminar and Lifetime Sports
are graded P/N.
In courses where there is a choice, students will be graded on the traditional
system unless they indicate on their registration that they wish to use the P/
N grading option. Any changes in choice of grading system must be made
according to dates published each term. A fee is charged for any changes
after the first five days of classes.
Explanation of Grades
Number grades are used with these definitions:
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0.0
Achieves highest standards of excellence
Achieves above basic course standards
Meets basic standards for the course
Performancebelow basic course standards
Unacceptable performance (no credit for the course)
Grades of P 8ass) or N (No credit) are not computed in the grade point
average. A grade of P represents work at or above the 2.0 level; N represents
work at the 1.5 or below level.
An incomplete grade may be given only in the case of extreme emergency.
To receive an incomplete grade, a student must receive permission of the
instructor of the course; must file a form stating the reasons for the request,
the work q u i d to complete the course, the plan and date for completing
the work, and comments from the instructor; and must gain the approval of
the R e t r a r . Ifpermission is granted, the necessary work must be completed in enough time to allow evaluation of the work by the instructor and
filing of a grade before the final day of the following semester. If the work is
not completed by that date, the grade for the course becomes a 0.0.
Internships, Independent Studies and Directed Studies may sometimes last
longer than one term. When this is the case, they must be completed by the
grading deadlines within one year from the beginning of the first term of
registration A grade of X is given by the instructor to indicate that the study
is extended. It is expected that students given X extensions will continue to
communicate with their instructors and demonstrate that satisfactory
progress is being maintained. The Registrar's Office will automatically
continue the registration in response to an X grade. A final grade will be
issued at the end of the term in which the work is completed and evaluated
(but not longer than one year). An instructor reserves the discretion of not
giving an X where satisfactoryprogress is not demonstrated. Withdrawal
from college or dropping these continued courses will terminate their
registration Under this circumstance, a re-registration as 1X by the student
would be necessary if done during registration periods within one year of
initial registration; if done after one year, a new registration would be
necessary.
A course in which a grade of 0,05,1.0,15, N, I or X has been received may
be repeated for credit. Courses in which higher grades have been earned
may not be repeated for credit and a grade, but may be audited. All courses
taken and grades earned each term remain on the academic record. Only the
credits and grades earned the second time, for legitimately repeated courses,
are counted toward graduation and in the grade point average.
A course is given a grade of W when it is dropped after the deadline for
dropping classes without a notation on the record.
Auditing Courses
Students who wish to take courses without credit or grade may do so by
registering for Audit (V).Full-time students may audit a course without
charge. The charge for part-time students is listed under College Costs.
Students who audit a course should confer with the instructor within two
weeks of the beguuung of the term to determine expectations, attendance
and any other requirement. If expestations have been met, the course will be
listed on the tramaipt as having been audited. If expectations have not been
met, the course will be listed with a grade of W (Withdrawn).
Grade Point Average
The grade point average (GPA) is based on final grades for all work at
Augsburg. It does not include credit and grade points for work transferred
from other colleges. Courses taken on the P/N grading option are recorded,
but not computed in the GPA. The formula for computing the GPA is:
GPA = Total a a d e mints - 2 (P or TransferCourses)
Courses taken - 8 or Transfer Courses)
Classification
Students are classified in August and at the end of the Fall and Interim
terms.
Sophomores-Seven courses completed with at least 14 grade points.
Juniors-16 courses completed with at least 32 grade points.
Seniors-25 courses completed with at least 50 grade points.
Advanced Placement Program Test
Advanced placement in courses beyond the begnning level is granted to
students with scores of 3,4, and 5 on the CEEB Advanced Placement
Program Test Additional credit or placement is at the discretion of the
department. Inquiries should be addressed to the Office of the Registrar.
International Baccalaureate Program
Coursesearned from the International BaccalaureateProgram will be
considered by the College for advanced placement and appropriate d
Departmental guidelines are available from the Office of the Regstrar.
t
Assessment of Previous Learning (APL) Program
Augsburg College recognizes that learning can and does take place in many
life situations. Some of this learning may be appropriate for credit recognition within the disciplines that compose the academic program of a liberal
arts college. The APL program (Assessment of Previous Learning) at
Augsburg provides a means by which a student's previous learning other
than that which is transferred from another accredited institution, may be
presented for examination for possible credit toward the completion of a
baccalaureate degree.
Not all learning from life experience, however, is appropriate for credit
recognition at a liberal arts college. Such learning must meet two essential
criteria: 1)it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum and 2) it can be objectively demonstrated either
by comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students
may have their previous learning assessed for credit recognition. The
following is a brief description of each of these means of assessment:
The College Level Examination Program (CLEP)-This is a series of standardized tests which have been developed by the College Board and are offered to
students for a small fee at regional testing centers. (The regional testing center for
this area is the University of Minnesota.) Students who score at or above the 65th
percentile on a subject e&nination may receive academic credit for that subject at
Augsburg College. Additional information about CLEP tests is available from the
Office of the Registrar.
Departmental Comprehensive Exams -These are available for students to use in
obtaining credit for previous learning if the following conditions are met:
There is a departmental instrument available for s u b j j area in question.
There is a faculty member designated by the department to administer the
exam.
The Student StandingCommittee approves the student's request to take the
exam. Credit for departmental exams is available on a pass/no credit basis only,
and there is a charge per exam.
The Credit Assessment Program (CAP)-This is a credit assessment alternative in
which a faculty committee completes a credit evaluation of a learning portfolio
submitted by the student. The faculty committee is composed of the Registrar and
two faculty members from fields of study diredly related to the student's previous
learning. Informational meetings and consultation are provided for students who
wish to prepare a portfolio of previous learning for credit assessment. This may
include a personal meeting with the CAP Committee. In completing the evaluation
of a student's previous learning, the CAP Committee applies the followingcriteria:
There is documentable evidence of a cognitive component in the previous
learning experiencethat involved prescribed and/or systematic study of content
material found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the
presenting student.
The learning lends itself to both qualitative and quantitative measurement.
The learning relates well to the student's educational goals.
The learning and skills involved are current and could be used at the present
time.
Students may apply for the credit assessment process after completing at least four
courses of academic work at Augsburg College with a cumulative Augsburg GPA
of at least 2.5. It is strongly recommended that the process not be used when four or
fewer courses remain for graduation. There is an application deposit to initiate the
credit assessment process, and a charge for each semester credit applied to the
student's transcript if credit is approved.
Transaipt credit will be granted on the basis of semester credits, and the total
number of credits granted will be divided by four to determine the number of
courses applied to graduation. These credits will be recorded with the course
number of CAP 2xx. Application of this credit toward distribution requirements
I
and academic majors and minors may be subsequently addressed by the departments involved in response to a formal request by the student.
Maximum Credit Accepted for Previous Learning -While Augsburg College
recognizes the validity of learning that takes place outside the traditional classroom, thii learning must be placed in the context of formal study in campus-based
liberal arts courses. Therefore, Augsburg places a maximum of nine courses (onefourth of a baccalaureate degree) on transcript credit that is obtained through
previous experiential learning. In compiling the nine courses of credit for previous
experiential learning, the student may use any combination of the three assessment
processes available in the APL program: CLEP exams, departmental exams and
credit granted through CAP Committee assessment.
English as a Second Language (ESL) Program
Students who declare a language other than English to be their primary
language, or who are citizens of another country, must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, Developmental Writing or Effective
Writing will be detenriined by their scores on the Michigan test (8@90 range
for exemption from ESL) and by a writing sample.
Near the end of each term of the English as a Second Language course, an
objective test will be administered to all students in the class. The score on
this test and the grade earned in the class will determine whether additional
ESL course work is required. Usually a score of 80 to 90 and a course grade
of 35 or 4.0 will fulfill the student's ESL requirement.
If students do not meet the ESL requirement, they will remain in ENG 217/
218 until they meet the criteria stated above. Academic credit will normally
be granted for no more than two courses.
Students who fulfill the ESL requirement, by examination or by course
completion, have completed the foreign language requirement for graduation.
Academic Progress, Probation and Dismissal
The College requires that students maintain the following cumulative grade
point averages (GPA):
Freshman -A student who has taken fewer than seven courses with a
cumulative GPA of 1.6 or higher
Sophomore-A student who has taken fewer than 16courses with a cumulative GPA of 1.7 or higher
Junior-A student who has taken fewer than 25 courses with a cumulative
GPA of 1.9 or higher
Senior -A student who has taken 25 or more courses with a cumulative
GPA of 2.0 or higher.
It should be noted that a minimum GPA of 2.0 is q u i r e d for graduation
with certain majors requiring a higher minimum GPA.
Students whose academic achievement falls below these guidelineswill
either be placed on scholastic probation at the end of the term, or will be
continued on probation or will be dismissed from the College. In addition, a
freshman who receives two zero grades or a sophomore who receives three
zero grades will be considered for probation or dismissal. However, d i s
missal fromthe College is not automatic. Each case is reviewed by the
Committee on Student Standing. Evidence of the studenfs commitment to
academic progress is the major considerationin deciding whether or not to
dismiss a student. Studentswho have a poor academic record may be
strongly advised to withdraw beforethe end of a term. Those on probation
who voluntarily withdraw from the College, as well as those who are
dismissed, must have special permission to re-enroll.
Students may be removed from probation when the cumulative GPA
reaches the minimum levels stated above. Studentsplaced on probation as
freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned
additional zero grades, and if their cumulative GPA reaches 1.7. Students
placed on probation as sophomores for having earned three zero grades
may be removed from probation if their classificationchanges to junior and
their cumulative GPA reaches 1.9.
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. Once a student is dismissed, he or she may appeal
the decision within 10 days to the Committee on Student Standing.
Dean's List
The Dean's List is compiled after each semester, listing students whose
grade point average for a semester is 3.5 or better, based on a minimum of
three full courses, or equivalent, for a weekday schedule student or two full
courses, or equivalent, for a Weekend College student, graded on the
traditional grading system, with no incompletes in courses offered for
credit. If permission is given, an announcement is sent to the hometown
newspaper of each student on the Dean's List.
/
Graduation with Distinction
Graduation with distinctionis determined as follows:
Summa cum laude -3 8 to 4.0 cumulative GPA
M a p cum laude -3.6 up to but not including 38 cumulativeGPA
Cum laude -3 3 up to but not including 3.6 cumulativeGPA
To quahfy for graduation with distinction, transfer students must have
completed two years (14 traditionally graded courses) of work at Augsburg.
Veterans of Military Service
Augsburg is appmveci by the State Approving Agency for Veterans Education. Veterans should consult with the Office of the Registrar about completion of the enrollment certificate and the forwarding of other information to
the Veterans Administration.
Augsburg's standards of academic progress are given in this Catalog.When
a veteran or eligible person fails to maintain these p&bed
standards of
progress, the College will so inform the Veterans Administration. It is the
responsibility of each veteran to report any change in registration and/or
academic load to the Office of the Registrar, as it is for all students.
If less than full-time, veterans will be referred to the State Approving
Agency after any period of two consecutive terms if they did not earn the
equivalent for which they had been certified.
A non-punitive grade which brings a veteran's academic load for the term
below three courses will be reported to the Veterans Administration.
Veterans will need to meet the requirementsof the Veterans Administration
regarding repayment of educational assistance funds received.
m
DEPARTMENTS
AND PROGRAMS
Aands atruth
liberal a* institution,
College beliews thnt knaoledge
are infmrehtai and are infiegrakd infoa whole. The ktiditwn
Augsburg
ofthe academic world, however, divides this unified truth into m e
manageable parts: the academic disciplines. The knowledge of indid u a l disciplines is subdivided into courses which make it more
ac:cmItrleto studenti 17fese c o u can
~ be arranged in various ways to
coastruct majorsI fo crmte the suhtance of a broad general education
atd fo give M a t s the oppfunihj to study areas of particular
individual interest.
Wm'ptions qf c m r m are arranged by departments and programs.
k d s u i p i i ' i o p r s ofu a brkf summay ofthe subject matter to aid
students in planning a program. A syllabus containing a more detailed
explanation of content, approach arid requirementsfor a partkular
course can be obtained from the instructor.
Department entries also contain a narrative discussion of the educational philosophy of each department, its gmls and its place in the
College's program. A listing of requirementsfm individual majors and
minms follows the narrative.
Class Schedule
Courses listed are subject to change. In general, classes are offered Fall and/
or Spring terms. The ACTC Schedule of Classes published each spring lists
offerings and locations for Fall and Spring terms.
Since some courses are offered in alternate years, it is important that the
student review major requirementsand course offeringswith an adviser to
ensure that all requirements can be met.
Descriptions and schedulesfor courses offered in January Interim, Summer
School, Augsburg Weekend College and the Master of Arts in Leadership,
Master of Arts in Leadership-Educationand the Master of Social Work
programs are published in separate catalogs.
Credits
A full course is offeredfor one credit A few fractional courses, for one-half
or onequarter credit, are offered in the Division of Professional Studies. A
full course has the approximate value of four semester credits or six quarter
hours. Most courses meet for three 6Gminute periods or two 90-minute
periods a week, in addition to laboratories.
Numbering
Coursesnumbered below 300 are Lower Division courses. Courses numbered 300 and above are classified as Upper Division. In general, courses in
the 100s are primarily for freshmen, 200s for sophomores, 300s for juniors,
and 400sfor seniors.
Prerequisites
Courses that must be taken before enrolling in a higher level course are
listed in the course description.A student ky
enroll in a course when a
prerequisite has not beenfulfilled if there is prior approvalby the professor
teaching the course and of the academic adviser.
Augsburg College offers a minor in American Indian Studies. See listing
under InterdisciplinaryStudies (INS).
Am DETT~~ENT
(ART)
Art is important as a field of study for our modem age. Our suryival as a
culture may very well depend on whether we are able to create order and
beauty in the design and function of communities. Realizing this,we have
made design and sensitivity to all aspects of visual experience central to the
art program at Augsburg.
Giving and receiving visual messages is so much a part of everyday life that
it is often taken for granted. At the same time, however, the interchange of
visual ideas is frequently misunderstood. The task of the artist, art teacher
and art historian is to celebrate visual experiencethrough a variety of media
and art examples. In short, the visual arts teach us how to see.
Because of the College's commitment to the liberal arts,the visual arts,as
taught at Augsburg, draw ideas and inspiration from all disciplines. Art as a
human activity does involve manual skill, although to become broadly
significant it should interact with the content available in other fields, such
as language,history, drama, music, literature, philosophy, theology,
business, physical education and science.
A liberal arts college like Augsburg is an ideal setting for the study of art
because it provides a constant possibility for the interaction of ideas,
I
lI
I
I
disciplines and attitudes. At Augsburg art study is further enhanced by
associations with a sigruticant number of artgalleries and museums in the
Twin Cities area.
Cooperative Education and Internships in studio art and art history provide
on-the-pb, supervised, evaluated experienceswhich contribute to the
student's overall education and development. Primary goals include
improvement of art and museum skills, production and creative strategies.
Hundreds of s m c careers exist in the general area of art. Augsburg
graduates have established careers in such fields as teaching in public
schools and colleges, anthropology, pottery making antique restoration and
sales, film and video work, portrait painting and gallery and museum work.
The f u t u holds
~
a great deal of promise for artists who can combine skills
with a breadth of understanding.
Art Faculty Philip Thompson (Chairperson), Kristin Anderson, Lynn Bollman,
Robert Friederichsen, Norman Holen
Studio Art Major: Nine-13 studio courses with Foundations 102,107,225; three art
history courses including 240. One course must be in two4imensional art (118,223,
360) and one in three-dimensional art (221,250). Majors are required to begin their
programs with the Foundations, although advanced placement is possible with
approval of a portfolio by the Art faculty.
Teaching Licensure Major: Foundations 102,107,225; four studio disciplines from
118,132,221,223 and 250; second level courses in two areas; 240 and two other art
history courses. Consult with the Education Department for requirements in
education for teacher licensw.
Art History Major: Eight art history courses including 240 and 388; two studio
courses including one from 102,107 or 225 and 118or 221.
Honors Majors: GPA of 3.5 in the major and 3.0 overall, general growth and
development and/or special projects such as senior exhibition and research.
Application should be made to the Department Chairperson before the last term of
the senior year.
Studio Art Minor: Four studio courses including 107and 240.
Art History Minor: Five art history courses including 240.
Certificate in ATt: Eight art courses, including one in art history. Up to four courses
may be taken in one studio area or in art history.
Foundations in Studio Art
102
Environmental Design
Fine arts in the urban and world setting. Concern for the visual content of
experience in the environment leading toward appreciationand criticism.
Individual and group projects exploring design problems in representation, symbolism and abstraction.
107
Drawing
Drawing in graphite pencils, pen and pastel pencils. Subjects include stilllife, figures, building interiors and exteriors and experimental work.
225
Communication Design I
The theory and practice of visual perception and communication using
elements such as color, line, shape, type, symbols and pictorial images. An
emphasis will also be placed on the creative thought process.
Studio Art
100,300 Special Topics
Occasional courses dealing with subjects not usually offered by the
Department.
106
108
Calligraphy
Development of calligraphic writing and drawing skills with emphasis on
the broadedged pen. Attention is given to the historical development of
calligraphyand the elements of design through readings and demonstrations. This course also has an Upper Division option.
Introduction to Art Therapy
An introdudion/overview to art therapy as a human setvices profession,
recognizing individualdevelopment through art and the creative process.
This course will study the various populations served through art therapy
and explore the various media and processes used.
118
Painting I
Introduction to painting media and technique in acrylic and oil.
132
Photography
The camera used as a tool for visual creativity and expression with
attention to black and white photographic process. Students need access
to a 35 rnm, single lens reflex camera. Materials will cost approximately
$1!5&175.
199
Internship
Lower Division Internship.
221
Sculpture l
An introduction to sculpture. Choice of media: clay, welded steel and
bronze, plaster and plexiglass. Learn to model, carve, cast, weld and
assemble the respective media.
223
Print Making I
Principles and methods of print making in a variety of media including
etching, silk-screen and woodcut.
Publication Design
An introduction to traditional design concerns and procedures related to
publication design as well as design for desktop publishing. Theory and
practice of coordinatingvisual images and typography with content in
publications. Study of design in magazines, newspapers, newsletters,
books and miscellaneouspublications. Students design and produce a
publication as a group project. (Weekend College only.)
Life Drawing
See Interim Catalog.
Ceramics I
An introduction to the making of pottery with an emphasis on
handbuilding and glazing.
Tribal Arts and Culture
(see INS,American Indian Studies)
Directed Study
Independent Study for Lower Division credit.
Communication Design II
A study of visual communicationsin magazines, television, film,advertising symbols and other mass media. Practice in areas of photography,
typography and illustration. (Prereq.:225)
Ceramics II
Advanced work in ceramics with an emphasis on throwing or
handbuilding and a continuation of glazing. (Prereq.: W))
Painting II
Advanced study of painting. (Prereq.: 118)
Watercolor Painting
Design concepts using descriptive and experimental techniques in
transparent watercolor.
Print Making II
Advanced work with color and composition in various media, including
silk-screen, etching and woodcut, includingJapanesewoodcut technique.
(Prereq.: 223)
Internship
Consult Chairperson or Internship Director to determine prow.
Sculpture II
Advanced work in sculpture. Choice of media: clay, welded steel and
bronze, plaster and plexiglass. (Prereq.: 221)
499
Independent Study
Advanced study in area of the student's choice, intended for senior art
maprs.
Art History
240
Art History Survey
A survey of Western art from prehistoric to modern times. Includes
reading, research,viewing of slides, visits to museums.
Note: Thefollowing m r s e s are @ad
infemitfently, usually one or two sections a yem.
352
Women and Art
A study of the creative role of women in the visual arts, includingthe fine
arts, the "traditional" arts and the work of Native American women.
382
Scandinavian Arts
Survey of the visual arts in Scandinavia from prehistory to modern times.
385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the 4th Century A.D.
386
Medieval Art
Early Christian through late Gothic and proteenaissance painting,
sculpture and architecture in Europe.
387
Renaissance and Baroque Art
European painting, sculptureand architecture, from the 14ththrough the
18thCenturies.
388
19th and 20th Century Art
European painting, sculptureand architecture from Neoclassicism
through the present.
389
American Art
A study of early colonial art through contemporary American art, with
specific emphasis on 19th and 20th Century art and its relationship to
European art as well as indigenous movements.
BIOLOGY
DEP-
(BIO)
Biology is the study of life and it is natural that we, as contemplative living
matures, seek a deeper understanding of the living world that envelops us.
This search has led to the realization that the earth is filled with an enormous variety of living organisms. Since humans are a part of the biological
world, an understandingof the basic biological processes common to all
organisms, as well as those features which are unique to humans, is essential to attain seIf-understanding and to provide a basis for wise decisions.
Another si@ant insight that has emerged from the study of life is that
even the simplest organisms are incredibly complex and a complete understanding of even one of these has, as of yet, eluded the grasp of biologists.
This is true even though some organisms have been subjected to years of
intensive scrutiny. Biology will thus continue to be a fertile field for research
for many years to come.
Still, an enormous amount of knowledge regarding living organismshas
accumulated over the years. In recent decades great strides have been made
in understandingimportant biological processes, particularly those at the
cellular and molecular levels. Biological research has also provided some
extremely important benefits to humans. Most advances in medicine,
veterinary medicine, agricultureand food science have depended on the
findingsof basic biological research.
Because the biological world reveals such variety, complexity, and knowledge, an undergraduate major in biology needs to be broadly based.
Because a complete understanding of biological systems depends on
applicationsof the principles of physics and chemistry, a firm background
in the physical sciences is also important for biologists.
For many, an undergraduatemajor in biology serves primarily as a basis for
further study. In past years Augsburg graduates have gone on to further
studies in professional schools such as medicine, veterinary medicine, and
dentistry. Others have entered graduate programs in the life sciences,
leading to careers in areas such as college or university teaching, basic and
applied research, and public or environmental health. Other graduates have
embarked directly after graduation on a variety of careers, including high
school teaching and laboratory technology.
Biology Faculty Robert Herforth (Chairperson),Thomas Herbst, Esther
McLaughlin, Erwin Mickelberg, Ralph Sulerud
Major: Nine courses, including 111,112, 201 and at least one from each of the
following five groups: Molecular and Cellular: 367,386,471; Cellular to
Organismal: 355,474; Organismic/Animals: 351,353,473; Organismic/Plants: 361,
440; Environmental: 476,481.
The ninth course may be BIO 203 or any Upper Division biology course, including
an Interim course. BIO 491,a noncredit seminar, is required of all juniors and
seniors. Also required: CHM 105 or 115,106 or 116,and 223; PHY 103;Math
Placement Group III.
Studentswho intend to enter graduate, medical, or other professional schools
should consult with the Department because these schools vary in their science
admission requirements. These may include CHM 351,352 instead of 223,PHY 121,
122instead of 103,and MAT 124,125 or MAT 145,146.
Licensure for teaching in Minnesota also q u i r e s three courses in earth and life
sciences. For secondary teaching we recommend the broadest possible program in
biology. Studentsplanning to teach are advised to consult with the Education
Department early in their academic program.
The Department works with the CooperativeEducation Office in identifying and
defining Co-op Ed experiences in laboratories and other settings in the Twin Cities.
This experience is open to juniors and seniors. Students interested should consult
with the Biology Department CooperativeEducation Coordinator.
Honors Major: GPA of 3.5 in biology and 3.0overall, active participation in seminar,
one course of approved Independent Study with an oral defense of the research
report. Application should be made no later than the first term of the senior yea..
Minor: Five courses, including 111,112 and three Upper Division courses; CHM
115,116 (or CHM 105,106).
101
Human Biology
Basic biological concepts from an anthropocentricpoint of view. An
attempt to answer such questions as: What makes a human just another
member of the biotic fold? Do humans have a niche in the -system?
What influence do humans have on the environment?What influence
does the environment, especially the urban environment, have on
humans? (Three hours lecture. A student may not receive credit for both
101 and 103.Does not apply to the major or minor)
102
The Biological World
The basic concepts of biology pertaining to both plants and animals are
emphasized. The nature of science and the approach used by scientists to
gather and analyze data and propose and test theories is considered. No
animal dissectionswill be done in the laboratory. (Three hours lecture;
three hours laboratory. Does not apply to the major or minor.)
103
Human Anatomy and Physiology
A professional course in the structure and function of the human body.
(Three hours lecture, three hours laboratory. A student may not receive
credit for both 101 and 103.Does not apply to the major or minor)
105
Biology and Society
What are some of the biologically-based problems with which our society
must deal? A survey of the environmental and health implications of
pollution, non-renewable resource depletion, waste disposal, war,
occupational safety and health. An historical s w e y of American agriculture, world food supply and biological determinism.A critical evaluation
of the socialapplication s of biological concepts. (Three hours lecture.
Does not apply to the mapr or minor)
Basic microbial features are considered as well as applicationsof microbiology to the fields of medicine and sanitation. (Three hours lecture, three
hours laboratory. For student nurses, health maprs, or consent of
instructor. Prereq.: CHM 110 or consent of instructor. Weekend College
only. Does not apply to the mapr or minor)
111,112 General Biology
A comprehensive introduction to biological science for biology and other
science majors. The course includes an introduction to molecular biology,
cellular biology, genetics, developmental biology, evolutionarymechanisms, anatomy, physiology, ecology and phylogenetic relationships of
organisms. Must be taken in sequence except by permission of instrubor.
(Three hours lecture; fourhours laboratory)
199
Internship
Lower Division Internship. (Rereq.: 112)
201
Methods in Biological Research
An examination of methods commonly employed in biological research,
which may include electrophoesis, column separations, ultracentrifugation, microscopy, cell culture, radioisotopic techniques, gas
chromatographyand physiological recording. The theoretical basis of
each method is discussed and experiments are conducted to demonstrate
the utility of each method. (Three hours lecture, three hours laboratory.
Pweq: 112)
203
Principles of Nutrition
A study of the six classes of nutrients and their digestion, absorption,
transport, metabolism, interaction, storage and excretion. A special effort
will be made to differentiate"fact from fiction" in this controversial
biological field. Clime hours lecture. Prereq.: 112or consent of instructor)
299
Directed Study
Independent Study for Lower Division credit. (Prereq.: 112)
351
Invertebrate Zoology
A study of the invertebrate groups stressing classification, morphology,
behavior, life history and evolutionaryrelationships. (Three hours lecture,
four hours laboratory. Prereq.: 112)
353
Comparative Vertebrate Zoology
A comparativestudy dealing with the classification, morphology,
distribution, evolution, behavior and population dynamics of the verte
brates. (Three hours lecture, four hours laboratory. Prereq.: 112)
Genetics
The principles of heredity with emphasis on recent advances in human
genetics. Laboratory work stressing Drosophila genetics. (Threehours
lecture, fourhours laboratory. Prereq.: 112)
Plant Biology
A survey of the mapr divisions of the plant kingdom including the study
of anatomy, physiology, life histories, taxonomy and ecology. (Three
hours lecture, four hours laboratory. kereq.: 112)
Biochemistry
An introdudory consideration of the chemistry of proteins, carbohydrates, lipids and nucleic acids including intermediary metabolism. (Three
hours lecture. Prereq.: 112,CHM 223 or 352or consent of instructor. )
Immunology
A study of the structureand function of the immune system at molecular,
cellular and tissue levels. Both basic immunology and fundamental
principles relating to clinical immunology will be considered. (Three
hours lecture, four hours laboratory. Prereq.: 112)
Internship
Upper Division Internship. Students must be juniors or seniors. (Prereq.:
112)
Plant Physiology
A consideration of the chemical and physical mechanisms involved in
photosynthesis, respiration, growth and development, and water relations
in vascular and nonvascular plants. The relationshipsof these processes to
plant structures. (Three hours lecture, four hours laboratory. Prereq.: 112)
Cellular Biology
A study correlating functionwith ultrastructure in both prokaryotic and
eukaryotic cells. (Three hours lecture, four hours laboratory.Prereq.: 112,
367 or consent of instructor. )
Animal Physiology
A study of animal function with emphasis on the vertebrates. Wherever
possible, functions are explained on the basis of physical and chemical
principles. (Three hours lecture, four hours laboratory. Prereq.: 112;CHM
106 or 116;PHY 103 or 122 or consent of instructor)
Developmental Biology
A consideration of the physiological and morphological changes which
occur during the development of organisms with emphasis on the
vertebrate animals. Experimental as well as desaiptive studies are
included in the laboratory work. In addition to embryonic development,
the topics of malignancy, aging and regeneration are discussed. (Three
hours lecture, four hours laboratory. Prereq.: 112)
476
Microbiology
An introduction to the study of microorganisms with emphasis on
bacteria and viruses.Microbial taxonomy, morphology, physiology,
genetics and pathogenicity are considered as well as certain methods.
(Three hours lecture, four hours laboratory. Prereq.: 112.)
481
Ecology
A survey of representativebiological communities; the study of reciprocal
relationshipsbetween organisms and their environments. (Three hours
lecture, four hours laboratory, some Saturday field trips. Prereq.: 112,361
or consent of instructor. )
491
Seminar
A weekly meeting of biology majors under the direction of Beta Beta Beta
Biological Honor Society. Active participation by juniorsand seniors is
required. Guest speakers are often invited. A noncredit requirement for
the major.
499
Independent Study
Individual laboratory, field, or library research under the direction of an
instructor. Intended for biology majors who are juniors or seniors.
(Prereq.: 112, and previous arrangement with instructor)
BUSINESS
ADMINERMION
(BUS)AND MA NAG^
INFO-ON
SYSTEMS
(MIS)DEPANMEW
The Department of Business Administration and Management Information
Systems (MIS) is committed to developing both the theoretical and practical
tools necessary for entry into and advancement in business and other
organizations as well as preparation for graduate study. To this end, three
majors are offered: Business Administration, Management Information
Systems (MIS) and a combination major in Economics-Business Admhistration. Business Administration and MIS should be considered separately in
regard to the limitation of no more than 13courses in any one department.
Within Business Administration, there are five specdizations:Accounting,
Finance, Management, Marketing and InternationalBusiness.
Each of these areas is dependent upon a strong foundation in the liberal arts
with an emphasis on solid communication and analytical skills. Recognizing
the occupational realities of the business disciplines, the Department is
equally committed to maintaining an application-oriented balance. This
balance is achieved in part by fosteringclose ties with the corporate community, which in turnprovides a wealth of practical expertise and a wide
variety of Internship opportunities as well as future job prospects.
Departmental faculty believe they can best serve both the student and the
community by contributing to an education which is ethically based,
technically competent and socially aware.
Business Administration Faculty:Amin Kader (Chairpason), Diane Busico,
Thomas Busico, John C. Cenito, Mary Dean, Earl Eames, Steven Freimuth, Peter
Gillen, Abo-el Yazeed Habib, M. Anaarn Hashmi, Wendy B. Hines, Marilyn
Horowitz, Jane Kammerman, Myron J. Kapel, Roy LaFayette, Lori L. Lohman,
Linda McKeag, Robert Kramarczuk, Fekri Meziou, Kinney G. Misterek, Thomas
Morgan, Robert M. Murphy, Paul Pender, Paul E. Portz, Hamed Sallam, Milo
Schield, Gregg Schneider, Robert Schultheis, Stanley H. Solnick, Stuart M. Stoller,
James Urbach, Cheree Waiters, Robert D. Wykstra
BUSINS (BUS)
Business Administration Major (BUS) Core courses for the Accounting, Finance,
Management and Marketing specializations:BUS 175,221,222,242,252,279,331,
391, ECO 112,113,313,311 or 312 or 315.
*Specialization in Accounting: 12Core courses, 322,323,324, either 326 or 423 or
425.
Specialization in Finance: 12Core courses, 322,433,438, either 479 or ECO 318 or
415.
Speckdimtion in Management: 12 Core courses, 340,440, ECO 318, PSY 373 or
SOC 349.
Specialization in Marketing: 12Core courses, 352,355 or 357,450, ECO 415.
Specializationin International Business: 175,221,222,242,252,279,331,391, ECO
112,113,313. BUS 399 or 499 is required, as well as three semesters of a foreign
language (or tested equivalent).Also the following: one International Economics
course and BUS 362,364 and 466. Other configurations may be permitted on
consultation with the Department.
Combined major in Economics-Business Administration: Six Economics courses
(112,113,312,313, and two other Upper Division); eight Business Administration/
MIS courses (221,222,242,252,279,331, and two other Upper Division).
Notes: Studentswho plan to major in the Business Administration department are
strongly encouraged to select a Department Adviser as soon as possible, in order to
carefully plan their program of study.
Honors Major: GPA of 3.5 in the major and 3.0 overall; a senior thesis and camp*
hensive oral examination in the mapr field of concentration.
Minor in Business Administration: Six courses, including 221,242,252,331, ECO
112and 113. Other configurations may be permitted on consultation with the
Department.
Minor in International Business: Six courses, including 221,242 or 252, ECO 113,
and three International Business courses. Other configurationsmay be permitted
on consultation with the Department.
*CPA. Certification: Studentswho wish to take the Certified Public Accountants
(CPA) examinationprior to fulfilling the experience requirement must have
completed the mapr in Business Administration-Accountingand taken all accounting and business law offered. Students mapring in Business AdministrationAccounting are qualiiied under the rules of the Minnesota State Board of Accountancy to sit for the examination during their last semester.
*C.MA Certification: Students who have taken a prescnied course of study in
accountingmay take the Certified Management Accountant (CMA) examination
prior to fulfilling the experiencerequirement. This certificateindicates proficiency
in the area of managerial accounting.
Notes: Students who have taken a prescribed course of study in accounting may
take the Certified Management Accountant (CMA) examination prior to fullilling
the experience requirement.This certificateindicates profiaency in the area of
managerial accounting.
In addition to the comes listed under Ihe title "Topics in Business Administration" (BUS295,495), the Department has also offered: Research Methods for
Economics and Business, Computer Simulation for Business, Income Taxes for
Individuals, Computer Applications, Discrete Event Simulation, Entrepreneurship,
M i m Computer Accounting, Ethics in Business, and Risk Management and Insurance.
175
Computers for Business, Economics and MIS
(see under MIS 175)
199
Internship
Lower Division Internship
221
Principles of Accounting I
Introduction to business activities,basic concepts and fundamentals of
accounting, the accounting cycle and preparation of financial statements.
222
Principles of Accounting II
A continuationof 221. Introductionto business activities, accounting for
corporations.Basic concepts and fundamentals of managerial accounting,
planning and controlling processes, decision-making and behavioral
considerations.(Prereq.:BUS 221)
242
Principles of Management
Development of the theory of management, organization, staffing
planning, and control. The nature of authority, accountability and
responsibility, analysis of the role of the professional manager.
252
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical,
competitive, behavioral, economic and technological factors as they affect
product, promotion, marketing channel and pricing decisions.
279
Quantitative Methods for Business, Economics and MIS
(See under MIS 279.)
Topics
Ledures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and readings in the areas of
business administration. (Prereq.: consent of instructor)
Directed Study
Independent Study for Lower Division credit.
Accounting Theory and Practice I
An analysis of h c i a l accounting with emphasis on accountingtheory
pertaining to financial statements, income concepts, valuation concepts,
FASB statements and other relevant issues as applied to assets. (Prereq.:
BUS 222 and ECO 113)
Accountlng Theory and Practice II
A continuationof 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts,
valuation concepts, FASB statements and other relevant issues as applied
to liabiities and stockholders' equity. (Prereq.: BUS 322)
Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for manage
rial decision making. Manning, budgeting, standard cost systems, as well
as other quantitative and behavioral topics. (Prereq.: BUS 222,242,252,
279, or consent of instructor)
Tax Accountlng
The more common and important provisions of planning apd compliance
for income taxes. (Prereq.: BUS 221,331, ECO 112,113, or consent of
instructor)
Financial Management
Theory of acquisition, allocation and management of funds within the
firm. Sources and uses of long- and short-term funds, cost of capital,
capital budgeting, leverage, dividend policy and related topics. (Prereq.:
BUS 222,279; ECO 113)
Human Resource Management
Personnel function in business, acquisition and utilization of human
resources; desirable working relationships; effective integration of the
worker with the goals of the firm and society. (Prereq.:BUS 242)
Marketing Research and Analysis
Research process as an aid to decision making in marketing management;
research methodology; marketing research results; evaluation of the
effectiveness of research in marketing. (Prereq.:BUS 252,279, ECO 113, or
consent of instructor)
Marketing Communications
This course looks at the communicationsaspects of marketing by integrat-
ing advertising, public relations, sales promotion and personal selling into
a coherent promotion mix. Emphasis will be placed on the design and
evaluation of marketing communicationsprograms, particularly advertising; selection of media; copycreative effort; advertiseragency relationship; management of the personal selling function including sales force
selection, compensation, territorial design and performance appraisal.
(F'rereq.: Bus 252) Note: Both 355 and 357 cannot be taken for credit.
Advertising
An introduction to print and broadcast advertising and promotion as
important elements in modern marketing and communications. (Note:
Both 355 and 357 cannot be taken for credit)
International Business
Introduction to the problems and possibilities of doing business in an
international context. Appreciation of the prospective required for
successfulplanning and management of any enterprise operating abroad
is emphasized by foreseeingboth the opportunities and the difficulties
inherent in internationalbusiness. (Prereq.: Two Business and Economics
courses or consent of instructor)
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property
and business organizations under the Uniform Commercial Code.
Internship Program
A student may receive course credits through an Internship program
which is applicable to graduation but not to the major. This program will
afford the student the opportunityto spend one full term working with
some organization.In addition, the student will write a report on his/her
activities. (Prereq.:consent of instructor)
Auditing
Internal and external auditing procedures. Emphasis on the CPA's role to
form the basis of opinion on a &t of financial statements. (Prereq.: BUS
323)
Advanced Accounting
Accounting for business combinations, consolidations, governmental
accounting, partnership accounting and fund accounting. (Prereq.: BUS 323)
Financial Theory: Policy and Practice
A system's approach to financial struchue and policy. Emphasis on
decision making, presentation through literature, readings, lechrres and
case material. (Prereq.: BUS 331)
Investment Theory
Appraisal of the risk/rehun relationships of various types of securities
from the viewpoint of both individual and institutional investors.
Extensive coverage of capital markets and portfolio management.
(Prereq.: All Core courses or consent of instructor)
440
Operations Management
Concepts and principles related to the management of operating functions. Examples from service industries, non-profit organizations and
manufacturing. Taught from a managerial point of view. Topics include
an overview of operations, planning operation processes, productivity
measurement, standards, forecasting, concepts of quality, inventory
management, principles of scheduling and operational control information systems. (Prereq.: BUS 242 or consent of instructor)
450
Marketing Management
Integration of marketing with other business functions; marketing
management and decision making, planning marketing programs,
channels of distribution, pricing, product selling promotion policies.
(Prereq.:BUS 352 and either BUS 355 or 357)
465
International Management
To provide the student with a private sector manager's perspective on the
influence of national and international institutionson the multinational
corporation and on the strategies, structures, practices and effects of the
national co'potation in the world today. (Prereq.: BUS 242,362)
466
International Marketing
Designed primarily for students interested in the study of business
activities on a global xale. More specifidly, the majority of the come
will be devoted to those issues and activities unique to marketing a
product or service in an "international setting." Topics will include
internationalenvironment scanning and analysis; comparative marketing
research; strategic planning; produd, price, promotioiand distribution issues in multinational markets. (Prereq.: BUS 252,362)
479
Intermediate Quantitative Methods for Business, Economics and
MIS
(See under MIS 479.)
495
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and current national and
international business problems and policies. (Prereq.: consent of instructor)
499
Independent Study
The student may earn Independent Study credits through individually
supervised projects designed to afford him/her the opportunity to
analyze some topic or issue in depth. Brereq.:consent of instructor)
Major in MIS: Eve business courses (BUS 221,222,242,252 and 3311, four Economics courses (ECO 112,113,313 and 318), one Mathematics course MAT 121or 171),
two Computer Science courses (CSC 170 and 210), and six MIS courses (MIS175,
279,370,375,475 and 476). CSC 352 can be taken in place of MIS 370.
Notes: MIS maprs are strongly urged to consider PHI 130, MAT 122, ECO 425 and
MIS 479. Students who wish to major in MIS should select an MIS faculty adviser as
soon as possible to plan their degree program.
Transfer Students:MIS maprs must either earn at least four of their Upper
Division courses at Augsburg or must receive an exemption from the Department
faculty.
Honors Major: GPA of 3.5 in the mapr and 3.1 overall; a senior thesis and an oral
examination on some aspect of the major.
Course Prerequisites: If you lack either the course mpkements or the Mathematics
Placement Group (MPG)quimnents, you may not be admitted by the instructor.
Mathematics Placement Group (MPG) requirements: MIS 175,279,370,479, CSC
170,210 and all 100 level Math courses have Placement Group requirements. Since
all maprs in Business, Economics and MIS must take MIS 279, they all must have at
least MPG 111.
Mathematics Placement Group Information: To obtain your current Placement
Group, contact the Mathematics Department, Weekend College, or the secretaryin
the Departments of Business, Economics, and MIS.A Mathematics Placement Group
(MPG) is based on: 1) a review of course transfers, 2) the score on the most recent
placement exam,or 3) passing various 100level Mathematics coqrses at Augsburg.
If you have previous courses that are not in your MPG, submit your transcript
to the Mathematics Department for review.
If you plan to take the placement exam,consult the Mathematics Department
for specific information on the exam schedule, the materials covered and the
availabilityof computerized tutorials.
see which mathematics courses will generate a particular Placement Group,
consult the Mathematics Department.
Placement Group time limits: The MathematicsDepartment may disregard
courses taken more than five years ago and may choose to lapse an MPG given
more than five years ago.
175
Computers for Business, Economics and MIS
An introduction to microcomputer-based information systems. Study
features of hardware, operating systems, languages and current applications. Learn to use MSDOS, Lotus 123(graphics, database and logical
functions)dBase HI+ and Minitab. May study other applications (Microsoft Works, Word Perfect). The completion of MIS 370 with a passing
grade will serve as a substitute for MIS 175. (prrreq.: MPG 11or else a Pass
in MAT 103, a self-paced course).
199
Internship
Lower Division Internship (see MIS 399)
279
Quantitative Methods for Business, Economics and MIS
An introduction to quantitative reasoning,descriptivemeasures, probabil-
ity, sampling distributions, infaence and estimation. Emphasis on their
use in applied problems in business and economics. Minitab may be
required to analyze and survey data. e r e q . : MIS 175and either Math
F'lacement Group III or a grade of at least 2.0 in MAT 104).
Topics
Lebures, discussions, meeting with members of the staff or visiting
faculty regarding research methodology and readings in the area of
Management InformationSystems.
Directed Study
Independent study for Lower Division credit (see MIS 499)
Advanced Computing for Business, Economlcs and MIS
An investigation of programmable systems. Examine basic algorithms and
associated flow charts and pseudocode. Apply these concepts by programming some of these software: BASIC, DOS, Lotus and dBASE.
(Prereq.: MPG III or a Pass in MAT 104. Also, MIS 175 or CSC 170, or, with
permission of instructor, extensive knowledge of Lotus and DOS).
Management lnformation Systems in the Organization
Use of a systems approach in analyzing the role of information systems in
organizations. Review the features of computers (hardware and software)
and various types of information systems. May involve several case
studies: review business needs, summarize the relevant findings (hardware, software, systems, etc.), identify the options and communicatethe
recommendations.Learn to use a CASE tool such as Excelerator for
systems analysis. (Preq.: BUS 221, BUS 242 or 252, and one computer
course such as MIS 175or 370). Consult with the instructor about variances in prerequisites. Recommended: PHI 130 and ENG 223.
Internship Program
A student may receive credit through an internship program which is
applicable to graduation but not to the major. This program will afford the
student the opportunity to spend one full term working with an organization. In addition, the students prepare a written report on the activities
involved. (Prereq.: consent of instructor)
Systems Analysis and Design
Identifythe necessary steps of systems analysis and design. Investigate
various representations for information, processes and relationships.
Utilize analytical tools such as data flow diagrams and CASE tools such as
Excelerator. Complete a rudimentary systems design. (Preq.: MIS 375)
lnformation Systems Projects
Using skills developed in MIS 375 and 475, generate a complete and
extensive project of systems analysis and design. (Prereq.:MIS 475)
Intermediate Quantitative Methods for Business Economics and MIS
Utilize computer packages relevant to statistical analysis. Programming
tools include spreadsheets, Minitab, SPSS and other statistical packages.
Areas of interest include statistical descriptions, analysis of variance and
statistical inhence plus linear models, queuing models and Monte Carlo
simulations. (Prereq.: MIS 175,279, Math Placement Group IV or a grade
of at least 2.0 in MAT 114,121, or 122. Recommended:MIS 370)
499
Independent Study
The student may earn Independent Study credits through individually
supervised projects designed to provide an opportunityto analyze a topic
in depth. (Prereq.: consent of instructor)
Chemistry is the science of the changes in matter, examining those changes
and working toward an understanding of them. Correlating the results of
physics and opening the vistas of molecular biology, chemistry has been
described as the central science because matter includes the entire physical
world such as the things we use, the food we eat and even ourselves.
Chemists as scientistsmust be well versed in the science of chemistry,
howledgeable in fad and theory for solving scientific problems, capable of
providing a public understandingof 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 core of religion, humanities, the
arts and the social sciences is imperative if a chemist is to be truly human
and therefore truly scientific.
The Department is on the List of Approved Schoolsof the American
Chemical Society (ACS)and offers a chemistry major which meets the
chemistry background required by many fields.
Consonant with these ideas, the Department of Chemistry has established
the following objectives to help its students develop into mature scientists
To provide a course of study of sufficient rigor and depth to enable our
graduates who complete our ACS chemistry major to compete successfully
with their peers of similar ability in graduate school or research positions.
To provide programs of study for professional goals in addition to the
traditional positions as chemists.
To provide an atmosphere of learning so that students will want to remain
lifelong learners, thereby remaining competent in their field however that
may change after graduation and be able to move into new areas as opportunities arise.
To encourage students to take a broad view of their education and to
seriously study areas outside of the sciences; and
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 mapr 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:Earl R. Alton (Chairperson), Arlin E. Gyberg,John R. Holum,
Joan C. Kunz, Michele Nielsen
Graduation Major (Bachelor of Arts) in Chemistry:115,116, (or 105,106) 351,352,
353,361,363 and one additional course from 364 and 365,464,481,483, or Biochemistry. Participation in seminar; PHY 121,122; MAT 124,125. Because Upper
Division courses have mathematics and physics prerequisites, students should plan
to take MAT 124,125 or MAT 145,146 in the freshman year and PHY 121,122 in the
sophomore year.
Teaching Major: Chemistry Major (for licensure in Physical Science): Recommendation for licensure in Physical Science requires General Chemistry (115,116 or 105,
106); CHM 351,352,353,361,363,491; and one advanced course; PHY 121,122 and
two additional physics courses. Modem Physics and Electronics are recommended.
Students are advised to consult with the Education Department early in their
planning.
Pre-Medical Chemistry Major: The same as the graduation mapr. In addition,
medical schools expect at least two courses (and usually more) in biology. Students
should consult members of the Chemistry Department for assistancein planning a
course program early in their college career.
Bachelor of Science: Persons completing the ACS mapr and meeting the graduation requirements of the College shall be awarded the Bachelor of Science degree.
American Chemical Society Approved Major (Bachelorof Science): 12 courses
including 115,116 (or 105,106) and all chemistry courses above 350 (except 399,
497,499); Chemistry Seminar participation; MAT 124 or 145, MAT 125 or 146, and
224 or 245; PHY 121,122 (which should be taken during the sophomore year).
Reading ability in German equivalent to two semesters, computer proficiency,
Modem Physics, additionalmathematics and research experience are recommended.
Honors Major: Full ACS major; average of 3.5 in chemistry, mathematics, and
physics, 3.0 overall; one course or summer of approved research; participation in
seminar.
Minor: Five courses which must include 115,116 (or 105,106), 353 and two other
chemistry courses from 223,351,352,361 or BIO 367.
Note: Credit will not be granted for both 105and 115, or for both 106 and 116.
Other restrictions are in course descriptions.
E
Most courses in this Department have prerequisites, courses that must be completed before enrolling in the given course. A prerequisite must be completed with
a grade of 2.0 or P, or higher to count. Otherwise, permission of the instructor is
necessary. These requirements also must be met when using the first term of a tw*
term course in registering for the second tam.
Placement in 105or 115is determined by the score on the Mathematics Placement
Examination: 105requires Group II placement; 115requires Group I11 placement.
High school chemistry is a prerequisite for 115.
105,106 Principles of Chemistry
Somewhat less rigorous than 115,116; designed especially for students
who will not mapr in chemistry, although students may go from 106to
351,353. This course covers basic concepts in chemistry, often from an
historical, technological or environmentalperspective. (Three onehour
lectures, three hours of laboratory. Prereq.: Math Placement Group II)
109,110 General, Organic and Biological Chemistry
Designed for students who need a survey of the fundamental principles of
general, organic and biological chemistry for careers in allied health areas
such as nursing (including Augsburg's Upper Division Program),
inhalation therapy, histotechnology, physical education and others. Open
also to students in the humanities and social sciences.
Fmt term, general chemistry principles and an introduction to organic
chemistry. Second term, organic and biological chemistry with special
applicationsto human physiological chemistry. (Three onehour lectures,
two hours of laboratory. This course does not apply toward the mapr or
minor in chemistry. Credit cannot be earned for both 109and 105 or 115,
nor can credit be earned for both 110 and 351. Prereq.:High school
chemistry within the last five years)
115,116 General Chemistry
An intensive course for pre-medical students and future chemists. First
semester includes chemical equations and calculations, energetics and
bonding theory with examples from inorganic chemistry. The second
emphasizes equilibrium and solution chemistry including kinetics and
electrochemistry. Many topics are presented from an historical approach
and bring in discussion regarding technologies and values resulting from
science, with recognition of current events or concerns. (Three onehour
lectures, three hours of laboratory. Prereq.: High school chemistry, Math
Placement Group III)
199
Internship
A work-based learning experienceat the sophomorechemistry level in
which a student, faculty member and site supervisor design a learning
agreement which links the ideas and methods of chemistry with the
opportunities inherent in the placement. Partidpation in a concurrent
seminar is expected. Prior to the beginning of the term/registration,
interested students should consult with the departmental Internship
Coordinator regarding quirements and permission to register. Students
are encouraged to seek an appropriateplacement site by registering with
the Intanship and Cooperative Education Office.
223
Elementary Organic Chemistry
This onsemester course is designed for students whose professional
goals require some background in organic chemistry but not the rigor of
the year-long organic course. As a survey course, topics covered will
include synthesis, properties and reactions of selected aliphatic and
aromatic compounds. This course will not count toward a Chemistry
major, nor will credit be given for this course if Chemistry 351,352 is
taken, nor does it fulfill the prerequisite requirement for Chemistry 352.
Credit cannot be given for Chemistry 110and Chemistry 223, nor does
Chemistry 223 meet Biochemistry requirements for other programs.
(Preq.: 106 or 116.Three lectures and one threehour laboratory per
week)
299
Directed Study
Independent Study for Lower Division credit/sophomore standing.
Students interested in directed study projects should contact a faculty
member in the Chemistry Department.
351,352 Organic Chemistry
Important classes of organic compounds with special emphasis on
mechanisms and multi-step synthesis. Descriptive material is correlated
by means of modern theohesif chemical bonds, energy relations and
reaction mechanisms; many applications of organic chemistry to biological, environmentaland industrial fields. (Three onehour lectures, one
four-hour laboratory. Prerq.: 106or 116)
353
Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysisand solution equilibrium in
detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of
a variety of samples and includes trace analysis. (Three hours of lech.m,
one four-hour laboratory. Pweq.: 106or 116)
361,364 Physical Chemistry
The basic theoreticalconcepts of chemistry: thermodynamics, kinetics,
quantum theory and states of matter are studied in the first semester.
Applications of these concepts to areas of molecular structure, equilibria
and electrochemistryin the second semester. (Threeone-hour lectures.
Prerq.: 106 or 116; PHY 121,122; MAT 124or 145, MAT 125or 146)
363,365 Physical Chemistry Laboratory (112 course each)
Physical Chemistry Laboratory introduces students to techniques of data
collection and analysis and experimental application of concepts p r e
sented in Physical Chemistry lecture. CHM 363 is to be taken the first half
of the semester and involves experiments related to 361. CHM 365 is to be
taken the second half of the semester by aJl persons taking 364, except that
special students may ask the Department for exemption.
399
Internship
A work-based learning experienceat the junior-senior chemistry level in
which a student, faculty member and site supervisor design a learning
agreement which links the ideas and methods of education with the
opportunities inherent in the placement. Participation in a concurrent
seminar is ex@.
Prior to the beginning of the term/registration,
interested students should consult with the departmental Internship
Coordinator regarding requirements and permission to register. Students
are encouraged to seek an appropriate placement site by registering with
the Internship and Cooperative Education Office.
464
Advanced Organic Chemistry
Organized around the problems of identifyingorganic compounds in the
laboratory. Lecture topics include struchm-spectra correlations for IR,
UV,N M R and mass spectroscopy; use of the literature (including
Beilstein); and further study of organic reactions. Infrared, nuclear
magnetic resonance and ultraviolet spectra routinely used. (Threehours
of lecture, six hours of laboratory. Prereq.: 352,353,361 or consent of
instructor; some reading knowledge of German.)
481
Advanced Analytical Chemistry
Emphasis upon advanced equilibrium theory and principles of atomic
and molecular spectroscopy as applied to analytical mkhods as well as
chromatographic and eledroanalyticaltechniques of analysis. (Three
hours lecture, one four and onehalf hour laboratory. Prereq.: 353,361, or
consent of instructor.)
482
Advanced Inorganic Chemistry
Selected topics, including descriptivechemistry, spectroscopicdata
interpretation, correlation of inorganic reactions using the electrostatic,
valence bond and molecular orbital models. Coordination chemistry is
discussed in terms of ligand field theory. The laboratory involves preparations of inorganic compounds using a variety of techniques. (Threeonehour lectures, one three-hour laboratory. kereq.:352,361, or consent of
instructor.)
483
Quantum Chemistry
Presents quantum theory in terms of Schrodingeis wave equation and
uses the equation to solve the problems of the harmonic oscillator and the
hydrogen atom. Approximate solutions are introduced and used to
develop molecular orbital theory for molecules. Includes commutators,
electron spin, angular momentum and group theory. (Threeone-hour
lectures. Prereq.:364 or consent of instructor.)
491
Chemistry Seminar
This seminar, which has no course credit, is a weekly meeting of chemistry maprs under the direction of the Augsburg Chemistry Society.Juniors
and seniors are expeded to participate, with seniors presenting papers.
Outside visitors are also invited to participate.
497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience
before graduation. Such experiencemay be obtained by working on a
summer research project in the Department (not counted as a course) or
by research participation during the academic year (which may be
counted as a course). Cooperative Education is an excellent opportunityto
be involved in industrial research projects. @mior or senior standing)
499
Independent Study
Chemistry majors who are interested in non-laboratory research such as
theoretical or historical chemistry may pursue their interest via Independent Study. aunior or senior standing)
COMMUNICATION
(See listing under Speech, Communicationand Theatre.)
Khin Khin Jensen, Director
Major or minor in East Asian Studiesare offered through Augsburg and the
other Associated Colleges of the Twin Cities (ACTC).This is an intercollege, interdepartmental program which provides a foundation for careers
in international business, government, teaching, global ministries, work
with socialand recreational agencies or graduate studies.
Two years of Japaneseare taught on one of the five ACTC campuses, or
Augsburg students may take Chinese courses at Hamline University. There
also is a contractual arrangement with the University of Minnesota East
Asian Studies Department for Japanese and Chinese language studies.
Opportunities for language study abroad are available in Japan, China,
Taiwan, Korea, Hong Kong and Singapore. Summer institutesare available
in the People's Republic of China and in the U.S. See the Director for
information and procedure to register for any of these courses or travel.
Non-majors in the program are eligible to take the Chinese or Japanese
language courses, which may be taken for distribution requirement.
Major in East Asian Studies: 10 courses, including four courses (two years) of basic
college Chinese or Japanese, or equivalent competencies; two courses in history;
two courses in cultural specialization or comparative studies, and two courses from
a list of approved electives. Major courses must have the written approval of the
Director of the program.
Minor in East Asian Studies: Five courses, includingtwo courses (one year) of
basic college Chinese or Japanese or equivalent competencies; one course in history
of East Asia; and two Upper Division courses in cultural specializationfrom a list of
approved electives. Minor courses must have the written approval of the Diredor
of the program.
Minor in East and Southeast Asian Area Studies is an area concentrationat
Augsburg College that does not include a language component. It is designed to be
useful for a variety of careers when combined with other majors.
Minor in East and Southeast Asian Area Studies: Five courses, two from HIS 322,
323,324; one from PHI 355, REL 356, SOC 336; one from HIS 474, POL 351,363,282;
and one from HIS 226,399,495,499. HIS 104 is stronglyrecommended.
Note: Interim courses related to the East and Southeast Asian Studies program may
be substituted when appropriate, with the consent of the Director.
226
Asian and Asian-American Women in Public Life in the 20th Century
(See under History Department.)
299
Directed Study
(See Director of Program.)
322
Modern Southeast Asia
(See under History Department.)
323
Modern China
(See under History Department.)
324
Modern Japan
(See under History Department.)
351
Communist Political Systems
(See under Political Science Department, Comparative Politics and
Analysis.)
363
Communist Foreign Policies
(See under Political Science Department, International Politics.)
382
From Marx to Mao
(See under Political Science Department, Political Theory and Analysis.)
399
Internships
(See Director of Program for guidelines to apply for an internship.)
474
The World and the West
(See under History Department.)
495
Seminar
(See Diredor of Program.)
499
Independent Study
(See Director of Program for guidelines.)
ECONOMICS
(ECO) D E P .
The Department of Economicsat Augsburg College offers a program
stressing a strong theowtical background, quantitative techniques and an
emphasis on both national and international issues. Students who graduate
with a degree in Economics are well prepared to continue their education in
a variety of fields due to the strong liberal arts emphasis within the mapr.
Three majors are offered to students within this Department. The General
Economicsmajor is designed for students who are planning graduate or
professional studies. The Applied Economics mapr generally leads to
careers in the business world. Finally, the combined Business Administration/Economics major is designed for those who wish to have more flexibility in plannning their program of study.
Economics course offerings are designed to meet the needs of students
preparing for advanced studies as well as for those who, immediatelyafter
graduation, are interested in starting a career. An Augsburg Economics
mapr provides a solid foundation on which to build national or international careersin business, law, government or public service.
The program allows students, once they have completed the core courses, to
concentrate on their specrficareas of interest. Studentsare able to combine
an Economics major with other disciplines. For example, business, international relations, mathematics, management information systems (MIS),
political science, Soviet and East European area studies or Scandinavian
area studies are often combined with economics.
Economicsmajors and minors are available both through Day School and
Weekend College.
Economics F a d * Satya P. Gupta (Chairperson),Jeanne Boeh,Magda PalecznyZapp, Edward Sabella.
Adjunct Faculty: Paul Halverson, M. Shahid Islam, Eli Ndosi, Edward Raupp,
Hamed Sallam, Yong Narn Song
Major in Economics: Eight Economics courses (112,113,312,313,414, and three
other Upper Division); and BUS 221,222; MIS 279; and MAT 114.
The complete calculus sequence is very strongly recommended for those planning
graduate study in Economics. Computer courses are also strongly recommended.
Major in Applied Economics: Eight Economics courses (112,113,215,312,313, and
three other Upper Division); and BUS 221,222; MIS 175,279,479; MAT 121;and PHI
130.
Combined Major in EconomicsBusiness Administration:S
i
x Economics coursg
(112,113,312,313, and two other Upper Division);eight Business Admhktration/MIS
corn (BUS221,222,242,252,331; MIS 279 and two other Busings Upper Division)
Honors Major: GPA of 3.5 in the mapr and 3.0 overall; a senior thesis and compre
hensive oral examination in the mapr field of concentration.
Minor in Economics: ECO 112,113,312,313, and one additional Economics Upper
Division course. Other configurations may be permitted on consultation with the
Department.
Notes: Students who plan to mapr in the Department are strongly encouraged to
select a Department Adviser as soon as possible in order to c a d y plan their
program of study.
In addition to the courses listed below, these topics have been offered under ECO
295,495 Topics: Consumer Economics, History of Economic Thought, Research
Methods for Economics and Business, Advanced Economic Theory, DecisionMaking with Finite Markov Chains, and Soviet Economy.
110
112
Economics of Urban Issues
Study of economic implications of many problems facing a metreurban
environment.Some of the topics to be discussed are: Population "Crisis,"
Crime Prevention, Ecology and Income Distribution; Distributing Free
Bread; Mass Transit Systems, etc. Fundamental microeconomic tools
introduced to facilitate discussion of the above mentioned topics. (This is a
basic course designed for those students who do not plan to major in
Economics or Business Administration. It does not apply toward an
Economics major or minor. Students who plan to major in Business
Administration, MIS and/or Economics should enroll in ECO 112and 113
which are also open to non-majors.)
Principlesof Macroeconomics
An introduction to macroeconomics, national income analysis, monetary
and fiscal policy, internationaltrade, economic growth. Application of
elementaryeconomic theory to current economic problems. May be taken
independently of 113or 110. ECO 112and 113maybe taken in either
order, or may be taken in the same term for the student to progress
rapidly to the other courses.
113
Principles of Microeconomics
An introduction to microeconomics,the theory of the household, firm,
market structures and income distribution. Application of elementary
economic theory to market policy. May be taken independently of 110 or
113. ECO 112and 113may be taken in either order, or may be taken in the
same term for the student to progress moR rapidly to other courses.
175
Computers for Business, Economicsand MIS
(See Business, M I S 175.)
199
Internship
Lower Division Internship.
215
Elements of Mathematical Economics
Economic concepts explained using mathematics as a tool. Examples from
finance, management and marketing are also examined. Prerq.: ECO 113)
History of Economic Thought
A chronological study of the major economic thinkers in the political,
economic, philosophical and social settings of the time. Emphasis will be
on tracing long-term secular trends in economic thinking in an attempt to
provide a framework for understanding and analyzing current social
problems. Major topics may include anaent, medieval, mercantilist,
classical, socialist/utopian and modern economicthought.
Quantitative Methods for Business, Economics and MIS
(See Business, MIS 279.)
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodologyand current national and
international economics problems and policies. (Prereq.:consent of
instructor)
Directed Study
Independent Study for Lower Division credit.
Public Finance
Analysis of the principles of taxation and public expenditures; the impact
of fiscal policy on economic activity; debt policy and its economic
implications. (Prereq.: ECO 112,113)
lntermediate Macroeconomics
Determinants of national income, employment and price level analyzed
via macromodels. Attention paid to areas of monetary-fiscal policy,
growth and the business cycle. (Prereq.: ECO 112)
lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and
industry; the pricing of factors of production and income distribution;
introduction to welfare economics. (Prereq.: ECO 113)
Contemporary East-West Economic Relations
This course explores the motivations for economic cooperationbetween
countries with different political and economic systems. The conditions
for East-West economic cooperation and its
will be analyzed. The
focus is on recent developments in joint economic and industrial cooperation. The institutions and systems that drive commerce and governance
will be explored and explained (including institutional changes in the
directing of foreign trade in centrally-planned economies).At the global
level, effects of GATT, IMF, the World Bank, EEC and CMEA on EastWest economic relations will be examined. (Prereq.: ECO 112 or 113)
Money and Banking
Functioning of the monetary and banking systems, particularly commer-
cial banks, the Federal Resenre System and its role in relation to aggregate
economic activity. Emphasis placed on monetary theory and policy.
(Prereq.: ECO 112,113)
Comparative Economic Systems
This is an interdisciplinarycourse with emphasis on the differences and
similarities between market and planned economies and the recent
institutional changes in Eastern Europe. The course evaluates the performance of different economic systems with resped to their allocation of
resources. Different theoretical models are examined and compared to
their real-world variants in an attempt to assess the relevant merits of
capitalism, socialism and market socialism. (Prereq.: ECO 112or 113)
Management Science
Provides a sound conceptual understanding of the modern techniques of
management science to prepare students to make better business and
economic decisions. Emphasis is on applications, which are taken from
the areas of transportation, marketing, portfolio selection, environmental
protection, the shortest route, inventory models, information systems, etc.
(Prereq.:ECO 313)
International Trade and Finance
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade; balance of
payments; exchange rate systems and commercial policy. (kereq.: ECO
112or 113)
Internship Program
A student may receive course credits through an Internship program
which is applicable to graduation, but not to the major. This program will
afford the student the opportunityto spend one full term working with an
organization.In addition, the student &ill write a report on his/h&
activities. (Prereq.:consent of instructor)
Labor Economics
Analysis of labor markets; labor as a factor of production; determination
of wage collective bargaining; labor legislation and effects upon society.
(Prereq.:ECO 313. On demand.)
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of
alternative market structures; social welfare functions; normative concepts
of economic theory. (Prereq.: ECO 313)
Managerial Economics
Integrates economic theory and correspondingpractices in business.
Among the topics considered are theories anapractices in forecasting,
estimation of demand and cost functions, price and non-price competition, production and cost considerations and an analysisof economic
problems of relevance to management. (Prereq.:MIS 279, ECO 313)
416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macm-emnomictheory. (Prereq.:ECO
312,313 and at least MAT 122or equivalent.On demand.)
479
Intermediate Quantitative Methods for Business, Economics and MIS
(See Business, MIS 479.)
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and current national and
international economic problems and policies. (Prereq.: consent of
instructor.)
499
Independent Study
The student may earn Independent Study credits through individually
supervised projects designed to afford him/her the opportunityto
analyze some topic or issue in depth. (Renq.: consent of instructor.)
E D U ~ ODEPARTMENT
N
(EDE, EDS, EDU)
Studentsintemted in attaining teacher licensure or developing a background in education as a base for advanced study in other careers will find
opportunities in the Department of Education
Professional education combinesthe study of theory with practice, and field
experiences are an essential part of the course offerings. The location of
Augsburg College is particularly advantageous for field experiences
because of the wide variety of public, private and special schools in the
Twin Cities.
Classroom teachingis the career that first comes to mind for graduates of
teacher education pmgmns. Augsburg graduates are found in many classrooms within the Twin Cities m.In addition, they provide educational
services in classrooms across the nation and in some foreign countries.
The teacher education program coupled with the liberal arts program serves
as a solid base for graduate education Some teaching fields mquire graduate work beyond the initial license in either elementaryor secondary
education However, not all graduates choose to teach in school settings.
Teacher education graduates are also found in business, working in management, sales, production and service areas.
As of April 1,1988, all persons are required to take basic competency tests
(prescribedby the Minnesota Board of Teaching) in reading, writing skills
and mathematics prior to begnning Upper Division courses.
All students must apply for acceptance into the Education Department. Any
course grade below 2.0 must be retaken.
Licensure in Kindergarten-Elementary Education is availableboth through
Day School and Weekend College.Selected secondary education programs
are also available in Weekend College.
Education Faculty: Mary Ann Bayless, Carolyn Clemmons, Bruce Drewlow, Mary
Endorf, Marian Enos, Joseph Erickson, Ann F'leener, Ethelind Garetz, Rich
Gerrnundsen, Hamet Johnson, Marie McNeff, Phyllis Metcalf, Vicki Olson,
JacquelineRichardson, Mary Jo Stump
Kindergarten-Elementary Major and Licensure Requirements: 265,341,351,352,
381,382,383,384,386,387,388,481,482,483; HPE 114,115; SWK 260; PHY 103; and
an academic minor. If those persons also desire kindergarten licensure, EDE 375:
Discovery Learning in the World of Kindergarten, is also required.
A GPA of 2 5 overall and 2.5 in major and academic minor and grades of P in
student teaching courses is required for licensure, as well as minimum grades of 2.5
in all Education courses. Students must also fulfill requirements of the Minnesota
Board of Teaching 5 MCAR 3.041 in Human Relations. The criteria for acceptance
into the Department Licensure Rogram are available in the Education Department.
PHY 103 Conceptual Physics
The examination and preparation of materials and resources for Elementary School science teaching. This course fulfills the math requirement for
licensure as well as the science methods course. Students must have a
Level I11 Math Placement before enrolling in this course.
199
Internship
A work-based learning experience in which a student, faculty member
and site supervisor design a learning agreement which enables the
student to explore education as a major and consider its career alternatives. Participation in a concurrent seminar is expected. Prior to the
beginning of the term/registration, interested students should consult
with the departmental Internship Coordinator regarding requirements
and permission to register. Students are encouraged to seek a n appropriate placement site by registering with the Internship and Cooperative
Education Office.
245
International Education
An examination and comparison of selected Western and non-Western
educational systems as well as an investigationof possible careers in
international education.
255
Orientatlon to Education In an Urban Setting and Field Experlence
Investigation of various aspects of the teaching profession and opportunity for in-school work. Open to all students. Membership in one of the
professional teacher organizationsis required. @rereq.: sophomore
standing or above)
EDU 263 Critical Thinking
Emphasis on development of the ability to analyze information, examine
validity of claims and position as well as articulate positions and reasoning. Interaction with content from a variety of academic disciplines.
EDU 264 Urban Education In the 1990s
This course provides an opportunityfor students to serve as tutors in
urban educational environments. Students will be trained to understand
the importance of multicultural, gender fair education for all ages and to
understand the need to address a diversity of learning styles in urban
educational settings.
EDU265 Orientation to Education In an Urban Setting and Field Experience
Investigates various aspects of the teaching profession, with opportunity
for in-school work. Open to all students. Membership in one of the
professional teacher organizationsis required. (kereq.: Sophmore
standing)
282
Introduction to Special Education
(See Special Education.)
295
Topics
Study of selected topics in education that are not treated extensively
through current course offaings. Specifictopics will be announced.
299
Directed Study
Lower Division Independent Study.
EDU 341 Media Technology (1 12 course)
Psychological and philosophical dimensions of communication through
the use of instructional technology. Selection, preparation, production and
evaluation of effective audievisual materials for teaching/leamingsituations. Computer training will be included in this CO351
Techniques of Teaching Reading
The study and utilization of a variety of techniques and resources in
reading, and the diagnosis and correction of reading difficulties.
352
Creating Learning Environments: Kindergarten-Elementary
and Fleld Experience
The study of strategies and methods of teaching and learning in the
contexts of educational, psychological and sociological theories. Membership in one of the professional teacher organizationsis required.
370
Classroom Management
A class for Elementary and Secondaryeducation students. The content of
this course includes theories, issues and strategiesof classroom manage
ment techniques.
EDU 371Teaching the Individual Learner
A class for Elementary and Secondary students designed to address the
educational needs of a diverse student body. Includes strategiesfor
teaching special education students in the regular classroom as well as
teaching the student at risk Students are encouraged to take introduction
to Special Education (282) prior to registering for this course.
375
Discovery Learning In the World of Kindergarten (1/2 course)
Study and utilization of a variety of techniques and resources for teaching
kindergarten. (Required for all persons seeking kindergarten licensure.)
381
Kindergarten-ElementaryCurriculum: Art, Music (1/2 course)
Examination and preparation of materials and resources for art and music
taught at the kindergarten and elementarylevels. Laboratory experiences.
382
Kindergarten-ElementaryCurriculum: Mathematics (112 course)
Examination and preparation of materials and resources for mathematics
at the kindergarten and elementary levels. Laboratory experiences.
383
Kindergarten-Elementary Curriculum: Physical Education, Health
(1/2 course)
Examination and preparation of materials and resources for physical
education and health at the kindergarten and elementary levels. Laboratory experiences.
384
Kindergarten-Elementary Curriculum: Social Studies, Thematic
Studies (1/2 course)
Examination and preparation of materials and resources for social studies
and thematic teaching at the kindergarten and elementary levels. Laboratory experiences.
386
Kindergarten-ElementaryCurriculum: Children's Literature (112 course)
Examination and preparation of materials and resouKes for children's
literature at the kindergarten and elementary levels. Laboratory experiences.
387
Kindergarten-Elementary Curriculum: Language Arts (1/2 course)
Examination and preparation of materials and resources for language arts
at the kindergarten and elementary levels. Laboratory experiences.
EDU388 Human Relations (1/2 course)
Emphasis on the study of values, of communicationtechniques and of the
major minority groups in Minnesota for the development of interpersonal
relations skills applicable to teaching and other professional vocations.
Open to all.
399
Internship
A work-based learning experience in which a student, faculty member and
site supervisor design a learning agreement which links the ideas and
methods of education with the opportunities inherent in the placement.
Partidpation in a c o n m t seminar is acpebed. Prior to the beginning of
the term/registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to
register. Students are encouraged to seek an appropriate placement siteby
registering with the Internship and Cooperative Education Office.
478
School and Society
(SeeSecondaryEducation.)
481,482,483,484
Student Teaching K-6
Observing and facilitating learning at the kindergarten and elementary
levels under the supervision of college and elementary school personnel.
Membership in one of the professional teacher organizationsis required.
Students must apply to student teach at least three months prior to
enrolling for the courses. Four courses in student teaching (481,482,483
and 484) are recommended unless otherwise advised by the Education
Department. (Prereq.: All K-Elementary coursework satisfactorily
completed or permission of the Department for an exception. Admission
into the Education Department Licensure Program and admission for
Student Teaching)
491
Practicum and Seminar in Special Education
(SeeSpecial Education.)
495
Topics
Study of selected topics in education that are not treated extensively
through current course offerings. Specific topics will be announced.
498
lndependent Study (112 course)
Study of specific areas in education as determined by candidate seeking
licensure in a teaching area. May be taken more than once for credit (by
permission).
499
lndependent Study
Opportunityfor advanced and specialized reseamh projects not otherwise
provided for in the Department curriculum. A projected program must be
outlined and approved by the kindergarten-elementary faculty.
Student Teaching Abroad
Selected Education Department students may participate in the International
Student Teaching Abroad program coordinated through Moorhead State University. Students have options for student teaching in dozens of countries through the
international and American School network Those interested in further information should contact the Education Department. Students who student teach abroad
will do part of their student teaching in the Metro area under direct Augsburg
faculty supervision.
It is the responsibility of each student to meet all specific requirements of the
Education Department. Secondary Education students are advised to consult with
Education faculty regarding state requirements for teacher licensure, in addition to
conferring with the student's mapr field adviser.
Licensure Requirements of the state of Minnesota for teaching in secondary
schools are met through the Augsburg College Education Department Licensure
Program: Baccalaureatedegree; academic mapr in an approved teaching area; EDS
265,354,388,478, methods course(s) in major area, EDS 481,482 (and 483 for Art,
Music, and Physical Education teaching maprs); HPE 114,115; SWK 260; GPA of
2.5 overall, 2.5 in all education courses, 2.5 in academic mapr and P in student
teaching. Application for and acceptance into the Augsburg Licensure &gram
q u i d . Criteria for admission to the program are available in the Education
Department.
Art, Music and Physical Education Licensure: A person preparing for licensure in
one of these areas follows the secondary education program even though he or she
plans to teach at the elementary school level. A person with a major in one of these
special areas will take three courses in student teaching and do %me student
teaching at both the secondary and elementary levels. In addition to 354, the art
mapr will register for 361,362; the physical education mapr for 365; and the music
mapr for 355.
Art and physical education teacher education programs lead to licensure for grades
K-12. Music teacher education programs lead to licensure in the following areas: 1)
Band (K-12) and classroom music (5-12); 2) Orchestra (K-12) and classroom music
(5-12); 3) Vocal and classroom music (K-9); or 4) Vocal and classroom music (5-12).
Foreign Language Licensure: For foreign language teachers (French, German,
Spanish), see Foreign Language Department for information on the required
competencyexams.
Teaching in the Minor Field: Minnesota State Rule provides for restricted teaching
in selected fields in which a person has received a minor. Students must be
accepted into the Education Department Licensure Program, take the minor subject
area methods course, and student teach in the minor area to receive licensure or be
recommended for an endorsement by Augsburg College.
The Professional T e r n School and Society and Student Teaching are taken jointly
in one full-time term in professional education. Attendance at student teaching
seminars is required. All students are expected to be involved full-time in the
activities of the professional term.
199
Internship
A work-based learningexperiencein which a student, faculty member and
site supervisordesign a learning agreement which enables the student to
explore education as a mapr and consider its career alternatives. Participation in a concurrent seminar is expected. Prior to the beginning of the term/
registration, interested students should consult with the departmental
Internship Coordinator regarding requirements and permission to register.
Students are encouraged to seek an appropriate placement site by register-
ing with the Internship and Cooperative Education Ofke.
245
International Education
An examination and comparison of selected Western and non-Western
educational systems as well as an investigation of possible careers in
internationaleducation.
EDU 263 Critical Thinking
Emphasis on development of the ability to analyze information, examine
validity of claims and positions as well as articulate positions and
reasoning. Interaction with content from a variety of academic disciplines.
EDU 264 Urban Education In the 1990s
This course provides an opportunity for students to serve as tutors in
urban educational environments.Students will be trained to understand
the importance of multicultural, gender fair education for all ages and to
understand the need to address a diversity of learning styles in urban
educational settings.
EDU 265 Orientation to Education in an Urban Setting and Field Experience
Investigatesvarious aspeas of the teaching profession, with opportunity
for in-school work. Open to all students. Membership in one of the
professional teacher organizations is required. (Prerq.:Sophomore
standing)
282
Introduction to Special Education
(See SpecialEducation.)
295
Topics in Education
Study of selected topics in education that are not treated extensively
through current course offerings. Specific topics will be announced.
299
Directed Study
Independent Study for Lower Division credit.
EDU 341 Media Technology (1/2 course)
(See Elementary Education.)
350
Reading in the Content Areas (1/2 course)
The study and utilization of a variety of techniques and resources to assist
students in teaching reading through the content areas. Major: Required
for Secondary Education. Upper Division.
354
Creating Learning Environments: Secondary and Field Experience
The mastery of theories and their application for teaching in learning
settings. Laboratory experiences. Membership in one of the professional
teacher organizations is required.
355
Music Methods (K-12)
Trends and issues in music education. The developmentof music skills
and teaching procedures for school music K-12. Workshops and laboratory experience.
356,357,358 Music Methods: Brass and Percussion, Woodwinds, Strings
(1/2 course each)
Study and application of instructionalmethods, materials and techniques.
361
Art Methods (Elementary and Junior High School)
Procedures, materials and issues relating to the teaching of art in the
elementary, middle and junior high schools. For art teaching maprs only.
362
Art Methods (Senior High School) (1/2 course)
Procedures, materials and issues relating to the teaching of art in the
senior high school. (To be taken concurrentlywith 361.)
364
English Methods
Materials and methods suitable for students in secondary schools.
Emphasis on the preparation of lesson and unit plans. Some teaching
experience in a local high school. The study of adolescent literatureis
included. (Prereq.:EDS 354: Creating Learning Environments)
HPE 365 Physical Education Methods (K-12)
(See Health and Physical Education Department.)
366
370
Foreign Language Methods (1/2 course)
Language learning theory. The theory and practice of language teaching.
(Consult with the Foreign Language Department)
Classroom Management
A class for Elementary and SecondaryEducation students. The content of
this course includes theories, issues and strategies of classroom manage
ment techniques.
EDU 371Teaching the Individual Learner
A class for Elementary and Secondary students designed to address the
educational needs of a diverse student body. Includes strategies for teaching
specla1education students in the regular classroom as well as teaching the
student at risk. Students are encouraged to take EDS 282: Introduction to
Special Education prior to registering for this course.
374
Natural Science Methods (1/2 course)
Course structures, goals and procedures in science education. Consideration of ability levels of students. Survey and assessment of classroom
textbooks and materials. Development of a file of teaching materials and
references. Consult with the Education Department.
375
Social Studies Methods (1/2 course)
Introduction to the teaching of social sciences and history in secondary
school classrooms. Emphasis on instructional strategiesand curriculum
development.Consult with the Education Department.
376
Speech and Theatre Arts Methods (1/2 course)
The teaching of basic speech, interpretative reading, discussion and
theatre and the directing of d c u l a r speech and theatre activities.
377
Mathematics Methods (1/2 course)
Study of the basic techniques and materials for teaching secondary school
mathematics, and the consideration of trends and issues in mathematics
education. Consult with the Education Department.
EDU 388 Human Relations (112 course)
Emphasis on the study of values, of communicationtechniques, and of the
major minority groups in Minnesota for the development of interpersonal
relations skills applicable to teaching and other professional vocations.
Open to all.
399
Internship
A work-based learning experiencein which a student, faculty member
and site supervisor design a learning agreement which links the ideas and
methods of education with the opportunities inherent in the placement.
Participation in a concurrent seminar is expeded. Prior to the beginning of
the term/registration, interested students should consult with the
departmental Internship Coordinator regarding requirements and
permission to register. Students are encouraged to seek an appropriate
placement site by registering with the Internship and Cooperative
Education Office.
HPE 410 Health Methods
(See Health and Physical Education Department, HPE 410: Admiistration and Supervision of the School Health Program.)
478
School and Society
Emphasis on points of view about the role of school in modern society
and final theoretical preparation to approach student teaching. Membership in one of the professional teacher organizationsis required. (Prereq.:
Senior standing; concurrent registration with 481,482,483, or 484)
481,482,483,484 Student Teaching
Observing and directing learning at the secondary level under supervision of college and secondary school personnel. Three courses recommended of all majors and four courses required of Art, Music, and
Physical Education majors. Four courses required of double majors.
(Concurrent registration with 478)
495
Topics
Study of selected topics in education that are not treated extensively
through current course offerings. Specific topics will be announced.
498
Independent Study (1I2 course)
Study of specific areas in education as determined by candidate seeking
licensure in a teaching area. May be taken more than once for credit (by
permission).
499
Independent Study
Opportunityfor advanced and specialized research projects not otherwise
provided for in the Departmental curriculum. A projected program must
be outlined which meets the approval of education faculty.
Phyllis Metcalf, Coordinator
Minor: Minimum of six courses (282,491; PSY 351,357; one course chosen from
HPE 354, MUS 110 or 395; PSY 362; EDS 385 or SWK 304); and one course chosen
from PSY 352 or 359, or EDS 388. BIO 103 is recommended as an additional course.
282
Introductionto Special Education
Introduction to the field of special education. An examination of the
nature, causes and educationalinterventions for such exceptionalities as
mental retardation, physical disability, hearing and vision impairment,
l e g disabilities, behavior disorders and giftedness.
491
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population
plus on-campus seminar.(Prereq.:completion of courses for Special
Education minor or consent of instructor. Students planning to take this
course should consult with the Special Education Coordinator about a
placement prior to registering for the course.)
Augsburg College has cooperative arrangementswith three universities to
allow the student to earn a Bachelor of Arts degree from Augsburg College
and an engineeringdegree from either the University of Minnesota Institute
of Technology, Minneapolis; Washington University School of Engineering
and Applied Science, St. Louis,Missouri; or Michigan Technological
University, Houghton, Michigan. Becau~of the specla1requirements and
opportunitiesof these programs, early consultation with the Augsburg
Engineering Adviser is necessary.Applications for these programs require
the recommendation of the Augsburg Engineering Adviser.
Stuart Anderson, Adviser
University of Minnesota
The Institute of Technology and Augsburg cooperative arrangement provides for
two dual degree engineeringprograms:
Bachelor of Amachelor of Engineering ( B A K E . ) enables students to receive a
Bachelor of Arts degree from Augsburg College and a Bachelor of Engineering
degree from the University of Minnesota. The program typically involves three
years at Augsburg and two years at the Institute of Technology.
Students may apply for the program after completing the sophomore year. At that
time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the
Institute of Technology may be completed during the second semester of the junior
year at Augsburg.
Bachelor of ArtslMaster of Engineering (BAJME.) enables students to receive a
Bachelor of Arts degree from Augsburg College and a Master of Engineering
degree from the University of Minnesota.This program involves four years at
Augsburg and, typically, two years at the Institute of Technology.
The curriculum is thesame as the B.A./B.E. curriculum with the addition of several
extra courses that are completed at Augsburg during the senior year to minimize
the number of undergraduate courses, if any, that students must take at the
University before proceeding through the graduate curriculum.The number of
such courses varies by lT department and area of emphasis within a department.
Application for admission into the B.A./M.E. program should be initiated during
the second semester of the junior year at Augsburg. Formal application for the
program may be completed during the senior year. Those admitted will receive
special counseling from the Institute of Technology staff regarding courses that
should be taken during the senior year at Augsburg. Participantsin the B.A./M.E.
program are not guaranteed admission to the Institute of Technology.
Washington University (Three Year Plan)
Michigan Technological University (Dual Degree Plan)
These two programs enable students to receive a Bachelor of Arts degree from
Augsburg and a Bachelor of Engineering degree from Washington University
School of Engineering and Applied Science or Michigan Technological University
in a fiveyear period.
The first three years are spent at Augsburg followed by two years at the affiliated
university. Students accepted into the program will be considered for admission to
the engineering school if they will complete course requirements, have the requisite
cumulative grade point average and are recommended by the Engineering Adviser
of Augsburg College.
Students are also enmuraged to explore opportunities for graduate work at Washington University and Michigan Technological University. Further informationon these
and other graduate programs is available from the Augsburg Engineering Adviser.
FinancialAid: Students receiving financial aid who are participants in these dual
degree programs will be encouraged to apply to the engineeringschool of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
E
Minimum Course Requirements for Admission to the Dual Degree or ThreeTwo Programs: CHM 115,116;CSC 170;ENG 111;MAT 124,125,224,226 or MAT
145,146,245,247; PHY 121,122;additional courses to meet general education
requirements and a total of 27 courses at Augsburg. Normally MAT 124,125 or 145,
146 and PHY 121,122 are taken in the freshman year. Studentsinterested in
Chemical Engineering also should take CHM 351,352.
Those who study Enghsh believe that an intense concern for words, ideas
and images helps people understand who they are and who they can
become. Writing helps all of us clarify and share our thoughts. Literature
helps us contemplate the pains and joys of human existence. Through the
study of English we see life's complexity, experiencelifeas others do and
undentand better the world in which we live and work
English relates closely to other majors. With the other arts, English is
concerned with the pleasure that comes from artistic creation and with the
contemplation of works of art. With psychology and socjology, English is
concerned with individual and group behavior. With philosophy, English is
interested in ideas and in the relation between meaning and language. With
sciencerEnglish is interested in discovering order and determining structures. With speech and communication,English studies the effective use of
language. With history and the other social sciences and humanities,
English studies the way people have acted and thought at different times
and in different cultures.
The Augsburg English Department integrates its program with the cultural
opportunities of this vital urban area. Augsburg students can walk to
assigned or recommended plays, films and readings available near the
campus. Enghsh majors have the opportunity to use and refine their skills
through Internships on and off campus, tutoring English as a Second
-ge
(ESL ) studentsrtutoring in the Writing Lab or participating in the
Cooperative Education Program
Students with an Augsburg Enghsh major pursue careers in elementary,
secondary and college education, journalism, government, law, the minis
try,library science, medicine, advertising, public relations, publishing,
writing and other professions and businesses.
English Faculty: Kathryn Swanson (Chairperson), Barbara Andersen, Cathleen
Dalglish, Douglas Green,Joan Griffin, John Mitchell, Catherine Nicholl, Ronald
Palosaari, John Schmit
Major:Nine courses above 111,including 225 and 245;one Upper Division course
in American literature; one course in Western literary tradition (271or 272); and
three courses in British literature, one on literature before 1660 (for example, 331 or
438) and one that surveys a number of writers (336,337,423). Majors are encouraged to consult their Departmental Adviser regularly. A student with a double
mapr or special program that involves considerable work in the English Department should also work closely with an adviser in the D e v e n t . Note: Transfer
students must take at least three of their English courses at Augsburg.
English-Language Arts Teaching Major:Ten courses, including those listed under
the major, ENG 345,and an Internship in the teaching of writing. One course must
include a component in non-Western literature. In addition, the ACTC courses,
Communication Skills in the English Classroom and Teaching Mass Media, are
required. Courses in early American literature, Shakespeare, and film are recommended. Students are encouraged to take courses toward their mapr during the
freshman and sophomore years, and apply for teacher education not later than the
spring of their junior year. Students in this program must work with advisers in the
English Department and the Education Department in order to meet the professional requirements within the Education Department as well as the requirements
for the mapr.
Honors Major: GPA of 3.5 in the mapr and 3.0 overall; submit proposal to Department Chairperson by October 15in senior year for Department approval. Submit
and defend paper before faculty committee. Honors project may be an Independent
Study program (refer to Departmental guidelines).
Minor: Five courses above ENG 111,including ENG 245, an Upper Division
literaturecourse, and an additional writing course.
Note: Transfer students must take at least two of their English courses at Augsburg.
Note on Concentration:In addition to meeting requirements for the rnapr, English
maprs may, if they wish, develop an area of emphasis, such as British concentration, American concentration, world literature concentration, or writing concentration. A student arranges a concentration by careful selection of electives in the
mapr, by the design of an Independent Study course that applies to the concentration, and by the selection of some related courses outside the Department. English
majors should work closely with their advisers in developing a concentration.
Interim courses, special courses and courses at other ACTC schools will often fit
well into a concentration.
The English Placement Test: A writing sample is q u i r e d of students to determine
their placement in an appropriate writing class. Students who do not show
competence in composition skills such as stating and supporting a thesis, organizing clearly, and constructingparagraphs and sentences are required to enroll in
Developmental Writing where they will receive more individual instruction than is
possible in Effective Writing. These students must pass Developmental Writing
before enrolling in Effective Writing.
Note on Prerequisites:ENG 111is strongly recommended but not a prerequisite
for a Lower Division literature course. Prerequisite for an Upper Division literature
course is ENG 245 or consent of the instructor.
101
Developmental Writing
A preparatory course for ENG 111:Effective Writing required of students
identified by a writing sample (the English Placement Test) as needing
additional preparation in composition. Students write short papers based
on their own observations, experiences and thoughts. P/N grading only.
Students receive a course credit, but this does not fulfill the graduation
requirement in writing.
111
Effective Writing
Emphasis is on exposition, including learning research techniques and
writing a-itical reviews. At least one work of literature is assigned.
Attention is given to increasing students' effectiveness in choosing,
organizing and developingtopics, thinking critically, and revising for
clarity and style. A Writing Lab is provided for those needing additional
help. The minimum passing grade for this course is 2.0.
216
American Indian Literature
A study of representative works of poetry and fiction by selected Arnerican Indian writers. Discussion and analysis will focus on ways in which
literature reflects and illuminates American Indian culture and traditions.
217,218 English as a Second Language (ESL)
Consistent, repeated work on pronunciation, vocabulary and American
idioms, grammar and sentence patterns make up a major part of these
courses. In-class drills and exercises, assignments and sessions with ESL
tutors are means for students to improve oral skills and i n m their
fluency. Understanding spoken Akerican English, speaking,reading
college-level materials and writing are the skills emphasized in these two
cow&. Testing will determine
in these courses, and testing, as
well as other course work, will determine whether the ESL requirement is
met. These courses are graded either P/N or 2.0-4.O/N. Students will
continue in ESL until the requirement is completed. By successfully
completing the courses, students will have fulfilled the foreign language
distribution requirement.
223
225
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing
for business and professional careers. The writing of reports, letters and
proposals will be emphasized. Students will be encouraged to use
material from their own areas of specialization. (Prereq.: 111)
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing, ENG
111.Its workshop format stresses style and organization, the process of
revision, self and peer evaluation and the relationshipbetween reading
and writing. (Prereq.: 111)
226
Introductionto Creative Writing
The purpose of the course is to introduce students to the process of
creative writing and to various genres, emphasizing poetry and short
fiction but including journal keeping and creative prose.
Journalism
This is an introductory newswriting course. Emphasis will be placed on
writing for the print media, but students will learn to write for radio and
television as well. Students will consider how to recognize news, how to
gather and verify facts and how to write those facts into a news story or
news feature. The course will cover basic copy preparation and editing
practices and include an introductionto legal and ethical questions faced
by journalists. (Prereq.: 111)
241
lntroduction to Cinema Art
An investigation of the cinematic qualities, theoretical principles and
historical evolution of the film medium. The emphasis is on film as an
audiovisual language. The course includes the viewing and analysis of
both feature length and short films illustrating the international develop
ment of film form and selected esthetic movements such as the American
Studio Film and its Genres, German Expressionism, Soviet Montage,
Italian Neorealism and the French New Wave.
245
lntroduction to Literature
In this course students are initiated into the formal study of narrative,
drama and poetry in order to appreciate more fully the pleasures of
literature. The course aims to expand students' exposure to literature and
therefore draws on works from several periods, from different cultures
and races, from male and female writers. As the prerequisite for all upper
courses in literature, Introduction to Literatureaims in particular to
develop students' critical and analytical skills in reading about literature.
251
Readings in American Literature
An introduction to representative works by 10 to 12American authors
focusing on themes that yield an understandingof the Western heritage
and American world views. These themes could include the emergence of
national identity, the relationship between humankind and God, the
nature of nature, definitionsof the American self, individuality, the place
of women and of racial and ethnic minorities in the development of
American thought and the continuity of Western culture in America.
271
European Literature: Homer to Dante
A study of major works of Greek and Roman literature -for example, the
epics of Homer and Virgd, the tragedies of Aeschylus, Sophocles and
Euripides, the comedies of Aristophanes and Ovid's "Metamorphoses."
Dante's "Inferno" will be studied as a work in which the Christian and the
classical traditions are combined. These works will be studied with
reference to their mythological foundations, their cultural background,
their influence on later literature and their enduring relevance.
272
European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval
to the modem period, including such authors as Cervantes, Rabelais,
Molike, Voltaire and Ibsen.
E
Topics In Literature
Individual courses designed to investigate specific themes, movements,
authors or works. The subjects selected for study in any year will be listed
t
have included
in the ACTC Class schedule for that year. ~ e c &offer&
ContemporaryPoetry and Women and Hction.
Directed Study
Independent study for Lower Division credit.
Playwriting
An introductory course in writing for the stage, television and film.
Students learn the basics of dramatic structure, methods of script analysis
and techniques for the development of playscripts from idea to finished
product. (Prereq.: 111,245;226 also recommended, or consent of instructor)
Advanced Journallsm: Interviewing and Editing
Emphasis is placed first on interviewingand then on organizing and
writing the i n t e ~ e w
story. The second half of the course will concentrate
on editing the work of others and learning layout and design. The course
will include workshop sessions during which students conduct interviews
and critique the interview skills of fellow students. There will also be
laboratory sessions devoted to layout and design. (Prereq.: 227)
British Literature, Medieval to Elizabethan
Chaucer and the medieval milieu will be studied as well as the develop
ment of English poetry and drama in the English Renaissance. (Prereq.:
245 or consent of instructor)
Milton and His Age
A study of Milton's major poems and selected prose. In addition the
Renaissance literary tradition out of which Milton created his works will
be examined. (F'rereq.: 245 or consent of instructor)
British Literature, 17th and 18th Centuries
Reading, analysis and discussion of works of selected writers from the
metaphysical poets up to Blake, with attention to the historical, intellectual
and social influences and the major literary movements. (Prereq.: 245 or
consent of instructor)
British Literature, the Romantics and the Victorians
A study of major writers of the 19th Century,emphasizingRomantic
poetry, Victorian poetry, Victorian prose and two or three novels of the
period. Relationships among these writers and their influence on one
another will be emphasized as well as their relationshipto their own age
and their lasting contribution to the forms of poetry and prose. (Prereq.:
245 or consent of instructor)
Creative Non-Fiction
Designed for the self-motivated writer, the course will emphasizethe
conventions of professional writing, including appropriate styles, voice,
subjects and techniques for gathering information. l3y the end of the
course, the student will be expected to write reliable reports and articles of
publishable quality. (Prereq.: 225 and consent of instructor)
341
Advanced Creative Writing
The purpose of this course is to help the experienced student improve
creative writing in a single genre, as announced in the ACTC Class
Schedule. (Prereq.: 226 or consent of instructor on the basis of submitted
work Offered on demand.)
345
Introduction to the English Language
This course is designed to give students a structuraland historical overview
of theoreticaland social issues concerning the English language. It will
include a summary of theories of language development and the impact of
cultural, social,economic and geographic forces on language acquisition.
Students will be introduced to the primary componentsof linguistics and to
the development of the English language. F i i y , this course will consider
the social impact of language as a marker of identity and membership in a
speech community. ((kereq.: 245 or consent of instructor)
350
American Literature to 1920
Reading and analysisof some works of selected American writers from
colonial tim& to WWI. We will study established writers such as
Hawthorne, Dickinson and Twain along with some lesser known writers
who also demonstrate the rich variety of written responses to American
civilization. Attention will be given to the ways writers approach issues
relating to race, class and gender. Conceptions of the individual in relation
to society, the nature of nature and regional differences will also be
studied. The approach will be historical as well as topical. (Prereq.: 245 or
consent of instructor)
351
American Literature since 1920
A study of some recent and contemporary works. Writers are selected to
represent the literary variety and the regional, ethnic and racial diversity
of the men and women who have responded significantly in literary
works to the changing conditions of modem American l i i . (Prereq.: 245
or consent of instructor)
361
Studies in Modern Fiction
Significant works of selected prose writers, chiefly European and nonWestern, of the 20th Century. (Prereq.: 245 or consent of instructor)
399
Internship
The Department offers oncampus Internships in teaching writing and
ESL, and various off-campusInternships. Interested students should
consult the Department Chairperson.
423
Studies in the British Novel
A survey of the development of the novel in England from its 18th
Century beginnings up to the 20th Century. Novels studied will be
selected from the works of such authors as Defoe, Richardson, Fielding,
Sterne, Austen, Dickens, Bronte, Thackeray, Eliot and Hardy. Attention
will be given to the conditions contributingto the rise of the novel and its
emergence by the 20th Century as the dominant literary form. (Prereq.:
245 or consent of instructor)
438
Shakespeare
Study of 10 or 12 major plays -comedies, histories, tragedies -with
attention to the development of Shakespeare's dramatic and poetic art.
Additional plays assigned for reading analysis. (Prereq.: 245 or consent of
instructor)
482
Topics in Literature
Individual courses designed to investigate specific themes, movements,
authors or works. The subjects selected for study in any year will be listed
in the A f f C Class Schedule for that year. Sample topics include Contemporary Poetry,Women and Fiction and Literary Criticism. (Prereq.: 245 or
consent of instructor)
499
Independent Study
Open to junior or senior English majors with a GPA of 3.0 or consent of
Department Chairperson.Provides Independent Study in the area of the
student's choice.
The initial months after entering college as a freshman are a period of
transition. The faculty and staff wish to assist students to make the transition to being a college student successfully and to help them become part of
this academic community. Students are introduced to the character of the
College, its heritage as an urban liberal arts college of the church, the
process of learning in a community where ideas are valued and treated
seriously, and the logistics of being a college student.
The First Year Experience (FYE) is composed of four parts: Summer Registration, Fall Orientation, FYE Seminarsand FYE Interim Term Courses.
Participation in the Fall Orientation program and in the FYE Seminars is
required of all students who begm Augsburg College as freshmen in the day
schedule program. Students who meet the requirement satisfactorily by
attendance at and participation in an FYE Seminar will receive a notation of
a passing (P) grade for FYE 005 on their official transcript. Studentswithout
a P for FYE 005 will not be permitted to graduate with an Augsburg degree.
005
FYE Seminar
A series of Fall term meetings with an FYE faculty adviser to discuss
issues related to becoming an active member of the Augsburg College
communityof learners. Discussion will be based upon readings from a
variety of disciplines and sources colleded in "The Augsburg Anthology."
(P/N grading only; evaluationbased on attendance and participation.)
The Foreign Language Department at Augsburg College contributes in
many ways to realizing the College's mission of providing liberal arts
education for b c e in today's world. The Department is committed to the
view that education should go beyond career preparation. So viewed,
foreign language study goes beyond the developmentof new cornrnunications skills to foster an abiding awarenessthat the splendid diversity of
human languages, literatures and cultures represents a rich historic legacy
developed in different ways by many nations to be shared by all in common. The Departmental faculty believes that familiarity with the language
and culture of another people is an essential step in the development of
global perspective and hence is indispensablein the education of Augsburg
students.
The Foreign Language Department offers language, literatu~,and culture
courses in French, German,Norwegian, Ojibwe, Russian and Spanish.
Courses in Chinese, Japanese, Latin and Greek are available to Augsburg
students through the College's affiliation with A m , a consortiumof Twin
Cities colleges.
A special perspective on language is also available to Augsburg students in
the linguistics courses offered by the Foreign Language Department.
Linguistics goes beyond the study of individual languages to investigate the
general principles which operate in and shape all languages. In thisway the
study of linguisticsaffords the student a unique view of one of the most
intriguingand central facets of the human mind.
Foreign language skills, perhaps combined with the study of linguistics, are
essential in preparing for a number of careers and represent a valuable
specla1qualification in many others. Anticipated careers in a number of
n
teaching, translation, the diplomatic corps or
fields such as f o ~ i g language
international business may require a foreign language major, perhaps
combined with a major in some other field. In addition, students pursuing
careersin many other fields such as health care, social work, the ministry,
psychology or philosophy, to name just a few, often find that a foreign
language minor and/or the study of linguistics qualifies them for special
assignmentsin their chosen field.
[i
Foreign Ianguages Faculty: Mary Kingsley (Chairperson), Nancy Aarwold, Ruth
Aaskov, Rick Greczyk, Roxie Hale, Nelly Hewett, Gunta Rozentals, Frankie
Shackelford, Donald Steinmetz, Ronald Walter
Placement Levels: Students with previous foreign language study must register in
courses suited to their level of preparation. Placement is according to the number of
high school semesters one has studied that language: zero-two = 111;threefour =
112; fivesix = 211; seven = 212; eight = 311. Students in doubt about their placement level should consult the Chairperson.
Students should arrange to take the Language Placement Test if they wish to take a
course above the level determined by previous studies in that language.
Students who elect to takea course below the one in which they are placed by the
Department may do so, but grading must be P/N only. The Language requirement
will be satisfied only by completion of the course in which the student was
originallyplaced. Credit and grading for that course may be traditional.
Basic Requirements: Maprs must take four of the Upper Division courses at
Augsburg College and four abroad. Minors must take two of the Upper Division
courses at Augsburg College. 311 is prerequisiteto all Upper Division courses.
Transfer students intending to major or minor must take a m i n i of one Upper
Division course per year at Augsburg. See Department faculty for limits on nonAugsburg courses and career information.
Teaching Licensure: Teacher candidates in French, German and Spanish must
consult with the Department of Education for specific information and enrollment
in the program as well as for information on Special Methods courses. A 3.0
average in Advanced Conversation and Composition is a Departmental requirement for teaching maprs. Licensure requires successful completion of the Competency Exam. See Requirements for State of Minnesota Licensure for Teaching in
Secondary Schools under Department of Education.
Honors Major: Majors seeking Departmental honors must apply in the junior year.
Requirements: 3.3 GPA in the major, 3.0 GPA overall and honors thesis demonstrating ability in Independent Study for one course credit. Consult Department
Chairperson for details.
Chinese language studies are possible through a contractual arrangement
with the ACI'C East Asian Studies Program and the University of Minnesota East Asian Language Department. See East and Southeast Asian
Studies Director.
Major Eight courses above 212, including 311,312 or 411,331 or 332,350 or 355,
351 or 353,450 or equivalents. Study abroad required.
Minor: Four courses above 212, including one in conversationcomposition,one in
civilization and one in literature. Interim, summer or semester in France strongly
recommended.
Teaching Licensure Minor:Five Upper Division courses beyond 212, including
one in conversationcomposition,one in literature, one in civilization. Study in
France strongly recommended.
Recommended Supporting Courses: European History, a second language,
philosophy, linguistics, English literature. Also see Interim Catalog.
011
Directed Study
Conversational French, readings. Once weekly. No credit. (Ondemand)
111,112 Beginning French
Aim to develop communication skills of understanding, speaking, reading
and writing. Through conversations, classroom practice and readings,
these courses work toward the discovery of French culture and way of
life. Four class meetings per week Laboratory work is an integral part of
the course.
199
Internship
Lower Division Internship.
211,212 Intermediate French
Selected articles, interviews and literary readings are the basis of practice
in communication, vocabulary building and developing greater ease in
reading and writing French. Review of basic structures and grammar.
Laboratory work
243
French Literature in Translation
Major representative works of French literature are read in English
translation. Through individualized background reading and class
discussion, studentsbecome acquainted with artistic qualities and
cultural-historical significance of these works. Sophomore standing. Does
not count toward a French major or minor. (Ondemand)
299
Directed Study
Independent Study for Lower Division credit.
311
Conversation and Composition
Explores topics of current interest in both oral and written form to build
fluency, accuracy and facility of expression in French. Emphasis on
vocabulary enrichment, grammatical refinements, effectiveorganization
of ideas. Laboratory assignments. Post-intermediate level. A pmquisite
to other Upper Division courses.
312
French Expression
A twepronged approach to coherent and correct expression in speaking
and writing. Attention to grammatical structures, French turns of phrase
and elementary stylistics for business and personal use.French phonology
and speech group practice, study of written models. (Prereq.: 311 or
consent of instructor. On demand)
331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to the modem period. Special attention to cultural manifestations of
French intellectual, political, social and artistic self-awareness. Readings,
reports, extensive use of audio-visual materials. In French. (Prereq.:311 or
consent of instructor)
332
French Civilization Today
Topics in 20th Century problems, ideas. Cultural manifestations that
promote understandingof French-speaking people and their contribution
to the contemporary scene. Readings, reports, extensive use of audiovisual materials and periodicals. In French. (Prereq.: 311 or consent of
instructor.)
350
Introduction to Ltterature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approachesto literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works.
Recommended for maprs and minors. Open to a l l qualified students.
(Prereq.: 311 or consent of instructor. On demand)
351,353 Survey of French Literature
The study of mapr French authors and literary movements in France
through the reading of whole literary works where possible. Lebures,
discussion, oral and written reports in French. (Prereq.: 311 or consent of
instructor)
355
Twentieth Century Literature
A survey of the mapr French literary movements since World War I,
including the novel, the theater, poetry, the essay, and criticism. Classes,
oral and written reports and laboratory texts in French. (Prereq.: 311 or
consent of instructor)
399
Internship
Upper Division Internship.
411
Advanced Conversation and Composition
By means of reading, speaking and writing on topics of intellectual, social
or political interest, the student acquires extensive training in the four
skills at an advanced level. Attention to accuracy and effectiveness,
characteristic levels of expression, refinements style and organization as
individual needs indicate. Provides for self-improvementand selfevaluation. Laboratory assignments. (Prereq.: 311 or consent of instructor.
On demand)
450
French Seminar: Novel, Drama, Poetry, Short Story
Indepth study of a topic or genre in French literature. Student presenta-
tions in French. For advanced students. (See also Interim offerings.
Preq.: 311 or c o m t of instructor. On demand)
499
Independent Study
Individual pursuit of a topic, movement or genre at an advanced lwel.
Designed to complete a balanced program, enhance research, or meet
individualinterests. In literature a major paper and its defense are
included. (Consultations with French teachers required. Junior standing.
Subject and plan to be clarified early with study adviser)
GERMAN
(GER)
Major: Eight upper division courses, including 311; 411, one in civilization, and one
in literature. Semester in Germany required.
Minor: Four Upper Division courses, including 311 and 411. Interim, summer or
semester in Germany strongly recommended.
Teaching Licensure Minor: Eve courses beyond 212, including one in conversation<omposition, one in literature, one in civilization, and two electives. All courses
must be Upper Division courses. Study in Germany strongly recommended.
Recommended supporting courses: Linguistics, European History, another
language, English literature.
111,112 Beginning German
GER 111 is for students with no previous background; 112 is for students
who have had 111 or equivalent or less than two years of high school
German. Aims at developing basic skills. Classroom practice in speaking,
understandingand reading basic German. Goals: ability to read extended
narratives in simple German, insights into German culture and participation in short conversations. Laboratory materials available.
199
Internship
Cower Division internship.
211,212 Intermediate German
For students with two terms (or two years high school) of previous
German. Aims at developing basic skills into working knowledge of
German. Review of basic structures with emphasis on extending range of
vocabulary and idiomatic expression through reading and discussion of
materials representing contemporaryGerman life and literature.
244
German Lierature in Translation
Principal works of German literature representing various periods and
movements are read and discussed in English. The readings are considered not only in the particular context of German cultural history, but also
discussed in terms of their relevance to perennial human problems. Credit
for this course does not apply to a German major or minor. (Sophomore
standing. On demand)
299
Independent Study
Independent Study for Lower Division credit.
311
German Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary and idiomatic expressions most common in colloquial German.
Intensive practice in speaking is supplemented with exercises in written
composition.
331
German Civilization and Culture I
The Early Background. Follows the cultural and social development of the
German-speaking peoples from the prehistorical Indo-EUIY)~~&
origins
(ca. 3,000 B.C.) to the Thirty Years War (1643), with emphasis on the
impact of Roman civilization, the reemergence of
cultural selfawareness during the Middle Ages and the intellectual and religious
upheavals of the Reformation. In German. (Rereq.:311 or consent of
332
German Civilization and Culture II
Survey of significant currents of development which have shaped presentday Germany, Austria and Switzerland since the Age of Enlightenment.
The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic and scientific history of the German-speaking
peoples. In German. (Prereq.: 311 or consent of instructor)
350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approaches to literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works.
Recommended for maprs and minors. Open to all qualified students.
(Prereq.: 311 or consent of instructor. On demand)
351
German Literature through the 18th Century
Brief survey of heroic, courtly, Reformation, Baroque, Aufklarung and
Sturm und Drang literature. Extensive readings and discussionsin Classic
and Romantic periods. Readings in German, supplemented by lectures on
the history of German literature in its cultural and geopolitcal context.
Class discussions help to improve students' ability to express ideas in
&rman. (Prereq.: 311 or consent of instructor. On demand)
352
German Literature: The 19th Century
Includes later Romanticism,Jung-Deutschland, poetic realism, Naturalism
and Impressionism. The literary reaction to the decline of idealistic
philosophy and the importance of the individual and the rise of materialism, technology and mass man. Readings in German. Class discussions
help to improve students' ability to deal with concepts and express
themselves in German. (Prereq.: 311 or consent of instructor)
353
German Literature: The 20th Century
Literary responses to the crises and upheavals of our time. Writers of
international stature are discussed: Kafka, Hesse, Mann, Brecht. Readings
in German with class discussionsare designed to aid students' selfexpression in German.(Prereq.: 311 or consent of instructor. On demand)
399
lndependent Study
Independent Study for Upper Division credit.
411
Advanced German Composition and Conversation
Aims at developing and refining the student's use of German as a vehicle
for expressing his or her own ideas and opinions. Emphasis on written
composition including control of style. Oral practice through use of
German as classroom language. (Prereq.: 311 or consent of instructor)
451
German Prose
Reading and discussion of German prose masterpieces from Goethe to the
present. Lectures treat the development of the epic genre as a mirror of
cultural and geopolitical history. (Prereq.: 311 or consent of instructor. On
demand)
452
German Drama
Representative dramatic works from late 18th Century to the present are
discussed and read as symptomatic of perennial human concerns.
Lectures treat the historical development of the drama. (Prereq.: 311 or
consent of instructor. On demand)
499
lndependentStudy
Independent Study for Upper Division credit.
Japaneselanguage studies are possible through a contractual arrangement
with the A C E East Asian Studies Program and the University of Minnesota East Asian Language Department.See East and Southeast Asian
Studies Director for more information.
199
Internship
Internship for Lower Division credit.
289
Introduction to Llnguistics
An introduction to linguistic analysis and general liiguistic principles,
with focus on linguistic universals (organizationalprinciples and features
common to all languages) and psycholiiguistics (inquiry into the mechan-
ics of language learning and the structure of the mind as revealed in
language).Theoretical questions will be approached by studying samples
of various languages. No prerequisite. Recommended for all language
majors and minors. (On demand. ACTC)
299
Directed Study
Independent Study for Lower Division credit.
311
Theories of Grammar
Comparative analysis of various views of language represented in current
linguistic research with the aim of illuminatingunderlying philosophical
assumptions, investigational criteria, and explanatory goals which
distinguish them. The theories will be contrasted with those of adjacent
disciplines such as anthropology, psychology, logic and communication
theory to explore ways in which each theory seeks to overcome the
inadequaciesof traditional grammar. (On demand)
399
Internship
Internship for Upper Division credit.
499
Independent Study
Independent Study for Upper Division credit.
NORWEGIAN
(NOR)
Major: Eight courses above 211, including 311,312 or 331,353,411. Study in
Norway required.
Minor: Four courses above 211, including one in conversation-composition,one in
civilization, and one in literature. Study in Norway encouraged.
Recommended Supporting Preparation:A second foreign language, linguistics,
European history.
111,112 Beginning Norwegian
Introduction of the four basic language skills: speaking, listening, reading
and writing. Stress on spoken rather than literary Norwegian. Laboratory
work expected.
199
Internship
Internship for Lower Division credit.
211
Intermediate Norwegian
Continued conversation and composition to improve comprehension and
facility of expression. Selected readings in Norwegian used as basis for
class discussion and exercises. Laboratory work and some field experience
expected. (Prereq.: 112 or equivalent)
299
Directed Study
Independent Study for Lower Division credit.
311
Norwegian Conversation and Composition
Intensive practice in spoken Norwegian with emphasis on pronunciation
and original composition. Some attention given to regional variations in
spoken Norwegian and to &fferences between the two official languages
of Norway. Some laboratory work and field experience required. (Prereq.:
211 or equivalent)
331
Norweglan Civilization and Culture
This study of Norwegian cultural history will include significant aspects
of the contemporary Norwegian society. Through extensive readings (in
Norwegian as much as possible), the domestic and foreign influences at
work in the comparatively homogenous population of Norway will be
examined. Written and oral reports in the Norwegian language will be
required along with some field work (Preq.: 311 or consent of instructor. On demand)
350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approachesto literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works.
Recommended for majors and minors. Open to all qualified students.
(Prereq.: 311 or consent of instructor. On demand)
353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a base
for the study of original works from earlier periods extending back to Old
Norse literature. All genres are examined and considerableattention is
given to writings in the Nynorsk language, particularly poetry. Ledures,
readings, oral and written reports are in Norwegian. (Prereq.: 311 or
equivalent)
399
Internship
Internship for Upper Division credit.
411
Advanced Norwegian Conversation and Composition
Further intensive practice in spoken and written Norwegian. Attention
given to the other Scandinavian languages and to the historical development of the Norwegian language. Laboratory work and field experience
required. (Prereq.: 311 or consent of instructor. On demand)
499
Independent Study
Independent Study for Upper Division credit.
Two courses in Ojibwe (Chippewa)are offered at Augsburg,both as part of
the Foreign Language Department and as part of the American Indian
Studies minor.
111,112 Beginnlng Ojibwe
Aimed to develop basic vocabulary and grammar in order to use Ojibwe
at an elementary speaking and understanding level. Emphasis on spoken
Ojibwe, but secondary goals with be to develop reading and writing skills
as well. Courses taught with assistance of Ojibwe elders.
Through dialogues, classroom practice, oral stories from elders and
readings, these courses work toward the discovery of Ojibwe culture and
tradition. It will help Ojibwe students re-connect with their rich tribal
heritage (though all students are welcome).
Beginning Ojibwe 112continues to develop basic vocabulary and grammar
in order to use Ojibwe at an elementary speaking and understanding level.
Two years of Russian are offered at Augsburg. Russian language studies
may be continued in the ACTC Soviet and East European StudiesProgram,
which requires two years of language for the major. See Soviet and East
European Studies Program Campus Coordinator.
111,112 Elementary Russian
Aimed to develop reading, writing, understanding and conversational
skills through oral classroom practice, developing ease in reading, short
compositions and acquaintancewith Russian culture.Extensive use of the
language lab.
211,212 Intermediate Russian
Continues developing the skills of writing, understanding and speaking
with an added emphasis on reading. Introduction of advanced grammar
topics, idioms and the study of word building in Russian. (ACT0
SPANISH(SPA)
Major:Eight courses above 212,including 311,411,456 or 457, two of 352,353,354,
and either 331 or 332 Study in Spain or Latin America is required.
Minor:Four courses above 212,including one in conversationcomposition, one in
civilization, and one in literature. Interim or summer study abroad strongly
recommended.
Teaching Minor: Five courses beyond 212,including one in conversationcomposition, one in literature, one in civilization and two electives. All courses must be
Upper Division courses. Study in Spain or Latin America recommended.
Recommended supporting courses: Linguistics, another language, preColumbian
civilization, Latin-American Area Studies. Consult Department for other supporting courses in humanities.
111,112 Beginnlng Spanish
Aims to develop the four basic skills: understanding, speaking, reading
and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Laboratory work is an integral part of the course.
199
Internship
Internship for Lower Division credit.
211,212 Intermediate Spanish
Through the reading of selected Latin American and Spanish texts which
stimulate intellectual growth and promote cultural understanding,
students review all of the basic structures of Spanish and build conversational skills through class discussions. Designed for students with two to
four years of high school Spanish or its equivalent.
216,316 Intensive Individualized Spanish
(See Global Education, Program in Global Community.)
249
Selected Works of Spanish and Latin American Literature in
Translation
Major works of Spanish and Latin American literature representing
various periods and movements are read in English translation. Through
background reading and class discussion in English the student is
acquainted with the salient artistic qualities and cultural-historical
significance of the readings. Credit in this course does not count toward a
major or minor in Spanish. Sophomorestanding preferred. (Ondemand)
261
Spanish Language
(See Metro-Urban Studies, South American Urban Semester (SAUS) and
Literature, Ideology and Society in Latin America (LISLA.)
299
Directed Study
Independent Study for Lower Division credit.
311
Spanish Conversation and Composition
Thorough oral and written practice in correst expression with the aims of
fluency and facility. Enrichment of vocabulary. Laboratory work This
course is a prerequisite for all Upper Division courses. (Prereq.:212 or
equivalent)
312
Spanish Expression
Intended for students who have a basic command of writing and speaking
skills in Spanish and wish to expand them. Intensive practice to i m p v e
oral and written e x ~ s i o with
n emphasis on conversational facility,
stressing idiomatic usage and the finer points of grammar. Readings to
stimulate discussion and broaden cultural background from contemporary
literary texts and magazine articles. Conducted in Spanish. (Ondemand)
331
Spanish Civilization and Culture
Study of the Spanish character and of Spanish contributions to world
civilization through historical, intellectual, literary and artistic move
ments. In Spanish. (Prereq.:311 or consent of instructor)
I
332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from
the precolumbian avilizations to the present. In Spanish. (Prereq.: 311 or
212, with consent of instructor.)
350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approaches to literary analysis. Students apply the theory
through reading, analyzingand discussing selected works of literature.
Recommended for maprs and minors. Open to all qualifed students.
(Prereq.: 311 or consent of instructor. On demand)
352,353 Survey of Spanish Literature I, II
A study of representative authors in Spanish literature, supplemented by
lectures on the literary movements and development of Spanish literature.
Lectures, discussion, written and oral reports in the language. @rereg.:
311 or consent of instructor. On demand)
354
Representative Hispanic American Authors
An introduction to Spanish-American literature. Lectures, discussions,
written and oral reports in the language. (Prereq.: 311 or consent of
instructor. On demand)
399
Internship
Internship for Upper Division credit.
411
Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions and grammatical exercises. (Prereq.: 311 or consent of instructor)
456
Spanish Drama
Study of the masterpieces of dramatic literature in Spain. Oral and written
reports in the language. Emphasis on the Golden Age and the Modern
Period. (Prereq.: one survey course)
457
Spanish Novel
Study of the outstandingnovelists of the 19th and 20th Century in Spain.
Oral and written reports in the language. (Rereq.:One survey course)
499
Independent Study
Independent Study for Upper Division credit.
GENEIRAL
STUDIES
(GST)
Some courseshelp to integrate learning around topics in ways which are
different from the more traditional disciplines. General Studies include
speciakd academic enrichment programs, an integrative p m s m h a r
created by cooperating faculty and offerings of the Center for Global
Education.
General Studies Faculty:Joel Mugge, Donald Warren
009
Cooperative Education
Placement in a Co-op Education assignment, satisfactory completion of
evaluation process, and participation in seminars conducted by Co-op
Education staff.No course credit.
140,141 Introductionto the Liberal Arts (1/2 course each)
An introduction to the philosophy of the liberal arts curriculum and to the
philosophy and student services available at Augsburg College. The
course also focuses on improving those skills so important to academic
success: reading rate and comprehension, note taking and textbook
reading, time management, vocabulary, spelling, test taking, concentration and memorization, conflict management, assertiveness training,
career planning and making decisions.
230
Cultural Issues Seminar
(See under Program in Global Community.)
The Center for Global Education, a program of Augsburg College, facilitates
crossculturallearning experienceswhich prepare people to think more
critically about global issues and to work toward a more just and sustainable world. The Center's programs explore a diversity of viewpoints and are
grounded in the p p e d i v e s of the poor and of others struggling for justice
and human dignity.
The Center for Global Education offersa Spring semester program, the
Program in Global Community, each year in Cuernavaca, Mexico. It is an
academic program that explores the history of political change, issues of social
justice and the role of the church in Latin America. Studentslive together as a
communityin the Augsburg Study Center, but wiU also live with Mexican
familiesin their homes for several weeks. The semester also includes a trip to
Central America. The cost is equivalent to full tuition, room and board at
Augsburg. Coursesare offered for credit in the disciplinesas listed.
SPA 216,316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for five weeks
at the beginning of the semester. Instruction is geared to individual
competency levels and is taught by Mexican instructors. (Required course.
macement level determined by Program Director.)
GST 230 Cultural Issues Seminar
This seminar consists of a series of minicourses offered in a number of
relevant topic areas related to the theme of the program. Each minicourse
consists of 12 hours. Any four minicourses fulfill the requirements of the
seminar. (Either this course or HIS 347 required.)
INS 311 The Development Process
An integrative seminar providing opportunity to reflect critically on issues
of development, hunger, injustice and human rights, with special emphasis given to the experience of women. Latin American development and
educational theories and practices, as well as social change strategies will
be examined.
HIS 347 Mexico: An Historical Perspective
Four specific minicourses together provide an overview of Mexico's
historical development from pre-Columbian times to the present day.
(Either this course or GST 230 required.)
REL 366 The Church and Social Change in Latin America
This course focuses on the relationship of the church to poverty, political
oppression and social injustice in Latin America. Central to the course is
an examination of the emerging 'Theology of Liberation" as articulated
by prominent Latin American theologians as well as by people directly
involved in local parishes and development projects in Cuernavaca.
(Prereq.: one course in religion or theology)
The Center for Global Education offers a semester program, Social Policy
and Human Services in Latin America, each fall in Cuernavaca, Mexico.
Throughout Latin America new models for education and human care have
evolved during the last 25 years. The methodologies used attempt to teach
critical thinking skills, raise people's consciousnessand increase their ability to
work together to change their situations.SocialPolicy and Human !%mice in
Latin America is a three and one-half month study program designed to
introduceparticipants to the central issues currently facing the third world,
and to focus on Latin American models of education and serviceand their
contribution to the process of socialchange. These models have grown out of
the sense that the achievement of basic human rights goes hand in hand with
the empowerment of individualsand groups to control their own lives.
The semester includes a trip to Central America. The cost is equivalent to
full tuition, room and board at Augsburg College. Courses are o f f e d for
d t in the disciplines as listed.
SPA 216,316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for five weeks
at the beginning of the semester. Instruction is geared to individual
competency levels and is taught by Mexican instructors. (Required course.
Placement level determined by Program Director.)
POL 295 Development Issues: Latin America
A survey of global issues affecting the human condition in a rapidly
changing and increasingly interdependent world: modernization and
development, economic change and international trade, diminishing
resources, war and revolution, peace and justice, cultural diversity.
Emphasis on the development of a global~Fspective which recokizes
human commonalities as well as diversity in perceptions, values and
priorities.
SWK 361 Social Responses to Human Needs
Social Work is social policy in action. Currently social workers are
involved at many levels of a nation's social system -with natural helping
networks, families, community groups, volunteer organizations, formal
government services and private initiatives.Through a series of four minicourses, the course explores the different approaches to w i a l work in
several countries in order to compare methods and service and to analyze
the current response to human needs in Latin America.
SWK 399 Internship
A supervised learning experience in an agency setting with emphasis on
acquiring an overview of how the agency functions and how populations
are served. The placement will be for 80 hours during the Fall term. Thae
are a limited number of internship placements. Preference will be given to
Social Work maprs. One and onehalf years of Spanish study (or demonstrated proficiency) is required for placement.
EDE IEDS 412 Latin American Models of Education
A comparative approach to learning methods of educational models being
developed in Latin America. Studentswill apply their knowledge of
educational concepts used in the U.S. to an understanding of basic
processes employed by Latin American educators in teaching critical
thinking, consciousness-raisingand cooperative problem-solvingExploring the transferabilityof these learning models to North America
will be a focus throughout the course.
SWK 465 or 468, or SOC 271 Social Policy and Social Justice (Social Work
- Upper Division or Sociology - lower division)
Social policy related to the health, education and well-being of members
of Mexican and Central American societies. The course will examine the
distances between policy and reality, particularly for the poorest groups,
the impact of international economics and politics, and movements that
have emerged dedicated to bridging the gaps between needs and policies.
(Note: Augsburg students majoring in Social Work can take this course as
SWK 465 if they agree to take a .5Independent Study to supplement the
North American legislative procedure and mini-policy study they do on
the Augsburg campus.)
The Center for Global Education offers a second Fall semester program Women and Development Latin American Perspectives -in Cuemavaca,
Maico. It is a three and onehalf month intensive program of study and
travel designed to introduce participants to the central issues facing Latin
America with emphasis on the experience of women. The program explores
gender roles in Latin America; women's roles in development; connections
that Latin American women are drawing between gender, race, class, and
global economics; and the ways in which liberation theology and feminism
interface.
The semester also includes a trip to Central America. The cost is equivalent
to full tuition, room and board at Augsburg. Courses are offered for credit
in the disciplines as listed. INS 311 and POL 359 are approved for credit in
Women's Studies. POL 495 may be taken as a course in Women's Studies,
depending on the mini-courses chosen.
SPA 216,316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for five weeks
at the beginning of the semester. Instruction is geared to individual
competency lwels and is taught by Mexican instructors. (Required course.
Placement level determined by Program Director.)
INS 311 The Development Process
An integrative seminar pmviding opportunity to reflect critically on issues
of development, hunger, injustice, and human rights, with special
emphasis given to the experience of women. Latin American development
and educational theories and practices, as well as social change strategies
will be examined.
POL 359 Toplcs: Women In Comparative Politics -Women In Latin
America
An examination of critical global issues affeding Latin America, and the
impact these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and internationaltrade,
political ideologies and revolution.
REL 366 The Church and Social Change in Latin America
This course focuses on the relationship of the church to poverty, political
oppression and social injustice in Latin America. Central to the course is
an examination of the emerging 'Theology of Liberation" as articulated
by prominent Latin American theologians as well as by people directly
involved in local parishes and development projects in Cuernavaca.
Special attention will be given to the complex interactionsbetween women
and religious institutions. (Prereq.:one course in religion or theology)
POL 495 Seminar
Any three mini-courseoffered in POL 359 plus an independent study minicourse in order to do substantial research into one of the course themes.
Virtually all students at Augsburg College will interact at some point in
their college years with the Department of Health and Physical Education. It
is the philosophy of the Department to provide quality experiences in
professional preparation and education for lifelong participation in physical
activity. In addition, the N e d athlete as well as the occasional player will
find ample opportunity for athletic and developmental activities.
The Physical Education Department provides the organizational framework
for a wide range of educational experiences, including several major and
minor programs general education in Physical Education; men's and
women's intercollegiateathletic programs; intramural programs for men and
women; and athletic facilitiesfor developmental and recreational activities.
Department graduateshave traditionally found employment in educational
settings. Additional career opportunitiesare possible in YMCA and community services, municipal park and recreation departments, as adult fitness
instructors, and in working with people with disabilities.
Health and Physical Education Faculty Richard A. Borstad (Chairperson), Brian
Ammann, Carol Enke, Marilyn Pearson Florian, Paul Grauer, Alvin Kloppen, Jack
Osberg, JoycePfaff, Edwin J. Saugestad, Pam Schreurs,Jeff Swenson.
Major: 110,114,115,320,354,410;BIO 103,108,111;CHM 105 or 109;PSY 105;SOC
231 or HPE 216,336.
Teaching Major: Same as Health Education major plus 355. Students wishing to
become licensed teachers should consult with the Education Department for
requirements.
Teaching Minor: 110,114,115,320or 410;â¬310103;SOC 231 or HPE 216.
Personal and Community Health
Modern concepts and practices of health and healthful living applied to
the individualand the community.
Health and Safety Education (It2 course)
Principles and practices of safety education in school and community life.
Includes informationabout xhool health programs and prevalent health
needs, problems of school age children and American Red Cross Erst Aid
course.
Health and Chemical Dependency Education (It2 course)
An analysis of chemical abuse and what can be done for the abuser.
Includes information about xhool health programs and prevalent health
needs and problems of school age children.
lnternship
A work-based learning experience in which the student, faculty member,
and site supervisor design a learning agreement which enables the student
to explore health or physical education as a major and consider its career
alternatives.Studentsshould consult with the departmentalInternship
Coordinator regarding requirements and permission to register.
Human Sexuality
A study of the psychological, social and biological components of human
sexuality. Open to all students.
Directed Study
Independent Study for Lower Division credit.
School Health Curriculum
Techniques for developing a course of study based upon growth and
development for grades K-12. Special work units in nutrition and
diseases. (Prereq.:All courses in the major sequence numbered in the 100
and 200 series and consent of instructor)
Introduction to DevelopmentaltAdapted Physical Education
(112 course)
A general overview of developmental/adapted physical education from
early childhood to grade 12and the role of school-based health and
physical education programs for special needs and handicapped students.
(Prereq.: HPE 243)
Tests and Measurement (112 course)
S m e y of basic statistical procedures and evaluation of tests in health and
physical education.
lnternship
A work-based learning experience in which the student, faculty member
and site supervisor design a learning agreement which links the principles
of health or physical education with the opportunities inherent in the
placement. Students should consult with the departmental Internship
Coordinator regarding requirements and permission to register.
410
Administration and Supervision of the School Health Program
Historical background, legal bases, school health services and relationships to community health program and resources. Methods and materi-
als in health education with laboratory experience in classroom and
community.(Prereq.: 320.Odd number years)
Independent Study
Independent Study for Upper Division credit.
Major: 114,115,354,355; 223,231,232,243,350,351,471,472,474,475;BIO 103.
Teaching Licensure Major: 114,115,354,355;223,231,232,243,350,351,365,471,
472,474,475;BIO 103.Students wishing to become licensed teachers should consult
with the Education Department for requirements.
Major with Specialization in Adapted Physical Education: Consult Department
Chairperson for individualprogram planning.
Minor: 114,115;223,231,232 or 472,243.There is no PE teaching minor in Minnesota Public Schools.
Coaching Endorsement: 243,351 (Prereq.:BIO 103), 475 (Prereq.: 350), a coaching
theory course from 476483,and pradicum in coaching (499is an optional method
for meeting the practicum requirement).
Notes: Coaches entering their first assignment as head coach in Minnesota high
schools are required to have a coaching endorsement and a current Minnesota
teacher's license.
002,003 Lifetime Sports
Three hours per week Two Lifetime Sports meet the General Education
requirements. (Part-time students should consult with Department
Chairperson) No course credit
101
199
Fitness for Life
A course designed to provide the knowledge and skills to modify
personal health and fitness.
Internship
A workbased learning experience in which the student, faculty member
and site supervisor design a learning agreement which enables the student
to explore health or physical education as a major and consider its career
altematives. Studentsshould consult with the departmentalIntanship
Coordiitor regarding requirements and permission to register.
I
223
Team Sports
Theory and practice in skills, teaching and officiatingteam sports.
231
Individual and Dual Sports
Theory and practice in skills, teaching, and officiatingindividual and dual
sports.
232
Recreational Activities and Rhythms (1/2 course)
Theory and practice in performing American heritage and international
folk dances. Exposure to New Games concepts and activities. Practice in
teaching and performing selected social dances.
243
History and Principles of Physical Education and Sport
History, principles and philosophy of physical education and sport.
299
Directed Study
Independent Study for Lower Division credit.
350
Kinesiology
Mechanics of movement with special emphasis upon the muscular system
and analysis of movement. (Prereq.:BIO 103)
35t
Physiology of Exercise
The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Prereq.:
BIO 103)
354
Introduction to DevelopmentaVAdaptive Physical Education
(1 /2course)
(SeeHealth Education.)
355
Tests and Measurement
(SeeHealth Education.)
365
Physical Education Methods (K-12)
Procedures, materials and issues for teaching physical education at the
elementary and secondary levels.
399
Internship
A work-based learning experience in which the student, faculty member
and site supervisor design a learning agreement which links the principles
of health or physical education with the opportunities inherent in the
placement. Students should consult with the departmental Internship
Coordinator regarding requirements and permission to register.
471
Physical Education Programming
Procedures and techniques of management, leadership and decisionmaking for physical education and interscholastic athletic programs.
Curriculum analysis and preparation. (Prereq.:243)
472
474
Gymnastics (1/2 course)
Theory and techniques of teaching gymnastics.Opporhmityto teach and
perform in all apparatus events and tumbling. Experience in spotting and
skill analysis.
Swimming and Aquatics (1/2 course)
Theory and practice in teaching swimming, lifesaving and water safety.
Open only to junior and senior Physical Education majors and minors.
(Prereq.: swimming competenceas determined by pretest.)
475
476
Prevention and Care of Athletic Injuries (1/2 course)
Emphasis placed on preventing injuries. Treatment of common athletic
injuries. Practical experience in taping and training-room procedures.
(Prereq.:350. Even numbered years, Interim)
Coaching of Football (1/2 course)
Theory,technique and administrative aspects of coaching football. (Odd
numbered years)
477
Coaching of Basketball (1/2 course)
Theory,technique and administrativeaspects of coaching basketball.
(Odd numbered years)
478
Coaching of Hockey (1/2 course)
Theory,technique and administrative aspects of coaching hockey.(Odd
numbered years)
479
Coaching of Track and Field (112 course)
Theory,technique and administrativeaspects of coaching track and field.
(Odd numbered years)
480
Coaching of Baseball/Softball(1/2course)
Theory,technique and administrative aspects of coachingbaseball and
softball. (Odd numbered years)
483
Coaching of Volleyball (1/2 course)
Theory,technique and administrativeaspects of coaching volleyball. (Odd
numbered years)
499
Independent Study
D i e d intensive study in an area of physical education. Open only to
junior or senior majors.
~
R
DEPARTMEW
Y
(HIS)
History is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalistJ.R
Strayer expressed it this way: "No community can survive and no institu-
tion 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 thememory of common
experiences which makes scattered individuals into a community."
A society's history is also a storehouse of human experiences that enables us
to deal more knowledgeablywith the continuitiesand changes in m m n t
issues. Established disciplines, as history long has been, train the mind by
developingconcepts and skills that enable one to deal with masses of
information. Many have found that history is an entree into the richer
enjoyment of travel, cultural events and the broad reading enjoyed by the
educated person. Accordingy, history has long held a mapr role in the
liberal arts.This is true at Augsburg.
The Department has strength in and requires of its majors work in four
main areas: ancient and medieval, modem Europe, United States and the
non-Western world. The Department's graduates are well represented
among professional historians; at present, some are in graduate schools
preparing for such careers. More have distinguished themselves as social
studies teachers in elementaryand secondary schools and current projections indicate that there will be growing opportunity in that field for history
majors. For most of our students, however, the study of history provides
one of the better undergraduate liberal arts experiences, valuable both for
personal enrichment and a wide variety of career choices.
History Faculty: Richard Nelson (Chairperson), Orloue Gisselquist, Donald
Gustafson, Khin Khin Jensen
Major: Eight courses plus one seminar. At least four of these courses must be
Upper Division. A mapr must have at least one course (either survey or Upper
Level) from each of the four areas: ancient and medieval; modern Europe; U.S.; and
non-Western.
Major for Teaching Licensure: Students interested in secondary education may
take a History mapr in combination with specified social science courses and the
required educational courses, in compliance with the state requirements. For more
information, see the Department Chairperson or the Social Studies Coordinator.
Minor: Eve courses, at least three of which must be Upper Division.
Honors Major: GPA of 3.6 in the major and 3.0 overall; except in special instances,
application before the end of the first term of the junior year; two years of a foreign
language at the college level (or its equivalent); an honors thesis (equal to one
course credit) to be defended before a faculty committee.
Notes: First year students should enroll in one or more of the 101-104 courses.
Distribution/general education credit is normally given only for courses 101-104.
200 level courses are normally reserved for sophomore or Upper Division students.
Upper Division courses are numbered 300 and up. Lower Division students are
normally required to take at least one 100 level course before enrolling for an Upper
Division course.
The Beginnings of the Western Culture
An analysis of the primary civilizations in the Near East, the classical
world of Greece and Rome and the middle ages of Europe into the 13th
Century.
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of
the middle ages through the remodeling of Europe by Napoleon.
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
The Modern Non-Western World
An introdudion to various centers of cultural and political power in Asia
and Africa of the last 200 years.
Internship
Lower Division Internship.
U.S. History to 1877
A survey of U.S. history from Jarnestown through the efforts to reconstruct a nation torn apart by the Civil War.
U.S. History Since 1877
An assessment of the century which precedes our time with an effort to
consider the various social, economic, intellectual and political forces and
events that have created the modern United States.
A Tale of Twin Cities: MinneapolisISt. Paul
A local history course using the Minneapolis/St. Paul metropolitan area
as a case study for examining large themes and issues in U.S. urban
history. Topics considered include frontier urbanism, industrialization
and economic change, transportation, immigration and ethnicity, and
urban politics and reform.
Asian and Asian-American Women in Public Life in the 20th Century
An exploration of the experiencesand contributions of selected women in
China, Japan, India, Korea, Philippines and the state of Hawaii. Includes
a p s d i u a l perspective, gender and class issues, responses to impact of
modernization and Western education.
Directed Study
An opportunityfor a student to do readings or study on topics not
covered in the scheduled courses. The proposed study must be approved
by the direding faculty member and the chairman of the Department
before registration. A maximum of one course in directed study may be
applied to the major.
Modern Southeast Asia
A study of the mapr historical events, personalities and political develop
ments in this area. A comparative analysis of the nationalist movements
and the process of decolonization will especially focus on Indonesia, the
Philippines, Burma and Vietnam.
Modern Chlna
A selective treatment of Chinese history since the Opium War of 1839.The
erosion of China's isolationism and collapse of the imperial system. The
Nationalist and Communist revolutions of the 20th Century.
Modern Japan
An examination of the emergence of Japan as a mapr world power in the
20th Century. Components of the course will include a study of the
distinctive fea-s
of the PreMeiji era, modernization factors since 1868,
interaction and encounter with China, urban development, ecological
problems, role of women and Japan's trade in Asia and Africa.
American Indian History: PreColombian to Modern
(See under INS, American Indian Studies.)
Topics in U.S. History
In-depth exploration of selected topics in U.S. history (excludingforeign
policy; see History 332). The specific topics to be offered will be announced prior to registration.
History of American Foreign Policy
The relationship of foreign policy to general American development is
stressed.
The American Century: The U.S. Since 1900
The interaction of popular ideas and formal thought within United States
society during a time of national ascendency and worldwide crisis and
unrest. Topics considered include American nationalistic exceptionalism,
social Darwinism, refonnism, racism, radicalism, liberalism, conservatism
and other ideologies and movements.
The American City
A study of the development of urban centers in the United States: their
colonial and frontier roots, their growth during the age of industrialization and immigration, and their adjustment to new realities in the late 20th
Century. Topics for study include the dynamics of urban growth, politics
and reform, urban planning, the growth of urban culture in America and
shifting definitions of community in U.S. cities and suburbs.
Mexico: An Historical Perspective
(See under Program in Global Community.)
The Ancient Near East and Greece to 338 B.C.
The development of civilization in the Near East from earliest times
through its extension and elaboration by the Greeks.Emphasis is placed
on the development of writing, achievement in the arts and sciences and
political institutions.
361
Hellenistic Greece and Rome to 330 AD.
A study of the development of Alexander's Empire, the Hellenistic
kingdoms and the rise of Rome as the world's greatest power. Emphasis is
placed on personalities, the arts and sciences, and Rome's contributionsin
law and the political process.
370
The Late Middle Ages to 1560
A study of the scholastictradition and the role of the church and state
through the changes forced on these institutions during the Italian
Renaissance and the early years of the Reformation.
399
Internship in History
A limited number of Internships may be available for qualified Upper
Division students mapring in history. In this connection, students are
encouraged to consider the opportunities available through the Cooperative Education program.
440
Topics in World History
This course will investigate topics in world history which are not included
in regular course offerings.The specific topics to be offered will be
announced prior to registration.
474
The World and The West
This course begins with Europe's discovery of the rest of the world,
considers cultural interaction and conflict, the building of European
empires in Asia and the Americas and concludes with the breakdown of
these imperial systems at the end of the 18th Century.
495
Seminar
Selected topics which will be announced prior to registration. This course
is designed for history majors of at least junior standing. Admission by
permission of the instructor. Offered at least once each year.
499
Independent Study
Majors with an average of 3.5 or above in history courses are encouraged
to apply for directed Independent Study. A maximum of one course in
Independent Study may be applied toward the major.
The Humanities major provides the opportunity to reflect across departmental lines, to experiencethe ways in which different academic disciplines
appmch similar questions and issues and to participate in interdisciplinary
learning experiences. You can, in effect, create your own major by choosing
a theme or topic you wish to study and then by taking courses in various
departmentsrelating to that theme.
The major was created especially to encourage students not majoring in the
humanities but in such areas as science, business or social science to
broaden their insights and perspectives by taking a broadly-based second
major.
Faculty: Bruce Reichenbach (Chaiirson),John Benson and Richard Nelson
Major: Nine courses, five of which must be Upper Division. Courses must be
selected from at least four of these seven departments -Art, English, Foreign
Languages, History, Philosophy, Religion, and Speech, Communication and
Theatre Arts. No more than three courses from any one department can be used to
satisfy the requirement.
Note: Each student taking a Humanities major will focus on some particular theme or
Six of the nine
perspective which will constitute the core of the major .pcourses must be taken in this core. The core adopted and the courses chosen to meet
the requirement will be worked out with the student's adviser in the humanities, and
must be approved by the Humanities Major Committee. The theme or perspective of
the core can be chosen from those listed in the Humanities Handbook or can be
created by the student in consultationwith an adviser in the humanities. Further
information concerning the core can be found in the Humanities Handbook
A student may not list a double major in Humanities and in one of the component
disciplines unless the distribution of courses selected in the Humanities major is
significantly different from the other major.
499
Independent Studies
Individual study and research on some interdisciplinaryhumanities topic,
worked out in consultation with an adviser. The study must be approved
by the Humanities Major Committee.
&CAN
INDIAN
Smm, ETHNICS m m & W O ~S m
Sm
InterdisciplinaryStudies covers a broad spectrum of experienceand
coursework. Through Interdisciplinarycourses, students gain greater
insight and understandingof cultures and perspechves different from their
own. Through these experiences studentsare better prepared to become
contributing members of the global community.
For other Interdisciplinarycourse listings, see Global Education Programs
and Metro-Urban Studies.
Courses listed in these areas may be used to fulfill the Urban Concerns,
Women's Studies or Minority Studies requirements under the general
distributionrequirements.Consult the General Education list for courses
which fulfillthe specihc Perspectives.
Augsburg also offers students the opportunity to minor in American Indian
Studies or Women's Studies.
The American Indian Studies program offers courses that encompass the
range of American Indian contributions to North American culture including art, religion, literature and history. Also offered m two begnning
courses in Ojlbwe (Chippewa),the original language of one of Minnesota's
native people.
Mildred Mueller, Coordinator
Minor:Five courses including INS 105 and at least one Upper Division course.
Indian Studies courses may also be taken as part of majors or minors in other
academic subjects or to meet distribution/general education requirements.
INS 105 Introduction to American lndian Studies
An introduction to the content areas of American Indian Studies, including an overview of American Indian history, American Indian literature,
federal Indian policy, land issues, reservation and urban issues, crosscultural influences, art, music and language. Required for American
Indian Studies minor.
OJB 111, OJB 112 Beginning Ojibwe
An introduction to the language and culture of the Ojibwe (Chippewa)
Indians including vocabulary, reading, writing and conversational skills.
Classroom practice will include linguistic patterns and oral interaction.
The second course continues vocabulary, reading, writing, oral skills and
culture, with increased emphasis on comprehension.This course is crosslisted with the Foreign Language Department.
ENG 216American lndian Literature: Traditional and Modern
Comparative studies of tribal oral traditions, early writings and modem
literature written by or about American Indians. Problems of translation,
interpretation and exploitationwill be examined. Modern novelists, poets
and historians will be included. This course is cross-listed with the English
Department.
HIS 223 American lndian History: Pre-Columbian to Modern
The government, tribal structures, philosophy, agricultureand commerce
among the native people of North America are explored from p r e
Columbian eras through European exploration and settlement. American
Indian contributionsto world economics, agriculture, government,
architecture, art and philosophy are included, as are wars, treaties,
relocations and inter-governmentalrelations. This course is cross-listed
with the History Department.
INS 260 Contemporary American Indians
The situation of Indians in the United States since the Indian Reorganization Act (1934)with an emphasis on current issues, e.g. tribal sovereignty,
treaty rights and education. Examples of the persistence of religious/
cultural traditions among selected Indian tribes today.
ART 290 Tribal Arts and Culture
An overview of the visual arts of the American Indians within the United
States with some attention to Canada, Central and South America. In
addition to the visual arts of the Eastern Woodland, Plains, Pacific and
Southwest Indians, some content will include drama, dance, poetry,
mythology, rituals and religion. Students will produce art work such as
weaving, baskets, pottery, jewelry, sculpture or prints. This course is
cross-listed with the Art Department.
INS 320 American lndian Women
This course focuseson the roles played by women in the tribal cultures of
native North America. It explores the continuity of women's roles over
time as well as changes in these roles as a result of the influence of
Western colonialism. It examines the life histories of Indian women of the
past and present and assesses the contributions made by women to Indian
community life today. (Rereq.:one course in Women's Studies or
American Indian Studies or consent of instructor) This course is applicable
to Women's Studies also.
REL 370 American lndian Spirituality and PhilosophicalThought
Religious beliefs, spiritual customs and philosophy of North American
Indians are studied. Within these broad areas,the subjects of medicine,
healing, shamanism, dreams, visions, myths and spiritual power are also
included. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual
ceremonies and beliefs in an afterlife. This course is cross-listed with the
Religion Department.
Also approved as an elective:
INS 233 Women: A Cross-Cultural Perspective
(See under Women's Studies.)
231
Religion in African-American History
An examination of selected topics related to the Black experience, e.g.
African backgrounds, religion under slavery, evangelicalism.This course
is cross-listed with the Religion Department.
232
Blacks in America: An Introduction to African-American Studies
An interdisciplinary course providing an overview of the mapr issues
related to the Black experience in terms of the family, education, religion,
art, economics and politics. It is designed to heighten the student's
consciousness regarding the African retentions in Black culture, the
evolution of Black culture and the impact of Black culture on American
society.
Women's Studies values the experiencesand perspectives of women by
placing them at the center as it branches out to critically examine women's
contributionsin life and learning. Women's Studies seeks to complement
other disciplines by expanding knowledge about women, addressing
misconceptions and raising new questions which spark further investigation. It seeks to empower students for leadership.
Women's Studies tries to be explicit about its goals and issues. It seeks to
raise awareness of diversity, to critically examine all disciplines and existing
social practices, to recover past achievements of women and encourage the
work that women now do, to expand perspectives and to provide a basis for
decision making and critical evaluation of future learning.
mi no^: Five courses which must include INS 201, three electives, one of which must
be Upper Division, and INS 495 or 499. Courses may be taken from the other ACTC
colleges as well as Augsburg. Each student's program must have the written
approval of the Women's Studies Coordinator.
INS 199 Internship in Women's Studies
INS 201
Foundations in Women's Studies
This multidisciplinary course is designed to raise awareness of women's
status and women's diversity; to critically examine disciplines and social
practices through the lens of feminist theory; to recover past achievements
of women and survey the work that women now do; to expand perspectives; and to provide a basis for critical evaluation of future learning.
INS 233 Women: A Cross-Cultural Perspective
This course will examine a variety of issues concerning the biological,
evolutionaryand historical origins of women's roles a i d status in human
society. Emphasis will be placed on the comparative roles of women in
different cultures. This comparison will include such North American
models as the Navap, 0jib;e and Iroquois; African models such as the
Pygmies and other tribal groups; the peasant societies of eastern Europe,
Mexico, the Middle East and China.
INS 265 Women in American Culture
Through discussion of works by women historians and selections from
women's journals, speeches, articles, short stories, poems, plays and other
aesthetic creations, the class will collectively assess the position of Black
and white women in American culture from the founding of the colonies
to the present. Contributions by Indian women, Chicanas and other
"invisible" women minorities will be included.
INS 281 Topics in Women's Studies
INS 311 Women and Development: Latin American Perspectives
(See Global Education Programs.)
INS 320 American Indian Women
(See American Indian Studies.)
INS 399 Internship in Women's Studies
INS 481 Topics in Women's Studies
INS 495 Women's Studies Seminar
Selected topics. Required of minors who do not elect to do an Independent Study. To be completed after the introductory course and electives.
INS 499 Independent Study
In consultationwith a faculty member and with the approval of the
Women's Studies Coordinator, a student selects a specific topic for study.
Required of minors who do not elect to participate in the seminar.
See department listings for descriptionsof the following approved electives from
other departments:
ART352 Women and Art
ENG 282 or 482 Topics in Literature: Women and Fiction
HIS 226 Asian and Asian-American Women in Public Life in the
20th Century
WL421 Topics in American Politics
POL459 Topics in Comparative Politics
PSY 371 Psychology of Gender
REL441 Feminism and Christianity
International Relations is an interdisciplinarymajor which offers the student
both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses
and six electives chosen from a wide list of courses offered at Augsburg and
other colleges. Students are encouraged to consider foreign study for an
Interim or a semester. Competency in one language is required and some
students study two languages.
The goal of the program is to give students a broad exposure to international studieswith considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin
America, the Middle East, Western Europe, the USSR, the Far East, Southeast Asia and others.
Recent students have had double majors in History, Political Science, or a
foreign language. Numerous combinations of majors and minors are
possible with the InternationalRelations major.
Norma Noonan, Director
Major: 13courses. (1) Seven required courses: ECO 112or 113, HIS 103or 104, POL
158or 160; two of the following: HIS 332, POL 363,461; POL 490; the fourth term of
college work in a modem foreign language. (2) Six of the following electives (not
more than three from any one disciplinemay be counted toward the mapr): ECO
360,495; HIS 322,323,324,440,474; PHI 355; POL 350,351,381,382,455,459; Rn
356; SOC 336; Interim courses, seminars, Independent Study, topics courses and
courses at other colleges/universities can be considered here with the approval of
the Program Direstor; fourth tern or higher of college work in a second language.
Minor:Seven courses and one year of foreign language. Required: ECO 112or 113,
E3IS 103or 104, and POL 158or 160. One course of HIS 332, POL 363 or 461. One
year of foreign language. Any three courses from the list of approved electives for
the major. Not more than two courses from any department could count toward
the minor.
Note: Only the fourth or higher term of languages counts toward the major;
prerequisite courses or competencies cannot be credited toward the 13required
courses. Students should confer with the Program Director about regional and
disciplinaryconcentrations possible within the mapr, for example, a concentration
on a geographic area or in one of the major disciplines in the program.
At least since b t e s , scholars have appreciated the value of mathematics
in developing the skills of critical thinking, understandingabstrad concepts,
and analyzing and solving problems. Coupled with the more modem needs
of quantitative reasoning, these skills are still essential for any liberally
educated person. Mathematics and computer science courses at Augsburg
are intended to help develop these skills.
1
Mathematical ideas in and of themselves have had a formative impact on
the development of civilization and the development of compute& has also
influenced modern society. To the extent that a liberal education must
include a variety of perspectives on our culture and heritage, a study of
these influences is important.
An increasingnumber of academic disciplines require a working knowledge of the tools of mathematics and computer science. This Department
serves students majoring in a wide variety of fields.
Majors within this Department are prepared for graduate school, work in
industry or service professions, with opportunities to focus on either the
theoretical or the applied areas of their vocations. In fad, the Department
offers a concentration in applied mathematics as well as the more traditional
major. Internshipand Cooperative Education options help studentstake
advantage of Augsburg's proximity to the many technicaUy+riented enterprises in the city. Thus the Department aims to provide its own majors with
skills necessary to serve the larger community through a variety of m s .
MathematidComputer Science Faculty: Larry Ragland (Chairperson), Larry
Copes, LarryCrockett, Suzanne Dor&, Beverly Durkee, Ken Kaminsky, Noel Petit,
Beverly Stratton, Stephen Zhang
Mathematics Major: Nine courses in mathematics including MAT 145,146,245,
246,324 and three electives from MAT courses above 210, at most one of which is at
the 200 level; participation in departmental colloquium (MAT 491) during junior
and senior years. Also required: CSC 170 or CSC 270. At least two of the Upper
Division mathematics courses must be taken at Augsburg. For teaching licensure,
the three electives must be 351,373, and 441. Students wishing to become licensed
teachers are advised to consult with the Education Department for other require
ments.
Mathematics Major with concentration in Applied Mathematics: Nine courses
including MAT 145,146,245,246,324 and three electives from MAT 327,328,355,
373,374, and approved topics courses (MAT 481). Also required: CSC 170 or CSC
270, PHY 121,122; participation in departmental colloquium (MAT 491) during
junior and senior years. A minimum of two Upper Division mathematics courses
must be taken at Augsburg.
Honors Major: GPA of 3.5 in mathematics and computer science, 3.1 overall.
Independent Study at an advanced level.
Mathematics Minor: Five courses, including 145,146,245, and 246 or 247, and one
elective from MAT courses above 300. For a teaching minor the additional course
must be selected from MAT 314,328,351,373,441.
Prerequisites/PlacementExam -Before enrolling in any mathematics course the
student must have placed appropriatelyon the Augsburg Mathematics Placement
Exam, or have completed college courses equivalent to prerequisites. A course
must be completed with a grade of 2.0 or higher to count as a prerequisite.
The Placement Exam is given during college registration sessions and at other
announced times during the year. It is required of all entering students except those
who have received a grade of C or better in a college-level mathematics course
taken at another college or who have passed the College Board Advanced Place
ment Exam. These students and those who place into Group V should consult with
the Department about appropriate courses to take.
103
Basic Mathematics
A self-paced course for students needing a review of arithmetic and
transition to algebra. Topics include integers, fractions, decimal numbers,
ratios, percents, metric system, exponents, radicals and evaluation of
algebraic expressions.Counts as one course in semester's load but does not
give credit toward graduation. Admission only by Augsburg Mathematics
Placement Test. (kereq.:Placement Group I. P/N grading only)
104
Intermediate Algebra
A self-paced course for students needing a review of basic algebraic skills
and concepts. Topics include operations with polynomials and rational
expressions; exponents and radicals; solving linear and quadratic equations and inequalities; and graphing of linear and quadratic functions.
Counts as one course in semester's load but does not give credit toward
graduation. Admission only by Augsburg Mathematics Placement Exam.
(Prereq.: 103or Placement Group 11. P/N grading only)
114
Elementary Functions
A study of functions: algebraic, exponential, logarithmic and trigonometric. For students planning to take 124 or 145. Students who have completed 124 or 145 may register for credit only with consent of instructor.
(Prereq.: 104 or Placement Group 111)
121
Finite Mathematics
Topics of finite mathematics (combinatorics,probability, matrices, linear
programming and graph theory) of primary interest to students in the
social and behavioral sciences, business and information science. Students
who have competed MAT 171 may not register for credit. (Prereq.: 104 or
Placement Group 111)
122
Calculus for the Social and Behavioral Sciences
Differential and integral calculus with applications in the social and
behavioral sciences. Students who have completed 124 or 145may not
register for credit. (Prereq.: 104 or Placement Group 111. )
124,125,224 Calculus I, ll, Ill
Differential and integral calculus, including calculus of several variables
and series, with applications primarily from the physical sciences,
integrated with topics from plane and solid analytic geometry. Primarily
for students in mathematics or the sciences. (Prereq.: 114 or Placement
Group IV for 124; 124for 125; 125 for 224)
131
Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics and that of civilization. Primarily for students not intending further
study in mathematics. (Prereq.: 104 or Placement Group IID
145,146 AUGMENT Mathemetics I and II
The Augsburg Mathematics Enrichment Program provides exploration of
mathematical ideas. Attention will be paid to historical and philosophical
connections and to reading, writing and thinking in mathematics.
Includes calculus concepts such as: limit, continuity, derivative, antiderivative, integral, sequences and series; and selected topics from linear
algebra, abstract algebra, number theory, probability geometry, topology,
dfnarnical systems, graph theory and combinatorics. (Prereq: 114 or
Placement Group IV for 145; 145 for 146)
171
Discrete Mathematics
Topics in discrete mathematics such as sets and logic, combinatorics,
probabfity, relations and functions, vectors and matrices, boolean algebra
and graph theory of primary interest to students in Computer Science and
Mathematics. Students who have completed MAT 121 may register for
credit only with consent of instructor. (Prereq.: Placement Group IV)
211
Number Theory
An introductory study of the integers and their properties. (Prereq.:
consent of instructor)
215
Elementary Linear Algebra
A study of linear equations, determinants, vector spaces, linear transformations and matrices. (Prereq.: 224)
226
Differential Equations
Solutions of ordinary differential equations with applications; solutionsby
special integral transforms; systems of differentialequations with matrix
algebra techniques; series solutions. (Prereq.: 224)
245,246 Mathematical Structures and Reasoning I & II
Topics introduced in 1 6 1 4 6 are further applied, generalized and
abstracted. Emphasis is on mathematical structures, logical reasoning and
proof formats. Additional topics include: multiple variable calculus,
vectors and vector spaces and linear transformations. (Prereq.: 146 for 245;
245 for 246)
247
Introduction to Applied Mathematics
Designed primarily for applied mathematics, preengineering and
physical science majors, this course includes additional topics from vector
calculus, differentialequations, complex functions and linear algebra.
(Prereq.: 245)
299
Directed Study
Independent Stuclyfor Lower Division credit. (Pmq.: Consent of imtmctor)
Abstract Algebra
A rigorous investigation of the basic structures of algebra, such as groups,
rings, integral domains and fields. (Rereq.: 215 or 246)
Analysis
An introductionto the study of mathematical analysis. Includes a rigorous
study of mapr concepts used in the calculus and their applicationto more
abstract situations. (Prereq.: 224,246 or 247)
Special Functions of Mathematical Physics
(See PHY 327)
Complex Variables
An introductionto complex numbers and functions, limits, differentiation
and integration, series, analytic functions, conformal mappings and
applications. (Rereq.: 224,246 or 247)
Modern Geometry
A study of transformational geometry including complex number
representations and applications to fractal geometry. (Prereq.: 215 or 246)
Numerical Analysis
A study of methods used to solve problems on computers. Analysis of
computational problems and development of algorithms for their
solutions, applications of a procedur&riented programming language in
numerical analysis. Topics include the general concept of iterative
formulae, solution of equations, Newton's method, linear systems,
interpolation, numerical differentiation and integration. (Prereq.: 224 or
245; CSC 170)
Probability and Statistics I
A study of the structure of modem probability, enumeration techniques,
special discrete and continuous probability distributions with applications
to statistical problems, mathematical expectation, Chebyshds inequality,
the central limit theorem. (kereq.: 224 or 245)
Probability and Statistics II
A study of sampling distributions associated with the normal and other
distributions and methods of estimation: point estimation, interval
estimation; hypothesis testing, regression and analysis of variance,
nonparametric statistics. (Prereq.: 373 or equivalent)
Internship
A combined effort of student, faculty and employer to complete a specific
task and learn in a workplace. The Internship often is under the auspices
of the Cooperative Education office as well as the Mathematics Internship
Supervisor.
Foundationsof Mathematics
Set theory, logic, axiomatic method and development of number systems.
(Prereq.: completion of or concurrent registration in 314 and either 324 or
328; or consent of instructor.)
481
Topics in Mathematics
Study of advanced topics selected from real or complex analysis, abstract
algebra, topology, pmbability, statistics or computer science. (Prereq.: 314
and either 324 or 328; or consent of instructor.)
491
MathematicsIComputer Science Colloquium
This colloquium, which has no course credit, meets weekly to keep the
mathematics and computer science community informed about contemporary developmentsin the field and about interestingideas that don't
arise in courses. Junior and senior majors must attend, and others are
welcome. Sessions are presented by faculty members or outside visitors.
499
Independent Study
Topics defined through consultation between student and Department.
Introductory Courses: 170,210, MAT 171 and MAT 124 or 145
Core Courses: 320,330,345,450
Computer Science B.A. Major: 11 courses including the four introductory courses,
the four core courses and three electives. The electives must be selected from MAT
355, MAT 373 and Computer Science courses above 260. At least two electives must
be selected from 270 or 271,340,352, and 445. At least two of the Upper Division
courses must be taken at Augsburg. Participation in the departmental colloquium
(CSC 491) is required for all junior and senior majors.
Computer Science B.S. Major: 16 courses including the four introductory courses;
the four core courses; 270 or 271,340,352,445, MAT 125 or MAT 146, MAT 224 or
MAT 245, MAT 215 or MAT 246, and one elective selected from MAT 355, MAT
373, and Computer Science courses above 260. At least two of the Upper Division
courses must be taken at Augsburg. Participation in the departmental colloquium
(CSC 491) is required for all junior and senior majors.
Honors Major: GPA of 3.5 in mathematics and computer science, 3.1 overall.
Independent Study at an advanced level.
Computer Science Minor: Six courses including the four introductory courses and
any two of the four core courses.
145
Computing for the Liberal Arts
An introduction to computers, programming and computer applications,
as well as some of the social and philosophical issues associated with
computers. Primarily for students in non-science areas. Does not apply
toward either a computer science major or minor.
Structured Programming
An introductionto computers, problem-solving, algorithm development
and programming using Pascal. This course provides a foundation for
further studies in computer science. (Prereq.: MAT 114 or MAT 121or
MAT 122or BUS 279 or Math Placement Group IV)
Data Structures
Data structures and their implementation, recursion, searching and
sorting algorithms, and continued development of programming methods
using Pascal. (Prereq.: 170. Coreq.: MAT 121or MAT 171)
Electronics
(See PHY 261.)
FORTRAN
Study of the FORTRAN programming language. It is assumed that the
student has a knowledge of programming methods and has done
programming in some other language. (Prereq.: 170 or another course
with a study of a programming language)
COBOL
Study of COBOL programming language. It is assumed that the student
has a knowledge of programming methods and has done programming in
some other language. (Prereq.: 170 or another course with a study of a
programming language)
Algorithms
A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms and tree and graph
traversal algorithms. The limitations of algorithms, the classes P and NP,
NP-complete problems, and intractable problems. (Prereq.: 210 and MAT
124or MAT 14.5)
Theory of Computation
Basic theoretical principles embodied in formal languages, automata,
computability and computational complexity. Topics include Turing
machines, Church's thesis, the halting problem and unsolvability.
(Prereq.: 210 and MAT 124 or MAT 145)
Digital Communicationsand Computer Networks
Principles and methods of data communications, distributed processing
systems, network protocols and securityand general computer interfacing. (Prereq.: 210)
Principles of Computer Organization
An introductionto computer architecture, processors, operating systems,
instruction sets and assembly language programming. (Prereq.: 210)
Database Management and Design
Structure of database management systems, query facilities, file organiza-
tion and security, includingthe development of an elementary database
system. (Prereq.: 210)
399
Internship
A combined effort of student, faculty and employer to complete a specific
task and learn in a workplace. The Internship often is under the auspices
of the Cooperative Education office as well as the Computer Science
Internship Supervisor.
445
Operating Systems and Computer Architecture
Elements of operating systems, memory and process management,
interactions among major components of computer systems, and a
detailed study of the effects of computer architecture on operating
systems. mereq.: 345)
450
Principles of Programming Languages
Principles that govern the design and implementation of programming
languages. Topics include programming language syntax and semantics,
BNF,parsing, compilers, interpreters, data structures, control structures
and the run-time environment. (Prereq.: 210)
491
MathematicsIComputer Science Colloquium
(See MAT 491.)
495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in
other courses. This course may be repeated when the topics vary. (Prereq.:
consent of instructor)
499
Independent Study
Topics defined through consultation between student and Department.
METRDUANSTUDIES
(INS)
Metro-Urban Studies is a tramdisciplinary major and minor taught by
faculty in sociology, economics, history, political science, psychology and
other related disciplines. The Metro-Uhan Studiesprogram seeks to blend
classroom and field experience, theory and Internships which focus the
content of liberal learning on the metropolitan community and the process
of urbanization.
The M-Urban
Studiesmapr and minor a~ designed to provide underpduate pqaration forpostgraduate studiesin planning,&kchmI law, public
..
admmstmtion, environmental studies, social
government, community
organkition and theology. 7he program and collegewideurban mpkment
introduce studentsto the wide e e t y of developing mdated to urt.>an and
metropolitan affairs,equipping studentswith the analytical and theoreticaltmls
n q m e d to understand the metropolitancommunity.
Cooperative Education and Internships are available as ways to enhance the
quality of the major and make fuller use of the extensive metropolitan
opportunities afforded by the College's location The Higher Education
Consortium for Urban Affairs (HECUA)and Associated Colleges of the
Twin Cities (ACTC) enrich the overall program
Metro-Urban Studies Faculty:Garry W. Hesser (Director, SOO, Andrew Aoki
(POL), Robert Clyde, Norman Ferguson (PSY)
Major: 13 courses including POL 122 and 421; PSY 356; SOC 211 and 381; an
approved Urban History course; SOC 362 or ECO 279; SOC 363 or POL 484;an
Internship (399);and any four approved urban-related c o w . HECUA offcampus programs are highly recommended, especiallythe MUST Twin Cities
program. Students interested in graduate school are encouraged to take ECO 113
Principles of Micrc-Economics.
Minor: Three lower level Urban Studies courses, two of which must be POL 122 and
SOC 211; and two upper division courses from the following:POL 421; PSY 356; SOC
381 or Internship (399), with the Internship highly recommended where appropriate.
Other combinations are feasible if approved by the Director of the Program.
199
lnternship
A work-based learning experience in which a student, faculty.memberand
site supervisor design a learning apmnent which enables the student to
exploremetro-urban studies as a mapr and consider its career alternatives.
Participationin a concurrent seminar is expected. Prior to the beginning of
the term/registration, interested students should consult with the departmental Internship Coordinator regardjig requirements and permission to
register. Students are encouraged to seek an appropriate placement site by
registering with the Internship and Cooperative Education Wee.
299
Directed Study
Independent Study for Lower Division students (Prereq.: consent of
instructor and POL 122 or SOC 211)
399
lnternship
A work-based learning experiencein which a student, faculty member
and site supervisor design a learning agreement which links the ideas and
methods of metmurban studies with the opportunities inherent in the
placement. Participation in a concurrent seminar is expected. Prior to the
beginning of the terrn/registration, interested students should consult
with the departmental Internship Coordinator regarding requirements
and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative
Education Office.
b
-
498
lndependent Study Metropolitan Resources
An independently designed course which a student (or group of students)
develops, making extensive, systematic and integrated utilization of
resources available in the metropolitan community, e.g. ledures, symposia, performances, hearings. These resources become the core of the
course, supplemented by traditional college resources. The course is
designed in consultation with and evaluated by a Department faculty
member. (Prereq.:POL 122 or SOC 211 and consent of instructor)
499
lndependent Study
Student must present a written proposal containing rationale, objectives
and methodology of the proposed study according to Department
guidelines. (Prereq.:
POL 484 or SOC 363 and consent of instructor)
URBAN STUDIES~ O N THROUGH
S
HEWA
Augsburg co-foundedand plays a leading role in the Higher Education
Consortiumfor Urban Affairs (HECUAIIa consortiumof 17 colleges and
universities.Augsburg's Metro-Urbandirector served as its president from
1982 to 1987. Through HECUA, Augsburg studentshave access to five
interdisciplinary field learning programs of exceptional qualityI located in
ScandinaviaISouth AmericaI Central America and the Twin Cities.
This program focuses upon the Twin Cities metro area.
358
Reading Seminar: Diversity and Unequal Urban Development
Interdisciplinary readings conned experiences and direct observation
with theory and research on the impact of race, class and gender on social
inequality and unequal urban development. Competingtheories and
strategies for urban and neighborhood development are examined and
assessed in the context of dominant ideology and perspectives of people
who challengeit.
359
Field Seminar: Urban Inequality and Social Change
Concrete conditions of life and community issues in different neighborhoods provide varying -at times competing-views on the Twin Cities
"civic ideology." Field observations, dialogue with residents, interviews
and oral history provide data to identify inequality and to assess theories
and strategies for explaining and overcoming it.
399
Internships (2 credits)
Internshipsplace students with sponsoring organizations that provide
supervised work experience for a minimum of 24 hours a week
Coursework also includes readings, seminar discussion, field assignments
and writing to meet the objectives of the internship.
n. SGWDINAVIAN
URBAN
STUDIES
TERM(SUST)
This interdisciphary field learning program is at the University of Oslo and
examines cities and urban life in Scandinavia.
372
Norwegian Language
Intensivelanguage instruction at beginning or intermediate levels, with
emphasis on conversational listening and speaking skills. Students with
advanced Norwegian language proficiency have the option of studying
Norwegian literature.
Note: For Language credit the student should consult with the Chairperson of the Foreign Language Department.
377
Scandinavia in the World
Global perspedives of Scandinavian societies. Exploration of Scandinavian viewpoints as small power nations in a world of super powers and
their role in issues of peace, conflict resolution and arms control, EastWest relations, European security, trade and the Thii World. Emphasis
on Norway with field travel to Scandinavian capitals and to Leningrad for
discussionswith advocates of competing perspectives.
393
Norwegian Art and Literature: Perspectiveson Social Change
Social change and issues of change and development in Norway as
reflected in its art and literature. Selected works for survey of Norwegian
history with emphasis on the contemporary period. Field study, site visits
(theaters, museums, galleries) and discussions with artists active in a
variety of media.
394
Urbanization and Development in Scandinavia
Examination of urban economic, social and cultural policies and practices
as a reflection of issues of the modem welfare state and social democracies. Includes historical survey of transformationsfrom rural and regional
cultures to urbanized and advanced industrialized nations. Emphasis on
Norway, with field travel to Scandinavian capitals for a comparative
perspective.
499
Independent Study
Students with advanced Norwegian language proficiency have the option
of conducting Independent Study research, using Norwegian language
skills, on a topic approved by the SUST Program Director and the
appropriatehome college faculty adviser.
III.SOUTH
AMERICAN
URBAN
SEMEER (SAUS)
This "semester in the city" program is located in either Quito, Ecuador, or
Bogota, Colombia. It focuses upon urbanization and developmentin the
Third World.
261
Spanish Language
All students take Spanish at the intermediate level or conduct an Independent Study if they are at an advanced level (see below). Language
emphasizes acquisition of skills for maximum participation in SAUS
program and field work.
361
Introduction to Latin America
Overview of Latin American geography, history, economy, politics,
culture and arts with emphasis on program sites as case studies. Focus on
economic development issues, theories and models applicable to Latin
America.
362
Urbanization in Latin America
The development of cities and implicationsfor social change in Latin
America. Topics include history of cities, rural-urban migration, industrialization, environmental issues, govenunental policies'and urban elites.
Models and theories of urbanization and development are compared and
applied to Latin America.
363
Wealth, Poverty and Community Development
The plight and prospects of the urban poor in Latin America. Emphasis on
field study in bamo communities and site visits to public and private
agenciesdealing with urban problems.
499
Independent Study
Studentswith advanced Spanish a= required to prepare an Independent
Study research paper. Depending on the topic and resources required,
supervision by a professional at a local college or research institution or by
SAUS faculty.
N.CITY ARE
This program studies the politics of artistic expression and the relationship
between emerging art and urban cultures. Minneapolis-St. Paul provides
rich sources for the program.
330
Field Seminar: Emerging Art and Urban Cultures
Exploration of the life experiences and works of artists, cultural workers
and community organizers for understanding the difkrencesbetween
formal institutional art and community-based art forms. Interviews and
participant observation at arts performances and cultural events.
331
The Politics of Artistic Expression
Study of the social and cultural history of urban art, the role of art and
culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films and discussions
integrate aesthetic theory and artistic expression with issues of social
change and activism.
399
Internships (2 Credits)
Internshipsinvolve participation in an ongoing project with an individual
artist, community organizer, art group or organization for the purpose of
learning about life and work in that setting. The form and placement
varies with each student's goals, needs and experiences.
A Spring semester interdisciplinaryprogram that examines relationships
among literature, ideology and society and how these shape perceptions of
socialrealities.
360
Latin American Literature: Perspectiveson Social Change
Study of selected literary works that illustrate s d &ties and express a
variety of perspectives on Latin American societies and social change.
Historical survey of the dominant trends in Latin American thought as
manikted in major artistic periods.
364
Latin American Arts and Society
Introduction to theoretical frameworks for examining the relationships
among art, ideology and society. Intensive readings include works by
theorists from Europe, the U.S. and Latin America.
367
Ideologies of Social Change in Latin America
Theories of ideology and overview of Latin American ideologies related to
development and social change. Emphasis on current debates and their
implications, with special attention to ideologies of diffusion, dependencia
and Marxism.
499
Independent Study
All students prepare an Independent Study paper on a topic and design
approved in advance. Topics can include Latin American literature and
others appropriate for Spanish language credit.
(See listing under Interdisciplinary Studies (INS)).In the ACTC Class
Schedule, Minority Studies courses are listed under Ethnic Studies.
Music has the power to move and change us. Whether we experience music
as a listener, teacher or performer, it adds a significant and satisfying
dimension to our lives. As a college of the church, Augsburg celebrates the
study of music as one of the @Is of God. Music in the Christian liberal arts
setting reflects Augsburg's mission of educating the whole person.
The Music Department at Augsburg College offers courses in music and
music performance to give students access to this essential aspect of human
history and culture. In addition, all students of the College community have
the opportunity of participating in choral and instrumental ensembles
which perform locally, nationally and internationally.
Augsburg College is an institutional member of the National Association of
Schools of Music. The Music Department serves the general education
needs of students and offers professional training in music. The Music major
combines a broad education in the liberal arts with preparation for a wide
range of graduate and professional opportunities. Studentsmay choose
from among four maprs in three degree programs: Bachelor of Arts-Music
Major; Bachelor of Music-Performance Major; Bachelor of Music-Music
Education Major, and Bachelor of Science-Music Therapy Major.
In addition to opportunitiesas professional musicians, teachers of music, and
music therapists, graduates have access to a wide variety of careers. Leaders
in the professions and business regard a liberal arts mapr as an excellent
preparation for satisfymgand effective service in many occupational areas.
I
1
Music Faculty: Thomas Rossin (Chairperson), Trudi Anderson, Laine Bryce, John
Dunham, Stephen Gabrielsen, Andy Heglund, Mary Homzaniecki, Kenneth Huber,
Robert Karlkn, Merilee Klemp, Nicholas Lenz,Cynthia Lohman, Steven Lund,
Charles McDonald, Roberta Metzler, Celeste (YBrien, Gordon W. Olson, Lila Olson,
Sandra Powers, Nicholas Raths, Robert Stacke, George Stahl, Angela Wyatt
Music Coordinato~Mary Ella Pratte
Entrance Procedures: Freshmen will enroll in the regular Bachelor of Arts program.
Those wishing to become Bachelor of Music candidates must perform (LevelI1
repertoire) in their mapr performance medium for a faculty panel. They must then
apply, by petition, to the Department before the end of their second semester of
study. Candidate approval is necessary to register for B.M. level performance studies.
Freshmen who wish to be considered for a Freshman Performance Scholarshipmust
have the recommendation of their ensemble director or private lesson instructor.
Transfer students may enter the B.M. program on probation, s u b j j to Departmental approval of a performance hearing and petition during their first semester in
residence. All transfer students must take the theory placement examination at the
first class meeting of MUS 101 or 102.
Music Education majors must apply, by petition, to the Department during the
sixth term of study. Additionally, Music Education majors must apply to the
Education Department for acceptance into the music education licensure program.
Departmental approval and a cumulative GPA of 2.5 in all music courses are
necessary for the education licensure program.
All other music major and minor candidates must apply, by petition, to the
Department prior to registration for Upper Division courses.
Auditions for memberships in ensembles are scheduled, followingapplication,
during summer orientation sessions or at another time preceding initial registration, or during the first week of the school year.
Honors Major: Candidates for the honors program are nominated each spring from
among those juniors who have attained a GPA of at least 3.0 in music courses. A
faculty committee must approve the candidate's honors project proposal and
certify successful completion. The following possibilities are indicative of acceptable projects: senior thesis and its defense; an additional senior recital of graduate
quality; composition of a work for vocal and/or instrumental ensemble; conducting
an ensemble concert; or combinations of the above. Consult the Music Department
Student Handbook for more information.
Core Curriculum (requiredof all majors): 101,102,111,112,201,211,231,232,311,
312,341,342 or 344; eight quarter courses in a major ensemble; Performance Studies
and recital quirements as given under each specific degree and major. (See
Applied Music section.) French or German study as stated in general education
requirements.
Bachelor of Arts
Music Major: Offers the broadest education in liberal arts and prepares the student
for the greatest range of graduate, business and professional opportunities.
Students who intend to pursue non-performance graduate study, or desire to enter
one of the many music-related business fields of employment, most often choose
this course of study.
Requirements: 13course credits: Core curriculum plus one course credit of music
elective; Performance Studies -six quarter courses and two half courses in the major
instrument or voice, two quarter courses in the minor jnstrument or voice and a half
senior recital (Music 458); keyboard proficiency and passing three Music Repertoire
tests.Consult the Music Department Student Handbook for more information.
Requirements for the Music Minor: Six course credits: 101,102,111,112; 231 or
232; 341; 342 or 344;four consecutive quarter courses in a major ensemble concurrent with four quarter courses in Performance Studies.Music minors must pass one
Music Repertoire test.
Bachelor of Music
Music Education Major: Offers students the preparation necessary to become
teachers of music in the public schools. This preparation includes coursework
which allows the student to become certified to teach at the elementarythrough the
secondary levels.
Requirements: 17 course credits: Core curriculum plus 202,212; Performance
Studies -two quarter courses, four half courses, two full courses in the mapr
instrument or voice; two quarter courses in the minor instrument or voice; a half
junior recital (MUS 358) and a full senior recital (MUS 459); improvisation compe
tency on mapr instrument or voice; keyboard proficiency, passing three Music
Repertoire tests, and achieving a cumulative GPA of 2 5 in all music courses and in
the major performance medium.
Vocal emphasis -MUS 251,252,253,254,435
Instrumental emphasis -MUS 151,155, and one course credit of music elective
Other requirements:10 and onehalf course credits: HPE 114,115; PSY 105; EDS
265,354,355,356,357 or 358,388,478,481,482,483. Consult the Education Department, Music Department Student Handbook and program adviser.
Music Performance Major: Designed for students who display advanced compe
tence and achievement in music performance. This degree program is chosen by
students who wish to become professional performers, private instructors, or who
intend to pursue a graduate degree in music performance.
Requirements: 20 course credits: Core cumculum plus 202,212; Performance
Studies-two quarter courses and six full courses in the mapr instrument or voice;
two quarter courses in the minor instrument or voice; full junior and senior recitals
358,459; keyboard proficiencytest, passing three Music Repertoire tests and
achieving a cumulativeGPA of 2.5 in all music courses and in the major performance medium. Consult the Music Department Student Handbook for more
information.
Vocal Emphasie MUS 251,252,253,254,435, one course of music elective, two
courses of French or German above the B.A. requirements.
Piano or Organ Emphasis- 301,302,436,456, one-half course credit of music
elective.
Instrumental Emphasis MUS 301,302, one and onehalf course credits of music
electives.
Bachelor of Science
Music Therapy Major: Fulfills academic and clinical requirements for registration
with the National Association for Music Therapy, Inc., and prepares students for
the professional certification examination developed by the Certification Board for
Music Therapists. This course of study is chosen by students who wish to become
registered music therapists.
Requirements: 18course credits: Core curriculum plus one course credit of music
elective; two of 151,155,156; 271,274,275,372,373,374,375,472,473,474,475,479;
Performance Studies -six quarter courses in the mapr instrument or voice, two
quarter COW
in the minor instrument or voice and a half senior recital 458;
keyboard proficiency, guitar proficiency, passing three Music Repertoire tests, and
achieving a minimum grade of 2.5 in each music therapy course. Other require
ments: EDS 282,356,357,358; PSY105,362; BIO 103; SOC 362 or PSY264. Graduates are eligible to take the National Association for Music Therapy certification
examination.
Applied Music
Ensembles (MUD:
One quarter course credit per semester is granted to members
of mapr ensembles (MUE 111,112,121,141). Other ensembles carry no credit.
Traditional grading is required for music maprs and minors in ensemble courses.
The general student may register for credit with either traditional or P/N grading,
or may choose no credit status with audit (V) designation. A maximum of two
course credits in ensemble may be counted toward graduation requirements.
Performance Studies for credit:Four synergistic elements are required -lessons,
jury examination at end of each semester, performance workshop, and listening
attendance at concerts, recitals and performance workshops).
Areas of Concentrations
The music mapr/minor student must declare an area of concentration. A secondary area, required of Music Education students, necessitates additional lessons, jury
examination and performance.
Lessons: Private instruction in voice, piano, organ and any instrument is available
for all students in the following categories:
No credit -one half-hour lesson and three hours of practice per week.
One quarter course credit -one half-hour lesson and four hours of practice per
week
One half course credit -two half-hour lessons and eight hours of practice per
week
One course credit -two half-hour lessons and twelve hours of practice per
week.
Performances: All students registered in PerformanceStudies for credit must
perform each year in a general student recital, at the end of each semester for a
faculty panel, and additional performances as required by the instructor.
Listening: All students registered in Performance Studies for credit are required to
attend eight designated music events during each semester. Failure to attend the
required number of Faculty Artist Series recitals, mapr ensemble concerts, or other
designated music events is a factor in determining the final grade received in
Performance Studies. Music maprs must pass a total of three Music Repertoire
tests; music minors must pass one. (Consult the Music Department Student
Handbook for contents of Music Repertoire tests.)
Recitals: A committee composed of the student's teacher and two other music
faculty members will determine the final grade for all recitals and will conduct a
prerecital hearing for senior B.M. Performance Major recitals. Concurrent registration in Performance Studies in the major performance medium is required for
recital performance.
Students should carefully read the Music Department Student Handbook and
consult continually with their applied teacher. The following guidelines provide an
outline of requirements and procedures which must be followed by all recitalists.
Departmental Sponsorship
Recitals required for the fulfillment of the BM., BA., or B.S. degree requixements or
Honors Major will be sponsored by the Music Department. Other student recitals
may be departmentally sponsored.
Duration and Repertoire Level
All departmentally sponsored recitals must be representative of the academic
guidelines set forth in the College Catalog and Repertoire Lists available in the
Music Department.
1.B.M. degree junior recitals (MUS358) will be one-half hour in duration, and will
be at repertoire Level 111for Music Education majors and one hour in duration at
Level IV for Music Performance majors.
2. B.M. degree senior recitals (MUS 459) will be one hour in duration at repertoire
Level IV for Music Education majors and one hour in duration at Level V for Music
Performance majors.
3. B.A. and B.S. degree senior recitals (MUS458) will be one-half hour in duration at
repertoire Level 111.
Keyboard Proficiency: B.A., B.M. and B.S. candidates must demonstrate elementary keyboard familiarity by passing the Piano Proficiency test. (Consult the Music
Department Student Handbook for contents of Piano Proficiency test.)
Many music courxs are offered in alternate years. Consult the ACTC Class
Schedule or the Music Department for course offeringsin each term.
Theory
101
Materials of Music 1 (112 course)
Notation, scales, intervals, triads, keyboard harmony and principles of
part writing.
102
Materials of Music 11 (112 course)
Diatonic harmony, secondary dominants and simple modulations.
Aural Skills 1 (1/2 course)
Rhythmic and melodic dictation, interval and triad recognition, sight
singing and harmonic dictation to parallel progress in 101. (Prereq.:
concurrent registration in or completion of 101)
Aural Skills 11 (1/2 course)
Development of listening and reading skills to parallel progress in 102.
(Prereq.: 111and concurrent registration in or completion of 102)
Materials of Music 111 (1/2 course)
Continuation of 102with chromatic harmony and modulation. (Prereq.:
102)
Form and Analysis (1/2 course)
Musical structures of common practice period and introduction to 20th
Century practice. (Prereq.: 201)
Aural Skills 111 (1/2 course)
Melodic, harmonic dictation and sight singing to parallel progress in 201.
(Prereq.: 112and concurrent registration in or completion of 201)
Aural Skills IV (1/2 course)
Further developmentof listening skills to parallel progress in 202.
(Prereq.: 211 and concurrent registration in or completion of 202)
Counterpoint 1 (1/2 course)
16th through 18th Century contrapuntal techniques including double
counterpoint, pasacaglia, fugue and canon. (Prereq.: 201,211)
Counterpoint 11 (1/2 course)
Study of contemporarycounterpoint including works of Soenberg,
Bartok, Hidemith, Stravinskyand Carter. (Prereq.: 301)
Composition 1 (1/2 course)
Study of notational systems, score layout, calligraphy, physical basis of
sound,ranges of and arranging music for voices and instruments. Simple
forms and tonal harmonic materials are employed.
Composition 11 (1/2 course)
Advanced arranging for vocal and instmental ensembles of varying
sizes and types. Contemporarytechniques, atonal systems and larger
forms are studied and used.
Basic Conductlng (1/2 course)
Study of fundamental conducting patterns and baton technique. Score
analysis and preparation. Rehearsal techniques. Basic nomenclature.
Choral Conducting (1/2 course)
Choral literature and organization. Vocal methods and voice selection.
Advanced conducting techniques with class as the choir.
344
InstrumentalConducting (112 course)
Preparation of and conducting instrumental literature. Advanced
conductingtechniques. Organization of instrumental ensembles.
History and Literature
130
Introductionto Music in the Fine Arts
Relationship between music of each period and the other fine arts. For
non-music majors.
230
Electronics in Music
Ekploration and creation of sounds heard in 20th Century music. The
study and application of practical eledronictechnology used in music will
be combined with aesthetic considerations in the creative aspects of the
art. For non-music majors.
231
History and Literature of Music I
A study of the evolution of music from antiquity to 1750. (Prereq.:112,
201)
232
History and Literature of Music II
Continuation of 231 from 1750 to the present. (Prereq.:112,201)
330
Ethnic Music
Hispanic, Black, Indian, Asian and other ethnic music and its cultural
relationship. For the general as well as the music student.
The following four half courses a~ extensive studies of special eras in the history of
music. (Prereq.:231,232)
331
Music of the Baroque Era (1/2 course)
332
Music of the Classical Period (1/2 course)
333
Music of the Romantic Period (112 course)
334
Music of the 20th Century (112 course)
432
Church Music and Worship
Development and influence of church music as evidenced in contemp*
rary worship practices. Designed for the general as well as the music and
theology student.
435
Voice Repertoire (1I2 course)
Interpretation, style and programming of the song literature from the 16th
Century to the present. (Prereq.: 231,232)
436
Piano Repertoire (112 course)
Study of the piano literature from the 17th Century to the present by
listening, analyzing and performing. (Prereq.:231,232)
498
lndependent Study (1/2 course )
Advanced research and projects not otherwise provided for in the
Department curriculum. Open only to advanced students upon approval
by the faculty.
499
lndependent Study
Advanced research and projects not otherwise provided for in the
Department curriculum. Open only to advanced students upon approval
by the faculty.
Technique
151,152 Voice Methods (114 course)
Fundamentals of tone production and singing.
155,156 Piano Methods (1I4 course)
Basic keyboard familiarity,simple accompaniment and music reading
skills necessary to meet specific degree requirements. (Prereq.: MUS 101)
157,158 Guitar Methods (114 course)
Beginning techniques of classic guitar.
251
English Diction (114 course)
Fundamental course in correct standard English diction for singing.
Familiarization with the International Phonetic Alphabet. Open to all
students rqjstered for vocal instruction.
The following three quarter courses are continuations of 251 with application for
the Italian, German and French languages.
252
Italian Diction (1I4 course)
(Prereq.:251)
253
German Diction (114 course)
(Prereq.:251)
254
French Diction (114 course)
(Prereq.: 251)
358
Junior Recital
B.M. candidates only. Half recital at repertoire Level III for Music Education Majors; full recital at Level IV for Music Performance majors. No
course credit.
456
Piano Pedagogy (1/2 course)
Principles, methods, materials and techniques for teaching piano. Survey
of various pedagogical schools of thought. (Prereq.: consent of instructor.)
458
Senior Recftal
Half recital by BA. or B.S. candidates at repertoire Level 111. No course
d t .
459
Senior Recital (1 12course credit)
B.M. candidates only. Recital must be preceded by a prerecital hearing by
faculty committee.Repertoire Level IV for Music Education majors and
Level V for Music Performance maprs.
Therapy
110
Music Therapy: A Clinical Overview
A survey of the music therapy programs in Minnesota, with field trips to
various institutions. An introductory course for the freshmen and
sophomores consideringmusic therapy as a major to give students a
broad background in the ways in which music is used as a therapy.
(Interim only)
271
Music Therapy Techniques and Materials (112 course)
Study of non-symphonic instruments, Orff-Schulwerk, applicationsof
recreational music activities to cliical settings.
274,275 Music Therapy Practicums
Volunteer work in a clinical setting, two hours per week. No course credit.
372
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis
on acoustics and sociopsychological aspects of music. An understanding
of the research process and developmentof an experimental research
project.
373
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a
multidisciplinaryapproach to music therapy. Theories of learning music,
musical talent, and performance.
374,375 Music Therapy Practicums
Volunteer work in a clinical setting, two hours per week. No course credit.
472
Influence of Music on Behavior
A study of human behavior as it relates to music, with emphasis on
psychological, cultural and biological aspects of musical behavior.
Understanding of the theory of music therapy.
473
Music Therapy Senior Seminar
Class discussionsof theories and research as they apply to therapeutic
settings including discussion of professional ethics. A holistic approach to
therapy with music.
474,475 Music Therapy Practicums (114 course each)
Volunteer work under the supervision of a registered music therapist, two
hours per week. (Prenq.:three of 274,275,374,375)
479
Music Therapy Clinical Internship (112 course)
Full-time placement in an NAMT Internship setting for six months.
Application for Internship sites must be made nine months in advance.
Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements)
These musical organizationsexist not only for the benefit of the music
student, but for any student who wishes to participate. Membership is
determined by audition during the first week of Fall semester or by arrange
ment with the ensenibledirector. Assignment to an ensemble is then made
at the discretion of the appropriate faculty. Membership is for the entire
academic year which, on occasion, includesInterim.
While the Department strongly encourages both formal and informal
ensemble experience, only membership in Band, Orchestra, Choir or Chapel
Choir will satisfy the major, minor or distribution/general education
requirements. Instruments are available for rent.
111 Augsburg Choir (114 course)
112 Chapel Choir (Y4 course)
114 Advent Vespers Choir (0)
121 Orchestra (Y4 course)
122 String Ensemble (0)
131Woodwind Ensemble (0)
141 Concert Band (Y4 course)
142 Brass Ensemble (0)
143 Jazz Ensemble (0)
Private instruction for credit is graded traditionally. All areas of study are
available to the non-music major or minor. AU lessons are adapted to the
individual needs of the student and those bearing credit are supplemented
by accompanying, ensemble participation and other performances. Repertoire lists are graded I-V to indicate levels of achievement and the following
expectations:No-credit study has no repertoire requirements; Music Minor
-Level I; B.A. and B.S. Majors -Enter I and attain III; B.M. Education
Major -Enter I1 and attain IV;B.M. Performance Major -Enter 11 and
attain V.
l l x Voice
14x Brass: Trumpet, Trombone,Baritone, Tuba
12x Strings: Violin, Viola, Cello,
15x Piano
Bass
13x Woodwinds: Oboe,Bassoon,
Clarinet, Saxophone, Flute
Recorder, Horn
4
16x Guitar
Percussion
18x Organ
19x Harp
Note carefully the following provisions:
1.Performance study registration occurs the first week of classes.
2. Senior music maprs who have attained a cumulative GPA average of 3.0 in their
mapr instrument or voice will be awarded a Senior Performance Scholarshipwhich
provides for free lessons in that mapr medium during the two semesters preceding
graduation. Similar scholarships are available to entering freshmen.
3. A semester of study is 14 weeks of lessons and coaching. Any lessons during the
Interim or Summer are arranged privately with the teacher.
4. A student who cannot attend a scheduled lesson is required to notify the teacher
at least 24 hours in advance; otherwise, except for illness immediately prior to a
lesson, the student will forfeit the right to a make-up lesson.
5. Credit is granted only for study with faculty members of the Augsburg College
Music Department.
The Natural Science Licensure program for teachers is designed to provide
strong preparation for science teaching and to satisfy Minnesota licensure
requirements.
The program of courses is designed to provide a broad, basic background in
science and allow for specialization in an area. The following programs
assume that the student will meet the distribution/general education
requirements of the College, the requirements for appropriate majors,the
courses required in the Department of Education and, in the physical
sciences, have at least one year of calculus. Consult with the Department of
Education for requirements in Education. Early consultation with adviser is
essential.
Arlin Gyberg, Coordinator
Licensure Program for Teachers: The Minnesota Board of Teaching has approved
the licensure program for science teachers and authorized Augsburg to recommend
candidates in:
Life Science, grades 7-12
Life Science (minor), grades 7-12
Physical Science (Chemistry major or Physics major), grades 7-12
Chemistry (minor),grades 7-12
Physics (minor), grades 7-12
Middle School Science, grades 5 9
Broad Base Requirement: Seven courses: two in Earth Science (Astronomy or
Meteorology, Geology), two in General Biology, three in Physical Science (Physics
for the Life Sciences or a year of General Physics, and two courses of General
Chemistry).
Biology Major (For licensure in L
ife Science):The Broad Base requirement plus
eight courses: seven BIO courses, including 491 and at least one from each of the
following p u p s : 0351 (Invertebrate Zoology) or 353 (Comparative Vertebrate
Zoology), (ID 355 (Genetics) or 474 (DevelopmentalBiology), (III)361 (Plant
Biology) or 481 (Ecology), (W) 471 (Cellular Biology) or 473 (Animal Physiology),
(V) 440 (Plant Physiology)or 476 (Microbiology),and one course in Organic
Chemistry.
Chemistry Major (For licensure in Physical Science):The graduation major in
Chemistry: CHM 115,116 (GeneralChemistry) (or 105,106), 351,352 (Organic
Chemistry), 353 (QuantitativeAnalytical Chemistry), 361 (PhysicalChemistry), 363
(PhysicalChemistry Laboratory), one Advanced Chemistry course, and Chemistry
Seminar.In addition, a year of General Physics and two additional physics courses
above General Physics. Modern Physics and Electronics are recommended.
Physics Major (For licensure in Physical Science): The graduation major in Physics:
PHY 121,122 (General Physics), 245 (ModernPhysics), 351 (MechanicsI), 362
(Electromagnetic F'ields I), 395 (ComprehensiveLaboratory) and three additional
courses to be selected from 261 (Electronics),352 (MechanicsII), 363 (Electromagnetic Fields 11), 481 (Thermal Physics), 486 (Quantum Physics D, and 488 (Quantum
Physics II). In addition, a year of General Chemistry and one course each of Organic
Chemistry and Analytical Chemistry.
Licensure with Minor: For Life Science, Broad Base Requirement plus seven
courses in Biology; for Chemistry, the Chemistry minor-and an additional Upper
Division course; for Physics, the Physics Minor plus one additional course above
PHY 122.
Science (For Middle School Licensure -grades 5-9): Broad Base Requirement and
an additional seven Natural Science courses, two in Earth Science (Meteorology
and Mineralogy or equivalent), two Biology courses above General Biology, and
three in Physical Science, at least one each in Chemistry and Physics above the level
of General Chemistry or General Physics.
Note: This is not a Natural Science major; it is a program for licensure. Students
must still complete a college major.
Professional nursing is a scholarly discipline that offers a unique service to
individuals, families and communities as they pursue goals to promote,
maintain or restore their health. This service, as defined by the profession, is
the diagnosis and treatment of human responses to actual or potential
health problems.
The xope of professional nursing practice is changing and expanding.
Nurses are being called on to function in a variety of settings that differ
from those in the past. Today nurses work not only in hospitals and clinics
but in corporations, government agencies, communities and their own
independent practices; they are direct care-givers, researchers, teachers,
leaders, managers, administrators and consultants.
The expanding practice of professional nursing mpkes practitioners who
are liberally educated in the humanities, in the natural and social sciences
and in nursing theory and methodology, and who are critical thinkers and
ethical decision-makers.The nursing major, informed by study in the liberal
artstradition and nursing theory, process, and research, prepares registered
nurses for professional practice based on knowledge, reasoned inquiry and
professional values.
Augsburg's nursing program, leading to a Bachelor of Science degree with a
major in Nursing, is accredited by the National League for Nursing. Graduates of the program are eligible to apply for Public Health Nurse registration
in Minnesota. With one additional course, they are eligible to apply for
School Nurse certification.
Requirements for admission to the major are: completion of an associate
degree or diploma program in nursing with a minimum overall grade point
average of 25; a w e n t license to practice as a registered nurse in the state
of Minnesota; and completion of courses in inorganic chemistry, organic or
biochemistry, anatomy and physiology, microbiology, English composition,
introductory sociology and introductory psychology. Students must take
these courses at Augsburg or another accredited college or university prior
to admission to the nursing major. The prerequisite courses in sociology,
psychology, English, chemistry and biology listed above may apply toward
distribution/general education requirements as well as toward admission to
the major. All prerequisite courses must be taken using the traditional
grading system and must have been completed at the 2.0 level or above.
Courses with grades below 2.0 must be repeated or challenged satisfactorily.
In addition, applicants must validate their theoretical knowledge via written
testing prior to acceptance to the major. These tests are given at Augsburg
through the Department of Nursing. Applicants must give evidence of
current nursing clinical practice within the past five years. This may include
1) graduation from a school of nursing, 2) work experience, or 3) completion
of a nursing refresher course, or an acceptableequivalent
All students are required to take the NLN Baccalaureate Comprehensive
Examination during the last semester of their senior year.
Nursing Department Faculty: Beverly Nilsson (Chairperson), Marian Enos, Sharon
Ostwald, Pamela Weiss-Faman, Teri Welcher
Major: 10 courses in Nursing including 305,306,310,311,330,350,403, 404,423,
427; an approved Upper Division science course; and an ethics course, either PHI
380 or REL 483. A minimum grade of 2.0 in each nursing course and the required
science and ethics courses, and a cumulative GPA of 2.5 at the completion of the
Level I and Level I1 courses of study are required.
Courses in the Nursing major are offered on weekends with clinical courses requiring
additional weekday time. The courses are designed so that the mapr may be
completed within three years. However, more time may be required to complete the
total course of study depending on the number of d t s transferred from other
colleges or universities.Studentsin nursing may take non-nursing courses in both
day school and Weekend College. Students interested in pursuing the Nursing mapr
should consult with an adviser from the Nursing Department for program planning.
Honors Major: GPA of at least 3.6 in the major and 3.3 overall; applicationto the
Department Chairperson by November 1of the senior year; recommendation by
Nursing faculty; honors thesis to be defended before a faculty committee by April
15. Candidates register for 499 to complete the thesis.
305
Contemporary Nursing I: Communication
This is a transitional course that introduces the componentsof the pro&
sional role and begins the professional wcialkation process. The
communicative process is emphasized as one means by which the nurse
client relationship is negotiated. Interactive, group, and learning theories are
explored for their applicabilityto changing professional ro1'es and practice.
A teaching project is required. (Rereq. or current enrollment: an a p
proved Upper Division science class)
306
Contemporary Nursing II: Paradigms in Nursing
An introduction to theories and conceptual thinking in the process of
professional development is provided in this course. The function of
theory in guiding nursing practice is emphasized. Selected nursing
conceptual models are studied and their application to practice is examined using the nursing process format. Clinical application of a holistic
health assessment is required. (kereq.:305)
310
Community Health Nursing I
This course focuseson community health delivery systems and the
practice of public health nursing. Concepts of health are examined as they
apply to current community health problems and issues. Clinical application of course content includes the assessment of an elderly person and
definition of a framework for the assessment of a specific community.
Ethical issues related to community health decision-making with aggre
gate groups are explored. (Prereq.: 330)
Community Health Nursing II: Practicum*
This course provides a clinical experiencein the practice of public health
nursing in which the student provides direct care to culturally diverse
clients and groups. The student will provide care to both disease and
disability and health promotion clients. The student will analyze a specific
community system and the community's provision of health related
s e ~ c e s(Prereq.:
.
310)
Trends and Issues in Nursing
This course is designed to investigate the current responsibilities of the
professional nurse. Contemporary economic, social, political and professional trends and issues are explored in relation to their implications for
nursing practice. (Prereq.: 306; PHI 380 or REL 483 or concurrent enrollment)
Introduction to Nursing Research
The research process and the methods appropriate to nursing are emphasized in this course. Issues of ethics in nursing research are explored.
Students critique nursing research for its applicability to nursing practice.
(Prereq.: 330)
Contemporary Nursing Ill: Families
This course provides a theoretical basis for nursing of culturally diverse
families throughout the life span. Content includes family as a social
system and explores theories related to family structure and functioning
as well as families with psychosocial problems. Consideration is given to
the role of the nurse in family health care. (Prereq.: 350. To be taken prior
to or concurrentlywith 423.)
Contemporary Nursing IV: Leadership and Management
This course provides a theoretical basis for leadership and management as
emerging professional nurse roles. Concepts of change, conflict, communication and system dynamics are explored. Ethics, accountability and
advocacy provide the basis for role development and professionalism.
(Prereq.:403)
Practicum In Nursing I: Nursing of the Family*
This is a clinical practicum offering the student an opportunityto apply
content from 403 in providing nursing care to complex families in a
selected practice setting. (Prereq.: 403 or concurrent enrollment)
Practicum in Nursing II: Leadership and Management*
This clinical practicum utilizes knowledge and skills from 404. Opportunity is provided to apply leadership and management theory in a selected
practice setting. (Prereq.: 404)
Topics in Nursing
This course is designed to provide in-depth exploration of selected topics
in nursing. The subjects studied will vary depending upon the needs and
interests of the students and faculty. (Prereq.: Senior standing or consent
of instructor. On demand)
499
Independent Study
This learning experience provides the opportunity for the student to study
a selected topic or issue in depth. Students consult with faculty and
submit written study proposals, objectives and methods of evaluation
prior to registration.
*If the pracficums in nursing me not taken concurrently with their respectice theory
courses, students me required to consult zvithfaculty prior to registration regarding reztiezv
of the theoretical content.
The Philosophy Department assists students to understand issues raised in
the traditional areas of philosophy. To this end, we consider problems of
knowledge and questions of truth, the nature of reality, the basis of values
and rules for correct reasoning. Our goals am to instill in students a love of
truth, to inspire a curiosity about the sipficance and meaning of the world
they experience and to develop the skills of critical analysis and creative
synthesis.
The liberal arts curriculum provides an opportunity for students to explore
different aspects of the world from a variety of perspectives or disciplines.
Philosophy plays a central role in the liberal arts by encouraging students to
explore questions about themselves, human experience, right and wrong,
the world and God.Ekpmng with two Somatic principles: "The
unexamined life is not worth living" and l'Know yourself," the study of
philosophy assists students in the realization of their unique potential for
understanding and self-fulfillment
Four courses in the history of philosophy -begmmng with the ancient
Greeks and Romans and continuing through the Medieval and the Renaissance periods to the present -form the core of the philosophy program. In
these courses students are taught how to read, understand and criticize
great texts of Western civilization.
In addition, students have the opportunity to explore the relation of philosophy to other disciplines and to take advanced seminarsin special topics.
This major has been carefully planned so that students can easily have two
majors. Though some majors go on to graduate school in philosophy, most
use the major to prepare for other professional studies such as law, medicine
or the Christian ministry. Many enter the marketplace, confident that the
study of philosophy has given them the ability to think critically.
I
Philosophy Faculty: Bruce Reichenbach (Chaiierson), David Apolloni, Kenneth
Bailey, Mark Fuehrer, Paul Holmer
Major: Nine courses, including 230,241,242,343,344, and a course in the 400s
(other than 499). Five of the courses must be Upper Division.
Honors Major: 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, involving research above the course level, and a defense of
this thesis before the faculty of the Department.
Minor: Five courses including two from 241,242,343, and 344.
I
110
Introduction to Philosophy
Though each person has his or her own set of ideas and beliefs, rarely
have they been critically analyzed or evaluated for their consistency,
adequacy or truth. One reason for this is that individuals lack the needed
skills. Another is that they may have had little opportunityto examine
critically some of the ideas basic to Western culture. The purpose of this
course is to provide the student with some experience in examining ideas
and thereby to sharpen the critical and analytical skills required to
evaluate and construct a system of ideas and beliefs.
120
Ethics
Ethics studies our moral beliefs, helping studentsto consider the basis
which they use to make moral judgments. The course explores the rnapr
philosophical approachesto evaluating moral actions and then applies
these approaches to contemporary personal and social moral issues. This
enables students to be aware of the nature of value disputes, the different
perspectives taken and the reasoning used to resolve them. Throughout
the course Christian ethics will inform our considerations. Students taking
120 may not take 125.
125
Ethics and Human Identity
This course is a philosophical study of the role of human understanding,
feelings and action with respect to the pursuit of happiness. We begin by
asking what the end or purpose of human life is, assessing the role of
reason, will and passion with respect to this end, and then deciding on the
moral and intellectual virtues required to reach the end. The topic of
friendship and human loves is investigated next. The course ends with an
analysis of human happiness. Students taking 125 may not take 120.
230
Logic
Students learn to distinguish arguments from exposition. Then they learn
the rules which govern valid arguments and develop their ability to
recognize and construct sound arguments. The last part of the course
focuses on inductive reasoning.
241
History of Philosophy I: The Classical Philosophers
The writings of Plato and Aristotle are the foundations of all philosophical
thought in Western civilization. In this course students will read and
analyze some of the key works by Plato and Aristotle. In addition, other
philosophical schools of thought in the ancient world will be studied:
Stoicism, Epicureanism and Neoplatonism, in order to familiarizethe
student with the other elements that constitute classical philosophy.
242
History of Philosophy II: Medieval and Renaissance Philosophy
The Middle Ages was a period of great synthesisof elements of Christian
revelation, classical philosophy and Islamic culture. In this course
students will read writings by St. Anselm, St. Bonaventure, Occam, St.
Thomas Aquinas, Hildegard and Nicholas of Cusa in order to understand
the process of philosophical assimilation involved in constructinga
Christian philosophy. Sincethe Renaissance intensified the medieval
synthesis, students willbe exposed to the thought of Pico, Ficino and
Bruno.
299
Directed Study
Independent Study for Lower Division credit.
343
Historyof Philosophy Ill: Enlightenment and 19th Century Philosophy
Does knowledge begin with innate ideas or with experience? Can we get
beyond our own concepts to know the world itself! What is an idealistic
view of the world? This course studies the mapr rationalists of the 17th
Century (Descartes, Spinoza, Leibnitz), the mapr empiricists of the 18th
Century (Locke, Berkeley, Hume), Kant's synthesis of philosophy and
19th Century Idealism and the reaction to it (Marx, Kierkegaard,
Nietzxhe). (Suggestedprior course, 241 or 242)
344
History of Philosophy IV: 20th Century Philosophy
What lies behind 20th Century philosophys love affair with language? Is
truth that which works? Can we remake philosophy as a rigorous
science? These and other issues are dealt with in a study of the major
representatives of linguistic analysis, pragmatism, existentialism and
phenomenology. (Suggested prior course, 241,242 or 343)
350
Philosophy of Religion
What is the relation between faith and reason? Does God exist, and if so,
what can be said about God? Can we reconcile the goodness of God with
human and animal suffering? Are miracles possible? Are we really
immortal? We will conduct a systematicinquiry into these questions
which form the basis of religious beliefs. (Suggested: one prior course in
philosophy. Cross-listed with Religion 350)
355
Oriental Philosophy
A study of the basic concepts and philosophies which underlie Hinduism,
Buddhism, Confucianismand Taoism. (Suggested: one prior course in
philosophy)
360
Political Philosophy
By studying the writings of political philosophers from antiquityup to the
modem period, students will be asked to examine crucial questions
concerning the organization of human society.The relation of the nature
of the state to religion, the home and the aty will be looked at through the
eyes of Plato, Aristotle, Cicero, Dante and Machiavelli.
365
Philosophy of Science
The course explores whether scientists' knowledge of the world is
profoundly different from and better than that of the nonscientist, what
constitutes scientific knowledge and the degree of certainty yielded by the
methods used by scientists to attain knowledge. In addition to dealing
with these questions, students will work in researching and developing
philosophical problems in the special sciences. (Suggested prior course,
230 or one course in natural science)
370
Existentialism
Studies in the writings -both philosophical and literary -of prominent
Existentialist authors. We will examine what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair and
paradox. (Suggested:one prior course in philosophy)
380
Ethics of Medicine and Health Care
Application of ethical principles to problems which arise in the areas of
health care and delivery, human experimentation, genetic engineering,
abortion, care for the dying and euthanasia.
399
Internship
Internship for Upper Division credit.
410
Topics in Philosophy
Advanced studies covering a specific area of philosophy, such as philosophical movements, the history of an idea or specific problem or
interdisciplinaryproblems. S e m iformat. May be taken more than once
for credit. (Suggestedprior courses: any from 241,242,343,344 or consent
of instructor)
430
Studies in Individual Philosophers
Advanced studies in the philosophy of particular philosophers. Seminar
format. May be taken more than once for credit. (Suggested prior courses:
241,242,343 or consent of instructor)
499
Independent Study
Individual study and research on some philosophical topic of interest to
the student, worked out in consultation with the faculty adviser.
See Health and Physical Education
Physicists are not only curious about the world, but ambitious as well. Their
aim is to understand the fundamental principles which describe and govern
all physical aspects of the universe. Called "natural philosophers" in
previous centuries, physicists investigate natural systems by means of
controlled experimentation and mathematical analysis. Physics includes the
study of systems ranging in size from sub-atomic particles to the largest of
galaxies and from the relative stillness of near absolute zero temperature to
the fiery activity of the stars. As a fascinatingand expanding area of study
and as a basic science, physics plays an important role in many of the liberal
arts disciplines and contributesto society's understandingof such areas as
energy, weather, medical science and space exploration
Recognizing the importance of physics in contemporary life and realizing
that keeping abreast of the rapid advances is an ever increasing M e n g e ,
the Department intends to bring to the students not only basic concepts but
also insights into recent developments. In this process, the faculty expects
challenges to arise, be met and stimulate sound thinking, perceptive judgment and an interest in experimental techniques.
To this end a rigorous major provides students with the in-depth preparation required for graduate study. More than two-thirds of the graduates in
Physics have completed or are currently working toward graduate degrees
at a number of fine universities across the nation. A major in physics
provides flexibility. It also serves as a stepping stone for graduate work in
related areas such as computer science, atmospheric science and meteorology, astronomy, oceanography, biophysics, environmentalscience, engineering and medical and health related fields.
In addition, the Physics program at Augsburg functions in a supportiverole
for students majoring in mathematics, chemistry, biology and computer
science. The Department also supervises the Pre-Engineeringprogram with
degree programs available at cooperating universities at both the bachelois
and the advanced degree levels.
The Department maintains active research programs through its Center for
Atmospheric and Space Sciences. Several students work each academic year
and summer as research assistants in these efforts, which are supported by
NASA, the National Science Foundation and other federal agencies.
The Department also administers Augsburg College's portion of funds
designated for the Minnesota Space Grant College Consortium, fundedby
NASA.
Cooperative Education, Internship and Undergraduate Research programs
provide opportunitiesfor students to apply their physical science knowledge and problem solving skills in practical situations in industrial, govemmental and academic settings. Studentsmay participate in alternating term
Co-op programs or work part-time during two or moR academic terms.
Internship opportunitiesalone generally involve only one semester.
The Department serves the liberal arts tradition by offering courses for the
non-science students that will enable them to attain a general understanding
of a particular area of science. These courses seek to provide the basic
starting point for further study and the opportunity to enable students to
follow new developments with some degree of comp~hension.
Physics Faculty Kenneth Erickson (Chairperson),Stuart Anderson, Mark
Engebretson, JeffreyJohnson, Robert Stenstrom,William Momma.
Physics Research Staff: Anthony Hansen, William Jasperson, Miriam Peterson,
David Venne. Atmospheric Sciences Research Group, Augsburg College Center for
Atmospheric and Space Sciences.
BA. Major:Nine courses, including 121,122,245,351,362,363,395 and 3% (onehalf course each), plus two courses above 122.
B.S. Major: 12courses, including 121,122,245,261,351,352,362,363,395 and 396
(one-half course each), and 486, plus two courses above 122. A year of introductory
chemistry is also required.
B.S. Major with Concentrationin Space Physics: 13courses, including 121,122,
245,261,320,351,352,362,363,395 and 3% (one-half course each). 420 and 486,
plus one course above 122. A year of introductory chemistry is also required.
In planning their courses of study, students are encouraged to work closely with
members of the Physics faculty. Normally, students should have MAT 124or 145,
125or 146, and PHY 121,122 during the freshman year, and MAT 224 or 245 and
226 or 247 during the sophomoreyear.
Teaching Licensure Major: The same as the major. Students are advised to refer to
the Education Department section of the Catalog and consult with the Education
Department early in their planning.
Honors Major: A GPA of 3 5 in physics and 3.0 overall. An independent investigation of a physics topic with an oral defense of the written research report. Application for the honors major should be made no later than the first term of the senior year.
Minor: Five courses, including 121,122, and three courses above 122.
Society of Physics Students: The Augsburg chapter of 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 SPS 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 3.0 in physics and overall, and rank in the upper
third of their class.
101
Astronomy
A descriptivecourse covering our solar system, stars and galaxies. In
addition the course traces the development of scientific thought from
early civilization to the present day. The necessary optical instnunents are
explained and use is made of a 12-inch reflecting telescope, an eight-inch
Celestron and a threeinch Questar. Night viewing and laboratory
sessions are important components of the course. (Three onehour
lectures. Prereq.: Mathematics Placement Group 11)
103
Conceptual Physics
An introductory course in which the applications, problems and experiments are selected to illustrate fundamental principles and provide a
broad survey of physics. The course stresses a hands-on intuitive a p
proach to physics and is designed to serve students in biology and
education. (ll-me onehour lectures, two-hour laboratory. Prereq.:
Mathematics Placement Group 111)
106
Introductory Meteorology
A study of the science and wonders of the atmosphere.The course is
designed to provide a working knowledge of the basic science principles
required for kderstanding weather and climate. Attention will be given
to the overall weather patterns of the earth and to the many varied aspects
of weather, some of which include: clouds and precipitation, thunderstorms, tomadoes and hurricanes, weather monitoring and forecasting,
the influence of weather on pollution, fronts, cyclones and optical
phenomena of the sky. Laboratory exercises are included as an integral
part of the course. The course is designed to be an elective or to satisfy the
distribution/generaleducation requirement for the liberal arts student.
(Three onehour lectures. Prereq.: Mathematics Placement Group 11)
111
Physics, Computers, and Society
A study of the historical development of selected topics in physical
science. Attention will be given to the interaction of physics and its
associated technology with philosophy, religion and culture. Study of
mechanics, electricity and digital electronics will lead up to discussion of
the meaning of 20th Century physics and of the role of electronics and
computers in modem society. Microcomputers will be used extensively in
the laboratory. (Three onehour lectures, two-hour laboratory. Praeq.:
Mathematics Placement Group 11)
121,122 General Physics I, II
A rigorous study of classical physics including mechanics, wave motion,
thermodynamics, electricity, magnetism and optics. Designed for Physics
majors, Pre-Engineering students and other specified majors. Must be
taken in sequence. ('Tluee one-hour lectures, %hour
laboratory.
Prereq.: MAT 124 or 145, or concurrent registration)
199
Internship
A work-based learning experience in which a student, faculty member
and site supervisor design a learning agreement which enables the
student to explore physics as a major and consider its career alternatives.
Participationin a concurrent seminar is expected. Prior to the beginning of
the term/registration, interested students should consult with the departmental Internship Coordinator regarding requirements and permission to
register. Students are encouraged to seek an appropriate placement siteby
registering with the Internship and Cooperative Education Office.
245
Modern Physics
An introduction to modem physics from an historical and experimental
basis. Relativity, quantum effects, atomic and molecular physics, nuclear
and solid state physics. This course indicates the need for, and develops
the experimental basis of, quantum mechanics. (Three one-hour lectures.
F'rereq.: 122)
261
Electronics
A review of AC and DC circuits and study of analog electronics comprises
the first half of the semester. The second half includes study of digital
electronics culminating in analysis and use of microprocessors and
microcomputer systems. (Three one-hour lectures, one three-hour
laboratory. Prereq.: 103,111 or 122; and MAT 122or 125 or 146)
299
Directed Study
Independent Study for Lower Division credit.
320
Introductionto Space Science
A survey of the earth's space environment including solar, planetary,
magnetospheric, ionospheric and upper atmospheric physics. Topics
include solar flares, solar corona, the solar wind, the bow shock, magnetopause, radiation belts, plasma sheet, magnetic storms and
magnetosphere-ionosphere coupling with special emphasis on magnetospheric substorms, current systems, particle precipitation and a m r a .
(Three one-hour lectures. Prereq.: 245)
327
Special Functions of Mathematical Physics
An introduction to mathematical physics at an intermediate level, with
emphasis on functions which have been developed to aid in analyzing
problems in physics and engineering. Beginning with a review of complex
numbers and partial differentiation, topics include Fourier series, series
solution of selected differential equations, Legendre, Bessel and other
orthogonal functions, partial differential equations and functions of a
complex variable. (Three onehour lectures. Prereq.: 122or consent of
instructor, MAT 224 or 245 or equivalent.)
351,352 Mechanics I, II
A careful study of classical mechanics in terms of Newton's laws of
motion and the Lagrangian and Hamiltonian formalisms. Topics include
conservation principles, single particle motion, systems of particles,
oscillatory systems, central-force motion, dynamics of rigid bodies,
gravitation, kinematics of two-particle systems and noninertial reference
frames. (Three orle-hour lectures. Prereq.: 122, MAT 226 or 247)
362,363 ElectromagneticFields I, II
The classical electromagneticfield theory is developed using the vector
calculus throughout. Electrostatics, magnetostatics, solution of Laplace's
and Poisson's kuations, electric and magnetic properties of materials and
the theory of electromagneticradiation based on Maxwell's equations.
(Three one-hour lectures. Prereq.: MAT 226 or 247)
395,396 Comprehensive Laboratory (112 course each)
An emphasis on independent laboratory investigations, including
participation in physics seminars. Experiments in the area of mechanics,
thermodynamics, vacuum physics, electronics, electricity, magnetism,
optics and modem physics. (One threehour laboratory and one seminar
hour per week. Prereq.: junior standing or consent of instructor)
399
Internship
A work-based learning experience in which a student, faculty member
and site supervisor design a learning agreement which links the ideas and
methods of physics with the opportunities inherent in the placement.
Participation in a concurrent seminar is expected. Prior to the beginning of
the term/registration, intaestd students should consult with the
departmental Internship Coordinator regarding requirements and
permission to register. Students are encouraged to seek an appropriate
placement site by registering with the Internship and Cooperative
Education Office.
420
Plasma Physics
A rigorous study of the fundamentals of plasma physics including plasma
parameters, plasma drifts and particle motion, electric and magnetic
fields, kinetic theory, and Maxwell-Boltzmann distribution function and
Boltzmann equation, magnetohydrodynamics, plasma waves and
instabilities and transport processes. The applicationsof plasma physics to
laboratory and space plasmas will be emphasized. (Three onehour
lectures. Prereq.: 362,363 or concurrent registration)
481
Thermal Physics
The study of properties of systems and processes for which temperatureis
an important variable. The subject is developed from two independentyet
complementary viewpoints; the experimental, macroscopic classical
thermodynamicsand the theoretical, microscopic statistical mechanics.
(Three onehour lectures. Prereq.: 351)
486
Quantum Physics I
A development from first principles, including de Broglie's postulates, the
Sduoedinger equation, operators, wave functions, expectation values,
angular momentum and approximation methods. Specific problems
studied include potential wells and potential barriers, the harmonic
oscillator and the hydrogen atom. (Three onehour lecture. Prereq.: 295,
351)
488
Quantum Physics II
The application of quantum mechanics to specific topics chosen from the
areas of solid state physics, atomic and molecular physics, nuclear physics
and particle physics. (Three one-hour lectures. Prereq.:486)
499
Independent Study
An opportunity for students to explore systematicallya problem in
experimental or theoretical physics, worked out in consultation with a
faculty adviser. Open to juniors and seniors with Departmental approval.
P O ~SCIENCE
L DEP-
(POL)
Firmly grounded in the liberal artstradition, political science has mots in the
humanities, including philosophy and history. Through its use of statistical
analysis, it relates not only to other behavioral sciences, but also to mathematics and the sciences generally. The role and sigruficanceof authority in human
affairs establish the focusof political science; because politics is a central and
enduring reality in the world, it affects and is affected by many other human
concerns.
As an academic discipline, political science uses systematic inquiry and
analysis to examine political reality and to suggest and test alternatives. The
student who majors in political science will explore political ideas and
values, investigatepolitical cooperation and conflict, analyze and compare
political systems and develop perspectives on international relations. In the
process, the student will be encouraged to relate insights from other liberal
arts disciplines such as philosophy, psychology, economics, history and
sociology to the study of politics.
Providing work in several sub-fields of political science, the major supplies
the breadth appropriate for graduate work in the discipline, as well as in
public adminstration, public policy analysis, law and other professions. It
also serves as a foundation on which to develop careers in public service,
business, communications and other fields. Lqplative and other Intemships, as well as si@cant independent research projects, are within easy
reach of Augsburg Political Science students in the Twin Cities area; combined with broad, balanced and flexible course offerings, these special
opportunities enhance the student's potential for graduate study and a
successful career.
Augsburg Political Science students have the benefit of an experienced
faculty that brings a balanced expertise to the course offerings, as well as
speual strengthsin interpreting politics in the contexts of the mass communications media, communism, and American public law. The Departmental
faculty is committed to the view that the study of politics, involving as it
does an understanding of the human heritage and the importance of
informed choice in human affairs, is an important as@ of liberal learnings.
Political Science Faculty Norma Noonan (Chairpason), Milda Hedblom,
Andrew Aoki, Philip Fishman, Mary Ellen Lundsten, William Morris, Myles
Stenshoel
Major: Nine courses, plus Statistical Analysis (SOC 362). Required: 121 or 122or
160 or 170; 158; 484; and at least five other Upper Division courses in fourout of
five political science areas. A seminar in one of the five areas may be counted for
that area.
Honors Major:The Honors Mapr in Political Science includes the requirements
listed above, plus the following: The student's gradepoint average must be 3.5 in
the major and 3.0 overall. The student must take an Honors Independent Study and
a seminar, and must submit, not later than March 1of the senior year, an Honors
Thesis to be defended before a faculty committee. Students may work with any
member of the Department on their Honors Thesis. For specific requirements,
consult the Departmental Chairperson. Students should apply for the Honors
Major no later than the first term of the junior year.
Minor: Five courses, including 121or 122or 170; 158; and at least three Upper
Division courses in three out of five political science areas.
Political Science Areas: (I) American Government and Politics, (ID Comparative
Politics and Analysis, (III) InternationalPolitics, (IV)Public Law and (V)Political
Theory and Analysis. Any course listed in more than one area may be counted in
only one area toward major or minor requirements.
Note: Students interested in secondary education may take a Political Sciencemajor
in combination with specified social science courses, in compliance with state
requirements. For more information, see the Department Chairperson.
See the class schedule for precise listing of terms in which courses are offered.
I. American Government and Politics
121
American Government and Politics
The politics of American government including the forms of political
ideas, the pattern of participation, the dynamics of congressional, presidential and bureaucratic policymaking, and current issues in American
society.
122
Metropolitan Complex
Politics in the urban setting, including important issues, actors and
strudures influencing public policy in the modern urban complex.
Discussion-lecture, simulation and meetings with political experts and
activists.
325
Public Administration
The politics of public administration and bureaucratic policy-making in
the United States; governmental regulation, promotion and management,
emphasizingpolitical and economic interaction. (Prereq.: one course in
political science or consent of instructor.)
E
326
Political Parties and Behavior
The political behavior of the electorate emphasizingpublic opinion and
political parties in the electoral process. Field work with political parties
and interest p u p s and media in presidential elections (optionalin nonpresidential election years). (Prereq.: one course in political science or
consent of instructor. Fall term of electionyears.)
342
Mass Communications In Society
Effects of mass communicationson individual behavior; the uses and
control of mass media for political and social purposes including a study
of censorship, newsmaking entertainmentand public affairs programming. gunior and senior students only.)
370
Constitutional Law
(See Section IV for description.)
371
Topics in Constitutional Law
(See Section IV for description.)
421
Topics in American Politics
Selected themes, including legislative, executiveor judicial process and
policy process in American politics; national, urban or state focus;topic to
be included in subtitle. (Prereq.:one course in political science or consent
of instructor. On demand.)
II. Comparative Politics and Analysis
158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process, with some comparison of major political systems and discussion
of contemporaryissues.
350
Comparative Democracies
The emergence, maintenance and decline of selected democracies,
focusing on political behavior, institutions, and processes. (Prereq.:one
course in political science or consent of instructor)
351
Communist Political Systems
A comparative analysis of the Soviet Union and other Communist states
in terms of political behavior, institutions, processes and politics. (F'rereq.:
one course in politid science or consent of instructor)
359
Topics: Women In Comparative Politics
Various aspects of women in comparative politics will be explored.
Themes will vary. (Prereq.: One course in political science or consent of
instructor)
459
Topics in Comparative Politics
Selected themes including interpretations of political systems and
comparisons of political p m s s e s such as political participation, communications, political developments, political change and revolution. Topic
to be included in subtitle. (Prereq.: one course in political science or
consent of instructor. On demand.)
Ill. lnternational Politics
160
World Politics
Introduction to the processes and issues of international politics, including
the dynamics of the international system, theories of international
relations and a focus on recent problems.
363
Communist Foreign Policies
Analysis of the motivation, formulation and implementation of foreign
policies of Communist nations with emphasis upon the Soviet Union and
China. (Prereq.: one course in political science or consent of instructor)
461
Topics in lnternational Politics
Selected themes including interpretations of international politics, foreign
policy decision making, simulations of international problems. Topic to be
included in subtitle. (Prereq.: one course in political science or consent of
instructor)
490
Seminar in lnternational Relations
Capstone semjnar for students mapring in International Relations;
analysis of some methods for studying internationalrelations; analysis of
mapr trends; senior thesis. Open to other studentsby consent of instructor. (kereq.: four courses in the International Relations sequence)
IV. Public Law
170
Law in the United States
A survey of American law and legal process. Theories of law; law and
society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary
legal issues.
370
Constitutional Law
The legal-plitical-philosophicalrole of the Supreme Court in the American political system in significant decisions affecting the allocation of
powers in the national government and in the federal system. (Prereq.: 170
or consent of instructor)
371
Topics in Constitutional Law
Selected topics in Constitutional Law, especially Civil Rights. Content will
vary, defined by the subtitle of the course. (preq.: 170 or consent of
-. -.--,
:- -.
375
Media Regulation, Law, and Ethics
A study of key issues and contemporaryconflicts in media ethics and
regulation, including the uses of law to settle disputes about content in the
media, access to the media and ownership of the media. Alternative
justifications and critiques of mass media systems will be examined.
(Prereq.: Lower Division political science course, speech/communications
course, SPC/POL 342, or permission of instructor)
V. Political Theory and Analysis
158
Political Patterns and Processes
(See Section 11for description)
A study of influential political philosophers, emphasiig the values, goals
and assumptions which continue to inform and to rationalize human
governance. (Prereq.: one course in political science or consent of instructor)
381
Topics in DemocraticTheory
A study of democratic theory. The s u b j j matter will vary and be defined
by the subtitle of the course: American political thought, comparative
democratic theory, etc. (prereq.:one course in political science or consent
of instructor)
382
Marxist Theory: From Marx to Mao
Origins and evolution of Marxist theory and movements emphasizing
Marxism as developed in Russia and China. Consideration of the political,
social and economic dimensions of the theories, with some focus on the
preferred futures envisaged in the doctrine. (Prereq.:158or consent of
instructor)
484
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics
including an examination of the requirements of science as a model for
political study; mapr research required. (F'rereq.:SOC 362 Statistical
Analysis; 158and two Upper Division courses, or consent of instructor)
VI. Seminars, Independent Study and Internships
199
Internship
Lower Division Internship. Consult Internship Supervisor in the Department to determine project. (P/N grading only unless Internship
Supervisor grants exception.)
295
Lower Division Seminar
Special topics. Consult Department Chairperson concerning terms and
subject matter. (On demand)
299
Directed Study
Independent Study for Lower Division students. (Prereq.: consent of
instructor)
399
lnternshlp
Consult Chairperson or Internship Director to determine project. (Prerq.:
consent of instructor. P/Ngrading only unless Internship Supervisor
grants exception)
484
Political Analysis Seminar
An analysis of &fferent approaches and theories in the study of politics
including an examinationof the requirements of science as a model for
political study; major research required. (Prereq.: SOC 362 Statistical
Analysis; 158and two Upper Division courses, or consent of instructor)
490
Seminar in International Relations
(See W o n 111for description)
495
Seminar
Selected topics. Consult Department Chairperson concerningterms and
subject matter. (Prereq.: consent of instructor)
498
lndependent Study: Metropolitan Resources
An independentlydesigned course a student (or group of students)
develops, making extensive, systematic and integrated utilization of
resources available in the metropolitan community, e.g. lectures, s y m p
sia, performances, hearings. These resources become the core of the
course, supplemented by traditional College resources, and designed in
consultation with and evaluated by a faculty member of the Department.
(Prereq.: consent of instructor)
499
IndependentStudy
Topics defined through consultation between instructor and student.
(prey.: consent of instructor)
Psychology, with its emphasis on behavioral observation and data, provides
a perspective on human activities which is an integral part of a liberal
education. The goal of the Psychology program is the improved understanding of human behavior by studyinghow people cope with their
environment and interact with each other.
The Department's courseshave three basic goals: (1)to introduce the
student to the m m n t information and methods in psychology as well as
earlier approaches to psychological questions; (2) to develop the ability to
analyze, interpret and evaluate behavioral researchIand (3) to provide
practice in the application of these principles. The Department program
provides an emphasis on both field experiences and the theoretical foundation for graduate study in psychology and related areas. Cooperative
Education and Internships are designed to provide students with practical
pre-professional experience.On-thepb experience gives students the
opportunity to test career fields and develop professional contacts.
Psychologistsuse a variety of methods to study behavior, including experimentation, observation and clinical case analysis. Faculty members in the
Department of Psychology at Augsburg have varied professional specializations which include areas such as counseling, physiological psychology,
human development, personality and computer applications.
The Psychology program's emphasis on the use of a problem solving
approach, the acquisition of information about human development and
interaction, and the development of human relations skills can be beneficial
in careers in business, education and other social services, the church and
government, as well as in careers such as research, law and medicine.
Student interns are placed in the metropolitan area where they can acquire
practical, pre-professional experienceand develop professional contacts.
This program mutually benefits the students and the community.
I
I
Psychology Faculty Nancy Steblay (Chairperson),Lyla Anderegg, Grace Dyrud,
Norman Ferguson, Duane Johnson
Major: 10 courses including 105,230,330,381,399, and 493. A minimum of five
courses must be from Augsburg. Students are also acpeded to select one course
from the Developmental/Personalitycourses and other electives to complete the
mapr. Not more than two courses from among 299,399 and 499 may be counted
toward requirements for a mapr. It is recommended that Psychology majors take
additional course work from other areas that will complement and strengthen their
particular interests in psychology; for example, areas such as business administration, biology or communication.AU psychology maprs must have an adviser in the
Psychology Department.
Honors Major: GPA of 3.5 in the mapr and 3.0 overall, and completion of a high
quality research project culminating the mapr program. Application for honors
consideration must be made during the junior year. Please consult the Department
Chairperson for more detailed requirements.
Minor: Five courses including 105, with a minimum of two courses at Augsburg.
Not more than one course from 299,399 and 499 may be counted toward the minor.
101
Self-Identity and Values
A study of self-identity and values as related to personal l i i . This course
uses a psychological perspective to explore the role of the individual in
the larger social context. Major topics include the acquisition, develop
ment and evolution of self-identity and values and the influence of sex
roles. (This course does not substitute for PSY 105as a prerequisiteto
Upper Division psychology courses.)
102
The Individual in a Social World
An investigation of the behavior of the individual as it occurs in social
environments. Examples of human behavior which are best understood
through analysis of both individual and social factors will serve as the
course framework. The scientific method is emphasized as an aid in
understandingissues of influence in social systems, with major topics
including attitude formation and group processes. (This course does
substitute for PSY 105as a prerequisiteto Upper Division psychology
courses.)
105
Principles of Psychology
An introduction to the methods and approaches used in psychology for
the purpose of understanding behavior. Application of psychological
concepts to everyday situations is emphasized.
199
Internship
A work-based learning experience in which a student, faculty adviser and
site supervisor design a lezrning agreement which enables the student to
explore psychology as a possible major and consider its career options.
See PSY 399 for additional information. (Prereq.: 102or 105 and one other
psychology course)
230,330 Research Methods: Design, Procedure and Analysis I, II
A two-term sequence including experimentation in such areas as human
learning, problem solving, social psychology and sensation-perception.
Emphasis will be placed on both statistical and experimental design
methodology. Research Methods I may be taken for credit without
continuing in Research Methods II. Majors in Psychology must take both
terms of the two-term sequence;230 must precede 330; 330 should be
taken in the term immediately following 230. (Prereq.: 102or 105and
MPG III)
251
Sensing and Perceiving
An ecologically oriented approach to the study of perceptual systems.
Emphasis on the processing of environmentalinformation and how this
relates to adaptive behavior and subjective experience.Topics include:
adaptationto novel environments, machine intelligence and anomalous
perception such as illusions. (Prereq.:102or 105. On demand)
299
Directed Study
Limited registration by special permission. Specific planning for the study
must be completed and approved well in advance of the time of registration. (Prereq.: 102or 105)
325
Social Behavior
Social factors which influence individual and group behavior in naturalis-
tic and experimental settings. Topics include: cooperation, competition,
affiliation, conformity and attitudes. (Prereq.: 102or 105)
Developmental Psychology: Child
Emphasis on normal child developmentand behavior. Consideration of
theoretical systems used for viewing developmental sequence and
continuity.Inquiry into practical implications and applicationsof data and
theory in respect to the development of children. (Prereq.: 102or 105)
Developmental Psychology: Adolescent and Young Adult
Emphasis on normal development and behavior. Considerationof data
and theory related to development during the adolescent and young adult
periods of life. (Prereq.: 102or 105)
Developmental Psychology: Middle Adult and Older Adult
Emphasis on normal development and behavior. Consideration of data
and theory related to developmentduring the middle adult and older
adult periods of life. Includes perspectives on death and dying. (Prereq.:
102or 105)
Brain 81Behavior
A survey of the functions of the nervous system which are responsible for
behavior in animals and human beings. Major topics include: sleep and
wakefulness, motivation and emotion, learning and memory and mental
disorders. (Prereq.: 102 or 105)Additional lab hours required. (On
demand)
Environmental Psychology
This course uses a cultural-ecologicalviewpoint to study the influence
which the environment, both natural and human-made, has on behavior.
Major topics include: overcrowding and environmentalstress; territoriality; defensible space and crime; and specific environments such as rooms,
buildings and cities. (Prereq.: 102or 105)
Learning
Learning concepts, behavior change principles and psychology of
instruction. Behavior change and individualized instruction projects.
(Prereq.: 102or 105)
PsychologicalAssessment
Theory, principles and examples of tests of personality and intelligence.
(Prereq.: 102or 105. On demand)
Personality
An introduction to the field of personality study including theory,
research, assessment and contemporary applications. (Prereq.: 102or 105)
Behavior Disorders
An introduction to maladaptive human behaviors from the social, organic
and psychological points of view. (F'rereq.: 102or 105)
Psychology of Gender
A study involving knowledge of materials bearing on the development of
sex difkrences and roles, the effed of society upon values and goals,
differentiallegal status of each sex and psychophysiologicaldata bearing
upon these differences. (Prereq.:102 or 105 or consent of instructor)
Organizational Psychology
Theoretical conceptualizations of organizationalbehavior. A study of the
individual, groups, structure, change and developmentin organizations.
(Prereq.: 102 or 105)
Psychology in Historical Perspective
Historical developmentof psychological viewpoints and theoretical
positions. (Prereq.: two psychology courses)
Internship
A work-based learning experience in which a student, faculty adviser and
site supervisor design a learning agreement that links the principles and
methods of psychology with the opportunities available at the placement.
Prior to the be$nning of registration, interested students should consult
with the departmental Internship Coordinator regarding requirements
and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative
Education Office. (Prereq.:junior class standing and four psychology
courses)
Program Evaluation
The application of scientific research techniques and statistical analysis to
programs for social improvement.Designing information systems for the
ongoing monitoring of programs. Assessing community needs. Assessing
program effectiveness and efficiency.The political and organizational
context of program monitoring and evalukion. The role of evaluation
research for social policy and program improvement. (Prereq.: 264 or SOC
362;SOC 363.O n demand)
Counseling Psychology
Principles, methods and attitudes involved in the counseling process.
Consideration given to goals and ethical guidelines for a counseling
relationship. (Prereq.: three psychology courses and junior class standing)
Current Topics in Psychology
Study of selected areas and topics in psychology that are not treated
extensively through current course offerings. Specific topics will be
published prior to registration. (Prereq.: 102 or 105 and consent of
instructor)
Seminar: Contemporary Issues
Discussion of contemporary societal issues from a psychological viewpoint. Consideration of the approaches and methods used by
psychologists in studying such issues. (Prereq.: five psychology courses)
499
Independent Study
Limited registration by special permission for advanced students in
psychology. Students must present a written plan prior to registration
including carefully considered rationale and purpose for the proposed
Study.
Augsburg College understands itself as a college of the church and it is
persuaded that the Christian faith provides an appropriate perspective from
which to undertake its educational task The biblical faith and tradition of
the Christian church have influenced the Western world to a degree much
greater than is sometimes recogruzed. They have affected and continue to
influence language, literature, history, values and political structures.
The student encounters this religious tradition in studying these and other
areas. The study of religion and theology is intended to make such encounters more meaningful by a better knowledge of biblical history and that of
the Christian church and by a larger acquaintance with theological thought.
While it is true that the fundamental orientation of this College is to the
Christian faith, it is also true that the field of religion obviously includes
more thanis represented by the Christian faith. Large segments of the
earth's population live by religious concepts and ideas which are different
from those prominent in the West. The Department of Religion seeks to
introduce students to some of these major religious traditions.
Coursesin religion are not intended to be footnotes to courses in other
disciplines and departments. The study of religion and the discipline of
theology have an integrity of their own. It is the hope and expectation of the
Department that students will become better acquainted with the content
and character of the Christian faith, enabling them to reflect theologically on
their own religious commitment.
The College offers both a major and a minor in Religion. Studentswho wish
to work in the church as a parish or youth worker or as a director of Christian Education may find a major in Religion appropriatefor that purpose.
Religion Faculty: Philip Quanbeck (Chairperson),John Benson, Bradley Holt,
Lynne Lorenzen, Curtis Peter, William Russell, Eugene Skibbe
Major: Eight courses, including 111,221,356,481 and 495, the seminar especially
for majors, taken in the junior or senior year. Before taking the seminar, each major
must have written one formal research paper and placed it on file with the Department Chairperson. Only one Interim course may be applied to the major. One
Upper Division New Testament Greek course may be applied to the major.
Religion Major with a Concentrationin Youth and Family Minis*
This major requires nine courses including an Internship. In addition to the courses
required for a Religion mapr, namely REL 111,221,356,481 and 495, the following
are required: REL 342,343,415, and a supervised Internship in the Youth and
Family area. Consultation with one of the staff members in the Youth and Family
Institute is required in order that proper preparation in discipline areas outside the
Department of Religion may be achieved.
Program for Christian Day School Teachers: Students pursue one of the regular
teacher education programs in the Department of Education to prepare for
licensure by the State of Minnesota. In addition to the licensure program, five
courses in reliion are required: 111,221,362, The Christian Day School (Interim)
and The Lutheran Heritage (Interim). Student Teaching experience is required in
both a public school setting and in a Christian Day School.
This program prepares students who are intmsted in teaching in Christian day
schools, particularly those of The Evangelical Lutheran Church in America,
although participation is not limited to such schools.
Honors Major: GPA of 3.3 in the mapr and 3.0 overall; research project approved
by the Department and colloquium with the Department.
Minor: Five courses. Not more than one Interim course may be counted for the
minor.
Notes: Religion 111 or 221 is prerequisite to all other courses. Department approval
is necessary before courses taken in other colleges can be accepted for Religion
Department and/or general education course credit. All maprs are urged to
consult with the Department Chairperson.
111
Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue
between the church and the world which concerns Christian doctrine.
199
Internship
Internship on Lower Division level.
221
Biblical Studies
The origin, literary character and transmission of the biblical documents.
The task of biblical interpretation.The history of Israel and the emergence
of the church.
231
Religion in African-American History
(See INS Minority Studies.)
299
Directed Study
Independent Study on Lower Division level.
342
Theology of Youth and Family Living
Contemporarytheories of youth and family living are examined within
the context of Christian teachings. Emphasis will be placed on individual
development at every age, how individuals relate in systems and how
Christian ideas intersect to enhance the functioningof families, particularly in relationshipto current crises in teenagers &d families. Theology of Marriage
The Christian tradition provides the opportunityfor wholeness by
promising forgiveness of unworthy aspects of oneself, access to God's
love, and greater acceptanceof one's spouse. In this course, parallel
concepts of psychological wholeness, in the Jungiantradition, and of
repentance and forgiveness in the Christian tradition are applied to
marital relationships.
Philosophy of Religion
(See Philosophy Department)
Denominationsand Religious Groups in America
A study of the beliefs and worship practices of the major denominations
and religious groups. Some contemporary cultic movements will also be
considered.
History of Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto and Islam.
Lectures plus some discussion of primary documents from these religious
communities.
Survey of Church History
A survey of Christian history in the early, medieval, Reformation and
modem periods. Some attention to primary sources, in addition to
interpretations of the periods in question. The expansion of the church, its
inner life, its relation to the state and the development of its doctrine will
be major elements of the study.
Life and Work of the Church
Congregational life in its varied character with attention directed to
Christian education and curriculum, youth work and parish work.
Religion and Society
An examination of the interaction of religion and society in terms of
sociological analysis with particular emphasis on contemporary sociological research on religious movements in American society.
The Church in the First Four Centuries
A study of the early Christian Church in the context of the Roman Empire,
including such topics as persecution and martyrdom, the development of
the creeds, Christianityin conflict with Gnosticism and mystery religions,
monasticism and mysticism, early Christian worship. Also includes the
theology of several early Christian leaders and a special unit on the life
and thought of Augustine.
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of
the 16thCentury.Special attention to the writings of Martin Luther and
other representative figures.
Religlon In America
A study of the development of religion in America. Special attention to the
rise of religious liberty, revivalism, denominationsand the responses of
religion to the challengesof its environing culture.
Scandinavian Immigrant Church History
Topics and themes related to church history and Scandinavian immigration to this country. (Offered as funding permits)
The Church and Social Change in Latin America
(See Global Education, Program in Global Community)
American Indian Spirituality and PhilosophicalThought
(See INS,American Indian Studies)
Internship
Limited to students who have completed at least four academic courses,
have at least first semester junior standing and satisfy Department
guidelines.
The Gospels and Personality Theory
The ministry of Christ, as recorded in the Gospels, will be studied as a
context and foundation for the maximum utilization of personality theory
In effectively responding to contemporaryissues of teenagers such as food
disorders, suicide, addictions and perfectionism, among others.
Eastern Orthodoxy
This course will explore the history, theology, and liturgical life of the
Eastern Orthodox Christian Church. Theology and history will be
considered primarily from the perspective of those Christians who live in
Greece, Turkey, Bulgaria, Romania, Yugoslavia and Czechoslovakia, with
special attention to the Orthodox Church in the Soviet Union.
Church Music and Worship
(See Music Department.)
Feminism and Christianity
This course will consider the centralideas of Christianityand feminism
and how they might be compatible. Attention will be given to religious
influences on societal roles for women and men, feminist interpretation of
the Bible, and the impact of feminism on Christian theology, especially in
terms of language and metaphor.
Jesus and His Interpreters
Consideration of the New Testament documents, particularly the Gospels,
dealing with their context, literary structure and relationships. Attention
to the variety of interpretationsgiven the person of Jesus, includingthe
"quest for the historical Jesus."
Theology of Paul
A study of the Apostle Paul including his historical background, his
relationship to the early church and some of the themes found in his
writings.
The Message of the Old Testament
The various types of Old Testament literature.The distinctive ideas of
Hebrew thought with emphasis on the message of the prophets.
Judaism
A survey of the history of Judaism from the end of the Old Testament
period to modern times, with emphasis placed upon the religious
development. A special interest in such modern Jewish thinkers as Buber
and Heschel. The Jewish Chatauqua Sodety annually makes a grant to
Augsburg College in partial support of this course in Judaism offered in
the Religion Department.
Contemporary Theology
An introductionto some representative trends in Christian theological
thought today, as seen from the systematic perspective, in the light of the
continuing theological task of the Christian Church.
Christian Ethics
The bases of Christian social responsibility, in terms of theological and
sociologicaldynamics. Emphasis on developing a c o m c t i v e perspective
for critical reflection upon moral action.
Psychology of Rellglon and Theology
A study of current psychological views of religion in the context of the
view of human nature. Special attention will be given
traditional -tian
to the classics in the field by Freud, Jung and William James, and to those
Christian theologians who have been influenced by them.
Seminar
Selected topics. Required of majors in the junior or senior year. Others by
permission of instructor.
Independent Study
Limited to students who are Religion majors and satisfy Departmental
guidelines.
Scandinavian Ama Studies is an interdiscipharyprogram drawing on the
combined resourcesof the A C E and the ScandinavianCenter at Augsburg
College. An expansion of the curriculum is underway, with plans to introduce new COW
in Scandinavian design, political science,social work,
history and geography beginning in the 1992-'93 academic year.
Major: Eight Upper Division courses.
Minor: Four Upper Division courses.
Note: At least four of the Upper Division courses required for the mapr must come
from the list below. The remainder may be transferred to Augsburg and included
in the mapr on approval of the program adviser. Students graduating with a mapr
or minor must also present the equivalent of intermediate level competence in a
Scandinavianlanguage. See Norwegian course listings under the Foreign Language
Department.
Recommended supporting preparation: Study in Scandinavia (see Metro-Urban
Studies, SUST), and elective courses or a second major such as Norwegian, history,
political science, urban studies, business administration, internationalrelations,
sociology or socialwork
Frankie Shackelford, Advisor
330
Contemporary Scandinavia
A broad survey of Scandinavian culture with special emphasis on
conditions and developments in the 20th Century.Knowledge of Scandinavian language desirable but not required. (Ondemand)
351
The Modern Scandinavian Novel
Ledures provide a survey of the Scandinaviannovel. Class discussion
based on assigned reading of selected novels by Jonas Lie, Sigrid Undset,
Selma Lagerlof, PZr Lagerkvist, Knut Hamsun, Halldor Laxness and
others. Knowledge of a Scandinavian language desirable. Language
majors and minors will be required to do assigned readings and written
work in a Scandinavianlanguage. (On demand)
352
The Modern Scandinavian Drama
Readings include dramatic works by Ibsen, Bpmson, Strindberg,
Lagerkvist, Munk and other 20th Century dramatists. Lectures provide a
survey of Scandinaviandrama with emphasis on Ibsen and Strindberg.
Knowledge of a Scandinavianlanguage desirable. Language maprs and
minors will be required to do assigned readings and written work in a
Scandinavianlanguage. (On demand)
364
Scandinavian Immigrant Church History
(See Department of Religion.)
372
Norwegian Language and Culture
(See Metro-Urban Studies, SUST.)
3T7
Scandinavia in the World
(See Metro-Urban Studies, SUST.)
382
Scandinavian Arts
(See Department of Art.)
393
Norwegian Art and Literature: Perspectiveson Social Change
(See Metro-Urban Studies, SUST.)
394
Urbanizationand Development in Scandinavia
(See Metro-Urban Studies, SUST.)
499
Independent Study
In consultationwith a faculty member, student selects a specific topic for
study.
A student may not list a double major in Social Science ahd in one of the
component disciplinesunless the distribution selected in the Social Science
major is significantly different from the other major.
Khin Khin Jensen, Coordinator
Non-WesternMajor: 14 courses: HIS 104; one social science methodology course
(ECO 279, PSY 264, SOC 362 or 365); and 12 courses in at least four disciplines from
the following: ECO 112,258; HIS 103,322,323,324,440,474; POL 351,363,382,461;
PHI 355; REL 356; SOC 336; seminars, Independent Study or Interim courses on
relevant topics in history and/or political science The student planning to fuJfiU
this social science major should consult the Chairperson of the Department of
History in choosing a major adviser.
Studentspreparing to teach social studieson the high &ool lwel must
complete, in addition to the professional requirementsto be met within the
Department of Education, a competency-based program designed to
provide a broad foundation in the social sciences.
1
JerryGerasimo, Coordinator
Social StudiesTeaching Licensure:Seven courses (ECO 112 or 113, geography,
HIS 222, POL 158, PSY 105, SOC 121 and 336) plus a major in one of five fields economics, history, political science,psychology or sociology. Geology and
anthropology are also acceptablefields, although they are not offered as majors on
the Augsburg campus.
Students consideringa career in social studies education should consult, as soon as
possible, the Augsburg Department of Education and the Social Studies Coordinator.
SOCIALWORKDEPARTMEW
(SWK)
The SocialWork mapr prepares graduates for entry-level professional
practice in the field of human services. The program is accredited by the
Council on Social Work Education and leads to a Bachelor of Science degree.
The program is based on a generalist model of practice, enabling graduates
to work with individuals, families, groups, communities and to develop and
analyze social policy. Several courses within the program utilize a student
empowerment model for teaching and learning.
Augsburg's social work mapr also provides a strong foundation for graduate studies in a variety of fields.Augsburg also offers a full-time Master of
Social Work d e p e on a weekend schedule.
The College's commitment to the liberal arts is highly compatible with
education for professional social work practice. The liberal arts with its
emphasis on breadth of understanding, cultural and ethnic diversity,
openness to new ideas, analysis and synthesis, is an ideal foundation for
socialwork education. As Sir Richard Livingston has said, "A technician is a
person who knows everytlung there is to know about his/her p b except its
ultimate purpose and social consequence." Effective .socialworkers should
not be technicians. Augsburg social work graduates are entry level professionals.
Augsburg College's motto, "Education for Service," exemplifies the philosophy of the SocialWork Department. Unique learning opportunities for field
work placement and cultural enrichment are provided by a metropolitan
setting known for a humane quality of life which is enhanced by the arts,
outstanding human services, and a highly-educated populace. Social work
opportunities abound. Minnesota is known for the vitality and relevance of
its social services. The Twin Cities, as the hub for these services, provides
both a plethora of field placements for social work students and external
experts for the classroom The ethnic and economic diversity present in this
metropolitan area provides opportunities for socialwork students to learn
to understand, appreciate, respect and work with people different from
themselves and to be enriched by this opportunity to interact with diverse
clients and professionals.
The Social Work Program strives to contribute to its environment as well as
to gain from it. Appropriately, social work students have been involved in a
wide variety of community service efforts including helping to develop the
LINK program on campus, mobilizing studentsto assist a social service
agency in their annual Christmas giving program, and tutoring at a local
neighborhood center.
The Social Welfare minor and electives in the Department allow students to
support another major while gaining knowledge about human needs and
growth, human services and the methods of effective citizenship. Students
taking these courses have the opportunity to become knowledgeable about
public issues and develop and nurture a perspective that sees the central
importance of diversity to the social fabric of this country. But beyond
knowledge, students are encouraged to use their talents and skills to
address the needs of society in the interest of the public good.
Social Work Faculty:Mary Lou Williams (Chairpenon), Maria Brown, Francine
Chakolis, Edwina Hertzberg, Rosemary Link, Vincent Peters, Edward Skarnolis
Major: 11core program courses: 361,363,364,461,462,463,465,466,467,469, and
SOC 365; and eight supportingprogram courses: 257,260; BIO 101; PSY 105; SOC
121,231,265,375. (The Sociology sequence constitutes a minor in that discipline.) A
minimum grade of 2.0 is required for each course in the core program and a 2.0
average is required in the supporting program.
Concentration: Concentration in aging, chemical dependency, crime and corrections, social ministries, and youth are possible. Concentration consists of courses
descriptive of functional, dysfunctional and programmatic aspects, plus field work
placement in the senior year in the special area. For Social Ministries, a minor in
religion with specific coursework is required. Completion of a concentration is
noted on the transcript.
Candidacy: Social Work maprs must apply for candidacy status before the
beginning of the senior year. Certain 400 level courses list candidacy as a prerequisite. A written selfstatement, reference letters, and the completion of all core and
supportingprogram courses below the 400 level is necessary for candidacyreview.
SocialWelfare Minor: Six courses, including 257 (or approved alternative), 361,
463; 260 or SOC 375; SOC 265; and one of 465, POL 121,158,325.
School SocialWork Certification:State Department of Education-required Human
Relations Certification for school social work is available through successful
completion of EDS 388 plus a senior year field placement in a school setting.
1
Elective Courses Open to All Students:
230
Global Peace and Social Development
This course offers a framework of non-violent social change and develop
ment in the global context. It also identifes the focus of Social Work in
addition to the many other disciplines which are vital to fosteringpeace,
development and enhancement of a better quality of life for all human
kind.
The dynamics of peace and dwelopment are speafically drawn from the
Social Work point of view with an overview of the socio-political, cultural,
geographical, economic, religious and scientific facets of peace and how
peace (or absence of peace) affects development and change. This is
presented in the form of dialogue on current and future issues such as
people-centered development, socialjustice, resource allocation, environmental depletion, and the women's movement in relation to peace
concerns. This course also explores the non-violent alternativesto the
current global arms build-up which is a contributing force in world-wide
problems such as hunger, poverty, environmentalproblems, and the
oppression of powerless and disenfranchised segments of society and/or
racially segregated communities.
257
Exploring Human Services
Experiential learning occurs as studentsvolunteer 80 hours (in a services
agency or institution which students select.) The placement must be
approved by course faculty and supervised by agency staff. In the context
of this volunteer experience students have opportunityto interact with
human service professionals, clients and communities of diverse culture/
ethnic heritage and special concerns (age, socioeconomicstatus, lifestyles,
developmental/physical abilities, gender, etc.). The course is designed to
help students learn about themselves in relation to a possible major or
future career in the human services.
The three-hour weekly seminar is dwoted to discussions which assist
students in integrating agency experiencesand readings which explore
the historical development of social welfare as an institution and the
nature and value system of social work as a profession. Students will also
examine and critique the manner in which social, economic and political
structure impact diverse groups in society. Students will focus on their
own responsibilities in society, as well as examine their personal value
system in relation to special concerns, such as poverty and the "isms".
260
Humans Developing
This course provides the knowledge basic to an understanding of human
growth through the life cycle and of the interplay of sociocultural,
biological and psychological factors which influence the growth of
individuals and families in contemporary American society. Emphasized
is the role of the "nurturing environment" in relation to human growth,
the impact of "sustaining environment" and other special stresses relevant
to growth. Growth related to populations and groups which represent
ethnic and/or Westyle diversity is also a focus. Students will gain selfunderstandingthrough use of their own experiences.
299
Directed Study
An opportunity for students to do readings and study on topics of
interest. Proposed study must be approved in advance of registration.
(Prereq.: 257 and consent of instructor)
340
Policies, Program and Skills for the Aging
This course includes the study of the impact of socialpolicy on the older
population, the older population's impact on social policy, services
planned to address needs of older population and skills needed to work
with this population. Class conducted in senior citizen residence. (Prereq.:
sophomore standing or consent of instructor)
361
Soclal Responses to Human Needs
This course describes the historical and contemporary systems of human
service and the diversity of professionals and client groups. The major
assumptions and social movements which have contributed to the
charitable and governmental responses to human needs will be emphasized. Guest speakers and agency visits highlight the course. (Prereq.:
junior standing or consent of instructor.)
399
Internship*
Provides field learning experience for the non-major and supplementsthe
required field work of majors (Prereq.: consent of instructor)
463
Community Development and Organization
Locality development and socialchange through community organization, social planning and social action. Emphasis on: 1)s w e y of historical
fonns of community organization and social change, 2) understanding the
theories, basic issues, and strategies relevant to socialprotest and change,
3) examination of the role of staff and of the functions and interrelationships of community organizations, and 4) knowledge of and actual
practice in the local community in the essential principles and techniques
of organizing. (Prereq.: senior standing or consent of instructor)
465
Social Policy: Analysis and Development
Includes the study of theories of social policy formulation and methods of
analysis associated with needs and services, and analysis of the impact of
policy on social work practice. Development and implementation will be
viewed firsthand through work with a public policy agency or official.
Readings and analytical paper integrate class concepts with practical
experience. (Prereq.: 361,463 and senior standing or consent of instructor)
468
Speclal Topics (1 R to 1 course)
Current issues in social work theory or practice. To be announced.
(Prereq.: consent of instructor. Offered periodically in Interim.)
498
Independent Study Metropolitan Resources
An independentlydesigned course which a student (or group of students)
develops, making extensive, systematic and integrated utilization of
resources available in the metropolitan community, e.g. lectures, s y m p
sia, performances, hearings. These resources become the core of the
course, supplemented by traditional college resources, and designed in
consultation with and evaluated by a faculty member of the Department.
(Prereq.: 257 and consent of instructor)
-
499
Independent Study
Student must present a written proposal containing rationale, o b ' j v e s
and methodology of the proposed study according to Department
guidelines. (Prereq.:257 and consent of instructor)
*Canbe takenin coordination with Cooperatize Education, which may provide payment for
work in fieldsites.
Courses Reserved for Social Work Majors Only
363
Methods and Skills of Social Work
Basic features of the helping process, theoretical foundations, principles
and techniques of social work interventivemethods and practical
experience necessary for social work pradice with individuals and small
groups with a diversity of professionals and client groups; dwelopment
of the student's repertoire of relationshipbuilding skills. L,ecture
discussion sessions and/or laboratory exercises each week (Prereq.: 361,
junior standing)
364
Field Work I*
Beginning supervised professional experiencein a social work agency
which focuses on interviewing experience and relationshipbuilding. Ten
hours per week, plus one small group supportive/discussion seminar per
week. (Prereq.: 361, junior standing, concurrent with 363)
461
Advanced Methods and Skills in Social Work
Enlargement and refinement of practice skills recognizing adaptationsof
the problemsolving model to diverse populations through lecture,
classroom exerciseand regular class work Enlargement of social group
work skills, emphasis on developmentof generalist practice skills and
eclectic approacheswith a focus on diversity of professionals and client
populations. (Preq.: 2.0 GPA in 363 and in 364, candidacy status.
Concurrent with 462)
462
Field Work II*
Progressively responsible supervised professional social work experience
including work with individuals, families, groups and/or communities in
a social service agency. Ten hours per week, plus one supportive/
discussion seminar per week. (Prereq.: candidacy status; concurrent with
461)
466
Field Work 111 (1/2 or 1 course)'
Continuation of 462 (1/2 course option during Interim. Prereq.: candidacy
status, 2.0 GPA in 461,462,463)
467
The Soclal Worker as Professional
Ethical practice, bureaucratic survival, professional p b attainment,
affirmative action and sexual harassment issues, personnel policies and
practices, organizationaltheory and resource development will be studied
in the course.The field work practice becomes the laboratory for class
exercises. (Prereq.: candidacy status, 2.0 GPA in 461,463)
469
Field Work IV'
Continuation of 466. ( P r q . : candidacy status, 2.0 GPA in 466, concurrent
with 467)
*Can be faken in coordinationwith CoopcratizeEducation, which may pr&
work in field sites.
payment for
Sociologyis a disciplined study of human social behavior. As a relatively
young discipline, sociology provides yet another perspective on a theme
which is common to many of the disciplines in a liberal arts curriculum,
namely the theme that humans a w "social animals." Sociologyemphasizes
the extent to which the human inclination to interact socially comes to
exhibit r e g u l m patterns over time. These pattern together form a
society or a social structure.
Sociology seeks to understand these societal patterns. Sociologyalso seeks
to understand patterns within the great variety of institutions that exist in a
society.
The SociologyDepartment at Augsburg is designed to help students think
sociologically in terms of obtaining an understandingof society and developing skills in analyzing social institutions and patterns.
Students are encouraged to select as electives some of the non-traditional
learning models available, such as internships, independent study, Interim
courses and field studies. The Department urges students to use Augsburg's
urban setting as a laboratory for learning. A major in sociology can p-are
one for a variety of Careers or for advanced professional studies. Cooperative Education and Internships enable majors to apply the theories and
research skills of sociology while they explore career alternatives. Augsburg
alumni who have majored in sociology are currently employed in the
personnel departmentsof both government and private corporations, in
industrial relations work and in program evaluation Others have used their
majors as preparation for advanced study in areas such as law, the ministry,
social work and urban planning.
The Department of Sociology welcomes students who, in their quest for a
liberal education, are looking for new and different ways of understanding
and appreciating the often taken-for-granted aspects of our world.
SociologyFaculty:Diane Pike (Chairperson), Vern Bloom, JerryGerasimo, Gordon
Nelson, Garry Hesser
Major: 10 courses including 121,349,362, 363,375,485. Highly recommended: an
internship, cooperativeeducation, independent study or Upper Division Interim
course in sociology.This recommendation is made in the hope that the student will
take advantage of the variety of learning models offered through the Department.
Consult the Department Chairperson concerning areas of concentration
Honors Major: The student must have a minimum GPA of 3.5 in the mapr and 3.0
overall. Application for honors in sociologycandidacy shall consist of submission
of thesis proposal to the Department Chairperson before April 1 of the junior year.
Candidacy is contingent upon Departmental approval of proposal by April 30 of
the junior year. After acceptance as a candidate, the student will register for 499 to
complete work on thesis. Honors in sociology willbe granted to a candidate who
successfully defends the thesis before March 31 of the senior year and maintains the
GPA through graduation.
Minor: Five courses including 121and two Upper Division courses (i.e., 300 and
above).
121
Introduction to Human Society
Sociology is a unique way of understanding the world. As an academic
discipline and a profession, sociology provides insights into culture, roles,
groups, interaction, inequality and social structure. Sociology is an
essential tool for discoveringthe world and one's place in it.
199
Internship
A work-based learning experience in which a student, faculty member
and site supervisor design a learning agreement which enables the
student to explore sociology as a mapr and consider its career altematives. Participation in a concurrent seminar is expected. Prior to the
beginning of the term/registration, interested students should consult
with the departmental Internship Coordinator regarding requirements
and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative
Education Office.
211
Human Community and the Modern Metropolis
The cultural and structural dynamics of the modem world viewed from
the perspective of the metropolitan situation, with a focus on the possibilities of human community in the context of urban institutionsand
processes.
220
Sociology of Law
This course examines the nature of law, its effect on society and the effect
of society on it. From a sociologicalperspective, we will explore crosscultural notions of law, deterrence, the criminal justice system, the legal
profession and corporate crime. The basic course format will be lecture
and discussion based on the reading assignments. Evaluation is based on
participation and two examinations. Students desiring Upper Division
credit will be asked to write a paper on an assigned topic in addition to
the exam.
231
Family Systems: A Cross-Cultural Perspective
An examination of the famiiyas a social institution. The structures and
processes within families are studied within their institutional and
culturalcontexts.
265
Culture: Ethnicity, Gender and Race
The dimensions of =cia1 and minority group relations. Mapr attention is
focused upon prejudice, racism, and the role of self-understanding.P / N
grading only)
273
Crime and Corrections
This course includes an examination of corrections programs (prison,
probation, treatment center, etc.) within the context of the American
society and justice system. Attention is also given to theoretical formulations as to possible causes of criminal behavior and attempts at prevention
and control. Field visit arranged to correctional facilities.)
299
Directed Study
Independent Study for Lower Division students. Prereq.: 121and consent
of instructor. )
300,301,302,303,304
Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests
which are not satisfied by regular course offerings. (Prereq.: consent of
instructor)
336
Introductionto Cultural Anthropology
The concept of cultureexamined in anthropology and in the way we see
and live in the world. An analysis of basic assumptions underlying the
ideas of "primitive," " c i v i l i i and "progress." The course will examine
the person's relation to cultureand conduct an analysis of selected aspects
of Western culture.(Prereq.: 121)
349
Complex Organizations
Organizationsaffect almost everythingin contemporarylife. This course
examines organizations as corporate actors, looking at the topics of
culture,technology, structure and corporate deviance. (Prereq.: 121or
permission of instructor)
360
Religion and Society
An examination of the interaction of religion and society in terms of
sociological analysis with particular emphasis on contemporary sociological research on religious movements and institutions in American society.
(Prereq.: 121recommended)
362
Statistical Analysis
The fundamentals of descriptiveand inferential statistics for the social
sciences. Designed specifically for sociology and political science majors,
but recommended for others needing a statistical background for social
science quantitative analysis. (Prereq.: Group 111Math Placement Test. For
maprs, to be taken preceding 363.)
363
Research Methods
An introduction to the skills involved in research design and data
analysis. The practice of social research is learned through class activities
and individual projects. Focus on learning usable skills. To be taken
immediately after 362.(Prereq.: 362 or consent of instructor)
365
Quantitative Analysis and Program Evaluation
Overview of commonly-used research methods, especially experimental
designs and applications to program evaluations. Consumer o v e ~ e w
of
methods of organizing, comparing and interpreting quantitative information. Use of data-processing equipment for statistical analysis. Designed
for social work maprs. Not to be taken by sociology maprs. (Prereq.:
Level 111 Math Placement Test)
375
Social Psychology
An examination of the idea of "group," its relationship to individual
behavior and society. An analysis of the ideas of "self" and "identitf' and
what part they play in understanding interpersonal relations and human
behavior. A sociological view of mental health. A look at the major
assumptions and processes underlying our everyday l i f e a look at the
trivial, the o r d i i and the taken-for-granted. "Symbolic interaction," an
important orientation in social psychology, will be used as a way of
dealing with the major issues in the course. (Prereq.: 121,junior or senior
students only)
381
The City and Metro-Urban Planning
The primary focus of the course is upon the major issues confrontingthe
present and future metropolis. Particular emphasis will center on altemative theories and approachesto shaping the future metropolis. Current
developmentsin the Twin Cities region will be compared and contrasted
to urban and regional developments globally and nationally. Resources
include extensive readings, simulations, films,outside speakers and field
trips in a seminar format. (Prereq.: 121 or 211 or consent of instructor)
399
Internship
A work-based learning experiencein which a student, faculty member
and site s u p e ~ s odesign
r
a learning agreement which enables the
student to explore sociology as a mapr and consider its career altematives. Participation in a concurrent seminaris expested. Prior to the
beginning of the term/registration, interested students should consult
with the departmental Internship Coordinator regarding requirements
and permission to register. Students are encouraged to seek an appropriate placement site by registering with the Internship and Cooperative
Education Office. (Prereq.: consent of instructor)
485
Modern Sociological Theory
An examination of the major theoretical traditions withii sociology,
tracing the course of their development in the 19th and 20th Centuries.
(Prereq.: two courses in sociology including 121or consent of instructor)
498
lndependent Study Metropolitan Resources
An independently designed course which a student (or group of students)
develops, making extensive, systematic and integrated utilization of
resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the
course, supplemented by traditional college resources, and designed in
consultationwith and evaluated by a faculty member of the Department.
(Prereq.: 121or 211 and consent of instructor)
499
lndependentStudy
Student must present a written proposal containing rationale, objectives
and methodology of the proposed study according to Department
guidelines. (Prereq.: 121and consent of instructor)
-
Soviet and East European Studies is an ACTC pint major which seeks to
give the student the broadest possible exposure to Russian and Soviet
history, politics, literature, traditions and philosophy. The major is interdisciphary and offers perspectives on Russia both past and present. A minimum of two years of the Russian language is quired.
This major is a good foundation for students preparing for careers in
government, teaching internationalbusiness or law, espeaally when
combined with a second major in a field such as business, economics,
history, language, political science or theology. It also is a good foundation
for graduate study in history, political science, language and literature or
international relations.
Magda Palmy-Zapp, Campus Coordinator
Major: 11courses: four courses (two years) of basic college Russian (or equivalent
competencies); two courses in Russian history; one course in Marxist theory; one
course in Russian literature; one course in Soviet politics; two other courses from
approved electives.
Minor: Six courses: two courses (one year) of basic college Russian (or equivalent
competencies); one course in Russian history; one course in Soviet politics; one
coursein Marxist theory; one other course from the approved list of electives.
East European ConcentrationMinor: Consult the Coodinatorform& information.
Each student's major program must be approved by the Coordinator.
Our quality of life, both personally and professionally, depends in large part
upon the quality of our communication. A communication major at Augs
burg is designed to enhance understandingof communication in a variety
of contexts and to improve communicationskills.
Since communication careers demand a broad educational background, the
Department strongly encourages a second major or two minors in fields
such as business, economics, Enghsh, history, international relations,
political science, psychology, religion, social work or sociology.
The Augsburg communicationmajor focuses on competencyin both speech
and writing, as well as effective use of media. Since the study and practice of
communication is grounded in both the humanities and the social sciences,
majors are encouraged to include such related subjects as aesthetics, ethics,
philosophy, logic, literature, statisticsand search methods in their p r e
grams. All communicationmajors must complete a core p u p of eight
required courses and participate in Augsburg's Interscholastic Forensics
Program. In addition to these requirements, majors must complete a
program of five electivesfrom one of three concentrations: general cornmunication studies, business communicationor mass communication.
Majors in all three concentrations are strongly encouraged to include an
intemship (SPC 399) as one of their electives. Prospective majors should
meet with a Departmental Adviser as early as possible to design an a p
proved major program, preferably by the end of the sophomore year.
Speech, Communication and Theatre Arts Faculty: David Lapakko (Chairperson),
Deborah Bart,Julie Bolton, Michael Burden, James Hayes, Anne Holmquest,
Martha Johnson
Honors Major:The Honors Mapr is designed to encourage overall excellence as well
as outstanding achievement on a specific project of special interest to the student.
Honors ma@ must maintain a 3.5 GPA in the mapr and a 3.0 GPA overall, and, as
part of their mapr program, complete a substantial independent project of honors
quality (SPC 499). Honors andidates should meet with their Departmental Adviser
prior to their senior year to develop a proposal for the honors project.
Communication Majo~:13courses overall -eight required core courses and five
courses within one of three concentrations.
Required of all Communication majors: 111,342,351,352,354,355, and any two of
the following: ENG 223, ENG 225, ENG 226, ENG 227. Also required: participation
in at least two interscholastic forensicstournaments.
F
General Communication Studies Major: Five additional electives from the
following: 329,343,345, 347,350,360,399, 495; LIN 311; PSY 325, PSY371; SOC 362,
SOC 375.
Communication Major with Business Concentration: Five additional electives
from the following 132, 225 329,330,345,399, 495; BUS 340, BUS 355, BUS 357;
PSY325, B Y 371, F'SY 373; SOC 349, SOC 375.
Communication Major with Mass Communication Concentration: Five additional electives from the following: 132,225,232,325,330,343,347,350,360,375,
399,495; ENG 241, ENG 327.
For all three concentrations:Students may petition the Department to include as
part of their mapr concentration other Augsburg courses not listed above. Such
requests must be submitted in writing to the Departmental Adviser for prior
approval. Also, students may petition to include up to three courses from other
ACTC schools as electives, with prior approval of the Registrar and adviser or
Department chair.
Communication Minor: Six courses, including 111,342,351 or 352,354,345 or 355,
and ENG 223 or 225 or 226 or 227. Prospective minors must obtain prior approval
from a Communication faculty adviser.
Speech Major f or Teaching Licensure:10 courses, including 111,241 or 343,350,
351,352,354,360; participation in at least five interscholasticforensics t o m e n t s
in at least two events (one public address, one oral interpretation);and a minor in
English. Recommended: 366, courses in theatre, participation in drama.
Speech Minor for Teaching Licensure: 111 and six of the following: 241 or 343,
350,351,352,354,360, and participation in at least five interscholastic forensics
tournamentsin at least two events (one public address, one oral interpretation).
111
Public Speaking
Theory and practice of effeaive speaking and critical listening. Students
have the opportunityto give several speeches and receive feedback about
their performance from the class and the instructor. The course focuses on
such topics as developing self-confidence, speech preparation and
organization, audience analysis and adaptation, effective delivery, style
and language, and critical thinking and listening.
132
Photography
(See Department of Art.)
199
Internship
Consult mapr adviser for details.
225,330 Communication Design I, II
(See Department of Art.)
227
Journalism
(See Department of English.)
lntroductlonto Cinema Art
(See Department of English.)
Dlrected Study
Independent Study for Lower Division credit.
Advanced Journallsm
(See Department of English.)
Intercultural Communication
This course exploresboth the problems and the potential of communication
between persons of different cultural groups. Students examine Western
and non-Westem cultural rulesIvaluesI assumptionsand stereotypes and
how they affect the transmission of verbal and non-verbal messages. The
course stressesboth a general theoretical understanding of the d d c s of
cross-culturalinteraction as well as spedficknowledge
- of how these
principles relate to particular c u l d groups.
Mass Communications in Society
(See Department of Political Science.)
Junior and senior students only.
Broadcast Production I
Introduction to video production with an emphasis on creative concept
development, scriptwriting, directing and
for video. s t u d i t s
will work in production teams and will gain experience in operation of
equipment.
Organizational Communication
An examination of the dynamics of communication in organizational
settings. Focuses on topics such as superior-subordinate relationships,
formal and informal communication networks, management styles,
power and authorityImotivation of employees, organizational culture,
performance appraisal, effective use of meetings and sources of communication problems in the workplace. Designed to enhance communication
skills of both managers and subordinates. Studentsboth investigate the
literature on orp&tional communication and attempt to aPPiy it to
their own experiences in organizations.
Broadcast Production II
This course is an advanced television production course in which students
apply knowledge and experience gained in Broadcast Production I. This
course combines studio and field production with special emphasis on
post-production editing. Studentswork in production teams to create and
produce a one-hour magazine format news program. (Prereq.:Broadcast
Production I)
Voice and Diction
A study of vocal skills including tone production, breathing, resonating,
articulating,listening, introduction to phonetics and the vocal mechanism.
Theory and practice are combined in oral projects, reports and papers,
voice tapes and individual coaching.
Argumentation
Application of standards for sound evidence and reasoning in public
speaking, discussion and debates. Key objectives include increasing skill
in analyzing argumentativeclaims, being able to distinguish between
strong and weak arguments, understanding tests for evidence and
fallacies in reasoning and learning to apply principles of argumentation to
contemporarypublic issues. Students have the opportunityto enhance
their skills in debate and discussion and also learn to analyze and aitique
arguments they encounter in their daily lives.
Persuasion
Theory of how people are influenced to change attitudes and behavior.
The course deals with a broad range of topics, including obstacles to
persuasion; cultural dimensions of persuasion; the use of logical and
psychological appeals; empirical research in persuasion; how persuasion
is used in politics, sales, advertising, and interpersonal contexts; the
nature of mass movements and campaigns; the impact of the mass media
on persuasion, and ethical issues related to persuasion. Students analyze
persuasive messages in contemporary society, with practical work in
speech and promotional projects.
Interpersonal Communication
A study of the dynamics of human interaction through verbal and nonverbal messages; emphasis on factors that build relationships and help to
overcome communicationbarriers. This course combines theory and
practice to help the student understand and manage communication
problems more effectively.
Small Group Communication
A study of group dynamics and leadership with emphasis on factors
related to decision making, styles of leadership and conflict management.
This course combines lecture with practical experienceto help the student
become a more effective and productive member of a task-oriented small
BOUPOrganlzational Psychology
(See Department of Psychology.)
Media Regulation, Law and Ethics
(See Department of Political Science.)
Internship
(Consult mapr adviser for details.)
Communication Topics
Selected topics in speech and communication, with emphasis on the use of
primary sources and methodology of research.
499
Independent Study in Communicatlon
Independent Study for Upper Division credit.
Theatre is not primarily an extracurricular activity nor is it merely entertainment. As a laboratory for learning that uses all of theliberal arts, theatre
is the essence of a liberal arts education. By reliving how other people
throughout history were thinkingfeeling and strugghg, students have a
greater understandingof their own humanity. Theatre enables students to
experience the beauty, mystery and ambiguity of life.
Minneapolis-St. Paul is an ideal place to study theatre, because it is one
of the major theatre centers in the United States. Augsburg students
expand their knowledge of theatre not only by attending, but also by
working in the professional and community theatres of the Twin Cities.
Our theatre faculty have professional experience which enables them to
provide students with realistic guidance and contacts.
The Augsburg program encourages students to participate in all aspects
of theatre production while providing each student the opportunity of
emphasizing one specific area, such as acting, directing or design.
Graduates enter many fields, such as professional theatre, television,
film, advertising, law, journalism, business and religion.
Theatre Arts Major: 11courses (222,228,229,232,361,362,366, &d four of the
following: 116,226,295,325,393,50,, 60,, 367,428,429,432, 495); one Internship,
one theatre Interim course, and 10 production units in three or more of the following areas: acting (two required), technical crew work (four required), playwriting,
direction, design and theatre management.
Because of the many professional and semi-professional theatres located in the
Twin Cities, internships are a significant part of the educational experience. Theatre
majors have the opportunity to work in the areas of design, technical, acting
management, directing and dramaturgy.
This mapr should be supported by coursesin dramatic literature including
Shakespeareand Modern Drama or ScandinavianDrama. Strongly recommended:
courses in movement, dance, art and media art (cinema, radio, television, video).
Maprs must participate in dramatic productions everyyear. Students must maintain
an overall 2 0 GPA to have mapr participation in productions. Freshmen planning to
mapr in theatre arts courses should begin with courses 116,222,232 and 228.
Honors Major: Designed to encourage overall excellence as well as outstanding
achievement on a specific project of special interest to the student. Honors majors
must maintain a 35 GPA in the major and a 3.0 GPA overall and, as part of their
mapr program, complete a substantial independent project of honors quality (SPC
499). Honors candidates should meet with their Departmental Adviser prior to
their senior year to develop a proposal for the honors project.
Theatre Arts Minor: Five courses, including 222,228 or 229,232,361 or 362,366,
and five production units in the following areas: acting (one required), technical
crew work (two required), playwriting, direction, design and theatre management.
Theatre History and Criticism Minor: Five courses: 222,325,361,362 and 366.
Theatre Arts Major for Teaching Licensure:10 courses: 116,222,228,232,241 or
343,350,360,361,362,366, plus 111, a minor in Engliih, and 10 production units in
three or more of the following areas: acting (two required), technical crew work
(fourrequired), playwriting, direstion, design and theatre management.
Theatre Arts Minor for Teaching Licensure: Five courses: 222,228 or 229,232 or
116,361 or 362,366, plus 111, and four production units in the following areas:
acting (one required), technical crew work (one required), playwriting, direction,
design and theatre management.
Speech-TheatreArts Major for Teaching Licensure: 12 courses, 111,222,228 or
229,232 or 116,241 or 343,350,351,352,354,360,361 or 362,366, a minor in English
and partiapation in two activities (forensics, theatre, media).
116
Creative Drama
A study of various forms of dramatic movement, pantomime and play
through activity, reading, observation and discussion. Emphasis on
improvisationaltechniques and active participation. Development of
dramatic pieces from written, verbal, visual and audible sources. Some
fundamentals of acting are introduced.
199
Internship
(Consult faculty in area of emphasis.)
222
Introduction to Theatre
A survey of dramatic art including major historical periods, plays, artists;
dramatic structure, principles, and values; basic concepts and techniques
of the play production process.
228
lntroduction to Stagecraft
Introduction to the backstage world of the theatre; its organization, aafts,
magic and art. Technical production experience, practical projects and
theatre tours. Open to all students. (Lab required, lab fee.)
229
Stage and Llghting Design
An introduction to scenery and lighting design for the stage. Each student
will execute two design projects dealing with stage design process. The
class will also taketheatre tours, have visiting designers and have
practical involvement with the Augsburg spring production. (Lab
required, some materials needed.)
232
Acting
An introduction to the art of acting. Focus on physical, mental and
emotional preparation and exploration of the aeative approach to scene
and character study in American drama.
Introduction to Asian and Asian-American Theatre
This course is a survey of the rich theatrical performance styles, aesthetic
theories, and plays of traditional Asian cultures. A s w e y of 20th Century
Asian America performers, productions, theatre companies, and plays
will also be explored. The course will include lecture, films, videos and
demonstrationsby visiting performers. Students will read and analyze
selected Asian and Asian American plays and will be required to attend
and review one live production.
Directed Study
Independent study for Lower Division credit.
Playwriting
An introductory course in writing for the stage, television and film.
Students will learn the basics of dramatic structure, methods of script
analysis and techniques for the development of playscripts from idea to
finished product. (Prereq.: ENG 111and one literature course. ENG 226
also recommended.)
Interpretative Reading
Basic principles of oral interpretation of prose, poehy and drama. Study,
discuss, practice and perform readings in prose, poehy and drama before
small and large groups.
Theatre History and Criticism I
An overview of theatre history, dramatic literature and criticism from the
classical Greek through the Medieval period. The theatres of Asia are also
introduced. Reading of several plays and attendance at local theatre
productions are required.
Theatre History and Criticism II
An overview of theatre history, dramatic literature and criticism from the
Elizabethan through the contemporary theatres. Reading of several plays
and attendance at local theatre productions are required.
Stage Direction I
Basic directorial techniques: choice of plays, play analysis, production
organization, technical collaboration, casting, rehearsals, blocking and
characterization. Direction of a short production required (one-act or
excerpt from full-length play). (Prereq.:a 200 or 300 level theatre course)
Stage Direction II
Indepth analysis and practical experiencein direding different play
forms and styles: serious, comic, period, experimental, musical. Direction
of a short production required (one-act or excerpt from full-length play).
(Prereq.: 366 or consent of instructor)
Internship
(Consult faculty in area of emphasis.)
428
Advanced Technical Methods
Advanced construction and problem-solvingtechniques in technical areas
of scenery, props, lighting, sound, costumes and make-up. (Prereq.:228 or
consent of instructor. Lab fee)
429
Advanced Deslgn
Advanced projects in set and lighting design. Introduction to costume
design. (Prenq.: 229 or consent of instructor)
432
Advanced Acting
This course explores the elements of characterization through character
analysis and extensive scene study. Emphasis is on a variety of roles from
the classics, including Shakespeare, French neoclassicism, Restoration
comedy, realism and non-realism, epic and the absurd culminating in
preparation and presentation of a professional audition.
495
Theatre Topics
Selected topics in theatre.
499
Independent Study In Theatre
Independent study for Upper Division credit.
Augsburg College offers a minor in Women's Studies. (See listing under
Interdkciphary Studies (INS).
COLLEGE
BOARDOF REGENTS
Chak
Wee Chair
Raymond A. Grinde
Trnasurer
David L.Swanson
RodneyP.3urwd
betaw
Barbara C Gage
Theyeminpmenthesesaffereachnmneis
the expi~ationdate of current term.
Nancy H. Bottemiller
(1992) Homemaker, Wadena, Minn.
Rodney P. Burwell
(1994)
Xerxes Corporation, Minneapolis, Minn.
The Rev. stephen J. Comils, (19%) Senior Pastor, Central Lutheran Church,
Ph.D.
Minneapolis, Minn.
H. David Dalquist III
(19%) President, Northland Aluminum Products,
Inc., st. Louis Park, Minn.
Darrell J. Egertson
Julian P. Foss
(1994) Chief Financial Officer, Dart Transit Co.,
St. Paul, Minn.
(19%) Retired Businessman, Mesa, Ariz.
Barbara C. Gage
(1992) Homemaker, Long Lake, Minn.
Raymond A. Grinde
Carolyn T. Groves
(19%) Retired Businessman, Roseville, Minn.
(19%) Admhktrator, S. J. Groves and Sons
Company, Minneapolis, Minn.
Norman R. Hagfors
(1995) President, Norsen, Inc., Minneapolis,Minn.
Elling B. Halvorson
(19%) President, PapiUon Airways, Inc.,
Kirkland, Wash
Men A. Housh
(1995) President, Cargill Marine and Terminal,
Edina, Minn.
George 0.
Johnson, Ph.D. (19%) Associate Professor and Division Head,
Health ServicesAdministration,
University of Minnesota,
Minneapolis, Minn.
'ZheHonLaJwe'lhamas
(1995) Judge, Hennepin County
Government Center, Minneapolii, Minn.
L;lngt=J.D.
Gary H. Lohn
(1994) Control Data Business Advisors,
Bloomington, Minn.
The Hon. Kenneth G. Nelson (19%) State Representative, Miiesota
House of Representatives, 9.
Paul, Minn.
The Rev. Maymid L. Nelson (1996) Senior Pastor, Calvary Lutheran
Church, Minneapolis, Minn.
I b d y n J. Nordaune, J.D.
Donald G. Oren
Harvey M. Peterson
Curtis A. Sampson
Richard L. Shepley
Ronald K. Speed
Gladys I. Strommen
Leland N. Sundet
David L. Swanson
Michael W. Thompson
Pamela L. Tibbetts
William A. Urseth
flo wiger, Ph.D.
May Ka-Yee Yue
DMSION
(1994) Partner, Nordaune & Friesen,
St. Louis Park, Minn.
President, Dart Transit Company,
St. Paul, Minn.
President, Catco Company, St. Paul, Minn.
President and Chief Executive Officer,
Communications Systems, Hector, Minn.
Partner, Marshall F m c i a l Group,
Minneapolis, Minn.
Vice President, Public Afhirs,
Honeywell, Inc.,
Minneapolis, Minn.
Homemaker, St. Paul, Minn.
Chaiian and Chief Executive Officer,
Sundet Companies, Bloomington, Minn.
Retired Businessman, Minneapolis, Minn.
Realtor, Edina Realty, Inc., Edina, Minn.
Vice President, Strategic Planningand
Development
Fairview, Minneapolis, Minn.
President and Chief Executive Officer,
US. Directives, U.S. Restaurant
Minneapolis, Minn.
Associate Professor, St. Cloud State
University, 9.
Cloud, Minn.
President, Financial Services Associates, Inc.,
Edina, Minn.
m~ED~CUION
THEEVANGELICAL
LUTHERAN
CHURCH INArvmua (ELCA)
Board
Chair: The Rev. Dennis H. Dickman
Secretary:Solveig Gregory
Vice-Chair Mary Ellen H. Schmider
Executive Staff
Executive Director: The Rev. W. Robert Sorensen
Assistant Director for Finance: Beata H. Sorenson
Director for Colleges and Universities:James M. Unglaube
Assistant Director for Colleges and Universities: Naomi E. Linnell
I
I
I
I
I
Area Code: 612
President ..............................................................................................................330-1212
Academic Affairs ..................................................................................................330-1024
Admissions ...........................................................................................................330-1001
Toll free number ........................................................................................143M-788-5678
Alumni Programs .................................................................................................=I179
Business Office (Feesand Accounts) .................................................................. 330-1029
Campus Ministry (CollegePastor) ..................................................................... 330-1732
330-1162
Career M c e s .................................................................................................
College Center Manager/Coordinator, SpecialEvents ...................................330-1121
College Relations (News and Publications) ...................................................... 330-1180
330-1171
Development (Fmancial Gifts to the College) ............,......-.............................
..................... 330-1120
Facilities Office ......................................................................
Fiicial Aid (Scholarships)...............................................................................330-1046
General Information (Other office numbers;
business hours only) ....-..............................................+.....*............................... 330-1000
Evenings ..............................................................................................................330-1234
330-1786
Graduate Program ..............................................gramgram.gram............gram......gram....g
Ice Arena Manager ...............................................................................................330-1251
Interim Office ........................................................................................................330-1025
Library ...................................................................................................................330-1017
Parent Programs ....................-...........................................+................................
330-1179
Personnel Office .............................................................................................
330-1058
Registrar ................................................................................................................330-1036
Student Activities Office ......................................................................................330-1111
Student Affairs .....................................................................................................330-1160
Student Government Office ...............................................................................-330-1110
Student Life (Housing) ........................................................................................=I109
Summer School Office ......................................................................................... 330-1786
Weekend College .................................................................................................330-1782
...-....
The College has designated the following persons as coordinators for disaimination inquiries or grievances:
Affirmative Action Coordinator (matters based on race. creed. national or ethnic
origin)-Contact the Office of Finance and Management (612/330-1026)
Vern M.Bloom. Assistant Professor. Sociology- Memorial Hall (612/330-1133).
504 Coordinator (mattersbased on physical or mental handicap)
William R.Rosser. Vice President for Student Affairs Memorial Hall (612/3S
1168). Title D( Coordinator (matters based on sex or marital status)
Sandra Jacobson. Director of Personnel- Ground Floor. Memorial Hall (612/3301023). Employment
All correspondence should be addressed to the designated individual at Augsburg
College. 731 21st Avenue South. Minneapolis. MN 55454.Formal grievance
procedures are described in the Student Guide.Copies are available from the
Personnel Office.
Office of the President
President ........................................................................................... Charles S. Andason
Executive Secretary to the President ............................................... Carolyn S. Canfield
College Pastor ............................................................................................ David T. Wold
Director, Church Relations ............................................................................Curtis Peter
Director, Admissions .................................................................................1
A. Stack
Cook
Assistant to the President for Diversity .........................................................n
Assistant to the President for CommunityRelations .................................. Rita Kaplan
Academic Affairs
Vice President for Academic Affairs
and Dean of the College .................................................................Ryan A. LaHurd
Executive Secretary to the Academic Dean ........................................... i s M. Nielsen
Associate Dean for Academic Affairs ................................................. David Gabrielson
Associate Academic Dean for Graduate
Vander Schaaf
and Special Programs ..................-........................................ a
Assistant to the Academic Dean for Advising ..............................Anita Johnson Gwin
Director, Weekend College .............................................................. J. Thoni
OperationsManager, Weekend College...............................................Nancy Shmickle
Graduate Program Coordinator ..............................................................Laura Erickson
Acting Registrar ............................................................................................. Jay Phinney
InstitutionalResearch Analyst .............................................................. R o W.Clyde
Director of Library ......................................................................................... e
Cline
P. Hackney
D i o r , Audio-visual Center .............................................................B
Interim Director ....................................................................................David Gabrielson
Director, Faculty Development ................................................................. M e McNeff
Director, CooperativeEducation .......................................................... Garry W. Hesser
Enrollment Coordinator, Weekend College ....................................Deirdre Middleton
Admissions Coordinator, Weekend College ....................................... JeanetteWittmer
Student Affairs
Vice President of Student Affairs and
Dean of Students ............................................................................... a
m R. Rosser
Executive !3ea&q .................................................................................. Casey McGuire
Assodate Dean of Students ...................................................... Linda SchremppAlberg
Director, Counseling ............................................................................ N a n Guilbeault
Warren
Director, Academic Enrichment ........................................................d
Coordinator, C.L.A.S.S. ..................................................................................... Jo Weir
Director, Career Services ..............................................................................T Wagner
Director, Residence Life .............................................................................char lie^ strey
Housing Coordinator, Tower ...............................................................Michael Peterson
Housing Coordinator, Area .............................................................................. Pat Sorac
Coordinator, International Programs ....................................................... Kathleen Lutfi
Director, American Indian Support Program ...................................Bonnie A. Wallace
I
Housing Coordinator, Area ..............................................................................Pat Sorcic
Coordinator, InternationalPrograms .......................................................Kathleen Lutfi
Director, American Indian Support Program ...................................Bonnie A. Wallace
Director, Black Student Affairs ..................................................................M . Anita Gay
Coordinator, Student Activities ..................................................................e l l Krebs
Development and College Relations
Vice President for Development..............................................................Gregory Ritter
Executive !3cretaryto the Vice President ..................................................Betty Arnold
Director, Development ..............................................................................Gordon Olson
o m s I. Benson
Director, Planned Giving .....................................................................
C. Carlson
Senior Development Officer ..................................................................Jy
Director, Corporate and Foundation Relations ..........................................Carol Forbes
Pam Meyer
Assistant Director, Alumni/Parent Relations ..........................................
Acting Director, Alumni Parent Relations/
Director, Annual Fund ......................................................................Donna McLean
Associate Director of the Augsburg Fund ........................................N o Okerstrom
-or,
College Relations .........................................................................P e Davies
Director, Publications ..............................................................M q r Westman Safgren
Publications Specialist ......................................................................
Holland-TUE
Finance and Management
Vice President for F i n c e and Management .......................................Michael Ranum
Executive Secretary to the Vice President ....................................................Pat Ostreim
Director of Student Enancial Swices ........................................H e r d A. Johnson
Assistant Director of Student Financial Services ........................................i s Larson
Financial Aid Counselor .....................................................................................................
Director, Personnel .................................................................................a
Jacobson
Dick Adamson
Controller ...................................................................................................
Director, Administrative Computer Center ........................................w e Terrien
Manager, College Center ...................................................................
M
A. Nelson
r
e E. Christopherson
Manager, Central Services ....................................................
Director, Purchasing/Bookstore .............................................................Robert P. Gores
Director, Marriott Corp. Food Services .......................................................T Wagner
Director, Plant Services ..........................................................................Weninger
Supervisor, Maintenance .........................................................................Robin A. Curtis
Manager, Ice Arena ....................................................................................James J- Carey
Courtland L. Agre, Professor Emeritus of Chemistry. Ph.D.,
University of Minnesota.
Ernest W. Anderson, Professor Emeritus of Health and Physical Education.
Oscar A. Anderson, President Emeritus. B.A., St. Olaf College; B.D.,
Luther Theological !hninary;L.L.D., Concordia College, Moorhead.
Margaret J. Anderson, Lib&,
B.S., M.A., University of Minnesota.
Raymond E. Anderson, Professor Emeritus of Speech, Communication and
Theater, B.S., M.A., Ph.D., University of Minnesota.
Val& Baltha, Professor Emerita of Foreign Languages.
Magister der Philosophia, University of Latvia.
Carl Chrislock, Professor Emeritus of History. B.A., Augsburg College; M.A.,
Ph.D., University of Minnesota.
L Gracia Christensen, Professor Emerita of English.
Ailene Cole, Professor Emerita of Theatre Arts/Speech. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
K.Bemer Dahlen, Professor Emeritus of English. M.S. University of Minnesota.
Sheldon P. Fardig, Professor Emeritus of Education. B.A.
Carleton College, M.M., Ph.D., Northwestern University.
Henry G. Follingstad, Professor Emeritus of Mathematics.
Orlue Gisselquist, Professor Emeritus of History, B.A., M.A., Ph.D., University of
Minnesota.
Theodore J.Hanwick, Professor Emeritus of Physics. Ph.D., New York University.
Katherine Hennig, Professor Emerita of Music. M.A., University of Minnesota.
Einar 0.Johnson, Professor Emeritus of Education. Ph.D.,
University of Washington.
James D. Johnson,Professor Emeritus of Music. Ph.D., University of Minnesota.
Edor C. Nelson, Professor Emeritus of Physical Education. M.Ed.,
University of Minnesota.
Anne Pederson, Professor Emerita of English. M.A., University of Minnesota.
Laurette E. Pelton, Professor Emerita, Education.
LaVonne J.Peterson, Professor Emerita of Health and Physical Education.
M.Ed., University of Minnesota.
Martin Quanbeck, Professor Emeritus of Education. Ph.D.,
University of Minnesota.
Marianne D. Sander, Dean of Students
Leland B. Sateren, Professor Emeritus of Music. L.H.D., Gettysburg College;
D. Mus., Lakeland College.
Marjorie H. Sibley, Professor Emerita, Library
Dr. Paul G. Sonnack, Professor Emeritus, Religion
Paul T. Steen, Professor Emeritus of Sociology. Ph.D., University of Minnesota.
JohnThut, Professor Emeritus, Music
Joel S. Torstenson, Professor Emeritus of Sociology. Ph.D.,
University of Minnesota.
Fall 1991
Labor Day recess .......................................................................................
Upperclass validation, Freshmen registration
M, Sep 2
Classes begin .............................................................................................. w1Sep4
Last day to register,
add a class,
drop a class without notation on record,
move Upper/Lower Division course
to Upper Division or Lower Division ...................................................T , Sep 10
Last day to designate grading option ................................................................ F Oct 25
Mid-term break ....................................................................................................F, Od 25
Interim registration ......................................................................... M, Od 28 - F, Nov 1
Spring term pre-registration ........................................................... M, Nov 18- F, Dec 6
Last day to withdraw from a class .............................................................. F Nov 15
Thanksgiving recess begins ............................................................................ Th,Nov 28
Classes resume ..................................................................................................... M, Dec 2
Classes end ........................................................................................................... F, Dec 13
F i i examinationsbegin .................................................................................. M, Dec 16
F i i examinations end ....................................................................................Dec 19
F d grades due and Incompletes due
from spring and summer '91 ................................................................. W, Dec 27
Interim 1992
Classes begin ........................................... ............................................
M. Jan 6
Last day to register.
add a class.
drop a class without notation on record
or move Upper/Lower Division course
to Upper Division .......................................................................................T. J 7
Last day to designategrading option .................................................................F Jan 17
Last day to withdraw from a class ......................................................................F Jan 17
Classes end ............................................................................................................9Jan 29
Interim grades due ................................................................................................F Feb 7
Spring 1992
Validation of registration. Classes begin ...........................................................MI Feb 3
Last day to register.
add a class.
drop a class without notation on record.
move Upper/Lower Division course to
Upper Division or Lower Division ............................................................F Feb 7
Mid-term break begins .....................................................................................M Mar 23
Classes resume .................................................................................................M Mar 30
Last day to designate grading option .................................................................F Apr 3
Last day to withdraw from a class .................................................................. F. Apr 17
Easter break begins ............................................................................................. F Apr 17
Classes resume ................................................................................................... MI Apr 20
Early registration for fall ..................................................................M Apr 27- F. May 8
Classes end .......................................................................................................... F. May 15
Fiiexaminations begin .....................................................................
...M ,May 18
Fiiexaminations end ................................................................................... May 21
Badureate and Commencement ............................................................... Su,May 24
F i i grades due and Incompletes due
from fall '91 and Interim '92 .................................................................. F May 29
Summer School 1992
Term I ............................................................................................ T May 28 .F. June21
Term I1 .............................................................................................. M. June24 .F. Aug 2
Correct as of February 8,1991.
Beginning yem of seruice on f m l t y is indicated with pmenthesis.
Charles S. Anderson (1976). President, B.A., St. Olaf College; M.A., University of
Wisconsin; B.Th., Luther Theological Seminary;Ph.D., Union Theological
Seminary,New York.
Ryan A. LaHurd (1985). Vice President for Academic Affairs and Dean of the
College. B.A., Mt. Carmel College; M.A., University of Chicago; Ph.D., University
of Wisconsin-Madison.
Nancy I. Aarsvold (1986). Instructor of Foreign Languages. B.A., Pacific Lutheran
University; M.A., University of Minnesota.
Ruth L. Aaskov (1%0). Associate Professor of Foreign Languages. B.A., Augsburg
College; M.A., Middlebury College; Ph.D., University of Wisconsin.
Gerald E. Allan (1991). Instructor, part-time, Psychology. B.A., University of
Minnesota; M.A., University of Pennsylvania.
Earl R Alton (1960). Professor and Department Ch-on
of Chemistry. B.A., St.
Olaf College; M.S., Ph.D., University of Michigan.
Patricia K. Amo (1991). Instructor, part-time, English. B.A., M.A., University of
Minnesota.
Lyla M. Anderegg (1959). Associate Professor of Psychology, B.A., University of
Minnesota; M.A., Northwestern University.
Barbara Andersen (1%9). Associate Professor of English. B.A., Northwestern
College; M.A., Northwestern University.
Edwin D. Andersen (1987). Instructor, part-time, Mathematics, Computer Science
and Education. B.A., Macalester College; M.S.T., Illinois Institute of Technology;
Ph.D., University of Minnesota.
Kristin M. Anderson (1984). Assistant Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestern Seminary.
Stuart M. Anderson (1989). Assistant Professor of Physics. B.A., Augsburg College;
Ph.D., University of Minnesota.
Trudi J. Anderson (1990).Studio Artist/Flute, part-time. B.M., Augsburg College;
M.M. Northwestern University.
Andrew L Aoki (1988). Assistant Professor of Political Science. B.A., University of
Massachusetts-Amherst; M.A., University of Wisconsin-Madison.
David B. Apolloni (1989). Visiting Assistant Professor, Philosophy. B.A., Ph.D.,
University of Minnesota.
Kenneth C. Bailey (1965). Professor of Philosophy. B.A., St. Olaf College; M.A.,
PhD, University of Minnesota.
Mary Claire Baldus (1991). Instructor, part-time, Social Work. B.A., College of St.
Benedkt; M.S.W., Saint Louis University.
Deborah Bart (1980). Assistant Professor of Speech, Communicationand Theatre.
B.A., M.A., University of Minnesota.
Shelley S. Baxter (1990). Instructor, part-time, Economics. B.A. The Evergreen State
College; M.A., University of Notre Dame.
Mary Ann Bayless (1990). Associate Professor of Education. B.S., University of
Minnesota; M.A., San Diego State University; Ph.D., University of Minnesota.
David L Beaulieu (1991). Instructor, part-time, History. B.A., M.A., Ph.D.,
University of Minnesota.
JohnE. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Columbia University.
Vem M. Bloom (1971). Assistant Professor, part-time, Sociology. B.A., M.S.W.,
University of Minnesota.
Joseph C Bodziock (1986). Instructor, part-time, English. B.A., St. Joseph's College;
M.A., University of New Hampshire, Ph.D., University of Minnesota.
Jeanne M. Boeh (1990). Assistant Professor of Economics. B.S., M.A., Ph.D.,
University of Illinois.
Nancy C Bologna (1990). Instructor, part-time, Psychology. B.S., Regis College;
M.S., North Dakota State University; Ph.D., Washington State University.
JulieH. Bolton (1975). Associate Professor of Speech, Communication and
Theatre. B.S., M.F.A., University of Minnesota.
Richard Borstad (1977). Associate Professor and Department Chairperson of
Health and Physical Education. B.A., MA., Ph.D., University of Minnesota.
JamesA. Brothen (1988). Visiting Instructor, part-time, History. B.A., M.A., Ph.D.,
University of Minnesota.
Maria Brown (1980). Assistant Professor of Social Work. B.A., M.A., American
University; M.S.W., University of Minnesota.
Priscilla K. Buffalohead (1983). Instructor, part-time, American Indian Studies.
B.A., M.S., University of Wisconsin-Madison.
Michael R Burden (1990). Assistant Professor of Speech, Communication and
Theatre (Designer and Technical Dirxtor). B.A., Augsburg College; M.F.A,
University of Minnesota.
Diane F. Busico (1986). Assistant Professor of Business Administration/MIS. B.S.,
Youngstown State University; M.B.A., Kent State University.
Thomas L. Busico (1988). Instructor, part-time, Business Administration/MIS. B.S.,
Youngstown State University; M.B.A., Kent State University.
Louis H. Cairoli (1990). Instructor in Mathematics and Computer Science. B.S.,
M.S., John Carroll University; M.S., Syracuse University; M.S. Kansas State
University.
Laura V. Castor (1990). Instructor, part-time, English. B.A., Muhlenberg College;
M.A., University of Minnesota.
JohnCerrito (1983). Assistant Professor in Business Administration/MIS. B.A.,
Rhode Island College; M.S., University of Wisconsin-Stout.
Francine Chakolis (1983). Assistant Professor of Social Work B.S., Augsburg
College; M.S.W., University of Minnesota.
Marisha A. Chamberlain (1991). Instructor, part-time, Speech, Communication and
Theatre. M.F.A., Goddard College.
Stephen D. Chapman (1991) Instructor, part-time, Art. B.A. Augsburg College;
M.A., Hamline University.
Rosalie Clark (1979). Instructor, par-time, Social Work. BAS., M.S.W., University
of Minnesota.
Wisconsin-Eau Claire; M.A., Ph.D., Western Michigan University.
Robert W. Clyde (1967). Associate Professor of Sociology, Institutional Research
Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa.
Carolyn S. Clemmons (1990). Instructor, part-time, Education. B.A., Talladega
College; M.A., University of Minnesota.
Elaine R. Cline (1990). Assistant Professor, Director of Library. B.A., College of
William and Mary; M.L.S., University of Michigan.
Mariette S. Cole (1989). Instructor, part-time, Biology. B.A., University of
California; M.S., Ph.D., University of Wisconsin.
Lawrence E. Copes (1980). Associate Professor of Mathematics and Computer
Science. B.A., Illinois Wesleyan University; M.A., Ph.D., Syracuse University.
Larry Crockett (1985).Associate Professor of Mathematics and Computer Science.
B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary.
Kenneth R Croken (1988).Instructor, part-time, Political Science. B.A., St. Joseph's
University;J.D., New England School of Law.
Cathleen A. Dalglish (1986). Assistant Professor, part-time, English. B.A.,
College of St. Catherine, M.F.A., Vermont College.
Wayne A. Dalton (1984). Studio Artist/Voice, part-time. B.A., University of
Redlands; M.Th., Ph.D., School of Theology at Claremont.
Laurel R. Davis (1991). Instructor, part-time, Sociology. B.S., Springfield College;
M.A., University of Iowa.
Mary E.Dean (1990). Instructor, part-time, Business Administration/MIS. B.A.,
University of Massachusetts; J.D., Suffolk University; M.L.T., Georgetown
University.
Suzanne I. Dorke (1989). Assistant Professor of Mathematics and Computer
Science. B.A., University of Delaware; M.A., University of Wisconsin.
Bruce K. Drewlow (1988).Assistant Professor of Education. B.S., Moorhead State
University, M.Ed., University of Minnesota.
John Dunham (1987). Studio Artist/Cello, Music. B.A., Syracuse University; M.M.,
University of Michigan-Ann Arbor.
Beverly C Durkee (1965). Professor of Mathematics and Computer Science. B.A.,
B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State
University.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota.
Earl W. Eames, Jr. (1987) Instructor, part-time, Business Administration/MIS. S.B.,
Massachusetts Institute of Technology.
Mary G. Endorf (1986). Assistant Professor of Education. B.A., Hamline University;
M.S., SUNY-Cortland;Ph.D., University of Minnesota.
Mark J. Engebretson (1976).Professor of Physics. B.A., Luther College; M. Div.,
Luther Theological Seminary; M.S., Ph.D., University of Minnesota.
Carol A. Enke (1986). Instructor, part-time, Health and Physical Education. B.S.,
University of Minnesota.
Marian S. Enos (1987). Instructor, part-time, Nursing and Education. B.S.N., M.S.,
Ph.D., University of Minnesota.
Joseph k Erickson (1990). Assistant Professor of Education. B.A., M.A., College of
St. Thomas; MA. Luther Northwestern Theological Seminary;Ph.D. University
of Minnesota.
Kenneth N. Erickson (1970). Professor and Department Chairpason of Physics.
B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State
University.
Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall
College; M.S., Ph.D., University of Wisconsin.
Ann C. Fleener (1987). Assistant Professor of Education. B.S., M.A., University of
Minnesota.
Anita L. Fisher (1991). Instructor, part-time, Foreign Languages. B.A., M.A.,
University of Montana.
Phillip F. Fishman (1988). Instructor, part-time, Political Science. B.S., University of
Wisconsin-Madison; J.D., Washington University; M.S.W., St. Louis University.
Marilyn Pearson Florian (1980). Assistant Professor of Health and Physical
Education and Women's Athletic Director. B.A., Augsburg College; M.A., St.
Cloud State University.
Bruce D. Forbes (1990). Instructor, F-time, Rdigion BA, Morningside Collegq
M.Th., Perkins School of Theology; Ph-D., Princeton TheoIogical %mi~~ary.
Robert Friederichsen (1971). Assistant Professor, part-time, Art. B.A., Bethel
College; M.A., Pennsylvania State University.
Steven W. Freimuth (1989). Instructor, part-time, Business Administration/MIS.
B.A., University of Minnesota.
Mark L Fuehrer (1%9). Professor of Philosophy. B.A., College of St. Thomas; M.A.,
Ph.D., University of Minnesota.
Stephen M.Gabrielsen (1963). kofessor of Music. B.A., Augsburg College; M.A.,
Ph.D., University of Minnesota.
Frieda Gardner (1990). Instructor, part-time, English, B.S.. Columbia University;
PhD, University of Minnesota.
Etheline K Garetz (1989). Assistant Professor, part-time, Education. B.A.,
University of Minnesota; M.S., University of Nebraska; Ph.D., University of
Minnesota.
M. Anita Gay (1987). Director, Black Student Affairs. B.S., Southern University,
Baton Rouge; M.A., Howard University.
Jerry Gerasimo (1971). Professor of Sociology.B.A., Lake Forest College; MA.,
Ph.D., University of Chicago.
Richard Germundsen (1987). Assistant Professor of Education. B.S., Mankato State
University; M.A., School of International Service, American University; Cand.
Mag. Universitet i Bergen, Norway; Ph.D., University of Minnesota.
Peter Gillen (1988). Instructor, part-time, Business Administration/MIS. B.S.B.,
University of Minnesota.
Paul H. Grauer (1979). Assistant Professor of Health and Physical Education and
Men's Athletic Director. B.S., Concordia College, Nebraska; MEd., University of
Nebraska; M.A., University of Minnesota.
Douglas E. Green (1988). Assistant Professor of Enghsh. B.A., Amherst University;
M.A., Ph.D., Brown University.
Richard A. Gresczyk (1990), Instructor, part-time, Foreign Languages. B.S., M.Ed.,
University of Minnesota.
Joan L Griffin (1986). Associate Professor of English. A.B., Washington University;
M.A., Ph.D., Harvard University.
Brian G r h a (1990). Studio Artist/Saxophone, part-time. B.A., Dartmouth College.
Satya P. Gupta (1976). Professor of Economics and Department Chairperson. B.S.,
M.S., Agra University, India; M.S., Ph.D., Southan Illinois University.
Donald R Gustafson (1961). Professor of History. B.A., Gustavus
Adolphus College; M.A., Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University;
Ph.D., University of Minnesota.
Brian P. Hackney (1983). Assistant Professor, Director of Audio-Visual Center.
B.A., University of Wisconsin-Eau Claire; M.A., University of Wisconsin-Stout.
Roxannne Hale (1991). Instructor, part-time, Foreign Languages. B.A., University
of Pacific; M.A., University of Minnesota.
Paul P. Halvorson (1985). Instructor, part-time, Business Administration/MIS.
B.A., Augsburg College; M.A., The American University.
James Hayes (1991). Assistant Professor of Speech, Communication and Theatre.
B.S.E., M.S., Emporia State University, F'h. D., University of Wisconsin-Madison.
Summer Hamille (1989). Instructor, part-time, Health and Physical Education.
M. Anaam Hashmi (1990). Instructor, part-time, Business Adrninistration/MIS.
B.E., N.E.D., University of Engineering & Technology, Karachi; M.B.A., Ball State
University; D.BA., Kent State University.
Milda K Hedblom (1971). Professor of Political Science and Director, Canadian
Studies Program. B.A., Macalester College; MA., Ph.D., University of Minnesota.
Andrew Heglund (1989). Studio Artist/Percussion, part-time. BM., University of
Minnesota.
Thomas J. Herbst (1990). Assistant Professor of Biology. B.S., St. John's University,
M.S, Hofstra University; Ph.D., University of Minnesota.
Robert S. Herforth (1966). Professor and Department Chairperson of Biology. B.A.,
Wartburg College; M.S., Ph.D., University of Nebraska.
Edwina L Hertzberg (1977). Professor of Social Work. B.A., Cedar Crest College;
M.S.W., Ph.D., University of Minnesota.
G a q W. Hesser (1977). Professor of Sociology, Director of Metro-Urban Studies,
Director of Cooperative Education Program. B.A., Phillips University; M.Div.,
Union Theological Seminary; M.A., Ph.D., University of Notre Dame.
Melissa S. ("Mickey") Hessler (1991). Instructor, part-time, Health and Physical
Education, B.A., Augsburg College.
Nelly Trocme Hewett (1988). Instructor, part-time, Foreign Languages. B.A.,
Earlham College.
Wendy B. Hines (1991). Instructor, part-time. Business Administration/MIS. B.S.,
Southern University.
Norman D. Holen (1964). Professor of Art. BA., Concordia College, Moorhead;
M.F.A., University of Iowa.
Paul L Holmer (1986). Distinguished Visiting Professor of Philosophy. B.A.,M.A.,
University of Minnesota; Ph.D., Yale University.
Anne Holmquist (1991). Assistant Professor of Speech, Communication and
Theatre. B.F.A., Drake University; M.A., Ph.D., University of Iowa.
Bradley P. Holt (1981). Professor and Department Chairperson of Religion. B.A.,
Augsburg College; B.D., Luther Theological Seminary; M. Phil., Ph.D., Yale
University.
JohnR Holum (1957). Professor of Chemistry. B.A., St. Olaf College; Ph.D.,
University of Minnesota.
Marilyn N. Homwitz (1988).Instructor, part-time, Business Admjnistration/MIS.
B.A., M.B.E., University of Minnesota.
Mary Budd Horozaniecki (1988). Studio Artistfliolin and Viola. B.M., Indiana
University.
Kenneth B. Huber (1989). Studio Artist/Piano. BM., M.M., Indiana University.
David Hudson (1990). Instructor, part-time, English. B.A., M.A., University
of Minnesota.
Sally M. Hunter (1989). Instructor, part-time, Education. B.A., College of St.
Scholastics; M.T., University of Wisconsin.
M. Shahidul Islam (1989).Instructor, part-time, Economics. M.B.A., Dhaka
University, Bangladesh; University of Minnesota.
I. Khin Khin Jensen(1955-56,1959). Professor of History, Director of East and
Southeast Asian Studies. B.A., Rangoon University, Burma; M.A., Bucknell
University; Ph.D., University of Wisconsin.
Duane E.Johnson(1968). Professor of Psychology. A.A., North Park College; B.A.,
Huron College; B.A., University of Minnesota; M.E., South Dakota State
University; Ph.D., University of Minnesota.
Harriet W. Johnson(1989). Instructor, part-time, Education. B.A., University of
Richmond; M.A., University of Minnesota.
JeffreyE. Johnson(1985). Assistant Professor of Physics. B.S., M.A., and Ph.D.,
University of Minnesota.
Martha B. Johnson (1988). Assistant Professor of Speech, Communication and
Theatre. B.A., MA., and Ph.D., University of Wisconsin-Madison.
Mary E (Mimi)Johnson (1962). Associate Professor of Foreign Languages. B.A.,
Smith College; M.A., Columbia University; M.A., University of Minnesota.
Amin Kader (1974). Associate Professor and Department Chairperson of Business
Admiiistration/MIS. B.Comm., University of Cairo,Egypt; M.B.A., University of
Michigan.
Kenneth S. Kaminsky (1987). Professor, Mathematics and Computer Science. A.B.,
M.S., Ph.D., Rutgers State University.
Jane Kammerman (1986). Instructor, part-time, Business Administration/MIS.
B.A., University of California; J.D., University of Minnesota.
Mike Kapel(1991). Instructor, part-time, Business Administration/MIS. B.A.,
University of Minnesota.
Robert Karl& (1973). Professor of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
Randall W. Kindley (1991). Instructor, part-time, Political Science. BA., M.P.A.,
University of North Carolina;Ph.D, Duke University.
Mary A. Kingsley (1965). Associate Professor and Department Chairperson of
Foreign Languages. B.A., St. Olaf College; M.A., Middlebury College.
M d e e I. Klemp (1980). Assistant Professor and Studio Artist/Oboe, part-time.
B.A., Augsburg College; M.A., University of Minnesota.
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education.
B.S., Augustana College; M.A., University of South Dakota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State
College; M.A., University of Minnesota.
Thomas Kuhlman (1990). Instructor, part-time, Psychology. B.A., Marquette
University; M.A., Xavier University; Ph.D., Case Western Reserve University.
Joan C. Kunz (1987). Assistant Professor of Chemistry. B.S., University of MissouriSt. Louis; Ph.D., University of Wisconsin-Madison.
Roy H. LaFayette (1972). Instructor, part-time, Business Administration/MIS.
B.S.B., University of Minnesota.
David V. Lapakko (1986).Assistant Professor and Department Chairperson of
Speech, Communication and Theatre. M.A., Ph.D., University of Minnesota.
Cheryl Leitschuh (1989). Instructor, part-time, Psychology. B.A., University of
Minnesota; M.Ed., South Dakota State University; Ed.D, University of South
Dakota.
Nicholas A. Lenz (1980). Studio Artist/Voice, part-time. B.A., SouthwestState
University; M.F.A., University of Minnesota.
Ronald L Libertus (1985). Instructor, part-time, American Indian Studis. B.A.,
University of Minnesota; M.A, Windham College.
Rosemary J. Link (1986). Assistant Professor of Sodal Work M.Sc, London
University; Ph.D., University of Minnesota.
Cynthia Dunbar Lohman (1985). Studio Artistfloice, part-time. B.A., MM,
University of Minnesota.
Lori L Lohman (1990). Assistant Professor of Business Adrninistration/MIS. B.A.,
M.B.A., University of Minnesota.
J. Lynne F. Lorenzen (1988). Assistant Professor of Religion. B.A., University of
Iowa; M.Div., Northwestern Lutheran Theological Seminary; MA., The
Qaremont Graduate School.
Joyce Paxton Lumpkin (1991).Instructor, part-time, Health and Physical
Education. B.A., California State University.
Steven Lund (1983). Studio Artist/Trombone, part-time. B.S., University of
Minnesota.
Mary Ellen Lundsten (1977). Instructor, part-time, Political Science. BA, Smith
College; M.A, Johns Hopkins School of Advanced International Studies; Ph.D.,
University of Minnesota.
Karen M. Mateer (1984). Assistant Professor, Librarian. B.S., University of South
Dakota; M.A., University of Iowa.
Linda McKeag (1991). Instructor, part-time, Business Admiistration/MIS. B.S.,,
University of Wisconsin-La Crosse; M.B.A., College of St. Thomas.
Esther G. McLaughlin (1989). Assistant Professor of Biology. B.A., Ph-D., University of California Berkeley.
Marie 0.McNeff (1968). Professor of Education, Director of Faculty Development.
B.S., M.Ed., Ed.D., University of Nebraska.
Phyllis M. Metcalf (1989) Assistant Professor, part-time, Education. B.S., M.A.,
Eastern Michigan University; M.A., University of Minnesota.
Roberta Kagin Metzler (1974). Associate Professor of Music. B.A., Park College; B.
Music Ed., M. Music Ed., University of Kansas.
Felai Meziou (1987). Assistant Professor of Business Administration/MIS. B.A.,
University of Tunis, Tunisia; MA., Ph.D., University of Minnesota.
Erwin D. Mickelberg (1956).Professor of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
JoAnn Michna (1991). Instructor, part-time, Mathematics and Computer Science.
B.A., College of St. Catherine; M.Ed., University of Minnesota.
Jan Miner (1984). Instructor, part-time, Speech, Communication and Theatre. B.A.,
Lycoming College; M.A., Bowling Green State University.
Jay A. Miskowiec (1991).Instructor, part-time. English. B.A, University of Minnesota; M.A., Universite de Paris Vm.
Kinney G. Misterek (1989).Instructor, part-time, Business Administration/MIS.
B.S., M.B.A., University of South Dakota; M.B.T., University of M i e s o t a .
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College;
M.A., University of Tennessee.
William Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College;
M.Div., Calvin Seminary;Ph.D., University of Colorado.
Thomas Morgan (1983). Associate Professor of Business Administration/MIS. B.S.,
Juniata College; M.B.A., University of Denver; M.S., University of Oregon.
William D.Moms (1987). Instructor, part-time, Political Science. BA., Oakland
University; Ph.D., Carnegie-Mellon University.
Mildred (Mike) Mueller (1988). Assistant Professor of Education. B.A., M.A.,
Central Michigan University; Ed.D., University of Minnesota.
Robert M. Murphy (1986). Instrustor, part-time, Business Administration/MIS.
B.A., University of Toledo.
Sr. Mary Henry Nachtsheim (1989).Instructor, part-time, Foreign Languages. B.A.,
College of St. Catherine; M.A., Ph.D. Lava1University.
Eliawira N. Ndosi (1990). Instructor, part-time, Business Administration/MIS.
B.A., Carleton College; M.A., University of Minnesota.
Gordon L. Nelson (1967).Professor of Sociology. B.A., M.A., University of
Minnesota; B.D., Luther Theological Seminary;M.A., Ph.D., University of
Chicago.
Richard C Nelson (1968). Professor and Department Chairperson of History. B.A.,
University of Nebraska; M.A. Ph.D., University of Minnesota.
Pamela Nice (1991). Instructor, part-time, Speech, Communication and Theatre.
B.A., M.A., Ph.D., University of Minnesota.
Catherine Cluistie NicholI (1973). Professor of English. B.A., Hope College; M.A.,
University of Michigan; Ph.D., University of Minnesota.
Michele M. Nielsen (1989). Assistant Professor, part-time, Chemistry. B.A.,
University of Northern Colorado; M.S., University of California, Santa Barbara.
Beverly J. Nilsson (1977). Professor and Department Chairperson of Nursing. B.S.,
M.S., University of Minnesota.
Norma C. Noonan (1966). Professor and Department Chairperson of Political
Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University.
Celeste M. WBrien (1975). Studio Artist/Piano, part-time. B.A., Hamline
University.
Vicki B. Olson (1987). Assistant Professor of Education. B.S., M.A., Ph.D.,
University of Minnesota.
Michael O'Neal(1989). Instructor, part-time, Sociology. B.A., University of
Missouri; M.A., Ph.D., University of Minnesota.
Kathleen H. Olsen (1990).instructor, part-time, Speech, Communication and
Theatre. B.A., St. Olaf College; M.A., Pennsylvania State University.
Gordon W. Olson (1988). Instructor, part-time, Music. B.A., Concordia College.
JeremiahOlson (1989). Instructor, par-time, Religion. B.A., Minot State University;
M.Div., Trinity Lutheran Seminary.
Lila J. Olson (1990). Studio Artist/Voice, part-time. B.M., University of Kansas;
M.M., University of Nebraska.
Sharon K. Ostwald (1986). Adjunct Assistant Professor of Nursing. M.S., Ph.D.,
University of Minnesota.
Magdalena M. Paleczyny-Zapp (1986). Assistant Professor of Economics. BA.,
M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia
Ekonorniczna, Krakow.
Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B. Div.,
Bethel Seminary; MA., Ph.D., University of Minnesota.
Patricia A. Parker (1960). Instructor, part-time, Education; B.A. Eastern Michigan
Universtiy; M.A., University of Michigan; Ph.D. University of Minnesota.
Cathy Paulsen (1990). Instructor, part-time. Religion. B.A., St. Olaf College, M.A.,
Lone Mountain College.
Curtis Paulsen (1990). Instructor, part-time, Religion. B.A., St. Olaf College;
M.S.W., University of Minnesota; Ph.D., The Fielding Institute.
Paul Pender (1985). Instructor, part-time, Business Administration/MIS. B.A.,
M.B.A., University of Wisconsin.
Helene Peters (1990). Instructor, part-time, Foreign Languages. M.A., University of
Toulouse; Ph.D., University of Minnesota.
Vincent Peters (1988). Assistant Professor of Social Work. B.A., Loyola College,
Madras; M.A., Madras School of Social Work, Madras, India.
Noel J. Petit (1984). Associate Professor of Mathematics and Computer Science.
B.A., St. Olaf College; M.S., Ph.D., University of Minnesota.
Joyce Pfaff (1966). Associate Professor, part-time, Health and Physical Education.
B.A., Augsburg College; M.Ed., University of Minnesota.
Diane L Pike (1981). Associate Professor and Department Chairperson of
Sociology. A.B., Connecticut College; Ph.D., Yale University.
Paul E. Pork (1991). Instructor, part-time, Business Administration/MIS., B.S.B.,
University of Minnesota; M.B.A., Mankato State University.
Sandra L Powers (1990). Studio Artist/Clarinet, part-time. B.M., Eastman School;
M.M. Northwestern School.
Philip A. Quanbeck (1957). Professor of Religion. B.A., Augsburg College; B.D.,
Augsburg Theological Seminary;M.Th., Ph.D., Princeton Theological Seminary.
Philip A. Quanbeck, I1 (1987). Instructor, part-time, Religion. BA., St. Olaf College;
M.Div., Luther Theological Seminary.
Randi Quanbeck (1990). Instructor, part-time, Foreign Langauges. B.A., Concordia
College; M.A., Northwestern University.
Larry C. Ragland (1985). Associate Professor of Mathematics and Computer
Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at
Austin.
0.Nicholas Raths (1987). Studio Artist/Guitar, Music. B.M., M.M., University of
Minnesota.
Edward R Raupp (1989). Instructor, part-time, Business Administration/MIS. B.S.,
Carnegie Tech; M.B.A., Wharton School.
Patrick M. Redmond (1989). Instructor, part-time, Art. B.S., University of Minnesota.
Bruce R Reichenbach (1968). Professor and Department Chairperson of
Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University.
Jacqueline 0.Richardson (1990). Assistant Professor of Education. B.S., Morris
Brown College; M.S., Fort Valley State College; Ph.D., University of Minnesota.
Michael Robin (1990). Instructor, part-time, Social Work. B.A, M.S.W., M.P.H.,
University of Minnesota.
Thomas C. Rolfs, Jr. (1986).Studio Artistflrumpet, part-time. B.F.A., University of
Minnesota; M.M., Northwestern University.
Thomas D. Rossin (1986). Assistant Professor and Department Chairperson of
Music. M.F.A., University of Minnesota.
Eleni Roulis (1987). Instructor, part-time, English. B.A., St. John's University; M.A.,
New York University; Ph.D., University of Minnesota.
Gunta Rozentals (1965). Associate Professor of Foreign Languages. B.A., M.A.,
Ph.D., University of Minnesota.
Patricia L. Rude (1990). Instructor, part-time, Foreign Languages. BA., Gustavus
Adolphus College; M.Ed., University of Minnesota.
William R Russell (1991). Assistant Professor, part-time, Religion. B.A., Ph.D.,
University of Iowa; M.Div., Luther Northwestern Seminary.
S
Edward M. Sabella (1961). Professor of Economics. B.S., University of Rhode
Island; Ph.D., University of Minnesota.
Hamed Sallam (1988). Instructor, part-time, Economics. B.S., Ein Shams University,
Cairo; M.S., Cairo University; Ph.D., Tbilisi State University, U.S.S.R.
Pauline Sateren (1974). Instructor, part-time, Music Education. B.A., Northwestern
College; M.M.Ed., University of Colorado.
Edwin J. Saugestad (1959). Associate Professor of Health and Physical Education.
B.A., Augsburg College, M.A., University of Minnesota.
Milo A. Schield (1985). Associate Professor of Business Administration/MIS. B.S.,
Iowa State University; M.S., University of Illinois; Ph.D., Rice University.
John S. Schmit (1990). Assistant Professor of English. B.S., St. John's University;
M.A., University of New Orleans; Ph.D., The University of Texas.
Gregg W. Schneider (1991). Instructor, part-time, Business/M.I.S. B.A., Gustavus
Adolphus College;J.D., Hamline University; M.B.A., College of St. Thomas.
Robert T. Schultheis (1990). Instructor, part-time, Business Administration/MIS.
B.B. A., College of Sante Fe; M.B. A., College of St. Thomas.
Frankie B. Shackelford (1990). Assistant Professor of Foreign Languages. B.A.,
Texas Christian University; Ph.D., University of Texas.
Edward R Skarnulis (1990).Associate Professor of Social Work B.A., Omaha
University; M.S.W., Ph.D., University of Nebraska.
Eugene M. Skibbe (1964).Professor of Religion. B.A., St. Olaf College; B.Th.,
Luther Theological Seminary; Th.D., University of Heidelberg Germany.
William W. Smith, I11 (1990). Instructor, part-time, Religion. BA., Minnesota
Metropolitan State University; M.Div., I.T.C. Morehouse School of Religion.
Stanley I-LSolnick (1984). Assistant Professor of Business Administration/MIS.
B.A., M.B.A., University of Northern Colorado.
Meredith J. Sommers (1991). Instructor, part-time, Religion. BA., Minnesota
Metropolitan State University; MA.L., Augsburg College.
Yong Nam Song (1987). Instructor, part-time, Economics. B.A., Jeon Buk National
University, Korea.
Robert J. Stacke (1990). Assistant Professor of Music. B.A., Augsburg
College; M.A.C.I., College of St. Thomas.
Nancy K.Steblay (1988). Assistant Professor and Department Chairperson of
Psychology. B.A., Bemidji State University; M.A., Ph.D. University of Montana.
Donald B. Steinmetz (1968).Professor of Foreign Languages. B.A., M.A., Ph.D.,
University of Minnesota.
Myles Stenshoel(1965).Professor of Political Science. B.A., Concordia College,
Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Robert Stenstrom (1990). Assistant Professor of Physics and Mathematics. B.S.,
M.S., University of South Dakota.
Lynn J. Stevensen (1990).Instructor, part-time, Health and Physical Education.
B.S., Southwest Minnesota University; M.S., University of Windsor, Mankato
State University.
Stuart M. Stoller (1986).Assistant Professor of Business Administration/MIS. B.S.,
M.S., Long Island University.
Diane L Strandberg (1989).Instructor, part-time, Education. B.S., M.S., Mankato
State University.
Beverly J. Stratton (1986).Assistant Professor of Mathematics and Computer
Science. B.A., MA., Boston University.
Marie Struss (1988).Instructor, part-time, Education. B.S., Mankato State
University; M.S., Mankato State University.
Mary Jo Stump (1988).Part-time student teacher supervisor, Education. B.A., Ball
State University; M.A., Northern State College.
Grace K.Sulerud (1966).Associate Professor, Librarian. B.A., Augsburg College;
M.A., University of Minnesota.
Ralph L Sulerud (1%4). Professor of Biology. B.A., Concordia College, Moorhead;
M.S., Ph.D., University of Nebraska.
K a h y n Swanson (1985).Associate Professor and Department Chairperson of
English. B.A., St. Olaf College; M.A., University of Minnesota.
William Swenson (1989).Instructor, part-time, Master of Arts in Leadership
Program. A.B., Ph.D., University of Chicago.
James Thomas (1991).Instructor, part-time, Religion. B.S., Concordia Teachers
College; M.Div., Christ Seminary/Seminex; M.Ed., The City University of New
York; S.TM., Union TheologicalSeminary;D.Min, Graduate Theological
Foundation.
Philip J. Thompson (1959).Professor and Department Chaiierson of Art. B.A.,
Concordia College, Moorhead; M.F.A., University of Iowa.
James D. Urbach (1990).Instructor, part-time, Business Administration/MIS. B.A.,
Augsburg College.
Ronald F. Walter (1988).Instructor, part-time, Foreign Languages. B.A. ,
Swarthmore College; M.A., Ph.D., Indiana University.
G l o M.
~ Warner (1988).Instructor, part-time, Biology. B.S., St. Olaf Collge; M.S.,
Ph.D., University of Minnesota.
Donald M. Warren (1978).Instructor, part-time, Introductionto Liberal Arts,
Director of Academic Enrichment. B.A., M.A., University of Minnesota.
Martha A. (Cary)Waterman (1991).Instructor, part-time, English. B.A, University
of Denver; B.S., M.A., Mankato State University.
Pamela Weiss (1983).Assistant Professor, part-time, Nursing. B.S.N., University of
Nebraska; M.P.H., University of Minnesota; Ph.D., University of Minnesota.
Theresa Welcher (1986).Assistant Professor of Nursing. B.S. and two M.S. degrees,
South Dakota State University.
Mary Louise Williams (1978; 1984).Assistant Professor and Department
Chairperson of Social Work. B.F.A., M.S.W., University of Pennsylvania.
Maria K Woroby (1990).Assistant Professor, Reference Librarian. B.S., M.A.,
University of Minnesota.
Angela Wyatt (1981).Studio Artist/Clarinet, part-time. B.A., St. Olaf College.
Robert D. Wykstra (1989).Instructor, part-time, Business Administration/MIS.
B.A., Calvin College; M.B.A., Western Michigan University.
Peter G. Yackel(1990). Instructor, part-time, History. B.A., M.L.T., Wittenberg
University; M.A., Ph.D., Ohio State University.
William C. Youngblood (1990).Instructor, part-time, Psychology. B.A., Valparaiso
University; M.A., Indiana University; M.Div., Bethel Theological Seminary;Ph.D.,
University of Minnesota.
RD.Zehnder (1991). Instructor, part-time, History. B.A., Carleton College; M.A.,
Stanford University, University of California, Davis; Ph.D., Kansas University.
Stephen Y. Zheng (1990). Assistant Professor of Mathematics and Computer
Science. B.S., Sichuan University, Chengdu;Ph.D., University of Minnesota.
Augsburg ..........................8
ElAbout
Academic Affairs .....................251
Academic Calendar ........2.60. 254
Academic Internships................73
Academic Information .........59-96
Academic Organization and
Programs ...................................63
Academic Policies and
Procedures ............ ...
.....76
Academic Progress. Probation
and Dismissal ...........................94
Academic Requirements and
Credit .........................................69
Academic Skills Enrichment .....50
Accessibility..................................2
Accounting Specialization ......109
Accreditation ............................2. 9
Accreditation and
Memberships ........................211
Activities ..................................... 53
Adapted Physical Education
Major .......................................163
Administration ......................... 251
Admissions ......................1215-19
Advanced Placement
Program Test ............................92
American Indian Studies .........171
American Indian
Support Program ................1250
Annex Houses ......................13. 56
Application Procedures .............16
Art ............................................ -.-99
Art History ................................103
Assessment of Previous
Learning (APL) Program .........92
Associated Colleges of the
Twin Cities
( A m Programs ...61.65.67. 71
Associated Support
Organizations .....-.,-............... 13
Athletic Affiliation .......................2
Athletics ....................
.
...... 49
Audio-visual Services ...............62
.-.....
Audit Fee .................................... 22
Auditing Courses ....................... 91
Augsburgian ..............................49
Augsburg Echo .......................... 49
................................ 37. 104
:%Student
Support Program ..................... 51
Board of Regents ...................... 248
Books and Supplies ...................23
Business .................................... 109
Business Administration and
Management Information
systems ................................... 108
..............................60. 254
ElCalendar
Campus ......................................... 2
Campus Guide ......................... 269
Campus Location ............... 11. 270
Campus Ministry .......................48
Campus Tours ............................ 16
Canadian Program.....................76
Cancellation of Courses .............78
Career Services ...........................51
Center for Global
Education ............................ 12. 76
Chemical Dependency
Program .................................... 68
Chemistry ................................. 116
Chinese ..............................121. 146
Choir .........................................
49
Christensen Center .........12.49. 55
City Arts ....................................186
Class Confinnation ....................77
Class Schedule............................ 98
Classification (Sophomores.
Juniors. Seniors) .......................92
Coaching Endorsement ...........163
College Costs 1991- '92 .............. 22
College Level b i n a t i o n
Program (CLEP) ....................... 93
College Relations ..................... 252
Commons ................................... 55
Communication ....................... 239
Computer Resources .................62
Computer Science ....................180
Concert Band ..............................49
Continuing Education
Program ................................... 75
Cooperative Education ........72, 73
Costs and Financial Aid ............69
Counseling Services...................51
Course Descriptions ...........99-246
C.M.A. Certification .................110
C.P.A. Certiiication .................. 109
Credit Assessment
Program (CAP) ......................... 93
Credits ......................................... 98
la
Dean's List .................................. 95
Degrees Offered ......................... 60
Departmental
Comprehensive Exams ............93
Departments and
Programs ............................ 97-246
Deposits .................... .
.
............. 23
Development and
College Relations .................... 252
Diredory ................................... 250
Disabled Student Program ........ 52
Distribution Requirements .......80
Division for Education
(ELCA) .................................... 249
Dismissal ..................................... 94
Divisions and Departments ......63
Dual Degree Programs ......65, 137
Early Admission of
Freshmen .................................. 17
East and Southeast Asian
Studies ..................................... 121
49
Echo .............................................
Economics ................................. 123
Economics-Business
Adminstration Major .............109
Education .................................. 127
Education for Senrice .................. 9
Elementary Education ............. 128
Eligiiility and Application ........69
Employment ............................... 30
Engineering .............................. 136
English ......................................1 3
English as a Second Language
(ESL) Program ..........................94
Enrollment .................................... 2
Entry Level Skills
Requirements ........................... 83
Evangelical Lutheran Church in
America (ELCA) .....................2.49
Ethnic Studies ...........................172
Experiential Education
Programs ...................................72
Evaluation and Grading ............89
Explanation of Grades ...............90
Facilities and Housing ...............12
Facts and Figures .........................2
Faculty .................................61. 256
Faculty Emeriti ......................... 253
Fees ........................................2 3
Finance and Management .......252
Finance Specialization .............109
Financial Aid .....................2.25. 69
Financial Policies ........................24
Financing Your
Education .............................21-46
Fine Arts .....................................49
First Year Experience
Program .......................52.79. 144
Food Service ...............................55
Foreign Study .................54.68. 72
Former Students ...................18. 79
Foreign Language Placement ...89
Foreign Language Department
..,,.......,.............
,
................. -145
Foreign Study .................54.68. 72
Foss. Lobeck. Miles Center
for Worship. Drama and
Communication ....................... 12
French ........................................ 146
Freshmen ,
16
Full-Time Student ......................22
..................-.......-...-
Education Curriculum
ElGeneral
Requirements .................79.8 1-89
Skills Component ....................83
Liberal Arts Perspedives ........85
General Information
(Academic) ................................60
General Studies ........................156
George Sverdrup Library ..........13
German ...............................72. 149
Gift Assistance............................28
Global Education
Programs ...............69.70. 71. 157
Grade Point Average ...........79. 91
Grades .........................................90
Graduate Program .....................75
Graduates .................................... 2
Graduation Level Skills ............. 84
Graduation Requirements ........78
Graduation with
Distinction .................................%
Grants ....................................27. 28
and Physical
HHealth
Education ................................161
Health Education ...................161
Health Service ............................54
Higher Education
Consortium for Urban Affairs
(HECUA) ....................... 68.70. 71
History ................................40. 165
History of Augsburg
College ........................................ 8
Honors Program ........................67
Housing ...........................12.23. 52
Humanities ............................... 169
Ice Arena ..................................... 12
Incomplete Grade ......................90
Intercollegiate Athletics.............49
InterdisciplinaryStudies .........170
254
Interim .....................................
Interim Abroad
.. 70
Inter-Institutional
67
Programs ...................................
International Baccalaureate
Program .................................... 92
International Business
Specialization.......................... 109
International Programs .............53
International Relations ............174
International Students .........19, 53
Inter-Race ....................................13
Internships, Cooperative
Education and
S e ~ e L e a r n i n g..................... 72
Intramural Athletics ..................50
Introducing Augsburg ...........7-13
KCMR Radio ..............................49
Kindergarten-Elementary
Education ................................128
27
Kinds of Aid ............................
Learning Disabilities
Program ....................................52
Leave of Absence .......................78
Liberal Arts Perspectives ..........84
Library .............................. 2.13. 62
Licensure Program for
Science Teachers .....................198
Lifetime Sports ...........................84
Linguistics.................................151
Literature. Ideology and
Society in Latin America
(LISLA) ....................................187
Living on Campus ..................... 55
Loan Assistance ........................ 2 8
Location ...............................11. 270
Majors and Minors (also see
Course Descriptions) ...........2 6 3
Management Information
Systems (MIS) .........................113
Management Specialization ....109
Maps ..................................269. 270
Marketing Specialization ........109
Master's Degrees ..................60. 75
Mathematics .............................176
Mathematics and Computer
Sdence .....................................175
Melby Hall ..................................12
Memberships .......................... 2,11
Memorial Hdl ............................ 13
Metro-Urban Studies ...............182
Metreurban Studies
Term (MUST')..........................184
Minors ...................................63, 64
Minnesota Minority Education
Partnership (MMEP) ................13
Minnesota Studies in International
Development ........................3. 71
Minority Studies
(see Ethnic Studies) ................172
Mortenson Tower ................. 12. 56
Murphy Place ............................. 13
Murphy's .................................... 55
Music .........................................188
Music Education ...................... 190
Music Ensembles ..............191. 197
Music Hall ..................................12
Music Performance
Studies .....................190. 191. 197
Music Therapy ..................190. 1%
Natural Science ........................198
New %dents .Regular
Admission .................................26
No Credit Grades .......................91
Norwegian (NOR) .................152
Numbering of Courses ..............99
Nursing ..................................... 199
Off-CampusPrograms ................2
....................................... 153
Old Main ..................................... 12
Orchestra ....................................49
Orientation (First Year
Experience Program) ...............52
m.
.
Part-Time Students .................... 22
s-No credit .................... 90.
Pastor ........................................ . 48
Payments .................................... 24
Perspectives ..........................84. 85
Philosophy ................................ 203
Physical Education ..................163
Physical Disabilities
Program .................................... 52
Physics ...................................... 207
Policies .........................2.11.24. 76
Political Science ........................212
Pre-Professional Programs ........65
PreRegistration ......................... 77
Plwqlisiks ..........................-... 99
President's Greeting ...............- 5
President's Office ..................... 251
.
Probation .................................... 94
Program in Global
Community .......................71, 157
Psychology ................... . 217
..
Refunds
El Ewts
........................*.*...........24
......................................
248
Registration ....................-.-....... 76
Religion ..................................... 222
Religious Affiliations ...................2
Residence Life ............................ 52
Residence Requirement .............79
Room and Board ........................22
ROTC .............-..........*................68
Russian ......................................154
Center ..................13
QScandinavian
ScandinavianArea Studies .....227
Scandinavian Urban Studies
Term ( S u m ........................... 185
Science Hall ..............-............ 13
Scholarships.....................27, 30-46
Secondary Education ...............132
Senrice-Learning
74
Sigma Pi Sigma ........................208
Smiley's Point Clinic ..................54
Social, Cultural,
Recreational .............................. 49
Social Policy and Human
Servicesin Latin America ......158
Social Science ............................228
Social Studies ............................ 228
Social Work ...............................229
Sociology...................................234
Society of Physics
Students .................................. 208
South American Urban
Semester (SAUS) ....................186
South Hall and
Annex Houses ....................13, 56
Soviet and East
European Studies ...................238
Space Physics ............................208
Spanish ...................................... 154
Special Education ..................... 136
Special Interest Houses .............56
Spcial Students
(Non-Degree) ............................ 18
Speech/Communication/
Theatre Arts ............................ 239
--
........................
Sponsored Scholarships ............30
Student Activities .......................53
Student Affairs .........................251
Student Affairs Division ...........50
Student Employment ................30
Student/Faculty Ratio .................2
Student Government .................48
Student Life ...........................47.57
Student Project for Amity
Among Nations (SPAN)..........72
Student Publications..................49
Student Rights ............................56
Student Teaching Abroad .........72
Studio Art ....................,.......,..
101
Study Abroad (also see
Interim Abroad) ............54,68, 72
Sverdrup Library .......................13
Sverdrup-Oftedal
Memorial Hall ..........................13
Teaching Licensure
also majors) .......................65
Test Scores ..................................
16
Theatre Arts ......................239. 243
Transcripts ..................................16
Transfer Students .................17. 83
Tuition. Fees. Room
and Board ..................................22
Tutor Center .........................13. 53
. (
Midwest Association
DlUpper
for International Education
(UMAIE) ...................................70
Urban Studies Options ............184
Umess Tower .......................13. 56
veterans ...................................... %
Weekend College ......................
mW&W
..................................
Withdrawal from College ...........
Women and Development:
Latin American Perspectives 160
.......
Work Study Program ................a
O Y o u t h and Family Institute .......13
1. Admissions House
2. George Sverdrup Library
3. Science Hall (S)
4. Old Main (OM)
5 . West Hall
6. Mortensen Tower
7. Urness Tower
8. Christensen Center
9. Sverdrup-Oftedal Memorial Hall
10. Music Hall (M)
11. 2222 Murphy Place (MP)
12. Melby Hall (MH)
13. Ice Arena
14. Stage I1 Theatre
15. Center for Global Education
16. ScandinavianCenter
17. Foss, Lobeck, Miles Center
for Worship, Drama,
and Communication (F)
18. Youth and Family Institute
19. Jeroy C. Carlson Alumni Center
20. Tutor House
21. American Indian Support
and Minority Education
Partnership
22. Inter-Race
A. Admissions Parking
Student Parking
C. Visitor Parking
D. The Quad
E. Faculty/Staff Parking
F. Murphy Square
G. Anderson-Nelson Athletic Field
H. Riverside Medical Center
Parking Ramp
I. Husby-Strommen
Tennis Courts
J. Resident Parking Only
Accessible Entrance
From Minneapolis
Interstate 94 east to 25th Avenue exit, left to Riverside Avenue, left to 21st
Avenue South, left at Augsburg sign.
From St. Paul
Interstate 94 west to Riverside exit, right on Riverside Avenue to 21st
Avenue South, left at Augsburg sign.
Parking
Allposted Augsburg College parking lots are free and open for student use
from 4:30 p.m. Friday through Sunday evening. Lots are located on 7th
Street between 21st and 22nd Avenues and south of 8th Street on 21st
Avenue. Most street parking is two hour parking, seven days a week.
Additional parking is available in the Riverside Medical Center ramp, or
U of M parking lots on the north side of Riverside Avenue.
Offlclal Publlcatlon of Augsburg College
Spring 1993
731 21st Avenue South
Mlnneapolls, MN 55454
6121330-1000
This catalog supplement amends information given in the 1991-1993
Augsburg Catalog. Only those sections which have substantial changes
are included. Consult the Registrar's Office for information on new or
deleted courses, changes in course titles or descriptions.
Supplement information is listed under the same headings as in the
Catalog, followed by page numbers in parentheses. Refer to these pages
in the Catalog for complete information.
It is the responsibility of each student to know the requirements and
academic policies contained in this publication and the 1991-1993 Catalog.
If you have questions about anything in this Supplement or !te Catalog,
consult a faculty adviser, the Academic Dean of the College or the
Registrar.
A1though information was current at the time of publication, it is subject
to change without notice.
Tuition, Fees, Room and Board
Special Fees
.....................................................-5
.............................................................................
,5
Refunds ...................................................................................- 6
Financial Aid
................... ......................................................
-6
........................ ....--...
ACADEMIC
INFORMATION
Kindsof Aid
Graduation Requirements
...................................
7
......................
.
..................................
.8
Liberal Arts Perspectives .............................................................. .9
..................................................................10
Map ...........................................................................~........ 11
Academic Calendar
Augsburg College does not discriminateon the basis of race, creed, national or ethnic origin, age,
marital status, sex or handicap as required by Title IX of the 1972 Education Amendments or
Section 504 ofthe Rehabilitution Act of1973, as amended, in its admission policies, educational
programs, activities and employment practices
I
I
I
TUITION,
FEES,ROOMAND BOARD(P. 22)(1993'94)
Tuition (full-timeenrollment)
......................................... $11,292.00
Tuition (day school part-time enrollment) per course ...............$ 1,050.00
Audit Fee (for part-time students) per course
Room Rent (includestelephone)
Full Board (19 meals a week)
........................$
434.00
$ 2,168.00
.......................................
....................
...............$
.
.
.
2,036.00
Partial Board (14 meals a week) ..........................................$ 1,976.00
............................................................$
Fees - ACTC Bus Fee ......................................................$
Flex 5 point plan
Fees - Student Activity Fee
...................
.....
OTHER SPECIAL
Fm (NoN--ABLE)
(P.
................$
1,800.00
12.00
100.00
23)
Fees Billed on Student Account
Fees Payable by CheckICash
Late Registration (per day
after classes begin) ......... $ 25.00
Application (new and/or
special students) ............$ 15.00
Registration Change after first
5 days (cancel/add/change grade
option, or combination
at one time) .................. $ 5.00
Nursing Credit
Validation Tests
............$122.00
Nursing
Comprehensive Exam
...$ 15.00
Music Therapy Internship
(one half course credit) ...$434.00
LockerRental (commuters) ...$ 20.00
Private Music Lessons, per
semester (14 lessons) ......$256.00
Student Parking Lot Permit
-car ........................$ 72.00
-motorcycle ............... $ 36.00
Student Teaching (per course
for full-time students) ......$ 38.00
Student Teaching (per course for
day school
part-time students) ......$240.00
Study Abroad (in approved
non-Augsburg programs) $184.00
Student Activity Fee
(part-timestudents)
......$ 50.00
Transcript Fee (per copy
after first, which is free) ...$ 2.00
Special Examinations,
Cap & Gown Costs
(Scheduleon file in Registrar's
Wce)
Refundswill be calculated on a pro-rata basis for students attending
Augsburg for the first time. The refund will be a portion of tuition, fees,
and expenses equal to the period of enrollment up to the 60 percent point
in time of the period of enrollment. Students may appeal refund decisions through the Petition Committee.
Current financial aid regulations and program provisions are disclosed
with the financial aid notice.
Financial assistance awarded through Augsburg is normally a combination of scholarships, grants, loans and part-time work opportunities. The
College cooperates with federal, state, church and private agencies in
providing various aid programs. Nine out of 10Augsburg students
receive financial aid in the form of scholarships, grants, loans and/or
part-time employment.
The Free Application for Federal Student Aid (FAFSA) and the Augsburg
Financial Aid Application determine the amount of assistance for which
a student is eligible. This analysis estimates the amount a student and
family can be expected to provide for college expenses, using the a p
proved federal formula and taking into account such family financial
factors as current income, assets, number of dependents, other educational expenses, debts, retirement needs and special considerations.
How AND WHEN
TO APPLY
(P.26)
General Information
The Financial Aid Office can supply you with detailed instructions when
applying for financial aid. Financial aid applications are processed and the
awards are released in the order they are completed. All financial aid is
contingent on available funds and current regulations. It is the student's
responsibility to obtain funds from non-Augsburg sources (e.g., Pel1 Grant,
Minnesota State Grant). Although Augsburg will estimate these resources
where appropriate, they must be confirmed by the funding source.
Application Process
1.Apply for admission to Augsburg College. No financial aid notification
is made until the student has applied and been accepted for admission.
2. Obtain the Free Application for Federal Student Aid (FAFSA) from a
high school or college financial aid office and complete the application
form. Mail the completed application to Federal Student Aid Programs in
the envelope provided.
3. Obtain and complete the Augsburg Financial Aid Application. Submit
this form and the required 1992 Federal Tax forms to the Student Financial ServicesOffice at Augsburg.
I,
,I
1
4. Priority will be given to applications filed by April 15,1993. Application
materials postmarked after April 15 will be awarded on a first-come, firstserved basis, based on available funds. Applications completed after July
1,1993, may not be processed by Augsburg until October 1,and then
based on available funds. Students enrolling for the fall term with incomplete financial aid applications must be prepared to meet the full cost of
the term without financial aid.
5. Within four to six weeks, Augsburg will receive the analysis. If at that
time you are accepted for admission, the Financial Aid Committee will
meet and review your eligibility for all the programs available. A letter
will be sent to you detailing your financial aid offer.
6. Acceptance of this financial aid package is required within the deadline
stated. If necessary, the appropriate loan forms and/or work applications
will be sent to you.
7. All transfer students must submit a financial aid transcript from each
institution previously attended regardless of whether or not you received
aid at the institution. Returning students who attend summer sessions at
another school are also required to provide the Financial Aid Transcript.
These forms are available through the Admissions Office or the Student
Financial ServicesOffice.
KINDS OFAID (27)
Gift Assistance
I
B
Regents' Merit Scholarship Program -The Regents' Merit Scholarships
are awarded to incoming full-time freshmen of high academic achievement
Depending on rank or score, Augsburg will award scholarshipsof $ l , W to
$4,000 each year, renewable each year, regardless of financial need.
Students Matriculating after January 1, 1993, under Distribution
Requirements for Graduation - No changes.
Students Matriculating after January 1, 1993, under Perspective
Requirements for Graduation - See below.
Completion of 33 courses -At least 11course credits must be Upper
Division, numbered in the 300s and 400s. Not more than 13may be in
one department, except in certain approved majors -17 (Music Education) or 20 (Music Performance) for the Bachelor of Music degree, 15 for
the Bachelor of Science (SocialWork) degree, and 18 for the Bachelor of
Science (Music Therapy) or Bachelor of Science (Nursing) degrees. The
course total must include two Interims for students whose complete
academic work is at Augsburg. For transfer students, the course total
must include one less Interim course than the number of years at Augsburg (but no more than two Interim courses are required). This is calculated on each transfer student's evaluation of transfer credits.
No more than the following maximums may be applied toward the 33
total courses required: two Interim courses; two courses by independent/
directed study; four courses of internship; and eight course credits with a
grade of Pass (PI. Non-traditional grading (P) also has the following
limits: two in the major except Elementary Education and Nursing; one
in the minor if approved by the department chairperson. Interim courses
taken that are not counted among the course total for graduation requirements (extra Interim courses) may still be counted for meeting Perspective or Graduation Skills requirements.
Students who enter an academic program with a baccalaureate or higher
degree should contact the Registrafs Office about specific requirements
for a second baccalaureatedegree or for the equivalent of a major.
Students Matriculating prior to January 1, 1993, under
Perspective Requirements for Graduation - See below.
Completion of 34 courses -At least 11course credits must be Upper
Division, numbered in the 300s and 400s. Not more than 13may be in
one department, except in certain approved majors -17 (Music Education) or 20 (Music Performance) for the Bachelor of Music degree, 15 for
the Bachelor of Science (Social Work) degree, and 18 for the Bachelor of
Science (Music Therapy) or Bachelor of Science (Nursing) degrees. The
course total must include two Interims for students whose complete
academic work is at Augsburg. For transfer students, the course total
must include one less Interim course than the number of years at Augsburg (but no more than two Interim courses are required). This is
calculated on each transfer student's evaluation of transfer credits.
No more than the following maximums may be applied toward the 34
total courses required: three Interim courses; two courses by independent/directed study; four courses of internship; and eight course credits
with a grade of Pass (P).Non-traditional grading (P) also has these limits:
two in the major except Elementary Education and Nursing; one in the
minor if approved by the department chairperson. Interim courses taken
that are not counted among the course total for graduation requirements
(extra Interim courses) may still be counted for meeting Perspective or
Graduation Skills requirements.
Students who enter an academic program with a baccalaureate or higher
degree should contact the Registrar's Office about specific requirements
for a second baccalaureate degree or for the equivalent of a major.
Perspective: The Character and Mission of Augsburg College: The
Christian Faith
Three courses are required to meet this Perspective except for the following:
1. Transfer students entering with 14-23 courses will be qMto take two
courses in the Christian Faith Perspective while registered at A u g s b w and
2. Transfer students entering with 24 or more courses will be required to
take one course in the Christian Faith Perspective while registered at
Augsburg.
Perspective: Western Heritage
Two courses are required to meet this Perspective. (One course is
required to meet this Perspective for transfer students entering with 14 or
more courses.)
Perspective: The Social World
Two courses are required for this Perspective. (One course is required to
meet this Perspective for transfer students entering with 14 or more
courses.)
Perspective: The Natural World
Two courses are required to meet this Perspective. (One course is
required to meet this Perspective for transfer students entering with 14 or
more courses.)
[
1
Fall 1993
Interim 1994
New student
orientation
Su, Sept. 5 - Tu, Sept. 7
Freshman registration
W, Sept. 8
Upperclass validation
W, Sept. 8
Classes begin
W, Sept. 8
Last day to register
Classes end
Last day to designate
grading option
F, Od. 22
Spring 1994
Mid-term break
F, Oct.22
Interim
registration
M, Od. 25 - F, Oct. 29
Spring Term
registration
-
M, Nov. 15 - Tu, Dec. 3
F, Nov. 19
Last day to add a class
or drop a class
without notation on record
F, Feb. 4
Last day to
withdraw from a class
F, Mar. 25
Mid-term break begins
M, Mar. 28
M, N ~29 ~ Last
. day to designate
Final exams end
M, Jan. 31
F, Feb. 4
Classes resume
Final exams begin
W, Jan. 26
Last day to register
n,N
~25 ~ Classes
,
resume
F, Dec. 10
F, Jan. 14
Classes begin
Thanksgiving recess
begins
Classes end
I
Last day to designate
grading option,
or withdraw from a class
Last day to add a class or
drop a class without
notation on record
Tu, Sept. 14
Last day to withdraw
from a class
II
T"* Sept. l4
Interim classes begin
M, Jan. 3
Last day
register,
add a class, or drop a class
without notation on record T, Jan. 4
grading option
Tu, Apr. 5
F, Apr. 8
M1Dee. l3
Early registration
for fall
M, Apr. 25 - F, May 6
Th'
Classes end
F, May 13
Final exams begin
M, May 16
Final exams end
Th, May 19
Baccalaureate/
Commencement
Su, May 22
1. Admissions House
2. George Sverdmp Library
3. Science Hall
4. Old Main
5. West Hall
6. Mortensen Tower
7. Umess Tower
8. Christensen Center
9. Sverdmp-OftedalMemorial Hall
10. Music Hall
11.2222 Murphy Place
12 Si Melby Hall
13. Ice Arena
14. Stage I1 Theatre
15. College Relations
16. Nordic Center
17. Foss, Lobeck, Miles Center for Worship,
Drama and Communication
18. Center for Global Education
19. Jeroy C Carlson Alumni Center
20. Youth and Family Institute
21. American Indian Support and Minority
Education Partnership
22 Oscar Anderson Hall
A. Admissions Parking
B. Student Parking
C. Visitor Parking
D. The Quad
E. Faculty/Staff Parking
F. Murphy Square
G. Anderson-Nelson
Athletic Field
H. Fairview/% w s Parking Ramp
I. Husby-Stromrnen TennisCourts
J. Resident Parking Only
K. Student/Commuter Parking
Accessible Entrance
Show less
..
Y. W W W . .
.
3
from the President
I hope you are looking at this catalog
because you've enrolled at Augsburg College.
If so, welcome to the College! All of us hope you
find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of
the profession an... Show more
..
Y. W W W . .
.
3
from the President
I hope you are looking at this catalog
because you've enrolled at Augsburg College.
If so, welcome to the College! All of us hope you
find, in the course of your study, a rising enthusiasm for the work, a deepening appreciation of
the profession and role to which you feel called,
and a confident sureness that you have rightly
chosen Augsburg as the community in which to
spend the next several years of your life.
If you're dipping into this volume to
figure out who and what Augsburg College is
and what education it offers, welcome to these
pages! May they convey the fundamental
character of our mission: to provide an education
especially serviceable in the contemporary world
because it has been designed in the midst of and
in full contact with the critical social, economic,
religious, and political phenomena of the modern
city. This education, however practical and professional, will be serviceable over the long haul only
to the degree that it respects and pursues certain
of what Martin Luther called "the fine liberal arts," and it will be exciting to the degree it is
offered for the sake of improving both its students and the world itself.
The study you are undertaking at Augsburg-r
thinking of undertaking-will occur on a
small campus in the core of a great city; it will be led by faculty preoccupied with your welfare
and the emergence and refinement of your vocational plans.
As you join the enterprise, or consider doing so, please know that those of us who await
you here find the College an exciting setting, full of diversity and yet possessed of a community
dedicated to higher learning and good living, in which you can set off in new directions and in
which new destinations are reachable.
Bon voyage!
Sincerely yours,
William V. h a k e
President
I
Fall Term 1998
Summer..................................... Freshman registration
Sept. 6-81Sun.-Tues. .................... New student orientation
Sept. 9Ned. ................... ..........a..Upper-class validation
Sept. 91Wed. ................................ Classes begin
Sept. 15Dues. .............................. Last day to register
Sept. 15lTues. ..............................Last day to add a class, drop a class without notation on
record
Oct. 30/Fri. ..................................Mid-term break
Last day to designate grading option
Nov. 6/Fri. ...............................
Last day to withdraw from class
Nov. 13/Fri. ................................
Nov. 16-Dec. 4IMon.-Fri. ............ Interim registration
Nov. 16-Dec. 4IMon.-Fri. ............ Spring term registration
Nov. 26Ehurs. ............................ Thanksgiving recess begins
Nov. 30IMon. .............................. Classes resume
Dec. 1l/Fri. .................................. Classes end
Dec. 14-17IMon.-Thurs............... Final exams
Interim Term 1999
Jan. 4Mon .................................... Interim classes begin
Jan. 5lTues. ...................................Last day to register, add a class, or drop a class without
notation on record
Jan. 15/Fri. ................................. Last day to designate grading option, or withdraw from
a class
Jan. 27AVed.................................. Classes end
Spring Term 1999
Feb. 1IMon...................................
Classes begin
Last day to register
Feb. 5/Fri. ..................................
Feb. 5/Fri. .................................... Last day to add a class or drop a class without notation
on record
Mar. 29IMon. ............................... Mid-tendEaster break begins
Apr. 6Eues. ..................................
Classes resume
Last day to designate grading option
Apr. 9Rri......................................
Apr. 16/Fri................................... Last day to withdraw from a class
Apr. 19-3OIMon.-Fri. ...................Early registration for fall
May 14/Fri....................................Classes end
May 17-2OIMon.-Thurs. .............. Final exams
May 23ISun. ................................ .BaccalaureatdCommencement
TENTATIVE-CONSULT THE 1999-2000 ACTC CLASS SCHEDULE OR AUCSBURC
REGISTRAR'S OFFICE FOR CHANCES
Fall Term 1999
Summer ...................................... ..Freshman registration
Sept. 5-7/Sun.-Tues. ..................... New student orientation
Sept. 8/Wed. ................................. Upper-class validation
Sept. 8fWed. ................................. Classes begin
Sept. 14flues. ............................... Last day to register
Sept. 14Kues. ............................... Last day to add a class, drop a class without notation on
record
Oct. 29/Fri................................... .Mid-term break
Nov. 5/Fri. ....................................
Last day to designate grading option
Nov. 12Eri. .................................. Last day to withdraw from class
Nov. 15-Dec. 3Mon.-Fri. .............Interim registration
Nov. 15-Dec. 3Mon.-Fri. .............Spring term registration
Nov. 25flhurs. ............................. Thanksgiving recess begins
Nov. 29flLIon. .............................. .Classes resume
Dec. 10/Fri. .................................. Classe end
Dec. 13-16Mon.-Thurs. .............. Final exams
Interim Term 2000
Jan. 3Mon ....................................Interim classes begin
Jan. 4flues. .................................. Last day to register, add a class, or drop a class without
notation on record
Jan. 14/Fri. ................................... Last day to designate grading option, or withdraw from
a class
Classes end
Jan. 26/Wed. ................................
Spring Term 2000
Jan. 3 l/Mon. ................................Classes begin
Feb. 4/Fri. ................................... Last day to register
Feb. 4/Fri. .................................... Last day to add a class or drop a class without notation
on record
Mar. 2O/Mon. ............................... Mid-term break begins
Mar. 27/Mon. ...............................Classes resume
Apr. 7/Fri......................................Last day to designate grading option
Apr. 14/Fri................................... s t day to withdraw from a class
Apr. 17-28 Mon.-Fri. ................... Early registration for fall
Apr. 21/Fri. ................................... Easter break begins
Apr. 251Tues. ................................ Classes resume
May 1UFri.................................... Classes end
May 15-18Mon.-Thurs. ..............Final exams
May 21/Sun. .................................BaccalaureatdCommencement
Area Code
612
Academic Advising......................................................................................................
330-1025
.......................................................................................................
Academic Affairs
..330-1024
Undergraduate Admissions .........................................................................................330-1001
Toll-free number ........................................................................................(800) 788-5678
AlumniRarent Relations .............................................................................................
330-1178
Athletics ......................................................................................................................
330-1243
Business Office (fees and accounts) ........................................................................
330-1029
Career Services.................................. ................. .................................................. 3 3 0 - 1162
College PastorICampus Ministry ............................................................................... .330-1732
........................................330-1180
Public Relations 6r Communication .......................
................................................................................
ConferenceEvents Coordinator
.330-1107
Development (financial gifts to the College) ...........................................................
330-1613
........................................................................................
Toll-free number
(800) 273-0617
Facilities Management ................................................................................................ 330-1104
Financial Aid (scholarships) .......................................................................................
330-1046
General Information (other office numbers; business hours only) ...........................330-1000
Master of Arts in Leadership Program ........................................................................330-1786
Master of Social Work Program ..................................................................................330-1307
Human Resources .......................................................................................................
330-1058
Interim Office .............................................................................................................
330-1150
Lost and Found ...........................................................................................................330-1000
President......................................................................................................................
330-1212
.........................................................................
..................*...................
Registrar
.-.
.330-1036
............................................................
Residence Life (Housing) ....................
3 3 0 1109
Student Activities ........................................................................................................ 330-1111
Academic and Learning Services ............................................................................... -330-1160
Student Government ..................................................................................................
330-1110
Summer School ...........................................................................................................
330-1787
Weekend College ........................................................................................................330-1782
Mailing Address:
221 1 Riverside Avenue
Minneapolis. MN 55454
Web Site:
www.augsburg.edu
c;
E
2.
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$:
>-,
-,
?+
xt
:2="
7.
I
7
MAJOR
FIELDS OF STUDY AND
AREASOF EMPHASIS
Accounting
General Accounting
Managerial Accounting
Public Accounting
Art
Art History
Studio Art
Biology
Business Adrninistrat~on
Business AdministrationIFinance
Business Administration/lnteinational
Business
Busmess AdministrationIManagement
Business AdrninistrationlMarketing
Chem~stry(B.A. or B.S.)
Communication
General Communication Studies
Mass Communication
Organizational Communication
Computer Science (B.A. or B.S.)
Computational Economics @.A)
East Asian Studies '
Economics
Applied Economics
Economics
Economics/Business Administration
Education
Education Studles (non-licensure)
Elementary Education Studies (nonlicensure)
Kindergarten-Elementary (licensure)
Secondary (non-majOr, licensure
Engineering
English
Health Education
History
International Relations
Management Information Systems
Mathematics
Applied Mathematics
Mathematics
Metro-Urban Studies
Modern Languages '
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Yitrstrq :R.S -!?Peekend Cnllcqc onlv!
Phr!i?snnl~~
. I. :. TJ?
rh\rslcal Cdurafton
,;.
c;?
P5ysrchsn,b~i<,tai?~
P i ~ y ~ l (cBs A. or E.S.!
Y
.
-< rvbL
.J
Space Physics (B.S.)
Polit~calScience
Psychology
Religlon
Youth and Family Ministry
Russian, Central, and East European Area
Studies
Social Work (B.S.)
Sociology
Theatre Arts
Transdisciplinary
Women's Studies '
It is possible for students to complete
other majors through the Associated
Colleges of the Twin Cities (ACTC).
Students who wish to do so must apply
through the Augsburg Office of the
Registrar. Some majors may have a competitive application process with acceptance
determined by the major department.
I Cooperallvc program r,l t h A\,o~ialed
~
College5
[he Jwln C111esand agret me~ltsw ~ l hf l l Un~vcrstLy
~
o[M~nnetola 11 1s p o s s ~ b l ~ f o\tudolts
r
to take
heg~t~nlngllntc
rmrd~~il~ladvanced
cour\cs not avatloble nl
~onsortluincolleges tn Arabic, Ch~nr\c.Hebrav, \apanc>c,
Ru\s~an,and other ~njrcqumtlyLaugkL Iunguug~, S l u d ~ n u
r e g ~ d e d~reclly
r
with file ACTC oJ$cc
'Dual rlgrcc programs w~Lkthe Unlver$tly ofM~nnarita
111~1ilule
of Technology, Washlnglon IJnlve~s~ty
School of
Englne~rlngand Appl~edScience, and M~cInganTcchnologi~al
Un~vtrsily
A
t Augsburg College, we believe that
the college experience should be a time of
exploration, of discovery, of new experiences, and new possibilities. We also
believe that a liberal arts education is your
best preparation for living in the fastpaced, changing, and complex world of
today and tomorrow. Upon graduation, you
will be able to demonstrate not only the
mastery of a major field of study, but also
the ability to think critically, solve problems, and communicate effectively
Emphasis on values, perspectives,
experience, and skills
The heart of an Augsburg education is
the Augsburg curriculum-the College's
general education program, which structures your liberal arts studies through challenging and thought-provoking courses
requiring students to consider important
issues and examine values questions. These
Liberal Arts Perspectives include Western
Heritage, Intercultural Awareness, Human
Identity, the Social World, Christian Faith,
The City, Aesthetics, and the Natural World.
At the same time, courses across all disciplines stress the skills that will serve you
for a lifetime-writing, speaking, critical
thinking, and quantitative reasoning, to
name a few.
Thanks to Augsburg's prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense,
the resources of the Twin Cities are an
extended campus for Augsburg students.
Selection from over 50 majors
Augsburg offers more than 50 majorsor you can create your own major either
on campus or through the Associated
Colleges of the Twin Cities (ACTC). (See
page 53 for a complete list of majors and
minors.) This five-college consortium
allows students to take courses on other
campuses without charge while a full-time
student at Augsburg. The ACTC includes
Augsburg College, College of St. Catherine,
Hamline University, Macalester College,
and the University of St. Thomas.
Students who graduate from Augsburg
are well prepared to make a difference in
the world. They stand as testaments to the
College motto, "Education for Service,"
and to the mission of the College:
To nurture future leaders in service to
the world by providing high quality educational opportunities, which are based in
the liberal arts and shaped by the faith and
values of the Christian Church, by the context of a vital metropolitan setting, and by
an intentionally diverse campus community.
A College of the Church
Augsburg was the first seminary founded by Norwegian Lutherans in America,
named after the confessibn of faith presented by Lutherans in Augsburg, Gennany, in
1530. Augsburg opened in September
1869, in Marshall, Wisconsin, and moved
to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first
graduation was in 1879.
10 About Augsburg
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg's first
president (1869-1876).
This attitude began to change after
World War I. In 1911, George Sverdrup,Jr.
became president. He worked to develop
college departments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg admitted women in 1922 under the leadership of
Gerda Mortensen, dean of women. She
spent the next 42 years at the College as a
teacher and administrator.
Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg
Sverdrup. These three men clearly articulated the direction of Augsburg: to educate
Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study.
In 1874 they proposed a three-part
plan: first, train ministerial candidates; second, prepare future theological students;
and third, educate the farmer, worker, and
businessman. The statement stressed that a
good education is also practical.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg's theme
for over 125 years.
Education for Service
Keeping the vision of the "non-elitist"
college, Georg Sverdrup, Augsburg's second
president (1876-1907), required students
to get pre-ministerial experience in city
congregations. Student involvement in the
community gave early expression to the
concept of Augsburg's motto, "Education
for Service."
In the 1890s, Apgsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations committed to congregational autonomy and
personal Christianity. This change made
Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important
primarily as an attachment to the seminary.
The College's mission assumed a double character-ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bernhard Christensen, an erudite and
scholarly teacher, to be president (19381962). His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War 11, Augsburg leaders
made vigorous efforts to expand and improve
academic offerings. Now the College was a
larger part of the institution than the seminary and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modem
college program based on general education requirements and elective majors.
With cumculum change came a long effort
to become accredited.
The College reached accreditation in
1954, although many alumni had entered
graduate schools and teaching positions
long before that time.
A study in 1962 defined the College's
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The seminary moved to
Luther Theological Seminary (now Luther
Seminary) in St. Paul in 1963 when the
Lutheran Free Church merged with the
American Lutheran Church.
About Augsburg
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg's emphasis on
involvement with the city. He wanted to
reach out to nontraditional student populations, ensuring educational opportunity for
all people. During his years of leadership
the College became a vital and integral part
of the city. Also in these years, Augsburg
added the Music Hall, Mortensen Tower,
Urness Tower, the Christensen Center, Ice
Arena, and Murphy Place.
Augsburg continues to reflect the commitment and dedication of the founders
who believed:
Dr. Charles S. Anderson led the College
from 1980 to 1997. He guided Augsburg's
commitment to liberal arts education, spiritual growth and freedom, diversity in
enrollment and programs, and a cumculum that draws on the resources of the city
as extensions of campus and classroom.
Some of the accomplishments during his
tenure include instituting two graduate
degree programs, hosting national and
international figures at College-sponsored
forums and events, increasing accessibility,
and the addition of the Foss Center for
Worship, Drama, and Communication; the
Oscar Anderson Residence Hall; and the
James G. Lindell Family Library.
The city-with all its excitement,
challenges, and diversity-is an unequaled
learning laboratory for Augsburg students.
Dr. William V Frame became president
in August 1997. He has initiated a strategic
planning process intended to iden* the
distinguishing marks of the Augsburg education-in both pedagogy and substance-and
a restructuring effort intended to improve
operating efficiencies and open access for the
College to new sources of capital.
An Augsburg education should be
preparation for service in community and
church;
Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative, and
successful citizens;
Augsburg is a quality liberal arts institution
set in the heart of a great metropolitan center.
There are now almost 14,000 Augsburg
alumni. In a world that has changed much
since those first days of the College,
Augsburg still sends out graduates who
make a difference where they live and work.
In addition to a traditional undergraduate liberal arts and sciences "day"
program, Augsburg offers a Weekend
College program for nontraditional
students and master's degree programs
in social work and leadership.
CAMPUS LOCATION
Augsburg's campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 155 parks in
Minneapolis, the "City of Lakes." The
University of Minnesota West Bank campus and one of the city's largest medical
complexes-Fai~ew-University Medical
Center-are adjacent to Augsburg, with
the Mississippi River and the Seven
Corners theatre district just a few blocks
away Downtown Minneapolis and St. Paul,
11
-
l2 About Augsburg
home to a myriad of arts, sports, entertainment, and recreation opportunities, are just
minutes west and east via Interstate 94,
which forms the southern border of the
campus. (See map in back.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Anderson-Nelson Athletic FieldThe athletic field, located at 725 23rd
Avenue South, is the playing and practice
field of many of the Augsburg teams.
An air-supported dome covers the field
during the winter months, allowing yearround use.
Reaching the Twin Cities is easy. Most
airlines provide daily service to the
Minneapolis-St. Paul International Airport,
and bus or train connections can be made
from all areas of the United States.
Christensen Center (1967)-The
College center, with spacious lounges and
recreational areas, dining areas, bookstore,
and offices for student government and
student publications.
FACILITIES AND HOUSING
Instruction facilities and student housing
at Augsburg are conveniently located near
each other. A tunneVramp/skyway system
connects the two tower dormitories, the five
buildings on the Quadrangle, plus Music
Hall, Murphy Place, and the Foss, Lobeck,
Miles Center for Worship, Drama, and
Communication.
Office of Undergraduate
Admissions-The central Office of
Undergraduate Admissions is located at
628 21st Avenue South and provides
offices for the admissions staff and a reception area for prospective students and their
parents.
Offices of t h e American Indian
Student Services Program and PanAfrikan Student Services ProgramLocated at 620 2lst Avenue South, these
programs provide support s e ~ c e and
s
information to American Indian and
African American students.
Anderson Hall (1993)-Named in
honor of Oscar Anderson, president of
Augsburg College from 1963 to 1980, this
residence hall is located at 2016 S. Eighth
Street. Anderson Hall contains four types
of living units and houses 192 students
and the Physician Assistant Program.
East Hall-Houses the Minnesota
Minority Education Partnership (MMEP)
and the Center for Atmospheric Space
Sciences at 2429 S. Eighth Street.
Foss, Lobeck, Miles Center f o r
Worship, Drama and Communication
(1988)-The Foss Center is named in
recognition of the gifts of Julian and June
Foss and was built with the additional support of many alumni and friends of the
College. The Tjornhom-Nelson Theatre,
Hoversten Chapel, and the Arnold Atrium
are also housed in this complex, which
provides space for campus ministry and
the drama and communication offices. The
Foss Center's lower level is home to the
Gage Family Academic Enrichment Center,
which includes the Learning Skills Office,
the Center for Learning and Adaptive
Student Services (CLASS) Program, the
Groves Computer Lab, the Karen Housh
Tutor Center, and the John Evans Learning
Laboratory.
The Jeroy C. Carlson Alumni
Center-Named in 1991 to honor
Jeroy C. Carlson, senior development
officer and former alumni director,
upon his retirement from Augsburg.
The center houses the Office of Alumni
and Parent Relations and is located at 624
2lst Avenue South.
About Augsburg
Ice Arena (1974)-Two large skating
areas provide practice for hockey and figure
skating, and recreational skating for
Augsburg and the metropolitan community.
The JamesC. Lindell Family Library
(1 997)-This new four-level brick structure opened during the 1997-98 academic
year. As the library and information technology center, it houses all library functions and brings together the computer
technology resources of the College. It is
located on the block of campus bordered
by 22nd and 2lst Avenues, and by
Riverside Avenue and Seventh St.
Melby Hall (1961)-Named in honor
of J. S. Melby (dean of men from 1920 to
1942, basketball coach, and head of the
Christianity department). It provides facilities for the health and physical education
program, intercollegiate and intramural
athletics, the fitness center, and general
auditorium purposes.
Mortensen Tower (1973)-Named
in honor of Gerda Mortensen (dean of
women from 1923 to 1964), it has 104
one- and two-bedroom apartments that
house 312 upper-class students, plus conference rooms and spacious lounge areas.
2222 Murphy Place (1964)-This
facility provides offices for the Center for
Global Education and a resource room for
those interested in global issues. The
Office of Academic Programs Abroad is
also located here.
Music Hall (1978)-Contains Sateren
Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music
libraries, practice studios, and offices for
the music faculty.
13
Old Main (1900)-Home for the
modem languages and art departments,
with classrooms used by other departments. Extensively remodeled in 1980, Old
Main combines energy efficiency with
architectural details from the past. It is
included on the National Register of
Historic Places.
Public Relations & Communication
House-The public relations and publications offices for the College are located at
709 23rd Avenue South.
Science Hall (1949)-Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the
registrar's office, student financial services,
and the business offices. In 1960 the
Lisa Odland Observatory on the roof
was completed.
Sverdrup Hall (1 955)-Named in
honor of Augsburg's fourth president, it
contains the Academic Advising Center,
Weekend College, and the Office of
Continuing Education as well as classrooms and faculty offices.
Sverdrup-Oftedal Memorial Hall
(1 938)-Built as a dormitory and named
in honor of Augsburg's second and third
presidents, it provides space for administrative and faculty offices.
Urness Tower (1 967)-Named in
honor of Mr. and Mrs. Andrew Urness, t h ~ ~
tower provides living quarters for 324 students. Each floor is a "floor unit," providing
36 residents, housed two to a room, with
their own lounge, study, and utility areas.
l4 About Augsburg
ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs that
increase both individual and group understanding and achievement. In addition to
the programs listed below, the College is
also home to Elderhostel and College of
the Third Age.
Inter-Race: The International
Institute for Interracial InteradionInter-Race facilitates interracial understanding in families, schools, places of
work, communities, and society. The institute provides training and consultation,
research, education, resource centers, publications, public policy, and legal study in
five centers. Inter-Race is located at 600
2lst Avenue South.
Minnesota Minority Education
Partnership (M M EP)-The Minnesota
Minority Education Partnership, Inc., is a
nonprofit membership organization that
works closely with students, the communities of color, and representatives from education, business, government, and nonprofit organizations to develop programs
that help students of color succeed academically. By drawing on the talents and
resources of others concerned with the
success of students of color, MMEP creates
collaborative, workable approaches to
complex problems. MMEP believes that
concentrating on the needs of students of
color helps them move from thinking to
doing, from wanting to having, and from
dreaming to achieving. The MMEP office is
located in East Hall.
Nordic Center-The Nordic Center
promotes interest in contemporary
Norway, encourages the pursuit of Nordic
studies, and nurtures intercultural relations
between the United States and the five
Nordic nations of Denmark, Finland,
Iceland, Norway, and Sweden. The Nordic
Center is located at 2400 Butler Place.
Youth a n d Family Institute of
Augsburg College-The institute is
designed to help churches better serve the
changing needs of youth and families. The
institute offers an undergraduate academic
program, as well as seminar/workshops, a
resource center, and counseling services.
POLICIES
Augsburg College does not discriminate
on the basis of race, creed, national or ethnic origin, age, gender, sexual orientation,
marital status or handicap, as required by
Title IX of the 1972 Educational
Amendments or Section 504 of the
Rehabilitation Act of 1973, as amended, in
its admissions policies, educational programs, activities, and employment practices. Inquiries regarding compliance may
be directed to the coordinators listed on
page 48 or to the director of the Minnesota
Department of Human Rights, Bremer
Tower, Seventh Place at Minnesota Street,
St. Paul, MN 55101.
The College and its faculty subscribe to
the Statement of Principles on Academic
Freedom as promulgated by the American
Association of University Professors and
the Association of American Colleges.
About Augsburg
ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
North Central Association of Colleges and
Schools* and the National Council for the
Accreditation of Teacher Education
(Secondary and Elementary). Our programs are approved by the
American Chemical Society
Council on Social Work Education
(B.S.W. and M.S.W.)
National Association for Music
Therapy, Inc.
National League for Nursing
Committee for Accreditation of Allied
Health Programs (Physician Assistant
Program)
Augsburg College is an institutional
member of the:
National Association of Schools of
Music (NASM)
Council of Independent Colleges
(CIC)
American Association of Colleges and
Universities (AACU)
American Association of Higher
Education (AAHE)
Association of Physician Assistant
Programs
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America, and Minnesota Private College
Council.
Augsburg College is registered with the
Minnesota Higher Education Services
Office. Registration is not an endorsement
of the institution. Registration does not
mean that credits earned at the institution
can be transferred to other institutions
or that the quality of the educational
programs would meet the standards of
every student, educational institution,
or employer.
*North Central Association of College and
Schools Commission on Institutions of Higher
Education, 30 N. LaSalle Street, Suite 2400,
Chicago, Illinois 60602-2504; (800) 621-7440
15
Location-Augsburg College was
founded in 1869 in Marshall, Wis. The
College moved to Minneapolis in 1872.
Religious Affiliation-The Evangelical
Lutheran Church in America (ELCA).
Although a strong plurality of students
are Lutheran, 20 percent represent other
Protestant denominations, and 21 percent represent the Roman Catholic
Church.
Accreditation-North Central
Association of Colleges and Schools,
National Council for Accreditation of
Teacher Education. Approved by the
American Chemical Society, Council on
Social Work Education, National
Association for Music Therapy, Inc.,
National Association of Schools of
Music, the National League for Nursing,
and the Committee for Accreditation of
Allied Health Programs.
Member-Associated Colleges of the
Tivin Cities, Lutheran Education Council
in North America, Minnesota Private
College Council, CIC, AACU, AAHE
Registered with the Minnesota Higher
Education Services Office, as described
on page 15.
Enrollment (Fall 1997-98)-2,866 s ~ u dents from 36 states and 38 nations.
Graduates-13,975 undergraduates
from 1870 through August 1997.
StudentIFaculty Ratio-14 to 1.
Undergraduate class size averages 20-25.
Campus-16 major buildings. Major
renovations in 1979-80 with special
emphasis on accessibility
Accessibility-Augsburg is now one of
the most accessible campuses in the
region. A skyway/tunneVelevator system
provides access to 10 major buildings
without going outside.
Degrees Granted-B.A.,
M.A., M.S.W.
B.S., B.M.,
W
Financial Aid-Over 85 percent of the
students receive some form of financial
aid from the College and many other
sources.
Library-Over 175,000 items, direct
access to over 1,300,000 through CLIC,
the Twin Cities private college library consortium. The new James G . Lindell Family
Library opened in September 1997.
School Year-Semesters from
September to May, 4-1-4 calendar, with
January Interim. Two summer school
sessions. Augsburg Weekend Collegetrimesters, September to June. Augsburg
Graduate Program-trimesters,
September to June.
Majors-More
departments.
than 50 majors in 23
Off-Campus Programs-Center for
Global Education, Student Project for
Amity Among Nations (SPAN), Higher
Education Consortium for Urban Affairs
(HECUA), International Business
Program, Upper Midwest Association of
Intercultural Education (UMAIE), and
extensive cooperative education and
internship programs.
Athletic Affiliation-Minnesota
Intercollegiate Athletic Conference
(MIAC), and National Collegiate Athletic
Association (NCAA), Division 111.
Policy-Augsburg College does not
discriminate on the basis of race,
creed, national or ethnic origin, age,
gender, sexual orientation, marital status or handicap, as required by Title IX
of the 1972 Educational Amendments or
Section 504 of the Rehabilitation Act of
1973, as amended, in its admissions
policies, educational programs, activities,
and employment practices.
A
ugsburg College is looking for students with intellinence
- and character. We
want people who can benefit from and
contribute to their community, the College
community, and the community at large.
Selection of students for Augsburg
College is based upon careful consideration of each candidate's academic achievement, personal qualities and interests, participation in activities and employment,
and potential for development as a student
and as a graduate of Augsburg College.
The College selects students on individual
merit without regard to race, creed, disability, national or ethnic origin, gender, sexual
affectional orientation, or age.
Visit t h e Campus
Because firsthand appraisal of programs, facilities, and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an admissions counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg's admissions staff is ready
to help students and parents with college
planning. Call any weekday between
8:00 a.m. and 4:30 p.m.-(612) 330-1001
or toll-free (800) 788-5678. We'll answer
your questions and arrange a tour for you
(including Saturday mornings during the
school year). The Office of Undergraduate
Admissions is located on the comer of
Seventh Street and 2lst Avenue South in
Minneapolis. (Please call first.)
FRESHMEN
Application for AdmissionApplicants should complete the application
for admission and the essay and return
them to the Office of Undergraduate
Admissions together with the non-refundable $25 application fee.
Transcripts-An official transcript
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final, official
transcript upon graduation. General
Education Development (G.E.D.) scores
may be presented instead of the high
school transcript.
Test Scores--Freshman applicants are
required to submit results from the college
entrance examination. The American
College Test (ACT) is preferred. Results
from SAT are also accepted. It will suffice if
test scores are recorded on the official high
school transcript.
Additional Information-If
there
is personal information that may have
affected the applicant's previous academic
performance, it may be included with the
application or discussed personally with an
admissions counselor. Academic recommendations may be required by the
Admissions Committee before an admissions decision is made.
-
Undergraduate Admissions 19
On occasion, the Admissions Committee
may also defer a decision on a candidate's
admission until other information has been
received. For example, more recent test
scores, results of the present semester's
coursework, additional letters of recomrnendation, or writing samples may be requested
by the committee. If any additional credentials are needed, the Office of Undergraduate
Admissions will inform the candidate.
Notification of Admissions Decisiow
Augsburg College uses a "rolling"
admissions plan. Students are notified
of the admissions decision usually within
two weeks after the application file is
complete and has been evaluated by the
Admissions Committee.
Confirmation of AdmissionAccepted students who are applying for
financial aid are asked to make a $loo*
tuition deposit within 30 days of their
financial aid notification. Extensions may
be requested in writing to the director of
financial aid.
Accepted students who are not applying for financial aid are asked to make a
$100" tuition deposit. Those students who
wish to live in College housing must also
submit a $200 housing deposit.
*Non-refundable after May 1.
Early Admission of Freshmen
Students of exceptional ability who
wish to accelerate their educational
program may be granted admission to
begin full-time work toward a degree after
completion of their junior year or first
semester of their senior year of high
school. Applicants must complete the normal procedures for freshman applicants,
submit two academic recommendations
from their high school faculty, and arrange
a personal interview with the director of
undergraduate admissions.
Students from Minnesota who are interested in the possibility of enrolling at
Augsburg under the auspices of the
Minnesota Post Secondary Enrollment
Options Act should contact the Office of
Undergraduate Admissions for specific
information.
TRANSFER STUDENTS
Augsburg College welcomes students
who wish to transfer from other accredited
colleges or universities. College credit is
granted for liberal arts courses satisfactorily
completed at accredited institutions. The
College reserves the right not to grant
credit for courses where it considers the
work unsatisfactory, to grant provisional
credit for work taken at unaccredited institutions, and to require that certain courses
be taken at Augsburg.
20 Undergraduate Admissions
Augsburg College limits transfer
coursework from two-year colleges once a
student has reached junior status. Students
may transfer a maximum of 64 semester
credits (96 quarter credits) from two-year
colleges. Once a student reaches junior
status, no additional credits will transfer
from two-year institutions toward the
minimum of 33 credits required for a
baccalaureate degree. These courses can,
however, be used to meet liberal arts and
major requirements.
A cumulative grade point average
(GPA) of 2.2 (on a 4.0 scale) or better is
required on previous college work for
admission to the College.
Acceptance of courses submitted for
transfer is done by the registrar's office
based upon the official student
transcript(s). Acceptance of courses presented for a major or minor also requires
approval of the department. The major or
minor department may require certain
courses or a minimum number of courses
be taken at Augsburg.
Students transferring from the
Minnesota State University and College
System who have completed the Minnesota
Transfer Cumculum, have earned the
Associate of Arts degree from MNSCU, and
have a 2.5 (on a 4.0 scale) cumulative GPA
or higher will be given transfer status as
outlined below.
The following applies only to the
MNSCU A.A. graduate:
1.Admission will be with junior standing.
A maximum of 17 Augsburg equivalent
courses (64 semester credits or 96 quarter
credits from a community college) will be
accepted once junior status is reached. No
additional courses may be transferred from
a community college.
2. All Augsburg general education requirements will be waived except:
The City Perspective
Two courses in Christian Faith (any
two areas)
The language requirement as stated
One course that meets the Quantitative
Reasoning Graduation Skill requirement
One graduation skill writing course in
the major
College algebra or Math Placement
Group 3
3. Courses with D grades will not be
accepted as prerequisites or for application
to majors. Some Augsburg majors require
additional prerequisite coursework beyond
the A.A. degree. Also, the physician assistant major requires a cumulative GPA
higher than 2.5. Students are advised to
consult major departments for major
requirements upon transfer.
Admission to a major, as well as admission to the College, is sometimes necessary.
Please check with the Office of
Undergraduate Admissions and consult the
departmental section of this catalog.
-
Undergraduate Admissions 21
Note: No student who falls below the
standards for automatic admission to the
College will be considered for admission
by the Admissions Committee after August
15 for entry in fall semester or January 15
for entry in spring semester.
FORMER STUDENTS
Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of
absence and who wish to return must
apply for re-admission through the registrar's office. Students who have attended
other institution(s) during their absence
from Augsburg must have an official transcript sent from each institution to the
Office of the Registrar. Returning students
do not pay the application fee.
SPECIAL STUDENTS
(NON-DECREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Students may request a
change in their degree status by submitting
a petition to the registrar's office.
Students regularly enrolled at another
college may take coursework at Augsburg
College as a special student (non-degree).
An application form for special-student
status is available from the Office of
Undergraduate Admissions. To apply for
admission as a special student, submit the
completed admission application and academic transcripts to the Office of
Undergraduate Admissions.
SPECIAL STUDENTS
(SECOND DECREE)
Students who have completed a
four-year degree at an accredited college
or university may complete a second
degree at Augsburg College. Second degree
requirements include: a minimum of eight
course credits taken at Augsburg, completion of a major, and completion of any
liberal arts requirements not covered by
a previous degree.
Depending on the student's previous
degree, completion of a second major
(non-degree) may also be an option.
22 Undergraduate Admissions
-
Augsburg welcomes students from
countries around the world. (See
International Programs on page 46.)
International students should contact
the Office of Undergraduate Admissions
for an international student application
and information on the application procedure. Applications must be completed two
months prior to the start of the semester:
July 1 for fall, Dec. 15 for spring.
For more information, call
(612) 330-1001 or (800) 788-5678
(toll free), or write to:
International Student Admissions
Augsburg College
22 11 Riverside Avenue
Minneapolis, MN 55454 USA
A,
1 students receive financial help
indirectly, since a quality liberal arts education costs more than tuition and fees cover.
The College raises that difference in giftsfrom alumni, faculty, staff, parents,
churches, friends, foundations, and
endowment income.
However, the primary responsibility for
paying for a college education rests on students and their families. Financial aid is
intended to supplement those resources.
The Board of Regents has approved the
costs listed below for the 1998-99 academic
year. The Board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
TUITION, FEES, ROOM, AND BOARD
Tuition
(full-time enrollment)
............$14,470
This rate applies to all full-time students
attending in September 1998. Students are
considered full-time when they take three
or more courses during the semester. The
charge includes tuition, general fees, facility fees, and admission to most Collegesupported events, concerts, and lectures.
The amount is payable in two equal installments at the beginning of each semester.
Tuition
(part-time enrollment)
per one-credit course..............$ 1,564
This rate applies to students taking fewer
than three courses in a semester and/or an
Interim only. Part-time students taking lifetime sports are charged the audit rate for
that course.
Audit Fee
(for part-time students)
per course................................$
590
Full-time students may audit a course
without charge. Part-time students taking
lifetime sports are charged the audit rate
for that course.
Room Rent
(includes telephone
and basic service)
....................$
2,624
(Room rates and housing options are available through the Office of Residence Life.)
Full Board
(19 meals a week)
..................$
2,510
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week)
..................$
2,440
....................$
Student Activity Fee ................$
2,220
Flex 5 point plan
130
-
Financial Information 25
W OTHER SPECIAL FEES
(NON-REFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
students) .......................................$ 65
ACTC Bus (full-time
students only) ...............................$ 16
Late Registration (per day
after classes begin) ........................$ 35
Registration Change after first five
days (canceVadd/changdgrade
option, or combination
at one time) ....................,.....+..... $ 10
Music Therapy Internship
(one-half course credit) ................$590
Private Music Lessons, per
semester (14 lessons) ................... $301
Student Teaching (per course
for full-time students) .................. $ 61
Student Teaching (per course
for part-time students) .................$121
Study Abroad (in approved
non-Augsburg programs) .............$235
Fees Payable by CheckICash
Application (new and/or
$ 25
special students) ........................
Nursing Comprehensive Exam ...........$ 16
Locker Rental (commuters) ................$ 40
Student Parking Lot Permit
$108
- c a r .............................................
.$ 50
-motorcycle ...............................
Transcript Fee (per copy
after first, which is free) ...............$ 3
Special Examinations,
Cap & Gown Costs
(Schedule on file
in registrar's office)
BOOKS AND SUPPLIES
These costs are estimated to be $675
per year.
DEPOSITS
Enrollment Deposit
(non-refundable) ....................$
100
Required of all new students after
acceptance. The enrollment deposit is credited to the students' account only when
their enrollment is terminated. Any net
credit balance (after all charges and/or
fines) will be refunded upon request of the
student. For more information, contact the
Office of Undergraduate Admissions.
Housing Damage Deposit
......$
200
Required of all resident students at the
time of signing a contract to reserve a
housing assignment. This deposit is
retained against damages and/or fines and
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by
the contract. New contracts may be terminated for fall or spring term by following
the conditions delineated in the housing
contract. The resident will be responsible
for all costs incurred due to late cancellation or lack of proper notification. If the
new contract is cancelled prior to June 1
for fall semester or December 1 for spring
semester, the $200 damage deposit will be
forfeited. After these dates, the student
shall forfeit the full amount of the damage
deposit and shall be assessed an additional
$450 for termination.
26 Financial Information
PAYMENTS
Semester Fees-Prior to the start of
each semester a statement of estimated
charges showing basic charges and financial aid credits designated by the Office of
Student Financial Services is sent to the
student from the Business Office.
Payment Options-(1) Annual payments, due August 15 as billed; (2)
Semester payments, due August 15 and
January 15 as billed; (3) Payment PlanUpon application and after College
approval, a three-month plan is available
each semester. Details are included with
the estimate of charges letter; (4) 10month Payment Plan-Upon application,
College approval, and payment of a $50
administrative fee, the annual charges may
be paid in 10 equal installments beginning
July 15 and ending April 15. No finance
charge will be assessed on accounts that
are current. An application will be sent
upon request.
A finance charge is applied at a simple
rate of one percent per month on any
account with an open balance of 30 days
or more or on a 10-month payment plan
where payment is not current.
Tuition is set on an annual basis,
payable in two equal installments at the
beginning of each semester.
Registration is permitted only if the
student's account for a previous term is
paid in full.
Augsburg College will not release academic student transcripts until all.student
accounts are paid in full or, in the case of
student loan funds administered by the
College (Federal Perkins Student Loan
including the National Defense and
National Direct Student Loans and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and
exit interviews have been completed.
REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
portion of their charges based on the
appropriate refund schedule. Financial aid
may be adjusted for those students who
withdraw from the College or drop
course(s) and receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Leave of
AbsencdWithdrawal from College form
available in the Academic Advising Center
or the registrar's office. It must be filled out
completely, signed and turned in to the
registrar's office. Students who properly
withdraw or change to part-time, who are
dismissed, or who are released from a
housing contract will have their accounts
adjusted for tuition andlor room (except
for the minimum deduction of $100 to
cover administrative costs).
- - -
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Financial Information 27
Augsburg College Refund Policy:
Applies to Augsburg students who withdraw from all courses in a term and are not
receiving Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan, and PLUS Loan). This policy
also applies to all students who drop
courses during a term.
Rehnd
Amount
Refund
Period
100%
Through the first five days of
classes (less $100 administrative
fee)
90%
From the sixth day through the
tenth day of classes
80%
From the 1l t h day through the
15th day of classes
70%
From the 16th day through the
20th day of classes
60%
From the 21st day through the
25th day of classes
50%
From the 26th day of classes
through the midpoint of the
term.
Pro-Rata Refund Policy: Applies to
Augsburg students who withdraw from all
courses during their first term at Augsburg
and receive Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan, and PLUS Loan).
Tuition, fees, and room costs will be
calculated based on the pro-rated portion
of the term completed. The student may be
eligible for a pro-rata refund up to the 60
percent point in time of the term. The student account will be credited for that portion of tuition and room for which the student was not enrolled. This calculation will
use federal government guidelines.
Federal Refund Policy: Applies to
returning Augsburg students who withdraw from all courses for the current term,
and receive Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan, and PLUS Loan).
Augsburg College is required by federal
regulations to complete two refund calculations for students who have completed at
least one full term at Augsburg and receive
Title IV funds. Refunds will be based on the
calculation that provides for the greatest
refund of tuition, fees, and room charges to
the student's account and the greatest
refund of financial aid dollars to the fund
from which they were awarded. The refund
calculations used are the Augsburg College
Refund Policy as stated above and the
Federal Refund Policy as stipulated by federal guidelines stated below.
28 Financial Information
Refund
Amount
from college. If there are extenuating
circumstances, a petition to have the cost
of tuition refunded can be made. Petition
forms are available in the Office of Student
Life in Christensen Center.
Refund
Period
100%
Through the first day of classes
(less $100 administrative fee)
90%
After the first day of classes
through the 10 percent point in
time of the term
50%
After the 10 percent point in
time through the 25 percent
point in time of the term
25%
After the 25 percent point in
time through the 50 percent
point in time of the term
Students may appeal refund decisions
through the Petition Committee.
MEDICAL REFUND
If a student is forced to withdraw from
all courses in a term due to illness or an
accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of
documentation from the attending doctor
stating the inability or inadvisability of
continued enrollment.
UNOFFICIAL WITHDRAWAL
Federal regulations require that records
of financial aid recipients who earn failing
grades in their classes be reviewed. If
courses are not completed (e.g. unofficial
withdrawal, stopped attending), the
College is required to refund financial aid
to the appropriate sources according to
federal or Augsburg refund policies based
on the last recorded date of attendance.
Students are responsible for the entire cost of
the term including the portion previously
covered by financial aid should they stop
attending. Students are strongly urged to
follow guidelines for complete withdrawal
.
All students who wish to be considered
for financial assistance must establish
financial aid eligibility on an annual basis.
This includes completing the application
process as outlined below and meeting the
academic progress standards outlined in the
brochure "Academic Progress Standards for
Financial Aid." This brochure is available
from the Office of Student Financial
Services and is distributed to students on
an annual basis.
Financing higher education could be
the most significant investment a person
or family makes in a lifetime. Proper planning and wise choices are important, not
only in choosing a college, but also in the
methods used to pay for it. Augsburg
College, through its Office of Student
Financial Services, will help students and
their families protect access to a quality
Augsburg education in a time of increasing
financial challenge.
Financial assistance awarded through
Augsburg may be a combination of
scholarships, grants, loans, and part-time
work opportunities. The College cooperates with federal, state, church, and private
agencies in providing various aid programs. During the 1998-99 academic year,
nearly eight out of ten students at
Augsburg received financial assistance.
The primary responsibility for financing
a college education rests upon the student
and family. Financial aid supplements
student and family resources.
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Financial Information 29
The Free Application for Federal
Student Aid (KFSA) and the Augsburg
Financial Aid Application help determine
the amount of assistance for which a student is eligible. This analysis takes into
account such family financial factors as
current income, assets, number of dependent familv members. other educational
expenses, debts, retirement needs, and special considerations.
HOW TO APPLY
The following are required to process
your financial aid application:
1.Be admitted to Augsburg as a regular
student or be a returning student in good
academic standing with the College.
2. Complete the Free Application for
Federal Student Aid (FAFSA) or the
Renewal FAFSA. FAFSA forms are available
from the Office of Student Financial
Services at Augsburg College or from high
school guidance counselors. Renewal
FAFSAs will be mailed to those students
who applied for assistance during the prior
school year. Be sure to include
the Augsburg College Code, 002334, on
your application. Mail your application to
the processing agency after Jan. 1.
Applications must be mailed by April 15
for priority consideration.
3. Complete the Augsburg Financial
Aid Application and submit it to Student
Financial Services.
WHAT HAPPENS NEXT?
Once all documents are received, we
review the financial aid application to
determine financial aid eligibility for all
available programs. A financial aid package
will be sent to the student. This package
includes:
Letter detailing the financial aid
award
Information regarding financial aid
programs and requirements for continued eligibility
Subsidized~UnsubsidizedStafford
loan application promissory note
Students are encouraged to complete
and return one copy of their award letter
to student financial services. In addition,
the student must complete and return the
Stafford Loan application promissory note
to receive Stafford Loan funds.
Applications for the SELF Loan and the
Parent PLUS Loan are sent upon request.
KINDS OF AID
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships,
grants and loans that might be available in
their own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs, and fraternal organizations for information on aid available to
30 Financial Information
students who meet their requirements. In
addition to these sources, some students
are eligible for aid through Vocational
Rehabilitation, Educational Assistance for
Veterans, Educational Assistance for
Veterans' Children, and other sources.
Merit Scholarships
President's ScholarshipPresident's
Scholarships are awarded based upon competition. The applicant must be in the top
15 percent of high school rank or top 20
percent ACTEAT score. Separate applications are required. The application deadline is February 15.
Regents' S c h o l a r s h i p T h e Regents'
Scholarships are awarded to all qualified
new freshmen in the top 30 percent of
either high school rank or test score who
apply and are accepted before May 1.
Regents' Transfer S c h o l a r s h i p
Regents' Transfer Scholarships are awarded
to qualified transfer students with a minimum 3.0 GPA and 84 quarter ( 56 semester) credits in transfer from a Minnesota
community college or Lutheran junior college who apply and are accepted for admission by May 1.
Transfer Merit S c h o l a r s h i p
Transfer Merit Scholarships are awarded to
selected transfer students with a minimum
3.0 GPA and 84 quarter (or 56 semester)
credits in transfer from a Minnesota community college or Lutheran junior college,
who apply for and are accepted for admission by May 1. A separate application is
required by May 1.
Legacy ScholarshipThese scholarships provide tuition benefits to full-time
day students who are children, grandchildren, or spouses of Augsburg graduates;
siblings of current Augsburg students; children or spouses of current ELCA pastors;
or children, grandchildren, or spouses of
long-term Augsburg employees.
Phi Theta Kappa S c h o l a r s h i p
These scholarships are awarded to selected
transfer students with a 3.5 GPA and 84
minimum quarter (56 semester) credits
from a community college. A separate
application is required by May 1.
Science Scholarship--These scholarships are awarded to incoming freshmen
who are in the top 30 percent of their high
school class or ACTISAT test score, majoring in chemistry or physics at Augsburg.
Youth and Family Ministry Partner
ScholarshipThese scholarships are
awarded by the partner congregation to a
full-time Augsburg student who is majoring in Youth and Family Ministry.
Augsburg AmeriCorps
ScholarshipThese scholarships are
awarded to qualified AmeriCorps members
who are currently serving or have served
for at least one year. Must be certified as
eligible by the director of the AmeriCorps
site, be accepted for admission, be a fulltime day student, and complete the finacial
aid application.
PRIME S c h o l a r s h i p T h i s is a cooperative program in which Augsburg matches
scholarships with Lutheran congregations.
Separate application is required and church
funds must arrive at Augsburg by October 1.
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-
Financial Information 3 1
Leadership Scholarships
M. Anita Hawthorne Leadership
Scholarship-Recognizes incoming freshmen and transfer African American students with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
Bonnie Wallace Leadership
Scholarship-Recognizes incoming freshmen and transfer American Indian students
with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
ASIA-Recognizes incoming freshmen
and transfer Asian American students with
a demonstrated record of and/or potential
for leadership. Limited to full-time day students.
HispanicILatino Leadership
ScholarshipRecognizes incoming freshmen and transfer Hispanickatino students
with a demonstrated record of and/or
potential for leadership. Limited to fulltime day students.
Faculty Leadership S c h o l a r s h i p
Awarded to selected incoming freshmen
who participate in the President's
Scholarship competition.
Performing Arts S c h o l a r s h i p
Awarded to selected incoming students
who demonstrate active participation in
the performing arts. Separate application
and audition are required. The deadline is
February 15.
Hoversten Peace S c h o l a r s h i p
Awarded to incoming freshmen and transfer students who have demonstrated interest in peace and whose personal outlook
and career plans show promise of contributing to the cause of peace. Separate
application is required by March 15.
Community and Public Service
ScholarshipAwarded to incoming freshmen and transfer students who have a
demonstrated commitment to public and
community service. Separate application is
required by March 15.
Lutheran Leader ScholarshipAwarded to incoming freshmen in the top
30 percent of their high school rank or ACT/
SAT test score who have demonstrated
leadership within their Lutheran congregation and have the recommendation of their
pastor. A separate application is required
by February 15.
NASA Scholarship-Awarded to
freshmen (only) who have excelled in the
areas of science, mathematics, and technology and who have demonstrated a high
potential in careers related to aerospace
science, technology, and allied fields.
Lutheran Brotherhood and Aid
Association for Lutherans-Awarded on
financial need, participation in the
Lutheran church and available funds. The
AAL scholarship recipients must also have
an AAL policy.
Gift Assistance (Need Based)
Augsburg Tuition Grant-These
awards are based on financial eligibility,
academic record, and participation in
extracurricular activities in school,
community, and church.
Minnesota State Scholarship and
Grant-Eligibility requires Minnesota
residency and enrollment of less than four
years (or its equivalent) at any post-secondary school. Consult the Office of
Student Financial Aid for accepted enrollment patterns.
32 Financial Information
Federal Supplemental Educational
Opportunity Grant-Whenever law and
funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students
eligible for the Federal Pell grant.
Federal Pell Grant-Federal Pell
grants are awarded to students attending
eligible institutions of higher education
and are based on financial need as defined
by program guidelines maximum grant for
1998-99 is $3,000.
Bureau of Indian Affairsnribal and
State Indian ScholarshipBureau of
Indian Affairflribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
Affairflribal and State Indian
Scholarships, students must be a quarter
degree Indian ancestry and be enrolled
with a federally-recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the director of
the American Indian Student Services
Support Program. American Indian grants
supplement all other forms of financial aid.
Questions may be directed to the director
of the American Indian Student Services
Program or to your local BIA, Tribal, or
State Indian Education Office.
Loan Assistance
Federal Perkins Student Loan-A
federally-funded program administered
through Augsburg College for students
who demonstrate financial eligibility. No
interest accrues nor do payments have to
be made on the principal at any time you
are enrolled at least half time. Simple interest of 5 percent and repayment of principal
(at the minimum of $40 a month) begin
nine months after you leave school.
Repayment may extend up to 10 years.
The loan offers a teacher cancellation
clause. The maximum that may be borrowed for undergraduate study is $15,000
($30,000 including graduate school).
Federal Stafford Student Loan
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states that provide
such programs. Subsidized Stafford Loans
are need-based loans that the federal
government subsidizes by paying the
interest while the student is in school
and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of disbursement and the borrower is responsible
for all interest. The borrower may choose
to make payments while in school or may
defer payments and allow interest to
accrue and be capitalized (added to the
balance of the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan is variable and changes
annually on July 1, based on the 91-day
Treasury Bill.
I
Financial Information
The following borrowing limits apply to
the Stafford Loan program after July 1,
1994:
Freshmen: $6,625 annually (Combined
Subsidized and Unsubsidized Stafford)
Sophomores: $7,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Juniorsheniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Aggregate maximum: $46,000
(Combined Subsidized and
Unsubsidized)
Federal Nursing Student Loan-A
federal program with provisions similar to
the Federal Perkins Student Loan program,
but restricted to applicants accepted or
enrolled in our program leading to the baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program
(PLUS)-PLUS is a loan program to help
parents meet college costs of their dependent children. Parents may borrow up to
the cost of attendance (minus other aid).
Repayment begins within 60 days of check
disbursement at a variable interest rate not
to exceed 9 percent and a minimum payment of $50 per month. Application forms
are available at Augsburg College or the
lending institution.
The Student Educational Loan
Fund (SELF)-SELF is administered
through the Minnesota Higher Education
Services Office. Applications are available
from the Office of Student Financial
Services.
Undergraduate freshmen and sophomores may borrow up to $4,500 per year
minus any other student loan indebtedness; juniors and seniors up to $6,000 year.
Maximum undergraduate borrowing is
$25,000. The minimum loan amount per
year is $500. The interest rate is variable.
Interest payments begin 90 days after the
loan is disbursed and continue quarterly
thereafter, while the student is enrolled.
Principal payments begin the 13th
month after you leave school. There are
no deferments.
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on need and potential competence
in performing the duties assigned. Parttime work provided by the College is
considered financial aid, just like scholarships, loans, and grants. A maximum of 15
hours of on-campus employment per week
is recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study
Program a n d Minnesota State Work
Study Program-Under these programs
the federal or state government supplies
funds on a matching basis with the College
to provide part-time work opportunities.
3
34 Financial Information
-
.-
Augsburg College, through generous
gifts from alumni, faculty, staff, and friends
of the College, offers more than 400 sponsored scholarships.
All returning students are encouraged
to apply for these funds by completing the
Sponsored Scholarship Application. This
form is available each February for the
upcoming school year. Selection is based
on academic achievement, financial need,
and selection criteria established by the
donor. A list of scholarships follows.
Note: For a complete description of
Augsburg scholarships, request a copy of
the Scholarship Catalog Supplement from
the Office of Undergraduate Admissions.
*Indicates endowed scholarships
GENERAL SCHOLARSHIPS
ADC Telecommunications Inc.
Charles and Ellora Alliss Educational
Foundation Scholarships
American Express Company
Henry and Leona Antholz Scholarship*
Class of 1931 Scholarship*
Alma Jensen Dickerson Memorial
Scholarship*
Oliver M. and Alma Jensen Dickerson
Memorial Scholarship*
Elias B. Eliason, Sr. Memorial Scholarship*
M. J. Estrem Scholarship*
E. W. Hallet Scholarship
Reuben I. and Marion Hovland
Scholarship*
Tze-Lien Yao-Hsieh, Lenorah Erickson,
and Mildred Joel Memorial Scholarship*
Edwin C. Johnson Scholarship*
The Jostens Foundation, Inc.
Kopp Investment Advisors Presidential
Scholarship
Memorial Scholarship Foundation
Scholarships*
Minnesota Mining and Manufacturing
Company Liberal Arts Scholarships
Minnesota Scholars Fund Scholarship
Northern States Power Company
Scholarship
Clifford and Martha Nylander Scholarship*
Marvin T. Nystrom Scholarship*
Rev. Martin J. and Olga S. Olson
Scholarship
Casey Albert T. O'Neil Foundation
Scholarship
John G. Quanbeck Scholarship Fund*
Martin and Esther Quanbeck Scholarship*
Rahr Foundation Scholarship
Readers Digest Endowed Scholarship*
Russel and Virginia Smith Scholarship*
St. Luke's Lutheran Church Centennial
Scholarship*
Genevieve E. Stelberg Memorial
Scholarship*
Ernest and Vivian Tinseth Scholarship*
Robert W. Warzyniak Memorial
Scholarship*
Lea A. and Elsie L. Wildung Endowment
Fund*
Edward Yokie Memorial Scholarship*
H SPECIAL SCHOLARSHIPS
John Andrew Adam Memorial
Scholarship*
Aid Association for Lutherans Scholarship
Alne-Swensen Scholarship*
Charles and Catherine Anderson Diversity
Scholarship*
Charles and Kate Anderson Endowment
Fund*
Phyllis M. Baker Memorial Scholarship*
Jeroy C. and Lorraine M. Carlson
Scholarship*
Carl C. and Kathleen A. Casperson
Scholarship*
Mildred Ryan Cleveland Memorial
Scholarship*
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Financial Information 35
Dain Rauscher Scholarship*
Laura Ann Erickson Memorial
Scholarship*
David J. Formo Memorial Scholarship*
Julian F! Foss Scholarship*
The Grace Scholarship*
Kay Halverson Scholarship*
Hanwick Thanksgiving Scholarship*
Rev. John Hjelmeland Endowed
Scholarship Fund*
Hormel Foods Company Scholarship
Hoversten Peace Scholarship*
Catha Jones Memorial Scholarship*
King Harald Scholarship
Torgney and Valborg Kleven Memorial
Scholarship*
Harold B. and Laura M. Lanes Scholarship*
Mary E. Larsen International Studies
Scholarship*
Floyd Lorenzen Memorial Scholarship*
Lutheran Brotherhood Lutheran Senior
College Scholarship
Lutheran Brotherhood Opportunity
Scholarship
Minnesota Power Company Scholarship
Forrest T. Monson and Thelma (Sydnes)
Monson Scholarship*
Karen Neitge Scholarship*
Marilyn and John Paul Nilsen Scholarship*
Norwest Foundation Scholarship
Rev. Horace E. Nyhus Memorial
Scholarship*
Ole K. and Evelyn L. Olson Scholarship*
Timothy 0 . Olson Memorial Scholarship*
Jay and Rose Phillips Family Foundation
Scholarship
ReliaStar Foundation Scholarship
Clayton and Ruth Roen Memorial
Scholarship*
John and Agnes Siverson Scholarship*
Genevieve E. Stelberg Memorial Scholarship*
Student Government Alumni Scholarship
Dr. James L. Tuohy Scholarship
MULTICULTURAL/INTERNATlONAL
STUDENT SCHOLARSHIPS
Kent Anderson American Indian
Scholarship*
Ada Bakken Memorial-American Indian
Scholarship*
Grace Jewel Jensen Buster Memorial
Scholarship*
Cargill Foundation American Indian
Scholarship
CBS Foundation Scholarship
General Mills Foundation Scholarship
Grand Metropolitan American Indian
Scholarship
Grand Metropolitan Food Sector
Foundation Scholarship*
Hearst American Indian Scholarship*
Honeywell Corporation Scholarship
Grace Anne Johnson Memorial
Scholarship*
Kemdgehlueller American Indian
Scholarship
Little Six, Inc. Scholarship*
McKnight Foundation Scholarship
Marilyn Peterson Memorial Scholarship*
Prairie Island Indian Community
Scholarship*
Shakopee Mdewakanton Dakota
Community Scholarship*
Marlys Johnson Simengaard Memorial
Scholarship*
St. Paul Companies, Inc. Scholarship
St. Paul Companies, Inc. Teaching
Assistants Scholarship
James R. Thorpe Foundation Scholarship
Trinity Lutheran Congregation 125th
Anniversary Scholarship*
UPS Foundation Scholarship
U.S. Bancorp Foundation Scholarship
West Group Scholarship
Westwood Lutheran Church Second Mile
Mission Scholarship*
36 Financial Information
PUBLIC SERVICE SCHOLARSHIPS
Margaret E. Andrews Public Service
Scholarship Fund
Kleven Public Service Scholarship Fund
Person Public Service Scholarship Fund
Adeline Marie (Rasmussen)Johnson
Memorial Scholarship
Martin 0. and Sylvia A. Sabo Scholarship
for Leadership in Public and Community
Service
Joel and Frances Torstenson Scholarship in
Urban Affairs*
DEPARTMENTAL SCHOLARSHIPS
Art
Lucy Bodnarczuk Memorial Scholarship
August Molder Memorial Art Scholarship*
Queen Sonja Art Scholarship
Biology
Biology Scholarships
Robert Ellingrod Memorial Scholarship
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Biology Scholarship*
Business Administration/Accounting/
Economics
Allianz Life Insurance Company
Scholarship
Marianne Anderson Entrepreneurial
Scholarship*
Augsburg Business Alumni Scholarship
Fund*
Cargill Foundation Scholarship
Farmers Insurance Group of Companies
Scholarship
Forss-Herr Scholarship*
Gamble-Skogmo Foundation Scholarship*
Mildred and Eleanor Krohn Scholarship*
Gertrude S. Lund Memorial Scholarship*
Minnesota Mutual Foundation Scholarship
David L. Shaver Memorial Scholarship*
Clair E. and Gladys I. Strommen
Scholarship
Leland and Louise Sundet Scholarship*
Joan L. Volz Business Scholarship*
Chemistry
Courtland Agre Memorial Scholarship*
Augsburg College Chemistry Alumni
Scholarship*
Department of Chemistry Scholarships
Robert Ellingrod Memorial Scholarship*
Carl Fosse Chemistry Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Chemistry Scholarship*
Minnesota Mining and Manufacturing
Company Chemistry Scholarship
Conrad Sunde Memorial Chemistry
Scholarships*
Education
James and Shelby Andress Education
Scholarship*
5. Luther Kleven Family Scholarship*
Elva B. Love11 Life Scholarship*
David Mathre Scholarship*
Debra Boss Montgomery Memorial
Scholarship*
John L. and Joan H. Ohlin Memorial
Scholarship*
Barbara Tjomhom and Richard K. Nelson
Scholarship*
English
Dagny Christensen Memorial Scholarship*
Anne Pederson English Scholarship*
Prof. P. A. Sveeggen Memorial Scholarship*
Foreign Language
Emil M. Fossan Modem Language
Scholarship*
Mimi Baez Kingsley Modem Language
Scholarship*
Theodore and Virginia Menzel
Scholarship*
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Financial Information 37
Health-Education
Roy and Eleanor Krohn Scholarship*
Robert D. and Carolyn W Odegard
Scholarship*
Health-Related
Augsburg Nurses Alumni Association
Scholarship*
Blue Cross and Blue Shield of Minnesota
Scholarship
Eleanor Christensen Edwards Memorial
Scholarship*
Linnea A. Danielson Scholarship*
Fairview Nursing Alumnae Association
Scholarship*
Dr. Kristofer and Mrs. Bertha E. Hagen
Memorial Scholarship*
History
Rev. and Mrs. 0.J. Haukeness History
Award
H. N. Hendrickson History Scholarship*
John R. Jenswold Memorial Scholarship*
Dr. Bemhardt J. Kleven Scholarship*
Theodore and Lucille Nydahl History
Scholarship*
Mathematics and Computer Science
Allianz Life Insurance Company
Scholarship
Beverly Durkee Mathematics Scholarship*
Mathematics Scholarship
Music
Centennial Singers Scholarship*
Peggy Christensen Benson Memorial
Scholarship
Sam Coltvet Memorial Choral Music
Scholarship*
Rev. Clement A. Gisselquist Church Music
Scholarship*
David Gronner Memorial Scholarship*
Majorie and James R. Gronseth, Jr.
Memorial Music Scholarship*
Lynn Halverson Cello Scholarship*
0.1. Hertsgaard Scholarship*
Bernice Kolden Hoversten Memorial
Choral Scholarship*
Professor Roberta Stewart Kagin
Scholarship*
Ruth Krohn Kislingbury Choral Music
Scholarship*
Leonard and Sylvia Kuschel Scholarship*
Nicholas Lenz Memorial Scholarship*
Kenneth 0 . Lower-Nordkap Male Chorus
Music Scholarship*
Arthur Carl Mammen Music Scholarship*
Lucille H. Messerer Music Scholarship*
Music Education Scholarship
Edwin W. and Edith B. Norberg
Scholarship*
Lois Oberhamer Nye Memorial
Scholarship*
Henry F! Opseth Music Scholarship*
Performing Arts Scholarship (Music)
Rev. Mark Ronning Memorial Instrumental
Music Scholarship*
St. John's Lutheran Church -John Norris
Memorial Scholarship*
Leland B. Sateren Choral Music
Scholarship*
Mayo Savold Memorial Scholarship*
Marilyn Solberg Voice Scholarship*
String Scholarships
John and Vera Thut Scholarship*
Nordic Area Studies
Olaf Gaastjon Memorial Scholarship*
Walter G. and Ruth 1. Johnson
Scandinavian Studies Scholarship*
Iver and Myrtle Olson Scholarship*
38 Financial Information
Philosophy
Kenneth C. Bailey Philosophy Scholarship*
Dr. Kenneth C. and Mrs. Dorothy A. Bailey
Scholarship*
Physical Education
Paul Dahlen Memorial Scholarship*
David Gronner Memorial Scholarship*
Keith Hoffman Memorial Scholarship*
Rory Jordan Memorial Scholarship
Magnus and Kristofa Kleven Scholarship*
Hoyt Messerer Athletic Scholarship*
James F! Pederson Memorial Scholarship*
Stan Person Memorial Scholarship*
Physics
Robert Ellingrod Memorial Scholarship
Theodore J. Hanwick Physics Scholarship*
Alfred A. Iverson Scholarship
NASA Space Grant Scholarship
Leif Sverdrup Physics Scholarship*
Political Science
Myles Stenshoel Scholarship*
Psychology
Jacob and Ella Hoversten Scholarship*
Rev. and Mrs. George Pauluk Scholarship
Religion and Christian Service
Scholarships
C. A. L. and Esther J. E. Anderson
Scholarship*
Kyle A. and Sandra L. Anderson
Scholarship
Augsburg College Associates Scholarship*
Norman and Louise Bockbrader
Scholarship*
Andrew and Constance Burgess Scholarship*
Thorvald Olsen and Anna Constance
Burntvedt Memorial Scholarship*
Rev. Donald C. Carlson Memorial
Scholarship Fund
Henning and Sellstine Dahlberg Memorial
Scholarship*
Ernest S. Egertson Family Scholarship*
'
Luthard 0. Gjerde Scholarship*
Rev. Dr. Harald D. and Jonette T. Grindal
Scholarship*
Dave Hagert Memorial Scholarship*
Elias P Harbo Memorial Scholarship*
Arnold and Neola Hardel Memorial
Scholarship*
Helen (Mohn) Henderson Memorial
Scholarship*
Iver and Marie Iverson Scholarship*
Rev. Arnold J. Melom Memorial
Scholarship
Gerda Mortensen Memorial Scholarship*
Onesimus Scholarship*
Philip and Dora Quanbeck Scholarship*
Johan H. 0 . Rodvik Memorial
Scholarship*
Rev. Olaf Rogne Memorial Scholarship*
Rev. Lawrence and Gertrude Sateren
Scholarship*
Paul G., Jr., and Evelyn Sonnack
Scholarship*
Roy C. and Jeanette Tollefson Scholarship
Moms G. C. and Hanna Vaagenes
Missionary Scholarship Fund*
Johan L. Weltzin Memorial Scholarship*
Social Work
Blanca-Rosa Egas Memorial Scholarship*
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship*
Steen Family Scholarship Fund for
Minority Social Work Students*
Bodo E Suemnig Memorial Scholarship*
Edwin Yattaw Memorial Scholarship*
Sociology
Adolph Paulson Memorial Prize*
Speech/Communication/ Theatre Arts
Ailene Cole Theatre Arts Scholarship*
Performing Arts Scholarship (Drama)
Esther J. Olson Memorial Theatre
Artsmeligion Scholarship*
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E
xperiences in the classroom are an
important part of college life, but learning
and development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
As a college of the church, we are
concerned about spiritual as well as academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts, and gatherings are
examples of the wide variety of activities
on campus.
This ministry finds its most visible
expression in chapel worship where students, faculty, and staff gather each day to
give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
We seek to develop a free and open
environment where people are encouraged
to use and discover the gifts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
for the kind and quality of life that reaches
beyond their years at Augsburg.
The college pastor and campus ministry
staff have offices in the Foss, Lobeck, Miles
Center for Worship, Drama, and
Communication and are available for spiritual guidance, counseling, support, or
information.
Through Student Government, students
secure a closer relationship with and better
understanding of the administration and
faculty and provide input into the decisionmaking process at Augsburg. Student
Government also sponsors and directs student activities, protects student rights, and
provides the means for discussions and
action on all issues pertaining to student
life at Augsburg.
Student Government is organized into
the executive branch, the legislative
branch, and the judicial branch. Elections
are held in the spring for the next year.
Freshmen elect their representatives in the
fall of their first year. Many kinds of
involvement are possible-program planning, writing, editing, or service opportunities. If you want to get involved, contact
the president or vice president of the student body in their offices in the lower level
of the Christensen Center.
The Student Activities Program creates
opportunities for students to enhance their
leadership skills through active involvement in developing events, activities, and
organizations that serve the student community. Hundreds of major programming
efforts and targeted activities for specific
student interests are generated through
these efforts and make Augsburg a dynamic
and enjoyable interactive environment.
-
Student Life 41
Throughout the year, a variety of social
and cultural activities takes place on campus as well as in the Twin Cities. These
activities include dances, films, theme
events, name entertainment, and visiting
personalities in various fields.
The Christensen Center is the focus of
leisure-time activity on campus. Cooper's
Attic (the gameroom and student lounge)
is a popular hangout located in the lower
level. Many of the clubs that unite classroom and non-classroom related interests
meet here. Student offices in this area
include the College newspaper, the Echo;
the yearbook, The Augsburgian; Student
Government; and the Augsburg Student
Activities Council. KCMR, a student-operated nonprofit radio station serving the
needs of Augsburg and the surrounding
Cedar-Riverside community, is located in
Umess Tower.
Students have many opportunities to
participate in music and drama. In addition
to appearing on campus and in the city, the
Augsburg Choir, Concert Band, and
Orchestra perform on national and international tours. Many other ensembles are
available to cover the entire range of musical styles and previous musical experience.
Students stage several plays on campus
each year under the direction of the
Theatre Arts Program and have the opportunity to attend a series of on-campus
workshops with visiting arts professionals.
INTERCOLLEGIATE ATHLETICS
Augsburg is affiliated with the
Minnesota Intercollegiate Athletic
Conference (MIAC) and is a member of
the National Collegiate Athletic
Association (NCAA) Division 111. Men
annually compete in football, soccer, cross
country, basketball, ice hockey, wrestling,
baseball, track and field, and golf. Women
annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball,
track and field, and golf.
When Augsburg announced in
February 1995 that it was adding women's
ice hockey as a varsity sport, it became the
first college or university in Minnesota to
do so.
H INTRAMURALS
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities.
Broomball has been an especially popular
coed sport. Check schedules for times
when there is open use of the gymnasium
and ice arena.
SPORTS AND RECREATION
At Augsburg, sports are for the average
student as well as the intercollegiate
athlete. The campus offers on a spaceavailable basis a double-rink ice arena,
gymnasium, tennis courts, a fitness center
with workout machines and weight room,
and an air supported dome over the athletic
field for winter fitness use by walkers and
runners. (See Fitness Center on page 45.)
42 Student Life
-
Augsburg's mission focuses on student
learning in the broadest sense. As an indication of the emphasis placed on student
learning, the student and academic affairs
offices work to bring together the student
learning found in the classroom with the
activities of experiential education and
work, residence life, and the learning
resources of the library and information
technology. The following sections elaborate on facets of student life. The formal
academic programs and requirements are
described on page 52.
GAGE FAMILY ACADEMIC
ENRICHMENT CENTER
The Gage Family Academic Enrichment
Center, located in Rooms 17 and 18 of
Foss Center, is designed to offer students
study-skill assistance so that they may
achieve academic success. The center has
four offices: the Learning Skills Office, the
Tutor Center, the Learning Laboratory and
the Center for Learning and Adaptive
Student Services (CLASS).
The Learning Skills Office, located in
Foss Center, Room 17, assists students in
improving their skills in such areas as time
management, notetaking, textbook reading
and comprehension, test-taking, and concentration and memory improvement.
Diagnostic testing is also available to assess
skills in reading, vocabulary, spelling,
study strategies, and learning styles. The
staff will assist students in developing
effective and efficient studv skills.
The Karen M. Housh Tutor Center,
located in Foss Center, Room 18, arranges
for students to meet with tutors for content tutoring in most freshman- and
sophomore-level courses. The center also
notifies students of tutoring labs available
and coordinates supplementary instruction
sessions, in which tutors attend the classes
and lead discussions after class on major
concepts of the course.
The John Evans Learning Laboratory,
located in Foss Center, Room 18, offers
students the opportunity to improve skills
in reading, writing, and mathematics
through the use of computer software, as
well as to review and prepare software for
tests such as PPST, MCAT, GAT, and GRE.
Tutors are available to demonstrate the
uses of the software, and students are able
to monitor their progress.
PROGRAM FOR STUDENTS WITH
DISABILITIES (CLASS)
The Center for Learning and Adaptive
Student Services (CLASS) Program serves
nearly 200 students and is recognized as a
leader in educating college students with
disabilities. The CLASS Program exemplifies the College's commitment to provide a
high-quality liberal arts education for students with diverse backgrounds, experiences, and preparation. Augsburg is committed to recruiting, retaining, and graduating students with diagnosed learning,
physical, and psychiatric disabilities who
demonstrate the ability and willingness to
participate in college-level learning.
The CUSS staff includes four licensed
learning disabilities specialists and a physical disabilities specialist who meet individually with students to assist them with
advising and registration, academic support services, learning strategies, self-advocacy skills, organization and time management, and selecting appropriate accommodations. The accommodations specialist
coordinates testing accommodations, notetaking services, taped textbooks, adaptive
technology, such as dictation and voice
recognition software, a scanner, CCTY
Braille printer, adaptive keyboards, and
computer assistance.
Student Life
The Groves Computer Lab is designed
for students with disabilities and contains
computers and adaptive equipment to
assist them in their academic progress.
The campus is accessible to students
with physical disabilities and includes a
skyway tunnel elevator system that connects 10 major buildings. Modified and
accessible rooms are available in all residence halls.
For more information, please contact
the CLASS Program at (612) 330-1053 to
request a copy of the CLASS brochure and
video andlor to schedule an appointment
with a specialist.
Components of the program are:
American Indian Student Services:
Assistance in admissions procedures, financial aid procedures including BIA, Tribal
and Minnesota Indian State Scholarship
applications, orientation and registration,
coursework selection, individual education
plans, academic advising, career counseling, employment, community and professional referrals, internships, student housing, and crisis intervention. It advises and
supports the Intertribal Student Union.
1 STEPUP PROGRAM
Intertribal Student Union: ITSU serves
as a peer support group for incoming and
currently-enrolled American Indian students. ITSU also organizes and co-sponsors
cultural events.
The mission of the StepUP Program at
Augsburg College is threefold: (1) it strives
to affirm the College's commitment to provide a high-quality liberal arts education
for students with diverse backgrounds,
experiences and preparation; (2) it provides students in recovery who demonstrate the willingness and ability to participate in college-level learning with ongoing
study and living skills that support them in
their academic progress toward a degree;
and (3) it supports students in their commitment to sobriety.
Minnesota Indian Teacher Training
Partnership: MNITTP is a cooperative
effort between Augsburg College and the
Minneapolis Public School District, intended
to increase the number of American Indian
teachers in the Minneapolis public schools.
Funded by the Minnesota State Legislature
in 1990, this project is designed as a special grant and loan forgiveness program.
Students who are awarded state teaching
licensure may then apply for loan forgiveness for each year the student teaches;
one fifth of the loan will be forgiven.
AMERICAN INDIAN STUDENT
SERVICES
The American Indian Student Services
Program, located at 620 2lst Avenue
South, is a multifaceted office established
in 1978 to recruit and retain American
Indian students. It is a national model of
success and continues to have one of the
highest retention and graduation rates of
American Indian students in the state of
Minnesota.
American Indian Studies Minor: An
academic component encompassing the
range of American Indian contributions to
North American culture. Courses offered
include art, religion, history, literature,
Ojibwe language, and women's issues. For
more information, contact the director of
American Indian studies at (612) 3301385, or see course listings under
Interdisciplinary Studies in the Departments and Programs section of the catalog.
Anishinabe Library Project: Over 1,000
books, a variety of journals and scholarly
publications, research materials, American
2
- Student Life
Indian magazines and newspapers, and
over 125 VHS videos are housed in the
Lindell Library and at the American Indian
Student Services office. The library project
offers both a historical and contemporary
perspective on the cultures of various tribal
nations in the United States.
PAN ASIAN STUDENT SERVICES
The Pan Asian Student Services
Program was created in 1992 to recruit and
retain Asian American students and to
enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where
Asian American students can be involved
in and contribute to all aspects of academic
and student life.
The program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
coursework selection, career development,
academic and non-academic difficulties,
and employment and placement referrals.
The Asian American Association is
affiliated with the program. The association
cames out various activities during the
academic year to increase the network of
friendship and support for Asian American
and other students at Augsburg.
PAN-AFRIKAN STUDENT SERVICES
The program is committed to enhancing the education and personal development of students of African descent, and to
promote cultural and historical awareness,
academic achievement, and social interaction. It sponsors events and activities such
as celebrating Martin Luther King's birthday, Afrikana History Month, the Each One
Reach One mentoring program, and
Augsburg African American Alumni
Council gatherings.
The Pan-Afrikan Student Union (PASU)
provides support to students, including a
schedule of social and cultural activities.
The headquarters is in the Pan-Afrikan
Student Services office, as is the PanAfrikan Center.
HISPANIC/LATINO STUDENT
SERVICES
The HispanicLatino Student Services
Program offers students individualized
attention in many areas, including academic
support, counseling, and advocacy.
Students find assistance in admissions
and financial aid procedures, orientation
and registration, academic planning, career
counseling, housing, internships and
employment, and placement referrals.
The program advises the Latino
Student Association and supports academic, social, and cultural events, as well as
other activities that improve the academic
and personal development of Hispanic1
Latino students and provide awareness of
the unique aspects of Hispanic culture.
stubent Life
CENTER FOR COUNSELING AND
HEALTH PROMOTION
Counseling
Counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of
trained, experienced counselors.
Counselors serve as advocates providing
support and assistance with direction.
Services include individual counseling,
group counseling, psychological testing,
assessment and referral, workshops, and
consultation and outreach.
Through the relationship with a skilled
counselor, a student may discuss personal
issues such as stress, depression, roommate
problems, intimacy and sexuality, drug use,
family problems, motivation, transitions,
breaking away from family, self-image, difficult decisions, eating concerns, etc.
Counseling is an educational process in
which students learn to think objectively
about themselves and learn methods of
understanding themselves and others.
Professional counseling can make a substantial contribution to the educational
experiences of the student by providing the
opportunity for increased self-understanding and personal growth.
Health Promotion
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the
campus environment.
Professional staff offer private consultations, individual assessments, and group
workshops to accommodate the needs of
all students. Topics include varied health
issues such as fitness, nutrition, weight
management, stress reduction, alcohol and
other drug use, sexuality, etc. Students
interested in health issues can combine
learning and practice through involvement with Health Promotion services.
Academic and practicum opportunities are
also available to students from a variety of
academic disciplines.
HEALTH SERVICE
Riverside University Family Practice
Clinic serves as the Augsburg College
health service and is a family practice residency clinic affiliated with the University
of Minnesota. The clinic is located five
blocks from campus at 2615 Franklin
Avenue South. Many services are available
for all Augsburg students. Please refer to
the Student Guide for details.
Students must check family health
insurance coverage to determine if they are
included. If not, contact the health service
coordinator for information regarding student health insurance and other services
available through RUFPC.
FITNESS CENTER
Located on the lower level of Melby
Hall, the Fitness Center was built in 1993
and equipped with stationary bicycles, stair
steppers, treadmills, and other aerobic
workout machines. It includes a weight
room with universal and free weight systems. All staff, students, and faculty may
use the center.
2
46 Student Life
-
The Office of International Student
Services in the undergraduate admissions
house focuses on the needs of international
students. It also serves as a resource for
those interested in international events and
global issues.
International StudentsInternational students receive assistance in
meeting their educational objectives
through advising on academic concerns,
immigration and visa problems, financial
matters, practical matters, and personal
concerns.
New international students participate
in an orientation program before the beginning of the term that provides practical
information on housing, banking, using
local transportation, and course registration. Students also learn about the U.S.
educational system and how to adjust to
life at Augsburg.
(Also see English as a Second Language
on page 79.)
Augsburg Community-Study
abroad works to utilize the cross-cultural
perspectives of its international students
and students with experience overseas to
educate the college community on world
issues. This is done through faculty, staff,
and student development programs that
include activities sponsored by the CrossCultural Club, forums on world issues
sponsored by the Global Community and
Amnesty International student groups, and
seminars focusing on issues of cross-cultural communication for faculty and staff.
(Also see Study Opportunities Abroad
on page 57 and Student Teaching Abroad
on page 60.)
Augsburg recognizes the importance
of the residence experience during the
college years. Research indicates that
students who live on campus will be more
likely to complete their college degree
successfully. Augsburg provides a diverse
and dynamic residence program that
fosters the development of community,
and supports and enhances the academic
experience. Live-in staff assist students by
providing social and educational programming, facilitating conflict resolutions, and
assisting in emergencies.
Each complex contains 24-hour study
rooms, computer services, laundry and
vending services, and access to security staff.
Augsburg expects all freshmen and
sophomores not living at home to live in
college-operated housing. Housing for
mamed students and students with families is available.
Students rent a room at the beginning
of the fall term for the entire academic
year. New students receive room assignments the summer before they amve at
Augsburg. Upper-class students make
housing arrangements in the spring. All
resident students must sign room and
board contracts.
Freshmen and transfer students are
urged to make the tuition deposit by June
1 in order to secure housing. Students who
deposit after June 1 will be provided housing only if space is available.
All students living on campus must pay
a $200 deposit when they sign the housing
contract. The fee is credited to students'
accounts when they move out.
-
Student Life 47
The College houses approximately 700
students in residence hall rooms, apartments, floor houses, and townhouses. A
wide variety of options is available, including single rooms.
Urness Tower-All new students and
some upper-class students live in Urness
Tower. This 11-story high-rise houses 324
students. Each floor is considered a houseunit providing 36 students (two to a room)
with their own lounge, study, and utility
areas. In Urness Tower, rooms are furnished with a bed, dresser, desk, and chair.
Linens are not provided.
Mortensen Tower-This building is a
13-story high-rise apartment building. It
contains 104 one-bedroom and two-bedroom apartments to accommodate 312
upper-class students. Mortensen Tower is
carpeted, air conditioned, and contains
kitchen units. It is otherwise unfurnished.
Anderson Hall--Open in fall 1993,
this is the newest residence hall. It contains four types of living units: two-bedroom apartments, two-room suites, floor
houses, and townhouses. This residence
houses 192 students. All rooms are furnished with beds, dressers, and desks. It is
equipped with telephones, cable T\! and
computer hook-ups.
Special Interest Housing-Students
may submit proposals in the spring for a
program that allows them to live as a group
with a special educational contract.
Examples of programs include Campus
Ministry, healthy living options, and international floors.
FOOD SERVICE
Commons-Situated on the top floor
of Christensen Center, this is the main
food service facility for students, faculty,
and staff. This pleasant, spacious room features small table units for easy conversation and overlooks the College Quadrangle
and Murphy Square. The portions are generous and modestly priced. Students on
board plan who live in residence halls eat
their meals in the Commons.
Murphy's-Located on the ground
floor of the Christensen Center, Murphy's
features grill items, pizza, soups, sandwiches, salads, desserts, and beverages.
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
STUDENT STANDARDS OF
BEHAVIOR, COMPLAINTS, RECORDS
The College has adopted a statement
of standards for student behavior and has
provided for due process in matters of
academic honesty, disciplinary action,
grievances, and grade appeal. These are
in the Student Guide.
The College operates in compliance
with the Family Educational Rights and
Privacy Act. Students have the right to
inspect certain official records, files, and
data that pertain to them and that are
maintained in the registrar's office and the
placement office, and to challenge inaccurate or misleading information.
Information on these policies are found
in the Student Guide available from the
Office of Academic and Learning Services.
48 Student Life
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT
The Family Educational Rights and
Privacy Act (FERPA) of 1974, as amended,
provides certain rights to students regarding their education records. Each year
Augsburg is required to give notice of
the various rights accorded to students
pursuant to FERPA. A copy of Augsburg's
policy is published in this catalog on page
81 and in the Student Guide distributed
annually to students.
Augsburg College understands that no
information other than "directory information" can be released without the written
permission of the student. Students must
give permission in writing for educational
information to be released to anyone outside of the official personnel (faculty and
administration) at Augsburg. This means
that faculty or others cannot write letters
of support/recommendation or nominate
students for awards unless explicit written
permission is given by the student to
release non-"directory information." It
is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg's
procedures with regard to FERPA are available from the registrar's office.
DISCRIMINATION COMPLAINTS
The College has designated the following persons as coordinators for discrimination inquiries or grievances:
Affirmative Action Coordinator (for
matters based on race, creed, national, or
ethnic origin)-Contact Lora Steil, manager of human resources, Ground Floor,
Memorial Hall, (612) 330-1023.
504 Coordinator (for matters based
on physical or mental handicap)-Contact
Vern M. Bloom, assistant professor of social
work, Memorial Hall 332, (612) 330-1133.
Title IX Coordinator (for matters
based on sex or marital status)-Contact
the associate dean for student affairs, First
Floor, Christensen Center, (612) 330-1160.
Employment-Contact Human
Resources, Ground Floor, Memorial Hall,
(612) 330-1058.
All correspondence should be
addressed to the designated office at
Augsburg College, 2211 Riverside Avenue,
Minneapolis, MN 55454. Formal grievance
procedures are described in the Student
Guide. Copies are available from the Office
of Academic and Learning Services.
/"
,/
General Information - 50
Degrees Offered - 50
Academic Calendar - 50
Faculty - 50
Library and Information
Technology Services - 51
Computer Resources - 51
Academic Adv~s~ng
Center - 52
Augsburg Sem~nar- 52
Academic Organization
and Proqrams
- 52
Divisions and Departments - 52
Majors and Minors - 53
Teaching Licensure - 54
Pre-Professional Programs - 55
Honors Program - 56
Inter-Institutional Programs - 56
Study Abroad - 57
Center for Service, Work, and
Learning - 60
Weekend College - 62
Graduate Programs - 62
Other Programs - 63
Academic Policies and
Procedures - 64
Registration - 64
Withdrawal from College - 65
Leave of Absence - 65
General Education
Curriculum - 68
Quick Check Surnmanl
- ,ofGraduation Requirements - 66
Graduation Requirements - 68
Skills Components and
Requirements - 69
Liberal Arts Perspectives - 71
Rationale for Perspectives - 71
Evaluation and Grading - 75
Assessment of Previous Learning
Program - 77
Academic Progress, Probation ar
Dismissal - 80
Commencement - 81
Four-Year Assurance Program - 81
FERPA - 81
A
ugsburg College constructs its curriculum upon the
that students
must be educated intellectually, spiritually,
and physically. To act effectively, human
beings must have a broad grasp of the
world from which they have come as well
as the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education curriculum introduces students to
the breadth and complexity of knowledge
and culture.
Required courses in Christian Faith are
designed to acquaint students with the
Christian tradition and encourage them to
reflect upon the importance and meaning
of spirituality in their lives. Recreation
courses offer students opportunities to
develop skills for participation in exercise
and sporting activities.
Students choose from over 50 major
areas of study to gain a depth of knowledge in a discipline and to prepare for a
career or further study. Thus, through a
balance of curricular activities supported
by full programs in student life and religious life, an Augsburg College education
strives to educate its students in a real
world for the real world.
DECREES OFFERED
Augsburg offers the bachelor of arts,
the bachelor of music, and the bachelor of
science degrees. Augsburg also offers the
master of arts in leadership and the master
of social work degrees.
ACADEMIC CALENDAR
The Augsburg day program follows the
4-1-4 calendar, with fall and spring semesters of approximately 14 weeks, separated
by a four-week January Interim. Full-time
students normally take four course credits
each semester and one course during
Interim. Day school freshmen are required
to take an Interim course their first year.
The calendar is coordinated with those
of the four other colleges of the Associated
Colleges of the Twin Cities, so students
can take a course on another campus during the regular term. (See Registration on
page 64 and Calendars on pages 4 and 5.)
January Interim is particularly intended to
be a time for both students and faculty to
employ different styles of teaching and
learning, and to investigate questions and
topics in places and ways not possible during the regular term. The Interim catalog,
published in the fall of each year, is distributed to all students and is available by contacting the Interim Office. In addition to
classes offered on campus, Augsburg offers
a variety of travel opportunities within the
United States and abroad.
Augsburg offers two summer school
sessions. A maximum of three course credits
can be earned in the two annual summer
sessions, one of four weeks and one of six
weeks. The Summer Session Catalog, published in the winter of each year, is distributed to all students, and is available by contacting the Office of Summer School.
Augsburg Weekend College and graduate programs follow a trimester calendar
(see Augsburg Weekend College and
Graduate Programs on page 62.)
FACULTY
The heart of any educational institution
is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or other terminal degree, and all
consider teaching to be the focus of their
activity. Faculty are involved in social, professional, and a variety of research activi-
-
Academic lnformation 51
ties, but see these activities as supporting
their teaching. They are actively involved
in an exciting faculty development program that introduces them to current
thought in many fields, but especially in
teaching techniques and theories.
Augsburg's size and small classes
encourage its tradition of close involvement between professors and students.
Faculty act as academic advisers and participate regularly in campus activities.
Every freshman is assigned an Augsburg
Seminar adviser and, later, chooses a major
adviser. In this close interaction, faculty act
as both mentors and models for students.
LIBRARY AND INFORMATION
TECHNOLOGY SERVICES
The James G. Lindell Family Library
opened at the start of the 1997-98 academic year. The new, four-level, 77,000-squarefoot facility houses all library and information technology functions of the College.
In addition to the 175,000 volume main
collection, the Lindell Library includes the
Gage Family Art Gallery, special collections
and archives, a curriculum library and
instructional technology lab, library
instruction classroom, and facilities for
media viewing and listening. A bridge will
link the new building to Sverdrup Hall (the
former library), which will be renovated to
house additional computer labs and multimedia classrooms as well as a lounge and
vending area.
Library Resources
A service-oriented staff provides students and faculty alike with assistance to
meet diverse information needs including
instruction in the use of the library, reference service, and guidance in pursuing
research. Arrangements are made for access
by students with physical limitation and
special needs. Students can search a wide
variety of local, regional, national, and
international databases. Electronic access
to the world of scholarship is also available
through the Internet, and a computerized
on-line catalog and daily courier service
provide access to the library holdings of
the seven private liberal arts colleges in the
Twin Cities. Appropriately equipped laptop
computers can be connected to any of several hundred data ports throughout the
building to access these resources.
lnformation Technology Resources
Augsburg College has been a member
of the National Science Foundation's
Internet since 1990 and has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. In
Newsweek magazine's Cyberscope section
on Aug. 1, 1994, for example, Augsburg
was cited as one of two first-rate sources
for information about the Internet. Visit
Augsburg's Web site <www.augsburg.edu>
for more on IT at Augsburg.
Computing
Students have access to over 180 oncampus personal computer systems. There
are desktop machines in three computer
labs and four computer classrooms, as well
as a suite of laptops that can be checked
out at the IT Service Center. Other
machines ar'i: available for student use
within academic departments. A campuswide network offers a full range of network
services including printing, e-mail, newsgroups, the World Wide Web, and access
to resources available via Gopher, Telnet,
and FTF! Appropriately equipped studentowned machines can also be connected to
the network to provide access from dormitory rooms. (Also see Honors Computing
and Communications Lab under Honors
Program on page 56.)
52 Academic Information
Media
The Media Center provides a large collection of sound recordings, video tapes
and films, as well as equipment for instructional use. Audio and video tape duplication within the limits set by copyright law
is available. The center supplies TV sets,
VCRs, video cameras, video editing, tape
recorders, microphones, slide-, overhead-,
filmstrip-, and movie projectors as well as
screens and carts. Facilities for classes in
broadcasting are located near the communications department in Foss Center.
Telecommunications
A campus-wide telecommunications
system enables easy and convenient voice
communication between students, faculty,
and staff. Students can leave voice mail
messages with any member of the faculty,
administration or the staff; voice mail
or call waiting are available to resident
students at a modest cost. Long-distance
service, billed to individual students,
can be arranged for any on-campus
residence phone.
ACADEMIC ADVISING CENTER
(AAC)
The Academic Advising Center advises
all incoming students with undeclared
majors, provides information on matters of
general education, administers and tracks
all entry level skills assessments, interprets
catalog and graduation skills requirements,
and advises students who have been placed
on academic probation and re-entering suspended students regarding GPA requirements. The AAC also provides materials
for organizing and recording student academic progress. The center also coordinates
summer advising for the orientation program and provides in-service training and
development for faculty advisers.
AUCSBURG SEMINAR (AUG)
The Augsburg Seminar assists students
in their first Augsburg registration, provides orientation events before classes
begin, and includes a seminar series.
The Augsburg Seminar reflects the
College's commitment to a meaningful
introduction to college for our s t u d e n t s
an enriching beginning for a college career.
To provide focus for this introduction, the
Augsburg Seminar is centered on a series
of themes. These themes are reflected in
and expanded upon in readings, discussions, and other activities. Diversity, tradition, change, ways of knowing, and what it
means to be an educated person are all
themes associated with the program. (Also
see page 92.)
DIVISIONS AND DEPARTMENTS
The College cuniculum is offered by 23
departments that are grouped into four
divisions for administrative and instructional purposes.
Humanities-Catherine Nicholl
(Chair). Art, English, modem languages,
philosophy, religion, speech/communicationltheatre arts, College librarians.
Natural Science a n d
Mathematics--Larry Ragland (Chair).
Biology, chemistry, mathematics, computer
science, physics, physician assistant studies.
Social and Behavioral S c i e n c e s
Garry Hesser (Chair). Business administration/accounting/MIS, economics, history,
political science, psychology, sociology.
Professional Studies-Anne Jensen
(Chair). Education, health and physical
education, music, nursing, social work.
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Academic Information 53
MAJORS A N D MINORS
Majors, or concentrations of study, may
be within one department, within one division, or may cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others test a
variety of disciplines before deciding.
Normally a major should be elected by the
end of the fourth semester and earlier in
some disciplines. Details of majors and
minors are in the course description section. Unless otherwise indicated, majors
are part of the bachelor of arts degree.
Students may contact the registrar
about creating a student-designed major.
Accounting
General Accounting
Managerial Accounting
Public Accounting
Art
Art History
Studio Art
Biology
Business Administration
Business Administration/Finance
Business
Administration/International
Business
Business Administrationhlanagement
Business Administrationhlarketing
Chemistry (B.A. or B.S.)
Communication
General Communication Studies
Mass Communication
Organizational Communication
Computer Science (B.A. or B.S.)
Computational Economics (B.A.)
East Asian Studies 1
Economics
Applied Economics
Economics
Economics/Business Administration
Education
Education Studies (non-licensure)
Elementary Education Studies
(non-licensure)
Kindergarten-Elementary (licensure)
Secondary (non-major, licensure only)
Engineering 2
English
Health Education
History
International Relations
Management Information Systems
Mathematics
Applied Mathematics
Mathematics
Metro-Urban Studies
Modem Languages
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S.-Weekend College only)
Philosophy
Physical Education
Physician Assistant
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Psychology
Religion
Youth and Family Ministry
Russian, Central and East European Area
Studies 1
Social Work (B.S.)
Sociology
Theatre Arts
Transdisciplinary
Women's Studies1
s4 Academic Information
Accounting
American Indian Studies
Art
Art History
Studio Art
Biology
Business Administration
Chemistry
Communication
Computer Science
East Asian Studies
Economics
English
Health Education
History
International Business
International Relations
Linguistics
Management Information Systems
Mathematics
Metro-Urban Studies
Modem Languages
French
German
Norwegian
Spanish
Music
Nordic Area Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Sociology
Social Welfare
Russian, Central, and East European Area
Studies 1
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Women's Studies
It is possible for students to complete
other majors through the Associated
Colleges of the Twin Cities (ACTC).
Students who wish to complete a major
offered at one of the other ACTC colleges
must apply through the Augsburg registrar's office. Some majors may have a competitive application process with acceptance determined by the major department.
1 Cooperative program of the Associated
Colleges of the Twin Cities and agreements with
the University of Minnesota. It is possible for students to take beginning/intermediate/advanced
courses not available at consortium colleges in
Arabic, Chinese, Hebrew, Japanese, Russian, and
other infrequently taught languages. Students register directly with the ACTC office.
2 Dual-degree programs with the University of
Minnesota Institute of Technology, Washington
University School of Engineering and Applied
Science, and Michigan Technological University.
OTHER STUDY PROGRAMS
Teaching Licensure
Teaching licensure programs are offered
at Augsburg in kindergarten-elementary
education and the following fields in secondary education: English-language arts,
French, German, life science, mathematics,
physical science (chemistry or physics),
science (grades 5-9), social studies,
Spanish, speech, theatre arts, and in the
special areas of art (K-12), band (K-12)
and classroom music (grades 5-12),
orchestra (K-12) and classroom music
(grades 5-12), vocal and classroom music
(K-9), vocal and classroom music (grades
5-12), health (K-12), and physical education (K-12). (See Department of Education
on pages 127-137.)
Students planning to teach on the secondary level have advisers both in the
Department of Education and the area of
their academic major(s) .
Academic Information
The State of Minnesota intends to have
new teacher licensure rules in effect by
August 1, 2000. Students who enter the
programs in the fall of 1998 and beyond
will be under the new rules. It is expected
that license areas after that date will be
similar to the list printed above. It is the
student's responsibility to work closely
with an education department adviser and
to stay informed about changing requirements in their teaching field.
Pre-Professional Programs
Students who plan to enter the fields of
law, medicine, denti~try,~ministry,
veterinary
science, pharmacy, or erigineering can profit
from a liberal arts education at Augsburg.
It is recommended that requirements
for admission to graduate schools or seminaries be reviewed and the course of study
at Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
want to plan a pre-professional program
should contact the Academic Advising
Center early in their freshman year to
arrange for help from the appropriate faculty adviser.
Pre-Dentistry--These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the
University of Minnesota: ENG, two courses;
BIO 113, 114,215; PHY 121, 122; CHM
115, 116 (or 105,106), 351,352; MAT
124; PSY 105. Requirements at other universities may vary.
Pre-Engineering-See engineering
degree and major requirements on pages
138-139.
Pre-Law-Students considering a
career in law should examine the handbook published by the Association of
American Law Schools. Students may wish
to take law-related courses to help determine their interest in law. Pre-law students
should major in a discipline of their own
choosing; most law school entrance
requirements will be satisfied with a record
of solid achievement coupled with an
acceptable LSAT score.
Pre-Medicine-Many medical schools
are encouraging a liberal arts education to
prepare for study in medicine. While a
major in chemistry and biology is not
required to apply to medical schools, many
students with an interest in the sciences
choose to major in these fields.
Coursework that is required by most medical schools includes: two composition
courses, including ENG 111; CHM 115,
116 (or 105, 106); CHM 351,352; BIO
113, 114,215,367; MAT 145,146; PHY
121, 122. Courses recommended in preparation for MCATs: BIO 355, 473, 476;
CHM 361. Students must consult with faculty in biology and chemistry as well as the
pre-medical adviser in the Academic
Advising Center early in their studies.
Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical
Therapy-Coursework in preparation for
these training programs should be discussed with a faculty member in the
Department of Biology.
Pre-Pharmacy-Augsburg has a program designed to fulfill minimum
requirements of the College of Pharmacy
at the University of Minnesota: BIO 113,
114, 215,476; CHM 115, 116 (or 105,
106), 351,352; ECO 113; ENG 111, and
a second course; MAT 145, 146; PHY 121,
122; electives from human anatomy
(ACTC); and humanities, literature, and
the arts to fulfill the semester hour
2
56 Academic Information
requirements. Requirements at other
universities may vary.
Pre-Seminary-A student may enter a
theological seminary with any of several
different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes
REL 111, 221; at least two semesters of
history (Western civilization); one or more
courses in the history of philosophy, and
Greek in the junior andlor senior year.
Pre-Veterinary Medicine-To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, these courses are recommended: ENG, two courses; MAT 145, 146; public speaking, one course; CHM 115, 116
(or 105, 106), 351, 352, 353; BIO 113,
114, 215; PHY 121, 122; economics, one
course; two courses in art, literature,
music, humanities, theatre, or upper division modem languages; and anthropology,
economics, geography, history, political science, psychology, or sociology courses to
fulfill the rest of the curriculum requirements. Requirements at other universities
may vary.
HONORS PROGRAM
The Honors Program is designed to
challenge and encourage the most academically distinguished students at Augsburg.
The program combines academic and cultural components with social activities.
Members of the program normally enter as
freshmen, but students may enter the program as late as the beginning of the junior
year. Students graduate from the Honors
Program upon successful completion of the
program, which is noted on the transcript.
That notation provides an advantage for
both employment and graduate school
application.
The Honors Program at Augsburg was
awarded a National Science Foundation
Grant in 1995 to establish an Honors
Computing and Communications Lab in
Foss 20, and to put the program on a computational footing. Students entering the
program as freshmen are required to take
an honors version of CSC 160 Introduction
to Computer Science and Communications,
which establishes crisp computing and
communications skills at the outset of
their collegiate careers. Other courses in
the program make use of these computing
skills in lab-oriented sequences exploring
literature, writing, history, religion, philosophy, and social and natural science.
During the junior and senior years, students take four mini-seminars (one full
course credit upon completion), one each
semester, and participate in a six-week
Monday Forum Program each term.
Seniors take a senior seminar during
Interim, which satisfies a perspective
requirement, and are obliged to complete
an approved honors project. Some seniors
satisfy this requirement by serving on the
Augsburg Honors Review, a yearly journal
that publishes outstanding student papers.
Requirements center on full participation in the program and the maintenance
of at least a 3.3 GPA the freshman year, a
3.4 the sophomore year, and a 3.5 the last
two years. Please direct inquiries to Dr.
Joan Griffin, associate director of the
Honors Program, 330-1045, or Dr. Lany
Crockett, director of the Honors Program,
330-1060.
INTER-INSTITUTIONAL PROGRAMS
Augsburg cooperates with other colleges and institutions in the Twin Cities
area on several programs.
Library and Media CenterThrough CLIC, the Twin Cities private
-
Academic Information 57
colleges library consortium, the Augsburg
community has direct access to over
1,300,000 volumes.
Associated Colleges of t h e Twin
Cities (ACTC)-Full-time weekday students at Augsburg and the St. Paul colleges
and universities of Hamline, Macalester, St.
Catherine, and St. Thomas may elect a
course each semester at one of the other
campuses. No additional fee is required for
such an exchange, except for private
instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain
new perspectives, to get better acquainted
with the other schools, or to undertake a
specific course or major not offered on the
home campus. The colleges have coordinated calendars. The Interim term may also
be taken on another campus. A regularly
scheduled bus shuttles students between
the campuses.
Augsburg College also cooperates with
other colleges in planning study opportunities for the January Interim.
Higher Education Consortium for
Urban Affairs (HECUA)-Augsburg, in
cooperation with 17 other colleges and
universities, offers off-campus study semesters in Scandinavia, South and Central
America, and the Twin Cities. (See HECUA
programs on page 59.)
Air Force ROTC-Augsburg students
may participate in the Air Force ROTC program at the University of St. Thomas under
the ACTC consortium agreement. Students
are eligible to compete for two- and threeyear AFROTC scholarships. For more information, contact the registrar's office.
Army ROTC-Augsburg students may
participate in the Army ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the
program. For more information, contact
the registrar's office.
Naval ROTC-Augsburg students may
participate in the Naval ROTC program at
the University of Minnesota under an
agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the registrar's office.
Note: A maximum of one full Augsburg
course credit of military science studies
may apply toward the total credits required
for graduation. Additional military science
credits beyond the one credit allowed will
be classified as non-degree credits.
OPPORTUNITIES FOR
STUDY ABROAD
An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an overseas
experience. Through study abroad students
may meet with grassroots women's organizations in Mexico, work in a small business or artisan program in Kenya, examine
Scandinavian perspectives on world peace
in Norway or thrill to the sounds of The
Magic Flute at the Viennese state opera
house. Study abroad provides opportunities
to develop critical thinking skills, strengthen
language competencies, further career
paths, experience different cultures, and
gain knowledge about the increasingly
interdependent world.
Academic Requirements and Credit
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
program. Students normally receive the
same number of course credits abroad as if
studying on campus. Courses abroad can
58 Academic Information
fulfill major, general education, and graduation requirements when approved by academic advisers and department chairs
before departure.
Students receive advice on selecting
programs that best fit their academic,
career, and personal objectives. Assistance
is provided with application, course registration, financing, and travel arrangements.
Orientation and re-entry programs assist
students in integrating the experience
abroad into their coursework and
personal lives.
Eligibility and Application
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus.
Although foreign language skills are an
asset, they are not required. Since it takes
some time to prepare for studying abroad,
students should start planning during their
freshman and sophomore years.
The deadline for application is Sept. 30
for off-campus study during spring term
and March 1 for off-campus study during
fall term.
Costs and Financial Aid
The cost of many programs is equivalent to full tuition, room, and board for a
semester on campus. Financial aid is granted
on the same basis as on-campus study.
Cost estimates are drawn up to assist the
financial aid office in awarding aid to students studying overseas.
The Center for Global Education
The Center for Global Education facilitates cross-cultural learning experiences
that prepare people to think more critically
about global issues and to work toward a
more just and sustainable world. The tenter's programs explore a diversity of view-
points and are grounded in the perspectives of the poor and of others struggling
for justice and human dignity.
The center's study programs are conducted in Central America, Mexico, and
Namibia. Students experience three distinct types of living situations: living with
other participants in a community house,
spending several days in a rural setting,
and several weeks living with host families.
They also travel together on two-week
seminars-from Mexico to Central
America, and from Namibia to South
Africa. The cost of these programs is equivalent to full tuition, room, and board for
one semester on campus, plus airfare.
Women and Development: Latin
American Perspectives (Mexico)-Fall
This program explores the experiences
of women in Latin America, focusing on
their roles in economic development,
social change strategies, and the connections women are drawing among issues of
gender, race, class, and global economics.
The program offers credit in religion, interdisciplinary studies, political science, and
Spanish. Application deadline: April 1.
\\
Sustainable Development and Social
Change (Guatemala, El Salvador,
Nicaragua)-Fall and Spring
This program introduces students to the
key issues facing the Central Americans.
For two decades the people of Central
America have been in upheaval and have
experienced fundamental social and political change. Students examine the impact of
revolution and civil war on the lives and
culture of the people and the environment
of Guatemala, El Salvador, and Nicaragua.
Course credit may be earned in Spanish,
religion, interdisciplinary studies, and eco-
Academic Information
nomics. Application deadline: April 1for
fall, October 15 for spring.
Higher Education Consortium for Urban
Affairs (HECUA)
Multicultural Societies in Transition:
Southern African Perspectives
(Namibia)-Fall
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different full
semester programs in Norway, Ecuador, or
Colombia. All programs emphasize the
impact of the social change and cross-cultural factors on the human community.
HECUA programs emphasize intense language experience, internships, and field
trips.
This intensive program of travel and
study is designed to introduce participants
to the central issues facing southern Africa.
Namibia is a nation that has recently
gained independence and is making a transition from colonialism to independence.
Credit is available in history, political
science, and interdisciplinary studies.
Application deadline: April 1.
Gender and Environment: Latin
America Perspectives (Mexico)Spring
This program introduces students to
the socio-economic and political issues of
the region with a focus on the impact of
environmental policies on the lives of
women and men from varying economic
classes and ethnic groups in Mexico and
Central America. Credit is available in
Spanish, sociology, and religion.
Application deadline: October 15.
Women and Development: Southern
African Perspectives (Namibia)Spring
This intensive travel and study program
is designed to introduce students to the
central issues facing southern Africa, with
emphasis on the experiences of women.
The program introduces students to the
struggle of women in southern Africa, to
the history of their role in society, and to
the situation that exists for women in
Africa. Credit is available in sociology, religion, political science, and interdisciplinary
studies. Application deadline: Oct. 15.
For more information on international
HECUA programs, see the listings under
International Studies; and for non-international programs, see Metro-Urban Studies
under Interdisciplinary Studies.
Scandinavian Urban Studies Term:
Norway-Fall
This interdisciplinary program focuses
on contemporary Scandinavian society, culture, and language and the development of
cities, urban problem solving, and urban
life. Local, regional, and international field
study and site visits in other countries,
including the former Soviet Union, will
provide comparative perspectives on welfare states and global politics. Application
deadline: March 15.
South American Urban Semester:
Colombia-Fall
This semester-in-the-city program,
located in Bogota, Colombia, is an interdisciplinary program that focuses on the relationships between third world development and the consequences of urbanization
and social inequality. Analysis of competing theories of development are integrated
with field study in the host city and outlying regions.
9
60 Academic Information
Community Internships in Latin
America: Colombia-Spring
This interdisciplinary program enables
the student to combine intense involvement in a community-based organization
with study of the community development
process and increase language skills.
Students study philosophical and ideological perspectives of a variety of community
agencies or groups working with or for
low-income and other disenfranchised
populations in Latin America. Application
deadlines: Nov. 1.
Culture and Society in Latin America:
Colombia or Ecuador-Spring
This interdisciplinary program focuses
on development and social change in Latin
America through the study of ideology, as
reflected in literature, the arts, and the
ways in which ideologies shape perceptions of social realities. Application deadline: Nov. 1.
Student Teaching Abroad
Selected education department students
may participate in the International
Student Teaching Abroad program coordinated through Moorhead State University
or the University of Minnesota-Morris.
Students have options for student teaching
in dozens of countries through the
International Independent School
Network. Students who teach abroad will
also do part of their student teaching
under direct Augsburg faculty supervision.
For additional information, contact the
Department of Education.
Interim Abroad
Each January, 25 to 30 courses are
offered around the world by Augsburg professors and through the Upper Midwest
Association for International Education
(UWIE). Course registration is held dur-
ing the spring and fall terms for the following January. Application deadline: Oct. 25.
THE CENTER FOR SERVICE, WORK,
AND LEARNING
The Center for Service, Work, and
Learning is a comprehensive center incorporating an educational focus emphasizing
the importance and value for all students
to engage in service and work-based learning experiences and design of a four-year
career plan integrating their education
with a vocation and life plan.
The center helps students take advantage of Augsburg's metropolitan location
through the highly successful experiential
programs that link the College's academic
programs to Twin Cities employers and
organizations. Through internships, cooperative education, and community servicelearning, Augsburg students integrate and
expand their liberal arts education by
embracing the worlds of work and service
and integrating this learning with their
career and vocation plan.
The center helps link employers, community organizations, and the academic
program in ways that enrich and expand a
student's educational experience and personal development. Experiential education
opportunities are closely related to a student's major, coursework, or career interest. Placements may be in small and midsize companies, large corporations, nonprofit organizations, schools, government
agencies, and community-based organizations.
The underlying assumption is that a
liberal arts education is an effective preparation for careers and citizenship. The integration of "knowing and doing" adds
breadth and depth to the liberal arts curriculum and assists students in making
more informed academic, personal, and
career decisions.
-
Academic Information 61
Academic Internships
An academic internship is a carefully
planned, work-based learning experience
where a student focuses on specific academic and individual learning objectives. A
learning agreement plan that is negotiated
with a faculty supervisor and work supervisor, outlining the internship objectives,
strategies, and evaluation methods, is
required.
An academic internship is approved,
supervised, and evaluated by a faculty
member in the department in which the
student wishes to earn the internship credit.
Upper division internships are numbered
399 and lower division internships are
numbered 199 (see page 85).
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), Interim, or
summer session. Interdisciplinary internships are also available. For extension of an
internship beyond one term see Evaluation
and Grading on page 75.
A maximum of four courses of internship may count toward the total courses
required for the degree.
Cooperative Education
Cooperative education is a college-supported, paid, work-learning experience that
is closely related to a student's major or
career objective. The goal is to combine
theory with practice in work or servicebased settings.
Students also earn money to help defray
educational costs while gaining important
on-the-job experience. Job placements typically are part-time during the academic
year andlor full-time in the summer. Co-op
jobs are flexible and can begin and end
anytime. Co-op ed is not accredited in and
of itself, but a non-credit cooperative education transcript notation is highly recommended during the academic terms the
student is employed. Co-op ed students are
encouraged to register for at least one
internship for credit in conjunction with
their cooperative education participation.
Co-op ed is available to Augsburg students
who have completed their freshman year
and are in good academic standing.
Community Service-Learning
Augsburg's Community ServiceLearning Program provides students with
opportunities to respond to human needs
in the city through service experiences,
which include reflection on and analysis of
community issues in order to promote personal and educational growth. Augsburg
students learn from the community in
which they live by participating in service
activities combined with learning components such as orientation sessions, seminars, and class discussions. This dynamic
and interactive educational approach
employs reciprocal learning between the
students and the community. Community
service examples include tutoring at
schools and community centers close to
campus, volunteering at homeless shelters,
building housing for low-income people,
or working with environmental groups.
Service-learning experiences include
course-embedded community service,
internships, cooperative education, and a
wide range of extracurricular volunteer
options.
The service-learning program works
closely with the student-directed Augsburg
LINK, residence hall directors, and campus
ministry.
62 Academic Information
CAREER SERVICES
Career Services is committed to assisting all students with their career planning.
This process is an important part of a student's development while attending college. To aid students in this process, Career
Services offers students the opportunity to
actively participate in career seminars,
career assessments, one-on-one counseling,
self-paced computer career planning modules, and use of the Alumni Resource
Network for informational interviews.
Services are available to all students,
but some programs are sponsored especially
for seniors. Seniors are encouraged to
attend one of three annual job fairs with
recruiters representing business, education,
or nonprofit and government sectors.
There is also an annual graduate and professional school fair for seniors to explore
educational options after graduation.
WEEKEND COLLEGE
Augsburg Weekend College provides an
educational alternative for adult students
who work or have other commitments
during the week. It is a means to earn a
college degree, complete a second major,
or pursue a personal interest or skill.
Weekend College classes meet on alternate weekends. There are three trimester
terms during the academic year, from early
September through June. Students may
take from one to four classes each term.
Although Augsburg Weekend College
involves the same courses as the day pro:
gram, the cumculum is limited to selected
liberal arts courses and the following
majors: accounting, business administra-
tion (specializations in finance, international business, management, and marketing), communication (concentrations in
general communication, organizational
communication and mass communication), computer science, economics, elementary and secondary education, English,
history, management information systems,
nursing, psychology, religion, social work,
and studio art. A separate Weekend
College catalog is available from the Office
of Weekend College, (612) 330-1782.
GRADUATE PROGRAMS
Augsburg College offers two graduate
degree programs: the Master of Arts in
Leadership (MAL) and the Master of
Social Work (MSW). Catalogs for each
degree program should be consulted for
complete information.
The Master of Arts in Leadership is
based on the subject matter and approaches
of the traditional liberal arts. This crossdisciplinary program directs its academic
content and pedagogical approaches at situations, issues, and problems relevant to
organizational leaders. Augsburg's program
recognizes that today's leaders need a broad
spectrum of abilities to provide them with
a more comprehensive understanding of
their world. Designed for working adults,
the program operates on alternate
Saturdays and alternate Thursday evenings.
The Master of Social Work (MSW) prepares students for entering advanced social
work practice. The program builds on the
liberal arts base of the College and supports the College's mission to nurture
future leaders in service to the world.
Academic lnformatsn
There are two concentrations: family
practice or program development, policy,
and administration. Students choose one of
the two concentrations for their program
focus. The curriculum emphasizes work
with diverse and oppressed groups, social
justice, leadership for social change and a
holistic, strengths-based, problem-solving
framework. Graduate social work classes
meet in four-hour blocks on Friday
evenings, Saturday mornings, and
Saturday afternoons.
The program development, policy, and
administration concentration has been
developed in response to the growing
demand for creative leadership and administration of policies and services that
respond to human need.
OTHER PROGRAMS
Continuing Education Program
The mission of the Augsburg College
continuing education program is to provide working adults with lifelong learning
opportunities that will enable them to continue to grow personally, professionally,
and spiritually in their homes, workplaces,
and communities. The program strives to
meet the needs of the community by offering credit and non-credit programs consistent with the mission and values of the
College. Adult students who wish to earn
traditional course credit should contact the
Office of Weekend College.
The Office of Continuing Education is
currently developing a series of non-credit
programs to offer through the Center for
Professional Development. These seminars
will focus primarily on leadership, management, communications, and information
technology for businesses and nonprofit
organizations. Call the office for information on current course offerings.
Canadian Program
The Canadian program was inaugurated
in 1985 with endowment from the Mildred
Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and
faculty activity in Canadian studies. The
goals of the program include community
involvement, increased awareness of the
importance of Canadian/U.S. relations, and
provision of opportunities to learn directly
from Canadians through visits and
exchanges. For more information contact
Milda K. Hedblom, Canadian program
coordinator.
Elderhostel and College of the
Third Age
Augsburg College has a commitment to
lifelong learning and is host to both
Elderhostel and College of the Third Age.
For more information, contact the Office of
Continuing Education.
2
b4 Academic Information
-
1
--=
1
REGISTRATION
A student must be registered for a
course to receive credit for it.
Full-time students normally register for
four course credits per semester and one
course during Interim. Students registered
for three or more course credits in a semester are classified as full-time students. To
register for more than 4.5 course credits,
students must contact the registrar's office
to petition the Committee on Student
Standing for permission.
Although a student may register up to
five days after the semester begins, registration is encouraged at the regularly scheduled time. Special fees are charged for late
registration. Special fees are also charged
for cancelling or adding courses or changing the grading option after the first five
days of a semester.
A joint class schedule is published each
spring by the Associated Colleges of the
Twin Cities, listing courses and their locations at the five colleges for the following
academic year. As some courses are offered
only in alternate years, students should
also consult with departmental advisers
when planning their academic program.
Interim, summer school, Weekend
College, and graduate program courses are
published in separate catalogs.
Specific information on registration and
help with registration on other campuses
are available from these offices:
Office of the RegistrarScience Hall 114
Interim OfficeMemorial Hall 226
Office of Summer SchoolMemorial Hall 226A
Office of Weekend College-Sverdrup Hall
MAL Graduate Program OfficeMemorial Hall 226A
MSW Graduate Program OfficeMemorial Hall 12
Pre-Registration
Freshmen and transfer students may
pre-register during summer for courses in
the fall. All currently enrolled students
may pre-register during the fall for the
spring term and during the spring for the
fall term.
Class Confirmation (payment of fees)
All students must confirm their registration with a signature and final payment
arrangements prior to the start of classes.
Students who do not confirm their registration before the first day of classes
(unless special arrangements have been
made) will lose all classes. They may register and confirm during the first five days,
but special late fees are assessed and added
to their account.
-
Academic Information 65
Withdrawal from College
Students are urged not to abandon
courses for which they are registered
because this may result in a failing grade
on their official academic record.
Cancellation of courses or withdrawal from
the College must be completed in the registrar's office. A Leave of
AbsencdWithdrawal from the College form
may be obtained in the Academic Advising
Center or in the registrar's office.
Withdrawal from College cannot occur
during final examination week unless a
petition is approved by the Committee on
Student Standing. Withdrawal from
College and any consequential adjustments
in accounts are effective as of the date the
Withdrawal from College form is returned
to the registrar's office.
Leave of Absence
Students may request a leave of absence
for academic or personal reasons. A Leave
of AbsencdWithdrawal from the College
form must be picked up in the Academic
Advising Center or the registrar's office.
It must be signed by advising center staff
or an authorized representative. The completed form must be submitted to the
registrar's office.
A leave of absence may be granted for
one term or one academic year. If an extension is needed, an updated leave of absence
form must be submitted to the registrar's
office prior to the expiration of the previous leave of absence period, or an application for re-admission will be required.
Students are responsible for keeping the
registrar's office informed of their mailing
addresses. All deadlines for financial aid
and housing must be observed by the
returning student. A leave of absence does
not defer payment of loans or extend
incomplete course deadlines.
Former Students
Former Augsburg students, re-admitted
to complete a degree after being away from
the College for at least one calendar year,
have a choice between using the catalog in
effect when they first enrolled, if possible,
or using the catalog in effect at the point of
re-admission. Students must meet all of the
requirements in effect under the catalog
they choose. Choosing to complete under
the current catalog will require re-evaluation of prior coursework, including transfer credit, to determine applicability to current academic requirements.
66 Academic Information
Music Therapy (B.S.) . . . . . . . . . . . .17
Physician Assistant (B.A.) . . . . . . .19.5
This quick-reference checklist is an
abbreviated version of the general education curriculum requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the
complete degree requirements that begin
on page 68. Students are advised to read
carefully the full graduation requirements
and to consult frequently with their advisers to ensure that all requirements for
graduation are met.
All new freshmen and all freshman
and sophomore transfer students
must complete the following requirements prior to graduation (transfer
credit may apply to these requirements):
Li Complete the AUG fall orientation and
seminar (see page 92). (Sophomore
transfer students are exempt.)
D Satisfy entry level skill requirements in:
Mathematics
Writing
Critical Thinking
D Demonstrate proficiency in two different lifetime sports.
Li Achieve a Math Placement Group score
of three.
D Complete 33 course credits. Of these:
11 must be upper division
(numbered 300 or above)
Other maximums are described on
page 68.
Li Complete a major.
D Maintain minimum grade point average.
Li Complete courses that fulfill the
following perspective requirements.
No students will be permitted to count
more than three courses from the same
department in meeting perspective
requirements.
One City Perspective
Two Western Heritage Perspectives
from different departments
One Human Identity Perspective
One Aesthetic Perspective
Two Social Work Perspectives, from
different departments
One Intercultural Awareness
Perspective
Two Intercultural Awareness
(language) Perspectives, other
than your native language
Two Natural World Perspectives, from
different departments unless a yearlong sequence is taken
Q Complete courses designated to fulfill
the following Graduation Skills with a
minimum grade of 2.0 or I? (These
requirements may be met with courses
in the major or perspectives.)
Two courses with Writing
components (one within the major)
Two must be Interim courses
No more than 13 courses may be in
any one department, with the
following exceptions:
One course with a Critical
Thinking component
Accounting (B.A.) . . . . . . . . . . . . . .14
Music Education (B.M.) . . . . . . . . .17
Music Performance (B.M.) . . .
Social Work (B.S.) . . . . . . . . . . . . . .15
.20
One course with a Speaking
component
One course with a Quantitative
Reasoning component
Academic Information 67
All transfer students (entering with
14 or more credits) must complete
the following requirements prior to
graduation (transfer credit may apply
to these requirements):
tl Satisfy entry level skill requirements in
writing
CS Demonslrate proficiency in two different lifetime sports
CS Achieve a Math Placement Group score
of three.
U Complete 33 course credits. Of these:
Cl Complete a major.
CI Maintain minimum grade point average
CI Complete courses that fulfill the
following perspective requirements:
Two Christian Faith Perspectives
(one Christian Faith Perspective for
transfer students entering with 24 or
more course credits)
One City Perspective
One Western Heritage Perspective
One Human Identity Perspective
11 must be upper division (numbered
300 or above)
One Aesthetic Perspective
No students will be permitted to
count more than three courses from
the same department in meeting perspective requirements.
One Intercultural Awareness
Perspective
No more than 13 courses may be in
any one department, with the following exceptions:
Accounting (B.A.) . . . . . . . . . . . . . .14
Music Education (B.M.)
....
.
.
. . .17
Music Performance (B.M.) . . . . . . . .20
Music Therapy (B.S.) .
......
.
...
.17
Physician Assistant (B.A.) . . . . . . .19.5
Social Work (B.S.) . . . . . . . . . . . . . .15
Other maximums are described on
page 68.
One Social World Perspective
Two Intercultural Awareness
(language) Perspectives, other
than your native language
One Natural World Perspective
Complete courses that fulfill the
following Graduation Skills with a
minimum grade of 2.0 or P (These
requirements may be met with
courses in the major or perspectives.)
One course with a Writing
component within the major
One course with a Critical Thinking
component
One course in Speaking
One course in Quantitative Reasoning
68 Academic Information
Requirements For Undergraduate
Graduation:
W GRADUATION REQUIREMENTS
The responsibility for seeing that all
degree requirements are satisfied rests with
the student.
Academic advisers, the Academic
Advising Center staff, department chairs,
and the registrar are available for counsel
and assistance in program planning.
Students who enter an academic program with a baccalaureate or higher degree
should contact the registrar's office about
specific requirements for a second baccalaureate degree or for the equivalent of a
major. See page 21 in Undergraduate
Admissions-Special Students (Second
Degree).
Each student must apply for graduation. Students should apply at the start of
their last academic year to confirm remaining graduation requirements. Application
forms are available in the registrar's office.
All degree and course requirements
must be completed and verified in the registrar's office prior to the anticipated date of
graduation (there may be no incompletes or
open courses on the academic record).
Degree requirements include completion
of a minimum number of credits, a major,
the Augsburg Seminar (AUG), a minimum
GPA, residence, and general education
courses, including lifetime sports.
1. Completion of 33 course
credits-At least 11 course credits must
be upper division, numbered in the 300s
and 400s. Not more than 13 course credits
may be in one department, except in certain approved majors: accounting (B.A.) 14; music education (B.M.) - 17; music
performance (B.M.) - 20; music therapy
(B.S.) - 17; physician assistant (B.A.) 19.5; and social work (B.S.) - 15.
This course total must include two
Interims for students who enter with fewer
than 14 courses. Students transferring with
14 or more courses are not required to take
the Interim courses. Freshmen are required
to take an Interim course their first year.
A maximum of four Interim course credits
may be counted toward the 33 course
credits required for graduation.
No more than these maximums may be
applied toward the 33 total course credits
required: four Interim courses; two courses
by independentldirected study; four courses
of internship; and eight course credits with
a grade of Pass (P). Nontraditional grading
(P) also has these limits: two in the major
except elementary education (two in the
major plus student teaching), social work
(two in the major plus field work
practicums).
2. Completion of a MajorRequirements for each major are listed
under the departmental headings.
3. Augsburg Seminar (AUC)-A11
students who enter the College as freshmen in the weekday schedule program
must satisfactorily complete fall orientation
and the Augsburg Seminar. See the program section on the Augsburg Seminar for
a full description.
4. Grade Point Average-2.0 for
most majors. A minimum grade point average of 2.0 is required for all courses taken
and specifically for all courses that apply
toward a major or special program. Some
majors, licensure, and certification require
higher grades in each course or a higher
grade point average. (For example, see
licensure in education, music education,
music performance, music therapy, nursing, and social work.) See the departmental
section for details.
5. Residence-The last year of fulltime study or equivalent (no less than 7 of
the last 9 credits) must be completed at
Augsburg or within an approved ACTC
exchange program. No less than a total of
9 credits are to be taken at Augsburg
College. Contact the registrar if an official
interpretation is needed. Some departments
have a minimum number of courses that
are required to be taken in residence within the major. Consult the catalog description of the major or the chairperson of the
department
Academic Information 69
SKILLS COMPONENT
Entry Level Skills Requirements
The entry level skills tests are inventory
assessments in:
Writing
Mathematics
Critical thinking
Placement in writing courses, math
courses, and critical thinking courses is
determined by the assessments.
Freshmen (all students entering
Augsburg with fewer than seven college credit courses) and sophomore
transfer students with fewer than 14
courses:
Take entry-level skills assessments
and satisfy requirements.
If skill levels are deficient, students
will be enrolled in the appropriate course
or advised on preparation for retaking the
math placement assessment. Students are
required to take the assessments before registering for the second term and to have
demonstrated removal of deficiencies by
the end of their first year at Augsburg.
Effective Writing or its equivalent is
required. Students who do not satisfy the
entry level skill in writing will be required
to take ENG 101 Developmental Writing
before ENG 111 Effective Writing.
Freshmen should complete the writing
requirement before the beginning of their
sophomore year.
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking inventory.
Freshman and sophomore transfer
students will be required to satisfy all of
the Graduation Skill course requirements.
70 Academic Information
Advanced Transfer Students
Transfer students who enter with 14
credits or more are exempt from critical
thinking assessments.
Those who have not passed the
equivalent of ENG 111 Effective Writing
course must take the entry level test in
writing. Augsburg's entry level test in writing will determine placement in an appropriate writing course.
Advanced transfer students are
required to satisfy all the Graduation Skill
course requirements, except only one of
the writing courses (the one within the
major) is required.
Math Requirement
In order to graduate, students must
take the Math Placement Exam and
achieve a score placing them in Group 3
(college algebra skills).
Students with an acceptable transfer
mathematics course will have their placement level determined by the registrar's
office. Students who have passed the
College Board Advanced Placement Exam
should consult the mathematics department. Math placement is indicated on the
Evaluation of Transfer Credit form for students who have transfer courses in collegelevel math. All students are required to
have their Math Placement Group (MPG)
determined. The exam is given during college registration sessions and at other
announced times during the year. Students
in MPG 2 needing to advance to MPG 3
may take MAT 105. Students in MPG 3
needing to advance to MPG 4 may take
MAT 114. No other MAT courses change a
student's Math Placement Group. Students
in MPG 1needing to advance to MPG 2
should consult the registrar's office or
Academic Advising Center for advice on
transferable equivalent courses available off
campus. Students are also permitted to
retake the Math Placement Exam until
September of the following academic year.
Review help is available from the Academic
Enrichment Center.
Please note that all students must attain
at least Math Placement Group 3 . In addition, many courses have Math Placement
Group requirements. In particular, MIS
379,479; CSC 170,210; SOC 362; PHY
103; all MAT courses; and all courses with
a Graduation Skill component in
Quantitative Reasoning have at least Math
Placement Group 3 as a prerequisite. In
addition, MIS 175 and introductory
physics courses have at least Math
Placement Group 2 as a prerequisite.
Students should refer to the course
descriptions to check the Math Placement
Group prerequisites for courses that they
are interested in taking.
Graduation Level Skills
General education includes enhancement of certain skills during the years in
college. Skills related to writing, critical
thinking, speaking, and quantitative reasoning are deliberate components of certain courses. Completion of the requisite
courses with a minimum grade of 2.0 or P
is required for graduation. Students are
required to have two courses with Writing
Skill components (at least one within the
major) and one course each with Critical
Thinking, Speaking, and Quantitative
Reasoning Skill components. These courses
can simultaneously satisfy skill requirements and graduation requirements for the
major or general education perspectives.
Academic Information 71
All Writing Skill courses have the prerequisite of ENG 111,all Quantitative
Reasoning Skill courses have the prerequisite of Math Placement Group 3, and all
Critical Thinking Skill courses have the
prerequisite of passing the entry level
Critical Thinking Assessment.
Lifetime Sports
Two different lifetime sports are
required. Students in the day program who
are not health and physical education
majors or in intercollegiate athletics may
test out of one lifetime sport. Weekend
College students may test out of two lifetime sports. Lifetime sports are non-credit
courses, are not counted as meeting
Interim course requirements, and are not
included in the 33-course requirement.
3. No student will be permitted to
count more than three courses from the
same department in meeting perspective
requirements.
4. No student may count more than
one course from the same department in
meeting the requirements of any single
perspective emphasis area except:
Up to three courses in religion may
be used to meet the perspective, The
Character and Mission of Augsburg
College: The Christian Faith.
Up to two courses in a year-long
sequence of approved natural science
courses may be used to meet the perspective, The Natural World.
Up to two courses of the same mode m language may be used to meet part of
the perspective, Intercultural Awareness.
LIBERAL ARTS PERSPECTIVES
The general education Liberal Arts
Perspectives have the primary goal of providing the basis for beginning to understand what it means to be a human. The
goals of the perspectives are achieved
through a variety of courses that have been
approved as meeting the criteria established for each perspective.
Students will choose from a list of
courses meeting the Liberal Arts
Perspectives, available from the registrar's
office. These choices are controlled by the
following policies:
1. A student will choose a minimum of
one course from each required perspective
category.
2. No single course can fulfill the
requirements in two or more categories.
RATIONALE FOR PERSPECTIVES
Augsburg, in its mission statement,
declares the College exists "to nurture
future leaders in service to the world by
providing high quality educational opportunities, which are based in the liberal arts
and shaped by the faith and values of the
Christian Church, by the context of a vital
metropolitan setting, and by an intentionally diverse campus community." One way
that the College seeks consciously to realize this mission is through its general education curriculum.
The Augsburg faculty has designed a
cohesive academic program incorporating
general education, major courses, supporting courses, and elective courses leading to
the bachelor's degree. The core of the
Augsburg curriculum is found in the liberal
arts as expressed in the general education
component of the College cuniculum that
is divided under two headings: Liberal Arts
Perspectives and Skills.
72 Academic Information
The term "perspective" assumes that
not only are we engaged in the search for
truth, but that this requires the searcher to
consider questions from a variety of viewpoints, each of which has something valuable to contribute to the whole. These perspectives are not strictly identified with
traditional disciplines, but are understood
in ways that encourage multi-disciplinary
reflections on the questions at issue. They
combine concerns about content with
those of process and approach, directed
ultimately to making the student a more
effective learner and participant in society.
The following requirements reflect the
way in which Augsburg has chosen to view
the liberal arts. Two of the four features of
the mission statement are embodied in the
general education perspectives: The
Character and Mission of Augsburg
College: The Christian Faith and The City.
These perspectives emphasize that the
College's affiliation with the Lutheran
Church, its insistence on the value of
knowing the approach that derives from
the Christian roots of the College, and its
location in the city deserve special consideration in Augsburg's educational program.
The third feature-that Augsburg is a
liberal arts institution-is also emphasized
in the other general education perspective
requirements. Certain dimensions of
human life-of what it is to be humanform the core of the required liberal arts
experience. These overall perspectives on
what it is to be human can themselves be
studied from the vantage points of the various academic disciplines.
Students need to learn about themselves, about what it is to be a person.
Hence, the perspective on Human Identity
But the person exists in both a social community and a natural world. Hence, the
importance of the perspectives on the
Social World and the Natural World.
Because the way in which we understand
ourselves derives largely from our Western
heritage, students need to learn about and
reflect on significant aspects of this heritage. Thus, the perspective on the Western
Heritage. At the same time, to focus on the
West alone would be ethnocentric. We live
in a global society. Hence the perspective
on Intercultural Awareness. Attention to
moral values is found not only in the perspective on the character and mission of
the College, the Christian Faith, but
throughout the other perspectives as well.
The perspective on Aesthetics enables students to focus on aesthetic works created
by themselves or others, which convey
fundamental insights, express beauty, and
enhance life.
Finally, the mission statement emphasizes that we are concerned with academic
excellence. This has a number of features,
including the way we teach all the courses
in general education. Beyond this, academic
excellence presupposes that students have
the requisite skills to do college-level
work. The general education requirements
are couched in a context that pays attention to the skills of both incoming and
graduating students. Entry level skill
requirements in a number of critical areas,
including writing, mathematics, and critical thinking, will be assessed and help will
be given to students who need it.
Graduation level skills are also emphasized
so that students not only maintain but
develop their skills during their Augsburg
experience.
Academic Information
The general education requirements
provide a coherent way to address the mission of Augsburg College. They are not the
only way, and do not they guarantee that
students who graduate from Augsburg possess the desired knowledge and character
traits. What they do is provide a coherent
description of the context in which we liberally educate students, a clear statement of
expected outcomes, and an opportunity for
students to see and understand the complexity of what it is to be human and
Christian in an urban setting.
THE EIGHT PERSPECTIVE
REQUIREMENTS
Perspective: The Character and Mission
of Augsburg College: The Christian Faith
This perspective focuses on Augsburg
as a college of the Evangelical Lutheran
Church in America. As a college of the
Church, Augsburg accepts as a basis for its
educational program the doctrines of the
Christian faith as revealed in scripture and
the creeds affirmed by the Lutheran
Church. It consciously affirms that all students should reflect upon the Christian
Scriptures, theological concepts, ethical
values, their own faith and values, and religious concepts outside of the Christian
faith as part of becoming educated.
Christian Faith (CF 1, 2, and 3)
Area 1 is biblical studies, Area 2 covers
Christian theology, and Area 3 includes the
study of values or religions outside the
Christian faith. Three course credits are
required to meet this perspective except for
the following:
Transfer students entering with 14-23
course credits will be required to take two
courses in the Christian Faith Perspective
while registered at Augsburg.
Transfer students entering with 24 or
more course credits will be required to take
one course in the Christian Faith
Perspective while registered at Augsburg.
Perspective: The Character and Mission
of Augsburg College: The City
This perspective focuses on the
College's location in the heart of a metropolitan area. From this perspective, students should gain an understanding of and
critically reflect upon the city with its
diverse populations, cultural, governmental
and economic institutions, and opportunities and challenges. In addition, students
should experience the community and
should explore opportunities for service in
the community.
This requirement must be covered
either by specific courses, by internship
and education experiences, or by designated
or college-approved non-credit experiences
(such as volunteer service or college programs). Experiences that satisfy the requirement must be accompanied by a GST 209
seminar related to the perspective.
The City (C)
One course credit or experience is
required to meet this perspective.
Perspective: Western Heritage
This perspective is intended to help
students critically examine themes (found,
for example, in literature, philosophy, and
the arts) and events that have historically
shaped Western civilization. Attention
should be paid to the contributions of and
to critiques of Western thought by women
and ethnic minorities.
3
74 Academic Information
Western Heritage (WH 1 and 2)
Two course credits from different
departments are required to meet this perspective. One course is required to meet
this perspective for transfer students entering with 14 or more course credits.
Perspective: Human Identity
This perspective is intended to help
students view themselves as people with
unique abilities, values, beliefs, experiences, and behaviors.
Human ldentity (HI)
One course credit is required to meet
this perspective.
Perspective: Aesthetics
Aesthetic creations convey fundamental
insights and values, express beauty, and
enhance life. This perspective focuses on
aesthetic qualities in artistic expressions by
oneself and others.
Aesthetics (A)
One course credit is required to meet
this perspective.
Perspective: The Social World
This perspective is intended to help
students learn to identify, examine, and critique social, economic, or political systems:
to understand how and why such systems
develop, to see the connections among
these systems, and to use this knowledge
as a participant in society.
Social World (SW 1 and 2)
One course must focus on current theories and methods of a social science. Two
course credits from different departments
are required to meet this perspective. One
course is required to meet this perspective
for transfer students entering with 14 or
more course credits.
Perspective: Intercultural Awareness
This perspective is intended to complement the Western Heritage Perspective by
expanding students' awareness of other
cultures. One course is required in which
students critically reflect upon ways their
own cultural biases operate when confronting other cultures. They should
become better able to communicate with
persons of other cultural backgrounds, partially by being introduced to a specific culture other than European or mainstream
North American cultures.
In addition, students are to gain entry
into another culture by learning to speak
and read a language other than their
native language. For this part of the
perspective, students are required to have
demonstrated proficiency in a modem
language, or American Sign Language
for hearing students.
The modem language requirement will
be determined by assessing previous experience and subsequent placement.
Intercultural Awareness (IA 1)
The study of a specific, non-Western
culture and how that culture has shaped
the world. One course credit is required to
meet this part of the Intercultural
Awareness Perspective.
Academic Information
Intercultural Awareness (IA 2 and 3)
Perspective: The Natural World
Study of a modem language other than
the native tongue. For a language previously studied, consult the table below for the
requirement. For a language not previously
studied, successful completion of 111, 112
is required. Students with previous language study should contact the modem
languages department if there are questions. There is a seven-year time limit on
courses presented for transfer and automatic
waiver. Students whose native language is
not English should contact the Academic
Advising Center.
This perspective is intended to help
students understand themselves in relation
to the physical world. Their active role as
observers, explorers, and moral agents will
be emphasized. Sufficient technical training
in scientific knowledge, concepts, and
methods will be provided to equip students
for critical and intelligent participation in
public debates on technical issues.
H.S.
Semesters
Augsburg
Required
Placement
Courses
Natural World (NW 1 and 2)
Two course credits from different
departments are required to meet this
perspective unless an approved one-year
sequence is taken. One course is required
to meet this perspective for transfer
students entering with 14 or more
course credits.
EXPLANATION OF GRADES
Student achievement in courses is measured by final examinations, shorter tests,
written papers, oral reports, and other
types of evaluation.
8
311
exempt
Students who are required to complete
two semesters of modem language must
complete the requirement with sequential
courses in the same language. Hearing students who have demonstrated competence
in American Sign Language by passing an
approved course sequence will have fulfilled IA 2 and IA 3 Perspectives.
Most courses are offered with grading
options-traditional grading on a 4.0 to
0.0 scale or the Pass/No credit system, in
which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
PassINo Credit
Students who choose the PIN option
are cautioned:
In order to receive a grade of P, a student must achieve at least a grade of 2.0.
Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank each
as a C.
5
76 Academic Information
P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
graduation with distinction. Transfer
students should be especially aware of
this requirement.
See P/N limitations under Graduation
Requirements, page 68.
Certain courses have restrictions and
are offered on one grading system only
(e.g., lifetime sports are graded only PIN).
In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading
option. Any changes in choice of grading
system must be made according to dates
published each term. A fee is charged for
any changes after the first five days of
classes. All changes in grading option that
are made after initial registration require the
signature of an adviser or the instructor.
Numeric Grades
Numeric grades are used with these
definitions:
4.0
Achieves highest standards of
excellence
3.5
3.0
Achieves above basic course
standards
2.5
2.0
Meets basic standards for the
course
Internships, independent studies, and
directed studies may sometimes last longer
than one term. When this is the case, they
must be completed by the grading deadlines within one year from the beginning of
the first term of registration. A grade of X
(extension) is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A
final grade will be issued at the end of the
term in which the work is completed and
evaluated (but not longer than one year).
An instructor reserves the discretion of not
giving an X where satisfactory progress is
not demonstrated. If the course is not
complete, a grade of 0.0 will be assigned.
Performance below basic course
standards
Unacceptable performance (no
credit for the course)
A course in which a grade of 0, 0.5,
1.0, 1.5, or N has been received may be
repeated for credit. Courses in which higher
0.5
0.0
An incomplete grade (I) may be given
only in the case of extreme emergency. To
receive an incomplete grade, a student
must receive permission from the course
instructor, stating the reasons for the
request, the work required to complete the
course, the plan and date for completing
the work with comments from the instructor; and must file the form with the registrar's office. If permission is granted, the
necessary work must be completed in
enough time to allow evaluation of the
work by the instructor and filing of a grade
before the final day of the following semester. If the work is not completed by that
date, the grade for the course becomes a 0.0.
A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record.
1.5
1.0
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
Academic Information 77
grades have been earned may not be
repeated for credit and a grade, but may be
audited. All courses taken each term and
grades earned, including W and N, will be
recorded on the academic record. Only the
credits and grades earned the second time,
for legitimately repeated courses, are
counted toward graduation and in the
grade point average.
Classification
Auditing Courses
Courses earned from the International
Baccalaureate program will be considered
by the College for advanced placement and
appropriate credit. Departmental guidelines
are available at the registrar's office.
Students who wish to take courses
without credit or grade may do so by registering for Audit (V). Full-time students
may audit a course without charge. The
charge for part-time students is listed
under College Costs in the Financing Your
Education section on page 24. The signature of the instructor is required to register
an audit. Students who audit a course
should confer with the instructor within
two weeks of the beginning of the term to
determine expectations, attendance, and
any other requirements. If expectations
have been met, the course will be listed on
the transcript as having been audited. If
expectations have not been met, the course
will be listed with a grade of W.
Grade Point Average
The grade point average (GPA) is based
on final grades for all work at Augsburg. It
does not include credit and grade points for
work transferred from other colleges.
Courses taken on the P/N grading option
are recorded, but not computed in the GPA.
The formula for computing the GPA is:
GPA = Total grade points divided by
number of courses taken.*
"Courses with 0 to 4 grade assigned
Students are classified in August and at
the end of the fall and Interim terms.
Sophomores-7
courses completed.
Juniors-16 courses completed.
Seniors-24 courses completed.
International Baccalaureate Program (IB)
ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
Augsburg College recognizes that learning can and does take place in many life
situations. Some of this learning may be
appropriate for credit recognition within
the disciplines that comprise the academic
program of a liberal arts college. The APL
program (Assessment of Previous
Learning) at Augsburg provides a means by
which a student's previous learning, other
than that which is transferred from another
accredited institution, may be presented for
examination for possible credit toward the
completion of a baccalaureate degree.
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: (1)it is
relevant to coursework in a field of study
within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
78 Academic Information
The APL program at Augsburg provides
several means by which students may have
their previous learning assessed for credit
recognition. The following is a brief
description of each of these means of
assessment:
Advanced Placement Program Test
(AP)-The Advanced Placement program
may allow students who have scores of 3,
4, or 5 on the CEEB Advanced Placement
Test to receive college credit for selected
courses. A score of 4 or 5 is required on
the AP Language and Composition examination for credit for ENG 111 Effective
Writing. Additional credit or placement is
at the discretion of the department.
Inquiries should be addressed to the registrar's office.
The College Level Examination
Program (CLEP)-This is a series of standardized tests that have been developed by
the College Board and are offered to students for a small fee at regional testing
centers. (The regional testing center for
this area is the University of Minnesota.)
Students who score at or above the 65th
percentile on a subject examination may
receive academic credit for that subject at
Augsburg College. Additional information
about CLEP tests is available from the
registrar's office and the Academic
Advising Center.
Departmental Comprehensive
Exams-These are available for students
to use in obtaining credit for previous
learning if the following conditions
are met:
There is a departmental instrument
available for the subject area in question.
There is a faculty member designated
by the department to administer the exam.
The registrar approves the student's
request to take the exam. Credit for departmental exams is available on a P/N basis
only, and there is a charge per exam of
$400 for a full course credit.
The Portfolio Assessment
Program-This is a credit assessment
alternative in which a faculty team completes a credit evaluation of a learning
portfolio submitted by the student. The
faculty team is composed of two faculty
members from fields of study directly related
to the student's previous learning. Students
who wish to prepare a portfolio of previous
learning for credit assessment should consult the registrar's office. In completing the
evaluation of a student's previous learning,
the faculty team applies the following criteria:
There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed
andlor systematic study of content material
found within liberal arts coursework.
The learning has been objectively verified by individuals in addition to the presenting student.
The learning lends itself to. both qualitative and quantitative measurement.
The learning relates well to the student's educational goals.
The learning and skills involved are
current and could be used at the present
time.
Students may apply for the credit
assessment process after completing at
least four courses/credits of academic work
at Augsburg College with a cumulative
Augsburg GPA of at least 2.5. It is strongly
recommended that the process not be used
-
Academic Information 79
when four or fewer courses remain for
graduation. There is a non-refundable
application deposit of $200 to initiate the
credit assessment process for each course
presented in a portfolio. An additional
$200 is charged upon approval of each
course. Credit is available on a PIN credit
basis only.
Transcript credit will be granted on the
basis of semester credits, and the total
number of credits granted will be divided
by four to determine the number of course
credits applied to graduation. These credits
will be recorded with the course number of
APL 2xx. Application of this credit toward
the Liberal Arts Perspective requirements,
upper division requirements, and academic
majors and minors may be subsequently
addressed by the depaments involved in
response to a formal request by the student.
Maximum Credit Accepted for
Previous Learning-While Augsburg
College recognizes the validity of leaming
that takes place outside the traditional
classroom, this learning must be placed in
the context of formal study in campusbased liberal arts courses. Therefore,
Augsburg places a maximum of eight
courses (about one-fourth of a baccalaureate degree) on transcript credit that is
obtained through previous experiential
learning. In compiling the eight courses of
credit for previous experiential learning, the
student may use any combination of the
four assessment processes available in the
APL Program: AP exams, CLEP exams,
departmental comprehensive exams, and
credit granted through portfolio assessment.
English as a Second Language (ESL)
Students who declare a language other
than English to be their primary language
or who are citizens of another country
must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, ENG 101 Developmental
Writing, or ENG 111 Effective Writing will
be determined by their scores on the
Michigan test (80-100 range for exemption
from ESL) and by a writing sample.
Near the end of each term of the
English as a Second Language course, an
objective test will be administered to all
students in the class. The score on this test
and the grade earned in the class will
determine whether additional ESL coursework is required. Usually a score of 80 to
100 and a course grade of 3.5 or 4.0 will
fulfill the student's ESL requirement.
All students whose native language is
not English must stay enrolled in ENG
217/218 until such time that they pass the
ESL placement test at 80 percent or higher.
The ESL course can be counted only twice
in the total number of courses required for
graduation.
Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language requirement for graduation.
- Academic Information
ACADEMIC PROGRESS,
PROBATION, A N D DISMISSAL
The College requires that students
maintain the following cumulative grade
point averages (GPA):
Freshman-A student who has taken
fewer than 7 courses with a cumulative
GPA of 1.6 or higher
Sophomore--A student who has
taken fewer than 16 courses with a cumulative GPA o m r higher
junior-A?t'u%nt
who has taken fewer
than 24 courses with a cumulative GPA of
$or
higher 2
0
Senior-A student who has taken 24
or more courses with a cumulative GPA of
2.0 or higher.
It should be noted that a minimum GPA
of 2.0 is required for graduation, with certain
majors requiring a higher minimum GPA.
Students whose academic achievement
falls below these guidelines will either be
placed on scholastic probation at the end of
the term or will be continued on probation
or will be dismissed from the College. In
addition, a freshman who receives two zero
grades or a sophomore, junior, or senior
who receives three zero grades will be considered for probation or dismissal. However,
dismissal from the College is not automatic.
Each case is reviewed by the Committee on
Student Standing. Evidence of the student's
commitment to academic progress is the
major consideration in deciding whether or
not to dismiss a student. Students who have
a poor academic record may be smongly
advised to withdraw before the end of a
term. Those on probation who voluntarily
withdraw from the College, as well as those
who are dismissed, must have special permission to re-enroll.
Students may be removed from probation when the cumulative GPA reaches the
minimum levels stated above. Students
placed on probation as freshmen for having
earned two zero grades may be removed
from probation if their classification
changes to sophomore, if they have not
earned additional zero grades, and if their
cumulative GPA reaches 1.7. Students
placed on probation as sophomores for
having earned three zero grades may be
removed from probation if their classification changes to junior and their cumulative
GPA reaches 1.9.
The College reserves the right to dismiss any student who does not meet the
guidelines stated above. Once a student is
dismissed, he or she may appeal the decision within 10 days to the Committee on
Student Standing.
Dean's List
The Dean's List, compiled after each
semester, lists students whose grade point
average for a semester is 3.5 or better.
Students must be full-time students (a
minimum equivalent of three full course
credits for a weekday schedule student or
two equivalent full course credits for a
Weekend College student), graded on the
traditional grading system, with no incomplete~in courses offered for credit. Courses
taken outside of a program's calendar (e.g.,
crossover courses taken in a Weekend
College trimester term by a day student or
in a semester term by a weekend student)
are not calculated when determining the
Dean's List. If permission is given by the
student, an announcement is sent to the
hometown newspaper of each student on
the Dean's List.
-
Academic Information 81
Graduation with Distinction
Augsburg recognizes those students
who have demonstrated exemplary academic achievement as graduates of distinction. This designation will begin with the
year 2000 commencement and will apply
to all students who complete degree
requirements after Jan. 1, 2000. Students
achieving Graduation with Distinction will
have an overall GPA of 3.5 and will have
completed an outstanding project as determined by the student's major department.
Students wishing to be considered for
Graduation with Distinction should consult with their major department no later
than the fall semester of their junior year.
Qualification for Commencement
Augsburg College has one commencement ceremony per academic year in the
month of May. Undergraduate students
who will not have met degree requirements
by the end of the spring term may qualify
to participate in commencement i t (1) no
more than three course creditslrequirements will remain in their program at the
end of the spring term, and (2) the remaining requirements will be completed in the
summer or fall terms following participation in commencement. Candidates for
graduation who will complete summer or
fall terms will be noted as such in the commencement program.
FOUR-YEAR ASSURANCE
PROGRAM
This program applies to students who
enter the day school schedule as full-time
freshmen in the fall of 1996 and thereafter.
New freshmen are assured that they will be
able to graduate in four years-if they
maintain continuous full-time enrollment
for four years, maintain a 2.0 GPA, and follow advising guidelines-or they will
receive the remaining required courses free
of additional tuition. A few professional
majors are excluded from this program.
Students must complete a formal advising
agreement with the College by the end of
their sophomore year (16 course credits
are completed) in order to qualify. Contact
the Academic Advising Center for details.
FAMILY EDUCATIONAL RIGHTS
AND PRIVACY ACT NOTICE
The Family Educational Rights and
Privacy Act of 1974 (FERPA), as amended,
provides certain rights to students regarding their education records. Each year
Augsburg College is required to give notice
of the various rights accorded to students
pursuant to FERPA. In accordance with
FERPA, you are notified of the following:
Veterans of Military Service
Right to inspect and review education records-You have the right to
review and inspect substantially all of your
education records maintained by or at
Augsburg College.
Augsburg is approved by the state
approving agency for Veterans Education.
Veterans should consult with the registrar's
office about completion of the enrollment
certificate and the forwarding of other
information to the Veterans
Administration. Veterans will need to meet
the requirements of the Veterans
Administration regarding repayment of
educational assistance funds received.
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.
a2 Academic lnformation
7
Right t o 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.
Right t o withhold disclosure of
"directory information"-FERPA uses
the term "Directory Information" to refer
to those categories of personally identifiable information that may be released for
any purpose at the discretion of Augsburg
College without notification of the request
or disclosure to the student.
Under FERPA you have the right to
withhold the disclosure of the directory
information listed below. Please consider
very carefully the consequences of any
decision by you to withhold directory
information. Should you decide to inform
Augsburg College not to release Directory
Information, any future request for such
information from persons or organizations
outside of Augsburg College will be refused.
"Directory information" includes
t h e following:
The student's name;
The student's address;
The student's telephone number;
The student's date and place of birth;
The student's major field of study;
The student's participation in
officially recognized activities and
sports;
The student's degrees and awards
received;
The weight and height of members of
athletic teams;
The student's dates of attendance;
The most recent previous educational
agency or institution attended by the
student; and
The student's photograph.
Augsburg College will honor your
request to withhold all Directory
Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no
liability for honoring your instructions that
such information be withheld. Forms for
withholding disclosure of Directory
Information are available from the registrar's office. If the completed form is not
received by the registrar prior to Sept. 15,
it will be assumed that all Directory
Information may be disclosed for the
remainder of the current academic year. A
new form for withholding disclosure must
be completed each academic year.
Right to complain t o FERPA
Office-You have the right to file a complaint with the Family Educational Rights
and Privacy Act Office, Department of
Education, 600 Independence Ave. S.W.,
Washington, D.C., 20202, concerning
Augsburg's failure to comply with FERPA.
Right to obtain policy-You have the
right to obtain a copy of the written
Augsburg policy regarding FERPA. A copy
may be obtained in person from the registrar's office.
Reporting Educational lnformation
No additional educational information
will be reported, except to Augsburg faculty
and administration for their official use,
without the explicit written consent of
the student.
Letters of reference must be requested
in writing and explicitly indicate what
information may be reported in the letter.
I
C
r
I
Course Descriptions with Major
and Minor Requirements 84
Department majors and
programs are Qsted
-
1
alphabetically.
Also see index.
134 DEPARTMENTS
AND PROGRAMS
A.
a liberal arts institution, Augsburg
College believes that knowledge andtruthare interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses that
make it more accessible to students. These
courses can be arranged in various ways to
construct majors, to create the substance
of a broad general education, and to give
students the opportunity to study areas of
particular individual interest.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a program. A syllabus containing a more
detailed explanation of content, approach,
requirements, and evaluations for a
particular course can be obtained from
the instructor.
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals,
and its place in the College's program. A
listing of requirements for individual
majors and minors follows the narrative.
Class Schedule
Courses listed are subject to change. In
general, classes are offered fall and/or
spring terms unless otherwise indicated.
The Schedule of Classes published each
spring by the Associated Colleges of the
Twin Cities (ACTC) lists offerings and
locations for fall and spring terms.
Since some courses are offered alternate
years, it is important that the student
review major requirements and course
offerings with an adviser to ensure that all
requirements can be met.
Descriptions and schedules for Interim ,
Summer Session, Weekend College, the
Master of Arts in Leadership, and the
Master of Social Work courses are published in separate catalogs.
Credits
A full course is offered for one course
credit. A few fractional courses, for onehalf or one-quarter course credit, are
offered in the Division of Professional
Studies. Unless noted, all courses are one
course credit. A full course has the approximate value of four semester credits or six
quarter hours. Most courses meet for three
60-minute periods or two 90-minute periods
per week with additional time required for
laboratory work.
Numbering
Courses numbered below 300 are lower
division courses. Courses numbered 300
and above are classified as upper division.
In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s
for juniors, and 400s for seniors.
Prerequisites
Courses that must be taken before
enrolling in a higher level course are listed
in the course description as prerequisites.
A student may enroll in a course when a
prerequisite has not been fulfilled if there is
prior approval by the professor teaching
the course.
-
Departments and Programs 85
director of internships and cooperative
education.
Every department offers opportunities
for internships and independent study. The
course description and process for registering is normally the same for each department. Some departments have additional
statements that can be found in the departmental course listing. Interdisciplinary
internships are also available.
W INTERNSHIPS
Registration for internships consists of
the following steps:
1. Obtain the internship registration
permission form from the Center for
Service, Work, and Learning and secure the
signatures of the faculty supervisor and
2. Register for a 199 or 399 Internship
during the registration period. The signed
permission form must be turned in at the
time of registration. (Students may pre-register without a placement secured, but a
suitable internship must be found by the
end of the registration or drop/add period.)
3. A learning agreement (forms are
available in the Center for Service, Work,
and Learning) must be completed with
the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center
for Service, Work, and Learning, with
copies made for the faculty, supervisor,
and student.
199
lnternship
A work or service-based learning experience at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the
ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar may be expected. Prior to the beginning
of the termlregistration, interested students must consult with the departmental
internship coordinator and the Center for Service, Work, and Learning regarding
requirements and permission to register.
399
lnternship
A work or service-based learning experience at the juniodsenior level in which a
student, faculty member, and site supervisor design a learning agreement that links
the ideas and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar is often expected. Prior to the beginning
of the term/registration, interested students must consult with the departmental
internship coordinator and the internship office regarding requirements and permission to register.
86 Departments and Programs
DIRECTED AND INDEPENDENT STUDIES
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an instructor. Open to all students, but normally taken by sophomores
and juniors. Approval must be secured in writing from the instructor and the
department chairperson before the term in which the study is undertaken.
499
Independent StudyIResearch
An opportunity for advanced and specialized research projects. Normally open to
junior and senior majors. Approval must be secured in writing from the instructor
and the department chairperson before the term in which the study is undertaken.
ACCOUNTING
See listing under Business Administration,
Accounting, and Management Information Systems.
AMERICAN
INDIAN
STUDIES
See listing under Interdisciplinary Studies.
A.
t is important as a field of study
for our time. Our survival as a culture may
very well depend on whether we are able
to create order and beauty in the design
and function of communities. Realizing
this, we have made design and sensitivity
to all aspects of visual experience central to
the art program at Augsburg.
Giving and receiving visual messages is
so much a part of everyday life that it is
often taken for granted. At the same time,
however, the interchange of visual ideas is
frequently misunderstood. The task of the
artist, art teacher, and art historian is to
celebrate visual experience through a variety of media and art examples. In short,
the visual arts teach us how to see.
Because of the College's commitment to
the liberal arts, the visual arts, as taught at
Augsburg, draw ideas and inspiration from
all disciplines. Art as a human activity does
involve manual skill, although to become
broadly significant it should interact with
the content available in other fields, such
as language, history, drama, music, literature, philosophy, theology, business, physical education, and science.
A liberal arts college like Augsburg is
an ideal setting for the study of art because
it provides a constant possibility for the
interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further
enhanced by associations with a significant
number of art galleries and museums in
the Twin Cities area.
Art Faculty
Kristin Anderson (Chair), Tara
Christopherson, Norman Holen, Philip
Thompson
Studio Art Major
Majors are required to begin their programs with the studio arts foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
or ART 225 Communication Design
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
Five additional studio arts courses
ART 240 Art History Survey
Two additional art history courses
Senior studio majors must participate in at
least one exhibit during their final year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
after publication of this catalog. Students
therefore should consult with the Augsburg
Department of Education to identify
current Minnesota teacher licensure
requirements.
Art History Major
Eight art history courses including:
ART 240 Art History Survey
ART 388 19th- and 20th-Century Art
Two studio courses:
ART 102 Design
or ART 107 Drawing
ART 118 Painting I
or ART 221 Sculpture
88 Art
Honors Major
Art History Minor
GPA of 3.5 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting
high quality work, and special projects
such as senior exhibition and research.
Application should be made to the department chair before the last term of the
senior year.
Five art history courses including
ART 240.
Certificate in Art
Eight art courses, including at least one
in art history. up to four courses may be
taken in one studio area or in art history.
Studio Art Minor
Five courses including ART 240, ART
107, and three additional studio courses.
STUDIO ART FOUNDATIONS
Note: All studio courses require work outside of class sessions.
ART 102
Design
A study of design as the unifylng foundation for the visual arts. Two- and
three-dimensional projects demonstrating the use of the basic design elements
and principles.
ART 107
Drawing
Drawing in graphite pencils, pen, and pastel pencils. Subjects include still-life,
figures, building interiors and exteriors, and experimental work.
STUDIO ART
ART 100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the department.
ART 106
Calligraphy I
Introduction and practice of calligraphic writing and designing with emphasis
on the broad-edged pen.
ART 118
Painting I
Introduction to painting media and technique in acrylic and oil.
ART 132
Photography
The camera used as a tool for visual creativity, expression, and communication
with attention to black-and-white photographic processes. Students need
access to a 35mm, single lens reflex camera. Materials will cost approximately
$200-225.
ART 221
Sculpture I
An introduction to sculpture. Choice of media: clay, wood, alabaster, welded
steel and bronze, plaster, or Plexiglas. Learn to model, carve, cast, weld, or
assemble the respective media.
ART 223
Print Making I
An introduction to traditional and experimental media and methods of printing. Intaglio, relief, stencil, and mono methods are explored.
ART 224
Publication Design
An introduction to design concepts and procedures for publication design.
Theory and practice of coordinating visual images and typography with content in publications using traditional and electronic tools.
ART 225
ART 250
Communication Design I
An introduction to the principles and techniques of graphic design. Students
will use the computer to develop their visual communication skills as they
create designs using typography, symbols, logos, and illustrations.
Ceramics I
An introduction to the making of pottery with an emphasis on handbuilding
and glazing.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual arts,
particularly within the United States. Other content includes poetry, dance,
mythology, ritual, religion, and drama of many American Indian tribes.
Students will produce various art projects in weaving, basket-making, pottery,
jewelry, sculpture, or prints.
ART 306
ART 330
Calligraphy II
Advanced work in calligraphic media and design.
Communication Design II
An advanced study of graphic design using traditional and electronic tools.
(Prereq.: ART 225)
ART 351
Ceramics II
Advanced work in ceramics with an emphasis on throwing or handbuilding
and a continuation of glazing. (Prereq.: ART 250)
ART 355
Painting II
Advanced study of painting. (Prereq.: ART 118)
ART 360
Watercolor Painting
Design concepts using descriptive and experimental techniques in transparent
watercolor.
ART 368
Print Making II
Advanced work with color and composition in various media, e.g., silk-screen,
etching, and woodcut, including Japanese woodcut technique. (Prereq.: ART 223)
90 Art
ART 478
Sculpture II
Advanced work in sculpture. Choice of media: clay, wood, alabaster, welded
steel and bronze, plaster, and Plexiglas. (Prereq.: ART 221)
ART HISTORY
ART 240
Art History Survey
A survey of art of the Western world from prehistoric to modem times.
Includes reading, research, viewing of slides, and visits to museums.
Note: The following courses are offered intermittently, usually two or three sections a year
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine arts, the
"traditional" arts, and the work of Native American women. (Prereq.: ENG 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture, and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the fourth century A.D
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting, sculpture,
and architecture in Europe. (Prereq.: ENG 111)
ART 387
Renaissance and Baroque Art
European painting, sculpture, and architecture, from the 14th through the
18th centuries. (Prereq.: ENG 111)
ART 388
19th- and 20th-Century Art
European painting, sculpture, and architecture from Neoclassicism through
the present. (Prereq.: ENG 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture,
and folk arts.
Art
Internships and Independent Shdy Courses:
ART 199
lnternship
See description on page 85.
ART 299
Directed Study
See description on page 86.
ART 399
lnternship
See description on page 85.
ART 499
Independent StudyIResearch
See description on page 86.
ASIANSTUDIES
See listing under East Asian Studies.
2
T
he Augsburg Experience: Arriving
at Augsburg ...
The initial months after entering college as a first-year student are an exciting
period of change. The faculty and staff
wish to assist students in making a successful transition to being college students
and to help them become part of this academic community. Through the summer orientation program, the fall orientation
weekend, and the Augsburg Seminar, students are introduced to the character of the
College, its heritage as an urban, liberal
arts college of the Church, the process of
learning in a community where ideas are
valued and treated seriously, and the logistics of being students.
Augsburg Seminar
At registration, all first-year students in
the day program enroll in a selected content course, such as Effective Writing and a
parallel Augsburg Seminar. These 'paired'
courses integrate disciplinary content with
AUC 101
various learning strategies and communitybuilding opportunities beneficial to all
beginning students.
The content course usually meets three
hours per week for the entire semester and
is valued at 1.0 course credit, and the
Augsburg Seminar meets once a week for
12 weeks for .25 course credit. The
Augsburg Seminar offers the opportunity
for further discussion of topics from the
paired content course, along with presentations on campus life, academic resources
and study skills, and a hands-on introduction to the Cedar-Riverside neighborhood.
While the content course is graded on a
traditional point basis, the Augsburg
Seminar is graded Pass/No credit (P/N).
However, performance in the course is
linked to performance in the seminar.
Students must successfully complete
the entire 12-week Augsburg Seminar in
order to fulfill the requirement, even if
they drop the paired content course.
Permission to complete the seminar after
withdrawal from the content course is at
the discretion of the instructor.
Augsburg Seminar (.25 course)
A series of fall-term meetings with an Augsburg seminar adviser to discuss
issues related to becoming an active member of the Augsburg College community of learners. Discussion will be based upon topics and readings from the
connected content course and other disciplines and sources. (P/N grading only)
B
iology is the study of life, and it's
natural that we, as contemplative living
creatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
Earth is filled with an enormous variety of
living organisms. Since humans are a part
of the biological world, an understanding
of the basic biological processes common
to all organisms is essential to attain selfunderstanding and to provide a basis for
wise decisions.
Biology Faculty
Dale Pederson (Chair), William
Capman, Mary K. Chelberg, Robert
Herforth, Esther McLaughlin
Major
Nine courses includii:
B10 113 Introductory Organismal Biology
B10 114 Introductory Genetics, Evolution,
and Ecology
B10 215 Introductory Cellular Biology
In recent decades great strides have
been made in understanding important biological processes, particularly those at the
cellular, molecular, and ecosystem levels.
Biological research has also provided some
extremely important benefits to humans,
including advances in memcine, agriculture, and food science.
and at least one from each of the five
following groups:
Because a complete understanding of
biological systems depends on applications
of the principles of physics and chemistry,
a firm background in the physical sciences
is also important to support the student's
broad-based understanding of biology.
2.
For many, an undergraduate major in
biology serves primarily as a basis for further study. Augsburg graduates have gone
on to further studies in the life sciences,
leading to careers in college or university
teaching, basic and applied research, and
public health. Many have entered professional programs in medicine, veterinary
medicine, and dentistry. Other graduates
have gone directly into secondary education, biomedical industries, laboratory
research, natural resources, and environmental education.
1.
BIO 351 Invertebrate Zoology
B10 353 Comparative Vertebrate
Morphology
BIO 473 Animal Physiology
BIO 361 Plant Biology
BIO 440 Plant Physiology
3.
B10 355 Genetics
BIO 481 Ecology
4.
BIO 471 Advanced Cellular and
Molecular Biology
BIO 474 Developmental Biology
5.
BIO 367 Biochemistry
BIO 476 Microbiology
The ninth course may be any of the
upper division biology courses listed above
or BIO 340 Marine Biology of the Florida
Keys.
BIO 491 Seminar (non-credit) is
required of all juniors and seniors.
94 Biology
Required Supporting Courses
Biology for Pre-Medical Students
CHM 105/106 Principles of Chemistry
Pre-medical students should include a
two-semester sequence in physics and a
two-semester sequence in organic chemistry. Many medical schools also require
two semesters of calculus.
or CHM 115/116 General Chemistry
One semester in organic chemistry
or CHM 3511352 Organic Chemistry
PHY 116 Introduction to Physics
or PHY 121/122 General Physics
MAT 114 Precalculus
or MAT 122 Calculus for the Social
and Behavioral Sciences
or MAT 145 Calculus I
or MAT 163 Introductory Statistics
Honors Major
GPA of 3.5 in biology and 3.0 overall,
active participation in seminar, one course
of approved independent study with an
oral defense of the research report.
Application should be made no later than
the start of the first term of the senior year.
Minor
A course in general chemistry and five
biology courses including BIO 113, 114,
215, and two upper division courses.
In planning their courses of study, students are encouraged to work closely with
members of the biology faculty. Biology
majors must have an adviser in the biology
department. Normally BIO 113 and 114
and Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and Introductory Cellular Biology and
Organic Chemistry in the second year.
Students normally complete their math
requirements early in their college careers.
Students should consult members of
the biology faculty and the pre-medical
adviser in the Academic Advising Center
for information specific to medical
school application.
Graduate and Professional Training
Graduate programs in biological fields
require coursework similar to that for premedical education, and may also require
undergraduate research experience. Health
care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed
with an adviser in the department and the
pre-medical adviser in the Academic
Advising Center.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that may
differ in emphasis from the Augsburg major
requirements. The state requirements may
also be subject to change after publication
of this catalog. Students therefore should
consult with the Augsburg Department of
Education to identlfy current Minnesota
teacher licensure requirements.
Cooperative Education
The department works with the Office
of Cooperative Education in identifying
and defining co-op ed experiences in
laboratories and other settings in the
Tivin Cities.
-
Biology 95
A prerequisite must be completed with a grade of 2.0 or higher to count. Otherwise, permission of the instructor is necessary. These requirements also must be met when using
the first term of a sequenced course in registering for the second term.
BIO 101
Human Biology
An introduction to basic biological principles with a human perspective.
Includes discussion of the molecular and cellular basis of life, genetics, organ
systems, and human impact on the environment. (Three-hour lectures. A student may not receive credit for both BIO 101 and 103. Does not apply to the
major or minor. Fall)
BIO 102
The Biological World
The basic concepts of biology pertaining to both plants and animals are
emphasized. The nature of science and the approach used by scientists to
gather and analyze data and propose and test theories are considered. (Threehour lectures, three hours laboratory. Does not apply to the major or minor)
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body (Three-hour lectures, three hours laboratory. A student may not receive credit for both BIO
101 and 103. Does not apply to the major or minor. Fall)
BIO 105
Biology and Society
The biological basis for problems facing society, such as pollution, genetic
engineering, AIDS, extinction, global warming, hunger, cancer. (Three-hour
lectures. Does not apply to the major or minor. Spring)
BIO 113
lntroductory Organismal Biology
First of a three-semester sequence. An introduction to organismal biology for
science majors, including diversity, physiology, and structure. B10 113, 114,
and 215 must be taken in sequence except by permission of instructor. (Threehour lectures, four hours laboratory. Fall)
BIO 114
lntroductory Genetics, Evolution and Ecology
Second of a three-semester sequence. An introduction to cellular functioning,
metabolism, classical and population genetics, evolution, and ecology. BIO
113, 114, and 215 must be taken in sequence except by permission of instructor. (Three-hour lectures, four hours laboratory. Spring)
lntroductory Cellular Biology
Third of a three-semester sequence. An introduction to structure and function
in tissues, cells, and subcellular organelles. (Three-hour lectures, four hours
laboratory. Prereq.: BIO 113, 114, CHM 106 or 116, CHM 223 or 352, or concurrent registration in CHM 223 or CHM 351. Fall)
96 Biology
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny (Three-hour lectures, four hours laboratory.
Prereq.: BIO 113, 114. Fall: alternate years)
BIO 353
Comparative Vertebrate Morphology
Comparative anatomy, functional morphology, and evolutionary morphology
of the vertebrate. (Three-hour lectures, three hours laboratory, one hour tutorial. Prereq.: B10 113, 114. Spring)
BIO 355
Genetics
Principles of heredity, integrating classical and molecular analysis. (Three-hour
lectures, four hours laboratory. Prereq.: BIO 215. Fall)
BIO 361
Plant Biology
A survey of the major groups of algae, fungi, and plants, including the study
of structure, physiology, life histories, and phylogeny (Three-hour lectures,
four hours laboratory. Prereq.: BIO 113, 114. Spring)
BIO 367
Biochemistry
An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Threehour lectures. Prereq.: BIO 215, CHM 223 or 352. Fall)
BIO 440
Plant Physiology
A consideration of the process involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to
structure and life history. (Three-hour lectures, four hours laboratory. Prereq.:
BIO 215 and CHM 223 or 352. Fall: alternate years)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity.
(Three-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement, and sensory
perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three-hour lectures, four hours laboratory. Prereq.: BIO
215; PHY 116 or 122, or consent of the instructor. Fall)
Biology
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three-hour lectures, four hours laboratory. Prereq.: BIO 215. Spring)
BIO 476
Microbiology
An introduction to the study of microorganisms. Environmental, industrial,
and medical issues a?e discussed, with particular attention paid to human
pathogens. (Three-hour lectures, three hours laboratory, one hour tutorial.
Prereq.: BIO 215. Spring)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic environ-
ment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Threehour lectures, four hours laboratory, some Saturday field trips. Prereq.: BIO
215, MPG 4. Fall)
BIO 491
Seminar (0.0 course)
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including an oral presentation by seniors. Guest speakers
are often invited. A noncredit requirement for the major. (Spring)
Internships and lndependent Study Courses:
BIO 199
Internship
See description on page 85. (Prereq.: BIO 113, 114)
610 299
Directed Study
See description on page 86.
BIO 399
Internship
See description on page 85. (Prereq.: BIO 215)
BIO 499
lndependent StudyIResearch
See description on page 86. (Prereq.: BIO 215)
2
0
ur mission is to prepare
- students
for professional careers in business or for
graduate studies. This preparation involves
a curriculum that stresses analysis and
communication, emphasizes both theory
and practice, and is shaped by the needs of
the business community. The department
fosters close ties with the corporate community that provide a wealth of practical
expertise, a variety of internship opportunities, and future job prospects.
The faculty believe they can best serve
both the student and the community by
providing an education that is technically
competent, ethically based, and socially
aware.
Faculty
Milo Schield (Chair), Nora Braun, John
C. Cerrito (Management Coordinator),
Amin Kader (Finance Coordinator and
International Business Coordinator), Fekri
Meziou, Steven J. LaFave, Lori L. Lohrnan
(Marketing Coordinator), Thomas Morgan,
Magdalena M. Paleczny-Zapp, Kathy
Schwalbe (MIS Coordinator), and Stuart
M. Stoller (Accounting Coordinator).
Specializations
Within the business administration
major there are four specializations: marketing, management, finance, and international business. Within the accounting
major there are three specializations: general accounting, public accounting, and
managerial accounting.
Graduation Requirements
To graduate without intentionally
taking courses in excess of the minimal
number required (see page 68), students
must avoid taking too many electives or
exceeding the 13-course limit per academic
department. Courses designated as ACC,
BUS, and MIS are considered as being in
the same academic department. Taking
extra electives, or choosing a
particular combination of major and
minor may require students to complete
more than the minimum number of
credits required for graduation.
Transfer Students
Transfer students must complete at
least four of the upper division courses
required in the major at Augsburg or
obtain an exemption from the department.
Transfer courses must be approved by the
department. Courses taken more than 10
years ago will not be accepted.
Majors
Advising
The Department of Business
Administration, Accounting, and MIS
offers three majors: business administration (BUS), accounting (ACC), and management information systems (MIS).
Students who plan to major in business
administration, accounting, or MIS are
strongly encouraged to select a departmental adviser who teaches in their major. This
should be done by the end of the sopho-
-
Business Administration 99
Internships
dents may petition for an exception. An
internship may satisfy the The City
Perspective if taken in conjunction with
GST 209. Internships can provide students
with experience that may be valuable in
competing for jobs after graduation.
Advisers should be consulted about internships.
Students are strongly encouraged to
work with the Office of Cooperative
Education and department faculty to
obtain an internship (BUS/ACC/MIS 399)
during their junior or senior year.
Although an internship counts as part of
the 13 courses allowed in the major, stu-
The international business department
actively supports international study.
For additional details, see the section on
International Partners under International
Studies in this catalog, or consult the
departmental coordinator for international
business.
more year at the latest. In addition to
advising, departmental faculty can counsel
majors on their careers, assist majors in
obtaining internships or jobs, and provide
letters of recommendation for prospective
employers or graduate programs.
7r
he major in business administration
prepares students for professional careers
in business administration or for graduate
studies. The four specializations within
this major share a common business core.
This common core provides students with
a broad foundation so they can readily
adapt to internal changes in interests and
goals and to external changes in circumstances and opportunities.
Business Core
10 courses including:
ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
or MIS 370 Advanced Computing
for Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting 11
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
BUS 331 Financial Management
100 Business Administration
Specialization in Marketing
Business core plus 3 courses:
BUS 352 Marketing Research and
Analysis
BUS 355 Marketing Communications
or BUS 357 Advertising
BUS 450 Marketing Management
Students must also complete three
semesters of a foreign language (or equivalent). The language requirement may be
waived for international students. Contact
the international business coordinator for
details on language equivalents or other
configurations.
Specialization in Management
Business core plus 4 courses:
BUS 340 Human Resource Management
BUS 440 Operations Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318
Management Science
Combined Major in Business
Administration and Economics
Specialization in Finance
Business core plus 4 courses:
ACC 322 Accounting Theory and
Practice I
BUS 433 Financial Theory: Policy
and Practice
BUS 438 Investment Theory
and one of
EC0 311
ECO 312
ECO 313
ECO 3 15
MIS 479
the following:
Public Finance
Intermediate Macroeconomics
Intermediate Microeconomics
Money and Banking
Intermediate Quantitative
Methods for Business and
Economics
Specialization in International
Business
Business core plus 4 courses:
BUS 362 International Business
BUS 465 International Management
BUS 466 International Marketing
and one additional upper division course in
either international business (BUS 368 or
468) or international economics.
11 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division
economics course
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
or BUS 331 Financial Management
and one other upper division business
administration, accounting, or MIS course
Honors Major
GPA of 3.5 in the major and 3.1 overall;
a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should contact
the department chair.
-
Business Administration lo1
Minor in Business Administration
Minor in International Business
Six courses including:
ECO 112 or 113, ACC 221 and 222, BUS
242 and 252, BUS 331 or MIS 379.
Six courses including:
ECO 112 or 113, ACC 221, BUS 242 or
252, and three courses in international
business (one may be in international economics).
This minor is automatically completed
while completing a major in accounting
or MIS.
BUS 242
Students should consult the area coordinator concerning acceptable alternatives
in international economics.
Principles of Management
Development of the theory of management, organization, staffing, planning,
and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager.
BUS 252
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic and technological factors as they affect product,
promotion, marketing channel, and pricing decisions.
BUS 254
Entrepreneurship
The process of transforming an idea into an organization that can market this
idea successfully. Examines the construction of a viable business plan with
attention to the resources needed for success.
BUS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor)
BUS 301
BUS 302
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property, and
business organizations under the Uniform Commercial Code.
Business Ethics
Examines individual choices in business; analyzes and evaluates various business practices; emphasizes conceptual precision in thinking, writing, and
speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or junior/senior standing)
BUS 331
Financial Management
Topics related to theory of acquisition, fund allocation and management,
sources and uses of long and short-term funds, capital costhudgeting, leverage, and dividend policy. (Prereq.: ECO 113, ACC 222, MIS 379, and MPG 3)
102 Business Administration
BUS 340
Human Resource Management
Personnel function in business, acquisition, and utilization of human
resources; desirable working relationships; effective integration of the worker
with the goals of the firm and society. (Prereq.: BUS 242)
BUS 352
Marketing Research and Analysis
Research process as an aid to decision-making; methodology; results; evaluation of effectiveness. (Prereq.: BUS 252, MIS 379, ECO 113, or consent of
instructor)
BUS 355
Marketing Communications
Integration of advertising, public relations, sales promotion design, evaluation,
and personal selling into a coherent promotion mix. (Prereq.: BUS 252) Note:
Either BUS 355 or 357 can be taken for graduation credit, but not both.
BUS 357
Advertising
An introduction to print and broadcast advertising and promotion as important elements in modem marketing and communications. Note: Either BUS
355 or 357 can be taken for graduation credit, but not both.
BUS 362
International Business
Introduction to problems/possibilities and appreciation of perspective required
for successfully doing business in an international context. (Prereq.: ECO 112
or 113, and BUS 242 or 252, or consent of instructor. Spring)
BUS 368
Responding to the Challenge of Japan
An examination of current Japanese business practices from a cultural perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: junior standing or consent of instructor)
BUS 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113; ACC 221, 222; BUS 242,252,
331; MIS 175,379)
BUS 433
Financial Theory: Policy and Practice
A system's approach to financial structure and policy. Emphasis on decisionmaking, presentation through literature, readings, lectures, and case material.
(Prereq.: BUS 331, ACC 322)
BUS 438
Investment Theory
Appraisal of the riskheturn relationships of various types of securities and
extensive coverage of capital markets and portfolio management. (Prereq.: all
core courses or consent of instructor)
-
Business Administration 1 0 3
BUS 439
Risk Management and Insurance
Analyzes exposure to accidental loss-its identification, measurement, and
evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379)
BUS 440
Operations Management
Concepts and principles related to the management of operating functions.
Taught from a managerial viewpoint with examples from various industries
and sectors. (Prereq.: BUS 242)
BUS 450
Marketing Management
Application of marketing concepts to day-to-day, strategic, and long-term planning issues; development and implementation of market plans. (Prereq.: BUS
352 and either BUS 355 or 357)
BUS 465
lnternational Management
Private sector manager's perspective of nationaL'internationa1 institutions and
strategies, structure, practices, and effects of a national corporation in the
world today. (Prereq.: BUS 242. BUS 362 is recommended)
BUS 466
lnternational Marketing
This course examines those issues and activities unique to marketing in an
international setting. Emphasis is also placed on adaptation of a marketing
mix according to the international marketing environment. (Prereq.: BUS 252,
362)
BUS 468
Contemporary Issues in lnternational Business and Trade
Conditions and motivations for world trade, business, and industrial cooperation. Practical applications of the commercial policies of the major trading
nations. Examine the impact of contemporary issues on the volume and structure of world trade. (Prereq.: BUS 465, BUS 466)
BUS 495
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
BUS 199
lnternship
See description on page 85.
BUS 299
Directed Study
See description on page 86.
BUS 399
lnternship
See description on page 85.
BUS 499
Independent StudyIResearch
See description on page 86.
T
he major in accounting prepares students for professional careers in a wide
variety of accounting-related positions.
This major has three tracks: general
accounting, professional accounting, and
managerial accounting. The general
accounting specialization is adequate for a
wide variety of positions. The professional
accounting track includes two specializations: public accounting and managerial
accounting. The public accounting specialization is recommended for positions with
CPA firms. The managerial accounting specialization is recommended for positions
with large or rapidly-growing companies.
The two professional specializations
relate to two professional designations: the
CPA and the CMA. A certified public
accountant (CPA) focuses on external
reporting; a certified management accountant (CMA) focuses on internal reporting.
The public accounting specialization
includes the materials emphasized on the
CPA exam; the managerial specialization
includes the materials emphasized on the
CMA exam. Both the CPA and CMA designation have an experience requirement in
addition to passing the national exam.
Under the rules of the Minnesota State
Board of Accountancy, accounting majors
in the public accounting specialization are
qualified to sit for the CPA examination
during their last semester.
Accounting Core
14 courses are required for this major (an
exception to the 13-course limitation)
including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing for
Business
BUS 242
BUS 252
ACC 221
ACC 222
MIS 379
BUS 301
BUS 331
ACC 322
ACC 323
ACC 324
ACC 425
Principles of Management
Principles of Marketing
Principles of Accounting I
Principles of Accounting 11
Quantitative Methods for
Business and Economics
Business Law
Financial Management
Accounting Theory and
Practice I
Accounting Theory and
Practice I1
Managerial Cost Accounting
Advanced Accounting
Students are encouraged to take the
courses in the sequence given above.
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting core (14 courses) plus: ACC
326 Tax Accounting; ACC 423 Auditing.
Specialization in Managerial
Accounting
Accounting core (14 courses) plus ACC
424 Internal Audit and Management
Consulting and MIS 375 Management
Information Systems in the Organization.
Honors Major
GPA of 3.5 in the major and 3.1 overall; a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should eontact the department chair.
Minor in Accounting
Six courses including:
ACC 221,222, BUS 331 or ACC 324, ACC
322,323
and one of the following: MIS 175, 379,
ECO 112, or 113.
This minor is recommended for majors
in MIS and finance.
--
-
Accounting 105
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle, and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of ACC 221. Introduction to business activities and accounting
for corporations. Basic concepts and fundamentals of managerial accounting,
planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221)
< -Topics
62
Lectures, discussions, meetings with members of the staff or visiting faculty
6%regarding research methodology and readings in the areas of business adminir
ACC 295
0 , /,.
ACC 322
tration. (Prereq.: consent of instructor)
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB
statements, and other relevant issues as applied to assets. (Prereq.: ACC 222)
ACC 323
Accounting Theory and Practice II
A continuation of ACC 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders' equity. (Prereq.: ACC 322)
ACC 324
Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial
decision-making. Planning, budgeting, standard cost systems, as well as other
quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242, 252, MIS
379, or consent of instructor)
ACC 326
Tax Accounting
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112, 113, or consent
of instructor)
ACC 423
Auditing
Internal and external auditing procedures. Emphasis on the C P k role to form
the basis of opinion on a set of financial statements. (Prereq.: ACC 323)
ACC 424
Internal Audit and Management Consulting
To incorporate and learn the techniques of creating a controlled and effective
management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242, 252,
331, MIS 175 or 320,379)
'06 Accounting
ACC 425
Advanced Accounting
Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323)
ACC 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
ACC 199
Internship
See description on page 85.
ACC 299
Directed Study
See description on page 86.
ACC 399
Internship
See description on page 85.
ACC 499
Independent Study/Research
See description on page 86.
T
he major in management information systems prepares students for professional careers in information systems. MIS
studies information systems as both a
resource and a tool for decision-making.
Students learn to analyze and evaluate
existing systems and to design and program new systems. MIS is an extensive
major (16 courses) and includes courses
from computer science, mathematics, economics, business, and accounting as well
as from MIS.
C. Seven courses in MIS:
MIS 175 Principles of Computing for
Business
or CSC 160 Introduction to Computer
Science and Communications
MIS 370 Advanced Computing for
Business
MIS 375 Management Information
Systems in the Organization
MIS 376 Project Management
MIS 379 Quantitative Methods for
Business and Economics
MIS 475 Systems Analysis and Design
MIS 476 Information Systems Projects
Minor in MIS
Seven courses including:
Management Information Systems
Major
16 courses including:
A. Six courses in economics, business, and
accounting:
ECO 113 Principles of Microeconomics
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
B. Two courses in computer science and
one in mathematics
CSC 170 Structured Programming
(requires MPG 4)
CSC 340 Introduction to Networking
and Communications
MAT 114 Precalculus, if students are not
at MPG 4. For students at
MPG 4, MAT 121, or any higher level numbered math course
is required.
Note: Additional programming courses are
strongly recommended.
MIS 175 or CSC 160, ACC 221, BUS 242
or BUS 252, MIS 370, MIS 375, ECO 113,
and one of the following: MIS 376,475, or
ECO 318
Honors Major
GPA of 3.5 in the major and 3.1 overall, a senior thesis, and a comprehensive
oral exam in the major field of concentration. Interested juniors or seniors should
contact the department chair.
108 MIS
-
MIS 175
Principles of Computing for Business
An introductory course to develop understanding of basic computing concepts
and specific skills in using microcomputer software (Windows, Word, Excel,
Access, Powerpoint, e-mail, and the World Wide Web). Emphasis on solving
business-related problems using software, especially Excel. Students with a
strong computer background are encouraged to take MIS 370 instead of MIS
175. (Prereq.: MPG 3)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and readings in the area of management information systems.
MIS 370
Advanced Computing for Business
This course provides more in-depth use of business software like Excel,
Access, and the World Wide Web. Students will also learn to program
Windows applications using tools like Visual Basic. (Prereq.: MPG 3, MIS 175
or CSC 160, or strong computer background. Completion of MIS 370 satisfies
any requirement for MIS 175)
MIS 375
Management Information Systems in the Organization
Broad understanding of using information systems to support organizational
objectives. Topics include strategic uses of information systems, business
process re-engineering, understanding the technology architecture, and information systems resources. (Prereq.: ACC 221, BUS 242 or 252, and one computer course such as MIS 175,370, or CSC 160)
MIS 376
Project Management
Develops project management skills needed to define, plan, lead, monitor, and
complete projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: ACC 221, BUS 242,
and either MIS 175 or 370)
MIS 379
Quantitative Methods for Business and Economics
An introduction to quantitative reasoning to assist students in reading and
interpreting data. Topics include descriptive measures, probability, sampling
distributions, estimation, and hypothesis testing with emphasis on applied
problems in business and economics. (Prereq.: MIS 175 or 370 and either
MPG 3 or a grade of at least 2.0 in MAT 104)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and Computer
Aided Software Engineering (CASE) tools. Techniques used include data and
process modeling, file and database design, and user interface design. A
course-long project is used to complete a rudimentary system design. (Prereq.:
MIS 375 and either MIS 370 or CSC 352)
-
MIS 109
MIS 476
Information Systems Projects
Skills developed in previous courses are used to generate a complete and
extensive project of systems analysis and design. (Prereq.: MIS 370,375, 376,
and 475)
MIS 479
Intermediate Quantitative Methods for Business and Economics
Advanced modeling using computer software. Specific topics may include
multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: MIS 379. Fall: evening)
MIS 495
Topics
Lectures, discussions, and meetings with members of the staff or visiting faculty
regarding research methodology and current problems and policies. (Prereq.:
consent of instructor)
Internships and Independent Study Courses:
MIS 199
lnternship
See description on page 85.
MIS 299
Directed Study
See description on page 86.
MIS 399
lnternship
See description on page 85.
MIS 499
Independent StudyIResearch
See description on page 86.
c
hemistry is the science of the
changes in matter, examining those
changes, and working toward an understanding of them. Correlating the results of
physics and opening the vistas of molecular biology, chemistry has been described
as the central science because matter
includes the entire physical world such as
the things we use, the food we eat, and
even ourselves.
Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their
work, including potential problems as well
as benefits.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the general education curriculum is imperative if a chemist is to be both
truly human and truly scientific.
The department is on the list of
approved schools of the American
Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students
develop into mature scientists:
*To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry
major to compete successfully with their
peers of similar ability in graduate school
or research positions.
*To provide programs of study for professional goals in addition to the traditional
positions as chemists.
*To provide an atmosphere of learning
so that students will want to remain life-
long 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 seriously
study areas outside of the sciences.
*To present the excitement of chemistry to non-science majors as an example
of the methodology of the natural sciences
in examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world, and
the reflection of the implications and limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Joan C. Kunz (Chair), Ron L. Fedie,
Arlin E. Gyberg, Sandra L. Olmsted
BACHELOR OF ARTS
Graduation Major in Chemistry
CHM 115,116 General Chemistry
or CHM 105, 106 Principles of Chemistry
CHM 351,352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361, 364
Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 49 1 Chemistry Seminar
and two additional courses from:
CHM 367 Properties of Polymers
CHM 464 Advanced Organic Chemistry
CHM 48 1 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
CHM 495 Topics
BIO 367 Biochemistry
Chemistry
Also required:
PHY 121, 122
MAT 145, 146
General Physics I, I1
Calculus I, 11
Because upper division courses have
mathematics and physics prerequisites, students should plan to take MAT 145,146 in
the freshman year and PHY 121, 122 in the
sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Chemistry for Pre-Medical Students
Pre-medical students should plan to
take at least two courses (and usually
more) in biology. Students should consult
members of the chemistry department for
assistance in planning a course program
early in their college career.
BACHELOR OF SCIENCE
American Chemical Society Approved
Major
12 courses including:
CHM 115, 116 General Chemistry
or CHM 105, 106 Principles of Chemistry
CHM 351,352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361,363 Physical Chemistry and
Laboratory
CHM 364,365 Physical Chemistry and
Laboratory
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
One course from:
CHM 367 Properties of Polymers
CHM 483 Quantum Chemistry
CHM 495 Topics in Chemistry
Also required are:
CHM 491 Chemistry Seminar
MAT 145, 146 Calculus I & I1
MAT 245 Calculus 111
PHY 121, 122 General Physics I, I1
(should be taken in sophomore
year)
Recommended: Modem Physics, additional
mathematics, research experience, reading
ability in German, and computer proficiency.
Honors Major
Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall;
one course or summer of approved
research; participation in seminar.
Minor
Five courses that must include:
CHM 105,106 or CHM 115, 116, CHM
351,352, and CHM 353.
Note: credit will not be granted for
both CHM 105 and 115, or for both CHM
106 and 116. Other restrictions are in the
course descriptions.
111
112 Chemistry
-
A prerequisite must be completed with a grade of 2.0 or P, or higher to count; otherwise, permission of the instructor is necessary. These requirements also must be met when using the
first term of a two-term course in registering for the second term.
CHM 100
Chemistry for Changing Times I
Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not
count toward a chemistry major or minor nor apply as prerequisite for other
chemistry courses. (Prereq.: MPG 2. Fall)
CHM 101
Chemistry for Changing Times II
Second semester of the year-long course. Applies concepts from CHM 100 to
environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major
or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM
100, MPG 3. Spring)
CHM 105
Principles of Chemistry
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics, and equilibrium. The
sequence, CHM 105, 106, is designed for students who have not studied
chemistry in high school or who are less confident about their background in
chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in
chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG 2.
Fall)
CHM 106
Principles of Chemistry
CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium
and the chemistry of the elements. (Three hours of lecture, one three-hour
laboratory. Prereq.: CHM 105, MPG 3. Spring)
CHM 115
General Chemistry
An intensive course for pre-medical students and future chemists. Includes
chemical equations and calculations, energetics, and bonding theory with
examples from inorganic chemistry. (Three one-hour lectures, one three-hour
laboratory. Prereq.: high school chemistry, MPG 3. Fall)
CHM 116
General Chemistry
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: CHM 115. Spring)
Chemistry
CHM 223
Elementary Organic Chemistry
This one-semester course is designed for students whose professional goals
require a survey of organic chemistry. Topics covered include synthesis, properties and reactions of selected aliphatic, and aromatic compounds. This
course will not count toward a chemistry major or minor, nor will credit be
given for this course if CHM 351, 352 is taken, nor does it fulfill the prerequisite requirement for CHM 352, nor does it meet requirements for other programs (such as pre-medicine, pre-dentistry, and pre-pharmacy). (Prereq.: CHM
106 or 116. Three one-hour lectures, one three-hour laboratory. On demand)
CHM 351,352 Organic Chemistry
Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of
modem theories of chemical bonds, energy relations, and reaction mechanism.
(Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116.
Fall: CHM 351; spring: CHM 352)
CHM 353
Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in detail
and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of
samples, and includes trace analysis. (Three hours of lecture, one four-hour
laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall)
CHM 361
Physical Chemistry
Covers three of the basic theoretical concepts of chemistry: thermodynamics,
quantum mechanics, and statistical mechanics. (Three one-hour lectures.
Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall)
CHM 363
CHM 364
Physical Chemistry Laboratory
(.5 course)
Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments
related to CHM 361. (One four-and-one-half hour laboratory. Prereq.: CHM
361 or concurrent registration and ENG 111)
Physical Chemistry
Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring)
-
114 Chemistry
CHM 365
Physical Chemistry Laboratory
(.5 course)
CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-and-one-half hour laboratory. Prereq.: CHM 364
or concurrent registration. Spring)
CHM 367
Properties of Polymers
Presents polymer chemistry as an interdisciplinary chemistry relying on the
organic, analytical, and physical chemistry prerequisites to unfold the details
of macromolecules. (Prereq.: CHM 352, 361. Spring)
CHM 464
Advanced Organic Chemistry
Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for
IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory.
Prereq.: CHM 352,353, 361 or consent of instructor. Some reading knowledge
of German is helpful. Fall)
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half
hour laboratory. Prereq.: CHM 353,361 or consent of instructor. Spring)
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic and molecular orbital
models. Reactivity and bonding in coordination, cluster, and organometallic
compounds are considered. The laboratory uses preparations of a variety of
techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.:
CHM 352,361 or consent of instructor. Fall)
CHM 483
Quantum Chemistry
Presents quantum theory in terms of Schrodinger's wave equation and uses the
equation to solve molecular model problems. Approximate solutions are introduced and used to develop molecular orbital theory for molecules. (Three
one-hour lectures. Prereq.: CHM 364 or consent of instructor. Spring)
CHM 491
Chemistry Seminar
(.O course)
This seminar, which has no course credit, is a weekly meeting of chemistry
majors under the direction of the Augsburg Chemistry Society. Juniors and
seniors are expected to participate, with seniors presenting papers. Outside
visitors are also invited to participate.
Chemistry
CHM 495
Topics in Chemistry
Study of a specific area, such as medicinal chemistry, building upon analytical,
physical, and organic chemistry. (Prereq.: CHM 352, BIO 367, or equiv. Spring)
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience before
graduation that may be obtained by working on a summer research project
(not counted as a course) or by research participation during the academic
year (that may be counted as a course). Cooperative education is an excellent
opportunity to be involved in industrial research projects. (Prereq.: junior or
senior standing)
Internships and Independent Study Courses:
CHM 199
Internship
See description on page 85.
CHM 299
Directed Study
See description on page 86.
CHM 399
lnternship
See description on page 85.
CHM 499
Independent StudyIResearch
See description on page 86. (Prereq.: junior or senior standing)
COMMUNICATION
See listing under SpeechlCommunication and Theatre Arts.
CSC 345
T
he Augsburg Department of
Computer Science strives to give students
a sound theoretical and practical foundation in computer science. We offer both a
B.A. and a B.S. major. The computer science curriculum places eniphasis on networks, communications, and the use of
computers as an information access tool.
The coursework provides students a strong
base in computer science, with emphasis
on concepts rather than on applications.
We encourage students to strengthen their
coursework by electing an internship or
cooperative education experience. Our
location in the Twin Cities makes us an
excellent resource of such experiences for
students, and allows them to add practical
applications to their education.
Computer Science Faculty
Charles Sheaffer (Chair), Larry
Crockett, Noel Petit, Lany Ragland.
BACHELOR OF ARTS
Computer Science Major
11 courses including:
CSC 160 Introduction to Computer
Science and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 340 Introduction to Networking
and Communications
Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
CSC 45 1 Programming Languages and
Compilers I1
MAT 145 Calculus I
Calculus for the Social
or MAT 122
and Behavioral Sciences
and two electives from CSC courses above
200, at least one of which is above 300.
BACHELOR OF SCIENCE
Computer Science Major
15 courses including:
CSC 160 Introduction to Computer
Science and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 340 Introduction to Networking
and Communications
CSC 345 Principles of Computer
Organization
CSC 450 Programming Languages and
Compilers I
CSC 45 1 Programming Languages and
Compilers I1
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus 111
MAT 246 Linear Algebra
or MAT 247
Modeling and
Differential Equations
or MAT 271
Discrete Mathematical
Structures
and three electives from CSC courses above
200, at least two of which are above 300.
-
Computer Science 11;
Computational Economics
The computational economics major
has been designed to serve students who
have a need for some basic understanding
of computer science and economics. The
major requires six courses from computer
science and six from economics with a
required capstone independent study
Students interested in this major should
consult with the faculty in computer science, in economics, or one of the coordinators.
Coordinators
Jeanne Boeh, Department of Economics,
Lany Ragland, Department of Computer
Science.
CSC 345
Principles of Computer
Organization
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 318 Management Science
ECO 315 Money and Banking
Managerial Economics
or ECO 415
CSC 499 Independent Study
or ECO 499 Independent Study
Computer Science Honors Major
GPA of 3.5 in computer science and
mathematics, GPA of 3.1 overall, and an
independent study project.
Computer Science Minor
Major in Computational Economics
13 courses including:
MAT 145 Calculus I
Calculus for the Social
or MAT 122
and Behavioral Sciences
CSC 160 Introduction to Computer
Science and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 340 Introduction to Networking
and Communications
Six courses including CSC 160, 170,
210, 345; MAT 145; and one upper division computer science course.
Prerequisites: A course must be completed with a grade of 2.0 or higher to
count as a prerequisite for a computer
science course.
CSC 160
Introduction to Computer Science and Communications
An introduction to computer science topics in hardware, software, theory, and
computer communications: algorithm design, logical circuits, finite automata,
context-free languages, Turing machines, network concepts, and the Internet.
(Prereq.: MPG 3 )
CSC 170
Structured Programming
An introduction to problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, oneand-one-half hours of lab. Prereq.: CSC 160 or MIS 370 and one of MAT 114
or 122 or MIS 379 or MPG 4)
118 Computer Science
CSC 210
Data Structures
Data structures such as linked lists, stacks, and queues; recursion. (Prereq.:
CSC 170)
CSC 270
FORTRAN
Study of the FORTRAN programming language. It is assumed that the student
has a knowledge of programming methods and has done programming in
some other language. (Prereq.: CSC 170 or another course with a study of a
programming language)
CSC 272
UNlX and C
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and has
done programming in some other language. (Prereq.: CSC 170 or another
course with a study of a programming language)
CSC 273
Computer Science: An Alternative Scheme I
Study of an alternative approach to some of the most important concepts of
computer science including problem-solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Intended especially for non-majors. Offered concurrently
with CSC 373.
CSC 320
Algorithms
A systematic study of algorithms and their complexity, including searching
and sorting algorithms, mathematical algorithms, scheduling algorithms, and
tree and graph traversal algorithms. The limitations of algorithms, Turing
machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210 and MAT 122 or 124 or 145)
CSC 340
Introduction to Networking and Communications
Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network
management, and general computer interfacing. (Prereq.: CSC 170; MAT 122
or 124 or 145)
csc 345
Principles of Computer Organization
An introduction to computer architecture, processors, instruction sets, and
assembly language programming. (Prereq.: CSC 210)
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization
and security, and the development of database systems. (Prereq.: CSC 210)
csc 373
Computer Science: An Alternative Scheme II
Continuation of CSC 273, and offered concurrently with CSC 273. Majors who
have taken CSC 210 should register for CSC 373. (Prereq.: CSC 210 or 273)
P
-
Computer Science 115
CSC 440
Advanced Networking and Operating Systems
Network management; clientlserver databases and workstations; TCPAP and
other network examples. Elements of operating systems, memory and process
management, interactions among major components of computer systems,
and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 340 and 345)
CSC 450
Programming Languages and Compilers I
Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and
semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.:
CSC 320)
CSC 451
Programming Languages and Compilers II
Continuation of CSC 450: compilers, data structures, control structures, and
the run-time environment. Emphasis on implementation issues. (Prereq.: CSC
345 and 450)
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in other
courses. This course may be repeated, but may not be counted more than
twice as part of the requirements for the major. (Prereq.: Consent of instructor)
Internships and Independent Study Courses:
CSC 199
lnternship
See description on page 85.
CSC 299
Directed Study
See description on page 86.
CSC 399
lnternship
See description on page 85.
CSC 499
Independent Study/Research
See description on page 86.
A
major in East Asian studies is
offered through Augsburg and the other
Associated Colleges of the Twin Cities
(ACTC). This is an inter-college, interdepartmental program that is available as a
result of the cooperation and cross-registration possibilities among Augsburg
College, Hamline University, Macalester
College, The College of St. Catherine, and
the University of St. Thomas. The program
pools the resources and expertise within
the five institutions. This major enables
students to acquire a broad knowledge of
Japan, China, and other East Asian
nations, and to gain a functional knowledge of the language of one country.
Career opportunities for those who
attain a liberal arts degree in East Asian
studies include government service, international business, journalism, language
instruction, Asian arts, and intercultural
communication. The major provides a
foundation for graduate work in various
fields such as anthropology, economics,
history, international relations, business,
law, political science, sociology, and theatre. This major is also recommended for
those interested in education and work
with social and recreational agencies.
East Asian Studies Faculty
Martha Johnson, Director
Major in East Asian Studies
Nine courses are required for the
major. Courses in the major must be
approved by the campus adviser and are
distributed as follows: four courses in an
East Asian language; four additional courses,
two of which must be upper division
(strongly recommended that one of these
be a history course on China or Japan);
and an East Asian studies seminar. A term
of study abroad and the completion of a
minor in another discipline are strongly
recommended.
Study abroad opportunities for the
semester or a year are available in Hong
Kong, Japan, Korea, and the People's
Republic of China. Study abroad strengthens the East Asian studies major by offering a cross-cultural experience in the
country of specialization.
Language Courses
Hamline University offers elementary
and intermediate courses in Chinese.
Macalester College and the University of
St. Thomas offer elementary and intermediate courses in Japanese. There is a contractual arrangement with the University
of Minnesota to take Chinese or Japanese
languages (without extra tuition charges);
see campus adviser. Non-majors may also
take the Chinese and Japanese language
courses.
-
East Asian Studies
Minor in East Asian Studies
Five courses, no more than two of
which may be in the language. A minor in
East Asian studies provides exposure to an
area of East Asia that would complement
other discivlines.
Note: Interim courses or new courses
related to the East Asian Studies Program
may be substituted when appropriate,
with the consent of the campus adviser.
Faculty advising is recommended at all
stages of the major to plan a coherent and
effective program.
Each campus has a member on the
ACTC East Asian studies committee who
can assist students. The current advisers
are: Augsburg-Martha Johnson, 330-1715;
Hamline-Richard Kagan, 641-2433;
Macalester-Yue-him Tam, 696-6262;
St. Catherine-Martha Hardesty, 690-6189;
St. Thomas-Robert Foy, 962-5603.
Approved Augsburg College courses for
the East Asian studies Program (consult
program director for ACTC listing of
approved courses):
BUS 368
Responding to the Challenge
of lapan
HIS 104 The Modem Non-Western
World
PHI 355 Asian Philosophy
POL 363 Russian and Chinese Foreign
Policy
REL 356 History of Religions
THR 245 Introduction to Asian and
Asian American Theatre
Students may also take independent
studies (299,499) or topics courses relating to East Asian studies in various departments, subject to consent of instructor and
approval of program director.
2
T
he Department of Economics offers a
program that stresses a strong theoretical
background, quantitative analysis, and an
emphasis on national and international
issues. Students who graduate with an economics major are well prepared to continue
their education in a variety of fields or to
work successfully in business and government because of the strong liberal arts
emphasis within the major.
Currently four majors are offered. The
economics major is designed primarily for
students who are planning graduate or
advanced professional studies. The applied
economics major generally leads to careers
in the business world or government.
Computational economics meets the challenge of the changing career opportunities
in the fields of economics and computer
science. Finally, the combined
economics/business administration major
is designed for those who want more flexibility in planning their program of study.
The study of economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze
and to make choices. Some reasons for
studying economics are: economics deals
with current problems, economics is a successful and prestigious social science, economics employs theoretical models and
the scientific method, an economics major
prepares students for community leadership, and an economics major leads to a
great diversity of career opportunities.
These include careers in business, law,
teaching, journalism, politics, banking and
Einance, service in government, educational administration, private and public international senrice, and industrial relations. A
degree in economics may prove to be a
valuable credential.
Students are also able to combine an
economics major with other disciplines
such as business administration, international relations, mathematics, computer
science, management information systems
(MIS), political science, history, and
Nordic area studies.
Transfer students majoring in the economics department must take at least four
upper division economics courses at
Augsburg, one of which must be ECO 312
or 313.
Internships are recommended. Students
must consult with the department chair
and the internship office before registering
for academic credit.
Economics Faculty
Jeanne Boeh, Satya F! Gupta, Edward Sabella
Major in Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 414 Welfare Economics
and three other upper division courses:
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
MAT 114 Elementary Functions
or MAT 121
Finite Mathematics
Calculus for the Social
or MAT 122
and Behavioral Sciences
Students planning to attend graduate
school in quantitative areas are strongly recommended to at least minor in math and
take some computer science courses. Consult
an adviser for specific course suggestions.
Economics
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 311 Public Finance
or ECO 312
Intermediate
Macroeconomics
Money and Banking
or ECO 315
ECO 313 Intermediate Microeconomics
ECO 360 International Economics
EC03 18 Management Science
or ECO 415
Managerial Economics
ECO 413 Labor Economics
EC0 399 Internship Program
or ECO 499
Independent Study
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
ENG 223 Writing for Business and the
Professions
PHI120
Ethics
or PHI 125 Ethics and Human Identity
Teaching Licensure Major
Major in Computational Economics
Note: Students who plan to major in
the department are strongly encouraged to
select a department adviser as soon as possible in order to carefully plan their program of study.
See Computer Science, page 117
Combined Major in Economics and
Business Administration
Five economics courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other upper division economics
course, and six accountinghusiness administration/MIS courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
Quantitative Methods for
or MIS 379
Business and Economics
and one other upper division business course
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.
Honors Major
GPA of 3.5 in the major and 3.0
overall; a senior thesis and comprehensive
oral examination in the major field of
concentration.
Minor in Economics
ECO 112, 113,312,313, and one additional economics upper division course.
Other configurations may be permitted by
consulting with the department chair.
In addition to the courses listed on the
following pages, these topics have been
offered under ECO 295 or 495 Topics:
Consumer Economics, Research Methods
for Economics and Business, Advanced
Economic Theory, Decision-Making With
Finite Markov Chains, Soviet Economy,
Economics of Mutual Funds, and Health
Economics.
2
124 Economics
ECO 110
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are fundamental microeconomic
tools, e.g., crime prevention, education, discrimination. (This is a basic course
designed for those students who do not plan to major in economics, business
administration, or MIS.)
ECO 112
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary and
fiscal policy, international trade. Application of elementary economic theory to
current economic problems. May be taken independently of ECO 113 or 110.
ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 113
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm, market
structures, and income distribution. Application of elementary economic theory
to market policy May be taken independently of ECO 110 or 112. ECO 112
and 113 may be taken in either order. (Prereq.: MPG 2)
ECO 219
History of Economic Thought
A chronological study of the major economic thinkers in the political, economic, philosophical, and social settings of the time. Emphasis will be on tracing long-term secular trends in economic thinking. (Prereq.: ECO 112 or 113)
ECO 295
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economics problems and policies.
ECO 31 1
Public Finance
Analysis of the principles of taxation and public expenditures, the impact of
fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. Fall: alternate years)
ECO 312
lntermediate Macroeconomics
Determinants of national income, employment, and price level analyzed via
macromodels. Attention paid to areas of monetary-fiscal policy, growth, and
the role of expectations. (Prereq.: ECO 112. Fall)
ECO 313
lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction
to welfare economics. (Prereq.: ECO 113. Spring)
-
Economics 12'
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial
banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO
112. Fall: alternate years)
ECO 317
Comparative Economic Systems
This course focuses on comparing the performance of various countries that
rely on different economic systems for the allocation of resources, including
systemic changes in Eastern Europe. Theoretical models are examined and
compared to real-world variants. (Prereq.: ECO 112 or 113: on demand)
ECO 318
Management Science
Provides a sound conceptual understanding of the modem techniques of management science to prepare
students to make better business and economic
.
decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory
models. (Prereq.: ECO 113, MPG 3. Fall)
-
ECO 360
International Economics
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade, balance of payments,
exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring:
alternate years)
ECO 365
Environmental Economics and Sustainable Development
This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that
arise in the process of economic development to better the standard of living
of the developed and developing countries. (Prereq.: ECO 112 or 113. On
demand)
ECO 41 3
Labor Economics
Analysis of labor markets, labor as a factor of production, determination of
wage collective bargaining, labor legislation, and effects upon society. (Prereq.:
ECO 313. Spring: alternate years)
ECO 414
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of
alternative market structures; social welfare functions; normative concepts of
economic theory. (Prereq.: ECO 313. Spring: alternate years)
126 Economics
ECO 415
Managerial Economics
Integrates economic theory and corresponding practices in business. Among
the topics considered are theories and practices in forecasting, estimation of
demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: MIS 379, ECO 313. On demand)
ECO 416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical
tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312,
313, MAT 122)
ECO 495
Topics
Lectures, discussions, meetings with members of the staff or visiting faculty
regarding research methodology and current national and international economic problems and policies.
Internships and Independent Study Courses:
ECO 199
lnternship
See description on page 85.
ECO 299
Directed Study
See description on page 86.
ECO 399
lnternship
See description on page 85. (Prereq.: Completion of 50 percent of major or
consent of instructor)
ECO 499
Independent Study/Research
See description on page 86.
T
he Department of Education maintains liberal-arts based teacher education
programs that are accredited by the
Minnesota Board of Teaching and the
National Council for Accreditation of
Teacher Education (NCATE). These programs lead to recommendations for
endorsements or licensure by the State of
Minnesota for kindergarten, elementary, a
wide variety of secondary subject areas,
and K-12 licenses in art, health, music, or
physical education.
Students must apply for acceptance into
the education department prior to beginning 300-400 level courses. State law
requires completion of the PPST-PRAXIS
Exam prior to beginning 300-400 level
courses. Students complete a semester of
full-time student teaching within the
department's 45-mile service area.
The education department offers nonlicensure majors in elementary education
and education studies.
All students are expected to obtain an
education department adviser at the outset
of coursework. All students are expected to
become knowledgeable of student programs and hand books, and follow through
with department policies.
Student Teaching Abroad
Selected education department students
may participate in an international student
teaching abroad program. Students have
options for student teaching in dozens of
countries through the international and
American School network. Those interested
in further information should contact
the education department. Students who
student teach abroad will do part of their
student teaching in the Twin Cities area
under direct Augsburg faculty supenision.
Education Faculty
Rich Germundsen (Chair), Mary Ann
Bayless, Linda Dyer, Joseph Erickson,
Jeanine Gregoire, Gretchen Irvine, Anne
Jensen, Susan O'Connor, Vicki Olson, Jean
Strait, Barbara West
Note: Major changes in Minnesota teacher
licensure will be implemented in the fall of
1998 and beyond. At the date of this catalog printing those changes have yet to be
announced. All candidates for teacher
licensure will have to meet the standards
set by the state and meet the state's timeline requirements. Teacher candidates are
expected to maintain frequent contact with
an education department faculty adviser
and to stay informed about their license
program requirements.
Elementary Major and Licensure
Requirements:
EDU 210 Learning and Dwelopmmr
in an Educational Setting
0
Urban Setting and Fi
Experience
EDU 341 Media Technology
Reading
Beginning August 1, 2000, the State of
Minnesota will begin requiring specific
supporting concentrations of study as a
part of all elementary teacher licenses.
Students must select and complete a
coursework program in one of the following concentration areas: English, mathematics, science, social studies, or world
language. Please consult with an education
department adviser to determine how
many courses your concentration area will
require.
Students wl
EDE 383
34
.
EDE 386
Curriculum: Physical
Education
Kindergarten-Elementary@
Curriculum: Social Studi
Thematic Studies
Curriculum:
EDU 388 Human
Student Teaching K
(optional)
HPE 115 Health and Chemical
EDE 484
Students who entered the College
under a previous catalog and who will
complete their licensure program after
August 1, 2000, must complete the new
concentration requirement and meet any
other new state policies for licensure.
Kindergm-Elmm
Kindqpten-a-ta
Curriculum: Children's
Literature
---
If students also desire kindergarten
endorsement, EDE 375 Discovery Learning
in the World of Kindergarten is required.
,-
-
A GPA of 2.5 overall, 2.5 in the major,
,--,=.RZEff8-a)grades
.
of P in stu/dent
teaching courser are required for
licensure, as well as minimum grades of
2.0 in all education courses. The equivalent of two full courses graded PM, plus
student teaching is the maximum allowed
for the elementary education major. P/N
es for EDU 388 Human Relations and
teaching are counted in the eight
course maximum allowed for
graduation for all elementary and secondary teacher education degree students.
The criteria for acceptance into the department licensure program are available in the
Department of Education,
'G
PHY 103 Conceptual Physics
or MAT 131
Mathematics for
Liberal Arts
and EDE 377 K-E1Science Methods
(WEC only)
-
Elementary Education 129
PHY 103
Conceptual Physics
(See Department of Physics for course description.)
EDU 265
Orientation to Education in an Urban Setting and Field Experience
Investigates various aspects of the teaching profession, with opportunity for
in-school work. Open to all students. (Prereq.: sophomore standing and
ENG 111)
EDU 282
Introduction to Special Education
(See Special Education for course description.)
EDE 295
Topics in Education
Study of selected topics in education that are not treated extensively through
current course offerings. Specific topics will be announced.
EDU 341
Media Technology
(.5 course)
Psychological and philosophical dimensions of communication through the
use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials for teachingearning situations.
Computer training will be included in this course. (Prereq.: PPST and admission to department)
EDE 351
Techniques of Teaching Reading
The study and utilization of a variety of teaching techniques and resources in
reading, including the diagnosis and correction of reading difficulties. (Prereq.:
PPST and admission to department)
EDE 352
Creating Learning Environments: Kindergarten-Elementaryand
Field Experience
The study of strategies and methods of teaching and learning in the contexts
of educational, psychological, and sociological theories.
(Prereq.: PPST and admission to department)
EDE 375
Discovery Learning in the World of Kindergarten (.5 course)
Study and utilization of a variety of techniques and resources for teaching
kindergarten. (Prereq.: PPST, junior/senior standing, enrollment as close to
student teaching as possible, and admission to department)
EDE 381
Kindergarten-ElementaryCurriculum: Art, Music (.5 course)
Examination and preparation of materials and resources for art and music
taught at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST and admission to department)
EDE 382
Kindergarten-ElementaryCurriculum: Mathematics (.5 course)
Examination and preparation of materials and resources for mathematics at the
kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST
and admission to department)
130 Elementary Education
EDE 383
Kindergarten-Elementary Curriculum: Physical Education, Health
Examination and preparation of materials and resources for physical education
and health at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST and admission to department)
EDE 384
Kindergarten-Elementary Curriculum: Social Studies, Thematic
Studies (.5 course)
Examination and preparation of materials and resources for social studies and
thematic teaching at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST and admission to department)
EDE 386
Kindergarten-Elementary Curriculum: Children's Literature
(.5 course)
Examination and preparation of materials and resources for children's literature at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST and admission to department)
EDE 387
Kindergarten-Elementary Curriculum: Language Arts
(.5 course)
Examination and preparation of materials and resources for language arts at
the kindergarten and elementary levels. Laboratory experiences. (Prereq.:
PPST, EDU 265, and admission to department)
EDU 388
Human Relations (.5 course)
Emphasis on the study of values, of communication techniques, and of the
major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to
all. (P/N grading only)
EDS 478
School and Society
(See Secondary Education for course description.)
EDE 481, 482, 483, 484 Student Teaching K-6 and Seminar
Observing and teaching at the kindergarten and elementary levels under the
supervision of College and elementary school personnel. (Prereq.: All KElementary coursework satisfactorily completed, admission into the education
department licensure program, PPST. P/N grading only)
EDU 491
Practicum and Seminar in Special Education
(See Special Education for course description.)
EDE 495
Topics in Education
(.5 course)
Study of selected topics in education that are not treated extensively through
current course offerings. Specific topics will be announced.
EDE 498
Independent Study
(.5 course)
Study of specific areas in education as determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission).
-
Elementary Education 131
Internships and Independent Study Courses:
EDE 199
lnternship
See description on page 85.
EDE 299
Directed Study
See description on page 86.
EDE 399
lnternship
See description on page 85.
EDE 499
Independent StudyIResearch
See description on page 86. A projected program must be outlined and
approved by the Kindergarten-Elementary education faculty.
I
t is the responsibility of each student to
meet all speclfic requirements of the education department. Secondary education students are expected to consult with education faculty regarding state requirements
for teacher licensure: in addition to conferring with the student's major field adviser.
Licensure requirements in the state
of Minnesota for teaching in secondary
schools are met through the Augsburg
College education department licensure
program: baccalaureate degree, academic
major in an approved teaching area, and
the following courses:
EDU 210 Learning and Development in
an Educational Setting
EDU 265 Orientation to Education in an
Urban Setting and Field
Experience
EDU 341 Media Technology
EDS 350 Reading in the Content Areas
EDS 354
Creating Learning
Environments: Secondary Field
Experience
EDU 388 Human Relations
EDS 478 School and Society
EDS 481,482,483 Student Teaching/
Seminar
EDS 484 Student Teachingseminar (for
art, health, music, and physical
education teaching majors)
HPE 114 Health and ~afet~kducation
(or equivalent) (for art, health,
music, and physical education
teaching majors)
HPE 115 Health and Chemical
Dependency Education
HPE 116 Health Concepts for Educators
Methods course in major/minor areas
GPA of 2.5 overall, 2.5 in education,
2.5 in teaching major/minor and P in student teaching required. All required
EDUEDS courses must have a grade of 2.0
or higher. PPST and acceptance into the
Augsburg licensure program required.
Criteria for admission to the program are
available in the education department.
'32 Secondary Education
Art, Health, Music, and Physical
Education Licensure
Students preparing for licensure in one
of these areas follow the secondary education program even though they plan to
teach at the elementary school level. A person with a major in one of these special
areas will take four courses in student
teaching and do some student teaching at
both the secondary and elementary levels.
In addition to EDS 354, the art major will
register for EDS 361, 362; the music major
for EDS 355-359. Note: Recommendation
for teacher licensure in music is granted
only to students who successfully complete
the requirements for the bachelor of music
education major.
Art, health, and physical education
teacher education programs lead to licensure for grades K-12. Music teacher education programs lead to licensure in the following areas: (1) Band (K-12) and classroom music (5-12); (2) Orchestra (K-12)
and classroom music (5-12); (3) Vocal and
classroom music (K-9); or (4) Vocal and
classroom music (5-12).
Modern Language Licensure
Modem Languages for information on the
required competency exams.
Licensing in a Minor Field
At the time of printing this catalog, the
State of Minnesota has not announced a
plan by which students will be able to
license in minor areas beyond August 1,
2000. Students should consult with an
education department adviser to determine
if this option continues.
Teacher licensure is available (prior to
August 1, 2000) in several minor fields
providing the student has a 2.5 GPA in that
field, has completed the methods course
for that field, and has student taught in the
field. Students may not student teach in a
minor only.
Students who entered the College
under a previous catalog and who will
complete their licensure after August 1,
2000, must complete the new state policies
for licensure.
(Also see natural science licensure
on page 206 and social studies licensure
on page 245.) Completion of some license
programs may require use of ACTC courses.
For modem language teachers (French,
German, and Spanish), see Department of
EDU 210
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and learning.
Special emphasis is placed on classroom applications. PSY 105 Principles of
Psychology is strongly recommended.
EDU 265
Orientation to Education in an Urban Setting and Field
Experience
Investigates various aspects of the teaching profession, with opportunity
for in-school work. Open to all students. (Prereq.: sophomore standing
and ENG 111)
-
Secondary Education 133
EDU 282
Introduction to Special Education
(See Special Education for course description.)
EDS 295
Topics in Education
Study of selected topics in education that are not treated extensively through
current course offerings. Specific topics will be announced.
EDU 341
Media Technology
(.5 course)
(See Elementary Education for course description. Prereq.: PPST and admission to department)
EDS 350
Reading in the Content Areas
(.5 course)
The study and utilization of a variety of techniques and resources to assist students in teaching reading through the content areas. Major: required for secondary education. Upper division. (Prereq.: PPST and admission to department)
EDS 354
Creating Learning Environments: Secondary and Field Experience
The mastery of theories and their applications for teaching in learning settings.
Laboratory experiences. (Prereq.: PPST and admission to department)
EDS 355
Music Methods (K-12)
%ends and issues in music education. The development of music skills and
teaching procedures for school music K-12. Workshops and laboratory experience. (Prereq.: EDS 354, PPST, and admission to department. Spring)
EDS 356, 357, 358, 359 Music Methods: Brass and Percussion, Woodwinds,
Strings, Vocal
(.5 course each)
Study and application of instructional methods, materials, and techniques.
Courses offered on two-year cycle. Even year: woodwinds, vocals. Odd year:
brass and percussion, strings. (Prereq.: PPST and admission to department)
EDS 361
Art Methods (Elementary and JuniorHigh School)
Procedures, materials, and issues relating to the teaching of art in the elementary, middle, and junior high schools. For art teaching majors only. (Prereq.:
EDS 354, PPST and admission to department. Fall)
EDS 362
Art Methods (Senior High School)
(.5 course)
Procedures, materials, and issues relating to the teaching of art in the senior
high school. (To be taken concurrently with EDS 361. Prereq.: EDS 354, PPST,
and admission to department. Fall)
EDS 364
English Methods
Materials and methods suitable for students in secondary schools. Emphasis
on the preparation of lesson and unit plans. Some teaching experience in a
local high school. The study of adolescent literature is included. (Prereq.: EDS
354, PPST, and admission to department. Joint day school and WEC. Fall)
34 Secondary Education
HPE 365
Physical Education Methods (K-6)
(See Department of Health and Physical Education for course description.
Prereq.: PPST and admission to department)
EDS 366
Modern Language Methods
(.5 course)
World language learning theory. The theory and practice of world language
teaching. (Prereq.: EDS 354, PPST, and admission to department. Consult with
the modem languages department. Joint day school and WEC. Fall)
HPE 368
EDS 374
(.5 course)
(See Department of Health and Physical Education for course description.
Prereq.: PPST and admission to department)
Physical Education Methods (7-1 2)
Natural Science Methods
(.5 course)
Course structures, goals, and procedures in science education. Consideration
of ability levels of students. Survey and assessment of classroom textbooks and
materials. Development of a file of teaching materials and references. Consult
with the education department. (Prereq.: EDS 354, PPST, and admission
department. Joint day school and WEC. Fall)
EDS 375
Social Studies Methods
(.5 course)
Introduction to the teaching of social sciences and history in secondary school
classrooms. Emphasis on instructional strategies and curriculum development.
Consult with the education department. (Prereq.: EDS 354, PPST, and admission to department. Joint day school and WEC. Fall: WEC)
EDS 376
Speech and Theatre Arts Methods
(.5 course)
The teaching of basic speech, interpretative reading, discussion and theatre,
and directing of co-curricular speech and theatre activities. (Prereq.: EDS 354,
PPST, and admission to department. Spring)
EDS 377
Mathematics Methods
(.5 course)
Study of the basic techniques and materials for teaching secondary school
mathematics and the consideration of trends and issues in mathematics education. Consult with the education department. (Prereq.: EDS 354, PPST, and
admission to department. Spring)
EDU 388
Human Relations
(.5 course)
(See Elementary Education for course description. Open to all.)
EDS 478
School and Society
Emphasis on points of view about the role of school in modem society and
final theoretical preparation to approach student teaching. (Prereq.: senior
standing, EDU 265, PPST, and admission to department)
-
Secondary Education 135
EDS 481,482,483,484 Student Teaching and Seminar
Observing and directing learning at the secondary level under supervision of
college and secondary school personnel. Three courses required of all 7-12
licensure majors and four courses required of K-12 art, music, and physical
education licensure majors. Four or more courses required of double majors.
(Prereq.: completion of all education coursework and admission to the department, PPST. P/N grading only)
EDS 495
Topics in Education
Study of selected topics in education that are not treated extensively through
current course offerings. Specific topics will be announced.
EDS 498
Independent Study
(.5 course)
Study of specific areas in education as determined by candidate seeking licensure
in a teaching area. May be taken more than once for credit (by permission).
See department listing for a description of the following approved elective:
HPE 410
Administration and Supervision of the School Health Program
(See Department of Health and Physical Education for course description.
Prereq.: PPST and admission to department)
Internships and Independent Study Courses:
EDS 199
lnternship
See description on page 85. Student must consult with the departmental
internship coordinator before registering for academic credit.
EDS 299
Directed Study
See description on page 86.
EDS 399
lnternship
See description on page 85. Prior to the beginning of the term, interested students should consult with the departmental internship coordinator regarding
requirements and permission to register.
EDS 499
lndependent Study/Research
See description on page 86. A projected program must be outlined that meets
the approval of education faculty.
136 Secondary Education
-
Non-Licensure Education Studies Major
EDU 265 Orientation to Education in an
Urban Setting and Field
Experience
or EDU 264
Orientation to
Education (.5 credit)
with EDS 25UEDE 263 Clinical
Experience
EDU 210 Learning and Development in
an Educational Setting
EDU 353 International Education
EDE 352 or EDS 354 Creative Learning
Environments
EDE 386 Kindergarten-Elementary
Curriculum: Children's
Literature
EDU 388 Human Relations
EDE or EDS 399 Internship
EDS 478 School and Society
A. Select one from the following:
ENG 223 Writing for Business and the
Professions
POL 325 Public Administration
PSY 357 Behavior Analysis
PSY 230 and 330 Research Methods 1 65 I1
SOC 349 Complex Organizations
SOC 362 and 363 Statistical Analysis
and Research Methods
B. Select one from the following:
PSY 357 Behavior Analysis
PSY 359 Psychological Assessment
PSY 361 Personality
PSY 371 Psychology of Gender
SPC 345 Organizational Communication
SWK 30 1 History and Analysis of
Social Policy
Other A, B course options may be possible. Students must achieve a minimum
grade of 2.0 in each education course. A
minimum GPA of 2.0 in the major is
required for graduation.
Non-Licensure Elementary Education
Major
Complete the same coursework as listed in the elementary major but delete the
student teaching courses (EDE 481-484).
Complete two additional courses from the
following:
EDU 353 International Education
EDE 399 Internship
ENG 223 Writing for Business and the
Professions
POL 325 Public Administration
PSY 355 Biopsychology
PSY 356 Environmental Psychology
PSY 359 Psychological Assessment
SOC 349 Complex Organizations
SPC 345 Organizational Communication
SWK 301 History and Analysis of
Social Policv
Other course options may be possible.
Complete a n academic minor or second
major. Minimum grade of 2.0 B required in all
education courses. A cumulative major and
minor GPA of 2.0 is required for graduation.
Minor
The special education minor offers six
courses (five plus one prereq. for PSY
course) that encompass an interdisciplinary perspective related to the field of disability. The minor is designed to fit the
needs of students in various disciplines
interested in disability issues. This minor
consists of a minimum of six courses:
EDU 282 Introduction to Special
Education
EDU 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A CrossCultural Perspective
PSY 102 The Individual in a Social
World
or PSY 105 Principles of Psychology
(either course is a required prerequisite
for PSY 351,352,353, or 357)
Choose one from the following:
PSY 351 Developmental Psychology:
Child
PSY 352 Developmental Psychology:
Adolescent and Young Adult
PSY 353 Developmental Psychology:
Middle and Older Adult
One course from the following:
SOC 265 Culture, Ethnicity, Gender,
and Race
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
EDU 495 Topics in Education: (Topics in
Special Education Only)
PSY 357 Behavior Analysis
PSY 359 Psychological Assessment
Students should contact the director
of special education at the outset of
coursework.
EDU 282
Introduction to Special Education
An introduction to issues facing people with disabilities. Critical issues related
to schools, family, and society are examined, as well as existing attitudinal barriers and current methods of support. (Open to all. Fall)
EDU 491
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population plus
on-campus seminar. (Students planning to take this course should consult
with the special education coordinator about a placement prior to registering
for the course. Prereq.: completion of special courses for special education
minor or consent of instructor. Open to all. Spring)
A
ugsburg College has cooperative
arrangements
with three universities to
allow students to earn a bachelor of arts
degree from Augsburg College and an engineering degree from either the University
of Minnesota Institute of Technology,
Minneapolis; Washington University
School of Engineering and Applied
Science, St. Louis, Missouri; or Michigan
Technological University, Houghton,
Michigan. Because of the special requirements and opportunities of these programs, early consultation with the
Augsburg engineering adviser is necessary.
Applications for these programs require the
recommendation of the Augsburg engineering adviser.
University of Minnesota
The Institute of Technology and
Augsburg cooperative arrangement provides
for two dual degree engineering programs:
Bachelor of Art~IBachelorof
Engineering (B.A.1B.E.) enables students
to receive a bachelor of arts degree from
Augsburg College and a bachelor of engineering degree from the University of
Minnesota. The program typically involves
three years at Augsburg and two years at
the Institute of Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further conditions necessary for final acceptance into
the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
year at Augsburg.
Bachelor of ArtsIMaster of
Engineering (B.A.1M.E.) enables
students to receive a bachelor of arts
degree from Augsburg College and a
master of engineering degree from the
University of Minnesota. This program
involves four years at Augsburg and, typically, two years at the Institute of
Technology.
The cumculum is the same as the
B.A.B.E. cumculum with the addition of
several extra courses that are completed at
Augsburg during the senior year to minimize the number of undergraduate courses,
if any, that students must take at the university before proceeding through the graduate cumculum. The number of such
courses varies by IT department and area
of emphasis within a department.
Application for admission into the
B.A.M.E. program should be initiated during the second semester of the junior year
at Augsburg. Formal application for the
program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.A.M.E.
program are not guaranteed admission to
the Institute of Technology.
Washington University
(Three-Year Plan)
Michigan Technological University
(Dual-Degree Plan)
These two programs enable students to
receive a bachelor of arts degree from
Augsburg and a bachelor of engineering
degree from Washington University School
of Engineering and Applied Science or
Michigan Technological University in a
five-year period.
The first three years are spent at
Augsburg followed by two years at the
affiliated university. Students accepted into
the program will be considered for admission to the engineering school if they com-
-
Engineering 1 3
plete course requirements, have the requisite cumulative grade point average, and
are recommended by the engineering
adviser of Augsburg College.
Students are also encouraged to explore
opportunities for graduate work at
Washington University and Michigan
Technological University. Further information on these and other graduate programs
is available from the Augsburg engineering
adviser.
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their applications will be evaluated using need and
academic performance as criteria.
Minimum course requirements for
admission to the dual-degree or three-two
programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENG 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics 11
Four mathematics courses are required:
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus 111
MAT 247 Modeling and Differential
Equations
Additional courses to meet general education requirements and a total of 27 courses
at Augsburg. Normally MAT 145, 146 and
PHY 121,122 are taken in the freshman
year. Students interested in chemical engineering also should take CHM 351,352.
7r
hose who study English believe that
an intense concern for words, ideas, and
images helps people understand who they
are and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life's
complexity, experience life as others do,
and better understand the world in which
we live and work.
English relates closely to other majors.
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology,
English is concerned with individual and
group behavior. With philosophy, English
is interested in ideas and in the relation
between meaning and language. With science, English is interested in discovering
order and determining structures. With
speech and communication, English studies the effective use of language. With history and the other social sciences and
humanities, English studies the way people
have acted and thought at different times
and in various cultures.
The Augsburg Department of English
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine
their skills through working in internships
on and off campus, tutoring English as a
Second Language (ESL) students, tutoring
in the writing lab, or participating in the
Cooperative Education Program.
Students with an Augsburg English
major pursue careers in elementary, secondary, and college education, journalism,
government, law, the ministry, library sci-
ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses.
English Faculty
Kathryn Swanson (Chair), Candyce
Clayton, Robert Cowgill, Cass Dalglish,
Suzanne Donksy, Douglas Green, Joan
Griffin, David Hudson, Marilyn Kramer,
Roseann Lloyd, Carter Meland, John
Mitchell, Catherine Nicholl, Ronald
Palosaari,John Schmit
Major
Nine courses above ENG 111,including:
ENG 225 Intermediate Expository
Writing
ENG 245 Introduction to Literature
One course in European literature:
ENG 271 European Literature:
Homer to Dante
or ENG 272
European Literature:
Renaissance to the
Modem Period
Two survey courses in British literature
from:
ENG 331 British Literature:
Medieval to Elizabethan
ENG 336 British Literature:
17th and 18th Centuries
ENG 337 British Literature: The
Romantics and the Victorians
One upper division course in
American literature:
ENG 350 American Literature Before
1920
or ENG 351
American Literature
Since 1920
One 400 level course
Two additional electives
-
English 14.
Majors are encouraged to consult their
departmental adviser regularly A student
with a double major or special program
that involves considerable work in the
English department should also work
closely with an adviser in the department.
English-Language Arts Teaching Major
10 courses, including those listed under
the major, and:
ENG 345 Introduction to the
English Language
ENG 399 Internship in Teaching Writing
EDS 364 English Methods
and one course with a component in
non-Western literature (for example,
ENG 361).
In addition, the ACTC courses,
Communication Skills in the English
Classroom and Teaching Mass Media,
are required. Courses in early American
literature, Shakespeare, and film are
recommended.
Students are encouraged to take courses
toward their major during the freshman
and sophomore years, and apply for
teacher education no later than the spring
of their junior year.
Students in this program must work
with advisers in the English department
and the education department in order to
meet the professional requirements within
the education department as well as the
requirements for the major.
Honors Major
GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by
Oct. 15 in senior year for department
approval. Submit and defend paper before
faculty committee. Honors project may be
an independent study program (refer to
departmental guidelines).
Minor
Five courses above ENG 111, including
ENG 245; an upper division literature
course; and an additional writing course.
Concentration in Writing
Five courses in writing (above ENG 111).
Transfer Students
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer English education students
with a B.A. in English from another college
must take at,least three of their English
courses at Augsburg (preferably upper division courses). These courses must be taken
before the department can recommend a
student for student teaching.
The English Placement Test
A writing sample is required of students
to determine their placement in an appropriate writing class. Students who do not
show competence in composition skillssuch as stating and supporting a thesis,
organizing clearly, and constructing paragraphs and sentences--are required to
enroll in ENG 101 Developmental Writing
where they receive more individual instruction than is possible in ENG 111 Effective
Writing. These students must pass ENG
101 Developmental Writing before
enrolling in ENG 111 Effective Writing.
Students in Effective Writing (ENG
111)and Developmental Writing (ENG
101) can elect the traditional grading system or P/N grading in consultation with
their instructor up through the last week
142 English
of class (without special permission.
petition). Students who choose to receive
a traditional grade in either course will
receive a grade of N if their work is
below a 2.0.
ENC 101
Prerequisites
ENG 111 Effective Writing is strongly
recommended but not a prerequisite for a
lower division literature course.
Prerequisite for an upper division literature
course is ENG 245 Introduction to
Literature and/or consent of the instructor.
Developmental Writing
A preparatory course for ENG 111 Effective Writing, this course is required of
students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not
fulfill the graduation requirement in writing. The minimum passing grade for
,$his course k 2.0
ENG lJ
a-
kv,
Effective Writing
*
s C e b @I? in wyMuOt
d&-
.
Ernphsis is on r spusi~ion, including learning research techniques and writing
cnrical reriews. . h e n t i o n i s given to increasing students' effectiveness in
chuosing, u~ganizing, nd developing topics; thinking critically; and revising
)lor clariry and sylc. A rcriring lab is provided for those needing additional
., ,
h ~ 1 pThe m i n ~ m u mp a w I I graded-&Q!
~
Fxpc-
ENG 218
);;'i..~.-
*
Li;p.,-,
American Indian literature
A study of representative works of poetry and fiction by selected American
Indian writers. Discussion and analysis on ways in which literature reflects
and illuminates American Indian culture and traditions. (Spring)
ENC 217,218 English as a Second Language
Understanding spoken American English, speaking, reading college-level
materials, and writing are the skills emphasized in these two courses. Testing
determines placement in these courses, and testing, as well as course performance, determines whether the ESL requirement is met. Students continue in
ESL until the requirement is completed but can receive credit for only two
courses (Fall: ENG 217; Spring: ENG 218)
ENC 223
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing for
business and professional careers. The writing of reports, letters, and proposals
is emphasized. Students are encouraged to use material from their own areas
of specialization. (Prereq.: ENG 111)
ENC 225
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing (ENG
111). Its workshop format-stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENG 111)
-
English 141
ENC 226
lntroduction to Creative Writing
The purpose of the course is to introduce students to the process of creative
writing and to various genres, emphasizing poetry and short fiction, but
including journal keeping and creative prose. (Prereq.: ENG 111. Fall)
ENC 227
Journalism
An introductory newswriting course with emphasis on writing for the print
and broadcast media. Students consider how to recognize news, gather and
verify facts, and write those facts into a news story. An introduction to legal
and ethical questions is included. (Prereq.: ENG 111)
ENC 236
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experiences in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
ENC 241
lntroduction to Cinema Art
An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both
feature length and short films, illustrating the international development of
film form and selected esthetic movements. (Spring)
ENC 245
lntroduction to Literature
An initiation into the formal study of fiction, poetry, and drama, drawing on
works from several periods, different cultures and races, and male and female
writers. This course aims in particular to develop students' critical and analytical skills as the prerequisite for all upper level courses in literature.
ENC 251
Readings in American Literature
An introduction to selected texts of literary and historical importance that
yield an understanding of our Western heritage and contemporary American
world views. Themes could include the emergence of a national identity, the
shaping of a collective American memory, and the contributions to American
thought by women and people of color.
ENC 271
European Literature: Homer to Dante
Study of major works of Greek and Roman literature, including Homer, Virgil,
Aeschylus, Sophocles, and Dante. Works are studied with reference to their
mythological foundations, their cultural background, their influence on later
literature, and their enduring relevance. (Fall)
ENC 272
European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to the
modem period, including such authors as Moliere, Cervantes, Rabelais,
Voltaire, and Ibsen. (Spring)
'44 English
ENC 282
Topics in Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year.
ENC 327
Advanced journalism: Interviewing and Editing
Emphasis is on interviewing, organizing, and writing the story, and editing the
work of others. Students conduct interviews and critique the interview skills
of others. They edit their own work and that of other writers. A brief introduction to layout and design is included. (Prereq.: ENG 227. Alternate years)
ENC 331
British Literature: Medieval to Elizabethan
A study of Chaucer and the medieval milieu, as well as the development of
English poetry and drama in the English Renaissance. (Prereq.: ENG 245 or
consent of instructor. Fall)
ENC 336
British Literature: 17th and 18th Centuries
Reading, analysis, and discussion of works of selected writers from the metaphysical poets to pre-Romantics, with attention to the historical, intellectual,
and social influences and the major literary movements. (Prereq.: ENG 245 or
consent of instructor. Fall)
ENC 337
British Literature: the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic and
Victorian poetry, Victorian prose, and two or three novels of the period.
Relationships among these writers are emphasized, and their lasting contribution to the forms of poetry and prose. (Prereq.: ENG 245 or consent of
instructor. Spring)
ENC 341
Advanted Creative Writing
The purpose of this course is to help the experienced student improve creative
writing in a single genre, as announced in the class schedule. (Prereq.: ENG
226 or consent of instructor on the basis of submitted work.)
ENC 345
Introduction to the English Language
A structural and historical overview of theoretical and social issues concerning
the English language, including theories of language acquisition. Students are
introduced to the primary components of linguistics, and the development of
the English language. (Prereq.: ENG 245 or consent of instructor. Fall)
ENC 347
Quantitative Journalism:Computer-Assisted Reporting and
Research
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository
essays and news reports. This course is designed for persons wishing to
explore the use of computer-assisted research and those preparing to enter the
communication professions. (Prereq.: ENG 225 or ENG 227 or consent of
instructor. MPG 3.)
-
English 14:
ENC 350
American Literature Before 1920
Reading of selected writers from colonial times to the beginning of the 20th
century. Attention given to the intellectual, social, and literary movements that
stimulated the writers. The writers' continuing influence on our modem sensibility will be discussed. (Prereq.: ENG 245 or consent of instructor. Fall)
ENC 351
American Literature Since 1920
Writers are selected to represent the literary variety and the regional, ethnic,
and racial diversity of the men and women who have responded significantly
in literary works to the changing conditions of modem American life. (Prereq.:
ENG 245 or consent of instructor. Spring)
ENC 361
Studies in Modern Fiction
Emphasis is on significant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor. Fall)
ENC 382
Topics
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: ENG 245 or consent of instructor)
All 400-level courses will involve some reading and study of literary criticism 01; in the case of
writing classes, ofwhat writers andlor composition theorists have to say about writing.
ENC 423
Studies in the British Novel
A survey of the development of the novel in England from its 18th-century
beginnings to the 20th century. Novels studied are selected from the works of
such authors as Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte,
Eliot, Joyce, and Woolf. (Prereq.: ENG 245 or consent of instructor. Alternate
years)
ENC 436
Women and Fiction
A study of novels and short stories by women. Emphasis on the conditions
that have affected women's writing (including race and class), the reflection of
women's unique experience in their writing, and the ways in which women
writers have contributed to and modified the Western literary heritage.
Reading of theoretical essays. (Prereq.: consent of instructor)
ENC 438
Shakespeare
Study of major plays-comedies, histories, and tragedies. Additional plays are
assigned for reading analysis. (Prereq.: ENG 245 or consent of instructor. Spring)
ENC 445
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivatedwriter, the course emphasizes the conventions of
professional writing, including appropriate styles, voice, subjects, and techniques for
gathering information. (Prereq.: ENG 225 and consent of insmctor. Alternate years)
'4English
ENC 480
Criticism
The course focuses on a variety of recent critical theories and approaches with
which graduate programs in English expect some familiarity. In a seminar setting, students read and discuss original theoretical essays and experiment with
applications to a small group of literary and cinematic texts. (Prereq.: ENG
245 or consent of instructor. Alternate years)
ENC 482
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements,
authors, or works. The subjects selected for study in any year are listed in the
class schedule for that year. (Prereq.: consent of instructor)
See department listingfor a description of thefollowing approved elective:
THR 325
Playwriting
Internships and Independent Study Courses:
ENC 199
lnternship
See description on page 85.
ENC 299
Directed Study
See description on page 86.
ENC 399
lnternship
See description on page 85.
ENC 499
Independent StudyIResearch
See description on page 86. Open to junior or senior English majors with an
overall GPA of 3.0 and consent of department chair.
See listing under Interdisciplinary Studies.
See listing under Modem Languages.
See listing under Modem Languages.
G ENERAL STUDIES-GST
S
ome courses help to integrate learning around topics in ways that are different
from the more traditional disciplines.
General Studies includes specialized academic enrichment programs, and an integrative pro-seminar created by cooperating
faculty.
CST 009
Cooperative Education
(.O course)
A non-credit notation recognizes the academic learning inherent in an
approved co-op education assignment, satisfactory completion of the evaluation process, and participation in reflection activities conducted by the Center
for Service, Work, and Learning. No course credit.
CST 100
Critical Thinking
A course to enhance the ability of students to analyze, synthesize, and evaluate
claims, this course is designed specifically to strengthen critical thinking skills
of entering students who are determined to need such skill enhancement by
the entry critical thinking assessment.
CST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies.
CST 200
Quantitative Reasoning
Critical thinking about statistics as evidenced in arguments involving predictions and explanations. Topics include reading and evaluating tables, graphs,
and statistical models as well as generalizations, traditional confidence intervals, and hypothesis tests. Emphasis on interpretation, evaluation, and communication. (Prereq.: MPG 3 )
CST 209
City Seminar: Experiential Education
(.O course)
Students engaged in a minimum of 50 hours of internship/se~ce/cooperative
education use that experience as a catalyst for learning about the Twin Cities
as an urban community system. Students participate in a required seminar,
completing five reflective assignments designed to introduce them to a
systematic, ecological way to understand how cities function. The seminar
enables the student to meet the objectives of The City Perspective.
Permission of instructor. No course credit.
See listing under Modem Languages.
v
irmally all students at Augsburg
College will interact at some point in their
college years with the Department of
Health and Physical Education. It is the
philosophy of the department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the
gifted athlete as well as the occasional participant will find ample opportunity for
athletic and developmental activities.
The physical education department
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in physical education; men's and women's intercollegiate
athletic programs; intramural programs for
men and women; and athletic facilities for
developmental and recreational activities.
The health education department prepares students for careers in school health
education and wellness. This program
offers a comprehensive health component
in examining prevention and promotion
needs for individuals, schools, and the
community.
All health and physical education
majors seeking licensure must receive a
grade of 2.0 in all courses with an HPE
prefix applying to the major.
HEALTH EDUCATION
Health Education Major
HPE 101 Fitness For Life
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 316 Human Sexuality
HPE 320 School Health Curriculum
(Interim: odd years)
HPE 390 Insmctional Methods and
Materials (Interim: even years)
HPE 410 Administration and Supervision
of the School Health Program
(Interim: odd years)
HPE 450 Current Health Issues
BIO 103 Human Anatomy and
Physiology
PSY 201 Health Psychology
PSY 351 Developmental Psychology:
Child
or PSY 352 Developmental Psychology:
Adolescent and Young Adult
\
BIO 220 Microbiology- w 1 L h =
(at St. Catherine's)
Must have instructor's certification for CPR
and first aid.
Recommended:
HPE 355 Tests and Measurement
Teaching Licensure Major
Health and Physical Education Faculty
Carol Enke (Chair), Brian Ammann,
Marilyn Florian, Paul Grauer, Alvin
Kloppen, Lauri Ludeman, Patricia Murphy,
Jack Osberg, Joyce Pfaff, Paul Kriegler
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
...... .....
-
Health and Physical Education 1 4
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
HPE 101, 110,114, 115,316,320,390,
450, BIO 103. Students interested in the
teaching minor should consult with the
health education department adviser.
PHYSICAL EDUCATION
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 Introduction to Physical
Education
HPE 220 Motor Learning
HPE 223 Team Sports
HPE 23 1 Individual and Dual Sports
HPE 232 Dance (Interim)
HPE 254 Introduction to Development1
Adapted Physical Education
HPE 275 prevention and Care of Athletic
Injuries (Interim)
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 355 Tests and Measurement
HPE 473 Physical Education Cuniculum
BIO 103 Human Anatomy and
Physiology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
Minor
HPE 101,115,210,223,231,232,351.
There is no PE teaching minor in
Minnesota public schools.
Coaching (not a major)
Minnesota Board of Teaching Statute
3512.3100 Employment of Head Varsity
Coaches of Interscholastic Sports in Senior
High Schools requires:
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of
Athletic Injuries
HPE 280 Coaching Theory
(Interim, odd years)
Internship in Athletic Training
requires:
BIO 103 Human Anatomy and
Physiology
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 275 Prevention and Care of Athletic
Injuries
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
And advanced athletic training (ACTC
schools)
Also required: 1,500 hours of practical
experience under the direction of a
Certified Athletic Trainer.
'So Health and Physical Education
HEALTH EDUCATION
HPE 101
Fitness For Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall and Spring)
HPE 110
Personal and Community Health
Modem concepts and practices of health and healthfur living applied to the
individual and the community. (Fall)
HPE 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall, Spring)
HPE 115
Health and Chemical Dependency Education
(.5 course)
An analysis of chemical abuse and what can be done for the abuser. Includes
information about school health education and s e ~ c e s(Fall,
.
Spring)
HPE 116
Health Concepts for Educators
(.5 course)
A course to prepare future teachers for their role in the school health program.
Includes common childhood health problems with an emphasis on prevention. (Fall, Spring)
HPE 299
Directed Study
Independent study for lower division credit.
HPE 316
Human Sexuality
A study of the psychological, social, and biological components of human sexuality. (Open to all students. Spring)
HPE 355
Tests and Measurement (.5 course)
Sunrey of basic statistical procedures and evaluation of tests in health and
physical education. (Fall)
HPE 450
Current Health Issues (.5 course)
This course uses "critical thinking" skills to examine current health issues in
text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall: even years)
Health and Phvsical Education 15'
PHYSICAL EDUCATION
HPE 002, 003 Lifetime Sports (.O course)
Three hours per week. Two lifetime sports meet the general education requirements. No course credit. (Fall, Spring)
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal
health and fitness. (Fall, Spring)
HPE 210
Introduction to Physical Education
(.5 course)
History, principles, and philosophy of physical education and sport. (Spring)
HPE 220
Motor Learning (.5 course)
The study of the processes associated with developing motor skills relative to
physical activity. (Spring)
HPE 254
Introduction to Developmental/Adapted Physical Education
(.5 course)
A general overview of developmentaVadapted physical education from early
childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall)
HPE 323
Team Sports
Theory and practice in team sports including history, rules, and skill development. (Spring)
HPE 331
Individual and Dual Sports (a
Theory and practice in skills, teaching, and officiating individual and dual
sports including history, rules, and skill development. (Fall)
HPE 340
Organization and Administration of Physical Education Programs
(.5 course)
A survey of management, leadership, and decision-making for physical education and athletic programs. (Prereq.: HPE 210. Fall)
HPE 350
Kinesiology
(.5 course)
Mechanics of movement with special emphasis upon the muscular system and
analysis of movement. (Prereq.: BIO 103. Fall)
HPE 351
Physiology of Exercise
The major effects of exercise upon the systems of the body and physiological
principles applied to exercise programs and motor training. (Spring)
51
'52 Health and Physical Education
HPE 355
Tests and Measurement
(.5 course)
Survey of basic statistical procedures and evaluation of tests in health and
physical education. (Fall)
HPE 365
Physical Education Methods (K-6)
Procedures, materials, and issues for teaching physical education in grades K-6.
An in-depth view of all aspects of teaching physical education to elementaryaged children. (Consult with department chair for prerequisites. Fall)
HPE 368
Physical Education Methods (7-12)
(-5 course)
Procedures, materials, and issues for teaching physical education in secondary
schools. (Consult with department chair for prerequisites. Spring)
HPE 473
Physical Education Curriculum (.5 course)
Examination and preparation of materials and resources for physical education
with laboratory experience. (Prereq.: HPE 210. Fall)
Internships and Independent Study Courses:
HPE 199
lnternship
See description on page 85.
HPE 299
Directed Study
See description on page 86.
HPE 399
lnternship
See description on page 85.
HPE 499
Independent StudyIResearch
See description on page 86. Open only to junior or senior majors.
H
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The distinguished medievalist J. R. Strayer expressed
it this way: "No community can survive
and no institution can function without
constant reference to past experience. We
are ruled by precedents fully as much as by
laws, which is to say that we are ruled by
the collective memory of the past. It is the
memory of common experiences that
makes scattered individuals into a community."
The study of history enables us to deal
more knowledgeably with continuity and
change in society The construction of an
informed sense of our past is a fundamental
ingredient in appreciating and understanding the present as well as anticipating the
future. History majors are prepared to be
active and contributing members of their
society. The study of history, which has
long held a major role in the liberal arts,
is an entry to elementary and secondary
education, graduate study in several fields,
and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing
of information.
History Faculty
Christopher Kimball (Chair), Jacqueline
deVries, William Green, Donald Gustafson,
Richard Nelson
(either survey or upper level) from each of
the four areas: ancient and medieval, modem Europe, U.S., and non-Western.
Teaching Licensure
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with
the Augsburg Department of Education to
idennfy current Minnesota teacher licensure requirements.
Minor
Five courses, at least three of which
must be upper division.
Honors Major
GPA of 3.6 in the major and 3.0 overall;
except in special instances, application
before the end of the first term of the
junior year; two years of a foreign language
at the college level (or its equivalent); an
honors thesis (equal to one course credit)
to be defended before a faculty committee.
First-year students should enroll in
one or more of the 101-104 courses.
200-level courses are normally reserved
for sophomore or upper division students.
Upper division courses are numbered
300 and above.
Prerequisites
Major
Eight courses plus the seminar. At least
four of these courses must be upper division. A major must have at least one course
Satisfactory completion of a lower division course is normally required before
enrolling in an upper division course. See
instructor for permission.
- History
154
Transfer Students
Transfer students planning a major
must normally take at least three of their
courses at Augsburg. A minor normally
requires two courses taken at Augsburg.
HIS 101
The Beginning of Western Culture
An analysis of the primary civilizations in the Near East, the classical world of
Greece and Rome, and the Middle Ages of Europe into the 13th century.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of the
Middle Ages through the remodeling of Europe by Napoleon.
HIS 103
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
HIS 104
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia and
Africa of the last 200 years.
HIS 195
Topics in History
An introduction to selected historical topics not regularly offered in lower
division classes. The specific topics to be offered will be announced prior to
registration.
HIS 220
America to 1815
A survey of the contacts between American, African, and European cultures
and the political, religious, and racial diversity that formed colonial life,
including a study of independence, expansion, and democratization of the new
republic.
HIS 221
19th-Century U.S.
A survey emphasging cultural, social, political, and economic changes resulting from immigration, expansion, sectionalism, slavery, Civil War, and
Reconstruction.
HIS 222
20th-Century U.S.
A survey focusing on the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal
government, the implications of increasing racial and ethnic diversity, and the
impact of affluence.
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation,
immigration, and ethnicity; and urban politics and reform.
-
History 1%
HIS 228
American Legal History
An examination of the social, economic, and intellectual factors in American
history that, combined with English and colonial antecedents, contributed to
the emergence of our modem legal system.
HIS 231
Scandinavian History: Prehistoric to 1750
An introduction to the settlement and development of Scandinavian countries.
Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society.
HIS 232
Scandinavian History: 1750 to the Present
An introduction to the history of Scandinavian countries from the early modem period to the present with an emphasis on the place of Scandinavian society in European and world history.
HIS 241
Topics in African American History
Selected topics in African American history not regularly examined in other
departmental offerings. The specific topics to be offered will be announced
prior to registration.
HIS 242
History of African American Civil Rights, 1619-1915
A survey of the development of African American civil rights focusing on
legal, economic, and political issues influenced by race and class, emphasizing
emancipation and integration of slaves and former slaves.
HIS 243
History of African American Civil Rights, 1915-1972
A continuation of HIS 242 with special emphasis on the contributions of
W. E. B. DuBois, Marcus Gamey, A. Philip Randall, Charles Houston,
Thurgood Marshall, and Martin Luther King, Jr.
HIS 311
Topics in Women's History
Exploration of selected topics in women's history not regularly examined in
other departmental offerings. The specific topic to be offered will be
announced prior to registration.
HIS 323
Modern China
A selective treatment of Chinese history since the Opium War of 1839; the
erosion of China's isolation and collapse of the imperial system; and the
Nationalist and Communist revolutions of the 20th century.
HIS 326
American Indian History
A study of the native people of North America from the pre-Columbian period
through European exploration and settlement to the present, emphasizing
American Indian contributions to world culture, tribal structure, and intergovernmental relations.
HIS 331
Topics in U.S. History
In-depth exploration of selected topics in U.S. history not regularly examined
in other departmental offerings. The specific topics to be offered will be
announced prior to registration.
' 5 6 History
HIS 332
History of U.S. Foreign Relations
A survey of U.S. foreign relations from the American Revolution through the
Cold War, emphasizing changing definitions of war and peace, tensions
between internationalism and isolationism, the emergence of the U.S. as an
economic and military power.
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings through
the age of industrialization to the present, including the dynamics of urban
growth and planning, politics and reform, and the growth of urban culture.
HIS 336
American Labor History
A survey of the history of work and the worker, primarily in the late 19th and
20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and
union to the state.
@A5
Namibia and South Africa: A Historical Perspective
A survey of Namibia and South Africa including the experience of indigenous
peoples, the impact of South African occupation, the war for independence,
and the roots of apartheid and its institutionalization. (See page 170 in
International Studies.)
HIS 347
MesoAmerica: Legacy of the Conqueror
Four specific mini-courses together provide an overview of Mexico's historical
development from pre-Columbian times to the present day
HIS 352
Modern Germany
A survey of the social, political, and cultural development of modem
Germany, focusing on the question of Germany's sondenveg (special path) and
examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust.
HIS 354
Britain and the Commonwealth Since 1688
This course will take a distinctively interdisciplinary approach (sources will
include literature, film, music, and artwork) to explore a period of dramatic
change in British politics, society, culture, and international status.
HIS 360
The Ancient Near East and Greece to 338 B.C.
Civilization of the Near East from earliest times through its extension and
elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions.
HIS 361
Hellenistic Greece and Rome to 330 A.D.
Alexander's Empire, the Hellenistic kingdoms, and the rise of Rome as the
world's fleatest power, emphasizing personalities, the arts, and Rome's contributions in law and the political process.
-
History 15;
HIS 370
The Late Middle Ages to 1560s
A study of the scholastic tradition and the role of the Church and state,
emphasizing modifications of these institutions by the Italian Renaissance and
the early years of the Reformation.
HIS 380
The History of Women in the West to 1870
A thematic and comparative examination with primary focus on Europe and
North America, emphasizing changing conceptions of women's work, public
roles, sexuality, life cycles, and familial roles in the Renaissance, early
American, Enlightenment, and Victorian periods.
HIS 381
The History of Women in the West Since 1870
With attention to class, racial, and ethnic differences among women, this class
examines the changing legal, political, economic, social, and sexual status of
women in Europe and North America since the Victorian period.
HIS 440
Topics in World History
This course will investigate topics in world history that are not included in
regular course offerings. The specific topics to be offered will be announced
prior to registration.
HIS 474
The World and the West
Europe's discovery of the rest of the world, cultural interaction and conflict,
the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century.
HIS 495
Seminar
This course is required for the major, and enrollment is normally restricted to
students who have nearly finished their coursework. Selected topics will be
announced prior to registration. Permission of the instructor is required.
(Offered at least once each year, during the fall term.)
Internships and Independent Study Courses:
HIS 199
Internship
See description on page 85.
HIS 299
Directed Study
See description on page 86. A maximum of one course in directed study may
be applied to the major.
HIS 399
lnternship
See description on page 85.
HIS 499
Independent StudyIResearch
See description on page 86. A maximum of one course in independent study
may be applied to the major. (Prereq.: 3.5 GPA in history)
I
nterdisciplinary studies covers a broad
spectrum of experience and coursework.
Through interdisciplinary courses, students
gain greater insight and understanding of
cultures and perspectives different from
their own. Through these experiences students are better prepared to become contributing members of the global community
Augsburg also offers students the
opportunity to major and minor in
Women's Studies, and to minor in metrourban studies and American Indian studies.
For other interdisciplinary course
listings, see International Studies.
American Indian studies is a minor that
gives students the opportunity to learn
about the original, indigenous cultures of
INS 105
North America. Courses are cross-disciplinary, representing the religion, modem
language, art, history, English, and
women's studies departments. Interdisciplinary courses are offered as well in
cinema and contemporary issues. This
integrated course of study exposes students
to the beauty and richness of the diverse
tribal cultures still existing in our
country today.
Coordinator
Virginia Allery
Minor
Students must take five courses in
American Indian studies to get a minor.
The only
are INS 105 and at
. requirements
least one upper division course. These
courses may also be taken as part of majors
or minorsin other academic subjects or to
meet distribution/general education
requirements.
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian
studies curriculum, including an o v e ~ e w
of American Indian history,
American Indian literature, federal Indian policy, land issues, reservation and
urban issues, cross-cultural influences, art, music, and language. (Required for
American Indian studies minor.)
OJB 111, 112 Beginning Ojibwe
(See Department of Modem Languages for course description.)
ENC 216
American Indian Literature
(See Department of English for course description.)
INS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society. Comparative
roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African
tribes, peasant societies of eastern Europe, Mexico, the Middle East, and
China. (Cross-listedwith the Women's Studies Program.)
-
Interdisciplinary Studies 155
INS 260
Contemporary American Indians
This course examines the situation of American Indians in the United States
since the Indian Reorganization Act (1934). Emphasis is on such current
issues as tribal sovereignty, treaty rights, and education. The tension of cultural
change and religious, traditional persistence among selected American Indian
tribes today is highlighted.
INS 264
American Indians in the Cinema
Various images of the North American Indian, created by Hollywood and television, are studied. Films from 1913 to the present are viewed in order to provide an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural ideologies.
ART 290
Tribal Arts and Culture
(See Department of Art for course description.)
INS 320
American Indian Women
The focus is on the roles played by women in the tribal cultures of North
America. It explores the continuity of women's roles over time, as well as
changes in these roles, precipitated by the influence of Western colonialism. It
examines the life histories of Indian women and assesses their contributions to
Indian community life today (Prereq.: one course in women's studies or
American Indian studies or consent of instructor. This course also applies to
women's studies.)
HIS 326
American Indian History
(See Department of History for course description.)
REL 370
American lndian Spirituality and Philosophical Thought
(See Department of Religion for course description.)
REL 231
Religion in African American History
(See Department of Religion for course description.)
INS 225
Introduction to Islam
The course covers the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and policial systems, and
Islamic patterns of life.
INS 232
The African American Experience in America
An overview of the major issues related to the African American experience,
focusing on historical, sociological, economic, legal, and psychological aspects
of that experience.
HIS 241
Topics in African American History
(See Department of History for course description.)
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Interdisciplinary Studies 161
Internships and Independent Study Courses:
INS 199
Internship
See description on page 85.
INS 299
Directed Study
See description on page 86. (Prereq.: POL 122 or SOC 211)
INS 399
Internship
See description on page 85. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week.
INS 498
Independent Study-Metropolitan
Resources
An independently-designedcourse developed by a student (or group of students),
utilizing the memopolitan resources available, e.g., lectures, symposia, performances,
hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of insmctor)
INS 499
Independent StudyIResearch
See description on page 86. (Prereq.: POL 484 or SOC 363)
URBAN STUDIES OPTIONS
THROUGH HECUA
Augsburg co-founded and plays a leading role in the Higher Education
Consortium for Urban Affairs. Through
HECUA, Augsburg students have access to
six interdisciplinary field learning programs of exceptional quality, located in
Scandinavia, South America, Central
America, and the Twin Cities.
Also see International Studies listings.
I. Metro-Urban Studies Term (MUST)
This "Semester in the Cities" program focuses upon the Twin Cities metro area.
INS 358
Reading Seminar: Diversity and Unequal Urban Development
Interdisciplinary readings connect experiences and direct observation with
theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for
urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it.
INS 359
Field Seminar: Urban Inequality and Social Change
Concrete conditions of life and community issues in different neighborhoods
provide varying-at times competing-views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history
provide data to identify inequality and to assess theories and strategies for
explaining and overcoming it.
INS 399
Internship
(2 course credits)
See description on page 85.
162 Interdisciplinary Studies
II. City Arts
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
INS 330
Field Seminar: Emerging Art and Urban Cultures
Exploration of life experiences and works of artists, cultural workers, and
community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.
INS 331
The Politics of Artistic Expression
Study of the social and cultural history of urban art, the role of art and culture
in everyday life, and the relationship between intellectual discourse and the
politics of cultural work. Readings, films, and discussions integrate aesthetic
theory and artistic expression with issues of social change and activism.
INS 399
Internship
(2 course credits)
See description on page 85.
Ill. See HECUA under International Studies (SUST, SAUS, CILA, and CUSLA)
Nordic area studies is an interdisciplinary program drawing on the combined
resources of the ACTC schools and the
Nordic Center at Augsburg College. The
curriculum treats Norden (Denmark,
Finland, Iceland, Norway, and Sweden) not
only as a geographical area, but as an integrated cultural region with a shared history,
common values, and a high degree of political, social, and economic interdependency.
Courses in Nordic area studies postulate a
Nordic regional identity as a context in
which to appreciate the differences
between the five individual countries and
to understand the complexity of their
interactions among themselves and the
global community.
Coordinator
Frankie Shackelford
Major
Eight upper division courses.
Minor
Four upper division courses.
Other Requirements
At least four of the upper division
courses required for the major must be
Augsburg courses. The remainder may be
transfer credits included in the major on
approval of the program coordinator.
Students graduating with a major or minor
must also present the equivalent of intermediate level competence in a
Scandinavian language. See Norwegian Ianguage course listings under the
Department of Modem Languages.
Recommended supporting preparation:
Study abroad through International
Partners, or SUST (See International
Studies, International Partners, and
Scandinavian Urban Studies Term); independent study in Denmark, Norway,
Sweden, Finland or Iceland; elective courses or a second major such as Norwegian,
history, political science, urban studies,
business administration, international relations, sociology or social work.
-
Interdisciplinary Studies 163
HIS 231
Scandinavian History: Prehistoric to 1750
An inmoduction to the settlement and development of Scandinavian countries.
Emphasis on topics such as the Vikings and Scandinavia's impact on and contributions to the development of European society
HIS 232
Scandinavian History: 1750 to the Present
An introduction to the history of Scandinavian countries from the early
modem period to the present with an emphasis on the place of Scandinavian
society in European and world history.
NAS 330
Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian language
required.
NAS 351
The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion is
based on reading selected works in translation from all five Nordic countries.
Norwegian majors will be required to do appropriate readings and written
work in Norwegian. (Spring: alternate years)
NAS 352
The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th century dramatists. Lectures provide a context for understanding the development
of Nordic drama. Norwegian majors will do appropriate readings and written
work in Norwegian. (Spring: alternate years)
NAS 372
Norwegian Language and Culture
(See International Studies, Scandinavian Urban Studies Term)
NAS 377
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term)
ART 382
Scandinavian Arts
(See Department of Art)
NAS 393
Norwegian Art and Literature: Perspectives on Social Change
(See International Studies, Scandinavian Urban Studies Term)
NAS 394
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term)
'64 Interdisciplinary Studies
Internships and Independent Study Courses:
NAS 199
Internship
See description on page 85.
NAS 299
Directed Study
See description on page 86.
NAS 399
lnternship
See description on page 85.
NAS 499
Independent StudyIResearch
See description on page 86.
For degree and major requirements see page 263.
I
ntemational Relations is an interdisciplinary major that offers the student both
breadth and depth. The student may focus
on a discipline or geographic area of the
world. The program consists of a core of
seven courses and six electives chosen
from a wide list of courses offered at
Augsburg and other colleges. Students are
encouraged to consider foreign study for
an Interim or semester. Competency in one
language is required, and some students
study two languages.
The goal of the program is to give students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
Recent students have had double
majors in history, political science, international business or a foreign language.
Numerous combinations of majors and
minors are possible with the international
relations major.
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policy
POL 461 Topics in International Politics
Also, the equivalent of four terms of
college work in a modem language.
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362,364,368,465,466
ECO 314,317,360,365
HIS 346,352,354,440,474
PHI 355
POL 350,351,359,382,459
REL 356,420
SOC 336
SPC 329
FRE 332. GER 332. NOR 331. SPA 331.
SPA 332, NAS 330 (See Modem Languages.)
Director
Interim courses, seminars, independent
study, topics courses, and courses at other
colleges/universitiescan be considered here
with the approval of the program director,
as well as a fourth term or higher of college work in a second language.
Norma Noonan
Honors Major
Required courses:
ECO 112 Principles of Macroeconomics
or ECO 113
Principles of
Microeconomics
HIS 103 The Modem World
or HIS 104 The Modem Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
Relations
GPA of 3.6 in the major; 3.0 overall. In
addition to fulfilling the requirements for
the major, the student mus; complete an
honors thesis no later than March 1 of the
senior year and must defend the thesis
before a faculty committee. Students
should declare their intention to complete
an honors major by the end of their
junior year.
166 International Studies
Minor
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS
332, POL 363 or 461. One year of modem
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
I
nternational study at Augsburg aims to
increase intercultural competency and
reflects the College's strong commitment to
internationalism. Programs administered
by the Center for Global Education, by
International Partners, and by the Higher
Education Consortium for Urban Affairs
(HECUA) offer excellent opportunities for
rigorous academic work, greater understanding of cross-cultural issues, and
exploration of the benefits of global
citizenshiv.
Study abroad is an integral part of several majors at Augsburg, but will add an
international dimension to any academic
I
program. Students normally receive the
same number of course credits abroad as
they would if studying on campus.
Courses abroad can fulfill major, distributiodgeneral education, and graduation
requirements when approved by the
appropriate program directors and
faculty before departure.
Note: Only the fourth or higher term of
language counts toward the major; prerequisite courses or competencies cannot be
credited toward the 13 required courses.
Students should confer with the program
director about regional and disciplinary
concentrations possible within the major;
for example, a concentration in a geographic area or one of the major disciplines
in the program.
Students in good academic standing (a
minimum GPA of 2.5) at Augsburg may
apply for permission to study off campus
through the Center for Global Education
or through International Partners.
Applications are due December 15 for
study off campus for the next year. The
cost for many programs is equivalent to
full room, board, and tuition for on-campus study, plus airfare. Financial aid
is granted on the same basis as oncampus study.
THE CENTER FOR GLOBAL
EDUCATION
The Center for Global Education facilitates sound academic experiences that prepare people to think more critically about
global issues and to work toward a more
just and sus,tainable world. The center's
cross-cultural programs explore a diversity
of viewpoints and are grounded in the perspective of the poor and of others struggling for justice and human dignity.
International Studies 167
The center's study programs are conducted in Mexico, Central America, and
Namibia. Students experience three distinct types of living situations, which
include living with other participants in a
community house, spending several days
in a rural setting and several weeks living
with host families. They also travel together
on two-week seminars: from Mexico to
Central America, and Namibia to
South Africa.
International study programs administered by the Center for Global Education
and approved through Augsburg are
listed below. For information on these
programs, contact the academic programs
abroad office.
INTERNATIONAL PARTNERS
The International Partners Program
combines rigorous academic work with
daily immersion in another culture. It
offers students an opportunity to study
abroad with outstanding faculty and to
gain practical experience overseas in their
major fields.
The program is founded on reciprocal
agreements with selected institutions of
higher learning in Europe and Japan.
Under these agreements International
Partner students from abroad receive part
of their academic training at Augsburg, and
qualified Augsburg students are guaranteed
admission to partner institutions, where
courses are pre-approved for credit toward
graduation requirements at Augsburg.
Study abroad through International
Partners emphasizes business, education,
and social work, but is not limited to these
fields. The study program may be for one
year, one semester, a one-month Interim,
or a summer session. Participation may be
on an individual basis or as part of a student group accompanied by Augsburg faculty. For further information, contact the
International Partners office.
THE HIGHER EDUCATION
CONSORTIUM FOR URBAN
AFFAIRS (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different fullsemester programs in Norway, Colombia,
and Ecuador. All programs emphasize the
impact of social change and cross-cultural
factors on the human community. HECUA
programs include intense language experience and field study. The cost is equivalent
to full tuition, room, and board for one
semester on campus, plus airfare.
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
International study programs administered by HECUA and approved through
Augsburg are listed below. For information
on these programs, contact the academic
programs abroad office at the Center for
Global Education.
168 International Studies
-
WOMEN AND DEVELOPMENT: LATIN AMERICAN PERSPECTIVES (MEXICO)FALL
This program explores the experience of women in Latin America, focusing on their
roles in economic development, social change strategies, and the connections women are
drawing among issues of gender, race, class, and global economics.
Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also
approved for credit in women's studies. Application deadline is April 1.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Mexican instructors. (Required
course. Placement level determined by program director.)
SPA 356
20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees.
INS 311
The Development Process
Students reflect critically on issues of development, hunger, injustice, and
human rights, with special emphasis given to the experience of women. Latin
American development and educational theories and practices are examined,
as well as social change strategies.
POL 359
Women in Comparative Politics-Women
in Latin America
An examination of critical global issues affecting Latin America and the impact
these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade, political ideologies,
and revolution. (Required course.)
REL 366
The Church and Social Change in Latin America
A study of the dominant theological perspectives that have shaped Latin
America culture and politics. Focuses on the relationship between theology
and sociaVpolitical transformation.
-
International Studies 169
GENDER AND THE ENVIRONMENT LATIN AMERICAN PERSPECTIVES
(MEXICO)-SPRING
This program introduces students to the socio-economic and political issues of the
region with a focus on the impact of environmental policies on the lives of women and
men from varying economic classes and ethnic groups in Mexico and Central America.
Students examine this complex web of issues and how the people of Mexico are responding to pressures on family, society, and the natural environment. Application deadline
is Oct. 15.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks,
taught by Mexican instructors. (Placement level determined by program director.)
SPA 356
SOC 286
20th-Century Voices
Students examine issues of social change through the voices of contemporary
Latin American writers. Attention is given to short stories, poetry, and testimonials of indigenous peoples and Central American refugees.
Social Stratification
A study of social stratification theory, focusing on its application in the Latin
American context. Special attention will be given to the forms, causes, and
consequences of gender, class, and raciallethnic stratification in Mexico.
REL 31 1
Theology, Ethics, and the Environmerrt
An o v e ~ e w
of contemporary environmental theology and theologically-based
approaches to environmental ethics using case studies of environmental problems in Mexico and Central America.
MULTICULTURAL SOCIETIES IN TRANSITION: SOUTHERN AFRICA PERSPECTIVES (NAM IBIA)-FALL
This intensive program of travel and study is designed to introduce participants to the
central issues facing Southern Africa. Namibia is a nation that has recently gained independence and is making a transition from colonialism to independence. Students will explore
the complex political, social, and economic dynamics of building a new nation.
Application deadline is April 1.
INS 312
The Development Process-Southern Africa
This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights and examines basic theories of
development as well as particular strategies of development that are being
implemented in Namibia and South Africa.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students will meet with people
representing a variety of religious perspectives and roles within churches and
religious organizations.
170 International Studies
HIS 346
Namibia and South Africa: A Historical Perspective
This course is an overview of the history of Namibia and South Africa, including the experience of indigenous peoples, the impact of occupation by South
Africa, and the war for independence.
POL 353
Political and Social Change in Namibia: A Comparative
Perspective
This course is an integrative seminar for the semester and examines the legacy
of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence.
INS 499
Internships
W SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA,
EL SALVADOR, NICARAGUA-FALL
This program introduces students to the key issues facing the Central Americans. For
two decades the people of Central America have been in upheaval and have experienced
fundamental social and political change. Students examine the impact of revolution and
civil war on the lives and culture of the people and the environment of Guatemala, El
Salvador, and Nicaragua. Application deadline is April 1.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four weeks at
the beginning of the semester, taught by Guatemalan instructors. (Placement
level determined by program director.)
INS 267
Contemporary Social Movement in Central America
This course focuses on social movements in the region and their relationship
to the environment. Students explore impact of ongoing colonization and
modernization on indigenous cultures.
ECO 325
Topics: Sustainable Economic Development
This course examines the concepts of economic development and growth in
the "third world." Students are introduced to the theories of economic development and definitions of sustainable development. They study the relationship between economic development and ecological damage.
REL 366
Church and Social Change in Latin America
This course explores the role of religion in Latin American societies, past and
present, given the factors of political oppression and social injustice. Students
examine the "theologies of liberation."
-
lnternatiozl Studies 171
WOMEN AND DEVELOPMENT SOUTHERN AFRICAN PERSPECTIVES
(NAMIBIA)-SPRING
This intensive navel and study program is desigmd to introduce parddpants to the
central issues facing %them Africa, with emphasis on the experience of women. The program introduces studenrs re the struggle of women in Buthem Ahim, to the history of
&& role in society, and to the situation that exists for women in Afnca. Application deadline is Q c t 15.
SOC 236
Family Systems and Social Policy in Southern Africa
Using a cross-cultural approach, this course examines the family as a social
institution in Namibia and South Africa. A family stay will serve as a
laboratory for students to observe various aspects of family life in Namibia.
INS 312
The Development Process-Southern Africa
Thii course provides the opportunity tr, reflect critically on issues of development, hunger. injustice, and h m n rights. with special emphasis given to the
experience of women. The cobrse examines beic hearies of development.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations.
POL 359
Topics: Women in Comparative Politics-Southern Africa
This course is an integrative seminar focusing on the participation of women
in struggles for liberation in Southern Africa and on their emerging role in
newly-independent Namibia.
INS 499
Internships
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)-FALL
This interdisciplinary program focuses on the contemporary Scandinavian societies and
issues of the development of cities, urban problem solving, and urban life. Local, regional,
and international field study and site visits in Scandinavia and the former Soviet Union.
INS 372
Norwegian Language
Intensive language instruction at beginning or intermediate levels, with
emphasis on conversational listening and speaking skills. Students with
advanced Norwegian language proficiency have the option of studying
Norwegian literature. Students should consult with the chair of the modem
languages department for language credit.
l7* International Studies
INS 377
Scandinavia in the World
Exploration of Scandinavian viewpoints as small power nations in a world of
superpowers and their role in issues of peace, conflict resolution and arms
control, East-West relations, European security, trade, and the Third World.
INS 393
Scandinavian Art and Literature: Perspectives on Social Change
Social change and issues of change and development in Norway as reflected in
its art and literature. Selected works for survey of Norwegian history with
emphasis on the contemporary period. Field study, site visits (theatres, museums, galleries), and discussions with artists active in a variety of media.
INS 394
Urbanization and Development in Scandinavia
Examination of urban economic, social, and cultural policies and practices as
a reflection of issues of the modem welfare state and social democracies.
Includes historical survey of transformations from rural and regional cultures
to urbanized and advanced industrialized nations. Emphasis on Norway, with
field travel to other capitals for a comparative view.
INS 499
Internships (Students may choose either INS 373 or 499)
SOUTH AMERICAN URBAN SEMESTER: COLOMBIA OR ECUADOR (SAM)-FALL
This semester-in-the-city program is located in either Bogota, Colombia, or Quito,
Ecuador. This interdisciplinary program focuses on the relationships between Third World
development and the consequences of urbanization, especially inequality in Latin America.
Analyses of competing theories of development are integrated with field study in the host
city and outlying regions.
INS 261
Spanish Language
All students take Spanish at the intermediate level or conduct an independent
study if they are at an advanced level (see below). Language emphasizes acquisition of skills for maximum participation in SAUS program and field work.
INS 361
Introduction to Latin America
Overview of Latin American geography, history, economy, politics, culture, and
arts with emphasis on program sites as case studies. Focus is on economic
development issues, theories, and models applicable to Latin America.
INS 362
Urbanization in Latin America
The development of cities and implications for social change in Latin America.
Topics include history of cities, rural-urban migration, industrialization, environmental issues, governmental policies, and urban elites. Models and theories
of urbanization and development are compared.
INS 363
Wealth, Poverty, and Community Development
The plight and prospects of the urban poor in Latin America. Emphasis on
field study in banio communities and site visits to public and private agencies
dealing with urban problems.
INS 499
Internships
International Studies 173
COMMUNITY INTERNSHIPS IN LATIN AMERICA (CILA)
CILA combines a n internship, independent study and seminars on community participation, and development in the Latin American urban setting. Based in Bogota, Colombia,
students live with local families, work in an agency three days a week, and meet as a group
twice a week.
INS 366
COMMUNITY PARTICIPATION FOR SOCIAL CHANCE
Examines pressing social realities and policy initiatives in Colombia in recent
decades. Explores concepts of community, democracy, participation, and community organization, and their meaning for community work. Provides tools
to evaluate strategies for social, political, and economic development.
Integrates readings, guest lectures, faculty and student presentations, discussions, and field work.
INS 499
INDEPENDENT STUDY
Students define topic of interest related to program themes and use analytical
tools gained in CILA to study a particular issue or case. A faculty member
advises the student throughout to assure adequate focus and incorporation of
primary field research in the project design.
INS 399
INTERNSHIP PLACEMENT AND SEMINAR (2 course credits)
Placement matches student-defined goals and interests with one of a wide
range of agencies working toward community development and social change.
Students work 20 hours per week, assisting with special projects and a program operations. A learning contract outlines expectations of student, agency,
and program for the term. The internship seminar provides for structured
reflection, analysis, and integration of the experience.
CULTURE AND SOCIETY I N LATIN AMERICA: COLOMBIA OR ECUADOR
(CUSLA)-SPRING
This interdisciplinary program focuses on developments and social change in Latin
America through the study of ideology, as reflected in literature, the arts, and the ways in
which ideologies shape social realities.
INS 360
Latin American Literature: Perspectives on Social Change
Study of selected literary works that illustrate social realities and express a
variety of perspectives on Latin American societies and social change.
Historical survey of the dominant trends in Latin American thought as manifested in major artistic periods.
INS 364
Latin American Arts and Society
Introduction to theoretical frameworks for examining the relationships among
art, ideology, and society Intensive readings include works by theorists from
Europe, the U.S., and Latin America.
74 International Studies
INS 367
Ideologies of Social Change in Latin America
Theories of ideology and overview of Latin American ideologies related to
development and social change. Emphasis on current debates and their implications, with special attention to ideologies of diffusion, dependence, and
Manrism.
INS 499
Internships
Internships and Independent Study Courses:
INS 199
Internship
See description on page 85.
INS 299
Directed Study
See description on page 86.
INS 399
Internship
See description on page 85.
INS 499
Independent StudyIResearch
See description on page 86.
Check with the specific international studies program directorfor requirements in the program.
See listing under Business Administration, Accounting, and Management
Information Systems.
M
Mathematics Faculty
Ken Kaminsky (Chair), Larry Copes,
Suzanne Doree, Rebekah Valdivia
athematics is the study of structure and relationships, providing 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 thought processes 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 many disciplines that involve structure or relationships find it helpful to acquire a minor or a
second major in mathematics.
MAT 145
MAT 146
MAT 245
MAT 246
MAT 314
MAT 324
CSC 160
Mathematics is also a discipline in its
own right. 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 writings, to speak and write about mathematical ideas, and to experience working in
teams on mathematical projects. These students can prepare for graduate school, for
work in industry or service professions, or
for teaching mathematics in grades 7-12.
Teaching Licensure Major
The department's programs support work
toward those goals. Students may choose
either a standard mathematics major, a
mathematics major with concenaation in
applied mathematics, or a mathematics
major toward secondary education licensure.
Augsburg's urban location allows students to
gain experience working with mathematics
through internships, cooperative education,
and the practicum and colloquium courses.
Major
Calculus I
Calculus I1
Calculus 111
Linear Algebra
Abstract Algebra
Analysis
Introduction to Computer
Science and Communications
or CSC 170 Structured Programming
or one other computing course with
departmental approval
Three electives from MAT courses above
200, at least one of which is above 300
Also required: MAT 491 Mathematics
Colloquium, junior and senior years (noncredit)
Note: At least two MAT courses above 300
must be taken at Augsburg.
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 licensure
are the same as the major, with the electives specified as MAT 271 Discrete
Mathematical Structures, MAT 351 Modem
Geometry, and MAT 373 Probability and
Statistics I.
76 Mathematics
Mathematics Major with concentration in Applied Mathematics
Twelve courses including:
MAT 145 Calculus I
MAT 146 Calculus I1
MAT 245 Calculus 111
MAT 246 Linear Algebra
MAT 247 Modeling and Differential
Equations
MAT 324 Analysis
CSC 160 Introduction to Computer
Science and Communications
or CSC 170 Structured Programming
or one other computing course with
departmental approval
PHY 121 General Physics I
PHY 122 General Physics I1
or one course in a mathematics-related
area with departmental approval
Three electives from:
MAT 271 Discrete Mathematical
Structures
MAT 327 Special Functions of
Mathematical Physics
MAT 373 Probability and Statistics I
MAT 374 Probability and Statistics I1
MAT 385 Mathematics Practicum
or other MAT courses with
departmental approval
Also required: MAT 491 Mathematics
Colloquium, junior and senior years (noncredit)
Note: At least two MAT courses above 300
must be taken at Augsburg.
Honors Major
GPA of 3.5 in major, 3.1 overall, and independent study at an advanced level.
Mathematics Minor
Five courses including:
MAT 145 Calculus I
MAT 146 Calculus I1
Three electives from MAT courses above
200, at least one of which is above 300.
Note: At least one MAT course above 200
must be taken at Augsburg.
Math Placement Group (MPG)
Before enrolling in any mathematics
course, students must have the required
math placement. All students are required
to have their Math Placement Group
(MPG) determined. In some cases, students who have mansferred in a mathematics course taken at another college may
have their Math Placement Group determined by the registrar's office. Students
who have passed the College Board
Advanced Placement Exam in calculus
should consult with the mathematics
department. All other students must take
the Augsburg Math Placement Exam,
which is administered by the Academic
Advising Center. The exam is given during
college registration sessions and at other
announced times during the year. Practice
questions and other information are available from the Academic Advising Center.
Students needing to advance their Math
Placement Group may work with the
Academic Enrichment Center to take the
appropriate MAT course or study on their
own and retest. Additional information
about the Math Placement Exam is available from the Academic Advising Center.
Prerequisites
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
-
Mathematics 17;
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic, and other models. Emphasis on
applications to the social and natural sciences, business, and everyday life.
Successful completion advances students to MPG 3. Students in MPG 3 or 4
should consult the department, as should students preparing for MAT 114
(Prereq.: MPG 2 and either a year of high school algebra or consent of instructor. Fall, spring)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic, and trigonometric functions.
For students planning to take MAT 145. Students who have completed MAT
145 or other calculus courses may register for credit only with consent of
instructor. Successful completion advances student to MPG 4. (Prereq.: MPG
3. Spring)
MAT 121
Finite Mathematics
Concepts from areas such as combinatorics, probability, matrices, linear programming, and graph theory. Emphasis on quantitative reasoning. Students
who have completed MAT 271 may not register for credit. (Prereq.: MPG 3.
Varies)
MAT 122
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with applications in the social
and behavioral sciences. Emphasis on quantitative reasoning. Students who
have completed MAT 145 may not register for credit. (Prereq.: MPG 3. Varies)
MAT 131
Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics
and that of Western civilization. Primarily for students not intending further
study in mathematics. (Prereq.: MPG 3. Varies)
MAT 132
Numeracy for Contemporary Society
An examination of mathematics in an interdisciplinary and applied setting
with an emphasis on quantitative reasoning and connections to students' life,
work, and interests. Primarily for students not intending further study in
mathematics. Students who have completed another Quantitative Reasoning
Graduation Skill course may not register for credit. (Prereq.: MPG 3. Varies)
MAT 145,146 Calculus I, II
Concepts of calculus of one-variable functions, including derivatives, integrals,
differential equations, and series. Emphasis on skills of mathematical investigation and quantitative reasoning. (Prereq.: MPG 4 for MAT 145; MAT 145 or
consent of instructor for MAT 146. Fall: 145. Spring: 146)
MAT 163
Introductory Statistics
Concepts of elementary statistics such as descriptive statistics, methods of
counting, probability distributions, approximations, estimation, hypothesis
testing, analysis-of-variance, and regression. Emphasis on quantitative reasoning. (Prereq.: MPG 3. Varies)
78 Mathematics
MAT 173
Math of Interest
Concepts from elementary financial mathematics such as annuities, loan payments and mortgages, and life insurance. Emphasis on quantitative reasoning.
(Prereq.: MPG 3. Varies)
MAT 245
Calculus Ill
Concepts of multivariable calculus including functions of several variables,
partial derivatives, vectors and the gradient, multiple integrals, and parametric
representations. (Prereq.: MAT 146. Fall)
MAT 246
Linear Algebra
Concepts from linear algebra such as systems of linear equations, linear programming, matrices, linear transformations, abstract vector spaces, determinants, eigenvalues, orthogonality, and linear regression. Emphasis on oral presentations of mathematical ideas and applications. (Prereq.: MAT 245 or MAT
271. Spring)
MAT 247
Modeling and Differential Equations
Concepts from differential equations such as methods of solving first and second order equations, modeling using difference equations and differential
equations, and applications to the sciences. (Prereq.: MAT 146. Spring)
MAT 271
Discrete Mathematical Structures
Concepts from areas such as combinatorics, number theory, graph theory,
recursions, set theory, countability, and formal logic. Emphasis on algorithmic
thinking, mathematical reasoning, conjecturing, and reading and writing
proofs. (Prereq.: MAT 146. Fall)
MAT 314
Abstract Algebra
Concepts of algebra within abstract structures of groups, rings, integral
domains, and fields. (Prereq.: MAT 246. Also recommended: MAT 271. Fall)
MAT 324
Analysis
Concepts of calculus such as functions, derivatives, integrals, and series in a
theoretical setting. Emphasis on written communication of mathematical
ideas. (Prereq.: ENG 111, at least two of MAT 245, 246, 247, or 271. Spring)
MAT 327
Special Functions of Mathematical Physics
(See PHI 327.)
MAT 351
Modern Geometry
Concepts of geometry such as projective geometry, non-Euclidean geometries,
transformations, and fractals. (Prereq.: MAT 245 and 246. Spring)
MAT 373
Probability and Statistics I
Concepts of probability such as methods of enumeration, random variables
and probability distributions, expectation, the central limit theorem, and
important ideas and problems of statistics. (Prereq.: MAT 245. Fall)
Mathematics 17!
MAT 374
Probability and Statistics II
Concepts of statistics such as sampling distributions associated with the normal and other distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. (Prereq.: MAT 373.
Spring)
MAT 385
Mathematics Practicum
The application of mathematical problem solving to real-world projects sought
from off-campus nonprofit organizations. Contains service-learning component. (Prereq.: at least two of MAT 245,246, 247, or 271 and consent of
instructor. Fall)
MAT 481
Topics in Mathematics
Study of an advanced topic such as complex analysis, numerical analysis,
mathematical biology, operations research, chaotic dynamical systems, fractal
mathematics, knot theory, topology, or foundations of mathematics. (Prereq.:
at least two of h4AT 245, 246, 247, or 271 and consent of instructor. Interim)
MAT 491
MAT 199
Mathematics Colloquium (.O course)
Information about contemporary applications, career opportunities, and other
interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. (Fall, spring)
lnternship
See description on page 85.
MAT 299
Directed Study
See description on page 86.
MAT 399
lnternship
See description on page 85. (Prereq.: At least one upper division MAT course
and consent of instructor)
MAT 499
Independent StudyIResearch
See description on page 86.
METRO-URBAN
STUDIES
See listing under Interdisciplinary Studies.
18* Modern Languages
FRE 21 1, 212 Intermediate French I, II
Selected articles, interviews, and literary readings are the basis of practice in
communication, vocabulary building, and developing greater ease in reading
and writing French. Review of basic structures and grammar. Laboratory work.
(Fall: 21 1; spring: 212)
FRE 243
French Literature in Translation
Major representative works of French literature are read in English translation.
Through assigned readings, class discussion, and written reaction, students
become acquainted with artistic qualities and cultural-historical significance of
these works. (On demand)
FRE 295
Topics in Literature, Culture, or Linguistics
FRE 311
Conversation and Composition
Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary
enrichment, grammatical refinements, effective organization of ideas.
Laboratory assignments. A prerequisite to other upper division courses. (Fall)
FRE 312
French Expression
A two-pronged approach to coherent and correct expression in speaking and
writing. Attention to grammatical structures, French turns of phrase, and elementary stylistics for business and personal use. French phonology and speech
group practice, study of spoken models from the media. (Prereq.: FRE 311 or
consent of instructor. On demand)
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to
the modem period. Special attention to cultural manifestations of French
intellectual, political, social, and artistic self-awareness. Readings, reports,
extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that promote
understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials,
and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring:
on rotational basis)
FRE 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of
instructor. On demand)
-
Modern Languages 18:
FRE 351, 353 Survey of French Literature I, I1
The study of major French authors and literary movements in France through
the reading of whole literary works where possible. Lectures, discussion, oral
and written reports in French. (Prereq.: FRE 311 or consent of instructor.
Spring: on rotational basis)
FRE 355
20th-Century Literature
A survey of the major French literary movements since World War I, including the novel, the theatre, poetry, the essay, and criticism. Classes, oral and
written reports, and laboratory texts in French. (Prereq.: FRE 311 or consent
of instructor. Spring: on rotational basis)
FRE 41 1
Advanced Conversation and Composition
By means of reading, speaking, and writing on topics of intellectual, social, or
political interest, the student acquires extensive training in the four skills at an
advanced level. Attention to accuracy and effectiveness, characteristic levels of
expression, refinements in style and organization. Laboratory assignments.
(Prereq.: FRE 311 or consent of instructor. Fall)
FRE 450
French Seminar: Novel, Drama, Poetry, Short Story
In-depth study of a topic or genre in French literature. Student presentations
in French. For advanced students. (See also Interim catalog. Prereq.: FRE 311
or consent of instructor. On demand)
FRE 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
FRE 199
Internship
See description on page 85.
FRE 299
Directed Study
See description on page 86.
FRE 399
Internship
See description on page 85.
FRE 499
Independent Study/Research
See description on page 86.
GERMAN (CER)
CER 111, 112 Beginning German I, II
Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended
narratives in simple German, insights into German culture and participation in
short conversations. Laboratory materials available. (Fall: 111;spring: 112 )
'84 Modern Languages
CER 21 1, 212 Intermediate Cerman I, II
Aims at developing basic skills into working knowledge of German. Review of
basic structures with emphasis on extending range of vocabulary and idiomatic
expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212)
CER 244
Cerman Literature in Translation
Principal works of German literature representing Medieval to modem periods
are read and discussed in English. Readings are considered in the context of
Gennan cultural history as well as in context of the universal human condition. (On demand)
CER 295
Topics in Literature, Culture, or Linguistics
CER 311
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary,
and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall)
CER 331
German Civilization and Culture I
Follows the cultural and social development of the German-speaking peoples
from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty
Years War (1643). In German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
CER 332
German Civilization and Culture II
Survey of cultural currents that have shaped Germany, Austria, and
Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or
consent of instructor. Spring: on rotational basis)
CER 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: GER 311 or consent of
instructor. On demand)
CER 351
Cerman Literature Through the 18th Century
Survey of heroic, courtly, Reformation, Baroque, Enlightenment, Storm and
Stress, Classic, and Romantic literature. Readings and discussion in Gennan
supplemented by lectures on the history of German literature in its cultural
and geopolitical context. (Prereq.: GER 311 or consent of instructor. Spring:
on rotational basis)
-
Modern Languages 185
CER 352
German Literature: The 19th Century
Study of later Romanticism, Young-Germany, Poetic Realism, Naturalism, and
Impressionism. Lectures include the literary reaction to the decline of idealistic philosophy and the rise of technology and science. Readings and discussion
in German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational
basis)
GER 353
German Literature: The 20th Century
Literary responses to the crises and upheavals of our time. Writers of international stature are discussed: Kafka, Hesse, Mann, Brecht. Readings in German
with class discussions designed to aid students' self-expression in German.
(Prereq.: GER 311 or consent of instructor. Spring: on rotational basis)
GER 41 1
Advanced Conversation and Composition
Aims at developing and refining the student's use of German as a vehicle for
expressing ideas and opinions. Emphasis on written composition including
control of style. Oral practice through use of German as classroom language.
(Prereq.: GER 311 or consent of instructor. Fall)
CER 451
German Prose
Reading and discussion of German prose masterpieces from Goethe to the present. Lectures treat the development of the epic genre as a mirror of cultural
and geopolitical history. (Prereq.: GER 311 or consent of instructor. On
demand)
CER 452
German Drama
Representative dramatic works from late 18th century to the present are discussed and read as symptomatic of perennial human concerns. Lectures treat
the historical development of the drama. (Prereq.: GER 311 or consent of
instructor. On demand)
CER 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
CER 199
lnternship
See description on page 85.
GER 299
Directed Study
See description on page 86.
CER 399
lnternship
See description on page 85.
GER 499
Independent StudyIResearch
See description on page 86.
-Modern Languages
JAPANESE(JPN)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian language
department. Contact the East Asian studies director for more information.
LINGUISTICS (LIN)
LIN 289
Introduction to Linguistics
An introduction to linguistic analysis and general linguistic principles, with
focus on linguistic universals and psycholinguistics. Theoretical questions will
be approached by studying samples of various languages. No prerequisite.
Recommended for all language majors and minors. (On demand)
LIN 311
Theories of Grammar
Comparative analysis of various views of language represented in current linguistic research with the aim of distinguishing underlying philosophical
assumptions, investigational criteria, and explanatory goals. The theories will
be contrasted with those of adjacent disciplines. (On demand)
Internships and Independent Study Courses:
LIN 299
Directed Study
See description on page 86.
LIN 499
Independent StudyIResearch
See description on page 86.
NORWEGIAN (NOR)
NOR 111, 112 Beginning Norwegian I, II
Introduction of the four basic language skills: speaking, listening, reading, and
writing. Stress is on communication and its cultural context. Laboratory work
expected. (Fall: 111; spring: 112)
NOR 21 1
Intermediate Norwegian I, II
Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis
for class activities and writing exercises. Includes grammar review. Laboratory
work expected. (Prereq.: NOR 112 or equivalent. Fall)
NOR 295
Topics in Literature, Culture, or Linguistics
NOR 311
Conversation and Composition
Practice in spoken and written Norwegian with emphasis on communicative
contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.:
NOR 211 or equivalent. Spring)
-
Modern Languages 187
NOR 331
Norwegian Civilization and Culture
A two-tiered approach allows students to place contemporary cultural devel-
opments, such as Norway's changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper
articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of
instructor. Fall: alternate years)
NOR 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of
instructor. On demand)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a basis for the
study of major works from earlier periods, including several in Nynorsk.
Readings, lectures, discussion, journals, essays, and oral reports in Norwegian.
(Prereq.: NOR 311 or consent of instructor. Fall: alternate years)
NOR 41 1
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on literary and
cultural readings. Students serve as peer-tutors for those registered in NOR
311. Readings, journals, discussion, role-playing, and written, and oral reports
in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring)
NOR 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
NOR 199
lnternship
See description on page 85.
NOR 299
Directed Study
See description on page 86.
NOR 399
lnternship
See description on page 85.
NOR 499
Independent StudyIResearch
See description on page 86.
' 8 8 Modern Languages
OJIBWE(OJB)
Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modem
languages department and as part of the American Indian studies minor.
OJB111, 112 Beginning Ojibwe I, II
An introduction to the language and culture of the Ojibwe (Chippewa).
Emphasis is on vocabulary, reading, writing, and conversational skills.
Classroom practice will include linguistic patterns and oral interaction.
RUSSIAN (RUS)
One year of Russian is offered at Augsburg. Russian language studies may be continued
in the ACTC Russian, Cenmal, and East European Studies Program, which requires two
years of language for the major (see page 243). See the Russian, Central, and East
European Studies Program campus adviser for more information.
RUS 111, 112 Elementary Russian I, II
Aims to develop reading, writing, understanding, and conversational skills
through oral classroom practice, elementary readings, short compositions, and
a growing acquaintance with Russian culture. Extensive use of the language
lab. (Fall: 111; spring: 112)
SPANISH (SPA)
Courses in addition to those below are offered through various programs listed under
International Studies.
SPA 105,106 Living Spanish I, II
Modified introductory level Spanish courses designed to accommodate students with recognized learning disabilities in the area of language learning.
Emphasis is placed on listening comprehension and vocabulary building
toward conversational goals. (Prereq.: Permission of the CLASS director)
SPA 111, 112 Beginning Spanish I, II
Aims to develop the four basic skills: understanding, speaking, reading, and
writing of elementary Spanish. Introduction to culture of the Spanish-speaking
world. Laboratory work is an integral part of the course. (Fall: 111; spring:
112)
SPA 21 1, 212 Intermediate Spanish I, II
Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review
all of the basic structures of Spanish and build conversational skills through
class discussions. (Fall: 211; spring: 212)
SPA 248
Spanish and Latin American Culture Through Film
An introduction to contemporary cultural issues of Spanish and Latin
American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with
English subtitles; language of instruction is English. (On demand)
-
Modern Languages 189
SPA 249
Selected Works of Spanish and Latin American Literature in
Translation
Major works of Spanish and Latin American literature. Through background
reading and class discussion in English the student is acquainted with the
salient artistic qualities and cultural-historical significance of the readings. (On
demand)
SPA 295
SPA 31 1
Topics in Literature, Culture, or Linguistics
Conversation and Composition
Thorough oral and written practice in correct expression with the aims of fluency and facility Enrichment of vocabulary. Laboratory work. This course is a
prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent.
Fall)
SPA 312
Spanish Expression
Intended for students who have a basic command of writing and speaking
skills in Spanish and wish to expand them. Intensive practice to improve oral
and written expression with emphasis on conversational facility stressing
idiomatic usage and the finer points of grammar. (Spring: on rotational basis)
SPA 331
Spanish Civilization and Culture
Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In
Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational
basis)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from the
pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311or
consent of instructor. Spring: on rotational basis)
SPA 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in English)
treats the basic principles of literature, literary genres, and different approaches
to literary analysis. Students apply the elements of theory through reading,
analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or
consent of instructor. On demand)
SPA 352, 353 Survey of Spanish Literature I, II
A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature.
Lectures, discussion, written, and oral reports in Spanish. (Prereq.: SPA 311 or
consent of instructor. Spring: on rotational basis)
SPA 354
Representative Hispanic American Authors
An introduction to Spanish American literature. Lectures, discussions, and
written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor.
Note: Students who have taken SPA 356 taught in Mexico may not take 354.
Spring: on rotational basis)
190 Modern Languages
SPA 41 1
Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral expression
through conversations, discussions, reports, debates, written compositions,
and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall)
SPA 456
Spanish Drama
Study of the masterpieces of dramatic literature in Spain. Oral and written
reports in Spanish. Emphasis on the Golden Age and the Modem Period.
(Prereq.: one survey course. Spring: on rotational basis)
SPA 457
Spanish Novel
Study of the outstanding novelists of the 19th and 20th centuries in Spain.
Oral and written reports in Spanish. (Prereq.: one survey course. Spring: on
rotational basis)
SPA 495
Topics in Literature, Culture, or Linguistics
Internships and Independent Study Courses:
SPA 199
Internship
See description on page 85.
SPA 299
Directed Study
See description on page 86.
SPA 399
lnternship
See description on page 85.
SPA 499
Independent StudyIResearch
See description on page 86.
M
usic has the power to strengthen
the mind, heal the body, and unlock the
creative spirit. Whether we experience
music as a listener, performer, or teacher, it
adds a significant dimension to our lives.
The Department of Music at Augsburg
College offers music training within the
context of a liberal arts education, and is
an institutional member of the National
Association of Schools of Music (NASM)
and the American Music Therapy
Association (AMTA). Music majors may
choose from four majors in three degree
programs: bachelor of arts (music major);
bachelor of music (music education
major); bachelor of music (performance
major); and bachelor of science (music
therapy major). Music minors and nonmusic majors may also participate in a
variety of music experiences including
music ensembles, private lessons, some
music courses, and additional Interim
courses or special performances.
Full-time Faculty
Merilee Klemp (Chair), Jill Dawe, Stephen
Gabrielsen, Peter Hendrickson, Roberta
Kagin, Robert Karlkn, Robert Stacke
immediately after enrolling at Augsburg to
establish an appropriate course of music
study and application/evaluation process.
All students interested in pursuing a
music degree at Augsburg are strongly
encouraged to contact a music faculty
adviser in their degree area as soon as
possible to ensure a smooth program of
study and timely completion of music
degree requirements.
Bachelor of Arts-Music Major
For acceptance to the bachelor of arts-music
major degree program, students must:
submit an application for admission
prior to spring juries of the sophomore
year
submit a copy of a current academic
transcript with the application
submit the studio instructor
recommendation form for the major
instrument or voice with the application
(found in Music Student Handbook)
complete the piano proficiency
requirement
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her spring sophomore jury.
Bachelor of Music-Education Major
Part-time Teaching Faculty
Bridget Doak, Nancy Grundahl, Lila
Olson, Paul Ousley, Nicholas Raths,
Sonja Thompson
Music Performance Coordinator
Carley Miller
--
Augsburg students who enroll as freshmen must apply to the Department of
Music for acceptance to a degree program
by the end of the sophomore year. Transfer
students should meet with a music adviser
For acceptance to the bachelor of
music-education major degree program,
students must:
submit an application for admission
prior to spring juries of the sophomore
year
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency requirement
lg2 Music
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her spring sophomore
jury. In addition to applying to the music
department, bachelor of music-education
major candidates must also apply to the
Department of Education for acceptance
into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the
bachelor of music-education major. A
cumulative GPA of 2.5 in all music courses
is necessary for the music education licensure program.
Bachelor of Music-Performance Major
For acceptance to the bachelor of
music-performance major program,
students must:
submit an application for admission prior
to spring juries of the sophomore year
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency requirement
Acceptance to the degree program will
be based on the successful completion of
the above as well as on the successful outcome of the audition and interview (see
Music Student Handbook).
Bachelor of Science-Music Therapy
Major
For acceptance to the bachelor of
science-music therapy major program,
students must:
submit an application for admission prior
to spring juries of the sophomore year
submit a copy of a current academic
transcript with the application
submit the studio instructor recommendation form for the major instrument
or voice with the application (found in
Music Student Handbook)
complete the piano and guitar proficiency
requirements
Acceptance to the degree program will
based on the successful completion of the
above, as well as on the student's performance at his or her spring sophomore jury.
A cumulative GPA of 2.5 in all music
courses and a 2.5 in all music therapy
courses is necessary for the music therapy
degree. Bachelor of science-music therapy
candidates should consult with the director
of music therapy before applying for acceptance into the program.
Transfer Students
For acceptance to a music degree
program, transfer students must:
submit an application for admission
prior to the end of the sophomore year,
or as soon as possible after enrolling
at Augsburg
submit a copy of a current academic
transcript and transferred credits with
the application
submit the studio instructor recommendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency requirement
Music 193
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her first jury if enrolled
as a junior or senior, or spring semester
sophomore jury if enrolled as a freshman
or sophomore. For bachelor of musicperformance major candidates, acceptance
will be based on the completion of the
above as well as on the successful outcome
of the audition and interview (see Music
Student Handbook).
Equivalency/Certification Students
The music therapy equivalency program is available to students who already
have a bachelor's degree and wish to meet
the requirements set by the American
Music Therapy Association to become professional music therapists. This equivalency
program prepares students for eligibility
to take the Music Therapy Board
Certification Examination. Depending
upon the student's degree and skill level,
individual requirements will be outlined by
the director of music therapy. There is a
minimum two-year residency requirement,
which includes participation in a major
ensemble for four terms and successful
completion of a two-year music theory
equivalency test.
For acceptance to the degree program,
equivalency/certification students must:
submit an application for admission during
the first semester of residency at Augsburg
submit a copy of a current academic
transcript and transferred credits with
the application
submit the studio instructor recornrnendation form for the major instrument or
voice with the application (found in
Music Student Handbook)
complete the piano proficiency and
guitar proficiency requirements during
the first semester of residence
Acceptance to the degree program will
be based on the successful completion of
the above, as well as on the student's performance at his or her first jury.
Candidates must submit an application
for admission prior to spring juries of the
sophomore year.
Students may qualify for participation
in the music honors program if they:
have earned a GPA of at least 3.0 in
music courses
apply by petition for the honors program
before the senior year
provide leadership in one or more of the
following areas:
- promotion of high music
performance standards within
the music department
- breadth of music interests by
attendance at concerts on and
off campus
- major ensembles
Honors may be achieved in one of the
following ways:
writing a senior thesis and defending it
before a faculty committee
presenting an additional senior recital of
graduate quality
composing a work for vocal andlor
instrumental ensemble of not less than
15 minutes duration
conducting an ensemble concert
a combination of the above
lg4 Music
-
Core cumculum (required of all music
majors):
MUS 101 Materials of Music I
MUS 102 Materials of Music I1
MUS 111 Aural Skills I
MUS 112 Aural Skills 11
MUS 201 Materials of Music I11
MUS 202 Form and Analysis
MUS 211 Aural Skills 111
MUS 212 Aural Skills IV
MUS 231 History and Literature of Music I
MUS 232 History and Literature of Music I1
MUS 341 Basic Conducting
Large and Small Ensemble Participation
Performance Studies
Music Repertoire Tests
Piano Proficiency
Plus fulfillment of recital requirements
as given under each specific degree and
major, and French or German study as
stated in the general education requirements or in specific degree requirements.
Checklists for specific degree programs are
available in the music department.
Requirements: 12 course credits
Core cumculum plus one music credit
elective plus MUS 458 (Senior Recital)
plus two semesters chosen from:
MUS 311,312 Composition
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
MUS 331 Music of the Baroque Era
MUS 332 Music of the Classical Era
MUS 333 Music of the Romantic Period
MUS 334 Music of the 20th Century
Eight quarter course credits of
performance studies in the major
instrumentlvoice
Eight quarter course credits in a
major Augsburg ensemble on the major
instrument/voice
Four semesters in a non-credit small
Augsburg ensemble
Pass piano proficiency test
Pass three music repertoire tests
BACHELOR OF MUSIC
Music Education Major
BACHELOR OF ARTS
Music Major
Offers the broadest education in liberal
arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend
to pursue non-performance graduate study
or desire to enter one of the many musicrelated business fields most often choose
this course of study.
Offers students the preparation necessary to become teachers of music in public
schools. This preparation includes coursework that allows the student to become
certified to teach at the elementary through
the secondary level. Recommendation for
teacher licensure is granted only to students who successfully complete the
requirements for the bachelor of music
education major.
-
Music 195
Requirements: 16.5 course credits
Core cuniculum plus:
MUS 311,312 Composition I, I1
MUS 358 Half junior recital
MUS 459 Full senior recital
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 116 Healthy Concepts for Educators
EDU 210 Learning and Development in
an Educational Setting
EDU 265 Orientation to Education in an
Urban Setting and Field
Experience
EDS 341 Media Technology
EDS 350 Reading in the Content Areas
EDS 354 Creative Learning
Environments: Secondary and
Field Experience
EDS 355 Music Methods (K-12)
EDU 388 Human Relations
EDS 478 School and Society
EDS 481,482,483,484 Student Teaching
and Seminar
One of the following two:
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
Three of the following four:
EDS 356 Music Methods: Brass and
Percussion
EDS 357 Music Methods: Woodwinds
EDS 358 Music Methods: Strings
EDS 359 Music Methods: Vocal
One of the following two areas of emphasis:
Vocal emphasis--MUS 251,252,253,
254,435
Instrumental emphasis-MUS 152,155,
one course credit of music elective
Two quarter course credits of performance
studies in the major instrumenVvoice
Four half course credits of performance
studies in the major instrument/voice
Two full course credits of performance
studies in the major instrumenthoice
Two quarter course credits of performance
studies in the minor instrument/voice
Eight quarter course credits in a major
Augsburg ensemble on the major
instrument/voice
Four semesters in a non-credit small
Augsburg ensemble
Improvisation competency on major
instrument/voice
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.5 in
all music courses and in the major
instrument/voice
BACHELOR OF MUSIC
Music Performance Major
Emphasizes intensive work in performance, supplemented by other courses in
music and the liberal arts. The program is
made available only to students of exceptional performing ability who are selected on
the basis of an auditiodinterview application
process. The bachelor of music performance
program prepares d t e d performers to compete for professional performing opportunities andlor graduate school auditions.
Requirements: 19.5 course credits
Core cuniculum plus:
MUS 311,312
Composition I, I1
MUS 358
Full junior recital
MUS 459
Full senior recital
lg6 Music
One of the following two:
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
One of the following three areas of emphasis:
Vocal emphasis-MUS 251, 252, 253, 254,
435, one course credit of music elective,
French or German to fulfill
language requirement
Piano or organ emphasisMUS 301,302,
436, 456, one half course credit of music
elective
lnsmmental emphasisMUS 301,302, one
and one half course credits of music electives
Two quarter course credits and six full
course credits of performance studies in
the major instrumentlvoice
Two quarter course credits of performance
studies in the minor instrumentlvoice
Eight quarter course credits in a
major Augsburg ensemble on the
major instrumentlvoice
Four semesters in a non-credit small
Augsburg ensemble
Pass piano proficiency test
Pass three music repertoire tests
Achieve a cumulative GPA of 2.5 in
all music courses and 3.0 in the major
instrurnentlvoice
BACHELOR OF SCIENCE
Music Therapy Major
Fulfills the academic and clinical
requirements for eligibility to take the
Music Therapy Board Certification
Examination. The B. S. in music therapy is
minimally a 4 112 year degree program,
which includes a full-time (six months or
1,040 hours) internship in a clinical facility
approved by the American Association for
Music Therapy (AAMT). This course of
study is chosen by students who wish to
become professional music therapists.
Requirements: 23 course credits
Core curriculum plus:
MUS 271 Music Therapy Techniques and
MateriaLs
MUS 274,275
Music Therapy
Practicums
MUS 3 11 or 3 12 Composition I or I1
MUS 372,373
Psychological
Foundation of Music I, I1
MUS 374,375
Music Therapy
Practicums
MUS 472 Human Identity Through the
Creative Arts
MUS 473 Music Therapy Senior Seminar
MUS 474,475
Music Therapy
Practicums
MUS 479 Music Therapy Clinical
Internship
MUS 458 Half senior recital
EDS 282 Introduction to Special
Education
PSY 105 Principles of Psychology
PSY 362 Behavior Disorders
BIO 103 Human Anatomy and
Physiology
One of the following three:
MUS 152 Class Voice
MUS 155 Class Piano
MUS 158 Class Guitar
Two of the following three:
EDS 356 Music Methods: Brass and
Percussion
EDS 357 Music Methods: Woodwinds
EDS 358 Music Methods: Strings
One of the following two:
SOC 362 Statistical Analysis
PSY 230 Research Methods: Design,
Procedure, and Analysis I
Eight quarter course credits of
performance studies in the major
instrumentlvoice
-
Music 197
Eight quarter course credits in a major
Augsburg ensemble on the major
instrumendvoice
Two semesters in an Augsburg small
ensemble (no credit)
Pass piano proficiency and guitar
proficiency tests
Pass three music repertoire tests
Achieve a minimum grade of 2.5 in all
music therapy courses
Requirements: 6 course credits
MUS 101,102 Materials of Music I, 11
MUS 111, 112 Aural Skills I, I1
MUS 341
Basic Conducting
One of the following two:
MUS 231 History and Literature of Music I
MUS 232 History and Literature of Music I1
While the music department strongly
encourages both formal and informal
ensemble experience, only membership in
the Augsburg Concert Band, the Augsburg
Orchestra, the Augsburg Choir, or
Riverside Singers of Augsburg will satisfy
the major, minor, or general education
requirements. Ensemble requirements are
fulfilled by participation for the entire year.
One quarter course credit per semester is
granted to members of major ensembles
(MUE 111,112,121,141);other ensembles carry no credit. Traditional grading is
required for music majors and minors in
ensemble courses. The general student
may register for credit with either traditional or P/N grading, or may choose no
credit with audit (V) designation. A maximum of two course credits in an ensemble
may be counted toward graduation requirements.
Performance Studies (Private Lessons)
One additional course in music history or
conducting
Four consecutive quarter courses in a
major ensemble concurrent with four
quarter courses of performance studies
on the major instrumendvoice
Pass one music repertoire test
Ensembles (MUE)
These musical organizations are open
to music majors, music minors, and nonmusic majors. All music students are
required to participate in a major ensemble
on their major instrument (where possible)
during their time at Augsburg College.
Auditions for membership in ensembles
are scheduled during the first week of the
school year or by arrangement with the
individual ensemble director.
Private instruction in voice, piano,
organ, or any instrument is available for all
students in the following categories:
No credit l/2hour lesson, 3 hours of
practice per week
1/4course credit, 1/2hour lesson,
4 hours of practice per week
lL2 course credit, 1 hour lesson,
8 hours of practice per week
One course credit, 1 hour lesson,
12 hours of practice per week
Lessons for credit require:
Private lessons
Jury examination at the end of each
semester
Attendance at departmental student
recitals and master classes
Attendance at concerts and recitals
lg8 Music
Lessons for non-credit:
Students may take private lessons for
no credit and are not required to fulfill the
performance and listening requirements.
A semester of study consists of 14
weeks of lessons, coaching, and a jury
examination. Music majors and minors are
required to register for music lessons for
credit (quarter, half, or full credit depending on year of study and degree being
sought). Credit is granted only for study
with faculty members of the Augsburg
College Department of Music, and private
instruction for credit is graded traditionally.
Music majors and minors must declare an
area of concentration. Students seeking a
bachelor of music-performance major
degree are also required to have a minor
instrument that necessitates additional
lessons, jury examinations, and performances. Freshmen may be awarded free
lessons, if taken for credit, in their major
instrument/voice and with the recommendation of their private lesson instructor.
Any lessons during Interim or summer are
arranged privately with the instructor. A
student who cannot attend a scheduled lesson is required to notify the instructor at
least 24 hours in advance. Otherwise,
except for illness immediately prior to a
lesson, the student will forfeit the right to
a make-up lesson. Limited school instruments are available for student use.
Music majors are required to attend
departmental student recitals and will perform if requested by their instructor. All
students registered in performance studies
for credit are required to attend eight designated music events during each semester.
Four of these events will be made up of
major ensemble concerts, senior student
recitals, faculty recitals, or designated campus music events. Four events should be
professional, off-campus concerts that have
the prior approval of the student's major
instrument/voice instructor. Off-campus
concerts will require that a program and a
one-sheet review be submitted to the
instructor. Music minors are required to
attend four events (on or off campus) that
meet the approval of their private instructor.
Note: Final grades for private lessons are
affected by attendance requirements.
Student Recitals
Students planning a recital should
carefully read the Music Student Handbook
and consult regularly with their applied
instructor. Concurrent registration in
performance studies in the major instrumenthoice is required for recital
performance. At least two full-time music
faculty members and the student's private
instructor must be present to evaluate
junior and senior recitals. Recitals are
given a padfail grade.
Recitals required for the fulfillment of
the B.M., B.A., or B.S. degree requirements
or honors program will be sponsored by
the music department. Other student
recitals may be considered for departmental sponsorship. All music degree recitals
must be representative of the academic
guidelines set forth in this catalog and
repertoire lists.
B.M. degree junior recitals (MUS 358)
will be one-half hour in duration for
music education majors, and one hour in
duration for music performance majors.
B.M. degree senior recitals (MUS 459)
will be one hour in duration for music
education majors and music performance
majors.
B. A. and B. S. degree senior recitals (MUS
458) will be one-half hour in duration.
-
Music 199
EXAMINATIONS
Piano Proficiency
All music majors enrolled in a music
degree program must complete the piano
proficiency requirement by the end of the
sophomore year. Consult the Music Student
Handbook for piano major and non-piano
major requirements and test dates.
Music Repertoire Tests
Music majors are required to pass three
music repertoire tests, transfer students
must pass two, and music minors must
pass one. Consult the Music Student
Handbook for contents of music repertoire
tests and test dates.
Many music courses are offered alternate years. Consult the ACTC Joint Class Schedule
or the music department for course offerings in each term.
THEORY
MUS 101
(.5 course)
Materials of Music I
Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test)
MUS 102
Materials of Music II
(.5 course)
Diatonic harmony, secondary dominants, and simple modulations. To be taken
concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade
of 2.0)
MUS 111
Aural Skills I
MUS 112
Aural Skills 11
(.5 course)
Development of listening and reading skills to parallel progress in MUS 102.
To be taken concurrently with MUS 102. (Prereq.: MUS 111)
MUS 201
Materials of Music 111
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation. To be
taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a
minimal grade of 2.0)
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th-century
practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201
and 211with a minimal grade of 2.0)
MUS 211
Aural Skills 111
(.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight singing,
and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101.
(.5 course)
Melodic, harmonic dictation, and sight singing to parallel progress in MUS
201. To be taken concurrently with MUS 201. (Prereq.: MUS 112)
200 Music
MUS 212
Aural Skills IV
(.5 course)
Further development of listening skills to parallel progress in MUS 202. To be
taken concurrently with MUS 202. (Prereq.: MUS 211)
MUS 301
Counterpoint 1
(.5 course)
16th- through 18th-century contrapuntal techniques including double counterpoint, passacaglia, fugue, and canon. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
MUS 302
Counterpoint 11 (.5 course)
Study of contemporary counterpoint including works of Schoenberg, Barber,
Copland, Hindemith, and Shostakovitch. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
MUS 311
Composition 1
(.5 course)
Study of notational systems, score layout, calligraphy, physical basis of sound,
ranges of and arranging music for voices and instruments. Simple forms and
tonal harmonic materials are employed. (Prereq.: Passing MUS 202 and 212
with a minimal grade of 2.0)
MUS 312
Composition 11
(.5 course)
Advanced arranging for vocal and instrumental ensembles of varying sizes and
types. Contemporary techniques, atonal systems, and larger forms are studied
and used. (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor)
MUS 341
Basic Conducting
(.5 course)
Study of fundamental conducting patterns and baton technique, score analysis
and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101,
111,231)
MUS 342
Choral Conducting
(.5 course)
Choral literature and organization, vocal methods and voice selection,
advanced conducting techniques with class as the choir. (Prereq.: Pass piano
proficiency test and MUS 341)
MUS 344
Instrumental Conducting
(.5 course)
Preparation of and conducting instrumental literature, advanced conducting
techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341)
HISTORY AND LITERATURE
MUS 130
Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For nonmusic majors.
MUS 231
History and Literature of Music I
A study of the evolution of music from antiquity to 1750. (Prereq.: MUS 101,
102,201)
Music 20"
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101,102,201)
MUS 241
History of Jazz
This course is a study of the musical elements, cultural perspectives, and the
historical developments of jazz. Many styles of jazz are examined including
early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and
progressive jazz.
MUS 320
Worlds of Music
A survey of non-Western musical cultures.
Thefollowingfour half courses are extensive studies of special eras in the histoly of music:
MUS 331
Music of the Baroque Era
(Prereq.: MUS 231, 232)
(.5 course)
MUS 332
Music of the Classical Period
(Prereq.: MUS 231, 232)
(.5 course)
MUS 333
Music of the Romantic Period
(Prereq.: MUS 231, 232)
(.5 course)
MUS 334
Music of the 20th Century
(Prereq.: MUS 231, 232)
(.5 course)
MUS 432
Church Music and Worship
Development and influence of church music as evidenced in contemporary
worship practices. Designed for the general as well as the music and theology
student.
MUS 435
Voice Repertoire
A survey of standard art song repertoire from Eastern and Western
Europe, Russia, Scandinavia, and the Americas. Includes listening, writing,
and performance. Required for vocal performance majors. (Prereq.: MUS
251-254 or permission from instructor)
MUS 436
Piano Repertoire
(.5 course)
Study of the piano literature from the 17th century to the present by listening,
analyzing, and performing. (Prereq.: MUS 231, 232)
MUS 498
Independent Study
(.5 course)
Advanced research and projects not otherwise provided for in the department
curriculum. Open only to advanced students upon approval by the faculty.
INTERNSHIPS AND INDEPENDENT STUDY COURSES
MUS 199
Internship
See description on page 85.
MUS 299
Directed Study
See description on page 86.
202 Music
MUS 399
Internship
See description on page 85.
MUS 499
Independent StudyIResearch
See description on page 86. Open only to advanced students upon approval of
the faculty.
TECHNIQUE
MUS 152
Class Voice
(.25 course)
Fundamentals of tone production and singing.
MUS 155
Class Piano
(.25 course)
Basic keyboard familiarity, including scales, chords, arpeggios, sight-reading,
and simple accompaniment and music reading skills necessary to pass the
piano proficiency test. (Prereq.: MUS 101 or permission from instructor)
MUS 158
Class Guitar
(.25 course)
Beginning techniques of classic guitar.
MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253),
French Diction (254)
(each .25 course)
Intensive course covering basic singing pronunciation of English, Italian,
German, and French through the study of the art song repertoire. Includes
regular class performances and phoneticization of texts using the International
Phonetic Alphabet. Required for vocal performance majors and music
education majors.
MUS 358
Junior Recital
(-0 course)
B.M. candidates only. One-half hour recital at repertoire Level 111 for music
education majors, one hour recital at Level IV for music performance majors.
No course credit. Private instructor may request a pre-recital hearing.
MUS 456
Piano Pedagogy (.5 course)
Principles, methods, materials, and techniques for teaching piano. Survey of
various pedagogical schools of thought.
MUS 458
Senior Recital
(.O course)
One-half hour recital at repertoire Level 111 for B.A. or B.S. candidates. No
course credit. Private instructor may request a pre-recital hearing.
MUS 459
Senior Recital
(.O course)
B.M. candidates only. One hour recital at repertoire Level IV for music education majors, one hour recital at Level V for music performance majors. No
course credit. Private instructor may request a pre-recital hearing.
-
Music 20
W THERAPY
MUS 271
MUS 272
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children.
Human ldentity through the Creative Arts
A study of the aesthetic expression and experience as they relate to human
identity, with an emphasis on psychological, cultural, and biological aspects of
musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement.
MUS 274, 275 Music Therapy Practicums
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills including improvisation. Two hours
per week. No course credit.
MUS 372
MUS 373
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis on
acoustics and sociopsychological aspects of music. An understanding of the
research process and development of an experimental research project.
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy Theories of learning music, musical
talent, and performance.
MUS 374, 375 Music Therapy Practicums
(.O course)
Volunteer work in a clinical setting acquiring clinical skills in leadership,
observation, and functional music skills including improvisation. Two hours
per week. No course credit.
MUS 472
Human ldentity through the Creative Arts
See course description for MUS 272. Enrollment for upper division credit
required for music therapy majors; will include an additional course module.
MUS 473
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic settings,
including discussion of professional ethics. A holistic approach to therapy
with music.
Music
(.25 course each)
MUS 474,475 Music Therapy Practicums
Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two
hours per week. (Prereq.: Three of MUS 274,275,374,375,and pass piano and
guitar proficiency test)
MUS 479
Music Therapy Clinical Internship
(.5 course)
Full-time placement in an AMTA-approved internship site for six months.
(1040 hours) Application for internship must be made nine months in advance.
Sites in Minnesota are limited. (Prereq.: completion of all other graduation
requirements, including all proficiency exams and music repertoire tests)
ENSEMBLES (MUE)
These musical organizations exist not
only for the benefit of the music student,
but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester
or by arrangement with the ensemble
director. Assignment to an ensemble is
then made at the discretion of the
appropriate faculty. For Jazz Ensemble
membership, preference is given to concert
band members.
While the department strongly encourages both formal and informal ensemble
experience, only membership in band,
orchestra, choir or Riverside Singers will
satisfy the major, minor, or general education requirements. Some instruments are
available for use by students.
MUE 111
Augsburg Choir (-25 course)
MUE 112
Riverside Singers of Augsburg (.25 course)
MUE 113
Vocal Chamber (.O course)
MUE 114
Masterworks Chorale (.25 course)
MUE 121
Orchestra (.25 course)
MUE 122
String Ensemble (.O course)
MUE 131
Woodwind Chamber Music (.O course)
MUE 141
Concert Band (.25 course)
MUE 142
Brass Ensemble (.O course)
MUE 143
Jazz Ensemble (.O course)
MUE 144
Percussion Ensemble (.O course)
-
Music 20!
PERFORMANCE STUDIES (MUP)
Private instruction for credit is graded
traditionally All areas of study are available
to the non-music major or minor. All
lessons are adapted to the individual needs
of the student and those bearing credit are
supplemented by accompanying, ensemble
participation, and other performances.
Repertoire lists are graded I-V to indicate
levels of achievement and the following
expectations: No-credit study has no repertoire requirements; music minor-Level I;
B.A. and B.S. majors-Enter I and attain
111; B.M. -Education major-Enter I1
attain IV; B.M.-Performance majorEnter I1 and attain V
LESSONS
MUP 111-411 Voice
MUP137-437
Horn
MUP 121-421 Violin
MUP 141-441
Trumpet
MUP 122-422 Viola
MUP 142-442
Trombone
MUP 123-423 Cello
MUP 143-443
Baritone
M UP 124-424 Bass
MUP144-444
Tuba
MUP 131-431 Oboe
MUP 152-452
Piano
MUP 132-432 Bassoon
MUP 159a
Piano accompanying
MUP 133-433 Clarinet
MUP 161-461
Guitar
MUP 1 3 4 4 3 4 Saxophone
MUP 171-471
Percussion
MUP 135-435 Flute
MUP 181-481
Organ
MUP 191-491
Harp
Note carefully the following provisions:
A semester of study is 14 weeks of
lessons and coaching. Any lesson during
the Interim or summer are arranged
privately with the teacher.
A student who cannot attend a scheduled
lesson is required to notify the teacher at
least 24 hoursin advance; otherwise
except for illness immediately prior to
the lesson, the student will forfeit the
right to a make-up lesson.
Credit is granted only for study with
faculty members of the Augsburg
Department of Music.
T
he natural science licensure program
- for teachers is designed to provide strong
preparation for science teaching and to satisfy Minnesota licensure requirements.
Courses are designed to provide a
broad, basic background in science and
allow for specialization in an area. The following programs assume that the student
will meet the distributionlgeneral education requirements of the College, the
requirements for appropriate majors, the
courses required in the Department of
Education and, in the physical sciences,
have at least one year of calculus. Consult
with the Department of Education for
requirements in education. Early consultation with adviser is essential.
Coordinator
Arlin Gyberg
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current licensure requirements.
Broad Base Requirements
Two earth science (PHY 101 Astronomy,
PHY 106 Meteorology, or geology)
BIO 113 Introductory Organism1 Biology
BIO 114 Introductory Genetics,
Evolution, and Ecology
PHY 116 Introduction to Physics
or PHY 121, 122 General
Physics I, I1
CHM 105, 106 Principles of Chemistry
or CHM 115,116 General Chemistry
~
-
Biology Major
(for licensure in life science)
Broad base requirements, plus:
BIO 215 Introductory Cellular Biology
BIO 491 Seminar
Six other biology courses, including at
least one from each of the following
groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Zoology
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 367 Biochemistry
or BIO 471 Advanced Cellular and
Molecular Biology
BIO 476 Microbiology
or BI0 481 Ecology
And one course in Organic Chemistry
Physical Science Broad Base
Requirement
Two courses: one in earth science (astronomy, meteorology, or geology), and one in
general biology.
Natural Science 20;
Chemistry Major
(for licensure in physical science)
Physical Science Broad Base Requirement
Graduation major in chemistry:
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
CHM 351 Organic Chemistry
CHM 352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar
MAT 145, 146 Calculus I, 11
or MAT 124,125 Calculus I, 11 (WEC only)
One advanced chemistry course
One year of General Physics
Two physics courses above General Physics
(Recommended: PHY 245 Modem
Physics and PHY 261 Electronics)
Physics Major (for licensure in physical science)
Physical Science Broad Base Requirement
Graduation major in physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
MAT 145, 146 Calculus I, I1
or MAT 124,125 Calculus I, I1 (WEC only)
MAT 245 Calculus 111
MAT 247 Modeling and Differential
Equations*
Two additional physics courses above 122
One year of General Chemistry
One course of Organic Chemistry and
One course of Analytical Chemistry
*Note: PHY 327 Special Functions of
Mathematical Physics may substitute for
MAT 247
See listing under Interdisciplinary Studies.
See listing under Modem Languages.
I I he Augsburg Department of Nursing
is designed exclusively for registered nurses
who want to increase their opportunities in
the health care field.
The scope of nursing practice is changing and expanding. Nurses are being called
on to function in a variety of settings that
differ from those in the past. Today nurses
work in hospitals, clinics, corporations,
government agencies, schools, and community organizations, or in their own practices. Wherever they practice, nurses provide comprehensive health care through
the entire life span for people of all cultures and socioeconomic levels.
The bachelor's degree equips nurses
with a working knowledge of the biological, physical, social, behavioral, and nursing sciences. The nursing program at
Augsburg also provides educational opportunities to increase their skills in critical
thinking, clinical investigation, and decision-making that prepares them to handle
challenging new positions in today's health
care field.
Augsburg's nursing program, leading to
a bachelor of science degree with a major
in nursing, is accredited by the National
League for Nursing. Graduates of the program are eligible to apply for public health
nurse registration in Minnesota. With two
additional courses, they are eligible to
apply for school nurse certification.
Nursing Faculty
Beverly Nilsson (Chair), Lucie Ferrell,
Pamela Weiss
Major
Ten courses including:
NUR 305 Contemporary Nursing I:
Communication
NUR 306 Contemporary Nursing 11:
Paradigms in Nursing
NUR 310 Community Health Nursing I
NUR 3 11 Community Health Nursing 11:
Practicum
NUR 330 Trends and Issues in Nursing
NUR 350 Introduction to Nursing
Research
NUR 403 Contemporary Nursing 111:
Families
NUR 423 Practicum in Nursing: Nursing
of the Family
NUR 431 Leadership and Management:
Theory and Practice
PHI 380 Ethics of Medicine and Health
Care
A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.5 at
the completion of Level I and Level I1
courses of study are required. Students also
must complete Augsburg's residence and
general education requirements.
The program has been planned so that
the major can be completed within two
academic years; however, students may
pursue their studies at a slower pace.
Courses in the nursing major are
offered on weekends with practicum courses
requiring additional weekday time. More
time may be required to complete the total
course of study depending on the number
of credits transferred from other colleges or
universities. Students in nursing may take
non-nursing courses in both day school
and Weekend College. Students interested
in pursuing the nursing major should consult with an adviser from the Department
of Nursing for program planning.
-
Nursing 205
Honors Major
Admission to the honors major requires:
a GPA of at least 3.6 in the major and 3.3
overall, application to the department chair
by Nov. 1 of the senior year, recommendation by nursing faculty, and honors thesis
to be presented before a faculty committee
by April 15. Candidates register for NUR
499 to complete the honors requirement.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the nursing major.
1.Admission to Augsburg College:
Before you can apply for the nursing program, you must first be admitted to
Augsburg College. All applicants must present a high school diploma or equivalent
and a 2.2 GPA.
2. Graduation from an accredited nursing program: Applicants must have graduated from an NLN-accredited associate
degree or diploma nursing program with a
2.5 overall GPA.
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to practice in Minnesota prior to beginning the
nursing major.
4. Prerequisite course content: The following content must have been completed
with a minimum grade of Z.O-chemistry,
anatomy and physiology, microbiology,
English composition, introductory sociology, and introductory psychology. These
courses may be taken at Augsburg or at
another accredited college or university.
5. Current clinical practice: Applicants
must give evidence of current clinical nursing practice (within the past five years).
This may include graduation from a school
of nursing, work experience, or completion
of a nursing refresher course or an acceptable equivalent.
6. Applicants must have their own malpractice insurance, current CPR certification, and an updated immunization record.
Options for Completing the Degree
Augsburg recognizes that nurses have a
variety of time schedules, personal responsibilities, and work demands that must be
taken into account in any decision to work
toward a college degree. For this reason,
Augsburg offers full- and part-time sequential alternatives for pursuing this degree.
Nursing courses at Augsburg are
available only through Weekend College.
Classes usually meet on alternate weekends
for one 3 1/2 hour time block. Clinical
practice usually occurs on weekdays.
However, students also can complete
their liberal arts general education requirements by taking courses in day school and
Weekend College. It is recommended that
most liberal arts courses be taken before
starting the nursing major.
210 Nursing
-
NUR 305
Contemporary Nursing I: Communication
Introduces the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles.
NUR 306
Contemporary Nursing II: Paradigms in Nursing
An introduction to the idea of theory-based nursing practice. Nursing theory
and conceptual models for nursing practice are studied and then utilized in a
patientlclient situation.
NUR 310
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or improve
the health of culturally diverse individuals, families, and communities.
NUR 31 1
Community Health Nursing II: Practicum**
Provides clinical experience in community-based health care delivery systems.
Students will apply nursing process, teaching/learning theory, and basic public
health principles with culturally diverse clients. (Prereq.: NUR 310)
NUR 330
Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of the
professional nurse. Economic, social, political, and professional trends and
issues are explored in relation to their implications for a changing practice.
NUR 350
Introduction to Nursing Research
Emphasis on research process and methods in nursing. Ethical issues in nursing research are examined. Students critique nursing research for its value in
nursing practice and design a research proposal. (Prereq.: MPG 3 )
.
.. .. ...-. .........-
-
Nursing 211
NUR 403
Contemporary Nursing Ill: Families
Provides a theoretical basis for nursing interventions with culturally diverse
families and explores theories related to family structure and function
throughout the life span. The role of the nurse in family health care is
examined. (Prereq.: NUR 311)
NUR 423
Practicum in Nursing: Nursing of the Family**
Clinical practice offering the student an opportunity to provide complex nursing care to culturally diverse families in selected practice settings. (Prereq.:
NUR 403)
NUR 431
LeadershipIManagement:Theory and Practice**
Examines the professional nurse roles of leader and manager. Concepts of
change, conflict, and system dynamics are explored. Ethics, accountability, and
advocacy in the leader-manager role are studied. Application of theory occurs
in selected practice settings with a professional nurse preceptor.
NUR 432
Topics in Nursing
Provides opportunities for in-depth exploration of selected topics in nursing.
The subjects studied will vary depending upon the interests of the faculty and
students.
Independent Study:
NUR 499
Independent StudyIResearch
See description on page 86.
Note: I f NUR 31 1 and NUR 423 are not taken immediately following their respective theoly
courses, students are required to consult with faculty prior to registration regarding review of
the theoretical content. Students who decelerate for more thanfive years may be asked to audit
courses already taken. There is a fee to audit courses.
** This course involves an additional clinicalfee.
T
he Department of Philosophy assists
students to understand issues raised in the
traditional areas of philosophy. We consider questions about what knowledge is and
how we know about the nature of reality,
about the basis for making moral judgments, and about the rules for correct reasoning. Our goals are to instill in students
a love of truth, to inspire a curiosity about
the significance and meaning of the world
they experience, and to develop the skills
of critical analysis and creative synthesis.
The department places a special emphasis on the history of philosophy, offering
four courses covering the period from the
ancient Greeks to the end of the 20th century. In these courses students are taught
how to read, understand, and criticize
great texts of Western civilization and to
see how ideas have developed and matured
through the centuries. The department also
offers courses where philosophy and its
methods and ideas are applied to other disciplines such as religion, science, and the
arts.
The major has been carefully planned
so that students can easily graduate with a
major in philosophy and one in another
discipline. Though some students continue
on to graduate school in philosophy, most
use the major to prepare for other professional studies such as law, medicine, or the
Christian ministry. Philosophy majors generally perform better than others on graduate entrance examinations in medicine and
law. Others enter the work place confident
that the study of philosophy has given
them the ability to think critically.
Philosophy Faculty
David Apolloni (Chair), Mark Fuehrer,
Bruce Reichenbach
Major
Nine courses including:
PHI 230 Logic
PHI 241 History of Philosophy I: The
Classical Philosophers
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111:
Enlightenment and 19thCentury Philosophy
PHI 344 History of Philosophy IV 20thCentury Philosophy
A 400-level course (other than PHI 499)
Three elective courses in philosophy
Five courses must be upper division.
Honors Major
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.
Minor
Five courses, including two from PHI
241,242,343, and 344.
-
Philosophy 213
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical problems (like how
we know, if we can have certain knowledge, if there are universal moral principles whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically.
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases they
use to make moral judgments. The course explores major philosophical
approaches to evaluating moral actions and then applies them to contemporary issues. Christian ethics will inform the considerations. Students who
receive credit for PHI 120 may not receive credit for PHI 125.
PHI 125
Ethics and Human Identity
A philosophical study of the role of human understanding, emotions, and
action with respect to the pursuit of happiness. Beginning by asking what the
end or purpose of human life is, students decide on the moral and intellectual
virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI
125 may not receive credit for PHI 120.
PHI 175
Philosophy of Love and Sex
Issues such as the ethics of sex in relation to marriage, pornography, and
homosexuality are considered. Then consideration is given to the nature and
history of romantic love and its relationship to sex.
PHI 215
Philosophy of the Emotions and Passions
An examination of several classical and contemporary philosophical essays on
the nature of human emotion and passion with the intention of discovering
the nature and role on this aspect of human nature. The impact of emotions
upon language, music, art, interpersonal relations, and even religion are
explored.
PHI 230
Logic
Students learn to distinguish arguments from exposition. Then they learn the
rules that govern valid arguments and develop their ability to recognize and
construct sound arguments. The last part of the course focuses on inductive
reasoning.
PHI 241
History of Philosophy I: The Classical Philosophers
The writings of Plato and Aristotle are the foundations of all philosophical
thought in Western civilization. In this course students read and analyze some
of the key works by Plato and Aristotle, as well as Stoic, Epicurean, and
Neoplatonic writings.
2'4 Philosophy
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
students will read writings by various medieval and Renaissance philosophers
in order to understand the process of philosophical assimilation involved in
constructing a Christian philosophy. (Suggested prior course: PHI 241. Spring)
PHI 260
Philosophy and the Arts
Attempt is made to ask and answer some of the following questions: What is
a work of art? Is there such a thing as good and bad taste? What is aesthetic
experience?
PHI 343
History of Philosophy Ill: Enlightenment and l%h-Century
Philosophy
This course studies the major rationalists of the 17th century (Descartes,
Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley,
Hume), Kant's synthesis of philosophy, and 19th-century idealism and the
reaction to it (Marx, Kierkegaard, Nietzsche). (Suggested prior course: PHI
241 or 242. Fall)
PHI 344
History of Philosophy IV: 20th-Century Philosophy
An overview of the major schools of philosophical thought in the 20th century:
analysis, phenomenology, existentialism, pragmatism, structuralism, and
deconstructionism. (Suggested prior courses: PHI 241, 242, and 343)
PHI 350
Philosophy of Religion
We systematically investigate a series of questions about religion. What is the
relation between faith and reason? Does God exist, and if so, what can be said
about God? Can God's goodness be reconciled with human suffering? Are miracles and life after death possible? (Suggested: one prior course in philosophy)
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism and Taoism. (Suggested: one prior course in philosophy. Alternate years)
PHI 360
Political Philosophy
The question, What is just society? is considered with the answers given in the
20th century by utilitarianism, liberalism, Marxism, communitarianism, libertarianism, and feminism.
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist's
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific methods.
(Suggested prior course: PHI 230 or one course in natural science)
-
Philosophy 215
PHI 370
Existentialism
Studies in the writings-both philosophical and literary-f
prominent existentialist authors. The course examines what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years)
PHI 380
Ethics of Medicine and Health Care
Application of ethical principles to problems that arise in the areas of health
care and delivery, allocation of scarce resources, human experimentation,
genetic engineering, abortion, care for the dying, and euthanasia.
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific area
of philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit.
(Suggested prior courses: any course from PHI 241, 242,343,344, or consent
of instructor. Offered annually)
Internships and Independent Study Courses:
PHI 199
Internship
See description on page 85.
PHI 299
Directed Study
See description on page 86.
PHI 399
Internship
See description on page 85.
PHI 499
Independent StudyIResearch
See description on page 86.
PHYSICAL
EDUCATION
See listing under Health and Physical Education.
T
he Augsburg Physician Assistant
Program is designed for students interested
in careers as health care providers.
The physician assistant concept originated during the mid-1960s. Physicians
and educators recognized that there was a
shortage and uneven distribution of primary
care physicians. To combat these problems,
the Physician Assistant Program was developed. All PAs must, by law or regulation,
have a supervising physician. An important
element of the physician assistant education is the emphasis on patient education.
The Augsburg Physician Assistant
Program is a 27-month program of study
for students with at least 64 semester
hours of college credit. A new class of 28
students begins each May. Students who
intend to enter the Physician Assistant
Program must apply by December of the
previous year. The program is very competitive and not all students who apply are
accepted. Physician assistant students who
have not previously obtained a baccalaureate degree will earn a bachelor of arts in
physician assistant studies upon successful
completion of the program.
The Augsburg Physician Assistant
Program is currently accreditated from
CAAHEP (Commission on Accreditation of
Allied Health Education Programs).
In order for someone to practice as a
physician assistant, one must graduate from
an accredited PA program and pass the PA
National Certification Examination. Practice
regulations differ from state to state.
The mission of the Augsburg College
Physician Assistant Program is to educate
students in a manner consistent with the
College's mission. It is based on a foundation of respect and sensitivity to persons of
all cultures and backgrounds and oriented
toward providing care to undersewed
populations. Students are well educated in
current medical theory and practice, and
graduates are encouraged to work in primary care settings. The program promotes
dedication to excellence in performance,
with the highest standards of ethics and
integrity, and commitment to lifelong personal and professional development.
Physician Assistant Faculty
Dawn B. Ludwig (Chair), David Johnson,
Manuel Kaplan, Martha Kelly, Teny Lewis,
LuAnn Shay
Major
First Year (Twelve Months)
Twelve courses including:
Human Anatomy and
PA 3 11
Neuroanatomy
PA 321
Human Physiology
PA 331
PA Seminar
Phannacology I
PA 35 1
PA 361
Clinical Medicine I
History & Physical Exam
PA 371
Skills I
PA 341
Current Trends
PA 362
Clinical Medicine I1
PA 352
Pharmacology I1
PA 363
Clinical Medicine 111
History & Physical Exam
PA 372
Skills I1
PA 380
Emergency Medicine
and three supporting courses including:
PSY 368 Behavioral Health Care I
PSY 369 Behavioral Health Care I1
PHI 380 Ethics of Medicine and Health
Care
-
Physician Assistant 21;
Second Year (Fifteen Months)
Prerequisite: successful completion of the
first year of the PA Program and all courses
must be taken as traditional grading.
Clinical rotations in prearranged health
care facilities including:
PA 400 Family Medicine .............6 weeks
PA 410 Internal Medicine............6 weeks
PA 420 General Surgery ..............6 weeks
PA 430 Pediatrics.........................6 weeks
PA 440 OBlGynecology ...............6 weeks
PA 450 Emergency Medicine ...... 6 weeks
PA 460 Psychiatry........................6 weeks
PA 470 Electives ..........................6 weeks
PA 480 Family Medicine
Preceptorship ..................Final 11
weeks of
program
A minimum grade of 2.0 in each physician assistant and supporting course of
study is required. Students in the degree
program also must complete Augsburg's residence and general education requirements.
The program is planned so that the
major will be completed in 27 months.
The courses are offered consecutively, with
subsequent courses based on material
taught in previous courses; therefore, students are accepted for full-time study only.
The following steps must be completed
to apply for admission into the Physician
Assistant Program.
1. Prerequisite course content: The following courses must have been completed
at Augsburg (or an approved equivalent
course at another accredited institution)
with a GPA of 2.0 or better:
One year biological sciences for majors
Recommended courses include:
BIO 113 Introductory Organismal Biology
BIO 114 Introductory Genetics,
Evolution, and Ecology
BIO 355 Genetics
BIO 473 Animal Behavior
BIO 367 Biochemistry
BIO 476 Microbiology
CHM 223 Organic Chemistry
or CHM 3511352
PSY 105 Principles of Psychology
2. It is recommended students maintain
a cumulative and science GPA of 3.0 or
better to remain competitive with all
potential applicants.
3. All general education
perspectiveslskills (except The City, one
Writing Skill, Speaking Skill, and Critical
Thinking) must have been completed. The
above perspectives and skills are included
in the physician assistant curriculum.
4. Submit a complete application to the
program prior to the deadline, usually the
end of December. Call the office for the
official deadline each year. A comp!ete
application packet includes: the application, three or four letters of reference, an,
application fee, and an official transcript
from each post-secondary school attended.
5. Application and admission to
Augsburg College prior to matriculation to
the Physician Assistant Program.
Physician Assistant
PA 31 1
PA 321
Human Anatomy and Neuroanatomy
This course takes a regional approach to the study of human anatomy. The
course will involve dissection of human cadavers. This course is offered only
to students accepted into the PA Program.
Human Physiology
A course involving lectures, demonstrations, discussions, and laboratory exercises designed to present general physiological principles involving the nervous, respiratory, cardiovascular, gastrointestinal, and endocrine systems, and
the special senses. (Prereq.: Admission to the PA Program)
PA 331
PA Seminar
A seminar exploring the history and role of physician assistants, including the
laws and regulations governing their practice and education. (Prereq.:
Admission to the PA Program or consent of instructor)
PA 341
Current Trends
This course educates the student in understanding medical literature, research
of literature, and analysis of medical articles. (Prereq.: Admission to the PA
Program)
PA 351
Pharmacology l
This course covers drug metabolism, chemotherapy, toxicology, and prescriptive practice as related to disease processes of the autonomic, cardiovascular,
respiratory, and gastrointestinal systems. (Prereq.: Admission to the PA
Program and successful completion of summer semester)
PA 352
Pharmacology II
This course covers drug metabolism, chemotherapy, and prescriptive practices
as related to the pediatric, dermatologic, otolaryngologic, endocrine, and gynecologic systems. (Prereq.: PA 351)
PA 361
Clinical Medicine I
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the cardiovascular, respiratory, gastrointestinal, renal, and endocrine systems. (Prereq.: Admission to the PA Program and
successful completion of summer semester)
PA 362
Clinical Medicine II
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the otolaryngologic, ophthalmalogic, and
neurologic systems. (Prereq.: PA 361)
Phvsician Assistant 21!
Clinical Medicine Ill
A course designed to teach pathologic process, clinical disease, treatment, and
the clinical skills associated with the rheumatologic, orthopedic, gynecologic,
obstetric, pediatric, geriatric, dermatologic, and immunologic systems.
(Prereq.: PA 363)
History and Physical Exam Skills I
A lecturddiscussion/laboratory course with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to the
interviewing and physical examination of patients. (Prereq.: Admission to the
PA Program)
History and Physical Exam Skills II
A lecture/discussion/laboratorycourse with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to the
interviewing and physical examination of patients. (Prereq.: PA 371)
Emergency Medicine
A lecture/laboratory course designed to educate the student in common emergency procedures. Topics covered will be adult and pediatric trauma, surgical
procedures, and cardiac arrest protocol. (Prereq.: PA 371 and 362)
Family Medicine
A six-week required rotation that emphasizes the pathophysiology, evaluation,
diagnosis, and management of systemic diseases, and conditions unique to the
clinical practice of family medicine.
Internal Medicine
A six-week required rotation during which the indication, limitation, and
methods of performing the necessary diagnostic procedure and therapeutic
measures used in the treatment of general medicine disorders are reviewed.
General Surgery
A six-week required rotation providing an orientation to patients of various
ages with surgically manageable diseases, emphasizing preoperative, intraoperative, and postoperative periods.
Pediatrics
A six-week required rotation designed to emphasize care of the child from
birth through adolescence, emphasizing common childhood illnesses, normal
growth and development, and abnormal variations.
-
220 Physician Assistant
PA 440
OB/CYN
A six-week required rotation that provides an exposure to the spectrum of
problems and issues associated with women's health care, including pregnancy,
common gynecological diseases, and preventive care.
PA 450
Emergency Medicine
A six-week required rotation designed to provide an in-depth exposure to the
illnesses and injuries sustained by all ages that necessitate emergency care.
PA 460
Psychiatry
. A six-week required rotation designed to provide an understanding of the
behavioral components of health, disease, and disability with exposure to
patients with a variety of psychiatric diagnoses.
PA 470
Electives
A total of six weeks spent by the student in a department-approved rotation of
the student's choice, such as, but not limited to, cardiology, orthopedics, radiology, dermatology, and neurology.
PA 480
Family Medicine Preceptorship
An 11-week required rotation providing the student an opportunity to utilize
all skills and knowledge gained in the program, emphasizing complete patient
care in a family medicine setting. (Prereq: completion of the clinical year of
PA studies)
P
hysicists are a curious and ambitious
lot. Their aim is to understand the fundamental principles that describe and govern
all physical aspects of the universe.
Historically called "natural philosophers,"
physicists investigate by means of controlled experimentation and mathematical
analysis. Physics includes the study of systems ranging from sub-atomic particles to
the largest galaxies and from the relative
stillness of near absolute zero to the fiery
activity of stars. Physics plays an important
role in many of the liberal arts disciplines
and contributes to society's understanding
of such areas as energy, weatker, medical
science, and space exploration.
Recognizing the importance of physics
in contemporary life and the need to keep
abreast of rapid technological advances,
the department strives to give students not
only an understanding of basic concepts,
but also insights into recent developments.
A rigorous major provides students with
the preparation required for graduate study
in physics. It also provides flexibility, serving as a stepping stone to advanced work
in related areas such as astronomy, engineering, computer science, atmospheric
science and meteorology, oceanography,
biophysics, environmental science, and the
medical and health-related fields. The
department serves the liberal arts by offering courses for non-science students that
enable them to attain a general understanding of a particular area of science.
These courses provide the basis for
further study and enable students to
follow new developments with some
degree of comprehension.
The department supervises the preengineering program, with degree programs available at cooperating universities
at both the bachelor's and advanced degree
levels, and administers Augsburg College's
portion of funds designated for the
Minnesota Space Grant College
Consortium, funded by NASA. It also
maintains active research programs (supported by NASA, the National Science
Foundation, and other federal agencies)
through its Center for Atmospheric and
Space Sciences. Several students work as
research assistants in these efforts during
the academic year and in the summer.
Cooperative education, internship, and
undergraduate research programs provide
opportunities for students to apply their
knowledge and problem-solgng skills in
practical situations in industrial, governmental, and academic settings.
Physics Faculty
Jeffrey Johnson, Mark Engebretson,
Kenneth Erickson, William Monsma
Physics Research Staff
Anthony Hansen, William Jasperson, David
Venne. Atmospheric Sciences Research
Group, Augsburg College Center for
Atmospheric and Space Sciences
222 Physics
BACHELOR OF SCIENCE
BACHELOR OF ARTS
Major
13 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395,396 Comprehensive Laboratory
Two elective physics courses above PHY 122
MAT 145, 146 Calculus I, I1
MAT 245,247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
H BACHELOR OF SCIENCE
Major
17 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics I1
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory I
PHY 396 Comprehensive Laboratory I1
PHY 486 Quantum Physics I
One physics course above PHY 122
CHM 105, 106 Principles of Chemistry
or CHM 115, 116 General Chemistry
MAT 145, 146 Calculus I, I1
MAT 245, 247 Calculus 111 and Modeling
and Differential Equations
or MAT 245
Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
Physics Major With Concentration in
Space Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 320
and PHY 420, and the omission of the elective physics course.
Honors Major
A GPA of 3.5 in physics and 3.0 overall.
An independent investigation of a physics
topic with an oral defense of the written
research report. Application for the honors
major should be made no later than the
first term of the senior year.
In planning their courses of study, students are encouraged to work closely with
members of the physics faculty. Normally,
students should have MAT 145, 146, and
PHY 121, 122 during the freshman year,
and MAT 245 and 247 (or PHY 327) during the sophomore year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
-
Physics 22:
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
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.
Three elective physics courses
above PHY 122
MAT 145, 146
Calculus I, I1
Sigma Pi Sigma
Society of Physics Students
The Augsburg chapter of the Society of
Physics Students provides students the
opportunities of membership in a national
Membership in the Augsburg chapter of
this national physics honor society is open
to those students who have completed the
equivalent of a minor in physics,
have a
,
GPA of 3.0 in physics and overall, and
rank i n the upper third of their class.
PHY 101
Astronomy
A descriptive course covering our solar system. stars. and galaxies and tracing
development scimtific thoughr from earlv civilization to the present. Night
viewing and laboratory sessions are required, (Three one-hour lectures.
Prereq.: MPG 2. Fall, spring)
PHY 103
Conceptual Physics
Applications, problems, and experiments are selected to illustrate fundamental
principles of physics and explore hands-on intuitive approach. (Two threehour lectures/laboratories. Prereq.: MPG 3. Fall, spring)
PHY 106
Introductory Meteorology
A survey of the basic principles of the Earth's weather and climate. Topics
include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone
depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2.
Fall)
PHY 116
Introduction to Physics
An algebra-based introductory course in which the applications, problems,
and experiments are selected to illustrate fundamental principles and provide a
broad survey of physics. (Three one-hour lectures, one two-hour laboratory.
Prereq.: MPG 3. Fall)
PHY 121
General Physics I
A rigorous study of classical physics including mechanics and wave motion.
Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall)
2"
Physics
PHY 122
General Physics II
A rigorous study of classical physics including thermodynamics, electricity,
magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY
121, MAT 146 or concurrent registration. Spring)
PHY 245
Modern Physics
An introduction to modem physics from a historical and experimental
perspective. Relativity, atomic, molecular, nuclear, and solid state physics.
This course develops the experimental foundations and need for quantum
mechanics. (Three one-hour lectures, one one-and-one-half hour laboratory.
Prereq.: PHY 122. Fall)
PHY 261
Electronics
AC and DC circuits, analog electronics, digital electronics, and the analysis
and use of microprocessors and microcomputer systems. (Three one-hour lecl
tures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146.
Spring: cross-listed with computer science)
PHY 320
Introduction to Space Science
A survey of Earth's space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic
storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring)
PHYIMAT 327 Special Functions of Mathematical Physics
Special functions encountered in physics. Partial differentiation, Fourier series,
series solution of differential equations, Legendre, Bessel and other orthogonal
functions, and functions of a complex variable. (Three one-hour lectures.
Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring:
cross-listed with mathematics)
PHY 351
Mechanics I
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall)
PHY 352
Mechanics II
Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, noninertial reference frames, thermodynamics, and statistical mechanics. (Three
one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 247 or PHY 327. Spring)
PHY 362
Electromagnetic Fields I
The classical electromagnetic field theory is developed using vector calculus.
Topics include electrostatics, solution of Laplace's and Poisson's equations, and
electric properties of materials. (Three one- hour lectures. Prereq.: MAT 247 or
PHY 327. Fall)
-
Physics 225
PHY 363
Electromagnetic Fields II
The classical electromagnetic field theory is developed using vector calculus.
Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell's equations. (Three one-hour lectures.
Prereq.: PHY 362, MAT 247 or PHY 327. Spring)
PHY 395
Comprehensive Laboratory 1 (.5 course)
An emphasis on independent laboratory work and participation in physics
seminars. Experiments in mechanics, thermodynamics, vacuum physics, electronics, electricity, magnetism, optics, and modem physics. (One three-hour
laboratory and one seminar hour per week. Prereq.: junior or senior standing
or consent of instructor. Fall)
PHY 396
Comprehensive Laboratory 11 (-5 course)
A continuation of PHY 395. (One three-hour laboratory and one seminar hour
per week. Prereq.: PHY 395, junior or senior standing or consent of instructor.
Spring)
PHY 420
Plasma Physics
Y u n d a m e n t a l s of plasma physics including waves, instabilities, drifts, plasma
drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration)
PHY 486
Quantum Physics I
A development from first principles, including de Broglie's postulates, the
Schroedinger
equation,
operators, wave functions, expectation values, and
.
approximation methods. Applications include potential wells and barriers, the
harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.:
PHY 245,351. Fall)
PHY 488
Quantum Physics II
The application of quantum mechanics to specific topics chosen from the areas
of solid state physics, atomic and molecular physics, nuclear physics, and particle physics. (Three one-hour lectures. Prereq.: PHY 486. Spring)
Internships and Independent Study Courses:
PHY 199
lnternship
See description on page 85.
PHY 299
Directed Study
See description on page 86.
PHY 399
lnternship
See description on page 85.
PHY 499
Independent StudyIResearch
See description on page 86. Open to juniors and seniors with departmental
approval.
F
irmly grounded in the liberal arts tradition, political science has roots in the
humanities, including philosophy and history. Through its use of statistical analysis,
it relates not only to other behavioral sciences, but also to mathematics and the sciences generally The role and significance
of authority in human affairs establish the
focus of political science; because politics
is a central and enduring reality in the
world, it affects and is affected by many
other human concerns.
As an academic discipline, political science uses systematic inquiry and analysis
to examine political reality and to suggest
and test alternatives. The student who
majors in political science will explore
political ideas and values, investigate political cooperation and conflict, analyze and
compare political systems, and develop
perspectives on international relations. In
the process, the student will be encouraged
to relate insights from other liberal arts
disciplines such as philosophy, psychology,
economics, history, and sociology to the
study of politics.
Providing work in several sub-fields of
political science, the major supplies the
breadth appropriate for graduate work in
the discipline, as well as in public administration, public policy analysis, law, and
other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and
other fields. Legislative and other intemships, as well as significant independent
research projects, are within easy reach of
Augsburg political science students in the
Twin Cities area. Combined with broad,
balanced, and flexible course offerings,
these special opportunities enhance the
student's potential for graduate study and a
successful career.
Augsburg political science students
have the benefit of an experienced faculty
that offers courses in all major areas of
political science, and also possesses special
expertise in the areas of campaigns and
elections, comparative and international
politics, mass communication and other
information technology, racial and ethnic
politics, and American public law.
Political Science Faculty
Andrew Aoki (Chair), Milda Hedblom,
Philipp Fishman, Mary Ellen Lundsten,
William Moms, Norma Noonan
Major
Ten courses:
POL 158 Political Patterns and Processes
POL 483 Political/Statistics/Methodology
POL 484 Political Analysis Seminar
Required elective-ne
of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
Also at least five other upper division
courses in four out of five political science
areas. A seminar in one of the five areas
may be counted for that area. Only one
internship may count for an upper division
area. Also one other political science course
in any area, upper or lower division.
Honors Major
The honors major in political science
includes the requirements listed above,
plus the following: The student's GPA must
be 3.5 in the major and 3.0 overall; the
student must take an honors independent
study and a seminar, and must submit an
-
Political Science 227
honors thesis to be defended before a faculty committee. Students may work with
any member of the department on their
honors thesis. For specific requirements,
consult the department chair. Students
should apply for the honors major no later
than the junior year.
Minor
Five courses, including POL 121 or 122
or 170; POL 158; and at least three upperdivision courses in three out of five political science areas.
POL 483 may not usually be used
for a minor.
Political Science Areas
(I) American Government and Politics,
(11) Comparative Politics and Analysis,
(111) International Politics, (IV) Public Law,
and (V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Note: Students interested in secondary
education may take a political science
major in combination with specified social
science courses, in compliance with state
requirements. For more information, see
the department chair.
See the class schedule for precise listing
of terms in which courses are offered.
I. AMERICAN GOVERNMENT AND POLITICS
POL 121
American Government and Politics
The politics of American government including the forms of political ideas;
the pattern of participation; the dynamics of congressional, presidential, and
bureaucratic policy-making; and current issues in American society
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and focusing on actors, structures, and other influences on urban public policy
Discussiodecture, case studies of the Tivin Cities metro area, and meetings
with public officials and activists.
POL 124
American Women and Politics
Investigates the roles women play in the political system. Political, economic,
and social issues will be explored from contemporary and historical perspectives.
POL 325
Public Administration
The politics of public administration and bureaucratic policy-making in the
United States; governmental regulation, promotion, and management, emphasizing political and economic interaction. (Prereq.: one course in political science or consent of instructor)
POL 326
Political Parties and Behavior
The political behavior of the electorate emphasizing public opinion and political parties in the electoral process. Field work with political parties and interest groups and media in presidential elections (optional in non-presidential
election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years)
228 Political Science
POL 342
Mass Communication in Society
A study of the effects of new information technology, of new communications
networks such as the Internet, and of the traditional electronic media. Covers
uses of technology and media for newsmaking, selling, entertainment, and
public affairs. Includes issues such as ethics, censorship, and internationalism~.(Prereq.: Sophomore standing.)
POL 370
Constitutional Law
(See Section IV for description.)
POL 375
Media Law
(See Section IV for description.)
POL 421
Topics in American Politics
Selected themes, including legislative, executive, or judicial process, and policy
process in American politics; national, urban or state focus; topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor)
II. COMPARATIVE POLITICS AND ANALYSIS
POL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion of
contemporary issues.
POL 350
Topics In European Politics
Study of the political behavior, institutions, and processes of European states.
The course will focus on either European community law and politics or
domestic politics in European states. (Prereq.: one course in political science
or consent of instructor)
POL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union andlor other communist~post-communist
states in terms of political behavior, evolution, institutions, and political
processes. (Prereq.: one course in political science or consent of instructor)
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored. Themes
and countries vary. (Prereq.: one course in political science or consent of
instructor)
POL 459
Topics in Comparative Politics
Selected themes including interpretations of political systems and comparisons
of political processes such as political participation, political development,
political change, and revolution. Topic to be included in subtitle. (Prereq.: one
course in political science or consent of instructor)
-
Political Science 229
Ill. INTERNATIONAL POLITICS
POL 160
World Politics
Introduction to the processes and issues of international politics, including the
dynamics of the international system, theories of international relations, and a
focus on recent problems.
POL 363
Russian and Chinese Foreign Policy
Analysis of theory and policy in the foreign policy process in Russia (and the
former USSR) and China. (Prereq.: one course in political science or consent
of instructor)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision-making, simulations of international problems. Topic to be
included in subtitle. (Prereq.: one course in political science or consent of
instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in international relations; analysis of
some methods for studying international relations; analysis of major trends;
senior thesis. Open to other students by consent of instructor. (Prereq.: four
courses in the international relations sequence)
IV. PUBLIC LAW
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and society;
roles of courts, police, lawyers, and juries; the United States Constitution as
"supreme" law; law as politics; historic and contemporary legal issues.
POL 370
Constitutional Law
The legal-political-philosophicalrole of the Supreme Court in the American
political system in significant decisions affecting the allocation of powers in
the national government and in the federal system. (Prereq.: POL 170 or consent of insuuctor)
POL 371
Topics in Constitutional Law
Selected topics in constitutional law, especially civil rights. Content will vary,
defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor)
POL 375
Media Law
Study of key issues and contemporary conflicts in media law and regulation,
including the uses of law to settle disputes about media content, access, ethics,
and ownership. (Prereq.: one course in political science, POL 342, or consent
of instructor)
230 Political Science
V. POLITICAL THEORY AND ANALYSIS
POL 158
Political Patterns and Processes
(See Section I1 for description.)
POL 380
Western Political Thought
A study of influential political philosophers, emphasizing the values, goals,
and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor)
POL 381
Topics in Democratic Theory
Selected topics including the emergence of political democracy in comparative
perspective and American political thought. Topic to be included in the
subtitle. (Prereq.: one course in political science or consent of instructor)
POL 382
Marxist Theory
Origins and evolution of Marxist theory and movements emphasizing Marxism
as developed in Russia and China. Consideration of the political, social, and
economic dimensions of the theories, with some focus on the changing role of
Marxist doctrines in society (Prereq.: POL 158 or consent of instructor)
POL 383
Political and Social Change
Examines cultural, social, and political change, focusing largely but not exclusively on the United States. Also emphasizes understanding the process of
political change, and how individuals can participate effectively in that political process. (Prereq.: junior or senior standing or consent of instructor.)
POL 484
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political
study. Major research is required. (Prereq.: POL 158, POL 483, and two upper
division courses, or consent of instructor)
VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS
POL 295
Lower Division Seminar
Special topics. Consult department chair concerning terms and subject matter.
(On demand)
POL 483
Seminar in Political Statistics and Methodology
An introductory survey of the methods of political science with an emphasis
on quantitative reasoning and research design including evaluation of existing
research in the field. Discussion of experimental designs, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political survey.
POL 495
Seminar
Selected topics. Consult department chair concerning terms and subject matter.
-
Political Science 231
nternships and Independent Study Courses:
POL 199
POL 299
POL 399
POL 499
lnternship
See description on page 85. P/N grading unless internship supervisor grants
exception.
Directed Study
See description on page 86.
lnternship
See description on page 85.
Independent Study/Research
See description on page 86.
P
sychology is an exploration of
behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding
of individual and group behavior.
Psychology's scientific method also equips
students to understand and use scientific
research and to make more informed judgments about claims in the popular media.
To prepare students for graduate study
and work in psychology, the major emphasizes the complementary components of a
strong foundation in research and theoretical work with application of knowledge and
skills in coursework, research experience,
and internships within the community The
curriculum's emphasis on problem-solving
skills and current information about human
development and interaction is also relevant to careers in many related setting*
business, education, social services,
research, law, government, church,
and medicine.
Faculty members in the Department of
Psychology have varied professional spec i a l i z a t i o ~ l i n i c a lcounseling,
,
physiological, developmental, social, cognitive,
environmental, and industriallorganizational 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-within and outside the classroom, with group and individual projects,
and through association with Augsburg's
active Psychology Club, Psi Chi Honor
Society, and faculty-student research teams.
Psychology Faculty
Nancy Steblay (Chair), Grace Dyrud,
Norman Ferguson, Emily Hause, Duane
Johnson, Victoria Littlefield, Bridget
Robinson-Riegler
Major
Ten courses including:
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 200 Psychological Science
Laboratory
PSY 230 Research Methods: Design,
Procedure, and Analysis I
PSY 330 Research Methods: Design,
Procedure, and Analysis 11
PSY 399 Internship
At least one course from the following:
PSY 354 Cognitive Psychology
PSY 355 Biopsychology
PSY 359 Assessment
At least one course from the following:
PSY 491 Advanced Research Seminar
PSY 493 Seminar: Contemporary Issues
At least three additional psychology courses.
(Majors are strongly encouraged to take
more than 10 psychology courses; no more
than 13 count for graduation. )
Note: A minimum of five courses must be
from Augsburg. No more than two courses
from among PSY 299,399, and 499 may be
counted.
Transfer-course policy for majors
and minors: All transfer courses, including ACTC courses, must be approved in
writing by the chair. Only those psychology courses successfully completed (2.0 or
above) within the last 10 years will be considered. In general, courses that meet the
transfer guidelines may only be applied to
elective or PSY 105 credit for the major.
WEC psychology courses are offered
only on an alternating year basis.
All psychology majors must have an
adviser in the psychology department.
-
Psychology 233
Teaching Licensure Major
Honors 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.
GPA of 3.5 in the major and 3.0 overall,
and completion of a high-quality research
project culminating the major program.
Formal application must be made during
the junior year. Please consult the department chair for more detailed requirements.
Minor
Five courses, including PSY 102 or 105,
and four electives. A minimum of two
courses must be from Augsburg. No more
than two courses from among PSY 299,
399, and 499 may be counted.
PSY 101
Self-Identity and Values
A study of personal life and the role of the individual in the larger social context. Topics include development of identity and gender roles. (This course
does not substitute for PSY 105 as a prerequisite to upper division psychology
courses.)
PSY 102
The Individual in a Social World
A scientific investigation of social issues, with analysis of both individual and
group factors. Topics include media, prejudice, conformity, legal processes,
and consumer issues. Research participation is required. (This course does
substitute for PSY 105 as a prerequisite to upper division psychology courses.)
PSY 105
Principles of Psychology
An introduction to the methods and principles of psychology. Applications
of psychological concepts to everyday situations are emphasized. Research
participation is required.
PSY 200
Psychological Science Laboratory
An introduction to the science of psychology through problem-solving. The
focus is application of psychological principles to real-world issues. Emphasis
on data collection, summary, and communication. (Prereq.: PSY 102 or 105)
PSY 201
Health Psychology
Consideration of the impact of psychological, behavioral, social, and biological
interactions on health. (Prereq.: PSY 102 or 105)
PSY 230
Research Methods: Design, Procedure, and Analysis I
Part I of a two-term sequence. Scientific method as practiced in psychology.
Emphasis on skills of bibliographic research, research design and data collection, statistical analysis and interpretation, computer-assisted data analysis,
and APA-style presentation of research findings. PSY 230 must precede
PSY 330. (Prereq.: PSY 200)
234 Psychology
PSY 325
Social Behavior
Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence,
attitudes formation, and change. (Prereq.: PSY 200 or consent of insmctor)
PSY 330
Research Methods: Design, Procedure, and Analysis II
Part I1 of a two-term sequence. See PSY 230. PSY 330 should be taken in the
term immediately following PSY 230. PSY 230 may be taken for one course
credit without taking 330. (Prereq.: PSY 230 with a grade of 2.0 or higher)
PSY 351
Child Development
Emphasis on normal development and behavior. Practical implications of data
and theory are stressed. (Prereq.: PSY 102 or 105)
PSY 352
Adolescent and Young Adult Development
Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 102 or 105)
PSY 353
Aging and Adulthood
Development through middle and older adulthood. Consideration of positive
and negative aspects of aging. Content is especially relevant to those who
study and work with the largest growing segment of our population-the
elderly (Prereq.: PSY 102 or 105)
PSY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 230)
PSY 355
Biopsychology
Relationship between brain and behavior. Considers biological bases of learning and cognition, emotions, abnormal psycholo& personality, normal and
altered states of consciousness. (Prereq.: PSY 230)
PSY 356
Environmental Psychology
This course uses a cultural-ecologicalviewpoint to study the influence of the
physical environment, both natural and human-made, on behavior. (Prereq.:
PSY 102 or 105)
PSY 357
Behavior Analysis
Principles of learninghehavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects.
(Prereq.: PSY 102 or PSY 105)
-
Psychology 23:
PSY 359
Assessment
Theory and scientific methods of assessing human aptitudes, achievement,
personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability
and validity, and legal and ethical issues. (Prereq.: PSY 230)
PSY 361
Personality
Theory, research, and assessment of behavior patterns of individuals. Historical
and current views of personality with attention to cultural factors. (Prereq.:
PSY 102 or 105)
PSY 362
Abnormal Psychology
An introduction to psychological disorders. (Prereq.: PSY 102 or 105)
PSY 368
Behavioral Health Care I
(Physician Assistant Program requirement) Application of psychological theory, research, and clinical principles to health care practice. Emphasis on developmental health issues and a biopsychosocial health model. (Prereq.: Junior
standing in PA Program or PSY 355 and instructor approval)
PSY 369
Behavioral Health Care II
(Physician Assistant Program requirement) Continuation of PSY 368. Specific
skills and knowledge for effective clinical interviewing, diagnosis, and development of health care plans. Emphasis on psychopathology. (Prereq.: PSY 368)
PSY 371
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives and
behavior of individuals. (Prereq.: PSY 102 or 105)
PSY 373
Industrial/Organizational Psychology
The theoretical and applied study of organizations: group processes and organizational change, member characteristics and appraisal. (Prereq.: PSY 102 or 105)
PSY 381
Historical Perspectives
Consideration of psychological questions and theoretical positions as they
developed historically Changes from philosophical roots to scientific method
and postmodernism. (Prereq.: Two psychology courses)
PSY 485
Counseling Psychology
Principles and methods involved in the counseling process. Consideration of
goals and ethical guidelines for the counseling relationship. (Prereq.: Three
PSY courses and junior class standing)
PSY 490
Current Topics in Psychology
Specific topic will be published prior to registration. (Prereq.: PSY 230 and
consent of instructor)
-
236 Psychology
PSY 491
Advanced Research Seminar
Research team experience in a seminar format. Designed to extend students'
knowledge of statistical and methodological techniques and to explore contemporary research issues. Recommended for students headed for graduate
school and those electing an honors major. (Prereq.: PSY 330 or comparable
course approved by instructor)
PSY 493
Seminar: Contemporary Issues
Discussion and exploration of contemporary societal issues from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 230
and junior standing)
Internships and Independent Study Courses.
PSY 199
lnternship
See description on page 85. (Prereq.: PSY 102 or 105 and one other
psychology course).
PSY 299
Directed study
See description on page 86. (Prereq.: PSY 102 or 105)
PSY 399
Internship
See description on page 85. Participation in a concurrent seminar is required.
(Prereq.: PSY 330)
PSY 499
Independent StudyIResearch
See description on page 86. (Prereq.: PSY 330)
R
eligion asks fundamental questions
of life and meaning: Who are we as human
beings? Where did we come from? Where
did the world come from? What do good
and evil mean in this time and
place? Students will wrestle with these
questions and with responses from the
Christian traditions and from the perspectives of the other major world religions.
Through this study of religion, students
will learn to understand, appreciate, and
articulate the Christian faith, as based in
the Bible, as lived in the Christian fellowship, as embodied in the Christian Church
and its history, and as interactive in the
contemporary world and with other world
religions. Students will also develop the
ability to read and interpret the Bible,
other religious texts, and various expressions and practices of faith, so that their
meaning for human life in relation to God
becomes evident. In addition students will
develop skills for becoming leaders in the
religious communities to which they
belong and for living as responsible citizens with others whose religious views and
practices differ from their own.
A religion major encourages students to
seek their future in the world andlor
church through a sense of vocation, serving as pastors, associates in minisq, nurses,
youth and family ministry lay professionals
in congregations, and as social service and
human resource professionals in a wide
variety of settings.
Religion Faculty
Lynne Lorenzen (Chair), John Benson,
Bradley Holt, Philip Quanbeck 11, Beverly
J. Stratton, Mark Tranvik
BACHELOR OF ARTS
Religion Major
Eight courses including:
REL 111 Introduction to Theology
REL 221 Biblical Stuclles
REL 356 History of Religions
REL 481 Contemporary Theology
REL 495 Seminar
Three additional religion courses, of which
two must be upper division courses.
Note: Seminar, especially for majors,
should be taken in the junior or senior year.
Before taking the seminar, each major must
have written one formal research paper and
placed it on file with the department chair.
Only one Interim course may be applied to
the major. One New Testament Greek
course may be applied to the major.
Honors Major
GPA of 3.5 in the major and 3.0 overall,
research project approved by the department, and colloquium with the department. Application must be received by the
department by Dec. 30 of the student's
senior year.
Minor
Five religion courses. Not more than
one Interim course may be counted for the
minor.
Note: Not all courses that meet
Christian Faith Perspectives are REL courses and do not count toward the religion
major or minor.
Youth and Family Ministry Major
The major in youth and family ministry
prepares persons for faithful work as youth
and family ministers in Christian congregations and other ministry settings. This
238 Religion
major is interdisciplinary, combining a core
study of theology and Bible with supporting coursework in the social sciences. A
distinctive part of the major is the combination of practical and theological training,
using resources of the Youth and Family
Institute of Augsburg College. Students are
accepted into the program through a twostep candidacy process.
This major requires an approximately
100-hour internship administered by the
Youth and Family Institute in partnership
with a congregation. It may be possible for
the intern to receive a stipend for this
internship.
The candidacy process begins with
application, normally in the fall of the
student's sophomore or junior year. Two
of the theology core courses must be completed before making application to the
program. An essay, one letter of reference,
an assessment instrument called "Self
Portrait," and an interview are required for
candidacy review. The teaching staff will
conduct step one. The second step will be
conducted by the Youth and Family
Institute staff with help from experienced
pastors, a member of the religion faculty,
and youth and family ministers. This usually follows the internship in the fall of the
senior year. Retaking the "Self Portrait," an
essay, an assessment of the internship, and
an interview are required. This step is very
important for recommending the students
for employment.
Major
Ten courses including:
REL 111 Introduction to Theology
REL 221 Biblical Studies
REL 362 Theology of the Reformers
REL 481 Contemporary Theology
REL 495 Seminar
Youth and family ministry core:
REL 235 Basics in Youth and Family
Ministry (Interim)
REL 232 Peer Ministry: Principles and
Leadership (Interim)
REL 358 Life and Work of the Church
REL 399 Internship
Theology elective: choose one of the
following:
REL 356 History of Religions
REL 353 DenoIltkmtions and Religious
Groups in America
REL 343 Theology of Marriage (Interim)
and six supporting courses:
EDU 210 Learning and Development in
an Educational Setting
SOC 121 Introduction to Human Society
SOC 231 Family Systems: A CrossCultural Perspective
EDU 265 Orientation to Education
(with field work)
or SWK 406 Social Work Practice 111:
With Communities and
Policies
PSY 105 Principles of Psychology
or PSY 102 The Individual in a Social
World
PSY 351 Child Development
or PSY 352 Adolescent and Young Adult
Development
or SWK 260 Humans Developing
Note: A student with a youth and family ministry major may not also major or
minor in religion.
-
Religion 23s
"" "" Or 331 isprmequisite to all other courses. REL 111 or 221
is expected to be taken in either the freshman or sophomore year at Augsburg.
Junior or senior transfer students who are
required to take two Christian Faith
Perspective courses may take REL 331 as
the prerequisite for other courses.
Department approval is necessary
before courses taken in other colleges can
be accepted for aligion department credit.
All majors must have an adviser in the
department.
REL 111
Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue
between the church and the world that concerns Christian doctrine.
REL 221
Biblical Studies
The origin, literary character, and transmission of the biblical documents; the
task of biblical interpretation; and the history of Israel and the emergence of
the church.
REL 231
Religion in African-American History
An examination of selected topics related to the Black experience, e.g., African
backgrounds, religion under slavery, and evangelicalism.
REL 331
Foundations in Bible and Theology
An advanced introduction to the biblical and theological foundations of the
Christian faith, focusing on writing and advanced critical thinking skills. Open
only to advanced transfer students. Not accepted for credit for students who
have taken REL 111or REL 221.
REL 353
Denominations and Religious Croups in America
A study of the beliefs and worship practices of the major Christian
denominations and of many contemporary American religious groups.
Some controversial religious movements will also be considered.
REL 356
History of Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam.
240 Religion
REL 357
Giants of Christian Faith
A survey of Christian history in the early, medieval, Reformation, and modem
periods. Some attention to primary sources, in addition to interpretations of
the periods in question.
REL 358
Life and Work of the Church
Congregational life in its varied character with attention to Christian education and curriculum, youth work, and parish work.
REL 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on
religious movements in American society
,REL 361
The Church in the Fi'rst Four Centuries
A study ofthe early Christian Church, including persecution and martyrdom,
councils and creeds, and conflict with Gnosticism and mystery religions.
REL 362
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of the
16th century. Special attention to the writings of Martin Luther and other representative figures.
REL 363
Religion in America
A study of the history of religion in America. Special attention to the rise of
religious liberty, revivalism, denominations, and the responses of religion to
the challenges of its environing culture.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs, and philosophy of North American
Indians are studied. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife.
REL 386
Speaking of Genesis
An investigation of scholarship on Genesis and the role of interpretaton
through study of the characters and values portrayed in Genesis and related
biblical texts.
REL 390
Theology of Death and Dying
A study of death and dying from the viewpoint of Christian theology and
ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modem medical technology.
-
Religion 24'
REL 420
The Russian Orthodox Church
Theology and history will be studied primarily from the perspective of those
Christians who live in Greece, Turkey, and Eastern Europe, with special attention to the Orthodox Church in Russia.
REL 441
Feminism and Christianity
Attention will be given to religious influences on societal roles for women and
men, feminist interpretation of the Bible, and the impact of feminism on
Christian theology, especially in terms of language and metaphor.
REL 471
Jews and His Interpreters
Consideration of the New Testament documents, particularly the Gospels,
dealing with their context, literary structure, and relationships. Attention to
the variety of interpretations given the person of Jesus.
REL 472
Paul the Apostle
A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings.
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed, as well as
attention to current issues facing the Jewish community The Jewish
Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaism.
REL 481
Contemporary Theology
An introduction to some representative trends in Christian theological thought
today, as seen from the systematic perspective, in the light of the continuing
theological task of the Christian Church.
REL 483
Christian Ethics
The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
REL 486
Psychology of Religion and Theology
A study of current psychological views of religion in the context of the traditional Christian view of human nature. Special attention will be given to the
classics in the field by Freud, Jung, and William James, and to those Christian
theologians who have been influenced by them.
242 Religion
REL 490
Topics in Religion
Individual study in selected religion courses not addressed in regular course
offerings.
REL 495
Seminar
Selected topics. Required of majors in the junior or senior year; others
by permission of instructor. (Fall)
Internships and Independent Study Courses:
REL 199
Internship
See description on page 85. Limited to special cases.
REL 299
Directed Study
See description on page 86.
REL 399
Internship
See description on page 85.
REL 499
Independent StudyIResearch
See description on page 86.
See department listing for a description of the following approved elective:
RELIPHI 350 Philosophy of Religion
(See PHI 350)
T
his major, offered through the
Associated Colleges of the Twin Cities
(ACTC), seeks to give the broadest possible exposure to the history, politics, economics, literature, and philosophy of
Central and Eastern Europe and Russia.
This interdisciplinary major offers an
opportunity to become well acquainted
with societies in socio-economical and
political transition as well as the rich literary and cultural achievements of the area.
Experience with the Russian language or,
through the University of Minnesota one of
the Eastern European languages, is
required. Russian, Central, and East
European studies is a sound liberal arts
major offering considerable flexibility and
career opportunities, especially when combined with another major or minor in business, economics, history language, and literature or political science.
Courses are offered at Augsburg
College, Hamline University, Macalester
College, the College of St. Catherine, and
the University of St. Thomas, thus drawing
on the faculty and resources of the five
ACTC institutions.
Adviser
Magda PalecznyZapp
Major
Eleven courses, including language and
area studies courses:
A. Language Courses: Two years of
basic college Russian, Polish, SerboCroatian, Czech, Hungarian, or
equivalent competencies.
B. Area Studies Courses:
Track 1: Concentration in humanities
Five courses: Four courses from the list of
approved courses in Track 1,plus one
course from Track 2, as approved by adviser.
Track 2: Concentration in social sciences
Five courses: Four courses from the list of
approved courses in Track 2, plus one
course from Track 1, as approved by adviser.
C. Two other courses selected from either
Track 1 or Track 2.
D. Students are smongly recommended to
take a third year of Russian or any other
East European language. A program of
study abroad in Russia or one of the
Central or East European countries during
a semester, Interim, or during the summer
is strongly encouraged. All options should
be discussed with the student's adviser.
-
244 Russian, Central, and East European Studies
TRACK 1
HUMANITIES CONCENTRATION
HIS 348 Russia and Soviet Union in the
20th Century
E L 420 The Russian Orthodox
Church
TRACK 2
SOCIAL SCIENCES CONCENTRATION
E L 420 The Russian Orthodox Church
ECO 317 Comparative Economic
Systems
EC0 495 Topics (Requires permission
of adviser)
POL 351 Topics in Communisflost
Communist Systems (Requires
permission of adviser)
POL 363 Russian and Chinese
Foreign Policy
Students may take other Eastern
European language courses that are offered
at the University of Minnesota through
ACTC. See the adviser or contact the
ACTC office for further information.
Students may not receive credit for the
same course taken on different campuses.
The following courses are considered to be
equivalent to-one another:
(Location: A = Augsburg; H = Hamline;
M = Macalester; C = St. Catherine; T = St.
Thomas.)
HIS 60 M = HIS 337 H
HIST 333 T = HIST 373 H =
HIST 348 A = HIST 351 C
*ECO25M=ECO317A=
ECO 349 T = ECO 349 C
Faculty Advising
Students should consult an adviser regularly in order to secure a coherent and
effective program. Each ACTC institution
has a faculty member on the Russian,
Central, and East European Studies
Committee. These advisers can help with
selection of courses, recommendations for
study abroad, and consideration of career
options.
The current advisers are: Augsburg,
Magda Paleczny-Zapp, 330-1761; Hamline,
Karen Vogel,
- 641-2973 and Nick Hayes,
641-2314; Macalester, Gary Krueger, 6966222; St. Catherine, Sr. Margery Smith,
690-6553; and St. Thomas, Sr. Mary
Shambour, 962-5164.
SCANDINAVIAN STUDIES
See Nordic Area Studies under Interdisciplinary
Studies.
s
tudents preparing to teach social
studies on the high school level must complete, in addition to the professional
requirements to be met within the
Department of Education, a competencybased program designed to provide a broad
foundation in the social sciences.
Coordinator
Christopher Kimball
Social Studies Teaching Licensure
Seven courses:
ECO 112 Principles of Macroeconomics
or ECO 113
Principles of
Microeconomics
HIS 222 20th-Century U.S.
POL 158 Political Patterns and Processes
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 336 Introduction to Cbltural
Anthropology
One course in geography
(human or cultural)
Plus a major in one of five fields-economics, history, political science, psychology or
sociology. Geography and anthropology are
also acceptable fields, although they are
not offered as majors on the Augsburg
campus.
Students considering a career in
social studies education should consult,
as soon as possible, the Augsburg
Department of Education and the social
studies coordinator.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. 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.
T
he social work major prepares graduates for entry-level generalist, professional
practice in the field of social work. The
program is accredited by the Council on
Social Work Education and leads to a
bachelor of science degree. The program is
based on a generalist model of practice,
enabling graduates to work with individuals,
families, groups, and communities and
to develop and analyze social policy.
Courses within the program utilize a
student empowerment model for teaching
and learning.
Augsburg's social work major provides
a strong foundation for graduate studies in
a variety of fields. Since 1991 Augsburg has
offered a full-time master of social work
degree on a weekend schedule.
The College's commitment to the liberal
arts is highly compatible with education
for professional social work practice. The
liberal arts foundation, with its emphasis
on breadth of understanding, cultural and
ethnic diversity, openness to new ideas,
and analysis and synthesis, is ideal for
social work education.
Augsburg College's motto, "Education
for Service," exemplifies the philosophy of
the Department of Social Work. Unique
learning opportunities for field work placement and cultural enrichment are provided
by a metropolitan setting known for a
humane quality of life that is enhanced by
the arts, outstanding human services, and a
highly-educated populace. The Twin Cities,
as the hub for these services, provides both
a variety of field placements for social
work students and external experts for the
classroom. The ethnic and economic diversity present in this metropolitan area provides opportunities for social work students to learn to understand, appreciate,
respect, and work with people different
from themselves and to be enriched by this
opportunity to interact with diverse clients
and professionals.
The social welfare minor and electives
in the department allow students from
other majors to gain knowledge about
human needs and growth, human s e ~ c e s ,
and the methods of effective citizenship.
Students taking these courses have the
opportunity to learn about public issues
and develop and nurture a perspective that
sees the central importance of diversity to
the social fabric of this country Using this
knowledge, students are encouraged to use
their talents and skills to address the needs
of society in the interest of the public
good, always emphasizing social justice.
Social Work Faculty
Glenda Dewberry Rooney (Chair),
Anthony Bibus (BSW Program director),
Vern Bloom, Laura Boisen (MSW field
coordinator), Lois Bosch, Maria Brown,
Francine Chakolis, Maria Dinis, Annette
Gerten, Rosemary Link, Sharon Patten,
Curt Paulsen, Michael Schock (BSW field
coordinator), Edward Skarnulis, Clarice
Staff, Mary Lou Williams
-
Social Work 24;
Concentration
Major
Ten core courses:
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11:
With Families and Groups
SWK 3 17 Field Work 11:
Integrative Seminar
SWK 401 Research: Evaluation of Practice
and Programs
SWK 406 Social Work Practice 111:
Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV:
Integrative Seminar
SWK 419 The Social Worker as
Professional
and seven supporting courses:
BIO 101 Human Biology
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 231 Family Systems:
A Cross-Cultural Perspective
SOC 265 Culture: Ethnicity, Gender,
and Race
SWK 257 Exploring Human Services
SWK 260 Humans Developing
A minimum grade of 2.0 is required for
each course in the core program and a 2.0
GPA is required in the supporting program.
'
Concentrations in aging, chemical
dependency, crime and corrections, social
ministries, and youth are possible. A concentration consists of courses descriptive
of functional, dysfunctional, and programmatic aspects, plus field work placement in
the senior year in the special area. For
social ministries, a minor in religion
with specific coursework is required.
Completion of a concentration is noted
on the transcript.
Candidacy
Social work majors must be granted
candidacy status before the beginning of
the senior year. Certain 400-level courses
list candidacy as a prerequisite. A written
self-statement, reference letters, and the
completion of all core and supporting program courses below the 400 level are necessary for candidacy review.
Social Welfare Minor (for other
majors)
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 406 Social Work Practice 111:
Communities and Polices
SOC 265 Culture: Ethnicity Gender,
and Race
and one course from:
SWK 465 Social Policy:
Analysis and Development
POL 121 American Government
and Politics
POL 158 Political Patterns and Processes
POL 325 Public Administration
-Social Work
248
School Social Work Licensure
Requirements
State Department of Education required
coursework includes EDU 265, HPE 115,
and 400 hours in school social work settings. See adviser for additional specifics.
Social Ministries
This concentration helps to focus social
workers on work in church congregations
or church-sponsored social programs and
projects. The concentration was designed
by the Departments of Religion and Social
Work. The concentration is achieved by
completing the f0110~ingCourse of study:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 301 History and Analysis of
Social Policy
SWK 306 Social Work Practice I:
With Individuals
SWK 307 Field Work I:
Integrative Seminar
SWK 316 Social Work Practice 11: With
Families and Groups .
SWK 317 Field Work 11:
Integrative Seminar
SWK 401 Research: Evaluation of
Practice and Programs
SWK 406 Social Work Practice 111:
With Communities and Policies
SWK 407 Field Work 111:
Integrative Seminar
SWK 417 Field Work IV:
Integrative Seminar
SWK 419 The Social Worker as
Professional
Social Ministries Minor in Religion
Required course--choose one:
REL 111 Introduction to Theology or
REL 221 Biblical Studies
Suggested course-hoose
four:
REL 231,263,342,343,353,360,363,
366,370,415,441, and 483.
H ELECTIVE COURSES ARE OPEN TO ALL STUDENTS.
SWK 230
Global Peace and Social Development
This course offers a framework of non-violent social change and development
in the global context. It also identifies the focus of social work in addition to
many other disciplines that are vital to fostering peace.
SWK 257
Exploring Human Services
This course is designed to help students learn about themselves in relation to
a possible major or future career in social work. Students must arrange to
perform 60 hours of work in a human service agency and must attend the
weekly seminar.
SWK 260
Humans Developing
This course provides an understanding of human growth through life and of
the sociocultural, biological and psychological factors that influence the
growth of individuals and families. Growth related to diverse populations and
groups or special stresses is also a focus.
Social Work *4!
SWK 301
History and the Analysis of Social Policy
This course describes the historical and contemporary systems of human service. The values and social movements that form charitable and governmental
responses to human needs will be explored. (Prereq.: junior standing or consent of instructor)
SWK 406
Social Work Practice Ill: With Communities and Policies
This course focuses on social change through community organization; community development and social action; with emphasis on history, theories, and
issues relevant to social change; the understanding of communities, human
service agencies, and practice in the local community. (Prereq.: senior standing
or consent of instructor)
SWK 465
Social Policy: Analysis and Development
This course includes the study of theories of social policy formulation and
methods of analysis. Development and implementation will be viewed first
hand through work with a public policy agency or official. (Prereq.: SWK 301,
406, and senior standing or consent of instructor)
COURSES RESERVED FOR SOCIAL WORK MAJORSONLY
SWK 306
Social Work Practice I: With Individuals
This course covers the basic features of the helping process, theoretical foundations, principles, and techniques of social work with individuals and small
groups, and development of relationship building skills. Includes video-taping
laboratory sessions. (Prereq.: Integrative Seminar with SWK 301, junior standing)
SWK 307
Field Work I: lntegrative Seminar*
Beginning supervised professional practicum experience in a social work
agency that focuses on interviewing experience and relationship building. A
total of 120 hours, plus a small-group integrative seminar. (Prereq.: SWK 301,
junior standing, concurrent with SWK 306. P/N grading only)
SWK 316
Social Work Practice [I: With Families and Croups
This course builds skills in the problem-solving model with diverse populations through lecture, classroom exercise, and regular class work focusing on
generalist practice in social group and family work. (Prereq.: candidacy status)
SWK 317
Field Work II: lntegrative Seminar*
Progressively-responsible, supervised professional social work experience
including work with individuals, families, groups, and communities in a social
service agency. A total of 120 hours, plus an integrative seminar. (Prereq.: candidacy status; concurrent with SWK 316. P/N grading only)
*Can be taken in coordination with cooperative education, which may provide payment for
work infield sites.
-
250 Social Work
SWK 401
Research: Evaluation of Practice and Programs
This is an overview of commonly-used research methods, especially experimental designs and applications to program and practice evaluations, plus use
of data-processing equipment for statistical analysis. (Prereq.: MPG 3 )
SWK 407
Field Work Ill: lntegrative Seminar*
Field work practicum, a total of 60 or 120 hours plus integrative seminar.
(Prereq.: candidacy status. P/N grading only)
SWK 417
Field Work IV: lntegrative Seminar*
Continuation of SWK 407; a total of 120 hours plus integrative seminar.
(Prereq.: candidacy status. P/N grading only)
SWK 419
The Social Worker as Professional
This course reviews professional ethical practice, bureaucratic survival, job
attainment, and strategies for agency change and empowering clients. (Prereq.:
candidacy status.)
Internships and lndependent Study Courses:
SWK 199
lnternship
See description on page 85.
SWK 295
Topics:
Special themes in social work specified in subtitle.
SWK 299
Directed Study
See description on page 86.
SWK 399
lnternship
See description on page 85.
SWK 499
lndependent StudyIResearch
See description on page 86.
*Can be taken in coordination with cooperative education, which may provide payment for
work infield sites.
s
ociology is the study of society as a
whole and of human social organization in
groups. The sociological perspective provides a way to better understand the social
world and how human beings come to
think and act as they do.
The goal of the department is to guide
students in gaining knowledge of the social
order, how it affects them in their daily
lives, and how it can be applied to their
vocation. Sociology majors develop an
understanding of the theories of society
and social groups, learn to create and use
scientific tools of analysis, and practice the
application of sociological concepts to the
solution of social problems.
Students are encouraged to select as
electives some of the non-traditional learning models available, such as internships,
independent study, Interim courses, and
field studies. The department urges students to use Augsburg's metropolitan setting as a laboratory for learning.
Internships and cooperative education
enable majors to apply the theories and
research skills of sociology while they
explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in the human resources
departments of both government and private corporations, in the criminal justice
field, and as professors of sociology. Others
have used their majors as preparation for
advanced study in areas such as l a y the
ministry, social work, urban planning, and
human services.
Sociology Faculty
Diane Pike (Chair), Gany Hesser, James
Vela-McConnell, Gordon Nelson, Michael
O'Neal, Rita Weisbrod
Major
Ten courses including:
SOC 121 Introduction to Human Society
SOC 349 Complex Organizations
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 375 Social Psychology
SOC 485 Modem Sociological Theory
and four additional sociology courses.
Note: SOC 399 is highly recommended.
Concentration in Crime and Community
Many of our students are interested in
the field of criminal justice. This concentration, however, is not a traditional criminal justice program. Rather, the focus is on
understanding crime in the community
with respect to prevention, to solution of
problems that lead to crime. Students
interested in community crime prevention
as well as the traditional aspects of criminal justice+ourts, prisons, probation, and
law-will be served by this major. See
department chair for specific requirements.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers that
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to
change after publication of this catalog.
Students therefore should consult with the
Augsburg Department of Education to
identify current Minnesota teacher licensure requirements.
-
252 Sociology
Honors Maior
To complete the honors major in sociology, the student must have a minimum
GPA of 3.5 in the major and overall. In .
addition, students must: (1) successfully
complete an internship, independent study,
or cooperative education experience; (2)
submit a portfolio of completed papers and
projects. See department chair for specific
requirements.
Lo
0 0
An application for the honors major
can be obtained from the department chair.
A letter of intent to apply for honors
should be received by the chair no later
than Nov. 1 of the senior year. The application and portfolio must be submitted for
department acceptance by March 1.
Minor
Five courses including SOC 121 and
two upper division courses, at least two of
which must be &ken at Augsburg College.
o w
SOC 121
Introduction to Human Society
What is society and how does i t make us who we are? socidlogy offers insights
into discovering the world and one's place in it. Course study focuses on an
understanding of culture, social structure, institutions, and our interactions
with each other. (Fall, spring)
SOC 21 1
Community and the Modern Metropolis
How is community possible in the face of multicultural, economic, and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this possibility
(Fall, spring)
SOC 231
Family Systems: A Cross-Cultural Perspective
Diversity in family systems is explored among world cultures and within
mainstream and sub-cultures in the United States. Students prepare and
deliver oral reports on world and American family topics. (Fall, spring)
SOC 265
Culture: Ethnicity, Gender, and Race
Who gets what, when, and how? Individuals and groups from diverse
backgrounds-race, ethnicity, class, gender, and sexuality-receive unequal
portions of wealth, power, and prestige in our society. This course focuses
on both the collective and individual processes involved in social inequality.
(Fall, spring)
-
Sociology 253
SOC 277
Introduction to Criminology
What do we know about crime in American society? How can we explain
crime sociologically? Topics include: theories and patterns of crime, police
courts, corrections, and criminal policy. (Fall)
SOC 300, 301, 302, 303, 304 Special Topics in Sociology .
A variety of topics offered periodically depending on needs and interests that
are not satisfied by regular course offerings. (Prereq.: consent of instructor)
SOC 349
Complex Organizations
What is the nature of these modem organizations in which we spend so much
of our daily lives? Organizations as corporate actors are analyzed with respect
to their goals, culture, technology and structure, as well as corporate deviance.
(Prereq.: SOC 121 or consent of instructor. Spring)
SOC 360
Religion and Society
An examination of the interaction of religion and society in terms of sociological analysis with particular emphasis on contemporary sociological research on
religious movements and institutions in American society (Prereq.: SOC 121
recommended. Fall)
SOC 362
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding quantitative a n a l y s k b e it in an academic journal or a daily newspaper. (Prereq.:
MPG 3. Fall)
SOC 363
Research Methods
Good researchdo you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis.
(Prereq.: SOC 362 or consent of instructor. Spring)
SOC 375
Social Psychology
How does soceity construct the individual? How does the individual construct
society? This course analyzes the dynamic tension between the self and
society, as well as the major questions, issues, perspectives, and methods of
the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring)
SOC 381
The City and Metro-Urban Planning
Emphasis centers on alternative theories and approaches to planning and
shaping metropolitan areas. Readings, simulations, outside speakers, and walking research field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring)
254 Sociology
SOC 485
Modern Sociological Theory
An examination of the major theoretical traditions within sociology, tracing
the course of their development in the 19th and 20th centuries. (Prereq.:
Two courses in sociology including SOC 121 or consent of instructor. Fall)
Internships and Independent Study Courses:
SOC 199
lnternship
See description on page 85.
SOC 299
Directed Study
See description on page 86.
SOC 399
lnternship
See description on page 85.
SOC 498
lndependent Study-Metropolitan
Resources
An independently designed course a student (or group of students) develops,
making extensive, systematic, and integrated utilization of resources available
in the metropolitan community, supplemented by traditional College
resources. (Prereq.: SOC 121 or 211 andlor consent of instructor. Fall, spring)
SOC 499
lndependent StudyIResearch
See description on page 86. (Prereq.: SOC 121, consent of instructor and
department chair. Fall, spring)
SPANISH
See listing under Modem Languages.
O
ur quality
. of life, both personally
and professionally, depends in large part
upon the quality
. of our communication. A
communication major at Augsburg is
designed to enhance understanding of
communication in a variety of contexts
and to improve communication skills.
Since communication careers demand a
broad educational background, the department strongly encourages a second major
or two minors in fields such as business,
economics, English, history, international
relations, political science, psychology, religion, social work, sociology, or theatre arts.
The Augsburg communication major
focuses on competency in both speech and
writing, as well as effective use of media.
Since the study and practice of communication is grounded in both the humanities
and the social sciences, majors are encouraged to include such related subjects as
aesthetics, ethics, philosophy, logic, literature, statistics, and research methods in
their programs.
Prospective majors should meet with a
departmental adviser as early as possible to
design an approved major Program, preferably by the end of the sophomore year.
Speech/Communication and Theatre
Arts Faculty
Martha Johnson (Chair), Deborah
Redmond, Julie Bolton, Michael Burden,
David Lapakko, George Gaetano
BACHELOR OF ARTS
Communication Major
12 courses overall-six required core
courses and six courses within one of three
emphases. For transfer students, at least
six of these 12 courses must be upper division courses offered at Augsburg.
Required of all communication majors:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
SPC 188 Forensics Practicum
(non-credit)
SPC 351 Argumentation
SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 355 Small Group Communication
One of the following: ENG 223, 225,
226. 227.
Rhetoric Emphasis
Six additional electives from the following: SPC 329,343,345,347,399,495,
499; THR 350,360; LIN 311; PHI 230; PSY
325,371; SOC 362,375.
Organizational Communication
Emphasis
Six additional electives from the following: SPC 329,345,399,495,499; ART
132,225,330; SPC 345; BUS 340,355 or
450; CSC 160; PSY 325,371,373; SOC
265, 349, 375.
Mass Communication Emphasis
Six electives from the follo&ng: SPC
343,347,348,399,495,499; ART 132,
225,330; ENG 226,241,327,347; POL
342,375; THR 232,325,350,360.
substantial independent project of honors
quality (SPC 499 registration). Honors
candidates should meet with their departmental adviser prior to their senior year to
develop a proposal for the honors project.
For All Three Emphases
Communication Minor
Six courses including:
SPC 111, Public Speaking
or SPC 112 Contest Public Speakipg
POL 342 Mass Communication in
Society
or SPC 343 Broadcast Production I
SPC 351 Argumentation
or SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 345 Organizational Communication
or SPC 355 Small Group
Communication
ENG 223,225,226 or 227
Majors must participate in Augsburg's
Interscholastic Forensics Program by
attending at least tw6 interscholastic
speech tournaments. Registering for and
completing SPC 188 (Forensics Practicum)
is required to document participation.
Students should be aware that the tournament season is essentially from October
through mid-March, and should plan
schedules accordingly
All majors should plan to include at
least one internship (SPC 399) as one of
their electives.
Students may petition the department
to include is part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the departmental adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or department chair.
Honors Major
The honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific project of special interest to the student.
Honors majors must maintain a 3.5 GPA in
the major and a 3.0 GPA overall, and, as
part of their major program, complete a
Note: For transfer students, at least
three of these six courses must be upper
division courses offered at Augsburg.
Prospective minors must obtain prior
approval from a c o ~ u n i c a t i o n
faculty
adviser.
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.
SPC 111
Public Speaking
The course focuses on speech preparation, organization, audience analysis,
style, listening, and overcoming speech fright. (Note: Students may take either
SPC 111and 112 for credit, but not both. Fall, spring)
SPC 112
Contest Public Speaking
Theory and practice of speaking in formal contest situations. Students must
attend three interscholastic speech tournaments in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate,
speaking to entertain, andlor communication analysis. (Note: Students may
take either SPC 111 or 112 for credit, but not both. Fall)
SPC 188
Forensics Practicum
A non-credit experience in forensics. Students must attend two interscholastic
forensics tournaments between October and March. (Fall, spring)
SPC 329
Intercultural Communication
This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Fall: alternate years)
SPC 343
Broadcast Production I
Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. (Fall)
SPC 345
Organizational Communication
An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation
of employees, organizational culture, effective use of meetings, and sources of
communication problems. (Fall: alternate years)
SPC 347
Documentary Video
A video production course that integrates lecture and criticism with hands-on
experience dealing with non-fiction subjects.
SPC 348
Broadcast Production I1
This course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.:
SPC 343 or 347)
SPC 351
Argumentation
Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze
public arguments that confront students in their everyday lives.
SPC 352
Persuasion
Examination of the process of influence in a variety of social contexts, paying
special attention to the psychological aspects of persuasion. (Spring)
SPC 354
Interpersonal Communication
A study of the dynamics of human interaction through verbal and non-verbal
messages; emphasis on factors that build relationships and help to overcome
communication barriers. (Fall, spring)
SPC 355
Small Croup Communication
A study of group dynamics and leadership with emphasis on decision making,
leadership styles and conflict management. (Spring)
SPC 495
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
Internships and Independent Study Courses.
SPC 199
lnternship
See description on page 85.
SPC 299
Directed Study
See description on page 86.
SPC 399
lnternship
See description on page 85.
SPC 499
Independent StudyIResearch
See description on page 86.
See department listings for the following approved electives:
ART 132
Photography
PHI 230
ART 225
Communication Design I
POL 342
Communication Design II
ART 330
POL 375
Human Resource
BUS 340
PSY 325
Management
PSY 371
Marketing
BUS 355
Communications
PSY 373
Marketing Management
BUS 450
SOC 265
lntroduction t o
CSC 160
Computer Science and
Communications
SOC 362
lntroduction t o Creative
ENC 226
SOC 375
Writing
THR 232
lntroduction t o Cinema Art
ENC 241
THR 325
Advanced Journalism
ENC 327
THR 350
Quantitative Journalism
ENC 347
THR 360
Theories o f Grammar
LIN 311
(see Modem Languages)
Logic
Mass Communication
in Society
Media Law
Social Behavior
Psychology of Cender
Industrial/Organizational
Psychology
Culture: Ethnicity,
Gender, and Race
Statistical Analysis
Social Psychology
Acting
Playwriting
Voice and Diction
Interpretative Reading
T
he study of theatre is firmly grounded
in the liberal arts, integrating knowledege
and principles from many academic and
artistic disciplines, including speechkommunication, art, music, history English,
literature, business, philosophy, and religion. Both the curriculum and dramatic
productions by the Theatre Arts Program
offer valuable cross-disciplinary connections for the campus while also providing
a solid base in classical, modern, contemporary, and multicultural theatre.
Augsburg's location in the heart of a
major theatre center makes it an ideal
place to study theatre. At Augsburg we
seek to create every opportunity for students to grow both as theatre artists and
scholars, by encouraging connections
between our campus and the greater arts
community while also exploring connections between theory and application.
Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist
Series (an annual series of events featuring
visiting theatre professionals from the Twin
Cities community who work closely with
students,) and attendance at numerous
professional productions in the Twin
Cities. Augsburg theatre productions are
treated as unique learning laboratories
where students can enter into creative collaboration with faculty and professional
artists-in-residence.
In addition to learning skills specific to
theatre, students in theatre arts learn valuable skills applicable to other professions:
collaboration, verbal and non-verbal communication, organization, critical thinking,
leadership, creativity, and self-expression.
Involvement in theatre arts can help prepare students for such careers as law, edu-
cation, business, communication, and journalism, as well as prepare theatre students
for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the
workplace, the department strongly
encourages a second major or minor in
such fields as speech/communication, art,
English, education, music, or religion.
BACHELOR OF ARTS
Theatre Arts Major
Ten courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 328 Theatrical Design
THR 361 Theatre History and Criticism 1
THR 362 Theatre History and Criticism I1
THR 366 Stage Direction I
Three of the following:
THR 116 Creative Drama
THR 245 Introduction to Asian and
Asian American Theatre
THR 325 Playwriting
THR 350 Voice and Diction
THR 360 Interpretive Reading
THR 365 Advanced Acting
THR 399 Internship
or THR 499 Independent Study in Theatre
Ten production units in three or more
of the following areas: performance (three
required), artistic (one required), and production (four required).
Unless you are a transfer student. all
six core courses must be taken at
Augsburg; therefore, careful, early planning
is required.
260 Theatre Arts
Freshmen planning to major in theatre
arts should begin with courses THR 116,
222,232; sophomores: THR 228,245,361,
362; juniors: THR 325,328,350,360,361,
365; seniors THR 365,366.
Note: Several courses are offered alternate years only Thirteen theatre courses
are allowed toward graduation. '
A capstone course, such as an internship, is encouraged, but not required. THR
002,003,004, or 005 is recommended to
fulfill lifetime sports requirements.'
Majors must participate in two out of
three dramatic productions every year.
Students must maintain an overall 2.0 GPA
to have major participation in productions.
Honors Major
.
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain.
a 3.5 GPA in the major and a 3.0 GPA
overall and, as part of their major, complete a substantial independent proj'ect of
honors quality (THR 499). Honors candidates should meet with their departmental
adviser prior to their senior year to develop
a proposal for the honors project.
Transfers: Transfer students are
required to take three Augsburg upper
division theatre arts'courses.
'
Theatre Arts Minor
Five courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232 Acting
THR 361 Theatre History Criticism I
or THR 362 Theatre History
Criticism I1
THR 366 Stage Direction I
Five production units in the following
areas: performance (two required), artistic
(one required), and production (two
.
required).
Theatre History and Criticism
Dramaturgy Minor
Five courses:
THR 222 Introduction to Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism I1
A directed studies course in dramaturgy or
theatre criticism or theatre history
~eachingLicensure Major
Students interested in the theatre
teaching licensure major should consult
with the theatre arts faculty for course
requirements. Students should also consult
with the Augsburg Department of
Education to identify current Minnesota
teacher license requirements.
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Theatre Arts 261
THRIHPE 002, 003 Lifetime Sports-Introduction to Dance
(.O course)
This course offers an overview of various forms of dance from modem and
ballet to Asian and Latin forms. Each class will begin with a rigorous, physical
warm-up, mixing yoga, breathing exercises, and modem dance technique.
THRIHPE 004, 005 Lifetime Sports-Modern Dance and Improvisation
(.O course)
Students will learn various phrases of movement incorporating floor exercises
and will learn to travel through space using level, volume, and floor pattern.
Improvisational techniques will be introduced and students will create short
improvisational pieces. (Prereq.: THR/HPE 002, 00, or instructor's permission.
NOTE: Students are allowed to use only one of THR/HPE 002,003,004, or
005 to fulfill the lifetime sports requirement.)
THR 116
Creative Drama
A study of theatrical movement, mime, mask, actipg with an emphasis on
active participation and reflective writing. (Fall)
THR 222
Introduction to Theatre
An introduction to survey of dramatic art including major historical periods,
plays, artists; dramatic structure; basic concepts and techniques of the play
production process. Students attend and review stage productions. (Fall)
THR 228
lntroduction to Stagecraft
Introduction to the backstage world of the theatre; its organization, crafts,
magic, and art. Technical production experience, practical projects and theatre
tours. Open40 all students. Lab required. (Fall)
THR 232
Acting
An introduction to the art of acting. Focus on physical, mental and emotional
preparation, and exploration of the creative approach to,scene and character
study in American drama. Students attend and review live productions. (Spring)
THR 245
Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories,,and plays of
traditional Asia and Asian American cultures. The course includes lectures,
films, videos, and demonstrations by visiting performers. (Fall: alternate years)
THR 325lENC 325 Playwriting
An introductory course in writing for the stage, television, and film. Students
will learn the basics of dramatic structure, methods of script analysis and techniques for the developmGt of playscripts from idea to finished product.
(Prereq.: ENG 111 and one literature course. ENG 226 also recommended.
Fall: alternate years)
262 Theatre Arts
THR 328
Theatrical Design
Introduction to scenery and lighting design for the stage. Each student will
execute two design projects dealing with stage design process. Class will take
theatre tours, have visiting designers, and practical involvement with the
Augsburg spring production. (Lab required, materials needed. (Prereq.: THR
228 or permission of instructor. Spring)
THR 333
Acting for Camera
An exploration of acting principles and techniques as applied to video and
film. Since the art of acting enhances skills for on-camera effectiveness, actual
TV drama scripts, commercials, and others will be used for video performance.
THR 350
Voice and Diction
A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the
vocal mechanism. Theory and practice are combined in oral projects, reports
and papers, voice tapes, and individual coaching. (Fall: alternate years)
THR 360
Interpretive Reading
Basic principles of oral interpretation of prose, poetry, and drama. Study, discuss, practice, and perform readings in prose, poetry, and drama before small
and large groups. (Spring)
THR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Medieval period. Reading of several plays and attendance at local theatre productions are required. Need not be taken sequentially
with THR 362. (Prereq.: ENG 111) Fall or Spring
THR 362
Theatre History and Criticism II
r
An overview of theatre history, dramatic literature, and criticism from the
Elizabethan through the contemporary theatres. Reading of several plays and
attendance at local theatre productions are required. Need not be taken
sequentially with THR 361. (Fall or Spring)
THR 365
Advanced Acting
This course explores the elements of characterization through character analysis and extensive scene, monologue study. Emphasis is on a variety of roles
from the classics (Shakespeare, French neoclassicism,Restorationcomedy, realism, and non-realism), culminating in public recital. (Prereq.: THR 222 and
THR 232. Fall or Spring)
-
Theatre Arts 263
THR 366
Stage Direction I
Basic directorial techniques: play analysis, production organization, technical
collaboration, casting, rehearsals, blocking, and characterization. Direction of
two pieces required, the latter for public recital. Permission from instructor
required. (Prereq.: THR 361, THR 362, THR 328. Spring)
THR 495
Theatre Topics
Selected topics in theatre.
Internships and Independent Study Courses:
THR 199
Internship
See description on page 85.
THR 299
Directed Study
See description on page 86.
THR 399
Internship
See description on page 85.
THR 499
Independent StudyIResearch
See description on page 86.
See Metro-Urban Studies listing under Interdisciplinary Studies.
T
he Women's Studies Program provides students with the opportunityto
examine critically women's contributions
and experiences in various historical and
cultural contexts. This is an inter-college
program with course offerings at Augsburg
College, Hamline University, the College of
St. Catherine, and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical, practical, and research components that focus
not only on gender, but also acknowledge
that race, class, and sexual identity are crucial aspects of women's experiences.
The Women's Studies Program offers
both a major and a minor, and provides
students with academic preparation for
careers in human services, education, and
social work as well as graduate study.
Major
Ten courses that must include WST 201
Foundations in Women's Studies, WST 495
(Seminar), and WST 199 or WST 399
(internships). The remaining seven electives are to be selected from approved
women's studies courses. At least three
courses must be upper division courses.
Students may take courses at any of the
colleges participating in the women's studies department. However, at least three
courses must be completed at Augsburg.
The writing component of the graduation
skills requirements for the women's studies
major must also be completed at Augsburg.
Each student's program must have the
written approval of the women's studies
program coordinator.
Minor
Women's Studies Faculty
Jacqueline deVries (Coordinator), Kristin
M. Anderson, Maria Brown, Grace B.
Dyrud, Doug Green, Milda Hedblom,
Victoria Littlefield, Lynne Lorenzen,
Catherine Nicholl, Beverly J. Nilsson,
Norma Noonan, Nancy K. Steblay,
Beverly J. Stratton, James Vela-McConnell
Five courses that must include WST
201; three electives, one of which must be
upper division; and WST 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student's program must have the written
approval of the women's studies programcoordinator.
-
Women's Studies 265
WST 201
Foundations in Women's Studies
This multidisciplinary course introduces students to the contributions of
women in history, religion, literature, philosophy, sciences, and the arts, and
how the questions and methodologies of these disciplines differ when seen
from women's perspectives. Students will also study the diversity of women's
experiences in terms of race, sexual orientation, and class.
INS 233
Women: A Cross-Cultural Perspective
This course will examine a variety of issues concerning the lives of women in
non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures.
WST 265
Women in American Culture
Through a discussion of works by women historians and selections from
women's journals, speeches, literature, and other aesthetic creations, the class
analyzes the position of women in American culture. Emphasis will be placed
on the perspectives of women of minority groups.
WST 281
Topics in Women's Studies
INS 311
The Development Process
(See International Studies, Women and Development.)
INS 320
American Indian Women
(See American Indian Studies for course description.)
WST 325
African American Women: Social, Historical, and Creative
Perspectives
This course examines the historical roots of African American women from
Africa to locations in the United States and other parts of the African
Diaspora. The effects of slavery and its resulting effect on African women are
examined, as well as past and current contributions by African American
women.
WST 481
Topics in Women's Studies
WST 495
Women's Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and minors
who do not elect to do an independent study (499). It is offered at a different
college each year.
266 Women's Studies
Internships and Independent Study Courses:
WST 199
lnternship
See description on page 85.
WST 299
Directed Study
See description on page 86.
WST 399
lnternship
See description on page 85.
WST 499
Independent Study/Research
See description on page 86.
Any must be approved in writing by the women's studies coordinator
See department listingsfor descriptions of thefollowing approved electives:
ART 352
Women and Art
ENG 236 or
436
Women and Fiction
ENG 480
Criticism
HIS 311
Topics in Women's History
HIS 380
History o f Women in the West t o 1870
HIS 381
History of Women in the West Since 1870
POL 124
American Women and Politics
POL 421
Topics in American Politics
POL 459
Topics in Comparative Politics
PSY 371
Psychology o f Gender
SOC 265
Gender, Race, and Ethnicity
REL 441
Feminism and Christianity
Chair
Barbara C. Gage
Secretary
Inez Schwarzkopf
Vice Chair
Norman Hagfors
Treasurer
Glen Person
The year in parentheses after each name is the expiration date of current term. An asterisk
before a name indicates the person is an Augsburg graduate.
*Rev. Gary E. Benson '70 (2002)
Directing Pastor, Zumbro Lutheran
Church, Rochester, Minn.
*Dr. Ruth E. Johnson, '74 (2000)
Director, Mayo Breast Clinic, Mayo Clinic,
Rochester, Minn.
Rev. Roger C. Eigenfeld (2000)
Senior Pastor, St. Andrew's Lutheran
Church, Mahtomedi, Minn.
*The Hon. LaJune Thomas Lange '68 (2001)
Judge, Hennepin County Government
Center, Minneapolis, Minn.
*Ms. Tracy Lynn Elftmann '81 (2002)
Attorney, Mackall Crounse & Moore,
Minneapolis, Minn.
Mr. David J. Larson (2002)
Sr. Vice President, Secretary and General
Counsel, Lutheran Brotherhood,
Minneapolis, Minn.
Ms. Barbara C. Gage (1998-11)
Vice President, Gage Marketing Group,
Plymouth, Minn.
*Mr. H. Theodore Grindal'76 (2002)
AttomeyRartner, Lockridge Grindal
Nouen, Minneapolis, Minn.
Mr. Thomas K. Guelzow (1998)
Guelzow & Senteney, Ltd., Eau Claire, Wis.
Mr. Norman R. Hagfors (2001)
President, Norsen, Inc., Minneapolis, Minn.
Mr. James E. Haglund (2000)
President/Owner, Central Container
Corporation, Minneapolis, Minn.
Ms. Beverly Thompson Hatlen (1999)
Board Chair, Minnesota Life College;
President, Hatlen Foundation, Apple
Valley, Minn.
Mr. Allen A. Housh (2001)
Business Consultant, A.A. Housh and
Associates, Edina, Minn.
*Ms. Julie R. Nelson '83 (2002)
Executive Director, The Dwight D.
Opperman Foundation, Minneapolis, Minn.
*Mr. Ronald G. Nelson, '68 (2002)
Vice President and Controller, 3M Center,
St. Paul, Minn.
*Mr. Glen E. Person '47 (1999)
Retired Businessman, Eden Prairie, Minn.
Mr. Wayne G . Popham (2000)
Senior Attorney, Popham, Haik, Schnobrich
& Kaufman, Minneapolis, Minn.
Mr. Curtis A. Sampson (2001)
President and CEO, Communications
Systems, Hector, Minn.
*Ms. Inez M. Schwarzkopf '59 (1998)
Assistant Vice President of the Mission,
Investment Fund-ELCA, St. Paul, Minn.
-
Board of Regents 269
Mr. Glen J. Skovholt (2000)
Vice President, Government and
Community Affairs, Honeywell, Inc.,
Minneapolis, Minn.
Mr. Leland N. Sundet (1998)
Chairman and CEO, Sundet Companies,
Eden Prairie, Minn.
*Ms. E! Dawn Taylor, '78 (2002)
President, The Iowa Group,
Des Moines, Iowa
*Ms. Jean M. Taylor, '85 (2000)
Vice President of Development, Travel
Tags, Eagan, Minn.
Mr. Michael W. Thompson (2001)
Realtor, Edina Realty Inc., Edina, Minn.
Ms. Pamela L. Tibbetts (2000)
Chief Operating Officer, Fairview Health
System, Minneapolis, Minn.
Ms. Kathryn H. Tunheim (1998)
Principal and President, Tunheim Sanuizos
Company, Minneapolis, Minn.
*Mr. William A. Urseth, '71 (1998)
Chairman and CEO, Upland Global
Corporation, Minneapolis, Minn.
*Ms. Joan L. Volz, '68 (2000)
Afton, Minn.
Ms. May Ka-Yee Yue (2000)
President and CEO, Norris Education
Innovations, Inc., Edina, Minn.
DIVISION
FOR HIGHER
EDUCATIONAND SCHOOLS
THEEVANGELICALLUTHERANCHURCH
IN AMERICA
(ELCA)
Chair
The Rev. John G. Andreasen
Director for Administration and Finance
Sue Rothmeyer
Secretary
The Rev. S. Philip Froiland
Director for Colleges and Universities
(vacant)
Vice-Chair
Mary Hull Mohr
Asst. Dir. for Colleges and Universities
Cheryl Chatrnan
Executive Director
The Rev. W. Robert Sorensen
270
AUGSBURG
COLLEGE
FACULTYAND
Beginning year of service is indicated with parentheses.
Officers
William V. Frame (1997). President. B.A., M.A., University of Hawaii; Ph.D., University of
Washington.
Marie 0. McNeff (1968). Vice President for Academic and Learning Services and Dean of
the College. Professor of Education. B.S., M.Ed., Ed.D., University of Nebraska.
Paul R. Carlson (1998). Vice President for Finance and Administration. B.S., University of
Nebraska; M.B.A., University of Montana.
Ida B. Simon (1998). Vice President for Institutional Advancement and Community
Relations. B.A., Lincoln University; M.Ed., University of Illinois-Urbana; M.Div.,
Union Theological Seminary.
Richard J. Thoni (1972). Vice President for Institutional Research and Program
Development. B.A., St. Olaf College; Ph.D., University of Minnesota.
Administration
Richard Adamson (1989). Controller and Director, Business Office. B.A., University of St.
Thomas; Certified Public Accountant.
Earl R. Alton (1960). Associate Dean for Faculty Affairs. Professor of Chemistry. B.A.,
St. Olaf College; M.S., Ph.D., University of Michigan.
Stuart M. Anderson (1989). Associate Dean for Library and Information Technology.
Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of
Minnesota.
Jose R. Bourget-Tactuk (1997). Director, Center for Global Education. Associate Professor.
B.A., Southern College; M.A., Ph.D., Andrews University.
Sally Daniels (1979). Director, Undergraduate Admissions. B.A., Augsburg College.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; MS., St. Cloud State University.
Paul Grauer (1979). Men's Athletic Director. B.S.Ed., Concordia College-Nebraska, M.Ed.,
University of Nebraska; M.A., University of Minnesota; Ph.D., University of
Minnesota.
Herald Johnson (1968). Director, Student Services Center. B.A., Augsburg College.
Benjamin Kent (1996). Academic Advising Coordinator, Academic Advising Center. B.A.,
University of Wisconsin-Madison; M.S., University of Oregon.
William Kuehl (1996). Director, Weekend College Admissions. B.A., St. Olaf College.
Ann Klamer (1993). Director, Residence Life. B.S., University of Wisconsin-Stevens Point;
M.S., Ohio University.
Gaye Lindfors (1993). Assistant to the President. Director, Human Resources. B.S.,
Mankato State University.
Donna McLean (1985). Director, Alumni and Parent Relations. B.A., University of
Minnesota.
Art Meadowcroft (1985). Director, Facilities Management Services. B.S., University of
Minnesota.
-
Augsburg College Faculty 271
Barbara R. Nagle (1998). Director, Public Relations and Communication. B.S., Ohio
University.
Norma C . Noonan (1966). Director, Master of Arts in Leadership Program. Professor of
Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana
University.
Julie Olson (1991). Program Coordinator, Weekend College. B.A., Augsburg College.
Lois Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of
Minnesota; MS., Mankato State University.
Paul Simmons (1992). Registrar. B.A., M.A., University of Wisconsin-Milwaukee.
Lora Steil (1994). Human Resources Manager. B.A., University of St. Thomas.
Kathryn A. Swanson (1985). Interim Associate Dean for Student Affairs. Professor of
English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota.
Don Warren (1978). Director, Academic Enrichment. B.A., M.A., University of Minnesota.
David T. Wold (1983). Director, Campus Ministry. College Pastor. B.S., St. Olaf College;
M.Div., Luther Seminary.
Faculty
A
Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University
Sandra J. Agustin (1997). Instructor, part-time, Speech/Communication and Theatre Arts.
B.S., University of Wisconsin-Madison.
Virginia P. Allery (1993). Associate Professor of Education. Coordinator, American Indian
Studies Minor. B.S., Viterbo College; M.S., Eastern Montana College; Ph.D.,
Unive~sityof Minnesota.
Earl R. Alton (1960). Associate Dean for Faculty Affairs. Professor of Chemistry. B.A., St.
Olaf College; M.S., Ph.D., University of Michigan.
Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball
Coach. B.A., Augsburg College; M.S., North Dakota State University.
Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestem Seminary.
Stuart M. Anderson (1989). Associate Dean for Library and Information Technology.
Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of
Minnesota.
Trudi J. Anderson (1990). Studio ArtistElute, part-time, Music. B.M., Augsburg College;
M.M., Northwestem University.
Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of
Oregon; M.A., Ph.D., University of Wisconsin-Madison.
David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota;
M.Div., Luther-Northwestem Seminary; Ph.D., University of Minnesota.
Salah Ayari (1995). Instructor, part-time, Modem Languages. Maitrise Combinee de
Langues, Institut Bourguiba des Langues Vivantes, Tunis; M.A., University of
Minnesota.
272 Augsburg College Faculty
-
B
Matthew C. Barber (1992). Studio ArtistE'ercussion, part-time, Music. B.M., University of
Michigan.
Mary Ann Bayless (1990). Associate Professor of Education. B.S., University of Minnesota;
M.A., San Diego State University; Ph.D., University of Mimiesota.
Aroti G. Bayrnan (1996). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Marilyn D. Bennett (1995). Instructor, part-time, Physician Assistant Studies. B.A.,
Pomona College; Registered Physical Therapy, Children's Hospital of Los Angeles
School of Physical Therapy; Ph.D., University of Minnesota.
John E. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.A., Ph.D., Columbia University.
Michael D. Berndt (1997). Instructor, part-time, English. B.A., University of MinnesotaMorris; M.A., Southern Illinois University-Carbondale.
Anthony A. Bibus, I11 (1992). Assistant Professor of Social Work. B.A., University of St.
Thomas; M.A., University of Virginia; Ph.D., University of Minnesota.
William F! Bierden (1997). Instructor, part-time, Education. B.S., M.S., Mankato State
University
Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of
Minnesota.
Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Laura S. Boisen (1996). Assistant Professor of Social Work. B.A., Wartburg College; M.S.,
University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University
of Minnesota.
Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
University of Northern Colorado;-MIA., University of Minnesota.
Julie H. Bolton (1975). Professor of Speech/Communication and Theatre Arts. B.S., M.EA.,
University of Minnesota.
Lois A. Bosch (1997). Assistant Professor of Social Work. B.A., Northwestern College;
M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign.
Jose R. Bourget-Tactuk (1997). Associate Professor. Co-Director of The Center for Global
Education. B.A., Southern College; M.A., Ph.D., Andrews University.
Nora M. Braun (1997). Assistant Professor of Business Administration/ Accounting1 MIS.
B.S.B.A., University of Missouri-Columbia; M.B.A., University of Minnesota.
Lisa A. Broek (1993). Instructor, part-time, Health and Physical Education. B.A., Central
College; M.A., University of Iowa.
Maria L. Brown (1980). Associate Professor of Social Work. B.A., M.A., American
University; M.S.W., University of Minnesota.
Stanley H. Brown (1997). Instructor, part-time, Education. B.A., Iona College; M.Ed.,
Boston College.
Eric L. Buffalohead (1997). Instructor, part-time, American Indian Studies. B.A., M.A.,
University of Minnesota.
-
Augsburg College Faculty 27!
Priscilla K. Buffalohead (1983). Instructor, part-time, American Indian Studies. B.A., M.S.,
University of Wisconsin-Madison.
W. Roger Buffalohead (1983). Instructor, part-time, American Indian Studies. B.A.,
Oklahoma State University; M.A., University of Wisconsin-Madison.
Michael R. Burden (1990). Associate Professor of SpeecWCommunication and Theatre
Arts (Designer and Technical Director). B.A., Augsburg College; M.EA., University
of Minnesota.
Janelle M. Bussert (1995). Assistant Professor of Religion. B.A., Luther College; M.Div.,
Yale University.
C
William C. Capman (1994). Assistant Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign.
John C. Cemto (1983). Assistant Professor of Business Administration/Accounting/MIS.
B.A., Rhode Island College; M.S., University of Wisconsin-Stout.
Margaret M. Cemto (1991). Instructor, part-time, Business Administration/Accountingl
MIS. B.A., University of Minnesota; M.A., Hamline University.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W., University of Minnesota.
Daniel J. Challou (1997). Instructor, part-time, Computer Science. B.S., State University of
New York-Albany; M.S., University of Illinois at Urbana; Ph.D., University of
Minnesota.
Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
Hamline University.
Susannah G. Chapman (1997). Studio Artist/Cello, part-time, Music. B.M., Mannes
College of Music; M.M., D.M.A., State University of New York-Stony Brook.
Mary Knop Chelberg (1992). Assistant Professor of Biology. B.S., University of Illinois at
Urbana-Champaign; Ph.D., University of Minnesota.
David T. Chollar (1997). Instructor, part-time, Social Work. B.S., University of Houston;
M.S.W., Fordham University.
Tara K. Christopherson (1992). Assistant Professor, part-time, Art. B.S., University of
Wisconsin-Stout; MIA., Minneapolis College of Art and Design.
Kurt N. Claussen (1997). Studio ArtistISaxophone, part-time, Music. B.A., St. Olaf College;
M.M., University of Minnesota.
Candyce L. Clayton (1990). Instructor, part-time, English. B.A., Macalester College; M.A.,
Ph.D., University of Minnesota.
Joseph R. Clubb (1994). lnsmctor, part-time, Social Work. B.S.W., St. John's University;
M.S.W., University of Minnesota.
Lawrence E. Copes (1980). Professor of Mathematics. B.A., Illinois Wesleyan University;
M.A., Ph.D., Syracuse University.
Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of
Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacfic Lutheran
University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota.
274 Augsburg College Faculty
-
D
Cathleen A. Dalglish (1986). Associate Professor, part-time, English. B.A., College of St.
Catherine; M.EA., Vermont College; Ph.D., The Union Institute.
Jill A. Dawe (1994). Assistant Professor of Music. B.M., Memorial University of
Newfoundland; M.M., D.M.A., Eastman School of Music.
Jacqueline R. deVries (1994). Assistant Professor of History Coordinator; Women's
Studies. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana.
Maria C. Dinis (1996). Assistant Professor of Social Work. B.A., M.S.W., California State
University; Ph.D., University of California-Berkeley.
Steven G . Dixon (1994). Assistant Professor, Librarian. B.S., Utah State University; M.L.S.,
University of Arizona.
Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A.,
Saint Mary's University.
Suzanne L. Donsky (1997). Instructor, part-time, English. B.A., Macalester College.
Suzanne I. Doree (1989). Assistant Professor of Mathematics. B.A., University of Delaware;
M.A., Ph.D., University of Wisconsin-Madison.
Susan Sacquitne Druck (1993). Studio ArtistNoice, part-time, Music. B.A., Iowa State
University; M.A., University of Iowa.
Fran~oiseM. duRivage (1993). Instructor, part-time, Modem Languages. B.A., Universite
de Bordeaux 111; M.A., Universite de Paris IV (Sorbonne); M.A., Ph.D., Duke
University.
Linda D. Dyer (1995). Assistant Professor of Education. B.S., Bridgewater State College;
M.S., Mankato State University; Ph.D., University of Minnesota.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of
Minnesota.
E
Nancy Edwards (1997). Instructor, part-time, Social Work. B.A., Indiana University; M.A.,
University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; MS., Ph.D., University of Minnesota.
Darcey Engen (1997). Instructor, part-time, Speech/Communication and Theatre Arts.
B.A., Augsburg College; M.EA., University of Wisconsin-Madison.
Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University
of Minnesota.
Joseph A. Erickson (1990). Associate Professor of Education. B.A., M.A., College of St.
Thomas; M.A., Luther-Northwestem Theological Seminary; Ph.D., University of
Minnesota.
Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan
State University; Ph.D., Colorado State University.
Lynn M. Erickson (1991). Studio Artist/Trumpet, part-time, Music. B.A., Bethel College;
M.EA., D.M.A., University of Minnesota.
Rene Escoto (1997). Academic Coordinator. Center for Global Education. M.A., The
Institute for Social Studies, The Hague, Holland.
Susan E. Everson (1997). Instructor, part-time, English. B.A., Carleton College; M.A.,
Ph.D., University of Chicago.
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Augsburg College Faculty 275
Heidi M. Farrell (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College;
M.A., Middlebury College; J.D., University of Minnesota.
Ronald L. Fedie (1996). Assistant Professor of Chemistry. B.A., University of St. Thomas;
Ph.D., University of Minnesota.
Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall College;
M.S., Ph.D., University of Wisconsin.
Lucie K. Ferrell (1992). Associate Professor of Nursing. B.S., College of St. Catherine;
M.N., University of California-Los Angeles; Ph.D., Adelphi University.
Anita L. Fisher (1991). Instructor, part-time, Modem Languages. B.A., M.A., University of
Montana.
Phillip E Fishman (1988). Assistant Professor, part-time, Political Science. B.S., University
of Wisconsin-Madison; J.D., Washington University; M.S.W., St. Louis University.
Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990). Instructor, part-time, Religion. B.A., Morningside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Eloise I. Fredrickson (1997). Instructor, part-time, Education. B.A., Southwest State
University; M.Ed., University of Minnesota.
Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D.,
University of Minnesota.
C
Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
George M. Gaetano (1993). Assistant Professor of Speech/Communication and Theatre
Arts. B.A., Hunter College; M.A., Ph.D., University of Minnesota.
Richard A. Germundsen (1987). Associate Professor of Education. B.S., Mankato State
University; M.A., American University; Cand. Mag., Universitet i Bergen, Norway;
Ph.D., University of Minnesota.
Annette M. Gerten (1997). Instructor of Social Work. B.A., College of St. Catherine;
M.S.W., University of Michigan; Ph.D., University of Minnesota.
Jennifer L. Gerth (1994). Studio ArtistIClarinet, part-time, Music. B.A., St. Olaf College;
M.M., Northwestern University.
Sandra E Gilbert (1997). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., St. Olaf College; J.D., William Mitchell College of Law.
Janet L. Goldstein (1997). Instructor, part-time, Social Work. B.S.W., Hebrew University,
Jerusalem; M.S.W., Yeshiva University.
J. Michael Gonzalez-Campoy (1995). Instructor, part-time, Physician Assistant Studies.
B.A., Macalester College; M.D., Ph.D., Mayo Medical School and Mayo Graduate
School.
Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University;
M.A., University of St. Thomas.
Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of
Minnesota.
276 Augsburg College Faculty
Douglas E. Green (1988). Professor of English. B.A., Amherst University; M.A., Ph.D.,
Brown University.
William D. Green (1991). Assistant Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Jeanine A. Gregoire (1996). Assistant Professor of Education. B.S., M.A., Ph.D., University
of Minnesota.
Richard A. Gresczyk, Sr. (1990). Instructor, part-time, Modem Languages. B.S., M.Ed.,
University of Minnesota.
Joan L. Griffin (1986). Professor of English. A.B., Washington University; M.A., Ph.D.,
Harvard University.
Robert C . Groven (1997). Instructor, part-time, Speech/Communicationand Theatre Arts.
B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota.
Nancy J. Grundahl (1993). Instructor, part-time, Music. B.M., St. Olaf College; M.F.A.,
University of Minnesota.
Satya P. Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
H
Abo-el-Yazeed T. Habib (1989). Instructor, part-time, Business Administration/
Accounting/MIS. B.B.A., Tanta University, Egypt; B.A., M.A., Cairo University,
Egypt; M.B.A., Mankato State University; Ph.D., University of North Texas.
Panduleni S. Hailonga (1993). Academic Coordinator, Academic Programs in Namibia,
Center for Global Education. B.S., Windhoek College of Nurses; M.S., Leeds
Metropolitan University, United Kingdom.
Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; M.S., Ph.D., Iowa State University.
Dolores V. Hanson (1993). Instructor, part-time, Education. B.S., University of Minnesota;
B.S., Moorhead State University.
John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of
Wisconsin-Oshkosh; Ph.D., University of Toledo.
M. Anaam Hashmi (1990). Instructor, part-time, Business Administration/ Accounting/
MIS. B.E., N.E.D., University of Engineering and Technology, Karachi; M.B.A, Ball
State University; D.B.A., Kent State University.
Kathryn M. Hathaway (1997). Instructor, part-time, Psychology. B.A., Macalester College;
M.A., Ph.D., Northern Illinois University.
Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University.
Robert G. Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S.,
M.Ed., University of Minnesota.
Maurice Healy (1996). Academic Coordinator of Guatemala Programs, Center for
Global Education. B.A., Maryknoll College; M.Div., M.Rel.Ed., State University
of New York-Maryknoll.
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Augsburg College Faculty 27:
Milda K. Hedblom (1971). Professor of Political Science. Director of Canadian Studies
Program. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota.
Peter A. Hendrickson (1993). Assistant Professor of Music. Director of Choral Activities.
B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University;
D.M.A., Manhattan School of Music.
Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A.,
Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University
of Notre Dame.
Norman D. Holen (1964). Professor of Art. B.A., Concordia College-Moorhead; M.EA.,
University of Iowa.
Bradley I! Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther
Theological Seminary; M.Phil., Ph.D., Yale University.
James M. Honsvall (1997). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., Bemidji State University; M.B.T., University of Minnesota.
Marilyn B. N. Horowitz (1988). Instructor, part-time, Business Administration/
Accounting MIS. B.A., M.B.E., University of Minnesota.
Mary A. Budd Horozaniecki (1988). Studio ArtistNiolin and Viola, part-time, Music. B.M.,
Indiana University.
Kenneth B. Huber (1989). Studio ArtistRiano, part-time, Music. B.M., M.M., Indiana
University.
David Hudson (1990). Instructor, part-time, English. B.A., M.A., University of Minnesota.
I
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
Elena Izaksonas (1996). Instructor, part-time, Social Work. B.A., M.S.W., University of
Michigan.
J
Lisa E. Jack (1994). Instructor, part-time, Psychology. B.A., Occidental College; M.A.,
Ph.D., University of Southern California.
William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of
Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
Anne C . Jensen (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Ross A. Jilk (1997). Instructor of Biology. B.S., University of Minnesota; Ph.D., University
of Wisconsin-Madison.
Duane E. Johnson (1968). Professor of Psychology. B.A., Huron College; B.A., University
of Minnesota; M.E., South Dakota State University; Ph.D., University of
Minnesota.
Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.A., Ph.D., University of
Minnesota.
278 Augsburg College Faculty
Martha B. Johnson (1988). Associate Professor of Speech/Communication and Theatre
Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison.
David R. Jones (1995). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., University of Wisconsin-Lacrosse; M.S., University of St. Thomas.
Jeffrey E Judge (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College;
M.A., Middlebury College.
K
Amin E. Kader (1974). Associate Professor of Business Administration/ Accounting/ MIS.
B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan.
Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park
College; B.Music Ed., M.Music Ed., University of Kansas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers
University.
Jane A. Kammerman (1986). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., University of California;J.D., University of Minnesota.
Manuel E. Kaplan (1995). Consulting Medical Director, Professor of Physician Assistant
Studies. B.S., University of Arizona; M.D., Harvard Medical School.
Robert A. Karlen (1973). Professor of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
Ten L. Kaslow (1993). Instructor, part-time, Economics. B.A., St. Olaf College.
Patricia A. Keahna (1996). Instructor, part-time, American Indian Studies. B.A., University
of Maryland; J.D., University of Minnesota.
Martha H. Kelly (1995). Academic Coordinator, Assistant Professor of Physician Assistant
Studies. B.A., Michigan State University; PA. Certification, Bowman Gray School
of Medicine.
John W. Kenny (1992). Instructor, part-time, Psychology. B.A., John Carroll University;
M.A., Ph.D., University of Illinois-Urbana.
Christopher W. Kimball (1991). Associate Professor of History. B.A., McGill University;
M.A., Ph.D., University of Chicago.
Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College;
M.A., Middlebury College.
Elizabeth E! Klages (1996). Instructor, part-time, Political Science and Nordic Area Studies.
B.A., Carleton College; M.A., Paul H. Nitze School of Advanced International
Studies.
Vivian L. Klauber (1996). Instructor, part-time, Health and Physical Education. B.A.,
George Washington University; M.A., State University of New York-Albany.
Merilee I. Klemp (1980). Assistant Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
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Augsburg College Faculty 27!
Marilyn A. Kramer (1994). Instructor, part-time, English. B.A., University of WisconsinMadison; M.A., University of Wisconsin-Milwaukee.
Paul S. Kriegler (1993). Instructor, part-time, Health and Physical Education. B.S.,
Mankato State University; M.Ed., University of Wisconsin-Whitewater.
Thomas L. Kuhlman (1990). Instructor, part-time, Psychology. B.A., Marquette University;
M.A., Xavier University; Ph.D., Case Western Reserve University.
Diane 0. Kuhlmann (1995). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., M.B.T., M.B.A., University of Minnesota.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
Scott E. Kuster (1994). Academic Coordinator, Academic Programs in Namibia. Center for
Global Education. B.A., George Washington University; M.A., American
University.
L
Steven J. LaFave (1991). Associate Professor of Business Administration /Accounting /MIS.
B.A. Michigan State University; M.A., University of Michigan; M.B.A., University
of Minnesota.
David V. Lapakko (1986). Assistalit Professor of Speech/Communication and Theatre Arts.
B.A., Macalester College; M.A., Ph.D., University of Minnesota.
William W. Latimer (1996). Instructor, part-time, Psychology. B.A., Hobart College; M.A.,
Columbia University; Ph.D., University of Rhode Island.
Caroline M. Lemen (1991). Studio ArtistFrench Horn, part-time, Music. B.A., Potsdam
College of Arts and Science, SUNY; M.M., Northwestern University.
Lynn Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University;
M.S., North Dakota State University.
Rosemary J. Link (1986). Professor of Social Work. B.A., University of Southampton;
M.Sc., London University; Ph.D., University of Minnesota.
Victoria M. Littlefield (1992). Assistant Professor of Psychology. A.B., University of
Michigan-Flint; M.A., Ph.D., Miami University.
Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota.
Lejeune Yolande Lockett (1997). Academic Coordinator, Mexico, Center for Global
Education. B.A., University of California-Davis; M.S., University of California.
Lori L. Lohman (1990). Associate Professor of Business Administration /Accounting /MIS.
B.A., M.B.A., Ph.D., University of Minnesota.
Christoffel Lombard (1996). Academic Coordinator, Namibia, Center for Global
Education. B.A., B.Th., University of Stellenbosch; M.Th., D.Th., University of
Western Cape.
J. Lynne E Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa;
M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., The
Claremont Graduate School.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado-Denver; M.S., PA. Certification, University of Colorado
Health Science Center.
280 Augsburg College Faculty
Steven P. Lund 1982). Studio Artist~Trombone,part-time, Music. B.S., University of
Minnesota.
Mary Ellen Lundsten (1977). Assistant Professor, part-time, Political Science. B.A., Smith
College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D.,
University of Minnesota.
Ann Lutterrnan (1993). Academic Coordinator, Mexico, Center for Global Education. B.A.,
Earlham College; M.Div., Yale Divinity School.
Beth M. Mackey (1996). Instructor, part-time, Education. B.S., M.S., Indiana University.
Karen M. Mateer (1984). Associate Professor, Librarian. B.S., University of South Dakota;
M.A., University of Iowa.
Esther G. McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of
California-Berkeley
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Carter T. Meland (1998). Instructor, part-time, English. B.A., University of Minnesota.
Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A.,
Ph.D., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration /Accounting /MIS.
B.A., University of Tunis; M.A., Ph.D., University of Minnesota.
Monem Meziou (1997). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., Augsburg College; M.B.A., Northern Arizona University.
Ernest Miel (1993). Instructor, part-time, Education. B.A., University of Minnesota; B.A.,
M.Ed., Macalester College.
Diane M. Mikkelson (1997). Instructor, part-time, Modem Languages. B.A., California
State University; M.A., California State University-Northridge.
Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social
Academy, Groningen, Netherlands; M.S.W., University of Minnesota.
Kinney G. Misterek (1989). Instructor, part-time, Business Administration/Accounting/
MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div.,
Calvin Seminary; Ph.D., University of Colorado.
Thomas E Morgan (1983). Professor of Business Administration/ Accounting /MIS. B.S.,
Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D.,
University of Minnesota.
William D. Morris (1987). Assistant Professor, part-time, Political Science. B.A., Oakland
University; Ph.D., Carnegie-Mellon University.
Patricia A. (Patty) Murphy (1991). Assistant Professor of Health and Physical Education.
B.S., M.S., Mankato State University.
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Augsburg College Faculty 281
Patricia E (Trish) Murphy (1996). Instructor, part-time, Education. B.A., Mount Mary
College; M.Ed., University of Minnesota.
N
Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A.,
University of Minnesota.
Gordon L. Nelson (1967). Professor of Sociology. B.A., M.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson (1968). Professor of History. B.A., University of Nebraska; M.A., Ph.D.,
University of Minnesota.
Jack Nelson-Pallmeyer (1984). Instructor, part-time, Religion. B.A., St. Olaf College;
M.Div., Union Theological Seminary,
Catherine C. Nicholl(1973). Professor of English. B.A., Hope College; M.A., University of
Michigan; Ph.D., University of Minnesota.
Norbert Nielubowski (1997). Studio Artist/Bassoon, part-time, Music. Lane Technical High
School (music concentration); private study
Beverly J. Nilsson (1977). Professor of Nursing. B.S., M.S., Ph.D., University of Minnesota.
Norma C . Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania;
M.A., Ph.D., Indiana University.
0
Celeste M. O'Brien (1975). Studio Artist/Piano, part-time, Music. B.A., Hamline University.
Susan E. O'Connor (1994). Assistant Professor of Education. B.S., University of Minnesota;
M.S., Ph.D., Syracuse University.
Wayne L. Olhoft (1993). Assistant Professor of Business Administration /Accounting /MIS.
B.A., Metropolitan State University; M.B.A., University of Minnesota.
Sandra L. Olmsted (1979). Assistant Professor of Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Stephen T. Olsen (1992). Instructor, part-time, Speech/Communication and Theatre Arts.
B.A., St. Olaf College; M.A., Ph.D., Pennsylvania State University.
Lila J. Olson (1990). Studio ArtistNoice, part-time, Music. B.M., University of Kansas;
M.M., University of Nebraska.
Vicki B. Olson (1987). Assistant Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Michael E. O'Neal (1989). Assistant Professor, part-time, Sociology. B.A., University of
Missouri; M.A., Ph.D., University of Minnesota.
Jack Osberg (1991). Head Football Coach. Instructor, Health and Physical Education. B.A.,
Augsburg College.
Paul H. Ousley (1993). Orchestra Director, Instructor of Music. B.M., University of
Wisconsin-Eau Claire; M.M., Eastrnan School of Music.
282 Augsburg College Faculty
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P
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Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration/
AccountingfMIS. B.A., M.A., Central School for Planning and Statistics, Warsaw;
Ph.D., Akademia Ekonomiczna, Krakow.
Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College;
M.S.W., M.A., Ph.D., University of Minnesota.
Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W.,
University of Minnesota; Ph.D., The Fielding Institute.
Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., College of St.
Thomas.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Paul E. Pender (1985). Instructor, part-time, Business Administration /Accounting /MIS.
B.A., M.B.A., University of Wisconsin.
Rick A. Penning (1993). Studio ArtistNoice, part-time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
William A. Perkins (1995). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., University of Detroit.
Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Instructor, part-time, Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
P a r - Pezechkian-Weinberg (1994). Assistant Professor of Modem Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A.
Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Clayton A. Pharr (1996). Instructor, part-time, Social Work. B.S., Claflin University;
M.S.W., Barry University.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale
University.
Michael D. Powers (1997). Instructor, part-time, Biology. B.A., University of MinnesotaMorris; M.S., University of Minnesota.
Q
Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College;
M.Div., Luther Theological Seminary.
R
Lany C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri
State College; Ph.D., University of Texas-Austin.
0. Nicholas Raths (1987). Studio ArtistIGuitar, part-time, Music. B.M., M.M., University of
Minnesota.
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Augsburg College Faculty 283
Deborah L. Redmond (1981). Assistant Professor of Speech/Communication and Theatre
Arts. B.A., M.A., University of Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A.,
Ph.D., Northwestern University.
Susan E. Riley (1996). Instructor, part-time, Political Science. B.A., University of
Minnesota; M.A., Ph.D., University of California-Berkeley.
Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College;
M.A., University of St. Thomas.
John L. Rohwer (1997). Instructor, part-time, Health and Physical Education. B.A.,
Concordia College-River Forest, IL; M.A., University of Minnesota; Ed.D.,
University of Northern Colorado.
Glenda D. Rooney (1992). Associate Professor of Social Work. B.S., University of North
Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
Kenneth A. Root (1996). Instructor, part-time, Social Work. B.A., St. Olaf College;
M.S.S.W., University of Wisconsin; M.A., Ph.D., University of Iowa.
Dan Eagle Boy Rowe (1997). Instructor, part-time, American Indian Studies. B.A.,
Montana State University-Billings; M.A., Purdue University.
S
Edward M. Sabella (1961). Professor of Economics. B.S., University of Rhode Island;
Ph.D., University of Minnesota.
Patricia Hume Santa Coloma (1997). Academic Coordinator, Center for Global Education.
M.A., Instituto Norteamericano de Relaciones Culturales.
Mark L. Sateren (1997). Instructor, part-time, Education. B.A., Augsburg College; M.A.,
University of St. Thomas.
Merlyn E. Satrom (1995). Instructor, part-time, Religion. B.A., Luther College; M.Div.,
Luther Theological Seminary; D.Th., Philipps-Universitat, Marburghhn,
Germany.
Milo A. Schield (1985). Associate Professor of Business Administration /Accounting /MIS.
B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University.
John S. Schmit (1990). Assistant Professor of English. Paideia Program Director. B.S., St.
John's University; M.A., University of New Orleans; Ph.D., University of Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of
Washington; M.S.W., University of Minnesota; Ph.D., University of Washington.
Sandra Nei Schulte (1987). Costume Designer, part-time, Speech/Communication and
Theatre Arts. B.A., M.A., M.EA, University of Minnesota.
David G. Schwain (1995). Instructor, part-time, Business Administration/Accounting/
MIS. B.B.A., University of Cincinnati; M.B.A., Haward University.
Kathryn A. Schwalbe (1991). Assistant Professor of Business Administration/Accountingl
MIS. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D.,
University of Minnesota.
Frankie B. Shackelford (1990). Associate Professor of Modem Languages. B.A., Texas
Christian University; Ph.D., University of Texas.
284 Augsburg College Faculty
Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's
College; Ph.D., University of Minnesota.
Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan
State University; MS., Ph.D., University of Minnesota.
Ryan Rae Sheppard (1994). Instructor, part-time, Sociology. B.S., University of Minnesota;
M.A., University of Southern California.
Deep Shikha (1991). Instructor, part-time, Economics. B.A., Delhi University, India; M.A.,
M.Ph., Delhi School of Economics; Ph.D., Louisiana State University.
Edward R. Skarnulis (1990). Professor of Social Work. B.A., Omaha University; M.S.W.,
Ph.D., University of Nebraska.
Roman Soto-Feliu (1993). Assistant Professor of Modem Languages. Profesorado en
Espafiol, Universidad de Concepcion, Chile; Ph.D., The Catholic University of
America.
Robert Spector (1997). Instructor, part-time, Chemistry. B.S., City College of New York;
PbD., University of Pennsylvania.
Richard J. Spratt (1996). Instructor, part-time, Social Work. B.S.W., Augsburg College;
M.S.W., University of Minnesota.
Robert J. Stacke (1990). Assistant Professor of Music. Band and Jazz Director. B.A.,
Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of
Minnesota.
Clarice A. Staff (1995). Assistant Professor of Social Work. B.A., Augsburg College; M.S.,
D.S.W., Columbia University.
John J. Stangl (1991). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A.,
Ph.D., University of Montana.
John F! Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University
of Minnesota.
Stuart M. Stoller (1986). Associate Professor of Business Administration /Accounting MIS.
B.S., M.S., Long Island University.
Jean R. Strait (1994). Assistant Professor of Education. B.S., University of Pittsburgh; M.S.,
Moorhead State University; Ph.D., University of Minnesota.
Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University;
M.A., D.Th., Luther Seminary.
Grace K Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A.,
University of Minnesota.
Kathryn A. Swanson (1985). Professor of English. Interim Associate Dean for Student
Affairs. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota.
William Swenson (1989). Instructor, part-time, MAL Program. A.B., Ph.D., University of
Chicago.
Jeffrey T. Symstad (1997). Instructor, part-time, Biology. B.S., St. John's University; M.S.,
University of Minnesota.
-
Augsburg College Faculty 28s
T
Rose M. Theisen (1997). Instructor, part-time, Business Administration /Accounting /MIS.
A.A., Anoka-Rarnsey Community College; B.A., Augsburg College; M.B.A.,
University of Minnesota.
Karen Brown Thompson (1997). Instructor, part-time, Political Science. B.S., Georgetown
University; M.A., Ph.D., University of Minnesota.
Philip J. Thompson (1959). Professor of Art. B.A., Concordia College-Moorhead; MIA.,
University of Iowa.
Sonja K. Thompson (1993). Instructor, part-time, Music. B.M., University of Minnesota;
M.M., The Juilliard School.
James V. Tolar (1997). Instructor, part-time, Philosophy. B.A., University of Texas-Pan
American; M.A., Bowling Green State University.
Mark D. Tranvik (1995). Assistant Prof-or
of Religion. B.A., Luther College; M.Div., Yale
University; Th.D., Luther Seminary.
Cynthia K. Troy (1991). Instructor, part-time, Psychology. B.A., University of CaliforniaSanta Cruz; Ph.D., University of Minnesota.
Michael E Troy (1997). Instructor, part-time, Psychology. B.A., Lawrence University;
Ph.D., University of Minnesota.
U-v
Rebekah N. Valdivia (1995). Assistant Professor of Mathematics. B.A., University of
Wisconsin; M.S., Ph.D., Washington State University.
John W. Van Cleve (1996). Associate Professor of Modem Languages. B.A., Carleton
College; M.A., Ph.D., University of Wisconsin-Madison.
James A. Vela-McConnell (1997). Assistant Professor of Sociology. B.A., Loyola University;
Ph.D., Boston College.
David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D.,
Iowa State University.
Joseph M. Volker (1993). Instructor, part-time, MAL Program. B.A., University of
California-Irvine; M.A., Ph.D., University of Minnesota.
W
Anthony R. ~ a g n e (1993).
r
Instructor, part-time, Social Work. B.A., M.S.W., University of
Minnesota.
Donald M. Warren (1980). Instructor, part-time. Director, Academic Enrichment. B.A.,
M.A., University of Minnesota.
David B. Washington (1997). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., B.L., J.D., University of Pittsburgh.
Charee M. Watters (1990). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., University of Minnesota; M.Org.L., College of St. Catherine; M.B.A.,
College of St. Thomas.
Rita R. Weisbrod (1991). Associate Professor of Sociology. B.A., M.A., University of
Minnesota; Ph.D., Cornell University.
286 Augsburg College Faculty
Pamela J. Weiss (1983). Associate Professor, part-time, Nursing. B.S.N., University of
Nebraska; M.P.H., Ph.D., University of Minnesota.
Patricia E Weiss (1991). Associate Professor, part-time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North CarolinaChapel Hill.
Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher
Placement Licensing. B.S., St. Cloud State University; M.S., Syracuse University.
Jean H. Whalen (1995). Instructor, part-time, Education. B.S., M.A., University of
Minnesota.
Gary S. Whitford (1994). Instructor, part-time, Social Work. B.S., University of WisconsinPlatteville; M.Div., Wartburg Theological Seminary; M.S.W., Ph.D., University of
Minnesota.
Mary Louise Williams (1984). Assistant Professor of Social Work. B.F.A., M.S.W.,
University of Pennsylvania.
Michael S. Wilson (1996). Instructor, part-time, Business Administration/Accounting/MIS.
B.A., University of St. Thomas; M.B.A., University of Minnesota.
Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University;
M.S., Winona State University; Ph.D., University of Minnesota.
Angela J. Wyatt (1981). Studio ArtistISaxophone and Clarinet, part-time, Music. B.A., St.
Olaf College.
Robert D. Wykstra (1989). Instructor, part-time, Business Administration/Accounting/MIS.
B.A., Calvin College; M.B.A., Western Michigan University.
Fidel Xinico (1995). Academic Coordinator, Guatemala, Center for Global Education.
B.A., Francisco Marroquin in Guatemala; M.Div., St. Paul Seminary, University of
St. Thomas.
Ruth Aaskov. Professor Emerita of Modem Languages. B.A., Augsburg College; M.A.,
Middlebury College; Ph.D., University of Wisconsin.
Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A.,
Northwestern University.
Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of
Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological
Seminary.
Ernest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota.
Oscar A. Anderson. President Emeritus. B.A., St. Olaf College; B.D., Luther Theological
Seminary; L.L.D., Concordia College-Moorhead.
Raymond E. Anderson. Professor Emeritus of Speech/Communication and Theatre Arts.
B.S., M.A., Ph.D., University of Minnesota.
Valeria Baltina. Professor Emerita of Modem Languages. Magister der Philosophia,
University of Latvia.
Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A.,
Ph.D., University of Minnesota.
Carl H. Chrislock. Professor Emeritus of History, B.A., Augsburg College; M.A., PbD.,
University of Minnesota.
L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
Robert W. Clyde. Professor Emeritus of Sociology. B.A., Coe College; M.A., Rockford
College; Ph.D., University of Iowa.
Ailene H. Cole. Professor Emerita of Speech/Communication and Theatre Arts. B.A.,
Gustavus Adolphus College; M.A., Ph.D., University of Minnesota.
Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University.
Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of
Minnesota.
Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute of
Brooklyn; Ph.D., New York University.
Katherine Hennig. Artist-in-Residence Emerita of Music. M.A., University of Minnesota.
Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W.,
Ph.D., University of Minnesota.
John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University
of Minnesota.
288 Faculty Emeriti
Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma;
M.A., Bucknell University; Ph.D., University of Wisconsin.
Einar 0.Johnson. Professor Emeritus of Education. B.A., Concordia College; M.A., Ph.D.,
University of Washington.
James D. Johnson. Professor Emeritus of Music. M.S., Juilliard School of Music; Ph.D.,
University of Minnesota.
Mary E. "Mimi" Johnson. Professor Emerita of Modem Languages. B.A., smith College;
M.A., Columbia University; M.A., University of Minnesota.
Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Mildred "Mike" Mueller. Professor Emerita of Education. B.A., M.A., Cenmal Michigan
University; Ed.D., University of Minnesota.
Edor C. Nelson. Professor Emeritus of Health and Physical Education. BA., Augsburg
College; M.Ed., University of Minnesota.
Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University;
M.A., Ph.D., University of Michigan.
Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University.
Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D.,
Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary.
Gunta Rozentals. Professor Emerita of Modem Languages. B.A., M.A., Ph.D., University
of Minnesota.
Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A.,
University of Minnesota.
Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus.,
Lakeland College.
Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.A., University of Minnesota.
Marjorie H. Sibley. Professor Emerita, Library. B.A., M.A., University of Illinois; M.A.,
University of Minnesota.
Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Theological Seminary; Th.D., University of Heidelberg, Germany
Paul T. Steen. Professor Emeritus of Sociology. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Minnesota.
Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia CollegeMoorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College-Moorhead; M.S.,
Ph.D., University of Nebraska.
Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
Ith Avenue
S.
DOWNTOWN
MINNEAPOLIS
DIRECTIONS TO CAMPUS
PUBLIC PARKING
I-35W from the NorthTake Washington Avenue exit and turn left
on Washington (curves right to become
Cedar Avenue), turn left at Riverside
Avenue, right at Zlst Avenue South.
Street parking on campus is posted for
one-, two-, or four-hour limits. Pay
parking is available at the FairviewUniversity Medical Center across
Riverside Avenue. For major events on
campus during evenings and weekends,
parking is also available in the facultylstaff
and commuter lots.
1-94 East from MinneapolisTake 25th Avenue exit, turn left at 25th
Avenue, turn left at Riverside Avenue, turn
left at 21st Avenue South.
1-94 West from St. PaulTake Riverside exit, turn right at Riverside
Avenue, turn left at 2lst Avenue South.
I-35W from the SouthFollow the 1-94 St. Paul signs (move to
right lane after each of two mergers). Take
25th Avenue exit and turn left at Riverside
Avenue. turn left at Zlst Avenue South.
A
C
About Augsburg 9, 267
Academic Advising Center 52
Academic Affairs 6, 64
Academic Calendar 4, 5, 50
Academic Information 50
Academic Internships 61
Academic Policies and Procedures 64
Academic Progress, Probation and
Dismissal 80
Academic and Learning Services 42
Academic Skills Enrichment 42
Accessibility 16
Accounting 98, 104-106
Accreditation and Memberships 10, 15, 16
Activities 40
Admissions 12, 18-22
Administrative Officers of the College 270
Advanced Placement Program Test (AP) 78
African American Student Services (see
Pan-Afrikan Student Services) 44
Air Structure 41
Alumni Center 12
American Indian Studies 43, 158-159
American Indian Student Services 43
American Sign Language 181
Anderson Hall 12, 47
Anderson-Nelson Athletic Field 12
Anishinabe Library Project 44
Application Procedures 18, 29
Arabic 180-181
Art 87-91
Art History 87, 90
Asian American Student Services (see Pan
Asian Student Services) 44
Asian Studies (see East Asian Studies) 120-121
Assessment of Previous Learning (APL)
Program 77
Associated Colleges of the Twin Cities
(ACTC) 57
Associated Support Organizations 14
Athletic Affiliation 16
Athletics 41
Audit Fee 24
Auditing Courses 77
Augsburg Echo 41
Augsburg Seminar 52, 69, 92
Augsburgian, The 41
Calendar 4, 5, 50
Campus Location 11, 16, 289-290
Campus Map 289-290
Campus Ministry 40
Campus Tours 18
Canadian Program 63
Career Services 62
Center for Global Education 12, 58, 166-167
Center for Global Education Courses 58-60,
166, 168-171
Center for Learning and Adaptive Student
Services (CLASS) 42
Center for Service, Work, and Learning 60
Chemistry 110-115
Chinese 180-181
Choir 41, 197, 204
Christensen Center 12
Class Confirmation 64
Class Schedule 84
Classification (Class Year) 77
Coaching Endorsement 149
College Costs 1998-99 24
College Level Examination Program
(CLEP) 78
College of the Third Age 63
Commencement 81
Commons 47
Communication 255-258
Community and Public Service
Scholarships 31
Community Internships in Latin
America 60, 173
Community Service-Learning 61
Computational Economics 117
Computer Resources 51
Computer Science 116-119
Concert Band 41, 197, 204
Continuing Education Program 63
Cooperative Education 61
Counseling 45
Counseling and Health Promotion 45
Course Descriptions 84-266
Credits 84
Crime and Community Concentration
(Sociology) 251
B
Biology 93-97
Board of Regents 268-269
Books and Supplies 25
Business Administration 98-103
Business Administration and
Economics Major 100, 123
D
Dean's List 80
Degrees Offered 8, 15, 50
Departmental Comprehensive Exams 78
Departments and Programs 48, 84-266
Deposits 25,46
Development 6
Directory 6
Disabled Student Program 42
Index 293
Dismissal 80
Discrimination Complaints 48
Divisions and Departments 52
Dormitories 12, 46
Dual Degree Programs 54, 138-1 39
E
Early Admission of Freshmen 19
East Asian Studies 120-121
East European Studies 53, 54, 243-244
East Hall 12
Echo 41
Economics 92, 100, 122-126
Education 127-137
Education for Service 10
Elderhostel 63
Elementary Education 128-131
Employment 33, 60
Engineering 138-139
English 140-146
English as a Second Language (ESL)
Program 79
English Placement Test 141
English-Language Arts Teaching Major 141
Enrollment 16
Enrollment Deposit 25
Ensembles 197, 204
Entry-level Skills 69
Ethnic Studies 159
Evaluation and Grading 75
Evangelical Lutheran Church in America
(ELCA) 16, 269
Experiential Education Programs 60-61
Explanation of Grades 75
F
Facilities and Housing 12, 46
Facts and Figures 16
Faculty 16, 50, 271-286
Faculty Emeriti 287-288
Family Educational Rights and Privacy Act
(FERPA) 48, 81-82
Federal Work Study Program 33
Fees 24-25
Finance Specialization (Business
Administration) 100
Financial Aid 16, 28-33
Financial Policies 26-28
Fine Arts 41
Fitness Center 45
Food Service 47
Foreign Languages 75, 180-190
Former Students 21, 65
Foss, Lobeck, Miles Center for Worship,
Drama, and Communication 12
Four-Year Assurance Program 81
French 180, 181-183
Freshmen 18
C
Gage Family Academic Enrichment
Center 42
General Education Curriculum 66-71
General Education Requirements 66-71
General Studies 147
German 180,183-1 85
Gift Assistance 31-32
Global Education Center 12, 58, 166-167
Global Education Program
Courses 58-60, 166, 168-171
Grade Point Average 69, 77
Grading 75-77
Graduate Programs Office 64
Graduate Programs 62
Graduation Level Skills 70
Graduation Requirements 66-71
Graduation With Distinction 81
Grants 32
Gymnasium (Melby Hall) 13
H
Health and Physical Education 148-152
Health Promotion 45
Health Service 45
HECUA Courses 59-60, 171-174
Higher Education Consortium for Urban
Affairs (HECUA) 57, 167
~is~anic/Latino
student Services Program
44
History 153-157
History of Augsburg College 9
Honors Program 56
Housing 12, 25, 46
Hoversten Peace Scholarships 31
I
Ice Arena 13
Incomplete Grade 76
Independent Studies 86
Information Technology Resources 51
Inter-Institutional Programs 56-57
Inter-Race 14
Intercollegiate Athletics 41
Interdisciplinary Studies 158-164
lnterim 50
lnterim Abroad 60
lnterim Office 64
lnternational Baccalaureate Program (IB) 77
lnternational Business Minor 101
lnternational Business Specialization
(Business Administration) 100
lnternational Partners 167
294 Index
lnternational Programs 46
lnternational Relations 165-166
lnternational Student Services 22
lnternational Students 46
lnternational Studies 166-174
Internships 61, 85
Intertribal Student Union 43
Intramural Athletics 41
J
Japanese 180, 186
K
MIS Courses 107-109
Mission Statement 9
Modern Languages 180-190
Mortensen Tower 13,43
Murphy Place 13
Murphy's 47
Music 191-205
Music Education Major 191, 194
Music Ensembles 197, 204
Music Hall 13
Music Performance Major 192, 195
Music Repertoire Tests 199
Music Therapy Major 192, 196, 203-204
KCMR Radio 41
L
Language Courses 180-190
Leadership Scholarships 31
Learning Disabilities Program 42
Learning Laboratory 42
Leave of Absence 65
Liberal Arts Perspectives 71-75
Library and Information Technology
Center 12, 16, 51, 56
Licensure Veaching) 54
Lifetime Sports 71
Lindell Library 12, 51
Linguistics 186
Loan Assistance 32-33
Location 11-12, 289-290
Lutheran Leader Scholarships 31
M
Majors and Minors 8, 53-54, 84-266
Management Information Systems 107-109
Management Specialization (Business
Administration) 100
Maps 289,290
Marketing Specialization (Business
Administration) 100
Mastefs Degrees 50, 62
Math Placement Group (MPG) 70
Mathematics 175-179
Medical Refund 28
Melby Hall 13
Memberships 15, 16
Memorial Hall 13
Merit Scholarships 30
Metro-Urban Studies 160-161
Minnesota Indian Teacher Training
Partnership (MNITTP) 43
Minnesota Minority Education Partnership
(MMEP) 14
Minnesota Work Study Program 33
Minority Studies 158-164
Minors 54, 84-266
N
Natural Science 206-207
No-Credit Grades 75
Nordic Area Studies 162-164
Nordic Center 14
Norwegian 180, 186-187
Notification of Admissions Decision 18
Number Grades 76
Numbering of Courses 78
Nursing 208-21 1
0
Off-Campus Programs 16
Officers of the College 270
Ojibwe 180, 188
Old Main 13
Orchestra 41, 197, 204
Orientation (AUG) 52, 69, 92
p,
Q
Paired Resources in Ministry and
Education (PRIME) Awards 30
Pan-Afrikan Student Services 44
Pan Asian Student Services 44
Part-Time Students 24
PassINo Credit 75-76
Pastor 40
Payments 26
Performance Studies 197, 205
Performing Arts Scholarships 31
Perspective Requirements 66, 71-75
Perspectives (Rationale) 71-73
Philosophy 212-215
Phi Theta Kappa Scholarships 30
Physical Disabilities Program 42
Physical Education 148-152
Physical Science Teaching Licensure 111
Physician Assistant Program 216-220
Physics 221-225
Piano Proficiency Test 199
Policies 14, 16, 47, 81, 291
-
Index 295
Political Science 226-231
Portfolio Assessment Program 78-79
Pre-Professional Programs 55-56
Pre-Registration 64
Prerequisites 84
President's Greeting 2
President's Scholarships 30
Probation 80
P~ychology232-236
Public Relations and Communication 13
R
Refunds 26-28
Regents 268-269
Regents' Scholarships 30
Registration 64
Religion 237-242
Religious Affiliation 16
Residence Life Program (see also
Housing) 46-47
Residence Requirements 69
Room and Board 24
ROTC 57
Russian 180, 188
Russian, Central, and East European Studies
243-244
5
Scandinavian Studies 162-164
Scandinavian Urban Studies 59, 171-1 72
Scholarships 30-31, 34-38
School Year 4, 5, 16
Science Hall 13
Secondary Education 131-1 35
Service-Learning 61
Sigma Pi Sigma 223
Skills Requirements 69-70
Social, Cultural, Recreational Activities 40
Social Studies 245
Social Welfare Minor 247
Social Work 246-250
Society of Physics Students 223
Sociology 251-254
Space Physics 222
Spanish 188-190
Special Education 137
Special Interest Housing 47
Special Students (Non-Degree) 21
Speech/Communication and
Theatre Arts 255-262
Sponsored Scholarships 34-38
Sports 41
StepUP Program 43
Student Activities 40
Student Affairs (see Academic
and Learning Services) 42
Student Educational Loan Fund (SELF) 33
Student/Faculty Ratio 16
Student Government 40
Student Life 40-48
Student Newspaper 41
Student Project for Amity Among Nations
(SPAN) 16
Student Publications 41
Student Rights 47, 48
Student Standards of Behavior, Complaints,
Records 47
Student Teaching Abroad 60, 127
Studio Art 87-90
Study Abroad 57-60, 166-174
Summer School Office 64
Support Programs 4 3 4 4
Sverdrup Hall 13
Sverdrup-Oftedal Memorial Hall 13
T
Teaching Licensure (see also Majors)
54, 127, 128, 131,132
Test Scores 18
Theatre Arts 259-262
Transcripts 18
Transfer Scholarships 30
Transfer Students 19-21, 66-67, 70
Tuition, Fees, Room and Board 24-25
Tutor Center 42
u
Upper Midwest Association of Intercultural
Education (UMAIE) 16
Urban Studies 161-162
Urness Tower 13, 47
v
Veterans 81
W
Weekend College 62
Withdrawal From College 28, 65
Women's Hockey 41
Women's Studies 263-266
Work Study Program 33
x, y, z
Yearbook 41
Youth and Family Institute 14
Youth and Family Ministry Major 237-238
Show less
.................... . 2
Options ..................... . 4
Visiting Students. ............... 5
Calendar. ....................... 6
About This Catalog. ................ 7
Interim Courses ...................8
Lifetime Sports. ................. . 4 4
Interim Abroad .................. 4 5
Othe... Show more
.................... . 2
Options ..................... . 4
Visiting Students. ............... 5
Calendar. ....................... 6
About This Catalog. ................ 7
Interim Courses ...................8
Lifetime Sports. ................. . 4 4
Interim Abroad .................. 4 5
Other Courses .................. . 4 7
Introduction.
Introduction to Interim
Interim is an integral part of the school year at Augsburg
College. The College follows a 4- 1-4 calendar, with fall and
spring semesters of approximately 14 weeks separated by a
four-week January Interim. Interim is intended to be a time
for both students and faculty to employ styles of teaching and
learning and to investigate questions and topics in places and
ways not possible during the regular term.
Interim is an opportunity for intense concentration on a
single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of
time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should
be prepared for at least 40 class hours during the Interim and
should anticipate the equivalent of the normal two hours of
study for each class hour. Since the course length is only 3 '12
weeks, attendance at every class is imperative. While it is
expected that students will attend every class period, instructors will establish the precise attendance policy for their
courses. Students can register for only one course
credit during Interim. There is no tuition refund for a
student who chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale. Students generally have the option to register on a
PassINo credit basis. A few Interim courses are graded only on
the PIN system; this is indicated in the course description.
Some courses are offered for either upper or lower division
credit. Such Interim courses have two numbers listed and
students must select which is most appropriate for their
needs. Students registering for upper division credit should
anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel
requirements, have additional fees associated with them.
These fees, although intended to be accurate, may change
and students should check with the instructor to verify the
final costs.
Students are required to complete at least 33 course credits
for graduation. This course total must include two Interims
for students who enter with fewer than 14 courses. Freshmen
are required to take an Interim course their first year. A
maximum of four Interim course credits may be counted
toward the 33 course credits required for graduation.
Transfer students should refer to their transfer credit
evaluation form or consult the registrar for the number
of Interim courses required.
Day school students (3.0 credits or more for fall) can take a
total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full-time, they will be charged.
Weekend students can take 1.0 course credits in Interim as a
cross registration but will be charged day school tuition ($1,564)
per course credit. If they do so they may take only 1.0 additional
course credits in Weekend College for winter trimester.
Augsburg College, as affirmed in its mission, does not discriminate on the basis
of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its
education policies, admissions policies, scholarship and loan programs, athletic
and/or school administered programs, except in those instances where religion is
a bonafide occupational qualification. Augsburg College is conimitted to providing reasonable accommodations to its employees and its students.
Any questions concerningAugsburgs compliance with fideral or state regulations implementing equal access and opportunity can be directed to Lora Steil,
affirmative action coordinator, Ofice of Human Resources, CB 79,Augsburg
College, 2211 Riverside Ave., Minneapolis, MN 55454. She can be reached by
telephone, (612) 330-1023; or by e-mail, ateil@augsburg.edu>.
Options
International Interim-Students are invited to participate in
the international Interim courses offered by the Upper
Midwest Association for Intercultural Education (UMAIE)
and other consortia. These course opportunities are listed on
page 45. Some courses have early registration deadlines.
Internships deadline-Friday, December 11. January Interim
internships must be planned in advance. Students electing an
internship must meet departmental requirements and present
a signed internship-learning agreement plan to the Center for
Service, Work, and Learning (1st floor Memorial) by the first
day of Interim classes. The learning-agreement forms are
available in the same office. Internships during Interim must
involve full-time work placements for approximately four
weeks. Assistance for planning internships is available in the
Center for Service, Work, and Learning.
Independent studylresearch or directed study-Students
may elect a program of independent study (upper division
499) or directed study (lower division 299) for Interim.
Faculty members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or directed
study must:
1. Meet departmental requirements
2. Present to the registrar a copy of the proposed study
plan approved by the supervising faculty member and
the directedlindependent study registration form.
These forms must be submitted by December 1.
Appropriate study proposal and registration forms can
be obtained in the Office of the Registrar.
Interims at other schools-Augsburg students may enroll at
any other 4- 1-4 institution that offers a reciprocal Interim
arrangement. Catalogs of these Interim programs are available
in the registrar's office. Registration for Interims at the other
ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other
4-1-4 schools are accepted for credit by Augsburg, but may
not necessarily be accepted as meeting Augsburg's general
education requirements.
Visiting Students
Augsburg College welcomes students from other 4-1-4
schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge
tuition to Augsburg students for the January term. The waiver
of tuition does not include special fees, housing, or board
costs. Other students will be charged $1,564 for the Interim
course. Students interested in registering for an Augsburg
Interim should write to the Office of the Registrar for application forms or use the forms provided by the Interim office at
their own school. There is an application processing fee of
$10. Students are welcome to stay on campus but are not
required to do so. Requests for Interim housing should be
made to the Office of Residence Life.
It should be noted that neither ACTC exchange students nor
visiting students may register for 199,299,399, or 499 courses.
Interim Calendar 1999
November 16 to December 4 . .........Interim registration
January 4 . ......................... First day of Interim
Time I-9:00 a.m. (first day)
Time 11-1:15 p.m.
January 5
............ Last day to register or add a class or
cancel a class without a notation
January 15. .................... Last day for determining
grading option with registrar
January 15 ......... Last day for withdrawing from courses
.............................. Interim ends
February 1 ......................Spring semester begins
February 5 ............... Interim grades due to registrar
January 27
The time, number, and length of meetings as well as the
beginning time will be arranged the first day of class. The
daily schedule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to 11:45 (Note: on the first day, Time I
classes will begin at 9:00 a.m.)
Time 11: 1:15 p.m.-5:00 p.m.
Note: Martin Luther King Day will be observed at Augsburg
with a special convocation on Monday, January 18, at 1:00 p.m.
Afternoon classes begin following the convocation.
About This Catalog
The catalog lists courses by departments in alphabetical order.
At the end of the book are listings of other courses not
offered by Augsburg but recognized by the College for Interim
credit. Additional descriptions and information about these
courses are available in the Interim Office, Memorial 226.
Students may also register for one of the lifetime sports listed
at the end of the catalog. Courses that include travel are
marked with an airplane.
+
For More Information
For more information contact Barbara Pappenfus in the
Interim Office at (612) 330-1 150.
Accounting
See listing under Business, pg. 9.
Introduction to Drawing in Architecture
ART 100-J
lnstructor: Staff
This course develops basic skills involved ,in perceiving and
representing the material environment. Sketching and drawing conventions are employed to study visual phenomena
and forms.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Time: Ii
Room: Old Main 17
Tribal Arts And Culture
ART 290-J
Instructor: Steve Chapman
The rich heritage of indigenous cultures is explored through
the visual arts, particularly within the United States. Other
content includes poetry, dance, mythology, ritual, religion,
and drama of many American Indian tribes. Students will
produce various art projects in weaving, basket making, pottery, sculpture, or prints.
Maximum Enrollment: 20
Time: Ii
Room: Old Main 4
Seeds of Change
BIO 145-J
Instructor: Esther McLaughlin
We will use a few historically, economically, and medically
important plants to study some of the ways in which humans
and plants interact, biologically and otherwise. Plants are not
only at the b0tto.m of our food chain but also play a part in
non-food aspects of our lives, either directly (e.g., medicines,
fibers, dyes) or indirectly (e.g., how food crises have influenced human migrations). We will study the uses, biology,
natural history, and classification of several important plants.
Evaluation will be based on three or four 40-minute exams,
several quizzes, and an oral presentation.
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 20
Time: I1
Room: Science 205
Internal Audit and
Management Consulting
ACC 424-J
Instructor: Stuart Stoller
Auditing through an interdisciplinary approach. Using
techniques discussed in accounting, finance, management,
marketing, and MIS, we examine a business' internal control
systems and operating efficiency. By stepping away from the
traditional textbook approach we incorporate creativity and
discussion. Major topics include: business valuation techniques, "just-in-time" philosophy, efficiency improvement
techniques, disaster recovery planning, and report writing.
Students will be evaluated by classroom quizzes, a project,
and final examination.
Prerequisites: ACC 221 & 222, BUS 242, 252,331, ECO 113, MIS 175 & 379
Graduation Skill Requirements: Speaking, Writing
Maximum Enrollment: 20
Time: I1
Room: Old Main 11
Advanced Computing for Business
MIS 370-J
Instructor: Wayne Olhoft
Objectives are to learn concepts underlying creation of Web
pages and business communication via the Internet. Use of
relational databases for advanced queries, forms, and reports.
Basics of event-driven programming for solving business related problems. Students will complete three major projects and a
few minor assignments. The course requires significant effort
on projects and constant access to a computer. Cooperation
with fellow students in learning to apply concepts is encouraged. A good grasp of MS Access is required or the willingness
to exercise exceptional effort in learning the tool.
Prerequisite: MIS 175, CSC 170, consent of the inslructo~or Math Placemenl Group 3
Maximum Enrollment: 20
Time: I1
Room: Lindell I6
International Business in French
and English
BUS 295/495-J
FRE 295/495-J
Instructors: Magda Paleczny-Zapp and Paty Pezechkian- Weinberg
This course focuses on opportunities and challenges of doing
business in the enlarged European Union and is designed to
give you the skills and the cultural insights needed to do business in French and with the members of the European community. Through the study of governmental agencies, management, marketing, and media, we will discuss and analyze some
of the hottest issues of the European business world today. This
course provides the appreciation of cultural differences and
world-view perspectives and offers the opportunities to discover professional vocabulary usually not covered in a language
class. It will help you gain a better comprehension of the sociocultural, economic and political structures of France as com-
pared to those in the U.S.Students are required to read and
prepare assigned articles (in French and English) at home for
class discussions. You will be required to prepare two presentations (one in French) of 10 minutes each on a related subject. You will be assigned translations and case studies to be
performed in class and at home, and to write commentary (in
French and English) on articles. No final exam.
Prerequisites: Business 362 and French 21 1 or consent of the instructors.
Maximum enrollmenl: 25
Time: I
Room: Old Main 10
Responding to the Challenge of Japan
BUS 368-J
Instructor: Steven LaFave
An examination of current Japanese business practices using a
cultural perspective. A multimedia approach will be employed
involving film, television documentaries, radio speeches, and
readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of the students. Evaluation will be
based on a paper, two 20-minute sessions of seminar leadership, class participation, and mid-term and final examinations. This class should be of interest to anyone majoring or
minoring in international business or any field of business
administration, as well as anyone interested in Japan. Students
who cannot attend every class should not enroll in this
course.
Prerequisite: Junior standing or consenl of the instructor
Liberal Arts Perspective: IntercuNural Awareness 1
Maximum Enrollment: 20
Time: I
Room: Old Main 29
Introduction to Polymer Chemistry
and American Plastic
CHM 104-J
Instructor: Ron Fedie
Previously there was the Stone Age, Iron Age, and Bronze Age.
Now we live in the Age of Plastics. Without this innovative
technology, life as we know it would be much different. The
variety of polymer molecules and their properties make up
various plastics. Through chemistry the variations are endless.
Many items and materials such as coatings, adhesives,
leisure/sports equipment, construction supplies, automobile
parts, clothes, medical supplies, cosmetics, and others used
every day come from different polymer molecules. In this
course we will explore and discuss the world of polymer
chemistry with a special focus on plastic. There are both synthetic and natural polymers. Most plastics come from synthesized polymers found in "plastic" wrap and trash bags. A
common natural polymer, polyisoprene, is collected from the
sap of rubber tree-golf balls and latex gloves are just two of
its popular uses. The class will also focus on the book
American Plastic: A Cultural History by Jeffrey Meikle.
Themes from the book, the different types of polymers used,
and recent themes such as the recycling of plastics will be
discussed. There will be supplemental handouts on some of
the important natural polymers not covered in the book.
There will be labs in which some polymer molecules will be
made and the various properties will be explored. This will
help to give a hands-on experience with the seemingly unlimited possibilities of properties in these long chain molecules.
Prerequisite:Malh Placement Group 2
Liberal Arts Perspeclive: Natural World 1 or 2
Maximum Enmllmenl: 25
Time: I1
Room: Science 315
Introduction to Computer Science and
Communications
CSC 160-J
Instructor: Larry Ragland
This course introduces the major areas of computer science
and computer communications. These areas are: algorithms,
algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating
systems, programming languages, operating systems, theory
of computation, mathematical foundations of computer
science, Turing machines, computer communications and the
Internet, packet switching, Internet services, and operation.
This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will
be based on examinations, labs, and homework. This is not a
course in computer applications or how to use computers,
although we may touch on these topics.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 15
Time: I
Room: Sverdrup 212
Economics of Urban Issues
ECO 110-J
Instructor: Satya Gupta
Study of economic implications of the many problems facing
a metro-urban environment. Some of the topics to be discussed are: crime prevention, health issues, discrimination,
education, etc. Basic microeconomics tools of analysis will be
developed in class. This is a basic course designed for those
students who do not plan to major in economics, business
administration, accounting, or MIS. Three objective examinations.
Liberal Arts Perspective: City or Social World 1 or 2
Maximum Enrollment: 15
Time: I
Room: Old Main 11
Contemporary Economic Issues
EGO 195-J
lnstructor: Jeanne Boeh
This course will focus on using the basic tools of economic
analysis to analyze current policy questions. The course will
emphasize the skills of critical thinking and speaking.
Students will read articles presenting at least two sides of an
issue. Classroom and out-of-classroom assignments will be
geared toward developing thinking skills necessary to evaluate
policy positions. This course does not serve as a substitute for
either Economics 112 or 113. Course grade will be based on
two in-class tests, assignments, and participation.
Prerequisite: Student must have passed Critical Thinking assessment or have
successfully completed GST 100.
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 25
Time: I
Room: Old Main 13
International Education
EDU 353-J
lnstructor: Rich Germundsen
This seminar-style course presents an examination and comparison of selected Western and non-Western educational systems with special attention on Scandinavian and Central
American models. The course also draws attention to our personal responsibilities to educate ourselves so that we can
understand and participate in the emerging global society.
There will be lectures, discussions, and presentations by students and guest speakers. Student evaluation will be based on
class presentations and investigative projects.
Liberal Arls Perspective: Social World 2
Maximum Enrollmenl: 15
Time: I
Room: Sverdrup 17
Practicum and Seminar in Special
Education
EDU 491-J
Instructor: Susan OJConnor
A supervised field placement that serves people with disabilities, plus an on-campus seminar. Students planning to take
this course should consult with the special education coordinator about a placement prior to registering for the course.
Students must complete designated hours of fieldwork as well
as written and reading assignments.
Prerequisite: EOU 282, completion of courses for special education minor,
or consent of instructo~
Maximum Enrollmenf: 9 (This course involves fieldworksupe~isionfor the faculty member)
Time: 11
Room: Sverdrup 4
American Dialects: Differences and
Attitudes
ENG 219-J
Instructor: John Schmit
Language plays an important role in our socialization and
acculturation. The way we speak tells others who we are and
tells us who others are. Our speech is a reflection of our social
and economical standing and our cultural background. For
this reason we should expect women to speak differently from
men. And yet somehow we do not. We should expect anyone
from a different background to have differences of language.
Even more importantly, we must understand these differences
in order to make sure that we understand speakers from different language communitites. This course will examine the
dialects of various English-speaking communities and attempt
to describe and understand their rules of speech: their grammatical rules, phonological rules, and their rules on discourse.
It will include lectures, student presentations, and student-led
discussions. Besides presenting a topic, students will write a
paper on the presentation topic and take a final exam.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 25
Time: I1
Room: Old Main 29
Topics: Introduction to Asian
American Literature
ENG 282/382-1
Instructor: Joan Thompson
In an essay about multicultural American literature, Walter J.
Ong writes that "literature is organized experience and consciousness. Since cultures organize experience and consciousness variously, the study of the literature of another culture
opens new vistas both into the exterior world and into the
human heart." This course will explore some of these vistas
through readings and discussions of nonfiction works, poetry,
short stories, a play, and a novel by Asian American authors.
Some ideas the writers take as subjects through their art
include definitions of an Asian American voice, explorations of
cultural and individual identity, visions of community, and
coming of age. Class sessions will include discussion of the
historical and social contexts that influence the writers studied.
In addition to the reading, students will view at least one Asian
American film and possibly attend a relevant performance or
reading. Course grades will be based on reading journal, a
short paper, a final exam, class attendance, and participation.
Upper division students will read an additional novel and
write a research-based paper on it.
Liberal Ads Perspective: Intercultural Awareness 1
Maxium Enrollment: 25
Time: I1
Room: Old Main 16
Topics: The Heroic Journey
ENG 282-J
Instructor: Joan Griffin
"The hero:' says Joseph Campbell, "is the man or woman who
has been able to battle past his personal and local historical
limitations to the generally valid, normally human forms."
This struggle, the heroic journey, is a quest for wholeness, for
harmony with oneself, one's society, and even the universe.
The journey may be physical, moral, psychological, or spiritual, but it always concludes with the regeneration of the hero
and/or the redemption of the hero's society. This course will
study archetypal patterns of the heroic journey as well as specific examples of such journeys, emphasizing the work of
Joseph Campbell, but also citing studies of the hero by Lord
Ragland, Carol Pearson, and Richard Slotkin, among others.
We will note that major heroic genres in western traditionthe epic and romance-almost always assume that the hero is
usually a warrior and aristocrat. Thus we will analyze typical
elements of the heroic warrior myth as depicted in ancient
and medieval epics and romances, but will also pay particular
attention to its appearance in contemporary American popular narratives. We will consider the implications of the enduring popularity of this rendition of the heroic journey. The
heroic journey, however, is a human journey, and thus the
course will also emphasize the heroic journeys of women as
well as of men who may be neither aristocratic nor warriors.
As a lower division literature course, ENG 282 does not
assume that the student is proficient in literary analysis.
Rather the course will help students develop analytic and critical reading, thinking, and writing abilities. Course requirements: There will be 15 class meetings, each lasting three to
four hours. Course grades are based on class attendance and
participation as well as on daily writing and formal papers. If
you must miss more than one or two classes or frequently
leave class early, you should not take this course.
Prerequisite: ENG 111 recommended but not required
Liberal Ads Perspective: Western Heritage 1 or 2
Maximum Enrollment: 25
Time: I
Room: Science 213
School Health Curriculum
(0.5 course credit)
HPE 320-J
lnstructor: John Rohwer
Techniques for developing a course of study based upon
growth and development for grades K-12. Special work units
in nutrition and diseases. This is a one-half credit course.
Prerequisile: HPE 110
Maximum Enrollment: 20
Time: I -M, bl! and alternale F (1/4, 1/6, 1111, 1/13, 1/15, 1/18, 1/20, 1/25, 1/27)
Room: Melby 202
Administration and Supervision of
School Health Program
(0.5 course credit)
HPE 410-J
Instructor: John Rohwer
Historical background, legal bases, school health services, and
relationships to community health programs and resources.
This is a one-half credit course.
Prerequisite: HPE 110
Maximum Enrollmenl: 20
Time: 1-6Th, and allernate F (1/5, 1/7, 118, 1/12, 1/14, 1/19, 1/21, 1/22, 1/26)
Room: Melby 202
Sailing in the Virgin Islands
HPE 455-J
lnstructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cruising. The course will
take the participant to a competent level of sailboat handling
(anchoring, mooring, helming, and crewing). The student
will live aboard a 43'46' f~ed-keelsailboat with five to six
other people and will function as an active crew member.
Actual on-the-water instruction will be the major part of the
course. Sailing will include cruises to the various islands and
cays in the British and American Virgin Islands. Snorkeling
and wind surfing will be available on an optional basis. Some
classes will be held in December prior to leaving for the Virgin
Islands in January.
The course cost is $2,950, which includes airfare for Augsburg
day students and qualifying 4-1-4 students. Others will have to
pay regular Interim tuition in addition to this course cost in
order to receive academic credit. PIN ONLY.
Applications may be picked up from the office of Joyce Pfaff,
Melby Hall 12 1, Augsburg College. They must be turned in with
deposit and appropriate signature before final acceptance is given.
Prerequisites: Permission from Joyce Pfaff, health and physical education department,
(612) 330-1247; no smoking is allowed; basic swimming skills
Graduation Skill Requirement: Lifetime Sport, also one course credit upper division
Maximum Enrollment: 10 (a wailing list will be kept after the original 10 spols are filled)
Topics in World Histo :
History by Hollywoo
IT
HIS 195-J
Instructor: Rick Nelson
How accurate is our understanding of the past? How do we
attempt to secure that understanding? Why is history biased?
Can there be history without bias? Should history have entertainment as a goal? These questions, and others, form the basis
for an inquiry into the writing of history and the portrayal of
historical characters, events, and themes depicted in the cinema. Filmmakers have presented history in ways ranging from
the mundane to the sublime. In this course we will view
selected films and through readings, lectures, and discussions
examine some of the successes and failures of "History by
Hollywood." This course is intended for first-year students.
Others may enroll with permission.
Prerequisite: One history course or consent of instructor
Liberal Arts Perspective: Western Heritage 1 or 2
Maximum Enrollment: 25
Time: I
Room: Lindelll6
Shaping Human Reality:
Women, Fire, and Dangerous Things
INS 240-J/440-J
Instructor Jose Bourget
This course offers an open, fun, and adventurous environment for exploring how culture shapes human reality.
Intercultural principles are studied in the context of personal,
national, and global differences. Students identify the factors
that shape their ways of seeing the world and, through experiential activities, discover how similar factors help shape distinctive ways of seeing the world among those who are culturally different. Specific cross-cultural competencies are then
presented to help students embrace a diverse and complex
world. In addition to required readings, students will be evaluated on the basis of a journal (15 percent), completion and
analysis of a self-assessment questionnaire (15 percent),
writing of critical incidents (20 percent) and culture-specific
reports (20 percent), and daily quizzes (30 percent).
Liberal Arts Perspectives: Intercultural Awareness 1 or Human Identity
Maximum Enrollment: 30
Time: I
Room: Sverdrup 20
Literacy in the City:
Service-Learning Externship
INS 298-J
Instructor: Garry Hesser
The course, taught by the experiential education staff, will
explore literacy in the city. Students will work in groups at
least two days a week at one of the four literacy centers close
to campus. A twice-weekly seminar will focus on current
issues in literacy through readings, guest speakers, films, and
reflection exercises. Students will complete short seminar
exercises, set team externship goals, keep individual journals,
and make a final group presentation.
Liberal Arts Perspective: The City
Maximum Enrollment: 20
Time: I1
Room: Old Main 18
Work in the City:
Career Exploration Externship
INS 298-K
Instructors: Lois Olson and Lynda Olson
Discover the world of work in the city. This course introduces
students to the nature of work, its role and value to the individual and to society. Seminar format will focus on work as
viewed by this generation and the requirements to succeed
both now and in the future. Special emphasis will be on selfdiscovery learning activities, visits to Twin Cities businesses
and community organizations, and panels of professionals.
Students will keep an individual journal, write a 2-3 page
integrative paper and give a final class presentation.
This course is intended to help students make the connections
between their interests and abilities, their education, and the
work world. If you are an Augsburg freshman, you won't want
to miss this hands-on experience for understanding organizations that are part of the city and why and how they function.
Liberal Ads Perspective: The City
Maximum Enrollment: 20
Time: I
Room: Old Main 23
Native American Storytelling
INS 495-J
Instructor: Staff
The objective of the course is to study Native American storytelling from a cultural perspective. An appreciation of oral
traditions will be emphasized and studied within the broader
context of world mythologies. Students will learn how the art
of storytelling is an integral component of the story content.
Students will be expected to perform storytelling and to
research the various tribal storytelling traditions. Students will
be evaluated on their knowledge of Native American storytelling and their ability to demonstrate the art of storytelling.
Maximum Enrollment: 20
Time: I1
Room: Old Main 27
Management Information Systems (MIS)
See listing under Business, pg. 10
Finite Mathematics
MAT 121-J
Instructor: Anthony Dunlop
How were the resources effectively allocated to the battlefields
in Europe during World War II? Did you know that one of the
first applications, other than gambling, of probability theory
was in genetics-n
the questions of whether the recessive
genotypes would eventually die out? How do we build the most
cost-effective telecommunication network of satellites given the
cost factors between pairs of satellites? The above questions are
from the main topics to be discussed in this course: linear programming, counting and probability, and graph theory. The
format of each session will be a combination of small-group
activities and lecture. You will be evaluated by methods such as
class participation, quizzes, and exams. Finite Mathematics is
intended for students in Math Placement Group 3 or higher
who need a course in Quantitative Reasoning or who are interested in MIS and lor computer science.
Prerequisite: Math Placement Group 3
Graduation Skill Requirement: QuantitativeReasoning
Elective foc MIS major, economics major
Maximum Enrollment: 25
Time: I
Room: Sverdrup 208
Mathematics for the Liberal Arts
MAT 131-J
Instructor: Rebekah Valdivia
An examination of the interaction between the development
of mathematics and that of civilization. Course activities will
include a balance of doing mathematics and exploring historical and cultural aspects of mathematics. Evaluation will
include projects, essays, homework, and exams.
Prerequisite: Math Placement Group 3
Liberal Arts Perspective: Western Heritage 1 or 2
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 18
Time: I
Room: Science 108
Math of Interest
MAT 173-J
Instructor: Ken Kaminsky
Learn how to determine the monthly payments on a house or
car. Find out how much you need to be socking away now to
have a million when you retire. Learn how annuities, perpetuities and life insurance work, and more. Evaluation will be
based on classroom participation, quizzes, and a final examination.
Prerequisite: Math Placement Group 3 or 4 or consent of instructor
Graduation Skill Requirement: OuantilativeReasoning
Maximum Enrollment: 25
Time: I
Room: Science 212
International Business in French
and English
FRE 295/495-J
BUS 295/495-J
Instructors: Magda Paleczny-Zapp and Pary Pezechkian-Weinberg
See course information listed under BUS 2951495-J, pg.10.
Beginning Norwegian I
NOR I l l - J
Instructor Staff
This course is for students with no previous background in
Norwegian. It aims to develop basic skills in speaking, listening,
reading, and writing as tools for communication and for
understanding Norwegian culture. Classroom practice focuses
on both presentation of vocabulary and structures and the use
of the language in everyday contexts. Evaluation will be based
on participation, daily assignments, quizzes, and a final exam.
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 20
Time: I1
Room: Science 213
Beginning Russian
RUS I l l - J
lnstructoc John Van Cleve
So where else in this booklet are you going to find a course
that spends a third of Interim on the alphabet? It's got four
more letters than ours, but some of the letters are the same.
There is just one new sound-the same "r" that's in Spanish.
The alphabet that features a backwards "R" and an "H"that
morphs into an "0"gets a lot of use in international business,
in science, and in the arts. More Europeans speak Russian
natively than any other language: 170 million native speakers.
The course will hit vocabulary, sentence structure, communication, and culture-like any other foreign-language course
on campus. And that alphabet means you'll be giggling all the
time.
Liberal Ads Perspective: lnlercullural Awareness 2
Maximum Enrollmenl: 30
Time: I
Room: Old Main 22
Spanish and Latin-American
Culture Through Film
SPA 248-J
lnstructoc Romin Soto
An introduction to the main cultural and political issues
(social conflicts, sexism, race, ethnicity, religion, language,
exile, or immigration) that characterized contemporary
Spanish and Latin-American societies as they have been portrayed in films and plays. Developed mainly through the
viewing of films and class discussions, the course is complemented with brief readings and audio-visual materials on the
historic, literary, and social aspects that contribute to the
background of these films. Most of the films are in Spanish
with English subtitles, and all the class work is in English. The
evaluation is based on class participation; brief weekly, writting assignments; and a short term paper.
Liberal Arts Perspective: lnlercullural Awareness 1
Maximum Enrollment: 20
Time: I1
Room: Old Main 23
*
Topics: Sounds and Sights of Europe
MUS 179-1
See page 48.
Topics: Sounds and Sights of China
MUS 2954
Instructor: Robert Karlen
Music, art, and architecture, as expressions of Chinese culture
over its 5,000-year history, will be examined, studied, and
experienced in four of the most important cities of China.
While lectures and required readings will provide basic factual
material, students will be able to experience Chinese music in
concerts and opera performances, examine many forms of art
works in museums, and observe Chinese principles of architecture expressed in palaces, temples, pagodas, gateways, and public builidings. There will be opportunities to informally meet
English-speaking musicians and artists.
Group discussions and assigned readings increase student sensitivity to architecture and other visual art seen in the museums. Students will listen critically to concerts of musical masterpieces heard at each site. Relationships among the various
art mediums come to life through these experiences. There is
also ample time for independent exploration. Evaluation is
based on full participation in all course-related group activities, a daily professional journal, artlmusic critique sheets, and
exams over material covered.
Fee: $2,995 includes all air and surface travel, hotel accommodations, daily continental breakfast, four group meals, and
tickets to five cultural performances.
Registration for this Interim course must be made before
November 10 at the International Programs Office, CB 307,
Augsburg College, 221 1 Riverside Avenue, Minneapolis, MN
55454. Offered on a PIN basis only. A meeting will be held at
Augsburg College on Saturday, November 21. For more information you may call Cynthia Truitt Lynch, (612) 330-1650.
Maximum Enrollment: 20-25
Survey of Rock History and
Musical Style, 195 1 1971
-
MUS 204-J
Instructor: 0. Nicholas Raths
An introduction to the fundamentals of music and musicology as they occur within the context of rock's inception (1950s)
and maturation (1960s) periods. This course will examine the
historical background, musical content, and methods of
selected artists and their work. Evaluation will be based on
class participation, a comprehensive term paper, exam, and a
group performance project. For non-music majors.
Liberal Ads Perspective: Aesthetics
Maximum Enrollment: 30
Time: I1
Room: Music 3
Seminar: Printing Music
at the Computer
MUS 295-J
Instructor: Stephen Gabrielsen
The program Finale will be explored. This computer program
makes it possible for music students to generate professionallevel musical scores. Daily assignments will be given with the
end goal of developing proficiency at printing music at the
computer.
Prerequisite: Note-reading abilily
Maximum Enrollment: 20
Time: I
Room: Foss Mac Classroom
Introduction to Music Theatre
Performance
MUS 235-J/THR 235-J
Instructors: Sonja Thompson and Martha Johnson
This interdisciplinary course will be co-taught by music and
theatre faculty. The goal will be to integrate training and performance techniques from music and theatre to help students
gain knowledge, experience, and skills in various genres of
music theatre (musicals, opera, plays involving singing and
music, and new music theatre). The course will also explore
the power of music theatre that links it with ritual, ceremony,
and spiritual tradition. Another goal of the course is to give
students the opportunity to increase their level of comfort
and skill on stage. The course will culminate in a public performance of scenes from music theatre. Grading will be based
on student scenelrole research, class and rehearsal commitment, and final performance. Interested students will be auditioned in December so that appropriate material can be
assigned to them. Students of all levels are welcome to take
this course.
Liberal Arts Perspective: Aesthetics
Maximum Enrollmenl: 25
Time: I1
Room: Saleren Auditorium
f
Topic: History of Caribbean Music
Studied in Miami and Jamaica
(UMAIE Course)
MUS 295-K
Instructor: Robert Stacke
Miami and Jamaica are considered the centers of Caribbean
music, where composition, recording, and world distribution
take place. The goal of this 19-day seminar is to examine and
reflect on historical, socio-political, and religious aspects of
Caribbean music. Caribbean musical forms, such as reggae
and salsa, have long been popular and effective means of
expressing cultural difference and social discontent, particularly for those with African heritage. This course will explore
the world of Caribbean music through visits to recording studios, clubs where Caribbean music is performed, and neighborhoods that brought about this music. Also studied in
depth will be social issues that have influenced music like reggae. Cities to be visited are Miami; and Montego Bay, Negrel,
and Kingston in Jamaica.
Cost is $2,460, which includes all travel, accommodations,
breakfast, and tuition. Evaluation will be done on attendance
at all sessions, keeping a journal, and a final project with
an explanation paper. This is open to all students, not just
music majors.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 30
The Philosophy of Socrates
PHI 231-J
Instructor: David Appolloni
We shall examine the historical and intellectual background
of Socrates and what our sources allow us to say about his
person and teachings. We shall clari@and critically examine
Socrates' key teachings: that virtue is a form of knowledge and
that all virtues are somehow one; that evil is ignorance;
whether or not virtue can be taught; that it is impossible for a
wrong doer to be happy; and that being a citizen requires
obedience to the state's laws, even if this means accepting
one's own death. There will be take-home written assignments and weekly quizzes.
Liberal Arts Perspective: Western Heritage 1 or 2
Maximum Enrollment: 20
Time: I
Room: Old Main 16
Meister Eckhart: Mystic and
Philosopher
PHI 295-J
Instructor: Mark Fuehrer
An in-depth study of the mystical writings of the medieval
mystic and philosopher, Meister Eckhart. His writings will be
studied with an attempt made to relate his ideas on God to
the soul and the world. The last week of the course we will
spend in retreat in a lodge on Lake Superior where evening
sessions will be devoted to students presenting their meditations on the topics covered in the course.
Prerequisite: Wrilten permission of professor
Graduation Skill Requirement: Wriling
Maximum Enrollment: 15
Time: I
Room: Sclence 319
Topics: Ethical Issues in Medicine and
Biology
PHI 4 10-J
Instructor Bruce Reichenbach
Conducted as a seminar, the course will focus on the relation
of science and ethics and on diverse ethical structures. Using
ethical models, it will address such topics as the environment
and species preservation, artificial reproduction, genetic engineering and cloning, technology, and mindlbrain identity.
Students will be evaluated with tests, papers, and a presentation.
Prerequisite: Preferably a course in philosophy
GraduationSkill Requirement: Writing
Maximum Enrollment: 25
Time: I
Room: Anderson Seminar Room
Spreadsheet Physics
PHY 151-J
Instructor Jeffrey Johnson
Spreadsheets (e.g., Lotus 123, Excel) have been used extensively
in business for years. However, it is also possible to use spreadsheets to solve physics problems without using high-powered
mathematics. Spreadsheets allow the student who is not an
expert in mathematics to experience physics on a more intuitive level. We will use Excel to solve problems in a wide variety
of physics areas including planetary and projectile motion.
This is also a fun way to learn spreadsheets, which have
become very useful in the home. Grading will be based on
spreadsheet projects, homework, and a final exam.
Prerequisile: Malh Placemenl Gmup 3
Gradualion Skill Requiremenl: (luantitative Reasoning
Maximum Enrollmenl: 20
Time: I
Room: Foss 42
Social Justice in America
POL 140-J
Instructor Andrew Aoki
Students develop and defend their own standards of social
justice, using those standards to assess conditions in urban
America. Substantial participation in class discussions
required. Course has two goals: developing student thinking
about social justice, including greater awareness of conflicts
between justice and other values; and increasing student ability to understand urban problems as issues of justice and other
central values. Evaluation will be based on participation in
discussion and other class activities, on two short (4-6 page)
papers and on a final exam. Because of the compressed time
frame of the Interim schedule and the importance of material
covered on the first day of class, no one will be admitted to
the class who does not attend the first day of class, unless
receiving prior permission of the instructor.
Liberal Ads Perspective: The Cily
Maximum Enrollment: 20
Time: I
Room: Music 22
Topics: Constitutional Ideals
and Legal Realities
POL 195-J
Instructor Andrew Kurvers Spalding
What are the principles of freedom and justice embedded in
the American political system? And how have those principles
been realized in modern constitutional law? In the course, we
will begin by studying the ideas of human nature, liberty, and
good government that informed the framing of the U.S.
Constitution. We will then consider certain important and
controversial cases of the U.S. Supreme Court. Touching on
issues such as free speech, separation of powers, and racial
equality, we will discuss the extent to which the United States
has succeeded in protecting the rights of all citizens.
Requirements will include class participation, two very short
papers, and a final exam.
Maximum Enrollment:25
Time: I
Room: Science 315
International Negotiations
POL 295-J
Instructor: Joe Underhill-Cady
The course will examine the dynamics and challeges of resolving international disputes through negotiation and diplomacy. It will involve extensive use of role playing and simulation
and prepare students for participation in the national Model
United Nations conference. Students will be evaluated on the
basis of their performance, on participation, midterm and
final exam, and "position papers" they will complete in preparation for participation in the Model UN conference.
Prerequisite: POL 160 or permission of instructor
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 25
Time: I1
Room: Sverdrup 208
Principles of Psychology
PSY 105-J
Instructor: Grace Dyrud
An introduction to the methods and approaches used in psychology for the purpose of understanding behavior.
Applications of psychological concepts to everyday situations
are emphasized. Evaluation will be based on means of two
tests and two lab reports.
Liberal Arts Perspective: Human Identity
Maximum Enrollment: 25
Time: I1
Room: Old Main 10
Psychology and Law
PSY 335-J
Instructor: Nancy Steblay
Application of psychological principles and research methodology to legal processes and issues. The course emphasizes
three content areas: eyewitness issues (such as lineup and
interview procedures), courtroom procedures (jury selection,
jury decision-making, pretrial publicity), and psychological
profiles of offenders and victims. Grades will be based on
exams and one paper.
Prerequisite: PSY 105
Maximum Enrollment: 25
Time: 11
Room: Old Main 25
Idealism and the Adolescent
PSY 370-J
Instructor Duane Johnson
Inquiry into the nature and presence of idealism in the life of
the adolescent person. Theoretical bases for such idealism will
be considered. Idealism directed toward other persons and
society will be the main focus. This course will be conducted
as a seminar with a high level of student contribution and
participation. Attendance at each class session is required.
Procedures will include class discussion, frequent short
papers, and frequent oral reports. Typewriting or equivalent
word processing will be required.
Students are requested to read at least three articles by Robert
Coles before the start of the Interim. Library reference work
will be a part of the course process. Offered only on P/N basis.
Prerequisite: PSY 101, PSY 102, or PSY 105
Maximum Enrollment: 15
Time: I
Room: Science 205
Basics in Youth and Family Ministry
REL 235-J
Instructor: Richard Hardel
This course will provide students with the history and development of youth and family ministry in the U.S. It will provide
students with basic skills and understanding for designing an
effective youth and family ministry in a congregation. Students
will study the latest research on children, youth, and families
from Search Institute and learn the new paradigm of home and
congregation in partnership for teaching and nurturing faith.
They will learn the latest conceptual model of a holistic
approach to youth and family ministry.
Prerequisite: REL 111 or 221
Maximum Enrollmenl: 40
Time: I
Room: Murphy Place 100
Religions of China and Japan
REL 373-J
Instructor: John Benson
This course will study the historical development of the chief religions of China and Japan: Confucianism, Taoism, Buddhism, and
Shinto. The approach will be both cultural and literary, paying
attention to texts, rituals, and the various arts of these two traditions. Some attention will also be given to the those East Asian
religions that have migrated to the United States and are present
today in the Minneapolis-St. Paul area. Class meetings will include
lectures, audio-visuals, and some organized group discussions.
There will be a guest lecture by a practitioner of Zen Buddhist
meditation, one by a representative of the Nichiren Shoshu group
in St. Paul, and a trip to the Minneapolis Museum of Art. Assigned
work will include daily textbook readings, two short (1-2 page)
papers, and preparation of a book review to be written and presented to the class at the end of the Interim. In addition, there will
be two one-hour tests of the short-answer type, using review questions, one at the mid-point of course, and one at the end.
Prerequisite: REL 111, 221, or 331
Liberal Ads Perspective: Christian Faith 3
Maximum Enrollmenl: 30
Time: I1
Room: Music 22
Varieties of Christian Spirituality
REL 440-J
Instructor Janelle Bussert
A study of selected spiritualities from the Christian tradition
and of contemporary developments, including 12-step spirituality, feminist, ecological, and non-Western Christian spiritualities. An introduction to the basic practices of spirituality,
especially prayer and meditation. Evaluation methods include
quizzes, experiential journals, class presentation, and a final
paper.
Prerequisite: Religion 1 11, 221, or 331
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I1
Room: Murphy Place 111
The Bible: Language and
Interpretation
REL 445-J
Instructor Phil Ouanbeck I1
A study of the use and function of language in the Bible. The
importance of recognizing the varied character of language
for understanding the biblical text. Grades will be based on
class participation, two presentations to the class, and an
examination.
Prerequisite: Religion 111 or 221
Liberal Arts Perspective: Christian Faith 1 or 3
Maximum Enrollment: 25
Time: I
Room: Old Main 18
Exploring Human Services
SWK 257-1
SWK 257-J
Instructors: Mary Lou Williams and Lois Bosch
Experiential learning occurs as students volunteer 80 hours in
a service agency or institution that they select. The placement
must be approved by course faculty and supervised by agency
staff. The course is designed to help students learn about
themselves in relation to a possible major or future career in
the human services.
The three-hour weekly seminar is devoted to discussions that
assist students in integrating agency experiences and readings
that explore the historical development of social welfare as an
institution and the nature and value system of social work as
a profession. Students will also examine and critique the manner in which social, economic, and political structures impact
diverse groups in society. Students will focus on their own
responsibilities in society, as well as examine their personal
value system in relation to special concerns, such as poverty
and the "isms." Detailed information will be sent to students
at the close of Interim registration.
Liberal Arts Perspective: The City
Maximum Enrollment: 60, 2 sections
Time: I
Room: Foss 21 A and B
Field Work I: Integrative Seminar
S WK 307-J
Instructor: Mike Schock
Junior social work majors are required to have 240 hours of
supervised professional experience in a social work agency.
This small group seminar supports the first 120 hours of this
placement and is facilitated by the faculty member who serves
as liaison to the student's practicum field agency. The course
provides structure and process for students to integrate learning from their practicum and academic coursework focusing
on generalist practice with individuals.
Prerequisites: Candidacy status, SWK 301, and SWK 306
Graduation Skill Requirement: Writing
Maximum Enrollment: 12
Time: I
Room: Murphy 111
Field Work Ill
SWK 466-1 (variable 1.0 credit or 0.5 credit)
Instructor Maria Dinis
This is a continuation of Field Work 11; a total of 60 (for the
0.5 credit option) or 120 hours. Responsible, supervised professional social work experience, including work with individuals, families, groups and communities in a social service
agency. Integrative weekly seminar (two hours). Students will
be evaluated by: (1) weekly theorylpractice papers integrating
course content with work setting, (2) attendancelparticipation, and (3) field site supervisor's evaluation.
Prerequisite: S WK 462
Maximum Enrollment: open
Time: I (class will meet in small groups, no more than 11 at a time)
Room: Old Main 21
Human Community and
the Modern Metropolis
soc 21 1-J
Instructor: Gordon Nelson
This course will examine the extent to which the experience
of the community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan area. Each member of the class will be responsible for
a class presentation, which must reflect on-site observation in
a particular locale within the metropolitan area. In addition,
class participation and a final examination will be bases for
evaluating performance in the course.
Liberal Ads Perspective: The Cify
Maximum Enrollment: 25
Time: 1
Room: Music 24
Topics: Cultures of Violence
SOC 295-J
Instructor: James Vela-McConnell
Street gangs and warfare. Police brutality and genocide.
Domestic abuse and terrorism. What are the dynamics underlying these and other forms of violence? What do they have in
common? How do they differ? This course takes violence in its
many forms as a topic for sociological analysis and concludes
with an examination of non-violent alternatives. With this in
mind, we will compare different theoretical perspectives on
violence, such as psychological, social psychological, and
socio-cultural perspectives. The course will involve a combination of lecture and discussion based on readings and videos,
debate of current issues in the field, and guest speakers from
and field trips to local organizations dealing with problems of
violence. Students will be expected to research, write about,
and present on the sociological dimensions of a particular
form of violence. In addition, there will be short reaction
papers based on the readings, and classroom participation will
be an important part of grading.
Maximum Enrollment: 20
Time: I1
Room: Old Main 13
The Fun and Challenge of Advanced
Public Speaking
SPC 295-J
Instructor: Robeit C. Groven
Are you tired of courses where you listen to lecture and read
volumes day after day? Did you just start to get good at public
speaking when your class ended? This class will focus on
sharpening your public speaking skills by using intensive
practice techniques and participating in extracurricular
speech tournaments. These tournaments are a fun and exciting opportunity to learn public speaking by doing. Students
will write, perform, and compete in a variety of speech events.
Most class time will focus on the nuts and bolts of assembling
speeches for competition. This class will rapidly enhance the
Lifetime Sports
The following activities are available to students during
Interim, and students may register for these classes as well as
for a regular course. These activities do not carry course credit but d o meet the lifetime sports requirement for graduation.
Lifetime Sport: Pickleball
HPE 002-P
Instructor: Brian Ammann
Practice and playing of pickleball. Grading: PIN only.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:OO M, 7; M! Th, F
Room: Melby Gym-norlWsouth courts
Lifetime Sport: Ultimate Frisbee
HPE 002-F
Instructor: Marilyn Florian
Practice and playing of ultimate frisbee. Grading: PIN only
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 12:OO-1:OO M, b Th, F
Room: Air Structure
Lifetime Sport: Badminton
HPE 002-6
Instructor: Brian Ammann
Practice and playing of badminton. Grading: PIN only.
Gradualion Skill Requirement: Lifetime Sport
Maximum Enrollment: 20
Time: 11:OO-12:OOM, 7; M! Th, F
Room: Melby Gym-north/south courts
Lifetime Sport: Golf
HPE 002-6
Instructor: Brian Ammann
Practice in the various shots used in the game of golf.
Grading: PIN only
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 16
Time: 1:OO-2:00 M, 7; M! Th, F
Room: Air Structure
Interim Abroad
UMAIE
SPP 201-1
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, that offers
overseas learning experiences during the Interim. Further
information about the following courses can be obtained
from Cynthia Truitt Lynch at the Center for Global
Education, CB 307, Augsburg College, 221 1 Riverside Ave.,
Minneapolis, MN 55454, (612) 330-1650. These courses are
offered on a PIN basis only and generally carry a lower
division number.
African Philosophy Through Kenyan Material Culture
Americans in Paris: The Lost Generation
Anglican Way
Art, Arias, and Architecture:
Central Europe from the Alps to the Adriatic
Australia's Business Climate
Bcrlin nnd Prog~rc:C!ritrirnl,Pnlitirnl, u?ld
E a l ~ o m i cIlynottlics o l Qlrl Cnpitnl5 in n New Erdropu
Coral I(qJs in the I'lrilippil~~s
R P ~ I Il-ln,\nii:
lllr rttntr Itnpcicts or1 Ili.npicnl RL'PJ~
TItc EtlgliFl~SC!I001 C I I I I I Flrttzily
Eurapu ntrri ;lie Rise of M n ~ l u rScict~ce
i~
Explrrre I'rnr: Lniltl of Arivcnhln
The Greek Experience
Hawaii: Multicultural Communication in Organizational Settings
History of C~ribhcunMusic (see pg. 31)
History of tftc Oiyr?rpics
History and ??rr~ctict
of Medicine and Science in China:
A C o r ~ i p n r i s oWith
~ ~ the Wfit
lrrnovnfinris r r r ~ r fOrgntrizarion itt Scnt~dittnvirj
ftltermeriintc SpanisI1 l , n 1 1 ~ 1 r nrind
g C14lttlrein Sor~ther~r
Spnin
Irclttncl: tlttrlerstnnrii~pl:Clrrislin)~Crllic Spirit~rnrify
Li~~~rlsnlprs
oj' F~ditlt:Cntlrc,rlrrrls, Ahbi:ys, nncl I'nnslrcr
Law in London and Dublin
Ma rry Fcices of Jtdpnrr
Nn~rrml History $Xtnzania-East
Africa
ihris nncl Landon-Sculptors in Cities and Environs
Performing Arts in Russian
Rnlr q r t l ~ Artist
e
in Contempi~rflryEgypt
Socinl Corlflict and Recor~cilrntiotrit1 Jrdnnd
Sorrvrls n ~ wSights
i
of Eurnpc (scc~~g.
48)
Theater in and Around London
This is New Zealand
Sounds and Sights of Europe
(UMAIE Course)
MUS 179-1
Instructor: Roberta Kagin
Much of American history and culture is derived from that of
European cities such as Paris, Vienna, and Prague. This course
provides an opportunity to visit some of the great European
cultural centers that provided the impetus for development of
cultural life in the New World.
Group discussions and assigned readings increase student
sensitivity to architecture and other visual arts seen in the
museums. Students listen critically to concerts of musical
masterpieces heard at each site. Relationships between the
various art mediums come to life through these experiences.
There is also ample time for independent exploration.
Evaluation is based on full participation in all course-related
group activities, a daily professional journal, art-music
sheets, and exams over material covered.
For information about this course, call Prof. Roberta Kagin,
(612) 330-1273.
Liberal Arts Perspective: Aesthetics
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A Greeting
from the
President
Welcome to Augsburg College
from all of us who teach, study
and work here. It is always a
pleasure to introduce the
Augsburg experience to prospective students and to welcome
new and returning students.
Some people refer to us as "the
small town campus in the heart of
the city." That phrase does indeed
capture our character and our
strength as a college. Augsburg is
an affordable, quality liberal arts
college of the church, a place
where people know and care
about you. Here you can also gain
"real world" experience to complement your education - before
you enter the workplace for the
first time.
The College continues to grow
and build on its long tradition of
academic excellence. I invite you
to become a part of the Augsburg
experience by joining this caring
and diverse community of learners and teachers.
I look forward to meeting you
on campus.
Sincerely,
Charles S. Anderson, Ph.D.
President
Fall Term 1996
Summer .........................................
Freshman regstration
Sept. 1-3/Sun.-Tues. ....................New student orientation
Sept. 4/Wed. ................................. Upperclass validation
Sept. 4/Wed. .................................Classes begin
Sept. 10/Tues. ............................... Last day to register
Sept. 10/Tues. ............................... Last day to add a class, drop a class without notation on
record
Oct. 25/Fri. ....................................Mid-term break begins
Nov. 8/Fri. .................................. Last day to designate grading option
Nov. 15/Fri. ..................................
Last day to withdraw from class
Nov. 18-Dec. 6/Mon.-Fri. ........... Interim registration
Nov. 18-Dec. 6/Mon.-Fri. ........... Spring term registration
Nov. 28/Thurs. .......................... Thanksgiving recess begins
Dec. 2/Mon. ..................................Classes resume
Dec. 13/Fri. ................................... Classes end
Dec. 16-19/Mon.-Thurs............... Final exams
Interim Term 1997
Jan. 6/Mon. ................................... Interim classes b e p
Jan. 7/Tues. ................................... Last day to register, add a class, or drop a class without
notation on record
Jan. 17/Fri. ................................... Last day to designate grading option, or withdraw from ,
class
Jan. 29/Wed. .................................Classes end
Spring Term 1997
Feb. 3/Mon. ................................... Classes begin
Feb. 7/Fri. ...................................... Last day to register
Last day to add a class or drop a class without notation
Feb. 7/Fri. ..................................
on record
Mar. 24/Mon. ................................Mid-term/Easter break begins
Apr. 1/Tues. ................................ Classes resume
.
......... Last day to designate grading option
Apr. 11/Fri. .................... .
Apr. 18/Fri. ................................... Last day to withdraw from a class
Apr. 28-May 9/Mon.-Fri. ............ Early regstration for fall
May 16/Fri ................................. Classes end
May 19-22/Mon.-Thurs. .............Final exams
May 25/Sun. .................................
Baccalaureate/Commencement
1997-1998 ACADEMIC
CALENDAR
rENTATlVE - CONSULT THE 1997-1998 ACTC CLASS SCHEDULE OR AUCSBURC
IECISTRAR'S OFFICE FOR CHANCES
Fall Term 1997
Summer .......................................... Freshman registration
Aug. 31-Sept. 2/Sun.-Tues. ........ New student orientation
Sept. 3/Wed. .................................
Upperclass validation
Sept. 3/Wed. .................................
Classes b e p
Sept. 9/Tues. .................................
Last day to register
3ept. 9/Tues. ................................. Last day to add a class, drop a class without notation on
record
Dct. 24/Fri. .................................... Mid-term break b e p s
Nov. 7/Fri. ....................................Last day to designate grading option
Nov. 10-28/Mon.-Fri. .................. Interim regstration
Nov. 14jFri.. ................................. Last day to withdraw from class
Nov. 17-Dec. 5/Fri.-Fri................ Spring term registration
Nov. 27/Thurs. ............................. Thanksgving recess begins
Dec. 1/Mon. .................................. Classes resume
Dec. 12/Fri. ................................... Classes end
Dec. 15-18/Mon.-Thurs. .............. Final exams
Interim Term 1998
[an. 5/Mon. ...................................Interim classes begin
[an. 6/Tues. ................................... Last day to register, add a class, or drop a class without
notation on record
[an. 16/Fri. .....................................Last day to designate grading option, or withdraw from a
class
[an.28/Wed. .................................
Classes end
Spring Term 1998
Feb. 2/Mon. ...................................Classes begin
Feb. 6/Fri. .................................... Last day to register
Feb. 6/Fri. ...........................
.
......Last day to add a class or drop a class without notation
on record
Mar. 23/Mon. ................................Mid-term break begins
Mar. 3O/Mon.. ..............................Classes resume
Apr. 9/Thurs. ................................Last day to designate grading option
4pr. 10/Fri. ...................................Easter break begins
Apr. 14/Tues. ................................
Classes resume
Apr. 17/Fri. ...................................Last day to withdraw from a class
Apr. 20.-May l/Mon-Fri. ............ Early registration for fall
May 15/Fri ....................................
Classes end
May 18-Zl/Mon.-Thurs. ............. Final exams
May 24/Sun. ................................. Baccalaureate/Commencement
5
-
Area Code
612
Academic Advising ............................................................................................................
330-1025
330-1024
Academic Affairs ...................................................................................................................
Admissions .............................................................................................................................
330-1001
Toll free number ..............................................................................................1-800-788-5671
Alumni/Parent Relations .................................................................................................... 330-1171
330-1242
Athletics ..................................................................................................................................
Business Office (fees and accounts) ....................................
...............................................
330-102s
Career Services ......................................................................................................................330-1162
. .
College Pastor/Campus Mlrustry ....................................................................................330-1732
330-118C
College Relations (news and publications) ......................................................................
Conference/Events Coordinator ........................................................................................ 330-1105
,.,..................................... 330-1612
Development (financial gifts to the college) ............................
Facilities Management ......................................................................................................
330-1104
Financial Aid (scholarships) .................................... .....................................................
330-1046
General Information (other office numbers; business hours only) ............................
330-100C
Graduate Programs ..............................................................................................................
330-17%
Human Resources .................................................................................................................330-1058
Interim Office.........................................................................................................................330-1024
330-100C
Lost and Found ......................................................................................................................
330-1219
President .................................................................................................................................
.
......................................................................................
Registrar ....................................... .
330-103t
Residence Life (Housing) ..............................................................................................330-1105
Student Activities Office ................................................................................................330-1113
Student Affairs ......................................................................................................................330-116C
Student Government Office ................................................................................................330-lllC
Summer School Office ..........................................................................................................330-179E
Weekend College ..................................................................................................................330-1782
Mailing Address:
2211 Riverside Avenue
Minneapolis. Minnesota 55454
Web Site Address:
http: / /www.augsburg.edu
Majors Offered - 8
About Augsburg - 9
Mission Statement - 9
History - 9
Campus Location - 11
Facilities and Housing Associated Support
Organizations- 13
Accreditation and
Membership - 14
Augsburg Facts and Fig1
Accounting
General Accounting
Managerial Accounting
Public Accounting
Art
Art History
Studio Art
Biology
Business Administration
Business Administration/Finance
Business Adrninistration/Intemational
Business
Business Administration/Management
Business Administration/Marketing
Chemistry (B.A. or B.S.)
Communication
General Communication Studies
Mass Communications
Organizational Communication
Computer Science (B.A. or B.S.)
Computational Economics
East Asian Studies1
Economics
Applied Economics
Economics
Economics/Business Administration
Education
Education Studies (non-licensure)
Elementary Education Studies (nonlicensure)
Kindergarten-Elementary (licensure)
Secondary (non-major, licensure only)
Engineering
English
~ e i l t Education
h
History
International Relations
Management Information Systems
Mathematics
Applied Mathematics
Mathematics
Metro-Urban Studies
Modem Languages
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S. - Weekend College only)
Philosophy
Physical Education
Physician Assistant
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Psychology
Religion
Youth and Family Ministry
Russian, Central and East European Area
Studies '
Social Science
Social Work (B.S.)
Sociology
Theatre Arts
Transdisciplinary
Women's Studies
It is possible for students to complete
other majors through the Associated
Colleges of the Twin Cities (ACTC).
Students who wish to do so must apply
through the Augsburg Registrar's Office.
Cooperative Program of the Associated Colleges of
the Twin Cities and agreements with the University of
Minnesota. It is possiblefor students to take beginning1
interrnediate/advanced courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese,
Russian, and other infrequently taught languages.
Students register directly with the ACTC o f i e .
'Dual degree programs with the University of
Minnesota Institute of Technology, Washington
University School of Engineering and Applied Science
and Michigan Technological University.
A
\ t Augsburg College, we believe that
the college experience should be a time of
exploration, of discovery, of new experiences and new possibilities. We also
believe that a liberal arts education is your
best preparation for living in the fastpaced, changing and complex world of
today and tomorrow. Upon graduation,
you will be able to demonstrate not only
the mastery of a major field of study, but
also the ability to think critically, solve
problems and communicate effectively.
Select from 50 majors
Augsburg offers more than 50 majors or you can create your own major either on
campus or through the Associated Colleges
of the Twin Cities (ACTC). (See page 49 for
a complete list of majors and minors.) This
five-college consortium allows students to
take courses on other campuses without
charge. The ACTC includes Augsburg
College, Harnline University, Macalester
College, the University of St. Thomas, and
the College of St. Catherine.
We emphasize values, perspectives,
experience and skills
The heart of an Augsburg education is
the Augsburg Curriculum - the College's
general education program that structures
your liberal arts studies through challenging and thought-provoking courses that
require students to consider important
issues and examine values questions. These
liberal arts perspectives include western
heritage, intercultural awareness, human
identity, the social world, Christian faith,
the city, aesthetics and the natural world.
At the same time, courses across all
disciplines stress the skills that will serve
you for a lifetime - writing, speaking,
critical t h d u n g and quantitative reasoning, to name a few.
Thanks to Augsburg's prime location in
the heart of a thriving metropolitan area,
many courses are able to offer rich and
varied learning opportunities in real-life
situations through academic internships,
experiential education, volunteer community service and cultural enrichment. In a
sense, the resources of the Twin Cities are
an extended campus for Augsburg
students.
Students who graduate from Augsburg
are well prepared to make a difference in
the world. They stand as testaments to the
College motto, "Education for Service,"
and to the Mission of the College:
To nurture leaders in service to the world
by providing high quality educational opportunities which are based in the liberal arts and
shaped by the faith and values of the Christian
Church, by the context of a vital metropolitan
setting, and by an intentionally diverse campus
community.
A College of the Church
Augsburg was the first seminary
founded by Norwegian Lutherans in
America, named after the confession of
faith presented by Lutherans in Augsburg,
Germany, in 1530. Augsburg opened in
September, 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872. The
first seminarians were enrolled in 1874, and
the first graduation was in 1879.
l o About Augsburg
-
Early Leaders Establish a Direction
The Focus Changed
August Weenaas was Augsburg's first
president (1869-1876).
This attitude began to change after
World War I. In 1911, Georg Sverdrup, Jr.,
became president. He worked to develop
college departments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg
admitted women in 1922 under the
leadership of Gerda Mortensen, Dean of
Women. She spent the next 52 years at the
College as a teacher and administrator.
Professor Weenaas recruited two
teachers from Norway - Sven Oftedal and
Georg Sverdrup. These three men clearly
articulated the direction of Augsburg: to
educate Norwegian Lutherans to minister
to immigrants and to provide such "college" studies that would prepare students
for theological study.
In 1874 they proposed a three part plan:
first, train ministerial candidates; second,
prepare future theological students; and
third, educate the farmer, worker and
businessman. The statement stressed that a
good education is also practical.
Augsburg's next two presidents also
emphatically rejected ivory tower concepts
of education. This commitment to church
and community has been Augsburg's
theme for over one hundred years.
Education for Service
Keeping the vision of the "non-elitist"
college, Georg Sverdrup, Augsburg's
second president (1876-1907),required
students to get pre-ministerial experience
in city congregations. Student involvement
in the community gave early expression to
the concept of Augsburg's motto, "Education for Service."
In the 1890s, Augsburg leaders formed
the Friends of Augsburg, later called the
Lutheran Free Church. The church was a
group of independent congregations
committed to congregational autonomy
and personal Christianity. This change
made Augsburg the only higher educational institution of the small Lutheran
body. But the college division was still
important primarily as an attachment to
the s ~ m i n a ~ .
The College's mission assumed a
double character - ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bernhard Christensen, an erudite and
scholarly teacher, to be president (19381962).His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War 11, Augsburg leaders
made vigorous efforts to expand and improve academic offerings. Now the College
was a larger part of the institution than the
seminary, and received the most attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modem
college program based on general education requirements and elective majors.
With curriculum change came a long effort
to become accredited.
The College reached accreditation in
1954, although many alumni had entered
graduate schools and teaching positions
long before that time.
A study in 1962 defined the College's
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The Seminary moved to
Luther Theological Seminary (now Luther
Serninarv) in St. Paul in 1963.
About Auasbura l1
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg's emphasis on
involvement with the city. He wanted to
reach out to nontraditional student
populations, ensuring educational opportunity for all people. During his years of
leadership the College became a vital and
integral part of the city. Also in these years,
Augsburg added the Music Hall, Mortensen
Tower, Umess Tower, the Christensen
Center, Ice Arena and Murphy Place.
Dr. Charles S. Anderson has led the
College since 1980. He guides 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.
Augsburg continues to grow under his
leadership. Some of the accomplishments
during his tenure include instituting three
graduate degree programs, hosting
national and international figures at
College-sponsored forums and events,
increased accessibility, and the addition of
the Foss Center for Worship, Drama and
Communication and the Oscar Anderson
Residence Hall.
Augsburg continues to reflect the
commitment and dedication of the
founders who believed:
An Augsburg education should be
preparation for service in community and
church;
Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative and
successful citizens;
The city -with all its excitement,
challenges and diversity - is an unequaled
learning laboratory for Augsburg students.
Augsburg is a quality liberal arts
institution set in the heart of a great
metropolitan center. There are now more
than 13,000 Augsburg alumni. In a world
that has changed much since those first
days of the College, Augsburg still sends
out graduates who make a difference
where they live and work.
In addition to a traditional undergraduate liberal arts and sciences "day" program,
Augsburg offers a Weekend College
program for nontraditional students and
master's degree programs in social work,
leadership and education-leadership.
CAMPUS LOCATION
Augsburg's campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 155 parks in
Minneapolis, the "City of Lakes." The
University of Minnesota West Bank
campus and one of the city's largest
medical centers -Riverside Medical
Center - is adjacent to the campus, with
the Mississippi River and the Seven
Comers theater district just a few blocks
away. Downtown Minneapolis and St.
Paul, home to a myriad of arts, sports,
entertainment and recreation opportunities, are just minutes west and east via
Interstate 94, whch forms the southern
border of the campus. (See map in back.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Reaching the Twin Cities is easy. Most
airlines provide daily service to Minneapolis-St. Paul International Airport, and bus
or train connections can be made from all
areas of the United States.
l2 About Augsburg
W FACILITIES AND HOUSING
Instruction facilities and student
housing at Augsburg are conveniently
located near each other. A tunnel/ramp/
skyway system connects the two tower
dormitories, the five buildings on the
Quadrangle, plus Music Hall, Murphy
Place, and the Foss, Lobeck, Miles Center
for Worship, Drama and Communication.
Admissions Office - The central
Admissions Office is located at 628 21st
Avenue South and provides offices for the
admissions staff and a reception area for
prospective students and their parents.
American Indian Support Program
and Afrikana Support Program Offices Located at 620 21st Avenue South, these
programs provide support services and
information to American Indian and Black
students.
Anderson Hall -Named in honor of
Oscar Anderson, president of Augsburg
College from 1963 to 1980, this residence
hall is the newest building on campus.
Located at 2016 S. Eighth Street, Anderson
Hall contains four types of living units and
houses 192 men and women and the
Physician Assistant Program. (1993)
Anderson-Nelson Athletic Field - The
athletic field, located at 725 23rd Avenue
South, is the playing and practice field of
many of the Augsburg teams. An airsupported dome covers the field during the
winter months, allowing year-around use.
Center for Global Education Located at 609 22nd Avenue South,
provides offices for the Global Center staff
and a resource room for those interested in
global issues. It is also the office for the
Coordinator of Academic Programs
Abroad.
East Hall -Houses the Minnesota
Minority Education Partnership (MMEP)
and the Center for Atmospheric Space
Sciences at 2429 S. Eighth Street.
Foss, Lobeck, Miles Center for
Worship, Drama and Communication Establishes a new "front door" for the
College on Riverside Avenue. The Foss
Center is named in recognition of the gifts
of Julian and June Foss and was built with
the additional support of many alumni and
friends of the College. The TjornhomNelson Theatre, Hoversten Chapel and the
Arnold Atrium are also housed in this
complex, which provides space for the
Campus Ministry program, drama and
communication offices. The Foss Center's
lower level is home to the Gage Family
Academic Enrichment Center, which
includes the Learning Skills Office, the
CLASS (Center for Learning and Adaptive
Student Services) Program, the Groves
Computer Lab, the Karen Housh Tutor
Center and the John Evans Learning
Laboratory. (1988)
Christensen Center - Center with
spacious lounges and recreational areas,
dining areas, bookstore and offices for student government and student publications.
The JeroyC. Carlson Alumni Center Named in 1991 to honor Jeroy C. Carlson,
senior development officer and former
alumni director, upon his retirement from
Augsburg. The Center also houses the
offices of Alumni/Parent Relations and is
located at 2124 S. Seventh Street.
College Relations House - Located at
709 23rd Avenue South, provides offices for
College Relations staff, who oversee public
relations and publications for the College.
Ice Arena - Two large skating areas
for hockey, figure skating and recreational
skating for Augsburg and the metropolitan
community. (1974)
About Augsburg 13
Library/lnformation Technology
Center (under construction) - This new
four-level brick structure is scheduled to
open during the 1997-'98 academic year. It
will house all library functions and bring
together the computer technology resources of the College. construction is in
progress on the block of campus bordered
by 22nd and 21st Avenues, and by Riverside Avenue and Seventh St.
Melby Hall -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,
intercollegate and intramural athletics,
fitness center and general auditorium
purposes. (1961)
Mortensen Tower - Named in honor
of Gerda Mortensen (dean of women from
1923to 1964), it has 104 one and twobedroom apartments that house 312 upperclass students, plus conference rooms and
spacious lounge areas. (1973)
Music Hall - Contains Sateren Auditorium, a 217-seat recital hall, classroom
facilities, two rehearsal halls, music
libraries, practice studios and offices for the
music faculty. (1978)
Old Main - Home for the Modem
Language and Art Departments, with
classrooms used by other departments.
Extensively remodeled in 1980, Old Main
combines energy efficiency with architectural details from the past. It is included
on the National Register of Historic
Places. (1900)
Science Hall - Houses classrooms,
well-equipped laboratories, a mediumsized auditorium and faculty offices. In
1960 the Lisa Odland Observatory on the
roof was completed. (1949)
South Hall and Annex Houses - All
are located in or near the campus area and
provide additional housing accommodations for students, faculty and staff.
George Sverdrup Library - Named in
honor of Augsburg's fourth president, it
contains reading rooms, seminar rooms,
work rooms, the Augsburg archives,
classrooms and faculty offices. (1955)
Sverdrup-Oftedal Memorial Hall Named in honor of Augsburg's second and
third presidents, it provides space for
administrative and faculty offices. (1938)
2222 Murphy Place -Houses offices
for Weekend College, Graduate and Special
Programs, Cooperative Education and
classrooms. (1964)
Urness Tower -Named in honor of
Mr. and Mrs. Andrew Umess, who have
p e n several generous gfts to the College.
The tower provides living quarters for 324
students. Each floor is a "floor unit,"
providing 36 residents, housed two to a
room, with their own lounge, study and
utility areas. (1967)
ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs which
increase both individual and group
understanding and achievement. In
addition to the programs listed below, the
College is also home to Elderhostel and
College of the Third Age programs.
Inter-Race: The International Institute
for Interracial Interaction - Inter-Race
facilitates interracial understanding in
families, schools, places of work, communities and society. The Institute provides
training and consultation, research,
education, resource centers, publications,
l4 About Augsburg
-
public policy and legal study in five
centers. Inter-Race is located at 600 21st
Avenue South.
Minnesota Minority Education
Partnership (MMEP) -The Minnesota
Minority Education Partnership, Inc., is a
nonprofit membership organization that
works closely with students, the communities of color and representatives from
education, business, government and nonprofits to develop programs that help
students of color succeed academically. By
drawing on the talents and resources of
others concerned with the success of
students of color, MMEP creates collaborative, workable approaches to complex
problems. MMEP believes that concentrating on the needs of students of color helps
them move from thinking to doing, from
wanting to having, and from dreaming to
achieving. The MMEP office is located in
East Hall.
Nordic Center - The Nordic Center
promotes interest in contemporary
Norway, encourages the pursuit of Nordic
studies and nurtures intercultural relations
between the United States and the five
Nordic nations of Denmark, Finland,
Iceland, Norway and Sweden. The Nordic
Center is located at 2400 Butler Place.
Augsburg Youth and Family Institute
- The Institute is designed to help
churches better serve the c h a n p g needs of
youth and families. The Institute offers
academic programs at both undergraduate
and graduate levels, as well as seminar1
workshops, a resource center and counseling services.
POLICIES
It is the policy of Augsburg College not
to discriminate on the basis of race, creed,
national or ethnic origins, age, gender,
sexual preference, marital status or
handicap as required by Title IX of the 1972
Educational Amendments or Section 504 of
the Rehabilitation Act of 1973, as amended,
in its admissions policies, educational
programs, activities and employment
practices. Inquiries regarding compliance
may be directed to the coordinators listed
on page 44 or to the Director of the
Minnesota Department of Human Rights,
Bremer Tower, Seventh Place at Minnesota
Street, St. Paul, MN 55101.
The College and its faculty subscribe to
the Statement of Principles on Academic
Freedom as promulgated by the American
Association of University Professors and
the Association of American Colleges.
ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
North Central Association of Colleges and
Schools and the National Council for the
Accreditation of Teacher Education
(Secondary and Elementary). Our programs are approved by the American
Chemical Society, the Council on Social
Work Education (BSW and MSW), National
Association for Music Therapy, Inc., and
the National League for Nursing.
Augsburg College is an institutional
member of the National Association of
Schools of Music (NASM), the Council of
Independent Colleges, the American
Association of Colleges and Universities,
and the American Association of Higher
Education.
We are members of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America and Minnesota Private College
Council.
About Augsburg
Augsburg College is registered with the
Minnesota Higher Education Services
Office. Registration is not an endorsement of the institution. Registration
does not mean that credits earned at the
institution can be transferred to other
institutions or that the quality of the
educational programs will meet the
standards of every student, educational
institution or employer.
5
1 Location - Augsburg College was
founded in 1869 in Marshall, Wis. The
College moved to Minneapolis in 1872.
1 Religious Affiliation - The Evangelical
Lutheran Church in America (ELCA).
Although a strong plurality of students
are Lutheran, 20 percent represent other
Protestant denominations and 21
percent represent the Roman Catholic
Church.
II Accreditation - North Central
Association of Colleges and Schools,
National Council for Accreditation of
Teacher Education. Approved by the
American Chemical Society, Council on
Social Work Education, National
Association for Music Therapy, Inc.,
National Association of Schools of
Music, and National League for Nursing.
1 Member - Associated Colleges of the
Twin Cities, Lutheran Education
Council in North America, Minnesota
Private College Council. Registered
with the Minnesota Higher Education
Coordinating Board, as described on
page 14.
1 Enrollment (Fall 1995-'96) - 2,858
students from 37 states and 31 nations.
1 Graduates - 13,225 undergraduates
from 1870 through August 31,1995.
II StudentIFaculty Ratio - 14 to 1.
Undergraduate class size averages 20-25.
II Campus - 16 major buildings. Major
renovations in 1979-'80 with special
emphasis on accessibility.
1 Accessibility - Augsburg is now one of
the most accessible campuses in the
region. A skyway-tunnel-elevator
system provides access to 10 major
buildings without going outside.
II Degrees Granted - B.A., B.S., B.M.,
M.A., M.S.W.
1 Financial Aid -Over 85 percent of the
students receive some form of fmancial
aid from the College and many other
sources.
II Library - Over 175,000 items, direct
access to over 1,300,000 through CLIC,
the Twin Cities private college library
consortium. The new Library and
Information Technology Center is
scheduled to open during the 1997-'98
academic year.
School Year - Semesters from September to May, 4-1-4 calendar, wifh January
Interim. Two summer school sessions.
Augsburg Weekend College - trimesters, September to June. Augsburg
Graduate Program - trimesters,
September to June.
LI Majors - More than 50 majors in 23
departments.
1 Off Campus Programs - Center for
Global Education, Student Project for
Amity Among Nations (SPAN), Higher
Education Consortium for Urban
Affairs (HECUA), International
Business Program, Upper Midwest
Association of Intercultural Education
(UMAIE) and extensive cooperative
education and internship programs.
1 Athletic Affiliation - Minnesota Intercollegiate Athletic Conference (MIAC),
and National Collegiate Athletic
Association (NCAA), Division 111.
II Policy - Augsburg College does not
discriminate on the basis of race, creed,
national or ethnic origin, age, gender,
sexual preference, marital status or
handicap as required by Title IX of the
1972 Educational Amendments or
Section 504 of the Rehabilitation Act of
1973, as amended, in its admission
policies, educational programs, activities and employment practices.
A
ugsburg College is looking for
students with intelligence and character.
We want people who can benefit from and
contribute to their community, the College
community and the community at large.
Selection of students for Augsburg
College is based upon careful consideration
of each candidate's academic achievement,
personal qualities and interests, participation in activities and employment, and
potential for development as a student and
as a graduate of Augsburg College. The
College selects students on individual merit
without regard to race, creed, disability,
national or ethnic origin, sex or age.
Visit the Campus
Because firsthand appraisal of programs, facilities and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an Admissions Counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg's Admissions staff is ready
to help students and parents with college
planning. Call any weekday between 8:00
a.m. and 4:30 p.m. - (612) 330-1001 or tollfree (800) 788-5678. We'll answer your
questions and arrange a tour for you
(including Saturday mornings during the
school year). The Admissions Office is
located on the comer of Seventh Street and
21st Avenue South in Minneapolis. (Please
call first.)
FRESHMEN
Application for Admission -Applicants should complete the application for
admission and the essay and return them
to the Admissions Office together with the
nonrefundable $20 application fee.
Transcripts - An official transcript
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final transcript upon graduation. Graduate Examinz
tion Degree scores (G.E.D.) may be presented instead of the high school transcripl
Test Scores - Freshman applicants are
required to submit results from the college
entrance examination. The American
College Test (ACT) is preferred. Results
from SAT or PSAT are also accepted. It wil
suffice if test scores are recorded on the
official high school transcript.
Additional Information- If there is
personal information that may have
affected the applicant's previous academic
performance, it may be included with the
application or discussed personally with a
Admissions Counselor. Academic recommendations may be required by the
Admissions Committee before an admissions decision is made.
On occasion, the Admissions Committee may also defer a decision on a candidate's admission until other information
has been received. For example, more
recent test scores, results of the present
semester's course work, additional letters
of recommendation or writing samples
may be requested by the Committee. If
additional credentials are needed, the Admissions Office will inform the candidate.
Notification of Admissions DecisionAugsburg College uses a "rolling" admissions plan. Students are notified of the
admissions decision, usually within two
Admissions
weeks after the application file is complete
md has been evaluated by the Admissions
Zomrnittee.
Confirmation of Admission -Ac:epted students who are applying for
'inancia1aid are asked to make a $100 *
uition deposit within 30 days of their
hancial aid notification. Extensions may
Je requested in writing to the Director of
Financial Aid.
Accepted students who are not applyng for financial aid are asked to make a
6100 * tuition deposit. Those students who
~ i s to
h live in College housing must also
submit a $100 housing deposit.
*Nonrefundable after May 1.
Early Admission of Freshmen
Students of exceptional ability who
~ i s to
h accelerate their educational proTarn may be granted admission to begin
ill-time work toward a degree after
:ompletion of their junior year or first
;emester of their senior year of high school.
4pplicants must complete the normal
~roceduresfor freshman applicants,
;ubmit two academic recommendations
rom their high school faculty and arrange
1 personal interview with the Director of
Jndergraduate Admissions.
Students from Minnesota who are
nterested in the possibility of enrolling at
4ugsburg under the auspices of the
vlinnesota Post Secondary Enrollment
lptions Act should contact the Admissions
Iffice for specific information.
I TRANSFER STUDENTS
Augsburg College welcomes students
who wish to transfer from other accredited
:alleges or universities. College credit is
panted for liberal arts courses satisfacto-
rily completed at accredited institutions.
The College reserves the right not to grant
credit for courses where it considers the
work unsatisfactory, to grant provisional
credit for work taken at unaccredited
institutions and to require that certain
courses be taken at Augsburg.
Augsburg College limits transfer course
work from two-year colleges once a student
has reached junior status. If all transfer
work has been taken at a two-year college
as a freshman or sophomore, a maximum
of 17 Augsburg courses, or 96 quarter
credits, will be accepted toward the
number of Augsburg course credits
required for the baccalaureate degree.
A cumulative grade point average
(GPA) of 2.2 (on a 4.0 scale) or better is
required on previous college work.
Acceptance of courses submitted for
transfer is done by the Office of the
Regstrar based upon the official student
transcript(s).Acceptance of courses
presented for a major or minor also
requires approval of the department.
Students transferring from the Minnesota State University and College System
who have completed the Minnesota
Transfer Curriculum, have earned the
Associate of Arts degree from MNSCU
and have a 2.5/4.0 cumulative GPA or
higher will be given transfer status as
outlined below.
The following applies only to the
MNSCU AA graduate:
1. Admission will be with junior standing.
A maximum of 17 Augsburg equivalent
courses (96 quarter credits or 64 semester
credits from a community college) will be
accepted once junior status is reached. No
additional courses may be transferred from
a community college.
19
- Admissions
2. All Augsburg general education
requirements will be waived except:
The City Perspective
Two courses in Christian Faith (any
two areas)
The language requirement as stated
One course that meets the quantitative
reasoning graduation skill requirement
One graduation skill writing course in
their major
become candidates for a degree by petitioning through the Registrar's Office.
Students regularly enrolled at another
college may take course work at Augsburg
College as a special student (non-degree).
A transcript must be sent to the Admissions
Office by the student's home institution.
An application form for special student
(non-degree)status is available from the
Admissions Office.
3. One interim course is required.
Note: Courses with D grades will not be
accepted as prerequisites or for application to
majors. Some Augsburg majors require additional prerequisite course work beyond the A.A.
degree. Also, the Physician Assistant major
requires a higher cumulative GPA than 2.5.
Students are advised to consult major departmentsfor major requirements upon transfer.
Admission to a major, as well as
admission to the College, is sometimes
necessary. Please check with the Admissions Office and departmental section of
this catalog.
W SPECIAL STUDENTS (SECOND DEGREE)
Students who have completed a four
year degree at an accredited college or
university may complete a second degree
at Augsburg College.
Depending on the student's previous
degree, completion of a second major (nondegree) may also be an option. Second
degree requirements include: a minimum
of eight course credits taken at Augsburg,
completion of a major, and completion of
any liberal arts requirements not covered
by the previous degree.
W FORMER STUDENTS
Students who have interrupted attendance at Augsburg College without
requesting a leave of absence and who
wish to return must apply for readmission
through the Registrar's Office. Students
who have attended other institution(s) during their absence from Augsburg must
have an official transcript sent from each
institution to the Registrar's Office. Returning students do not pay the application fee.
W SPECIAL STUDENTS (NON-DEGREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Subsequently they may
Augsburg welcomes students from
countries around the world. (See International Programs on page 42.)
International students should contact
the Admissions Office for an International
Student Application and information on
the application procedure. Applications
must be received two months prior to the
start of the semester: July 1for fall, Dec. 15
for spring.
For more information, call (612) 330-1001
or 1-800-788-5678 (toll free), or write to:
International Student Admissions
Augsburg College
2211 Riverside Avenue
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College Costs
Tuition and Fees - 22
Room and Board -22
Special Fees - 22
Deposits and Payments - 23
Financial Policies
Refunds - 24
Financial Aid
How and When to Apply - 26
Kinds of Aid
Merit Scholarships - 27
Gift Assistance - 28
Loan Assistance - 28
Student Employment - 29
Sponsored Scholarships - 30
A
11students receive financial help
indirectly, since a quality liberal arts
education costs more than tuition and fees
cover. The College raises that difference in
gfts - from alumni, faculty, staff, parents,
church, friends, foundations and endowment income.
Audit Fee
(for part-time students)
per course ..................................... $
However, the primary responsibility for
paying for a college education rests on
students and their families. Financial aid is
intended to supplement those resources.
Room Rent
(includes telephone
and basic service) ......................... $ 2,45(
The Board of Regents has approved the
costs listed below for the 1996-'97 academic
year. The Board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
1 TUITION, FEES, ROOM AND BOARD
Tuition
(full-time enrollment) ................. $13,140
This rate applies to all full-time students
attending in September 1996. Students are
considered full-time when they take three
or more courses during the semester terms.
The charge includes tuition, general fees,
facility fees and admission to most Collegesupported events, concerts and lectures.
The amount is payable in two equal
installments at the beginning of each
semester.
Tuition
(part-time enrollment)
per one-credit course .................. 16 1,420
This rate applies to students taking fewer
than three courses in a semester and/or an
Interim only. Part-time students taking
Lifetime Sports are charged the audit rate
for that course.
536
Full-time students may audit a course
without charge. Part-time students taking
Lifetime Sports are charged the audit rate
for that course.
(Room rates and housing options are
available through the Office of Residence
Life.)
Full Board
(19 meals a week)
........................
$ 2,3W
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week)
........................
Flex 5 point plan ..........................
Student Activity Fee .....................
$ 2,27t
$ 2,071
$
13(
1 OTHER SPECIAL FEES
(NONREFUNDABLE)
Fees Billed on Student Account
Student Activity Fee (part-time
students) .................................
$ 61
ACTC Bus (full-time
students only)............................. $ 1t
Late Registration (per day
after classes begin) ...................... $ 2!
Registration Change after first five
days (cancel/add/change/grade
option, or combination
at one time)
$ !
Music Therapy Internship
(one-half course credit) ............... $ 53(
Private Music Lessons, per ,
semester (14 lessons)
$ 30'
...
...............,..............
..................
Financial Information 23
Student Teaching (per course
for full-time students) ................. $ 55
Student Teaching (per course
for part-time students) ................ $ 110
Study Abroad (in approved
non-Augsburg programs) ........... $213
Fees Payable by CheckICash
Application (new and/or
special students) ......................... $
Vursing Comprehensive Exam ......... $
Locker Rental (commuters) ............... $
Student Parking Lot Permit
- car .......................................... $
-motorcycle ............................. $
rranscript Fee (per copy
after first, which is free) .............. $
Special Examinations,
Cap & Gown Costs
20
16
30
90
45
2
(Scheduleon file
in Registrar's Ofice)
I BOOKS AND SUPPLIES
These costs are estimated to be $585 per
{ear.
B DEPOSITS
inrollment Deposit
(nonrefundable) .......................
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by the
contract. New contracts may be terminated
for Fall or Spring Term by following the
conditions delineated in the housing
contract. The resident will be responsible
for all costs incurred due to late cancellation or lack of proper notification. If the
new contract is cancelled prior to July 1for
Fall Semester or January 1for Spring
Semester, $50 will be forfeited from the
$100 deposit as a service charge. The entire
deposit will be forfeited if cancellation is
after these dates.
$ 100
Required of all new students after
icceptance. The Enrollment Deposit is
zredited to the student's account only when
us/her enrollment is terminated. Any net
:redit balance (after all charges and/or
ines) will be refunded upon request of the
itudent. For more information, contact the
4dmissions Office.
-lousing Damage Deposit ............... $ 100
Required of all resident students at the
ime of signing a contract, to reserve a
lousing assignment. This deposit is
setained against damages and/or fines and
PAYMENTS
Semester Fees - Prior to the start of
each semester a Statement of Estimated
Charges showing basic charges and
financial aid credits designated by the
Student Financial Services Office is sent to
the student from the Business Office.
Payment Options - (1)Annual
payments, due August 15 as billed;
(2) Semester payments, due August 15 and
January 15 as billed; (3) Payment Plan Upon application and after College
approval, a three-month plan is available
each semester. Details are included with
the Estimate of Charges letter; (4) 10-month
Payment Plan - Upon application, College
approval, and payment of a $50 adrninistrative fee, the annual charges may be paid
in 10 equal installmentsbeginning July 15
and ending April 15. No finance charge
will be assessed on accounts which are
current. An application will be sent upon
request.
Financial Information
A finance charge is applied at a simple
rate of 1percent per month on any account
with an open balance of 30 days or more or
on a 10-month payment plan is wluch
payment is not current.
Tuition is set on an annual basis,
payable in two equal installments at the
beginning of each semester.
Registration is permitted only if the
student's account for a previous term is
paid in full.
Augsburg College will not release
academic student transcripts until all
student accounts are paid in full or, in the
case of student loan funds administered by
the College (Federal Perkins Student Loan
including the National Defense and
National Direct Student Loans and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and exit
interviews have been completed.
for tuition and/or room (except for the
minimum deduction of $100 to cover
administrative costs).
Augsburg College Refund Policy:
Applies to Augsburg students who
withdraw from all courses in a term and
are not receiving Federal Title IV financial
aid (Federal Title IV financial aid includes
the Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan and PLUS Loan). This policy
also applies to all students who drop
courses during a term.
Refund Amount
100%
Through the first five days of
classes (less $100 administrative
fee)
90%
From the sixth day through the
tenth day of classes
80%
From the 11th day through the
15th day of classes
70%
From the 16th day through the
20th day of classes
60%
From the 21st day through the
25th day of classes
50%
From the 26th day of classes
through the midpoint of the
term.
W REFUNDS
Students who withdraw from Augsburg
College may be eligible for a refund of a
portion of their charges based on the
appropriate refund schedule. Financial aid
may be adjusted for those students who
withdraw from the College or drop
course(s) and receive financial assistance.
Students who wish to withdraw from
Augsburg should complete the Leave of
AbsencelWithdrawal from College form
available in the Academic Advising Center
or the Registrar's Office. It must be filled
out completely, signed and turned in to the
Regstrar's Office. Students who properly
withdraw, change to part-time, are
dismissed or are released from a housing
contract will have their accounts adjusted
Refund Period
Pro-Rata Refund Policy: Applies to
Augsburg students who withdraw from al:
courses during their first term at Augsburg
and receive Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pell Grant, SEO Grant, Perkins Loan,
Stafford Loan and PLUS Loan).
Tuition, fees and room costs will be
calculated based on the pro-rated portion
of the term completed. The student may bc
eligible for a pro-rata refund up to the 60
percent point in time of the term. The
student account will be credited for that
portion of tuition and room for which the
Financial Information 25
student was not enrolled. This calculation
will use federal govenunent guidelines.
All students who wish to be considered
for financial assistance must establish
financial aid eligibility on an annual basis.
This includes completing the application
process as outlined below and meeting the
academic progress standards outlined in
the brochure, Academic Progress Standards
for Financial Aid. This brochure is available
Augsburg College is required by federal from Student Financial Services and is
regulations to complete two refund calcula- distributed to students on an annual basis.
tions for students who have completed at
Financing higher education could be the
least one full term at Augsburg and receive most significant investment a person or
Title IV funds. Refunds will be based on
family makes in a lifetime. Proper planning
and wise choices are important, not only in
the calculation which provides for the
choosing a college, but also in the methods
greatest refund of tuition, fees and room
used to pay for it. Augsburg College,
charges to the student's account and the
through its Office of Student Financial
greatest refund of financial aid dollars to
Services, will help students and their
the fund from which they were awarded.
families protect access to a quality
The refund calculations used are the
Augsburg education in a time of increasing
Augsburg College Refund Policy as stated
financial challenge.
above and the Federal Refund Policy as
stipulated by federal guidelines stated
Financial assistance awarded through
below.
Augsburg may be a combination of
Federal Refund Policy: Applies to
returning Augsburg students who withdraw from all courses for the current term
and receive Federal Title IV financial aid
(Federal Title IV financial aid includes the
Pel1 Grant, SEO Grant, Perkins Loan,
Stafford Loan and PLUS Loan).
Refund Amount
Refund Period
100%
Through the first day of classes
(less $100 administrative fee)
90%
After the first day of classes
through the 10 percent point in
time of the term
50%
After the 10 percent point in time
through the 25 percent point in
time of the term
25%
After the 25 percent point in time
through the 50 percent point in
time of the term
Students may appeal refund decisions
through the Petition Committee.
scholarships, grants, loans and part-time
work opportunities. The College cooperates
with federal, state, church and private
agencies in providing various aid programs. During the 1995-'96 academic year,
nearly eight out of 10 students at Augsburg
received financial assistance.
The primary responsibility for financing
a college education rests upon the student
and family. Financial aid supplements
student and family resources.
The Free Application for Federal
Student Aid (FAFSA)and the Augsburg
Financial Aid Application help determine
the amount of assistance for which a
student is eligible. This analysis takes into
account such family financial factors as
current income, assets, number of depen-
- Financial Information
dent family members, other educational
expenses, debts, retirement needs and
special considerations.
HOWTO APPLY
The following are required to process
your financial aid application:
1.Be admitted to Augsburg as a regular
student or be a returning student in good
academic standing with the College.
2. Complete the Free Application for
Federal Student Aid (FAFSA)or the
Renewal FAFSA. FAFSA forms are
available from the Student Financial
Services Office at Augsburg College or
from high school guidance counselors.
Renewal FAFSAs will be mailed to those
students who applied for assistance during
the prior school year. Be sure to include
the Augsburg College Code, 002334, on
your application. Mail your application to
the processing agency after Jan. 1.
Applications must be mailed by April 15
for priority consideration.
3. Complete the Augsburg Financial
Aid Application and submit it to Student
Financial Services.
4. All applicants (and parents of dependent students) are required to provide a
copy of their most recent federal income
tax retum and W-2(s). Spouse's tax returns
are also required if filing separately.
5. New transfer students must submit a
financial aid transcript from each postsecondary institution previously attended
before financial aid will be offered. Forms
are available from the Admissions or
Student Financial Services offices.
WHAT HAPPENS NEXT?
Once all documents are received, we
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determine financial aid eligibility for all
available programs. A financial aid
package will be sent to the student. This
package includes:
Letter detailing the financial aid
award
Information regarding financial aid
programs and requirements for continued
eligibility
Subsidized/Unsubsidized Stafford
loan application promissory note
Students are encouraged to complete
and retum one copy of their award letter to
Student Financial Services. In addition, the
student must complete and return the
Stafford loan application promissory note
to receive Stafford loan funds. Applications
for the SELF loan and the Parent PLUS loan
are sent upon request.
KINDS OF AID
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships,
grants and loans that might be available in
their own communities. It is worthwhile to
check with churches, the company or business employing parents or spouses, high
schools, service clubs and fraternal organizations for information on aid available
to students who meet their requirements.
In addition to these sources, some students
are eligible for aid through Vocational
Rehabilitation, Educational Assistance for
Veterans, Educational Assistance for
Veterans' Children and other sources.
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Merit Scholarships
President's Scholarships - President's
Scholarships, which assure g f t assistance
equal to tuition, are awarded annually to
the most academically qualified full-time
freshmen students. These scholarships are
awarded without regard to need. The
awards are renewable for three years based
on academic performance at Augsburg.
Because this is a unified program, full
tuition is assured; that is, the College
guarantees the difference between nonAugsburg grants and scholarships (such
as state scholarships, Pel1 grants, etc.) and
full tuition. Special application is due
Feb. 15. Details are available from the
Admissions Office.
Regents' Scholarships - The Regents'
Scholarships are awarded to incoming fulltime freshmen of lugh academic achievement. Depending on high school class rank
or college entrance test score, Augsburg
will award scholarships of $1,500 to $5,000
each, renewable each year, regardless of
financial need. No special application is
required, but application for admission
must be made by May 1.
Regents' Transfer Scholarships Regents' Transfer Scholarships are
awarded to all transfer students who are
transferring from a two-year college with a
minimum of 84 quarter credits (56 semester
credits) and at least a 3.0 cumulative GPA.
Depending on college GPA, Augsburg will
award scholarships of $3,000 to $5,000 per
year to full-time transfer students in the
day schedule regardless of financial need.
No special application is required, but
application for admission must be made by
May 1.
Transfer Merit Scholarships Transfer Merit Scholarships up to $5,000
are available to full-time students in the
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day schedule who are direct transfers to
Augsburg College following two years of
full-time study at a community college or
other approved two-year college. Students
must have maintained at least a 3.3 GPA on
a 4.0 scale and accumulated a minimum of
84 quarter credits in transfer. Scholarships
are awarded without regard to need and
will be renewed for a second year based on
a cumulative GPA of at least 3.0. Special
application is due May 1. Details are
available from the Admissions Office.
Phi Theta Kappa Scholarships These new scholarships are designated for
transfer students from community colleges
who are members of Phi Theta Kappa. To
qualify for one of these $5,000 annual
renewable awards, students must have
completed at least 84 credits and have a
minimum GPA of 3.3 during two years of
full-time study. Award decisions are based
on academic record, letters of recomrnendation, co-curricular activities and a
personal statement. Application deadline is
May 1.
Performing Arts Scholarships - These
recognize student excellence in music or
theater. Students with talents in music
(vocal or instrumental), acting, stage design
or production are qualified for this $1,500
annual award. Selection is based on
individual performance auditions, good
academic standing and letters of recommendation. These scholarships are renewable as students maintain involvement with
a co-curricular performance group.
Application deadline is Feb. 15.
Hoversten Peace Scholarships Recognize students who have demonstrated a commitment to peace, service and
community. Examples of involvement of
recent scholarship recipients included
Amnesty International, Habitat for
27
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28 Financial Information
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Humanity, community service and church
activities. Application deadline is March 15.
Community and Public Service
Scholarships - Recognize students of high
academic ability for their demonstrated
contribution to community or public
service. Students eligible for this $2,000
annual, renewable scholarship are those
who have actively participated in community or public service projects and are
planning careers in this area of study.
Application deadline is March 15.
Lutheran Leader Scholarships These scholarships recogruze incoming
freshman of high academic achievement
with a demonstrated record of leadership
within their congregations. Students
eligible for the $1,500 annual renewable
award are those who rank in the top 30
percent of their high school class and have
the recommendation of their pastor.
Application deadline is Feb. 15.
Paired Resources in Ministry and
Education (PRIME) Awards -Augsburg
College will match the first $500 a year of a
student's scholarship or grant from a
Lutheran congregation. The scholarship or
grant check from the congregation must be
received at Augsburg by Oct. 1.
Gif? Assistance (Need Based)
Augsburg Tuition Grants - Available
to students who have shown academic
potential and have financial need. A
student's academic performance, financial
need, and high school and community
involvement are taken into consideration.
Minnesota State Scholarships
and Grants - Awarded by the state to
Minnesota residents who have financial
eligibility. For 1995-'96, these ranged from
$300 to $5,890.
Federal Supplemental Educational
Opportunity Grants - A federal program
administered by the College. To be eligible,
a person must be a U.S. citizen or permanent resident, have exceptional financial
need as defined by the program and be
capable of maintaining satisfactory
academic standing at the College. Awards
range up to $4,000 annually.
Federal Pell Grants - Federal Pel1
grants are awarded to students attending
eligible institutions of higher education and
are based on financial need as defined by
program guidelines. The maximum grant
for 1995-'96 was $2,340. Application is
made by filing the FAFSA.
Bureau of Indian AffairsITribal and
State Indian Scholarships - Bureau of
Indian AffairsITribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full and part-time) who
meet specific criteria. For Bureau of Indian
AffairsITribal and State Gdian Scholarships, students must be of 1/4 degree
Indian ancestry and be enrolled with a
federally recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary. Contact the American
Indian Support Program Office. Indian
grants supplement all other forms of
financial aid. Questions may be directed to
the American Indian Support Office on
campus or to your local BIA, Tribal or State
Indian Education Office.
Loan Assistance
Federal Perkins Student Loan -A
federally funded program administered
through Augsburg College for students
who demonstrate financial eligibility. No
interest accrues nor do payments have to
be made on the principal at any time you
own onwr\lloA
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Financial Information
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 which may be borrowed for
undergraduate study is $15,000 ($30,000
including graduate school).
Federal Stafford Student Loans
Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
lender or state agency in states which
provide such programs. Subsidized
Stafford Loans are need-based loans which
the federal government subsidizes by
paying the interest while the student is in
school and during the grace period.
For the Unsubsidized Stafford Loan,
interest begins accruing on the date of
disbursement and the borrower is responsible for all interest. The borrower may
choose to make payments while in school
or may defer payments and allow interest
to accrue and be capitalized (added to the
balance of the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan is variable and changes
annually on July 1,based on the 91-day
Treasury Bill.
The following borrowing limits
apply to the Stafford Loan program after
July 1,1994:
Freshmen: $6,625 annually (Combined
Subsidized and Unsubsidized Stafford)
Sophomores: $7,500 annually (Combined
Subsidized and Unsubsidized Stafford)
Juniors/Seniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized)
Federal Nursing Student Loan -A
federal program with provisions similar to
the Federal Perkins Student Loan program,
but restricted to applicants accepted or
enrolled in our program leading to the
baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program (PLUS)
- PLUS is a loan program to help parents
meet college costs of their dependent
children. Parents may borrow up to the
cost of attendance (minus other aid).
Repayment begins within 60 days of check
disbursement at a variable interest rate not
to exceed 9 percent and a minimum
payment of $50 per month. Application
forms are available at Augsburg College or
the lending institution.
The Student Educational Loan Fund
(SELF) - SELF is administered through the
Minnesota Higher Education Services
Office. Applications are available from the
Office of Student Financial Services.
Undergraduate freshmen and sophomores may borrow up to $4,500 per year
minus any other student loan indebtedness;
juniors and seniors up to $6,000 year.
Maximum undergraduate borrowing is
$25,000. The minimum loan amount per
year is $500. The interest rate is variable.
Interest payments begin 90 days after the
loan is disbursed and continue quarterly
thereafter, while the student is enrolled.
Principal payments begin the 13th month
after you leave school. There are no
deferments.
Student Employment
Augsburg College provides work
opportunities for students. Assignment is
based on need and potential competence in
29
30 Financial Information
-
performing the duties assigned. Part-time
work provided by the College is considered
financial aid, just like scholarships, loans
and grants. A maximum of 15 hours of
on-campus employment per week is
recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee.
Federal College Work Study Program
and Minnesota State Work Study
Program - Under these programs the
federal or state government supplies funds
on a matching basis with the College to
provide part-time work opportunities.
Augsburg College, through generous
gifts from alumni, faculty, staff and friends
of the College, offers more than 400
sponsored scholarships.
All returning students are encouraged
to apply for these funds by completing the
Sponsored Scholarship Application. This
form is available each February for the
upcoming school year. Selection is based on
academic achievement, financial need and
selection criteria established by the donor.
A list of scholarships follows.
Note: For a complete description of
Augsburg scholarships, request a copy of
the Scholarship Catalog Supplement from
the Office of Admissions.
* Indicates endowed scholarships.
GENERAL SCHOLARSHIPS
ADC TelecommunicationsScholarships
Charles and Ellora Alliss Educational
Foundation Scholarships
Henry and Leona Antholz Scholarship*
Class of 1931 Scholarship*
Dain Bosworth/IFG Foundation Scholarship
Alma Jensen Dickerson Memorial Scholarship*
Oliver M. and Alma Jensen Dickerson
Memorial Scholarship*
Elias B. Eliason Sr. Memorial Scholarship*
M. J. Estrem Scholarship*
E.W. Hallet Scholarship
W.R. Hotchkiss Foundation Scholarship
Reuben I. and Marion Hovland Scholarship*
Tze-Lien Yao-Hsieh, Lenorah Erickson and
Mildred Joel Memorial Scholarship*
Edwin C. Johnson Scholarship*
Jostens Foundations Scholarships
Floyd Lorenzen Memorial Scholarship
Memorial Scholarship Foundation Scholarships*
Minnesota Mining and Manufacturing
Company Liberal Arts Scholarships
Minnesota Scholars Fund Scholarship
Northern States Power Company Scholarship
Norwest Foundation Scholarship
Clifford and Martha Nylander Scholarshipa
Marvin T. Nystrom Scholarship*
Rev. Martin J. and Olga S. Olson Scholarship
Casey A.T. O'Neil Foundation Scholarship
Pentair Challenge Program Scholarship
John G. Quanbeck Scholarship Fund*
Martin and Esther Quanbeck Scholarship*
Rahr Foundation Scholarships
Readers Digest Endowed Scholarship*
St. Luke's Lutheran Church Centennial
Scholarship*
Genevieve E. Stelberg Memorial
Scholarship*
Ernest and Vivian Tinseth Scholarship*
UPS Foundation Scholarship
Robert W. Warzyniak Memorial Scholar-L.
-*
Lea A. and Elsie L. Wildung Endowment
Fund*
Edward Yokie Memorial Scholarship*
I SPECIAL SCHOLARSHIPS
lohn Andrew Adam Memorial Scholarship*
Aid Association for Lutherans
Alne-Swensen Scholarship*
American Express Minnesota Foundation/
IDS Financial Service, Inc.
C.A.L. and Esther Anderson Scholarship
Charles and Catherine Anderson Diversity
Scholarship*
Phyllis M. Baker Memorial Scholarship*
leroy C. and Lorraine M. Carlson Scholarship*
Carl C. and Kathleen A. Casperson
Scholarship*
Mildred Ryan Cleveland Memorial
Scholarship*
Laura Ann Erickson Memorial Scholarship*
David J. Formo Memorial Scholarship*
lulian P. Foss Scholarship*
Kay Halverson Scholarship*
Hanwick Thanksgiving Scholarship*
King Harald Scholarship
Rev. John Hjelmeland Endowed Scholarship Fund*
Hormel Foods Company Scholarship
Hoversten Peace Scholarship*
hternational Dairy Queen, Inc. Scholarship
Catha Jones Memorial Scholarship*
I'orgney and Valborg Kleven Memorial
Scholarship*
Harold B. and Laura M. Lanes Scholarship*
Mary E. Larsen International Studies
Scholarship*
Floyd Lorenzen Memorial Scholarship*
Lutheran Brotherhood Lutheran Senior
College Scholarship
Lutheran Brotherhood Opportunity
Scholarship
McVay Foundation Scholarship*
Financial Information 31
Minnesota Power Company Scholarship
Forrest T. Monson and Thelma (Sydnes)
Monson Scholarship*
Marilyn and John Paul Nilsen Scholarship*
Rev. Horace E. Nyhus Memorial Scholarship*
Ole K. and Evelyn L. Olson Scholarship*
Timothy 0 . Olson Memorial Scholarship*
Jay and Rose Phillips Family Foundation
Scholarship
ReliaStar Foundation Scholarship
Clayton and Ruth Roen Memorial Scholarshp*
John and Agnes Siverson Scholarship*
Genevieve E. Stelberg Memorial Scholarship*
Student Government Alumni Scholarship
Dr. James L. Tuohy Scholarship
MULTICULTURAL/INTERNATlONAL
STUDENT SCHOLARSHIPS
Kent Anderson American Indian Scholarship*
Ada Bakken Memorial-American Indian
Scholarship*
CBS Foundation Scholarship
Grace Jewel Jensen Buster Memorial
Scholarship*
Cargill Foundation American Indian
Scholarship
First Bank System Foundation Scholarship
General Mills Foundation Scholarship
General Mills Southeast Asian Scholarship
Grand Metropolitan American Indian
Scholarship
Grand Metropolitan Food Sector Foundation Scholarship*
Hearst American Indian Scholarship*
Grace Anne Johnson Memorial Scholarship*
Kerridge/Mueller American Indian
Scholarship
Little Six, Inc. Scholarship*
McKnight Foundation Scholarship
Financial Information
Medtronic Foundation Scholarship
Minnesota Indian Teacher Training
Partnership
Marilyn Peterson Memorial Scholarship*
Prairie Island Indian Community Scholarship*
Shakopee Mdewakanton Dakota Community Scholarship*
Marlys Johnson Simengaard Memorial
Scholarship*
St. Paul Companies, Inc. Scholarship
St. Paul Companies, Inc. Teaching Assistants scholarship
James R. Thorpe Foundation Scholarship
Trinity Lutheran Congregation 125th
Anniversary Scholarship*
UPS Foundation
West Publishing Company Scholarship
Westwood Lutheran Church Second Mile
Mission Scholarship*
Women of the ELCA (Evangelical Lutheran
Church in America) Native Women's
Achievement Award
PUBLIC SERVICE SCHOLARSHIPS
Margaret E. Andrews Public Service
Scholarship Fund
Kleven Public Service Scholarship Fund
Person Public Service Scholarship Fund
Adeline Marie (Rasmussen)Johnson
Memorial Scholarship*
Martin 0 . and Sylvia A. Sabo Scholarship
for Leadership in Public and Community
Service
Joel and Frances Torstenson Scholarship in
Urban Affairs*
DEPARTMENTAL SCHOLARSHIPS
Art
Lucy Bodnarczuk Memorial Scholarship
August Molder Memorial Art Scholarship*
Queen Sonja Art Scholarship
Athletic
Paul Dahlen Memorial Scholarship*
David Gronner Memorial Scholarslup*
Keith Hoffman Memorial Scholarship*
Rory Jordan Memorial Scholarship
Magnus and Kristofa Kleven Scholarship*
Roy and Eleanor Krohn Scholarship*
Hoyt Messerer Athletic Scholarship*
Robert D. and Carolyn W. Odegard
Scholarship
James P. Pederson Memorial Scholarship*
Stan Person Memorial Scholarship*
Biology
Biology Scholarships
Robert Ellingrod Memorial Scholarship
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Biology Scholarship*
Business Administration1Accounting1
Economics
Allianz Life Insurance Company Scholarship
Marianne Anderson Entrepreneurial
Scholarship*
Augsburg Business Alumni Scholarship
Fund*
Farmers Insurance Group of Companies
Scholarship
Forss-Herr Scholarship*
Gamble-Skogmo Foundation Scholarship*
Mildred and Eleanor Krohn Scholarship*
Gertrude S. Lund Memorial Scholarship*
Minnesota Mutual Life Scholarship
David L. Shaver Memorial Scholarship*
Clair E. and Gladys I. Strommen Scholarship
Leland and Louise Sundet Scholarship*
Joan L. Volz Business Scholarship*
Chemistry
Courtland Agre Memorial Scholarship
Augsburg College Chemistry Alumni
Scholarship*
Chemistry Department Scholarships
Financial Information
Robert Ellingrod Memorial Scholarship
Carl Fosse Chemistry Scholarship*
Dr. Kenneth D. and Mrs. Linda (Bailey)
Holmen Chemistry Scholarship*
Minnesota Mining and Manufacturing
Company Chemistry Scholarship
Conrad Sunde Memorial Chemistry
Scholarships*
Dr. Bemhardt J. Kleven Scholarship*
Theodore and Lucille Nydahl History
Scholarship*
Education
Peggy Christensen Benson Memorial
Scholarship
Sam Coltvet Memorial Choral Music
Scholarship*
Rev. Clement A. Gisselquist Church Music
Scholarship*
David Gronner Memorial Scholarship*
Marjorie and James R. Gronseth Jr. Memorial Music Scholarship*
Lynn Halverson Cello Scholarship*
0 . I. Hertsgaard Scholarship*
Bernice Kolden Hoversten Memorial
Choral Scholarship*
Ruth Krohn Kislingbury Choral Music
Scholarship*
Leonard and Sylvia Kuschel Scholarship*
Kenneth 0 . Lower-Nordkap Male Chorus
Music Scholarship*
Arthur Carl Marnmen Music Scholarship*
Lucille H. Messerer Music Scholarship*
Music Education Scholarship
Edwin W. and Edith B. Norberg Scholarship*
Lois Oberhamer Nye Memorial Scholarship*
Henry P. Opseth Music Scholarship*
Performing Arts Scholarship (Music)
Rev. Mark Ronning Memorial Instrumental
Music Scholarship*
St. John's Lutheran Church - John Norris
Memorial Scholarship*
Leland B. Sateren Choral Music Scholarship*
Mayo Savold Memorial Scholarship*
Marilyn Solberg Voice Scholarship*
S. Luther Kleven Family Scholarship*
Elva B. Lovell Life Scholarship*
David Mathre Scholarship*
Debra Boss Montgomery Memorial
Scholarship*
Barbara Tjomhom and Richard K. Nelson
Scholarship*
English
Dagny Christensen Memorial Scholarship*
Anne Pederson English Scholarship*
Prof. P. A. Sveeggen Memorial Scholarship*
Foreign Language
Emil M. Fossan Modem Language Scholarship*
Mimi Baez Kingsley Modem Language
Scholarship*
Theodore and Virginia Menzel Scholarship*
Health-Related
Augsburg Nurses Alumni Association
Scholarship*
Blue Cross and Blue Shield of Minnesota
Scholarship
Eleanor Christensen Edwards Memorial
Scholarship*
Linnea A. Danielson Scholarship*
Dr. James L. Tuohy Scholarship
History
Rev. and Mrs. 0.J. Haukeness History
Award
H. N. Hendrickson History Scholarship*
John R. Jenswold Memorial Scholarship*
Mathematics and Computer Science
Allianz Life Insurance Company Scholarship
Mathematics Scholarship
Music
33
34 Financial Information
-
String Scholarships
John and Vera Thut Scholarship*
Tinseth Music Education Scholarship
Nordic Area Studies
Olaf Gaastjon Memorial Scholarship*
Iver and Myrtle Olson Scholarship*
Philosophy
Kenneth C. Bailey Philosophy Scholarship*
Dr. Kenneth C. and Mrs. Dorothy A. Bailey
Scholarship*
Physics
Robert Ellingrod Memorial Scholarship
Theodore J. Hanwick Physics Scholarship*
Alfred A. Iverson Scholarship
NASA Space Grant Scholarship
Leif Sverdrup Physics Scholarship*
Political Science
Myles Stenshoel Scholarship"
Psychology
Jacob and Ella Hoversten Scholarship*
Rev. and Mrs. George Pauluk Scholarship
Religion and Christian Service
Scholarships
C.A.L. and Esther J.E. Anderson Scholarship*
Kyle A. and Sandra L. Anderson Scholarship
Norman and Louise Bockbrader Scholarship*
Andrew and Constance Burgess Scholarship*
Thorvald Olsen and Anna Constance
Burntvedt Memorial Scholarship*
Rev. Donald C. Carlson Memorial Scholarship Fund
Henning and Sellstine Dahlberg Memorial
Scholarship*
Ernest S. Egertson Family Scholarship*
Luthard 0 . Gjerde Scholarship*
Dave Hagert Memorial Scholarship*
Elias P. Harbo Memorial Scholarship*
Arnold and Neda Hardel Memorial
Scholarship*
Helen (Mohn) Henderson Memorial
Scholarship*
Iver and Marie Iverson Scholarship*
Rev. Arnold J. Melom Memorial Scholarship
Gerda Mortensen Memorial Scholarship*
Onesirnus Scholarship*
Philip and Dora Quanbeck Scholarship*
Johan H. 0 . Rodvik Memorial Scholarship'
Rev. Olaf Rogne Memorial Scholarship*
Rev. Lawrence and Gertrude Sateren
Scholarship*
Paul G., Jr., and Evelyn Sonnack Scholarship*
Roy C. and Jeanette Tollefson Scholarship
Morris G. C. and Hanna Vaagenes Mission
ary Scholarship Fund*
Johan L. Weltzin Memorial Scholarship*
Social Work
Edwina L. Hertzberg Scholarship
Arvida Norum Memorial Scholarship*
Steen Family Scholarship Fund for Minority Social Work Students*
Bodo F. Suemnig Memorial Scholarship*
Lisa M. Weeding Memorial Scholarship
Edwin Yattaw Memorial Scholarship*
Sociology
Adolph Paulson Memorial Prize*
Speech/Communication/ Theatre Arts
Ailene Cole Theatre Arts Scholarship*
Performing Arts Scholarship (Drama)
Esther J. Olson Memorial Theatre Arts/
Religion Scholarship*
Campus Ministry - 36
Student Government - 36
Student Activities - 36
Social, Cultural, Recreational
Fine Arts - 37
Athletics & Sports - 37
Intramurals - 37
Student Affairs - 38
Academic Enrichment - 38
Program for Students with
Disabilities (CWS) - 38
I
T I P ~ ~ ~ I P ~ ; CLi:c
~ . L Pro:]rClm - 12
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Colleae Policies - A3
Student Standards of Behavior,
Complaints, Records - 43
Family Educational Rights
and Pr~vacyAct - 43
Discrimination Complainb - 44
E
xperiences in the classroom are an
impo&t part of college life, but learning
and development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
learning and living at Augsburg will add
dimension to their education.
As a college of the church, we are
concerned about spiritual as well as
academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide
for students to explore their own faith.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts and gatherings are
examples of the wide variety of activities
on campus.
This ministry finds its most visible
expression in chapel worship where
students, faculty and staff gather each day
to give thanks and hear the Gospel
proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
We seek to develop a free and open
environment where people are encouraged
to use and discover the gfts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
Christian heritage, which will be the basis
for the kind and quality of life that reaches
beyond their years at Augsburg.
The College Pastor and Campus
Ministry staff have offices in the Foss,
Lobeck, Miles Center for Worship, Drama
and Communication and are available for
spiritual guidance, counseling, support or
information.
Through student government students
secure a closer relationship with and better
understanding of the administration and
faculty, and provide input into the decision-making process at Augsburg. Student
government also sponsors and directs
student activities, protects student rights
and provides the means for discussions
and action on all issues pertaining to
student life at Augsburg.
Student government is organized into
the executive branch, the legislative branch
and the judicial branch. Elections are held
in the spring for the next year. Freshmen
elect their representatives in the fall of their
first year. Many kinds of involvement are
possible -program planning, writing,
editing or service opportunities. If you
want to get involved, contact the president
or vice president of the Student Body in
their offices in the lower level of the
Christensen Center.
The Student Activities program creates
opportunities for students to enhance their
leadership skills through active involvement in developing events, activities and
organizations which serve the student community. Hundreds of major programming
Student Life
efforts and targeted activities for specific
student interests are generated through
these efforts and make Augsburg a dynamic
and enjoyable interactive environment.
Throughout the year, a variety of social
and cultural activities take place on campus
as well as in the Twin Cities. These
activities include dances, films, theme
events, name entertainment and visiting
personalities in various fields.
The Christensen Center is the focus of
leisure-time activity on campus. Cooper's
Attic (the gameroom and student lounge) is
a popular hangout located in the lower
level. Many of the clubs that unite classroom and non-classroom related interests
meet here. Student offices in this area
include the College newspaper, the
Augsburg Echo; the yearbook, The
Augsburgian; Student Government and the
Augsburg Student Activities Council.
KCMR, a student-operated nonprofit radio
station serving the needs of Augsburg and
the surrounding Cedar-Riverside community, is located in Umess Tower.
FINE ARTS
Students have many opportunities to
participate in music and drama. In addition
to appearing on campus and in the city, the
Augsburg Choir, Concert Band and
Orchestra perform on national and
international tours. Many other ensembles
are available to cover the entire range of
musical styles and previous musical
experience. Students stage several plays on
campus each year under the direction of
the Theatre Arts Deparbnent and have the
opportunity to attend a series of on-campus
workshops with visiting arts professionals.
INTERCOLLEGIATE ATHLETICS
Augsburg is affiliated with the Minnesota Intercollegate Athletic Conference
(MIAC) and is a member of the National
Collegiate Athletic Association (NCAA)
Division IU.Men annually compete in
football, soccer, cross country, basketball,
ice hockey, wrestling, baseball, tennis, track
and field and golf. Women annually compete in volleyball, cross country, soccer,
basketball, ice hockey, softball, tennis, track
and field and golf.
When Augsburg announced on Feb. 17,
1995 that it was adding women's ice hockey
as a varsity sport, it became the first college
or university in Minnesota to do so. The
women's ice hockey program at Augsburg
offers participants the same opportunities
that the men's program receives.
INTRAMURALS
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities. Broomball has been an especially popular coed
sport. Check schedules for times when there
is open use of the gymnasium and ice arena.
SPORTS AND RECREATION
At Augsburg, sports are for the average
student as well as the intercollegiate
athlete. The campus offers on a space
available basis a double-rink ice arena,
gymnasium, six tennis courts, a fitness
center with workout machines and weight
room, and an air supported dome over the
athletic field for winter fitness use by
walkers and runners. (See Fitness Center
on Dage 41.)
37
38 Student Life
-
The Student Affairs Division is comprised of a variety of programs, services
and activities dedicated to complementing
and enhancing students' educational
experience and the academic programs of
Augsburg College. These programs,
services and activities provide students
with an enriched collegiate experience
which celebrates our rich diversity of
student needs and interests; attends to the
social, cultural and career development of
students; and enhances students' academic
performance through direct intervention
and environmental management. The
following information provides a brief
introduction to the major efforts of the
Student Affairs Division.
GAGE FAMILY ACADEMIC ENRICHMENT CENTER
The Gage Family Academic Enrichment
Center, located in Rooms 17 and 18 of Foss
Center is designed to offer students study
skills assistance so that they may achieve
academic success. The Center contains four
offices: The Learning Skills Office, The
Tutor Center, The Learning Laboratory,
and The Center for Learning and Adaptive
Student Services (CLASS).
The Learning Center, located in Room
17, Foss Center, assists students in improving their skills in such areas as time
management, notetaking, textbook reading
and comprehension, test-taking, and
concentration and memory improvement.
Diagnostic testing is also available to assess
skills in reading, vocabulary, spelling,
study strategies and leafning styles. The
staff will assist students in developing
effective and efficient study skills.
The Karen M. Housh.Tutor Center,
located in Foss Center, Room 18, arranges
for students to meet with tutors for content
tutoring in most freshman and sophomorelevel courses. The Center also notifies
students of tutoring labs available, as well
as supplementary instruction sessions, in
which tutors attend the classes and lead
discussions after class on major concepts of
the course.
The JohnEvans Learning Laboratory,
located in Foss Center, Room 18, offers
students the opportunity to improve skills
in reading, writing and mathematics
through the use of computer software.
Tutors are available to demonstrate the
uses of the software, and students are able
to monitor their progress.
PROGRAM FOR STUDENTS WITH
DISABILITIES (CLASS)
The CLASS program serves over 150
students and is recognized nationally as a
leader in the field of educating students
with diagnosed learning and physical
disabilities. The CLASS program is a logica
outgrowth of the College's commitment to
provide a high quality liberal arts education for students with diverse backgrounds
experiences and preparation. Augsburg ha:
a commitment to recruit, retain and
graduate students with learning and
physical disabilities who demonstrate the
willingness and ability to participate in
college-level learning.
The staff includes four licensed learning
disabilities specialists, a physical disabilities specialist, and accommodation
specialists, who supervise work-study
students and coordinate accommodation
services for students. One-on-one meetings
between students and specialists are the
centerpiece of the program model. Accommodations include individualized academic support, testing arrangements, tapec
Student Life 39
:extbooks, peer tutors, securing notetakers,
vccess to and training on computers, and
~daptivetechnology, such as a Braille
?rinter, dictation and voice recognition
joftware, and adaptive keyboard equipment. Modified and accessible dormitory
rooms are available.
ship applications, orientation and registration, course work selection, individual education plans, academic advising, career
counseling, employment, community and
professional referrals, internships, student
housing and crisis intervention. It advises
and supports the Intertribal Student Union.
The Groves Computer Lab is especially
lesigned for students with disabilities and
:ontains computers and adaptive equipment
to assist them in their academic progress.
Intertribal Student Union: lTSU serves
as a peer support group for incoming and
currently enrolled American Indian students. ITSU also organizes and co-sponsors
cultural events.
During the 1980s Augsburg spent
nearly one million dollars to make the
:ampus accessible to persons with physical
disabilities by constructing a skywaytunnel-elevator system that connects 10
major buildings. Augsburg has the oldest
md most extensive learning disabilities
program among the private colleges in
Minnesota.
For more information, please contact
the CLASS office at 612-330-1053 to request
3 copy of the CLASS brochure and/or
schedule an appointment with a specialist.
I AMERICAN INDIAN SUPPORT
PROGRAM
The American Indian Support Program,
located at 621 21st Avenue South, is a
multifaceted office established in 1978 to
recruit and retain American Indian
students. It is a national model of success
and continues to have one of the highest
retention and graduation rates of Indian
students in the state of h4innesota.
Components of the program are:
American lndian Support Services:
Assistance in admissions procedures,
financial aid procedures including BIA,
Tribal and Minnesota Indian State Scholar-
Minnesota lndian Teacher Training
Partnership: MNITm is a cooperative
effort between Augsburg College and the
Minneapolis Public School District,
intended to increase the number of
American Indian teachers in the Minneapolis public schools. Funded by the Minnesota State Legislature in 1990, this project is
designed as a special grant and loan
forgiveness program. Students who are
awarded state teaching licensure may then
apply for loan forgiveness for each year the
student teaches, one fifth of the loan will be
forgiven.
American lndian Studies Minor: An
academic component encompassing the
range of American Indian contributions to
North American culture. Courses offered
include art, religion, history, literature,
Ojibwe language and women's issues. For
more information, contact Dr. Virginia
Allery, 6121330-1385, or see course listings
under Interdisciplinary Studies in the
academic section of the catalog.
Anishinabe Library Project: Over 1,000
books, a variety of journals and scholarly
publications, research materials, American
Indian magazines and newspapers and
over 125 VHS videos are housed in the
Sverdrup Library and at the American
Indian Support Program Office. The library
Student Life
project offers both a historical and contemporary perspective on the cultures of
various tribal nations in the United States.
ASIAN AMERICAN SUPPORT
PROGRAM
The Asian American Support Program
was created in 1992 to recruit and retain
Asian American students and to enhance
the quality of their total experience while at
Augsburg College. The program seeks to
create opportunities where Asian American
students can be involved in and contribute
to all aspects of academic and student life.
The Program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
course work selection, career development,
academic and non-academic difficulties,
and employment and placement referrals.
The Asian American Association is
affiliated with the Support Program. The
Association carries out various activities
during the academic year to increase the
network of friendship and support for Asian
American and other students at Augsburg.
AFRIKANA SUPPORT PROGRAM
The Afrikana Support Program is
committed to enhancing the education and
personal development of students of
African descent, and to promote cultural
and historical awareness, academic
achievement and social interaction. It
sponsors events and activities, such as
celebrating Martin Luther King's birthday,
Afrikana History Month, the Each One
Reach One mentoring program and
Augsburg Black Alumni Council gatherings.
The Pan-Afrikan Student Union (PASU)
provides support to students, including a
schedule of social and cultural activities.
The headquarters is in the Afrikana
Support Program Office, as is the PanAfrikan Center.
HISPANIC/LATINO SUPPORT
PROGRAM
The Hispanic/Latino Support Program
offers students individualized attention in
many areas, including academic support,
counseling and advocacy.
Students find assistance in: admissions
and financial aid procedures, orientation
and registration, academic planning, career
counseling, housing, internships and
employment and placement referrals.
The program advises the Latino Student
Association and supports academic, social,
cultural events, and other activities that
improve the academic and personal
development of Hispanic/Latino students
and provides awareness of the unique
aspects of the Hispanic culture.
The Career Services Department is
committed to assisting all students with
their career planning. This process is an
important part of a student's development
while attending college. To aid students in
this process, Career Services offers students
the opportunity to actively participate in
career seminars, career assessments, oneon-one counseling, self-paced computer
career planning modules, and use of the
Alumni Resource Network for informational interviews.
Services are available to all students,
but some programs are sponsored especially for seniors. Seniors are encouraged to
attend one of three annual job fairs with
recruiters representing business, education
or nonprofit and government sectors. There
Student Life
is also an annual graduate and professional
school fair for seniors to explore educational options after graduation.
W CENTER FOR COUNSELING AND
HEALTH PROMOTION
Counseling
Counseling provides a supportive
environment where students have many
opportunities to gain self-awareness
through personal exploration with the
assistance of trained, experienced counselors. Counselors serve as advocates providing support and assistance with direction.
Services include individual counseling,
group counseling, psychological testing,
assessment and referral, workshops, and
consultation and outreach.
Through the relationship with a skilled
counselor, a student may discuss personal
issues such as stress, depression, roommate
problems, intimacy and sexuality, drug
use, family problems, motivation, transitions, breaking away from family, selfimage, difficult decisions, eating concerns,
etc. Counseling is an educational process in
which students learn to think objectively
about themselves and learn methods of
understanding themselves and others.
Professional counseling can make a
substantial contribution to the educational
experiences of the student by providing the
opportunity for increased self-understanding and personal growth.
Health Promotion
Health Promotion offers a wide
spectrum of activities and events that
increase awareness of health issues and
assist students in adapting new behaviors
for a healthier lifestyle. Health Promotion
also works with various campus agencies
to foster positive change within the campus
environment.
Professional staff offer private consultations, individual assessments and group
workshops to accommodate the needs of all
students. Topics include varied health
issues such as fitness, nutrition, weight
management, stress reduction, alcohol and
other drug use, sexuality, etc. Students
interested in health issues can combine
learning and practice through involvement
with Health Promotion services. Academic
and practicum opportunities are also
available to students from a variety of
academic disciplines.
W HEALTH SERVICE
Riverside University Family Practice
Clinic serves as the Augsburg College
Health Service and is a family practice
residency clinic affiliated with the University of Minnesota. The clinic is located five
blocks from campus at 2615 Franklin
Avenue South. Many services are available
for all Augsburg students. Please refer to
the Student Guide handbook for details.
Students must check family health
insurance coverage to determine if they are
included. If not, contact the Health Service
Coordinator for information regarding
student health insurance and other services
available through RUFPC.
W FITNESS CENTER
Located on the lower level of Melby
Hall, the Fitness Center was built in 1993
and equipped with stationary bicycles, stair
steppers, a treadmill and other aerobic
workout machines. It includes a weight
room with universal and free weight
systems. All staff, students and faculty may
use the Center.
41
42 Student Life
-
The International Student Services
Office in the Admissions House focuses on
the needs of international students. It also
serves as a resource for those interested in
international events and global issues.
International Students - International
students receive assistance in meeting their
educational objectives through advising on
academic concerns, immigration and visa
problems, financial matters, practical
matters and personal concerns.
New international students participate
in an orientation program before the
beginning of the term which provides
practical information on housing, banking,
using local transportation and course
registration. Students also learn about the
U.S. educational system and adjusting to
life at Augsburg.
(Also see English as a Second Language
on page 73.)
Augsburg Community - Study abroad
Augsburg recognizes the importance of
the residence experience during the college
years. Research indicates that students who
live on campus wiU be more likely to
complete their college degree successfully.
Augsburg provides a diverse and dynamic
residence program which fosters the
development of community, and supports
and enhances the academic experience.
Live-in staff assist students by providing
social and educational programming,
facilitating conflict resolutions and assisting in emergencies.
Each complex contains 24-hour study
rooms, computer services, laundry and
vending services and access to security staff.
Augsburg expects all freshmen and
sophomores, not living at home, to live in
college-operated housing. Housing for
married students and students with
families is available.
Students rent a room at the beginning of
the Fall Term for the entire academic school
year. New students receive room assignments the summer before they arrive at
Augsburg. Upper-class students make
housing arrangements in the spring. All
resident students must sign room and
board contracts.
works to utilize the cross-cultural perspectives of its international students and
students with experience overseas to
educate the college community on world
issues. This is done through faculty, staff
and student development programs which
include activities sponsored by the CrossFreshmen and transfer students are
Cultural Club, forums on world issues
urged to make the tuition deposit by June 1
sponsored by the Global Community and
Amnesty International student groups, and in order to secure housing. Students who
seminars focusing on issues of cross-cultural deposit after June 1will be provided
housing only if space is available.
communication for faculty and staff.
(Also see Study Opportunities Abroad
on page 53 and Student Teaching Abroad
on page 56.)
All students living on campus must pay
a $100 deposit when they sign the housing
contract. The fee is credited to the student's
account when he or she moves out.
The College houses approximately 700
students in residence hall rooms, apartments, floor houses and townhouses. A
Student Life 43
wide variety of options are available,
including single rooms.
Urness Tower -All new students and
some upper-class students live in Urness
Tower. This 11-story high-rise houses 324
students. Each floor is considered a houseunit providing 36 students (two to a room),
with their own lounge, study and utility
areas. In Urness Tower, rooms are furnished with a bed, dresser, desk and chair.
Linens are not provided.
Mortensen Tower - 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 Tower is
carpeted, air conditioned and contains
kitchen units. It is otherwise unfurnished.
Anderson Hall -Opened in fall 1993,
this is the newest residence hall. It contains
four types of living units: two-bedroom
apartments, two-room suites, floor houses
and townhouses. This residence houses 192
men and women. All rooms are furnished
with beds, dressers and desks. It is
equipped with telephones, cable TV and
computer hook-ups.
Special Interest Housing - Students
may submit proposals in the spring for a
program which allows them to live as a
group with a special educational contract.
Examples of programs include Campus
Ministry, healthy living options and
international floors.
W FOOD SERVICE
The Commons - Situated on the top
floor of the Christensen Center, this is the
main food service facility for students,
faculty and staff. This pleasant, spacious
room features small table units for easy
conversation and overlooks the College
A . - A
----
1-
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XK-.-L--C
------
TL-
portions are generous and modestly priced.
Students on board plan who live in residence halls eat their meals in the Commons.
Murphy's - Located on the ground
floor of the Christensen Center, Murphy's
features gnll items, pizza, soups, sandwiches and salads, desserts and beverages.
Augsburg provides a variety of board
plan options for those living in College
houses or nearby apartments.
W STUDENT STANDARDS OF BEHAVIOR,
COMPLAINTS, RECORDS
The College has adopted a statement of
standards for student behavior and has provided for due process in matters of disciplinary action, grievances and grade appeal.
The College operates in compliance
with the Family Education Rights and
Privacy Act. Students have the right to
inspect certain official records, files and
data which pertain to them and which are
maintained in the Office of the Registrar
and the Placement Office, and to challenge
inaccurate or misleading information.
Persons seeking additional information
on these topics should contact the Vice
President for Student Affairs Office.
W FAMILY EDUCATIONAL RIGHTS AND
PRIVACY ACT
The Family Educational Rights and
Privacy Act (FERPA) of 1974, as amended,
provides certain rights to students regarding their education records. Each year
Augsburg is required to give notice of the
various rights accorded to students
pursuant to FERPA. A copy of Augsburg's
policy is published in this catalog on page
75 and in the Student Guide distributed
44 Student Life
-
Augsburg College understands that no
information other than "Directory Information" can be released without the written
permission of the student. Students must
give permission in writing for educational
information to be released to anyone
outside of the official personnel (faculty
and administration) at Augsburg. This
means that faculty or others cannot write
letters of support/recommendation or
nominate students for awards unless
explicit written permission is given by the
student to release non-"Directory Information." It is not sufficient to ask for letters of
recommendation.
Complete information about Augsburg's
procedures with regard to FERPA are
available from the Office of the Registrar.
DISCRIMINATION COMPLAINTS
The College has designated the following persons as coordinators for discrimination inquiries or grievances:
Affirmative Action Coordinator (for
matters based on race, creed, national or
ethnic origin) - Contact the Office of
Finance and Management, Ground Floor,
Memorial Hall (612/330-1026).
504 Coordinator (for matters based on
physical or mental handicap) - Contact
Vern M. Bloom, Assistant Professor of
Social Work, Memorial Hall 332 (612/3301133).
Title IX Coordinator (for matters based
on sex or marital status) - Contact William
R. Rosser, Vice President for Student
Affairs, First Floor, Memorial Hall
(612/330-1160).
Employment - Contact Director of
Personnel, Ground Floor, Memorial Hall
(612/330-1058).
AU correspondence should be addressed to the designated individual at
Augsburg College, 2211 Riverside Avenue,
Minneapolis, MN 55454. Formal grievance
procedures are described in the Student
Guide. Copies are available from the
Human Resources Office.
A
ugsburg College constructs its
curriculum upon the premise that students
must be educated as fully human persons intellectually, spiritually and physically. To
act effectively, human beings must have a
broad grasp of the world from which they
have come as
as the
in which
they live. By providing courses in the
humanities, natural sciences and social
sciences, the genera' education
introduces students to the breadth and
complexity of knowledge and culture.
Required courses in religion are designed to acquaint students with the
Christian tradition and encourage them to
reflect upon the importance and meaning of
spirituality in their lives. Recreation courses
offer opportunities to develop skills in
exercise and sporting activities.
Students choose from over 50 major
areas of study to gain a depth of knowledge
in a discipline and to prepare for a career or
further study. Thus, through a balance of
curricular activities supported by full
programs in student life and religious life,
an Augsburg education strives to educate
students in a real world for the real world.
W DECREES OFFERED
Augsburg offers the Bachelor of Arts,
the Bachelor of Music and the Bachelor of
Science undergraduate degrees. Augsburg
also offers the Master of Arts in Leadership, the Master of Arts in EducationLeadership and the Master of Social Work
graduate degrees.
W ACADEMIC CALENDAR
Augsburg follows the 4-1-4calendar,
with Fall and Spring Semesters of approximately 14 weeks separated by a 4week
January Interim. Full-time students nor-
mally take four course credits each semester
and one course during Interim. A maximum
of three course credits can be earned in the
two annual summer sessions, one of four
weeks and one of six weeks.
The calendar is coordinated with those
of the four other colleges of the Associated
Colleges of the Twin Cities, so students can
take courses on another campus during the
regular term. (See Registration on page 59 .
and Calendars on pages 4 and 5.) January
Interim is particularly intended to be a
time for both students and faculty to
employ different styles of teaching and
learning and to investigate questions and
topics in places and ways not possible
during the regular term.
The Interim catalog, published in the fall
of each year, is distributed to all students
and is available by contacting the Interim
Office. In addition to classes offered on
campus, Augsburg offers a variety of travel
opportunities within the United States and
abroad. Augsburg offers two Summer
School sessions. The Summer School catalog
is published in the winter of each year, is
distributed to all students, and is available
by contacting the Summer School Office.
Augsburg Weekend College and
Graduate Programs follow a trimester
calendar (see Augsburg Weekend College
and Graduate Programs, pages 57 and 58).
W FACULTY
The heart of any educational institution
is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a
doctorate or other terminal degree and all
consider teaching to be the focus of their
activity. Faculty are involved in social,
professional and a variety of research
.."L:..:L:-
I...L
--.,&
.I
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.-
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Academic Information
ing their teaching. They are actively
The Audio-Visual Center houses a large
involved in an exciting faculty development collection of sound recordings, video tapes
program which introduces them to current
and films, and supplies media equipment
thought in many fields but especially in
free of charge for instructional use. Audio
teaching techniques and theories.
and video tape duplication within the
limits
set by copyright law is available. The
Augsburg's size and small classes
Center
supplies television sets, VCRs,
encourage its tradition of close involvement
video
cameras,
video editing, tape recordbetween professors and students. Faculty
ers,
microphones,
slide, overhead, filmact as academic advisers and participate
strip,
opaque
and
movie
projectors as well
regularly in campus activities. Every
as
screens
and
carts.
Film
bibliographies
freshman is assigned a First Year Experiand
advice
on
materials
selection
are
ence (FYE) adviser and, later, chooses a
available.
Facilities
for
classes
in
broadcastmajor adviser. In this close interaction,
ing are located in the Center.
faculty act as both mentors and models for
students.
The Library and Information Technology Center is scheduled to open during the
1997-98 academic year. The new four-level,
LIBRARY A N D AUDIO-VISUAL
77,000-square foot facility will house all
SERVICES
library functions and bring together the
A relaxed atmosphere, a carefully
other computer departments of the college.
selected collection of both print and nonIn addition, the Center will include an Art
print resources, a helpful staff and friendly Gallery, the Special Collections and
student library assistants are the strengths
Archives, a Curriculum Library and
of the Augsburg Library. The main library
Instructional Technology Lab, library
houses over 175,000 books, journals, records instruction classroom, and facilities for
and microforms. Music, chemistry and art
media viewing and listening. A bridge will
history slide libraries are located within
link the new building to the current library
departmental areas.
which will be renovated to house addiA service-oriented staff provides
tional computer labs and multi-media
students with assistance to meet diverse
classrooms, as well as a lounge and
information needs including instruction in
vending area.
the use of the library, reference service and
guidance in pursuing research. Students
COMPUTER RESOURCES
have access to a wide variety of local,
Augsburg College has built a reputation
regional, national and international
as
a
leader in its commitment to provide
databases. Arrangements are made for
students
with the best access to information
access by students with physical limitations
technology
and training. In Newsweek
and special needs.
magazine's Cyberscope section on Aug. 1,
Students have access via a computerized 1994, Augsburg was cited as one of two
online catalog and daily courier service to
first-rate sources for information about the
all the library holdings of the seven private Internet.
liberal arts colleges of the Twin Cities.
Students have access to over 125 onElectronic access to the world of scholarship
campus computer systems, including 50
is available through the Internet.
47
- Academic Information
personal computers in a main computer
center, 30 personal computers in the
residence halls (available 24 hours a day),
plus another 25 computers located in the
general department offices and the
Sverdrup Library.
FIRST YEAR EXPERIENCE PROGRAM
WE)
The FYE program assists students in
their first Augsburg registration, provides
orientation events before classes begin, and
also includes a seminar series.
A campus-wide computer network
offers a full range of network services.
Augsburg College, a member of the
National Science Foundation's Internet
since 1990, is connected to hundreds of
universities in the U.S. and around the
world. Internet access and a renewed focus
on educational technology allows
Augsburg to integrate these electronic
resources into many different areas of the
learning process.
FYE reflects the College's commitment
to a meaningful introduction to college for
our students - an enriching beginning for
a college career. To provide focus for this
introduction, the FYE seminar is centered
on a series of themes. These themes are
reflected in and expanded upon in readings, discussions and other activities.
Diversity, tradition, change, ways of
knowing and what it means to be an
educated person are all themes associated
with the program. (Also see page 136.)
The construction of the new Library/
Information Technology Center will
enhance further the College's computer
resources for students.
Augsburg maintains its own Gopher
and World Wide Web site. The Web
address is: http: / /www.augsburg.edu
(Also see Honors Computing and
Communication Labs under Honors
Program on page 52.)
ACADEMIC ADVISING CENTER
The Academic Advising Center advises
all incoming students with undeclared
majors, provides information on matters of
general education, administers and tracks
all entry level skills assessments, interprets
catalog and graduation skills requirements,
and advises students who have been placed
on academic probation and reentering
suspended students regarding GPA
requirements. The Center also coordinates
summer advising for the orientation
program and provides in-service training
and development for faculty advisers.
DIVISIONS AND DEPARTMENTS
The College curriculum is offered by 23
departments which are grouped into four
divisions for administrative and instructional purposes.
Humanities - Douglas Green (Chair).
Art, English, Modem Languages, Philose
phy, Religion, Speech, Communication,
Theatre Arts, College Librarians.
Natural Science and Mathematics Larry Ragland (Chair). Biology, Chemistry,
Mathematics, Computer Science, Physics.
Social and Behavioral Sciences Garry Hesser (Chair). Business Administration, Accounting, Economics, History,
Management Information Systems (MIS),
Political Science, Psychology, Sociology.
Professional Studies - Vicki Olson
(Chair). Education, Health and Physical
Education, Music, Nursing, Social Work.
Academic Information
MAJORSAND MINORS
Majors, or concentrations of study, may
be within one department, within one
division or cross academic disciplines.
Some students decide on a major or majors
before they enter college. Others test a
variety of disciplines before deciding.
Normally a major should be elected by the
end of the fourth semester and earlier in
some disciplines. Details of majors and
minors are in the course description
section. Unless otherwise indicated, majors
are part of the Bachelor of Arts degree.
Students may contact the Registrar
about creating a student-designed major.
Accounting
General Accounting
Managerial Accounting
Public Accounting
Art
Art History
Studio Art
Biology
Business Administration
Business Adrninistration/Finance
Business Administration/Intemational
Business
Business Administration/Management
Business Administration/Marketing
Chemistry (B.A. or B.S.)
Communication
General Communication Studies
Mass Communications
Organizational Communication
Computer Science (B.A. or B.S.)
Computational Economics
East Asian Studies'
Economics
Applied Economics
Economics
Education
Education Studies (non-licensure)
Elementary Education Studies
(non-licensure)
Kindergarten-Elementary(licensure)
Secondary (non-major, licensure only)
Engineering
English
Health Education
History
International Relations
Management Information Systems
Mathematics
Applied Mathematics
Mathematics
Metro-Urban Studies
Modem Languages1
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S. - Weekend College only)
Philosophy
Physical Education
Physician Assistant
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Psychology
Religion
Youth and Family Ministry
Russian, Central and East European Area
Studies
Social Science
Social Work (B.S.)
Sociology
Theatre Arts
Transdisciplinary
-
49
- Academic Information
Accounting
American Indian Studies
Art
Art History
Stud10 Art
Biology
Business Administration
Chemistry
Communication
Computer Science
East Asian Studies
Economics
English
Health Education
History
International Business
International Relations
Linguistics
Management Information Systems
Mathematics
Metro-Urban Studies
Modem Languages'
French
German
Norwegian
Spanish
Music
Nordic Area Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Social Welfare
Sociology
Russian, Central and East European Area
Studies'
Special Education
Theatre Arts
Theatre Arts
Theatre History and Criticism
Women's Studies
It is possible for students to complete
other majors through the Associated
Colleges of the Twin Cities (ACTC).
Students who wish to complete a major
offered at one of the other ACTC colleges
must apply through the Augsburg
Registrar's Office.
I CooperativeProgram of the Associated C o k p 4
the Twin Cities and agreements with the Unmersity
Minmwiz lf is possible for students to take bqimfing!
infemd&/admnced courses not available at amsortium 00lLzp in Arabic, Chinese, Hebrew, lapme,
Russimr,and ofher infrequently taught Ianpges.
Students register directly with the ACTC office.
ZDunldegree programs with the University of
Minnesota Institute of Technology, Washington
U n i m d y School of Engineering and Applied Science,
and Midigan Technological University.
OTHER STUDY PROGRAMS
Teaching Licensure
Teaching Licensure programs are
offered at Augsburg in KindergartenElementary Education and the following
fields in Secondary Education: EnglishLanguage Arts, French, German, Life
Science, Mathematics, Physical Science
(Chemistry or Physics), Science (grades59)
Social Studies, Spanish, Speech, Theatre
Ark, and in the special areas of Art 6-12),
Band (K-12) and Classroom Music (grades
5-12), Orchestra (K-12) and Classroom
Music (grades 5-12), Vocal and Classroom
Music 6-9), Vocal and Classroom Music
(grades 5-12), Health (K-12) and Physical
Education (K-12). (See Education Department on pages 117-126.)
Students planning to teach on the
secondary level have advisersboth in the
Education Department and the area of Iheb
academic major(s).
Pre-Professional Programs
Students who plan to enter the fields
of law. medicine. dentistrv. ministrv.
Academic Information
science, pharmacy or engineer-
-etr-
ng can profit from a liberal arts education
t Augsburg.
It is recommended that requirements for
dmission to graduate schools or xminaries
e reviewed and the course of study at
Lu&Sburg planned accordingly. A faculty
dviser is available in each field to assist
tudents in their planning. Studentswho
vant to plan a pre-professionalprogram
hould contact the Assistant to the Dean for
Lcademic Advising early in their freshman
.earto arrange for help from the approprite faculty adviser.
Pre-Dentistry -These courses are
mommended to fulfill the minimum
q u k m e n t s of the School of Den*
at
he University of Minnesota: ENG, two
auses;BIO 111,112; PHY 121,122; CHM
15,116 (or 105,106),351,352; MAT 124;
5Y 105. Requirements at other universities
"a7 varyPre-Engineering -See Engineering
legree and major requirements on pages
2i-128.
Pre-Law - Students considering a
a -in law should examine the handbook
tublished by the Association of American
a w Schools. Students may wish to take
aw-related courses to help determine their
&rest in law. Pre-law students should
najor in a discipline of their own chousjng
md will satisfy most law school entrance
quimments with a record of solid achieve
llent coupled with an acceptable LSAT score.
Pre-Medicine -Many medical schools
m
e encouraging a liberal arts education to
y for study in medicine. While a
mjor in chemistry and biology is not
q u i d to apply to medical schools, many
t d e n t s with an interest in the sciences
b o w to major in these fields. Course work
L
.
3
. ,
3 . 1
--1 1 -
includes: CHM 115,116 (or 105,106); CHM
351,352; BIO 113,114; MAT 145,146; PHY
121,122. Because admissions requirements
can vary between medical colleges (e.g.
some require a course in Biochemistry or in
Vertebrate Anatomy), students should
consult with a prehealth sciences adviser in
the Biology or Chemistry departments.
Pre-Occupational Therapy, PrePhysician's Assistant and Pre-Physical
Therapy -Course work in preparation
for these training programs should be
discussed with a faculty member in the
Biology Department.
Pre-Pharmacy -Augsburg has a
program designed to fulfill minimum
requirements of the College of Pharmacy at
the University of Minnesota: BIO 113,114;
CHM 115,116 (or 105,106),351,352; ECO
112 or 113; ENG 111and a second course;
MAT 145,146; PHY 121,122; electives from
humanities, literature and the arts to fulfill
the semester hour requirements. Requirements at other universities may vary.
Pre-Seminary -A student may enter a
theological seminary with any of several
different majors, such as history, philose
phy, English, psychology, sociology or
religion. Recommended preparation
includes REL 111,221; at least two semesters of history (Western Civilization); one or
more courses in the history of philosophy
and Greek in the junior and/or senior year.
Pre-Veterinary Medicine -To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, these courses are recommended:
ENG, two courses; MAT 145,146; public
speaking,one course; CHM 115,116 (or 105,
loti), 351,352,353; BIO 113,114; PHY 121,
122; economics, one course; two courses in
art, literature, music, humanities, theatre, or
U ~ w Division
r
modern lanrmaees: and
51
52 Academic Information
-
anthropology, economics, geography,
history, political science, psychology or
sociology courses to fulfill the rest of the
curriculum requirements. Requirements at
other universities may vary.
HONORS PROGRAM
The Honors Program is designed to
challenge and encourage the most academically distinguished students at Augsburg.
The program combines academic and
cultural components with social activities.
Members of the program normally enter as
freshmen, but students may enter the
program as late as the beginning of the
junior year. Students graduate from the
Honors Program upon successful completion of the program, which is noted on
the transcript and which provides an
advantage for both employment and
graduate school application.
The Honors Program at Augsburg was
awarded a National Science Foundation
Grant, for the years 1995-1997, to establish
two Honors Computing and Communications Labs, one in Foss 20 and the other in
Library 20, and to put the program on a
computational footing. Students entering
the program as freshmen are required to
take an Honors version of CSC 160,
Introduction to Computer Science and
Communications, which establishes crisp
computing and communications skills at
the outset of their collegiate careers. Other
courses in the program make use of these
computing skills in lab-oriented sequence
exploring literature, writing, history,
religion, philosophy and social and natural
science.
During the junior and senior years,
students take four mini-seminars (one full
course credit upon completion), one each
semester and participate in a six-week
Monday Forum program each term.
Seniors take a Senior Seminar during
Interim, which satisfies a Perspective
requirement, and are obliged to complete
an approved Honors project. Some seniors
satisfy this requirement by serving on the
Augsburg Honors Review, a yearly journal
which publishes outstanding student
papers.
Requirements center on full participation in the program and the maintenance of
at least a 3.3 GPA the freshman year, a 3.4
the sophomore year, and a 3.5 the last two
years. Please direct enquiries to Dr. Joan
Griffin, Associate Director of the Honors
Program, 330-1045, or Dr. Lany Crockett,
Director of the Honors Program, 330-1060.
INTER-INSTITUTIONAL PROGRAMS
Augsburg cooperates with other colleges
and institutions in the Twin Cities area on
several programs.
Library and Media Center -Through
CLIC, the Twin Cities private colleges
library consortium, the Augsburg community has direct access to over 1,300,000
volumes.
Associated Colleges of the Twin Cities
(ACTC) -Full-time weekday students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine and St. Thomas may elect a
course each semester at one of the other
campuses. No additional fee is required for
such an exchange, except for private
instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new
perspectives, to get better acquainted with
the other schools or to undertake a specific
course or major not offered on the home
campus. The colleges have coordinated
ralendars The Tntenm term mav alsn he
-
Academic Information
taken on another campus. A regularly
scheduled bus shuttles students between
the campuses.
Augsburg College also cooperates with
other colleges in planning study opportunities for the January Interim.
Higher Education Consortium for
Urban Affairs (HECUA) -Augsburg, in
cooperation with 17 other colleges and
universities, offers off-campus study
semesters in Scandinavia, South and Central
America and the Twin Cities.
(See HECUA programs on page 55.)
Air Force ROTC -Augsburg students
may participate in the Air Force ROTC program at the University of St. Thomas under
the ACTC consortium agreement. Students
are eligible to compete for two and three
year AFROTC scholarships. For more information, contact the Office of the Registrar.
Army ROTC -Augsburg students
may participate in the Army ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the Office of
the Registrar.
Naval ROTC -Augsburg students
may participate in the Naval ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the program.
For more information, contact the Office of
the Registrar.
Note: A maximum of one full Augsburg
course credit of military science studies may
apply toward the total credits required for
graduation. Additional military science
credits beyond the one credit allowed will
be classified as nondegree credits.
OPPORTUNITIES FOR STUDY ABROAD
An increasing number of Augsburg
students are taking advantage of the
opportunity to gain academic credit for an
overseas experience. Through study abroad
students may meet with grassroots women's
organizations in Mexico, work in a small
business or artisan program in Kenya,
examine Scandinavian perspectives on
world peace in Norway, or thrill to the
sounds of The Magic Flute at the Viennese
state opera house. Study abroad provides
opportunities to develop critical thinking
skills, strengthen language competencies,
further career paths, experience different
cultures, and gain knowledge about the
increasingly interdependent world.
Academic Requirements and Credit
Study abroad is an integral part of
several majors at Augsburg, but will add an
international dimension to any academic
program. Students normally receive the
same number of course credits abroad as if
studying on-campus. Courses abroad can
fulfill major, general education, and
graduation requirements when approved by
academic advisers and department chairs
before departure.
Students receive advice on selecting
programs which best fit their academic,
career and personal objectives. Assistance is
provided with application, course registration, financing, and travel arrangements.
Orientation and reentry programs assist
students in integrating the experience abroad
into their course work and personal lives.
Eligibility and Application
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off-campus.
Although foreign language skills are an
53
54 Academic Information
-
some time to prepare for studying abroad,
students should start planning during their
freshman and sophomore years.
The deadline for application is Dec. 15
for off-campus study the following year.
Costs and Financial Aid
The cost of many programs is equivalent to full tuition, room and board for a
semester on-campus. Financial aid is
granted on the same basis as on-campus
study. Cost estimates are drawn up to
assist the Financial Aid Office in awarding
aid to students studying overseas.
The Center for Global Education
The Center for Global Education
facilitates cross-cultural learning experiences which prepare people to think more
critically about global issues and to work
toward a more just and sustainable world.
The Center's programs explore a diversity
of viewpoints and are grounded in the
perspectives of the poor and of others
struggling for justice and human dignity.
The Center's study programs are
conducted in Central America, Mexico,
Namibia and Norway. Students experience
three distinct types of living situations,
which include living with other participants
in a community house, spending several
days in a rural setting and several weeks
living with host families. They also travel
together on two-week seminars -in
Mexico to Central America, and in Namibia
to South Africa. The cost of these programs
is equivalent to full tuition, room and board
for one semester on-campus plus airfare.
Moss, offers this semester or year-long
exchange program in Moss, Norway.
Students are taught in English. Coursg
offered may meet perspectives for g
d
education requirements, or count as
electives in Communication and Nordic
Area Studies. Students live with host
families on the island of Jeley or in studen
housing- To be discontinued Fall 1997.
Women and Development: Latin
American Perspectives - Fall
This program explores the experience oi
women in Latin America, focusing on their
roles in economic development, social
change strategies, and the connections
women are drawing among issues of
gender, race, class and global economics.
The program offers credit in Religion,
Political Sence and Spanish. Application
deadline: April 1.
Sustainable Development and Social
Change (Guatemala, El Salvador, N i i
gua) - Fall
This program introduces students to tht
key issues facing the Central Amerians- Fc
two decades the people of Central Amaim
have been in upheaval and have experienced fundamental social and political
change. Students examine the impact of
revolution and civilwar on the lives and
culture of the people and the environment
of Guatemala,El Salvador, and Nicaragua
Course credit may be earned in Spanish,
Religion,Sociology, and Economics.
Application deadline: April 1.
Southern Africa Societies in Transition
- Fall
Augsburg College/Ostfold, Norway Semester or Academic Year
Augsburg, in cooperation with the
University of North Dakota and the city of
This intensive program of study and
travel is designed to introduce participants
to the central issues facing Southern Africa
Namibia is a nation that has recently gainw
Academic Information
dependence and is making a transition
mncolonialism to independence. Students
dl explore the complex political, social and
amomic dynamics of building a new
ation.Credit may be earned in History,
bliiical Science and Religion. Internships
re available with development agencies~pplicationdeadline: April 1.
iender and the Environment: Latin
-can
Perspectives (Mexico) -Spring
This program introduces students to the
m%-econornicand political issues of the
*with
a focus on the impact of
nvironmental policies on the lives of
romen and men from varying economic
lasses and ethnic groups in Mexico and
h k d America. Students examine this
omplex web of issues and how the people
&Mexicoare responding to the pressures
nfamily, society, and the natural environoentCentral to this program is a service
mning course, in which students gain
landson experience in community service
ndsocialjustice organizationsby conduct~g participatory research or serving as an
Riemalongside people working on gender
ndlor environmental issues. Course credit
may be earned in Spanish, Sociology,
kligion,and Interdisciplinary Studieselication deadline: Oct. 15.
Women and Development: A Southern
Lfrica Perspective - Spring
This intensive study and travel program
i designed to introduce participanb to the
e n i d issues facing Southern A£rica, with
mphasis on the experience of women The
~ogram
introduces students to the skuggle
If women in Southern Africa, to the history
&theirrole in society, and to the situation
bat exisis for women in Africa. Students
may earn credit in Political Science, Religion
nd Sociology. Internships are available
with agencies providing special services to
women Application deadline: Od. 15.
The Higher Education Consortium for
Urban Affairs (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different full
semester programs in Norway, Ecuador or
Colombia. All programs emphasize the
impact of the social change and crosscultural factors on the human community.
HECUA programs emphasize intense
language experience, internships and field
trips.
For more information on international
HECUA programs, see the listings under
International Studies, and for non-international programs, see MetrwUrban Studies
under Interdisciplinary Studies.
Scandinavian Urban Studies Term:
Noway - Fall
This interdisciplinaryprogram focuses
on contemporary Scandinavian society,
culture and language, and the development
of cities, urban problem solving and urban
life. Local, regional, and international field
study and site visits in other countries
including
- the former Soviet Union, will
provide comparative perspectives on
welfare states and global politics. Application deadline: March 15.
Community Internships in Latin America:
Colombia - Fall or Spring
This interdisciplinaryprogram enables
the student to combine intense involvement in a community-based organization
with study of the community development
process and inaeasing language skills.
Students study philosophical and ideological perspectives of a variety of community
55
5 Academic Information
agencies or groups working with or for
low-income and other disenfranchised
populations in Latin America. Application
deadlines: Nov. 1for Spring Term and
March 15 for Fall Term.
Culture and Society in Latin America:
Colombia or Ecuador - Spring
This interdisciplinaryprogram focuses
on development and social change in Latin
America through the study of ideology, as
reflected in literature, the arts and the
ways in which ideologies shape perceptions of social realities. Application
deadline: Nov. 1.
Student Teaching Abroad
Selected Education Department students may participate in the International
Student Teaching Abroad program coordinated through Moorhead State University
or the University of Minnesota, Morris.
Students have options for student teaching
in dozens of countries through the International Independent School Network.
Students who teach abroad will also do
part of their student teaching under direct
Augsburg faculty supervision. For additional information, contact the Education
Department.
Interim Abroad
Each January, 25 to 30 courses are
offered around the world by Augsburg
professors and through the Upper
Midwest Association for International
Education (UMAIE).Course registration is
held during the Spring and Fall Terms for
the following January. Application
deadline: Oct. 25.
EXPERIENTIAL EDUCATION
PROGRAMS
One advantage of Augsburg's metro
location is its highly successful Experiential
Education programs which link the
College's academic program to Twin Cities
employers and organizations. The result is
a resume that is more attractive to potential
employers after graduation.
Through Internships, Cooperative
Education and Community ServiceLearning, Augsburg students integrate and
expand their liberal arts education by
embracing the worlds of work and service.
Each work or community service placement is closely related t i a student's major,
course work or career interest. Augsburg's
Internship, Cooperative Education and
Community Service programs link employers, community organizations and the
academic program in ways that enrich and
expand a student's educational experience
and personal development. An underlying
assumption is that a liberal arts education
is an effective preparation for careers and
citizenship. The integration of "knowing
and doing" adds breadth and depth to the
liberal arts curridum and assists students
in making more informed academic, career
and personal decisions.
The College's metropolitan location
makes possible a wide range of opportunities. Students have gained valuable
learning experiences in small and mid-size
companies, large corporations, nonprofit
organizations, schools, government agencies and community-based organizations.
Academic Internships
An academic internship is a carefully
planned work-based learning experience
where a student focuses on specific academic and individual learning objectives. A
-
Academic Information 57
2arning agreement plan, negotiated with a
aculty supervisor and work supervisor,
d i n i n g the internship objectives, stratejes and evaluation methods is required.
in academic internship is approved,
upervised and evaluated by a faculty
nember in the department in which the
tudent wishes to earn the Internship credit.
Jpper Division Internships are numbered
*99and Lower Division Internships are
lumbered 199 (see pages 78-79.)
Internships are available in all majors
nd can be taken during a semester (or
Yeekend College trimester), Interim or
ummer session. For extension of an
nternship beyond one term see Evaluation
tnd Grading on page 69.
A maximum of four courses of Internhip may count toward the total courses
equired for the degree.
Iooperative Education
Cooperative Education is a college
,upported and monitored, paid, workearning experience that is closely related to
I student's major or career objective. The
;oal is to combine theory with practice in
vork or service-based settings.
Students also earn money to help defray
rducational costs while gaining important
)n-the-jobexperience. Job placements
ypically are part-time during the academic
rear and/or full-time summer. Co-op jobs
Ire flexible and can begin and end anytime.
zo-op Ed is not credited in and of itself, but
I non-credit Cooperative Education
ranscript entry is available during the
lcademic terms the student is employed.
b o p Ed students are encouraged to
:omplete at least one Internship for credit in
:onjunction with their Cooperative Educaion participation. Ceop Ed is avadable to
Yugsburg students who have completed
their freshman year and are in good
academic standing.
Service-Learning
Augsburg's Service-Learningprogram
combines response to human needs in the
community with a conscious awareness and
understanding of issues, reflection and
educational growth. Augsburg students
learn from and about the community and
society in whch they live by participating in
orientation sessions, direct service-learning
activities and seminars or class discussions.
Through direct service, such as volunteering
at a homeless shelter, tutoring, building
housing for low-income people or working
with environmental groups, students
engage in a dynamic and interactive educational approach which employs reciprocal
learning between the student@)and the
community. Service-Leaming includes
course-embedded community service,
tutoring, internships, cooperative education
and a wide range of volunteer options.
The Service-LearningProgram works
with community organizations and
organizes specific projects to enhance
student involvement and also assists with
and supports the integration of servicelearning into departmental courses. The
program works closely with the student
directed Augsburg LINK program and
Campus Ministry.
WEEKEND COLLEGE
Augsburg Weekend College provides an
educational alternative for adult students
who work or have other commitments
during the week. It is a means by which
men and women may earn a college degree,
complete a second major or pursue a
personal interest or skill.
Academic Information
Weekend College classes meet on
alternate weekends. There are three
trimester terms during the early September
through June academic year. Students may
take from one to four classes each term.
Although the Augsburg Weekend
College program involves the same courses
as the day school program, the curriculum
is limited to selected liberal arts courses and
the following majors: Accounting, Business
Administration (specializationsin finance,
internationalbusiness, management and
marketing), Communication (concentrations
in general communication, organizational
communication and mass communication),
Computer Science, Economics, Elementary
and Secondary Education, English, Management Information Systems, Nursing,
Psychology, Religion, Social Work and
Studio Art.
W GRADUATE PROGRAMS
Augsburg College offers three
graduate degree programs: the Master of
Arts in Leadership, the Master of Arts in
Education-Leadership and the Master of
Social Work. Catalogs for each degree
program should be consulted for complete
information.
Designed for working adults, the
Augsburg Graduate Program operates on
alternate Saturdays and alternate Thursday
evenings. There are three trimester terms
from early September through June of the
academic year.
The Master of Arts in Leadership
program is based on the subject matter and
approaches of the traditional liberal arts.
This cross-disciplinary program directs its
academic content and pedagogical approaches at situations, issues and problems
relevant to organizational leaders.
A~~v~hi~ro's
nrnoram r ~ r n c m i 7 ~that
s
today's leaders need a broad spectrum of
abilities to provide them with a more
comprehensiveunderstanding of their
world.
The Master of Arts in EducationLeadership program values the role that
good educators play in the lives of students
and operates from the belief that educators
need to exercise leadership within the
workplace without relinquishing the role of
teacher. The program promotes leadership
as a process, promotes productivity within
and beyond the organization and works
toward progress.
The Master of Social Work at Augsburg
offers two concentrations: Family Practice
and Program Development, Policy and
Administration. In the Family Practice concentration, students concentrate on empowering the family nurturing systems from a
developmental and holistic perspective.
The Program Development, Policy and
Administration concentrationhas been
developed in response to the growing
demand for creative leadership and
administration of policies and services that
respond to human need.
OTHER PROGRAMS
Continuing Education Program
Augsburg College offers selected
courses through Continuing Education.
Inquiries should be addressed to the Office
of the Associate Dean for Academic Affairs.
Canadian Program
The Canadian Program was inaugurated
in 1985with endowment from the
Mildred Joel Bequest for Canadian Studies.
The program supports special events and
conferences as well as student internships
and faculty activity in Canadian studies.
uty involvement, increased awareness
~f the importance of Canadian/U.S. relaions, and provision of opportunities to
earn directly from Canadians through visits
md exchanges. For more information
:ontact Milda K. Hedblom, Canadian
?rogram Coordinator.
Elderhostel and College of the Third Age
Augsburg College has a commitment to
ifelong learning and is host to both
Elderhostel and College of the Third Age
xograms. For more information, contact the
Academic Dean's office.
Academic Information
only in alternate years, students should
also consult with departmental advisers
when planning their academic program.
Separate catalogs of courses are
published by the Interim Office, Summer
School Office, Weekend College Office
and Graduate Program Office for those
sessions at Augsburg, listing registration
times and procedures.
Specific information on registration and
help with registration on another campus
are available from these offices:
Office of the Registrar -Science Hall
114, for Fall and Spring Terms
Interim Office -Memorial Hall 230
I REGISTRATION
Summer School Office -2222 Murphy
Place
A student must be registered for a
:ourse to receive credit for it.
Weekend College Office -2222
Murphy Place
Full-time students normally register for
four course credits per semester and one
:ourse during Interim. Students registered
for three or more course credits in a
semester are classified as full-time students. To register for more than 4.5 course
:redits, students must contact the
Registrar's office to petition the Committee
Dn Student Standing for permission.
Graduate Program Office -2222
Murphy Place
Although a student may register up to
five days after the semester begins,
registration is encouraged at the regularly
scheduled time. Special fees are charged for
late registration. Special fees also are
harged for cancelling or adding courses or
hanging grading option after the first five
days of a semester.
A joint class schedule is published each
spring by the Associated Colleges of the
Twin Cities, listing courses and their location at the five colleges for the following
academic year. As some courses are offered
Pre-Registration
Freshmen and transfer students may
pre-register during summer for courses in
the fall. AU currently enrolled students
may pre-register during the fall for the
Spring Term and during the spring for the
Fall Term.
Class Confirmation (payment of fees)
AU students must confirm their registration with a signature and final payment
arrangements prior to the start of classes.
Students who do not confirm their
registration before the first day of classes
(unless special arrangements have been
made) will lose all classes. They may
register and confirm during the first five
days, but special late fees are assessed and
added to their account.
59
Academic Information
Withdrawal from College
Former Students
Students are urged not to abandon
courses for which they are registered
because this may result in a failing grade
on their official academic record. Cancellation of courses or withdrawal from College
must be completed in the Office of the
Registrar. A Leave of Absence/Withdrawal
from College form may be obtained in the
Academic Advising Center or in the Office
of the Registrar. Withdrawal from College
cannot occur during final examination
week unless a petition is approved by the
Student Standing Committee. Withdrawal
from College and any consequential
adjustments in accounts are effective as of
the date the Withdrawal from College form
is returned to the Office of the Registrar.
Former Augsburg students, readmitted
to complete a degree after being away fror
the college for at least one calendar year,
have a choice between using the catalog in
effect when they first enrolled, if possible,
or using the catalog in effect at the point o
readmission. Students must meet all of the
requirements in effect under the catalog
they choose. Choosing to complete under
the current catalog will require reevaluation of prior course work, including
transfer credit, to determine applicability t
current academic requirements.
Leave of Absence
The responsibility for seeing that all
degree requirements are satisfied rests wit
the student. Academic Advisers, Academil
Advising Center, Department Chairpersons, the Assistant to the Dean for Academic Advising and the Registrar are
available for counsel and assistance in
program planning.
Students may request a Leave of
Absence for academic or personal reasons.
A Leave of Absence/Withdrawal from
College form must be picked up in the
Academic Advising Center or the Office of
the Registrar. It must be signed by Advising Center staff or authorized representative. The completed form must be submitt ~ to
d the Office of the Registrar.
A leave of absence may be granted for
one term or one academic year. If an
extension is needed, an updated Leave of
Absence form must be submitted to the
Office of the Registrar prior to the expiration of the previous leave of absence
period or an application for readmission
will be required.
A student on leave of absence is responsible for keeping the Office of the Registrar
informed of his or her mailing address. All
deadlines for financial aid and housing must
be observed by the returning student. A
leave of absence does not defer payment of
GRADUATION REQUIREMENTS
Students who enter an academic
program with a baccalaureate or higher
degree should contact the Registrar's Offic
about specific requirements for a second
baccalaureate degree or for the equivalent
of a major. See page 20: Admissions - Special
Students (Second Degree).
Each student must apply for graduation. Students should apply at the start of
their last academic year to confirm remain
ing graduation requirements. Application
forms are available in the Registrar's Offic
All degree and course requirements
must be completed and verified in the
Academic Information
This quick reference checklist is an
bbreviated version of the General Educaon Curriculum requirements for graduaon. As a summary, it is not comprehenive and cannot substitute fully for the
~mpletedegree requirements which begin
n page 60. Students are advised to read
erefully the full graduation requirements
nd to consult frequently with their
dvisers to ensure that all requirements are
let for graduation.
All new freshmen and all freshman
nd sophomore transfer students must
omplete the following requirements
,rior to graduation (transfer credit may
pply to these requirements):
1 Complete the FYE Fall Orientation and
Seminar. (Sophomore transfer students
are exempt.)
1 Satisfy entry level skill requirements in
Mathematics
Writing
Critical Thinking
I Demonstrate proficiency in two
different Lifetime Sports.
1 Achieve a Math Placement Group score
of 111.
1 Complete 33 course credits. Of these:
11must be Upper Division (numbered 300 or above)
Two must be Interim courses
No more than 13 courses may be in
any one department, with the
following exceptions:
Accounting (B.A. ) ..............14
Music Education (B.M.) ........ .17
Music Performance (B.M.) . . . . . . .20
Music Therapy (B.S.) . . . . . . . . . . . .17
Physician Assistant (B.A.) . . . . . 19.5
Social Work (B.S.) .............. .15
Other maximums are described on
page 55.
O Completion of a major.
17 Maintain minimum grade point
average.
U Complete courses that fulfill the
following Perspective Requirements:
Three Christian Faith perspectives
One City perspective
Two Western Heritage perspectives
from different departments
One Human Identity perspective
One Aesthetic perspective
Two Social World perspectives, from
different departments
One Intercultural perspective
Two Language perspectives, in other
than your native language
Two Natural World perspectives,
from different departments unless a
year-long sequence is taken
C1 Complete courses that fulfill the
following Graduation Skills with a
minimum grade of 2.0 or P. (These
requirements may be met with courses
in the major or perspectives.)
Two courses in writing (one within
the major)
One course in critical thinking
One course in speaking
One course in quantitative reasoning
Two lifetime sports
61
62 Academic Information
-
All transfer students (entering with
14 or more credits) must complete the
following requirements prior to graduation (transfer credit may apply to these
requirements):
n
Satisfy entry level skill requirements in
writing.
Demonstrate proficiency in two
different Lifetime Sports.
U Achieve a Math Placement Group score
of m.
Complete 33 course credits. Of these:
11 must be Upper Division (numbered 300 or above)
Two must be Interim courses (The
number of interim courses required
may be adjusted for transfer students
- consult your evaluation of transfer
credit)
No student will be permitted to
count more than three courses from
the same department in meeting
perspective requirements.
No more than 13 courses may be in
any one department, with the
following exceptions:
Accounting (B.A. ) ............. .14
Music Education (B.M) ......... . 1 7
Music Performance (B.M.) ...... .20
Music Therapy (B.S.) . . . . . . . . . . . .17
Physician Assistant (B.A.) . . . . . 19.5
Social Work (B.S.) .............. .15
Other maximums are described on
page 63.
O Completion of a major.
Maintain minimum grade point
average.
Ei Complete courses that fulfill the
following Perspective Requirements:
Two Christian Faith perspectives
(One Christian Faith perspective
for transfer students entering with
24 or more course credits)
One City perspective
One Western Heritage perspective
One Human Identity perspective
One Aesthetic perspective
One Social World perspective
One Intercultural perspective
Two Language perspectives, in other
than your native language
One Natural World perspective
fl Complete courses that fulfill the
following Graduation Skills with a
minimum grade of 2.0 or P. (These
requirements may be met with courses
in the major or perspectives.)
One course with a writing component within the major
One course with a critical thinking
component
One course in speaking
One course in quantitative reasoning
Academic Information
:ontinuedfrom page 60
Registrar's office prior to the anticipated
date of graduation (there may be no
incompletes or open courses on the
academic record).
Degree requirements include completion of a minim- number of credits, a
major, the First Year Experience (FYE), a
minimum GPA, residence, and general
education courses.
Requirements For Undergraduate
Graduation:
1. Completion of 33 course credits At least 11course credits must be Upper
Division, numbered in the 300s and 400s.
Not more than 13 course credits may be in
one department, except in certain approved
majors: Accounting (B.A.) - 14; Music
Education (B.M.) - 17; Music Performance
(B.M.) - 20; M9ic Therapy (B.S.) - 17;
Physician Assistant (B.A.) - 19.5; and Social
Work (B.S.) - 15.
The course total must include two
Interims for students whose complete
academic work is at Augsburg.
For transfer students, the course total
must include one less Interim course than
the number of years at Augsburg (but no
more than two Interim courses are required). This is calculated on each transfer
student's evaluation of transfer credits.
No more than these maximums may be
applied toward the 33 total course credits
required: two Interim courses; two courses
by independent/directed study; four
courses of internship; and eight course
credits with a grade of Pass (P). Nontraditional grading (P) also has these limits: two
in the major except Elementary Education
(two in the major plus student teaching)
and Nursing (no P/N grading is pennit-
ted); one in the minor if approved by the
department chairperson. Interim courses
taken that are not counted among the credit
total for graduation requirements (extra
interim courses) may still be counted for
meeting perspective or graduation
skills requirements.
2. Completion of a Major - Requirements for each major are listed under the
departmental headings.
3. First Year Experience (FYE) -All
students who enter the College as freshmen
in the weekday schedule program must
complete satisfactorily the FYE Fall
Orientation and Seminar. See the program
section on the First Year Experience for a
full description.
4. Grade Point Average -2.0 for
most majors. A minimum grade point
average of 2.0 is required over all courses
taken and specifically over all courses
which apply toward a major or special
program. Some majors, licensure and
certification require higher grades in each
course or a higher grade point average.
(For example, see licensure in education,
music education, music performance,
music therapy, nursing, social work.) See
the departmental section for details.
5. Residence - The last year of fulltime study or equivalent (no less than 7 of
the last 9 credits) must be completed at
Augsburg or within an approved ACTC
exchange program. No less than a total of 9
credits are to be taken at Augsburg College.
Contact the Registrar if an official interpretation is needed. Some departments have a
minimum number of courses which are
required to be taken in residence within
the major. Consult the catalog description
of the major or the chairperson of the
department.
63
- Academic Information
SKILLS COMPONENT
Entry Level Skills Requirements
The entry level skills tests are inventory
assessments in:
Writing
Mathematics
Critical thinking
Placement in writing courses, math
courses and critical thinking courses is
determined by the assessments (see
page 71.)
Freshmen (all students entering Augsburg
with fewer than seven college credit
courses) and Sophomore Transfer
Students having fewer than 14 courses:
Take entry level skills assessments
and satisfy requirements.
If skill levels are deficient, students
will be enrolled in the appropriate course
or advised on preparation for retaking the
respective tests. Students are required to
take the assessments before registering for
the second term and to have demonstrated
removal of deficiencies by the end of their
first year at Augsburg.
Effective Writing or its equivalent is
required. Students who do not satisfy the
entry level skill in writing will be required
to take ENG 101 Developmental Writing
before ENG 111 Effective Writing. Freshmen should complete the writing requirement before the beginning of their sophomore year.
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking inventory.
Freshman and Sophomore transfer
students will be required to satisfy all the
graduation skill course requirements.
Advanced Transfer Students
Transfer students who enter with 14
credits or more are exempt from critical
thinking assessments.
Those who have not passed the
equivalent of ENG 111 Effective Writing
course must take the entry level test in
writing. Augsburg's entry level test in
writing will determine placement in an
appropriate writing course.
Advanced transfer students are
required to satisfy all the graduation skill
course requirements, except that only the
writing component course within the majc
is required.
Math Requirement
In order to graduate, students must tal
the Math Placement exam and achieve a
score placing them in Group III(college
algebra skills).
Students with an acceptable transfer
mathematics course will have their
placement level determined by the
Registrar's Office. Students who have
passed the College Board Advanced
Placement Exam should consult the
Mathematics Department. Math placemen
is indicated on the Evaluation of Transfer
Credit form for students who have transfe
courses in college-level math.
All students are required to have their
Math Placement Group determined. The
exam is given during college registration
sessions and at other announced times
during the year. Students needing to
advance their Math Placement Group maj
take the appropriate MAT course or study
on their own and retest. Additional
information about the Math Placement
Exam is available from the Academic
Advising Center.
Academic Information
Please note that all students must attain
~tleast Math Placement Group 111. In
tddition, many courses have Math Placenent Group requirements. In particular,
dIS 379,479; CSC 170,210; SOC 362; PHY
-03; all MAT courses; and all courses with
t Graduation Skill Component in Quantitaive Reasoning have at least Math Placenent Group III as,a prerequisite. In
tddition, MIS 175 and introductory Physics
:ourses have at least Math Placement
;roup I1 as a prerequisite. Students should
,efer to the course descriptions to check the
dath Placement Group prerequisites for
:ourses that they are interested in taking.
Lraduation Level Skills
General Education includes enhancenent of certain skills during the years in
:ollege. Slulls related to writing, critical
hinking, speaking and quantitative
,easoning are deliberate components of
:ertain courses. Completion of the requisite
:ourses with a minimum grade of 2.0 or P
s required for graduation. Students are
'equired to have two courses with writing
:omponents (at least one within the major)
md one course each with critical thinking,
;peakingand quantitative reasoning
:omponents. These courses can simultaleously satisfy skill requirements and
paduation requirements for the major or
;enera1 education perspectives.
All Writing Graduation Skill courses
lave the prerequisite of ENG 111, all
bantitative Reasoning Graduation Skill
:ourses have the prerequisite of Math
racement Group In, and all Critical
b & i n g Graduation Skill courses have the
>rerequisiteof passing the Entry Level
Zritical Thinking Assessment.
Lifetime Sports
Two different lifetime sports are
required. Students in the Day program who
are not Health and Physical Education
majors or in intercollegiate athletics may
test out of one lifetime sport. Weekend
College students may test out of two
lifetime sports. Lifetime Sports are nocredit courses, are not counted as meeting
Interim course requirements and are not
included in the 33 course requirement.
LIBERAL ARTS PERSPECTIVES
The General Education Liberal Arts
Perspectives have the primary goal of
providing the basis for beginning to
understand what it means to be a human
being. The goals of the Perspectives are
achieved through a variety of courses
which have been approved as meeting the
criteria established for each Perspective.
Students will choose from a list of
courses meeting the Liberal Arts Perspectives, available from the Office of the
Registrar. These choices are controlled by
the following policies:
1. A student will choose a minimum
of one course from each required perspective category.
2. No single course can fulfill the
requirements in two or more categories.
3. No student will be permitted to
count more than three courses from
the same department in meeting perspective requirements.
4. No student may count more than one
course from the same department in
meeting the requirements of any single
perspective emphasis area except:
Up to three courses in religion may be
used to meet the perspective, "The Charac-
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66 Academic Information
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ter and Mission of Augsburg College: The
Christian Faith."
Up to two courses in a year-long
sequence of approved natural science
courses may be used to meet the perspective, "The Natural World."
Up to two courses of the same modem
language may be used to meet part of the
perspective, "Intercultural Awareness."
RATIONALE FOR PERSPECTIVES
Augsburg, in its Mission Statement,
declares the College exists "To nurture
future leaders of service in the world by
providing high quality educational
opportunities which are based in the liberal
arts and shaped by the faith and values of
the Christian church, by the context of a
vital metropolitan setting, and by an
intentionally diverse campus community."
One way which the College seeks consciously to realize this Mission is through
its General Education curriculum.
The Augsburg faculty has designed a
cohesive academic program incorporating
general education, major courses, supporting courses and elective courses leading to
the bachelor's degree. The core of the
Augsburg curriculum is found in the
liberal arts as expressed in the General
Education component of the college curriculum which is divided under two headings: liberal arts perspectives and skills.
The term "perspective" assumes that
not only are we engaged in the search for
truth, but that this requires the searcher to
consider questions from a variety of
viewpoints, each of which has something
valuable to contribute to the whole. These
perspectives are not strictly identified with
traditional disciplines, but are understood
in ways which encourage multi-disciplin-
ary reflections on the questions at issue.
They combine concerns about content with
those of process and approach, directed
ultimately to making the student a more
effective learner and participant in society.
The following requirements reflect the
way in which Augsburg has chosen to view
the liberal arts. Two of the four features of
the Mission Statement are embodied in the
General Education Perspectives: "The
Character and Mission of Augsburg
College: The Christian Faith and the City."
These Perspectives emphasize that the
College's affiliation with the Lutheran
Church, its insistence on the value of
knowing the approach which derives from
the Christian roots of the College and its
location in the city, deserve special
consideration in Augsburg's educational
program.
The third feature - that Augsburg is a
liberal arts institution - is also emphasized in the other General Education
Perspectives. Certain dimensions of human
life - of what it is to be human -form thc
core of the required liberal arts experience.
These overall perspectives on what it is to
be human can themselves be studied from
the vantage points of the various academic
disciplines.
Students need to learn about themselves, about what it is to be a person.
Hence, the Perspective on Human Identity.
But the person exists in both a social
community and a natural world. Hence,
the importance of the Perspectives on the
Social World and the Natural World.
Because the way in which we understand
ourselves derives largely from our Western
heritage, students need to learn about and
reflect on sipficant aspects of this
heritage. Thus, the Perspective on the
Western Heritage. At the same time, to
Academic Information
focus on the West alone would be ethnocentric. We live in a global society. Hence
the Perspective on Inter-Cultural Awareness. Attention to moral values is found not
only in the Perspective on the Character
and Mission of the College: the Christian
Faith, but throughout the other perspectives as well. The Perspective on Aesthetic
Values enables students to focus on
aesthetic works created by themselves or
others, which convey fundamental insights,
express beauty and enhance life.
Finally, the Mission Statement emphasizes that we are concerned with academic
excellence. Tlus has a number of features,
including the way we teach all the courses
in General Education. Beyond this,
academic excellence presupposes that
students have the requisite skills to do
college-level work. The General Education
Requirements are couched in a context
which pays attention to the skills of both
incoming and graduating students. Entrylevel skill requirements in a number of
critical areas, including reading, writing,
mathematics and critical thinking, will be
assessed and help given to students who
need it. Graduation-level skills are also
emphasized, so that students not only
maintain but develop their skills during
their Augsburg experience.
The General Education Requirements
provide a coherent way to address the
Mission of Augsburg College. They are not
the only way, neither do they guarantee
that students who graduate from Augsburg
possess the desired knowledge and
character traits. What they do is provide a
coherent description of the context in
which we liberally educate students, a
clear statement of expected outcomes and
an opportunity for students to see and
understand the complexity of what it is to
be human and Christian in an urban set tin^.
THE EIGHT PERSPECTIVE
REQUIREMENTS
Perspective: The Character and Mission of
Augsburg College: The Christian Faith
This Perspective focuses on Augsburg
as a College of the Evangelical Lutheran
Church in America. As a college of the
Church, Augsburg accepts as a basis for its
educational program the doctrines of the
Christian faith as revealed in Scripture and
the creeds affirmed by the Lutheran
Church. It consciously affirms that all
students should reflect upon the Christian
Scriptures, theologcal concepts, ethical
values, their own faith and values, and
religious concepts outside of the Christian
faith as part of becoming educated.
Christian Faith (CF 1, 2 and 3)
Area 1 is biblical studies, Area 2 covers
Christian theology and area 3 includes the
study of values or religions outside the
Christian faith. Three course credits are
required to meet this Perspective except for
the following:
Transfer students entering with 14-23
course credits will be required to take two
courses in the Christian Faith Perspective
while registered at Augsburg.
Transfer students entering with 24 or
more course credits will be required to take
one course in the Christian Faith Perspective while registered at Augsburg.
Perspective: The Character and Mission of
Augsburg College: The City
This Perspective focuses on the
College's location in the heart of a metropolitan area. From this Perspective,
students should gain an understanding of
and critically reflect upon the city with its
diverse populations, cultural, govemmen-
67
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Academic Information
tal and economic institutions, and opportunities and challenges. In addition, students
should experience the community and
should explore opportunities for service in
the community.
This requirement must be covered
either by specific courses, by internship
and education experiences or by designated or college approved non-credit
experiences (such as volunteer service or
college programs). Experiences that satisfy
the requirement must be accompanied by
GST 209 seminar related to the perspective.
The City (C)
One course credit or experience is
required to meet h s Perspective.
Perspective: Western Heritage
This Perspective is intended to help
students critically examine themes (found,
for example, in literature, philosophy and
the arts) and events that have historically
shaped Western civilization. Attention
should be paid to the contributions of and
to critiques of Western thought by women
and ethnic minorities.
Western Heritage (WH 1 and 2)
Two course credits from different
departments are required to meet this
Perspective. One course is required to meet
this Perspective for transfer students
entering with 14 or more course credits.
Perspective: Human Identity
This Perspective is intended to help
students view themselves as persons, men
and women with unique abilities, values,
beliefs, experiences and behaviors.
Human ldentity (HI)
One course credit is required to meet
Perspective: Aesthetics
Aesthetic creations convey fundaments
insights and values, express beauty and
enhance life. This Perspective focuses on
aesthetic qualities in artistic expressions by
oneself and others.
Aesthetics (A)
One course credit is required to meet
this Perspective.
Perspective: The Social World
This Perspective is intended to help
students learn to identify, examine and
critique social, economic or political
systems: to understand how and why such
systems develop, to see the connections
among these systems and to use this
knowledge as a participant in society.
Social World (SW 1 and 2)
One course must focus on current
theories and methods of a social science.
Two course credits from different departments are required to meet this Perspective. One course is required to meet this
Perspective for transfer students entering
with 14 or more course credits.
Perspective: intercultural Awareness
This Perspective is intended to complement the Western Heritage Perspective by
expanding students' awareness of other
cultures. One course is required in which
students critically reflect upon ways their
own cultural biases operate when confronting other cultures. They should become
better able to communicate with persons of
other cultural backgrounds partially by
being introduced to a specific culture other
than European or mainstream North
American cultures.
In addition, students are to gain entry
Academic Information 69
md read a language other than their
native language. For this part of the
Perspective, students are required to have
jemonstrated proficiency in a modem
ianguage or American Sign Language for
nearing students.
The modem language requirement will
3e determined by assessing previous
2xperience and subsequent placement.
Intercultural Awareness (IA 1)
The study of a specific, non-Westem
:ulture and how that culture has shaped
the world. One course credit is required to
meet this part of the Intercultural Awareness Perspective.
(IA 2 and 3)
Study of a modem language other than
khe native tongue. Up to two course credits
~f a beginning language or one at your
placement level is required. Students with
previous language study should contact an
ldrnissions counselor or the Registrar's
3ffice for placement information. Students
whose native language is not Enghh should
:ontact the Academic Advising Center.
Modem Language
Course Placement
Experience
or Requirement
,-.
Lollegelevel -none
:0-2 semesters in High School)
111,112
Zollege level - 111
:3-4 semesters in High School)
112
Zollege level - 112
:4-6 semesters in High School)
211
Zollege level - 211
:7 semesters in High School)
212
Zollege level - 212
:8 or more semesters in High School) No
course
required
Students who are required to complete
two semesters of modem language must
complete the requirement with sequential
courses in the same language. Hearing
students who have demonstrated competence in American Sign Language by
passing an approved course sequence will
have fulfilled IA-2 and IA-3 Perspectives.
Perspective: The Natural World
This Perspective is intended to help
students understand themselves in relation
to the physical world. Their active role as
observers, explorers and moral agents will
be emphasized. Sufficient technical training
in scientific knowledge, concepts and
methods will be provided to equip students for critical and intelligent participation in public debates on technical issues.
Natural World (NW 1 and 2)
Two course credits from different
departments are required to meet this
Perspective unless an approved one-year
sequence is taken. One course is required to
meet h s Perspective for transfer students
entering with 14 or more course credits.
EXPLANATION OF GRADES
Student achievement in courses is
measured primarily by final examinations.
Shorter tests, written papers, oral reports
and other types of evaluation also are used.
Most courses are offered with grading
options - traditional grading on a 4.0 to
0.0 scale or the Pass/No Credit system,
in which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
PassINo Credit
Students who choose the P/N option
are cautioned:
2
Academic Information
In order to receive a grade of P, a
student must achieve at least a grade of 2.0.
1.0
Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank
each as a "C".
0.5
0.0
P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
graduation with distinction. Transfer
students should be especially aware of
this requirement.
See P/N limitations under Graduation Requirements, page 63.
Certain courses have restrictions and
are offered on one grading system only
(i.e., Lifetime Sports are graded only P/N).
In courses where there is a choice,
students will be graded on the traditional
system unless they indicate on their
registration that they wish to use the
P/N grading option. Any changes in choice
of grading system must be made according
to dates published each term. A fee is
charged for any changes after the first five
days of classes. All changes in grading
option that are made after initial registration require the signature of an adviser or
the instructor.
Numeric Grades
Numeric grades are used with these
definitions:
4.0
3.5
3.0
2.5
2.0
Achieves highest standards of
excellence
Achieves above basic course
standards
Meets basic standards for the
course
Performance below basic course
standards
Unacceptable performance (no
credit for the course)
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
An incomplete grade (I) may be given
only in the case of extreme emergency. To
receive an incomplete grade, a student
must receive permission of the instructor oj
the course; must file a form stating the
reasons for the request, the work required
to complete the course, the plan and date
for completing the work with comments
from the instructor; and must file the form
with the Office of the Registrar. If permission is granted, the necessary work must be
completed in enough time to allow
evaluation of the work by the instructor
and filing of a grade before the final day of
the following semester. If the work is not
completed by that date, the grade for the
course becomes a 0.0.
Internships, Independent Studies and
Directed Studies may sometimes last
longer than one term. When this is the case,
they must be completed by the grading
deadlines within one year from the
beginning of the first term of registration.
A grade of X is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A final
grade will be issued at the end of the term
in which the work is completed and
evaluated (but not longer than one year).
An instructor reserves the discretion of not
giving an X where satisfactory progress is
not demonstrated. If the course is not
complete, a grade of 0.0 will be assigned.
Academic Information
A course in which a grade of 0,0.5,1.0,
1.5, or N has been received may be re2eated for credit. Courses in which higher
yades have been earned may not be
aepeated for credit and a grade, but may be
iudited. All courses taken and grades
2arned each term remain on the academic
.ecord. O n y the credits and grades earned
he second time, for legitimately repeated
:ourses, are counted toward graduation
md in the grade point average.
A course is given a grade of W when it
s dropped after the deadline for dropping
:lasses without a notation on the record.
Iuditing Courses
Students who wish to take courses
~ i t h o ucredit
t
or grade may do so by
.egistering for Audit (V). Full-time
itudents may audit a course without
:barge. The charge for part-time students is
isted under College Costs in the Financing
four Education section on page 22. The
jignature of the instructor is required to
.egister an audit. Students who audit a
:ourse should confer with the instructor
vithin two weeks of the beginning of the
, e m to determine expectations, attendance
md any other requirements. If expectations
lave been met, the course will be listed on
he transcript as having been audited. If
:xpectations have not been met, the
:ourse will be listed with a grade of W
Withdrawn).
kade Point Average
The grade point average (GPA) is
)ased on final grades for all work at
lugsburg. It does not include credit and
~ a d points
e
for work transferred from
)her colleges. Courses taken on the P/N
;rading option are recorded, but not
:omputed in the GPA. The formula for
:om~utinethe GPA is:
GPA = Total grade points divided by
number of courses taken.*
*Courses with 0 to 4 grade assigned
Classification
Students are classified in August and at
the end of the Fall and Interim terms.
Sophomores - Seven courses
completed.
Juniors - 16 courses completed.
Seniors - 24 courses completed.
International Baccalaureate Program (IB)
Courses earned from the International
Baccalaureate Program will be considered
by the College for advanced placement and
appropriate credit. Departmental guidelines are available at the Registrar's Office.
ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
Augsburg College recognizes that
learning can and does take place in many
life situations. Some of this learning may be
appropriate for credit recognition within
the disciplines that compose the academic
program of a liberal arts college. The APL
program (Assessment of Previous Learning) at Augsburg provides a means by
which a student's previous learning, other
than that which is transferred from another
accredited institution, may be presented for
examination for possible credit toward the
completion of a baccalaureate degree.
Not all learning from life experience,
however, is appropriate for credit recognition at a liberal arts college. Such learning
must meet two essential criteria: 1)it is
relevant to course work in a field of study
within the Augsburg liberal arts curriculum, and 2) it can be objectively demon-
71
72 Academic Information
-
strated either by comprehensive examination or committee evaluation.
The APL program at Augsburg provides several means by which students
may have their previous learning assessed
for credit recogrution. The following is a
brief description of each of these means of
assessment:
Advanced Placement Program
Test (AP) - Advanced placement in
courses beyond the beginning level is
granted to students with scores of 3,4
and 5 on the CEEB Advanced Placement
Program Test. Additional credit or placement is at the discretion of the department.
Inquiries should be addressed to the Office
of the Registrar.
The College Level Examination
Program (CLEP) - This is a series of
standardized tests which have been
developed by the College Board and are
offered to students for a small fee at
regional testing centers. (The regional
testing center for this area is the University
of Minnesota.) Students who score at or
above the 65th percentile on a subject
examination may receive academic credit
for that subject at Augsburg College.
Additional information about CLEP tests is
available from the Office of the Registrar
and the Academic Advising Center.
Departmental Comprehensive Exams
- These are available for students to use in
obtaining credit for previous learning if the
following conditions are met:
There is a departmental instrument
available for the subject area in question.
There is a faculty member designated
by the department to administer the exam.
The Registrar approves the student's
request to take the exam. Credit for
departmental exams is available on a pass/
no credit basis only, and there is a charge
per exam of one-half of tuition for a full
course credit.
The Portfolio Assessment Program This is a credit assessment alternative in
which a faculty team completes a credit
evaluation of a learning portfolio submitted by the student. The faculty team is
composed of two faculty members from
fields of study directly related to the
student's previous learning. Students who
wish to prepare a portfolio of previous
learning for credit assessment should
consult the Office of the Registrar. In
completing the evaluation of a student's
previous learning, the faculty team applies
the following criteria:
There is documentable evidence of a
cognitive component in the previous learning experience that involved prescribed
and/or systematic study of content material found within liberal arts course work.
The learning has been objectively
verified by individuals in addition to the
presenting student.
The learning lends itself to both
qualitative and quantitative measurement.
The learning relates well to the
student's educational goals.
The learning and skills involved
are current and could be used at the
present time.
Students may apply for the credit
assessment process after completing at
least four courses/credits of academic
work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. It is
strongly recommended that the process no
be used when four or fewer courses remair
for graduation. There is an application
deposit to initiate the credit assessment
process, and a charge for each semester
Academic Information
credit applied to the student's transcript if
credit is approved. Credit is available on a
pass/no credit basis only.
Transcript credit will be granted on the
basis of semester credits, and the total
number of credits granted will be divided
by four to determine the number of course
credits applied to graduation. These credits
will be recorded with the course number of
APL 2xx. Application of this credit toward
the Liberal Arts Perspective requirements,
Upper Division requirements and academic
majors and minors may be subsequently
addressed by the departments involved in
response to a formal request by the student.
Maximum Credit Accepted for
Previous Learning -While Augsburg
College recogruzes 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 places a maximum of eight
courses (about one-fourth of a baccalaureate degree) on transcript credit that is
obtained through previous experiential
learning. In compiling the eight courses of
credit for previous experiential learning,
the student may use any combination of
the four assessment processes available
in the APL program: AP exams, CLEP
exams, departmental comprehensive
exams and credit granted through portfolio
assessment.
English as a Second Language (ESL)
Program
Students who declare a language other
than English to be their primary language
or who are citizens of another c o w must
take the ESL placement test in conjunction
with the English writing placement test at
orientation. Students' placement in ESL,
ENG 101 Develoumental writ in^. or ENG
111 Effective Writing will be determined by
their scores on the Michigan test (80-100
range for exemption from ESL) and by a
writing sample.
Near the end of each term of the English
as a Second Language course, an objective
test will be administered to all students in
the class. The score on this test and the
grade eamed in the class will determine
whether additional ESL course work is
required. Usually a score of 80 to 100 and a
course grade of 3.5 or 4.0 will fulfill the
student's ESL requirement.
All students whose native language is
not English must stay enrolled in ENG
217/218 until such time that they pass ESL
placement test at 80 percent or higher. The
ESL course can only be counted twice in
the total number of courses required for
graduation.
Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language
requirement for graduation.
1 ACADEMIC PROGRESS, PROBATION
AND DISMISSAL
The College requires that students
maintain the following cumulative grade
point averages (GPA):
Freshman -A student who has taken
fewer than seven courses with a cumulative GPA of 1.6 or higher
Sophomore -A student who has
taken fewer than 16 courses with a cumulative GPA of 1.7 or higher
Junior- A student who has taken
fewer than 24 courses with a cumulative
GPA of 1.9 or higher
Senior - A student who has taken 24
or more courses with a cumulative GPA of
9
n
-- L:-L--
73
2 Academic Information
It should be noted that a minimum
GPA of 2.0 is required for graduation with
certain majors requiring a higher minimum GPA.
decision within 10 days to the Committee
on Student Standing.
Students whose academic achievement
falls below these guidelines will either be
placed on scholastic probation at the end of
the term or will be continued on probation
or will be dismissed from the College. In
addition, a freshman who receives two zero
grades or a sophomore who receives three
zero grades will be considered for probation or dismissal. However, dismissal from
the College is not automatic. Each case is
reviewed by the Committee on Student
Standing. Evidence of the student's
commitment to academic progress is the
major consideration in deciding whether or
not to dismiss a student. Students who
have a poor academic record may be
strongly advised to withdraw before the
end of a term. Those on probation who
voluntarily withdraw from the College, as
well as those who are dismissed, must have
special permission to re-enroll.
The Dean's List, compiled after
each semester, lists students whose grade
point average for a semester is 3.5 or
better. Students must be full-time students
(a minimum equivalent of three full
course credits for a weekday schedule
student or two equivalent full course
credits for a Weekend College student),
graded on the traditional grading system,
with no incompletes in courses offered for
credit. Courses taken outside of a program's calendar (i.e., crossover courses
taken in a Weekend College trimester term
by a day program student or in a semester
term by a Weekend program student) are
not calculated when determining the
Dean's List. If permission is given by the
student, an announcement is sent to the
hometown newspaper of each student on
the Dean's List.
Students may be removed from
probation when the cumulative GPA
reaches the minimum levels stated above.
Students placed on probation as freshmen
for having earned two zero grades may be
removed from probation if their classification changes to sophomore, if they have not
earned additional zero grades, and if their
cumulative GPA reaches 1.7. Students
placed on probation as sophomores for
having earned three zero grades may be
removed from probation if their classification changes to junior and their cumulative
GPA reaches 1.9.
The College reserves the right to
dismiss any student who does not meet the
guidelines stated above. Once a student is
dismissed, he or she may appeal the
Dean's List
Qualification for Commencement
Augsburg College has one commencement ceremony per academic year in the
month of May. Undergraduate students
who will not have met degree requirement$
by the end of the Spring Term may quahfy
to participate in commencement if: 1) no
more than 3 course credits/requirements
will remain in their program at the end of
the Spring Term, and 2) the remaining
requirements will be completed in the
Summer or Fall Terms following participation in commencement. Candidates for
graduation who will complete Summer or
Fall Terms will be noted as such in the
commencement program.
Academic lnformation
Veterans of Military Service
Augsburg is approved by the State
Approving Agency for Veterans Education.
Veterans should consult with the Office of
the Registrar about completion of the
enrollment certificate and the forwarding
of other information to the Veterans
Administration. Veterans will need to meet
the requirements of the Veterans Adrninistration regarding repayment of educational
assistance funds received.
I FOUR YEAR ASSURANCE PROGRAM
This program applies to students who
enter the Day School schedule as full-time
freshmen in the fall of 1996 and thereafter.
New freshmen are assured that they will be
able to graduate in four years - if they
maintain continuous full-time enrollment
for four years, maintain a 2.0 GPA and
follow advising guidelines - or they will
receive the remaining required courses free
of additional tuition. A few professional
majors are excluded from this program.
Students must complete a formal advising
agreement with the College by the end of
their sophomore year (16 course credits are
completed) in order to qualify. Contact the
Academic Advising Center for details.
FAMILY EDUCATIONAL RIGHTS AND
PRIVACY ACT NOTICE
The Family Educational Rights and
Privacy Act of 1974, as amended (FERPA)
provides certain rights to students regarding their education records. Each year
Augsburg College is required to gyve notice
of the various rights accorded to students
pursuant to FERPA. In accordance with
FERPA, you are notified of the following:
Right to Inspect and Review Education
Records - You have the right to review
and inspect substantially all of your
education records maintained by or at
Augsburg College.
Right to Request Amendment of Education Records - You have the right to seek
to have corrected any parts of an education
record whch you believe to be inaccurate,
misleading or otherwise in violation of
your right to privacy. Tlus includes the
right to a hearing to present evidence that
the record should be changed if Augsburg
decides not to alter your education records
according to your request.
Right to Give Permission for Disclosure
of Personally Identifiable lnformation 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.
Right to withhold Disclosure of
"Directory Information" -FERPA uses
the term "Directory Information" to refer to
those categories of personally identifiable
information that may be released for any
purpose at the discretion of Augsburg
College without notification of the request
or disclosure to the student.
Under FERPA you have the right to
withhold the disclosure of the "Directory
Information" listed below. Please consider
very carefully the consequences of any
decision by you to withhold "Directory
Information." Should you decide to inform
Augsburg College not to release "Directory
Information," any future request for such
information from persons or organizations
outside of Augsburg College will be refused.
75
2
Academic Information
"Directory Information" includes
the following:
The student's name;
The student's address;
The student's telephone number;
The student's date and place of birth;
The student's major field of study;
The student's participation in
officially recognized activities and
sports;
The student's degrees and awards
received;
The weight and height of members of
athletic teams;
The student's dates of attendance;
The most recent previous educational
agency or institution attended by the
student; and
The student's photograph
Augsburg College will honor your
request to withhold all Directory Information but cannot assume responsibility to
contact you for subsequent permission to
release it. Augsburg assumes no liability
for honoring your instructions that such
information be withheld. Forms for
withholding disclosure of "Directory
Information" are available from the
Registrar's Office. If the completed form is
not received by the Registrar prior to Sept.
15, it will be assumed that all "Directory
Information" may be disclosed for the
remainder of the current academic year. A
new form for withholding disclosure must
be completed each academic year.
Right to Complain to FERPA Office You have the right to file a complaint with
the Family Educational Rights and Privacy
Act Office, Department of Education, 600
Independence Ave. S.W., Washington, D.C.
20202, concerning Augsburg's failure to
comply with FERPA.
Right to Obtain Policy: -You have the
right to obtain a copy of the written
Augsburg policy regarding FERPA. A copy
may be obtained in person from the
Registrar's Office.
A
\ s a liberal arts institution, Augsburg
College believes that knowledge and truth
are interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more manageable parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses
which make it more accessible to students.
These courses can be arranged in various
ways to construct majors, to create the
substance of a broad general education and
to give students the opportunity to study
areas of particular individual interest.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a
program. A syllabus containing a more
detailed explanation of content, approach
and requirements for a particular course can
be obtained from the instructor.
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals
and its place in the College's program. A
listing of requirements for individual majors
and minors follows the narrative.
Class Schedule
Courses listed are subject to change. In
general, classes are offered Fall and/or
Spring terms unless otherwise indicated.
The Schedule of Classes published by the
Associated Colleges of the Twin Cities
(ACTC) each spring lists offerings and
locations for Fall and Spring terms.
Since some courses are offered alternate
years, it is important that the student review
with an adviser to ensure that all requirements can be met.
Descriptions and schedules for courses
offered in January Interim, Summer School,
Augsburg Weekend College and the Master
of Arts in Leadership, Master of Arts in
Education-Leadership and the Master of
Social Work programs are published in
separate catalogs.
Credits
A full course is offered for one course
credit. A few fractional courses, for one-half
or one-quarter course credit, are offered in
the Division of Professional Studies. Unless
noted, all courses are one course credit. A
full course has the approximate value of
four semester credits or six quarter hours.
Most courses meet for three 60-minute
periods or two 90-minute periods a week, in
addition to laboratories.
Numbering
Courses numbered below 300 are Lower
Division courses. Courses numbered 300
and above are classified as Upper Division.
In general, courses in the 100s are primarily
for freshmen, 200s for sophomores, 300s for
juniors, and 400s for seniors.
Prerequisites
Courses that must be taken before
enrolling in a higher level course are listed
in the course description. 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.
Every department offers opportunities
Departments and Programs 79
course description and process for registering is normally the same for each department. Some departments have additional
statements and that will be found in the
departmental course listing.
INTERNSHIPS
Registration for Internships consists of
the following steps:
1. Obtain the Internship Registration
Permission Form from the Internship and
Cooperative Education Office and secure
the signatures of the faculty supervisor and
director of Internships and Cooperative
Education.
199
399
2. Register for a 199 or 399 Internship
during the registration period. The signed
permission form must be turned in at the
time of registration. (Students may preregister without a placement secured, but a
suitable internship must be found by the
end of the registration or drop/add period.)
3. A learning agreement (forms are
available from the Internship and Cooperative Education Office) must be negotiated
with the faculty member responsible for
grading the experience and the work
supervisor. The completed original is
turned in to the Internshp and Cooperative
Education Office, with copies made for the
faculty, supervisor and student.
lnternship
A work or service-based learning experience at the sophomore level in whch a student,
faculty member and site supervisor design a learning agreement which links the ideas
and methods of the discipline with the opportunities inherent in the placement. Participation in a concurrent seminar is often expected. Prior to the beginning of the term/
registration, interested students must consult with the departmental Internship Coordinator and the Internship Office regarding requirements and permission to register.
lnternship
A work or service-based learning experience at the junior-senior level in which a student,
faculty member and site supervisor design a learning agreement which links the ideas
and methods of the discipline with the opportunitiesinherent in the placement. Participation in a concurrent seminar is often expected. Prior to the b e p n i n g of the term/
registration, interested students must consult with the departmental Internship Coordinator and the Internship Office regarding requirements and permission to register.
DIRECTED AND INDEPENDENT STUDIES
299
Directed Study
An opportunity to study topics not covered in the scheduled offerings under the
direction of an Instructor. Open to all students, but normally taken by sophomores and
juniors. Approval must be secured from the instructor and the department chairperson
in writing before the term in which the study is undertaken.
499
Independent StudyIResearch
An opportunity for advanced and specialized research projects. Normally open to junior
and senior majors. Approval must be secured from the instructor and the department
8o
-
ACCOUNTING
See listing under Business Administration
and Management Information Systems.
AMERICAN
INDIAN
STUDIES
See listing under Interdisciplinary Studies.
&
t is important as a field of study for
our time. Our survival as a culture may
very well depend on whether we are able
to create order and beauty in the design
and function of communities. Realizing
this, we have made design and sensitivity
to all aspects of visual experience central to
the art program at Augsburg.
Giving and receiving visual messages is
so much a part of everyday life that it is
often taken for granted. At the same time,
however, the interchange of visual ideas is
frequently misunderstood. The task of the
artist, art teacher and art historian is to
celebrate visual experience through a
variety of media and art examples. In short,
the visual arts teach us how to see.
Because of the College's commitment to
the liberal arts, the visual arts, as taught at
Augsburg, draw ideas and inspiration from
all disciplines. Art as a human activity does
involve manual skill, although to become
broadly significant it should interact with
the content available in other fields, such as
language, history, drama, music, literature,
philosophy, theology, business, physical
education and science.
A liberal arts college like Augsburg is
an ideal setting for the study of art because
it provides a constant possibility for the
interaction of ideas, disciplines and
attitudes. At Augsburg, art study is further
enhanced by associations with a sipficant
number of art galleries and museums in the
Twin Cities area.
Art Faculty
Kristin Anderson (Chair), Norman Holen,
Philip Thompson
Studio Art Major
Majors are required to begin their programs with the Studio Arts Foundations:
ART 102 Design
ART 107 Drawing
One course in two-dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
Art
or ART 225 Communication Design I
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
Five additional studio arts courses
ART 240 Art History Survey
And two additional art history courses
Senior studio majors must participate in at
least one exhibit during their final year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
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 Minnesota teacher
Licensure requirements.
Art History Major
Eight art history courses including:
ART 240 Art History Survey
ART 388 19th and 20th Century Art
Two studio courses:
ART 102 Design
or ART 107Drawing
ART 118 Painting I
or ART 221 Sculpture
Honors Majors
GPA of 3.5 in the major and overall,
portfolio of artwork (studio majors) or
research (art history majors) reflecting high
quality work, and special projects such as
senior exhibition and research. Application
should be made to the Department Chair
before the last tern of the senior year.
Studio Art Minor
Five courses including ART 240, ART
107 and three additional studio courses.
Art History Minor
Five art history courses including
ART 240.
Certificate in Art
Eight art courses, including at least one
in art history. Up to four courses may be
taken in one studio area or in art history.
I STUDIO ART FOUNDATIONS
Note: All studio courses require work outside of class sessions.
9RT 102
Design
A study of design as the unify~ngfoundation for the visual arts. Two- and
three-dimensionalprojects demonstrating the use of the basic design
elements and principles.
9RT 107
Drawing
Drawing in graphite pencils, pen and pastel pencils. Subjects include stilllife, figures, building interiors and exteriors and experimentalwork.
81
-
** Art
STUDIO ART
ART 100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the
Department.
ART 106
Calligraphy I
Introduction and practice of calligraphic writing and designing with
emphasis on the broad-edged pen.
ART 118
Painting I
Introduction to painting media and technique in acrylic and oil.
ART 132
Photography
The camera used as a tool for visual creativity, expression and communication with attention to black and white photographic processes. Students
need access to a 35 mm, single lens reflex camera. Materials will cost
approximately $200-225.
ART 221
Sculpture I
An introduction to sculpture. Choice of media: clay, wood, alabaster,
welded steel and bronze, plaster, and plexiglass. Learn to model, carve,
cast, weld and assemble the respective media.
ART 223
ART 224
Print Making I
An introduction to traditional and experimentalmedia and methods of
printing. Intaglio, relief, stencil and mono methods are explored.
Publication Design
An introduction to basic publication formats and production using
electronic layout software, emphasizing principles and tools of typography, layout and color.
ART 225
Communication Design I
An introduction to the principles and techniques of graphic design.
Students will use the computer to develop their visual communication
skills as they create designs using typography, symbols, logos and
illustrations.
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on
handbuilding and glazing.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual
arts, particularly within the United States. Other content includes poetry,
dance, mythology, ritual, religion and drama of many American Indian
tribes. Students will produce various art projects in weaving, basketmaking, pottery, jewelry, sculpture or prints.
ART 306
Calligraphy II
Advanced work in calligraphic media and design.
Art 83
ART 330
ART 351
Communication Design II
An advanced study of graphic design using the computer to create visual
communications for the print medium. (Prereq.: ART 225)
Ceramics II
Advanced work in ceramics with an emphasis on throwing or
handbuilding and a continuation of glazing. (Prereq.: ART 250)
ART 355
Painting II
Advanced study of painting. (Prereq.: ART 118)
ART 360
Watercolor Painting
Design concepts using descriptive and experimental techniques in
transparent watercolor.
ART 368
Print Making II
Advanced work with color and composition in various media, including
silk-screen, etching and woodcut, including Japanese woodcut technique.
(Prereq.: ART 223)
ART 478
Sculpture II
Advanced work in sculpture. Choice of media: clay, wood, alabaster,
welded steel and bronze, plaster, and plexiglass. (Prereq.: ART 221)
ART HISTORY
ART 240
Art History Survey
A survey of art of the Westem world from prehistoric to modem times.
Includes reading, research, viewing of slides and visits to museums.
Note: Thefollowing courses are offered intermittently, usually two or three sections a year.
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine
arts, the "traditional" arts and the work of Native American women.
(Prereq.:ENG 111)
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the 4th century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting,
sculpture and architecture in Europe. (Prereq.: ENG 111)
ART 387
Renaissance and Baroque Art
European painting, sculpture and architecture, from the 14th through the
18th centuries. (Prereq.: ENG 111)
- Art
ART 388
19th and 20th Century Art
European painting, sculpture and architecture from Neoclassicism
through the present. (Prereq.: ENG 111)
ART 389
American Art
A study of early colonial through contemporary American art, architecture and folk arts.
Internships and Independent Study Courses:
ART 199
Internship
See description on page 79.
ART 299
Directed Study
See description on page 79.
ART 399
Internship
See description on page 79.
ART 499
Independent StudyIResearch
See description on page 79.
ASIANSTUDIES
See listing under East Asian Studies.
B
iolow is the study of life and it is
natural that we, as contemplative living
zreatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
tarth is filled with an enormous variety of
living organisms. Since humans are a part
3f the biological world, an understanding
~f the basic biologcal processes common to
311 organisms, as well as those features
which are unique to humans, is essential to
~ttainself-understanding
- and to provide a
basis for wise decisions.
-<
Even the simplest organisms are
incredibly complex and a complete
understanding of even one of these has, as
yet, eluded biologsts, even though some
~rganismshave been subjected to years of
intensive scrutiny. Biology will thus
zontinue to be a fertile field for research for
many years to come.
Still, in recent decades great strides
have been made in understanding important biological processes, particularly those
at the cellular, molecular, and ecosystem
levels. Biological research has also provided some extremely important benefits to
humans, including advances in medicine,
3griculture and food science.
Because a complete understanding of
2iological systems depends on applications
~f the principles of physics and chemistry,
3 firm background in the physical sciences
is also important, to support the student's
xoad-based understanding of biology.
For many, an undergraduate major in
2iology serves primarily as a basis for
hrther study. Augsburg graduates have
3one on to further studies in the Life
;ciences, leading to careers in college or
miversity teaching, basic and applied
research, and public health. Others have
mtered professional programs in medicine,
veterinary medicine and dentistry. Other
graduates have gone directly into a variety
of careers, including secondary education
and laboratory technology.
Biology Faculty
Esther McLaughlin (Chair),William
Capman, Mary K. Chelberg, Robert
Herforth, Dale Pederson
5
e n
Major
Nine courses including:
BIO 113 General Biology
BIO 114 General Biology
BIO 215 Introductory Cellular Biology
and at least one from each of the five
following groups:
I.
BIO 351 Invertebrate Zoology
BIO 352 Comparative Vertebrate
Zoology
BIO 473 Animal Physiology
11.
BIO 361 Plant Biology
BIO 440 Plant Physiology
111.
BIO 355 Genetics
BIO 481 Ecology
IV.
v.
BIO 471 Advanced Cellular and
Molecular Biology
BIO 474 Developmental Biology
BIO 367 Biochemistry
BIO 476 Microbiology
The ninth course may be any Upper
Division biology course, including an
Interim course.
BIO 491 Seminar (non-credit) is
required of all juniors and seniors.
86 Biology
-
Required Supporting Courses
CHM 1051106 Principles of Chemistry
or CHM 1151116 General Chemistry
CHM 223 Elementary Organic Chemistry
or CHM 3511352 Organic Chemistry
PHY 116 Introduction to Physics
or PHY 1211122 General Physics
Math Placement Group IV
a two-semester sequence in organic
chemistry. Many medical schools also
require two semesters of calculus. Students
should consult the pre-medical adviser in
the department for information specific to
medical school application.
Graduate and Professional Training
GPA of 3.5 in biology and 3.0 overall,
active participation in seminar, one course
of approved Independent Study with an
oral defense of the research report. Application should be made no later than the
first term of the senior year.
Graduate programs in biological fields
require coursework similar to that for premedical education, and may also require
undergraduate research experience. Health
care professions (physician assistant,
physical therapist, veterinarian, etc.) have
specific requirements which should be discussed with an adviser in the department.
Minor
Teaching Licensure Major
Five courses, including BIO 113,114
and three Upper Division courses; CHM
105/106 or CHM 115/116.
The State of Minnesota has specific
licensing requirements for teachers which
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
iden* current Minnesota teacher
licensure requirements.
Honors Major
In planning their courses of study,
students are encouraged to work closely
with members of the Biology faculty.
Normally both General Biology and
Principles of Chemistry (or General
Chemistry) should be taken in the first
year, and Introductory Cellular Biology
and Organic Chemistry in the second year.
Pre-medical Biology Major
The same as the biology major, including a two-semester sequence in physics and
Cooperative Education
The Department works with the
Cooperative Education Office in identifying and defining Co-op Ed experiences in
laboratories and other settings in the Twin
Cities. Students interested should consult
with the Biology Department Cooperative
Education Coordinator.
Biology 87
BIO 101
Human Biology
An introduction to basic biological principles with a human perspective.
Includes discussion of the molecular and cellular basis of life, genetics,
organ systems, and human impact on the environment. (Three hours
lecture. A student may not receive credit for both BIO 101 and 103. Does
not apply to the major or minor. Fall)
BIO 102
The Biological World
The basic concepts of biology pertaining to both plants and animals are
emphasized. The nature of science and the approach used by scientists to
gather and analyze data and propose and test theories are considered.
(Three hours lecture, three hours laboratory. Does not apply to the major
or minor. Spring)
BIO 103
Human Anatomy and Physiology
A survey of the structure and function of the human body. (Three hours
lecture, three hours laboratory. A student may not receive credit for both
BIO 101 and 103. Does not apply to the major or minor. Fall)
BIO 105
Biology and Society
The biological basis for problems facing society, such as pollution, genetic
engineering, AIDS, extinction, global warming, hunger, cancer. (Three
hours lecture. Does not apply to the major or minor. Spring)
BIO 113
General Biology - lntroductory Organismal Biology
An introduction to organismal biology for science majors, including
diversity, physiology, and structure. BIO 113 and 114 must be taken in
sequence except by permission of instructor. (Three hours lecture, four
hours laboratory. Fall)
BIO 114
General Biology - lntroductory Genetics, Evolution & Ecology
An introduction to cellular functioning, metabolism, classical and population genetics, evolution, and ecology. BIO 113 and 114 must be taken in
sequence except by permission of instructor. (Three hours lecture, four
hours laboratory. Spring)
BIO 215
lntroductory Cellular Biology
An introduction to structure and function in tissues, cells, and subcellular
organelles. (Three hours lecture, four hours laboratory. Prereq.: BIO 113,
114, CHM 106 or 116, CHM 223 or 352, or concurrent registration in 223 or
351. Fall)
BIO 351
Invertebrate Zoology
A study of the invertebrate animals stressing classification, morphology,
behavior, life history and phylogeny. (Three hours lecture, four hours
laboratory. Prereq.: BIO 113,114. Fall: alternate years)
BIO 353
Comparative Vertebrate Zoology
Vertebrate phylogeny approached by comparative study of structure and
function of the major organ systems. (Three hours lecture, three hours
..
---
.
88 Biology
-
BIO 355
Genetics
Principles of heredity, integrating classical and molecular analysis. (Three
hours lecture, four hours laboratory. Prereq.: BIO 215. Fall)
BIO 361
Plant Biology
A survey of the major groups of algae, fungi and plants, including the
study of structure, physiology, life histories and phylogeny. (Three hours
lecture, four hours laboratory. Prereq.: BIO 113,114. Fall '96, Spring
thereafter)
BIO 367
Biochemistry
An introductory consideration of biological macromolecules and their
components, energetics, and intermediary metabolism and its integration.
(Three hours lecture. Prereq.: BIO 215, CHM 223 or 352. Fall)
BIO 440
Plant Physiology
A consideration of the process involved in photosynthesis, growth,
development and water relations in plants including the relationship of
process to structure and life history. (Three hours lecture, four hours
laboratory. Prereq.: BIO 215 and CHM 223 or 352. Fall: alternate years)
BIO 471
Advanced Cellular and Molecular Biology
An examination of mechanisms of molecular genetics, recombinant DNA
technology, maintenance of cellular compartments, cell-signaling, cell
cycle, and cytoskeleton-extracellularmatrix interactions. (Three hours
lecture, four hours laboratory. Prereq.: BIO 215. Spring)
BIO 473
Animal Physiology
A study of digestion, respiration, circulation, excretion, movement and
sensory perception as well as neural and hormonal control of these
functions, emphasizing vertebrates. (Three hours lecture, four hours
laboratory. Prereq.: BIO 215; PHY 116 or 122, or consent of the instructor.
Fall)
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes which
occur during embryonic development of animals, including genetic
control of development. (Three hours lecture, four hours laboratory.
Prereq.: BIO 215. Spring)
BIO 476
Microbiology
An introduction to the study of microorganisms. Environmental, indus-
trial and medical issues are discussed, with particular attention paid to
human pathogens. (Three hours lecture, three hour laboratory, one hour
tutorial. Prereq.: BIO 215. Spring)
BIO 481
Ecology
A study of interactions between organisms and the biotic and abiotic
environment. Topics include physiological ecology, energy flow, nutrient
cycling, a survey of biomes, population and community ecology, and
conservation. (Three hours lecture, four hours laboratory, some Saturday
field trips. Prereq.: BIO 215, MPG IV.Fall)
BIO 491
Biology 89
Seminar (.O course)
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including an oral presentation by seniors. Guest
speakers are often invited. A noncredit requirement for the major. (Spring)
Internships and Independent Study Courses:
BIO 199
Internship
See description on page 79. (Prereq.: BIO 113,114)
BIO 299
Directed Study
See description on page 79.
BIO 399
Internship
See description on page 79. (Prereq.: BIO 215)
BIO 499
Independent StudyIResearch
See description on page 79. (Prereq.: BIO 215)
INFORMATION
SYSTEMS- BUS, ACC,
0
ur mission is to prepare students
for professional careers in business or for
paduate 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 which 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
MIS
major there are four specializations:
Marketing, Management, Finance, and
Jntemational Business. Within the Account
ing major there are three specializations:
General Accounting, Public Accounting,
and Managerial Accounting.
Graduation Requirements
To graduate without intentionally
taking courses in excess of the minimal
number required (see page 63), students
must avoid taking too many electives or
exceeding the 13-course limit per academic
department. Courses designated as ACC,
BUS, and MIS are considered as being in
the same academic department. Taking
extra electives, or choosing a particular
combination of major and minor may
require students to complete more than
the minimum number of credits required
for graduation.
Arnin Kader (Chair, International Business
Coordinator),John C. Cerrito (Management
Coordinator), Steven J. LaFave, Lori L.
Lohman, Fekri Meziou (Marketing CoordiTransfer Students
nator), Thomas Morgan, Milo A. Schield
(Finance Coordinator),Magdalena M.
Transfer students must complete at
Paleczny-Zapp, Kathy Schwalbe (MIS
least four of the Upper Division courses
Coordinator), and Stuart M. Stoller
required in the major at Augsburg or
(Accounting Coordinator).
obtain an exemption from the Department.
Transfer courses must be approved by the
Department. Courses taken more than 10
years ago will not be accepted.
Majors
Advisina
J
The Department of Business, Administration, Accounting and MIS offers three
majors: Business Administration (BUS),
Accounting (ACC), and Management
Mormation Systems (MIS).
Specializations
Within the Business Administration
Students who plan to major in Business
Administration, Accounting or MIS are
strongly encouraged to select a departmental adviser who teaches in their major. This
should be done by the end of the sophomore year at the latest. In addition to
advising, departmental faculty can counsel
mninrc nn their r n r ~ ~ rnccict
c
mainrc in
Business Administration
2btaining internships or jobs, and provide
letters of recommendation for prospective
2mployers or graduate programs.
Internships
Students are strongly encouraged to
work with the Cooperative Education and
Department faculty to obtain an Internship
:BUS/ACC/MIS 399) during their junior or
T
he major in Business Administration
xepares students for professional careers
n business administration or for graduate
studies. The four specializations within this
najor share a common business core. This
:ommon core provides students with a
>roadfoundation so they can readily adapt
:o internal changes in interests and goals
md to external changes in circumstances
md opportunities.
3usiness Core
LO courses including:
3CO 112 Principles of Macroeconamics J
ICO 113 Principles of Microeconomics v
VIIS 175 Principles of Computing f o r d
Business
2CC 221 Principles of Accounting I fl
4CC 222 Principles of Accounting I1
3US 242 Principles of Management
3US 252 Principles of Marketing
vIIS 379 Quantitative Methods for
Business and Economics
3US 301 Business Law
3US 331 Financial Management
senior year. Although an Internship counts
as part of the 13 courses allowed in the
major, students may petition for an
exception. An Internship may satisfy the
perspective on the City. Internships can
provide students with experience that may
be valuable in competing for jobs after
graduation. Consult your adviser on this
matter.
Specialization in Marketing
Business core plus 3 courses:
BUS 352 Marketing Research and
Analysis
BUS 355 Marketing Communications
or BUS 357 Advertising
BUS 450 Marketing Management
Specialization in Management
Business core plus 4 courses:
BUS 340 Human Resource Management
BUS 440 Operations Management
BUS 465 International Management
MIS 376 Project Management
or ECO 318 Management Science
Specialization in Finance
Business core plus 4 courses:
ACC 322 Accounting Theory and
Practice I
BUS 433 Financial Theory: Policy
and Practice
BUS 438 Investment Theory
and one of the following:
ECO 311 Public Finance
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 315 Money and Banking
MIS 479 Intermediate Quantitative
Methods for Business and
91
92 Business Administration
-
Specialization in International Business
Business core plus 4 courses:
BUS 362 International Business
BUS 465 International Management
BUS 466 International Marketing
and one additional in either BUS 362
International Business or ECO 360 International Economics.
Students must also complete three
semesters of a foreign language (or
equivalent).The language requirement
may be waived for international students.
Contact the International Business Coordinator for details on language equivalents or
other configurations.
Combined Major in Business
Administration and Economics
11courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other Upper Division Economics
course
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
BUS 242
or BUS 331 Financial Management
and one other Upper Division Business
Administration, Accounting or MIS course
Honors Major
GPA of 3.5 in the major and 3.1 overall;
a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should contact
the Department Chair.
Minor in Business Administration
Six courses including:
ECO 112 or ECO 113, ACC 221 and 222,
BUS 242 and 252, BUS 331 or MIS 379.
This minor is automatically completed
while completing a major in Accounting or
MIS.
Minor in International Business
Six courses including:
ECO 112 or ECO 113, ACC 221, BUS 242 or
BUS 252, and three courses in International
Business (one may be in International
Economics).
Students should consult the area
coordinator concerning acceptable alternatives in International Economics.
Principles of Management
Development of the theory of management, organization, staffing,
planning and control. The nature of authority, accountability and responsibility; analysis of the role of the professional manager.
BUS 252
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical,
competitive, behavioral, economic and technological factors as they affect
product, promotion, marketing channel and pricing decisions.
BUS 295
Topics
T
PC-IIITPC
dicrii~cinn<m e ~ t i n with
v ~ members nf the staff or visiting
-
Business Administration
faculty regarding research methodology and readings in the areas of
business administration. (Prereq.: consent of instructor)
IUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property
and business organizationsunder the Uniform Commercial Code.
IUS 302
Business Ethics
Examines individual choices in business; analyzes and evaluates various
business practices; emphasizes conceptual precision in thinking, writing
and speaking. (Prereq.: BUS 301 or PHI 120 or PHI 125, or jr/sr standing)
IUS 331
Financial Management
Topics related to theory of acquisition, fund allocation and management,
sources and uses of long and short-term funds, capital cost/budgeting,
leverage, dividend policy. (Prereq.: ECO 113, ACC 222)
IUS 340
Human Resource Management
Personnel function in business, acquisition and utilization of human
resources; desirable working relationships; effective integration of the
worker with the goals of the firm and society. (Prereq.: BUS 242)
IUS 352
Marketing Research and Analysis
Research process as an aid to decision-making; methodology; results;
evaluation of effectiveness. (Prereq.: BUS 252,357, ECO 113, or consent of
instructor)
IUS 355
Marketing Communications
Integration of advertising, public relations, sales promotion design,
evaluation, and personal selling into a coherent promotion mix. (Prereq.:
BUS 252) Note: Either 355 or 357 can be taken for graduation credit but not
both.
IUS 368
IUS 433
Advertising
An introduction to print and broadcast advertising and promotion as
important elements in modem marketing and communications. Note:
Either 355 or 357 can be taken for graduation credit but not both.
International Business
Introduction to problems/possibilities and appreciation of perspective
required for successfully doing business in an international context.
(Prereq.: ECO 112 or 113, and BUS 242 or 252, or consent of instructor.
Spring)
Responding to the Challenge of Japan
An examination of current Japanese business practices from a cultural
perspective. TV documentaries, readings from periodicals, plus participation in a seminar model. (Prereq.: Junior standing or consent of instructor)
Financial Theory: Policy and Practice
A system's approach to financial structure and policy. Emphasis on
decision making, presentation through literature, readings, lectures and
case material. (Prerea.:BUS 331. ACC 322)
93
-
94 Business Administration
-
BUS 438
Investment Theory
Appraisal of the risk/return relationships of various types of securities:
extensive coverage of capital markets and portfolio management. (Prereq
all core courses or consent of instructor)
BUS 439
Risk Management and Insurance
Analyzes exposure to accidental loss -its identification, measurement
and evaluation. Reviews techniques for loss prevention and control.
Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379)
BUS 440
Operations Management
Concepts and principles related to the management of operating functions. Taught from a managerial viewpoint with examples from various
industries and sectors. (Prereq.: BUS 242)
BUS 450
Marketing Management
Integration of marketing with other business functions; marketing
management and decision-making, planning marketing programs,
channels of distribution, pricing, product selling promotion policies.
(Prereq.: BUS 352 and either BUS 355 or 357)
BUS 465
International Management
Private sector manager's perspective of national/intemational institution
and strategies, structure, practices and effects of a national corporation in
the world today. (Prereq.: BUS 242. BUS 362 is recommended)
BUS 466
International Marketing
This course examines those issues and activities unique to marketing in a
international setting. Emphasis is also placed on adaptation of a marketing mix according to the international marketing environment. (Prereq.:
BUS 252,362)
BUS 495
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and current national and
international business problems and policies. (Prereq.: consent of instructor)
lnternships and Independent Study Courses:
BUS 199
Internship
See description on page 79.
BUS 299
Directed Study
See description on page 79.
BUS 399
Internship
See description on page 79.
BUS 499
Independent StudyIResearch
See description on page 79.
In.
he major in accounting prepares
tudents for professional careers in a wide
rariety of accounting-related positions.
'his major has three tracks: General
iccounting, Professional Accounting and
vlanagerial Accounting. The General
iccounting specialization is adequate for a
vide variety of positions. The Professional
iccounting track includes two specializaions: public accounting and managerial
:ccounting.The public accounting specialzation is recommended for positions with
:PA firms. The managerial accounting
pecialization is recommended for positions
vith large or rapidly-growing companies.
The two professional specializations
elate to two professional designations: the
3PA and the CMA. A Certified Public
iccountant (CPA) focuses on external
eporting; a Certified Management
iccountant (CMA) focuses on internal
eporting. The public accounting specialzation includes the materials emphasized
)n the CPA exam; the managerial specialzation includes the materials emphasized
In the CMA exam. Both the CPA and CMA
lesignation have an experience requirenent in addition to passing the national
!xam. Under the rules of the Minnesota
itate Board of Accountancy, Accounting
najors in the Public Accounting specializaion are qualified to sit for the CPA
:xamination during their last semester.
iccounting Core
4 courses are required for this major (an
lxception to the 13-course limitation)
ncluding:
T O 112 Principles of Macroeconomics
3C0 113 Principles of Microeconomics
dIS 175 Principles of Computing for
~usiness
BUS
BUS
ACC
ACC
MIS
242
252
221
222
379
BUS 301
BUS 331
ACC 322
ACC 323
ACC 324
ACC 425
Principles of Management
Principles of Marketing
Principles of Accounting I
Principles of Accounting I1
Quantitative Methods for
Business and Economics
Business Law
Financial Management
2
Accounting Theory and
Practice I
Accounting Theory and
Practice I1
Managerial Cost Accounting
Advanced Accounting
Students are encouraged to take the
courses in the sequence given above.
Specialization in General Accounting
No additional courses required.
Specialization in Public Accounting
Accounting Core (14 courses) plus ACC 326
Tax Accounting and 423 Auditing.
Specialization in Managerial Accounting
Accounting Core (14 courses) plus ACC 424
Internal and Operational Audit and MIS
375 Management Information Systems in
the Organization.
Honors Major
GPA of 3.5 in the major and 3.1 overall;
a senior thesis and comprehensive oral
exam in the major field of concentration.
hterested juniors or seniors should contact
the Department Chair.
Minor in Accounting
Six courses including:
ACC 221,222, BUS 331 or ACC 324, ACC
322,323
and one of the following: MIS 175,379,
ECO 112 or 113.
This minor is recommended for majors
--
. .
-
2
Accounting
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of 221. Introduction to business activities, accounting for
corporations.Basic concepts and fundamentals of managerial accounting,
planning and controlling processes, decision-making and behavioral
considerations. (Prereq.: ACC 221)
ACC 295
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and readings in the areas of
business administration. (Prereq.: consent of instructor)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory
pertaining to financial statements, income concepts, valuation concepts,
FASB statements and other relevant issues as applied to assets. (Prereq.:
ACC 222)
ACC 323
Accounting Theory and Practice II
A continuation of 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts,
valuation concepts, FASB statements and other relevant issues as applied
to liabilities and stockholders' equity. (Prereq.: ACC 322)
ACC 324
Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well
as other quantitative and behavioral topics. (Prereq.: ACC 221,222, BUS
242,252, MIS 379, or consent of instructor)
ACC 326
Tax Accounting
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112,113, or consent of
instructor)
ACC 423
Auditing
Internal and external auditing procedures. Emphasis on the CPA's role to
form the basis of opinion on a set of financial statements. (Prereq.: ACC
323)
ACC 424
Internal and Operational Audit
Integrating the business arts of accounting, finance, management, marketing and MIS to incorporate and learn the techniques of internal and
operation auditing using problem-solving. (Prereq.: ECO 113, ACC 221,
222, BUS 242,252,331, MIS 175,379)
ACC 425
ACC 495
-
Accounting 97
Advanced Accounting
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
Internships and Independent Study Courses:
ACC 199
ACC 299
ACC 399
ACC 499
-
Accounting for business combinations, consolidations, governmental
accounting, partnership accounting and fund accounting. (Prereq.:
ACC 323)
Internship
See description on page 79.
Directed Study
See description on page 79.
Internship
See description on page 79.
Independent StudyIResearch
See description on page 79.
T
he major in Management Information
Systems prepares students for professional
careers in information systems. MIS studies
information systems as both a resource and
a tool for decision-making. Students learn
to analyze and evaluate existing systems
and to design and program new systems.
MIS is an extensive major (16 courses) and
includes courses from Computer Science,
Mathematics, Economics, Business and
Accounting, as well as from MIS.
Management Information Systems Major
16 courses including:
A. Six courses in Economics, Business and
Accounting:
ECO 113 Principles of Microeconomics
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting II
B. Three courses in Mathematics and
Computer Science:
CSC 170 Structured Programming
MAT 121 Finite Mathematics
or any higher level math course
and one of the following:
CSC 210 Data Structures
CSC 270 FORTRAN
CSC 271 COBOL
CSC 272 UNIX and C
C. Seven courses in MIS:
MIS 175 Principles of Computing for
Business
or CSC 160 Introduction to
Computer Science and
Communications
MIS 370 Advanced Computing for
Business
or CSC 352 Data Base Management
and Design
MIS 375 Management Information
Systems in the Organization
MIS 379 Quantitative Methods for
Business and Economics
MIS 475 Systems Analysis and Design
MIS 476 Information Systems Projects
and one of the following:
MIS 376 Project Management
MIS 479 Advanced Quantitative
Methods for Business and
Economics
ECO 318 Management Science
CSC 340 Introduction to Networking
and Communications
Honors Major
GPA of 3.5 in the major and 3.1 overall;
a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should contact
the Department Chair.
Minor in MIS
Seven courses including:
MIS 175 or CSC 160, ACC 221, BUS 242 or
BUS 252, MIS 370 or CSC 352, MIS 375,
ECO 113 and one of the following: MIS 376
475,479 or ECO 318
Mathematics Placement Croup (MPC)
Requirements
MIS 175,370,379,479, CSC 170,210 and
all 100 level Math courses have Placement
Group requirements. Since all majors in
Business, Economics and MIS must take
MIS 379, they all must have at least MPG III.
MIS
MIS 175
Principles of Computing for Business
An introductory course to develop understanding of basic computing
concepts and specific skills in using microcomputer software (Windows,
Word, Excel, Access, PowerPoint, e-mail, and the World Wide Web).
Emphasis on solving business-related problems using software, especially
Excel. Students with a strong computer background are encouraged to
take MIS 370 instead of M E 175. (Prereq.:MPG 11)
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and readings in the area of
Management Information Systems.
MIS 370
Advanced Computing for Business
This course provides more in-depth use of business software like Excel,
Access, and the World Wide Web. Students will also learn to program
Windows applications using tools like Visual Basic. (Prereq.: MPG III,
MIS 175 or CSC 160 or strong computer background)
MIS 375
Management Information Systems in the Organization
Broad understanding of using information systems to support organizational objectives. Topics include strategic uses of information systems,
business process re-engineering, understanding the technology architecture and information systems resources. (Prereq.:ACC 221, BUS 242 or
252, and one computer course such as MIS 175,370, or CSC 160)
MIS 376
Project Management
Develops project management skills needed to define, plan, lead, monitor, and complete projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical
and communications skills needed to manage inevitable changes.
(Prereq.:ACC 221, BUS 242, MIS 175 or 370.)
MIS 379
Quantitative Methods for Business and Economics
An introduction to quantitative reasoning to assist students in reading
and interpreting data. Topics include descriptive measures, probability,
sampling distributions, estimation and hypothesis testing with emphasis
on applied problems in business and economics. (Prereq.: MIS 175 and
either Math Placement Group III or a grade of at least 2.0 in MAT 104)
MIS 475
Systems Analysis and Design
Develops skills in using systems development methodologies and
Computer Aided Software Engineering (CASE) tools. Techniques used
include data and process modeling, file and database design, and user
interface design. A course-long project is used to complete a rudimentary
system design. (Prereq.: MIS 375 and 370 or CSC 352)
MIS 476
Information Systems Projects
Using skills developed in MIS 376 and 475, generate a complete and
99
loo
MIS
MIS 479
Intermediate Quantitative Methods for Business and Economics
Utilize computer packages relevant to statistical analysis. Areas of interest
include statistical descriptions, analysis of variance and statistical inference plus linear models, queuing models and Monte Carlo simulations.
(Prereq.: MIS 379) ,
Internships and Independent Study Courses:
MIS 199
Internship
See description on page 79.
MIS 299
Directed Study
See description on page 79.
MIS 399
Internship
See description on page 79.
MIS 499
Independent Study/Research
See description on page 79.
c
hemistry is the science of the changes
in matter, examining those changes and
working toward an understanding of them.
Correlating the results of physics and
opening the vistas of molecular biology,
chemistry has been described as the central
science because matter includes the entire
physical world such as the things we use,
the food we eat and even ourselves.
Chemists as scientists must be knowledgeable in fact and theory for solving
scientific problems, and also capable
of providing a public understanding of
their work including potential problems
as well as benefits.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts as
offered in the General Education Curriculum is imperative if a chemist is to be both
truly human and truly scientific.
The Department is on the List of
Approved Schools of the American
chemical Society (ACS) and offers a
chemistry major which meets the chemistry
background required by many fields.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students
develop into mature scientists:
*To provide a course of study of
sufficient rigor and depth to enable our
graduates who complete our ACS chemistry major to compete successfully with
their peers of similar ability in graduate
school or research positions.
*To provide programs of study for
professional goals in addition to the
traditional positions as chemists.
*To provide an atmosphere of learning
so that students will want to remain
lifelong learners, thereby remaining
competent in their field however that may
change after graduation, and be able to
move into new areas as opportunities arise.
*To encourage students to take a broad
view of their education and to seriously
study areas outside of the sciences.
*To present the excitement of chemistry
to non-science majors as an example of the
methodology of the natural sciences in
examining the world around us. The
presentation of major concepts underlying
the changes in matter, the opportunity to
examine change in the physical world and
the reflection of the implications and
limitations of science in our society will
enhance the ability of non-science persons
to make better value judgments concerning
science questions in their own endeavors.
Chemistry Faculty
Joan C. Kunz (Chair), John J. Carroll, Arlin
E. Gyberg, Sandra L. Olmsted
BACHELOR OF ARTS
Graduation Major in Chemistry
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
CHM 351,352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar
and one additional course from:
CHM 364 Physical Chemistry
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
CHM 483 Quantum Chemistry
lo*
-
Chemistry
BIO 367 Biochemistry
Also required:
PHY 121,122 General Physics I, I1
MAT 145,146 AUGMENT Calculus
I & I1
or one year of calculus
Because Upper Division courses have
mathematics and physics prerequisites,
students should plan to take MAT 145,146
in the freshman year and PHY 121,122 in
the sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific
licensing requirements for teachers which
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
idenfdy current Minnesota teacher licensure requirements.
Pre-Medical Chemistry Major
The same as the Graduation Major. In
addition, medical schools expect at least
two courses (and usually more) in biology.
Students should consult members of the
Chemistry Department for assistance in
planning a course program early in their
college career.
E BACHELOR OF SCIENCE
American Chemical Society Approved
Major
12 courses including:
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
CHM 351,352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361,363 Physical Chemistry and
Laboratory
CHM 364,365 Physical Chemistry and
Laboratory
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
CHM 483 Quantum Chemistry
CHM 491 Chemistry Seminar
MAT 145,146 AUGMENT Calculus
I & I1
or one year of calculus
MAT 245 Mathematical Structures
or approved math course
PHY 121,122 General Physics I, I1
(should be taken in sophomore
year)
Recommended: Modem Physics, additional mathematics, research experience,
reading ability in German and computer
proficiency.
Honors Major
Full ACS major; GPA of 3.5 in chemis-
try, mathematics and physics, 3.0 overall;
one course or summer of approved
research; participation in seminar.
Minor
Five courses which must include:
CHM 105,106 or CHM 115,116, CHM 353,
and two other Chemistry courses from:
CHM 223, CHM 351,352, CHM 361, or BIO
367
Note: credit will not be granted for both
CHM 105 and 115, or for both CHM 106
and 116. Other restrictions are in the course
descriptions.
Chemistry lo3
A prerequisite must be completed with a grade of 2.0 or P, or higher to count, otherwise, permission
of the instructor is necessary. These requirements also must be met when using thefirst term of a
two-term course in registeringfor the second term.
CHM 100
Chemistry for Changing Times I
Designed for the liberal arts student. Emphasis is upon developing basic
chemistry concepts using examples primarily from inorganic chemistry.
Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: MPG 11)
CHM 101
Chemistry for Changing Times II
Second semester of the year-long course. Applies concepts from CHM 100
to environmental, organic and biochemical problems of societal interest. A
laboratory is included with this course. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses.
(Prereq.: CHM 100, MPG III)
CHM 105
Principles of Chemistry
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics and equilibrium. The
sequence, CHM 105,106, is designed for students who have not studied
chemistry in high school or who are less confident about their background
in chemistry. Students may go into CHM 351 or 353 from CHM 106 and
major in chemistry. (Three hours of lecture, one three-hour laboratory.
Prereq.: MPG II. Fall)
CHM 106
Principles of Chemistry
CHM 106 is a continuation of CHM 105 with more emphasis upon
equilibrium and the chemistry of the elements. (Three hours of lecture,
one three-hour laboratory. Prereq.: CHM 105, MPG m.Spring)
CHM 115
General Chemistry
An intensive course for pre-medical students and future chemists.
Includes chemical equations and calculations, energetics, and bonding
theory with examples from inorganic chemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: high school chemistry, MPG III. Fall )
/'
CHM 116
CHM 223
General Chemistry
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour
lectures, one three-hour laboratory. Prereq.: 115. Spring)
Elementary Organic Chemistry
This one-semester course is designed for students whose professional
goals require a survey of organic chemistry. Topics covered include
synthesis, properties and reactions of selected aliphatic and aromatic
compounds. This course will not count toward achemistry major, nor will
credit be given for this course if CHM 351,352 is taken, nor does it fulfill
the prerequisite requirement for CHM 352, nor does it meet biochemistry
'04 Chemistry
requirements for other programs. (Prereq.: CHM 106 or 116. Three onehour lectures, one three-hour laboratory. Fall)
CHM 351,352 Organic Chemistry
Important classes of organic compounds with special emphasis on
mechanisms and multi-step synthesis. Descriptive material is correlated
by means of modem theories of chemical bonds, energy relations and
reaction mechanism. (Three one-hour lectures, one four-hour laboratory.
Prereq.: CHM 106 or 116. Fall: CHM 351; Spring: CHM 352)
CHM 353
Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in
detail and gives an introduction to electrochemicaland spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of
a variety of samples, and includes trace analysis. (Three hours of lecture,
one four-hour laboratory. Prereq.: CHM 106 or 116. MPG III. Fall)
CHM 361
Physical Chemistry
The basic theoretical concepts of chemistry; thermodynamics, kinetics and
quantum chemistry. (Three one-hour lectures. Prereq.: CHM 106 or 116;
MAT 145,146; PHY 121,122. Fall)
CHM 363
Physical Chemistry Laboratory
(.5 course)
Physical Chemistry Laboratory introduces students to techniques of data
collection and experimental application of concepts presented in Physical
Chemistry lecture. CHM 363 is to be taken in the fall and involves
experiments related to CHM 361. (One four-and-one-half hour laboratory.
Prereq.: CHM 361 or concurrent registration.)
CHM 364
Physical Chemistry
Applications of concepts studied in CHM 361 to areas of solutions, phase
equilibria, electrolytes, molecular structure and electrochemistry. (Three
one-hour lectures. Prereq.: CHM 361. Spring)
CHM 365
Physical Chemistry Laboratory
(.5 course)
CHM 365 is to be taken the second semester and involves experiments
relating to CHM 364. (One four and one-half hour laboratory. Prereq.:
CHM 364 or concurrent registration. Spring)
CHM 464
Advanced Organic Chemistry
Organized around the problems of identifymg organic compounds in the
laboratory. Lecture topics include structure-spectracorrelations for IR,
UV, NMR and mass spectroscopy; use of the literature (including
Beilstein); and further study of organic reactions. (Three hours of lecture,
six hours of laboratory. Prereq.: CHM 352,353,361 or consent of instructor. Some reading knowledge of German recommended. Fall)
CHM 481
Advanced Analytical Chemistry
Emphasis on instrumental methods of analysis. Atomic, molecular, and
electron spectroscopy, radiochemical, chromatography, thermal, and
electroanalytical methods are covered. (Three one-hour lectures, one fourand-one-half hour laboratory. Prereq.: CHM 353,361 or consent of
-
Chemistry 105
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic and molecular
orbital models. Reactivity and bonding in coordination, cluster and
organometallic compounds are considered. The laboratory uses preparations of a variety of techniques. (Three one-hour lectures, one three-hour
laboratory. Prereq.: CHM 352,361 or consent of instructor. Fall)
CHM 483
Quantum Chemistry
Presents quantum theory in terms of Schrodinger'swave equation and
uses the equation to solve molecular model problems. Approximate
solutions are introduced and used to develop molecular orbital theory for
molecules. (Three one-hour lectures. Prereq.: CHM 364 or consent of
instructor. Spring)
CHM 491
Chemistry Seminar
(.O course)
This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors
and seniors are expected to participate, with seniors presenting papers.
Outside visitors are also invited to participate.
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience
before graduation which may be obtained by working on a summer
research project (not counted as a course) or by research participation
during the academic year (which may be counted as a course). Cooperative Education is an excellent opportunity to be involved in industrial
research projects. (Prereq.:junior or senior standing)
Internships and Independent Study Courses:
CHM 199
lnternship
See description on page 79.
CHM 299
Directed Study
See description on page 79.
CHM 399
lnternship
See description on page 79.
CHM 499
Independent StudyIResearch
See description on page 79. (Prereq.:junior or senior standing)
LOMMUNICATION
See listing under Speech/Comunication
and Theatre Arts.
T
he Augsburg Computer Science
Department strives to give students a
sound theoretical and practical foundation
in computer science. We offer both a B.A.
and a B.S. major. The computer science
curriculum places emphasis on networks,
communications and the use of computers
as an information access tool. The course
work provides students a strong base in
computer science, with emphasis on
concepts rather than on applications. We
encourage students to strengthen their
course work by electing an Internship or
Cooperative Education experience. Our
location in the Twin Cities provides us an
excellent resource of such experiences for
students, and allows them to add practical
applications to their education.
Computer Science Faculty
Larry Ragland (Chair), Larry Crockett,
Noel Petit, Charles Sheaffer
BACHELOR OF ARTS
Computer Science Major
11courses including:
CSC 160 Introduction to Computer
Science and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC
~ h e o r yof Computation
CSC
Introduction to Networking
and Communications
CSC
Principles of Computer
Organization
CSC
Advanced Topics in Computer
Science
Augment Calculus I
MAT
or
MAT 122 Calculus for the
Social and Behavioral Sciences
and two electives from CSC courses above
200, at least one of which is above 300.
BACHELOR OF SCIENCE
Computer Science Major
15 courses including:
CSC 160 Introduction to Computer
Science and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 330 Theory of Computation
CSC 340 Introduction to Networking
and Communications
CSC 345 Principles of Computer
Organization
CSC 4-40 Advanced Networking and
Communications
CSC 495 Advanced Topics in Computer
Science
MAT 145 Augment Calculus I
MAT 146 Augment Calculus I1
MAT 245 Mathematical Structures and
Reasoning I
MAT 246 Mathematical Structures and
Reasoning I1
or MAT 247 Introduction to
Applied Mathematics
or MAT 355 Numerical Analysis
and two electives from CSC courses above
200, at least one of which is above 300.
Computational Economics
The computational economics major ha!
been designed to serve a need for students
to have some basic understanding of
computer science and economics. The
major requires six courses from computer
science and six from economics with a
required capstone Independent Study.
Students interested in this major should
C o m ~ u t e rScience
2onsult with the faculty in computer
science, in economics, or one of the
:oordinators.
Coordinators: Jeanne Boeh, Department of Economics. Larry Ragland,
Department of Computer Science.
Major in Computational Economics
K4T 145 Augment Calculus I
or MAT 122 Calculus for the
Social and Behavioral Sciences
CSC 160 Introduction to Computer
Science and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 340 Introduction to Networking
and Communications
CSC 345 Principles of Computer
Organization
CSC 495 Advanced Topics in Computer
CSC 160
Science
112 Principles of Macroeconomics
113 Principles of Microeconomics
312 Intermediate Macroeconomics
313 Intermediate Microeconomics
318 Management Science
315 Money and Banking
or ECO 415 Managerial Economics
CSC 499 Independent Study
or ECO 499 Independent Study
ECO
ECO
ECO
ECO
ECO
ECO
Computer Science Honors Major
GPA of 3.5 in computer science and
mathematics, GPA of 3.1 overall, and an
independent study project.
Computer Science Minor
Six courses including CSC 160,170,210,
345, MAT 145, and one Upper Division
Computer Science course.
Introduction to Computer Science and Communications
Use of the computer as an information accessing tool through e-mail,
Internet, newsgroups, and remote access to the library; an introduction to
computer science topics in hardware, software, and theory. (Prereq.:MPG
m)
CSC 170
Structured Programming
An introduction to problem-solving, algorithm development and programming using C. (Prereq.: MAT 114 or MAT 122 or BUS 279 or MPG IV)
CSC 210
Data Structures
Data structures such as linked lists, stacks and queues; recursion; objects,
classes and methods. (Prereq.: CSC 170)
CSC 261
Electronics
See under PHY 261.
CSC 270
FORTRAN
Study of the FORTRAN programming language. It is assumed that the
student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course
with a study of a programming language)
'07
lo8
-
Computer Science
CSC 271
COBOL
Study of the COBOL programming language. It is assumed that the
student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course
with a study of a programming language)
CSC 272
UNlX and C
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and
has done programming in some other language. (Prereq.: CSC 170 or
another course with a study of a programming language)
CSC 320
Algorithms
A systematic study of algorithms and their complexity, including searching/sorting; mathematical algorithms, scheduling, and tree and graph
traversal algorithms. The limitations of algorithms, the classes P and NP,
NP-complete problems and intractable problems. (Prereq.: CSC 210 and
MAT 145)
CSC 330
Theory of Computation
Basic theoretical principles embodied in formal languages, automata and
computability. Topics include regular and context-free languages, finite
automata, Turing machines, the halting problem and unsolvability.
(Prereq.: CSC 170 or 345; MAT 145)
CSC 340
Introduction to Networking and Communications
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards, network management and general computer interfacing. (Prereq.:
csc 345)
CSC 345
Principles of Computer Organization
An introduction to computer architecture, processors, operating systems,
instruction sets and assembly language programming. (Prereq.: CSC 160)
CSC 352
Database Management and Design
Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC
210)
CSC 440
Advanced Networking and Communications
Network management; client/se~erdatabases and workstations; TCP/IP,
IPX, Appletalk networks. (Prereq.: CSC 340)
CSC 445
Operating Systems and Computer Architecture
Elements of operating systems, memory and process management,
interactions among major components of computer systems, and a
detailed study of the effects of computer architecture on operating
systems. (Prereq.: CSC 345)
Com~uterScience
CSC 450
Principles of Programming Languages
Principles that govern the design and implementation of programming
languages. Topics include programming language syntax and semantics,
parsing, compilers, interpreters, data structures, control structures and the
run-time environment. (Prereq.: CSC 210)
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in
other courses. This course may be repeated when the topics vary. (Prereq.:
consent of instructor)
Internships and Independent Study Courses:
CSC 199
Internship
See description on page 79.
CSC 299
Directed Study
See description on page 79.
CSC 399
Internship
See description on page 79.
CSC 499
Independent StudyIResearch
See description on page 79.
109
A
major in East Asian Studies is
offered through Augsburg and the other
Associated Colleges of the Twin Cities
(ACTC). This is an inter-college, interdepartmental program which is available
as a result of the cooperation and crossregistration possibilities among Augsburg
College, Hamline University, Macalester
College, The College of St. Catherine and
the University of St. Thomas. The program
pools the resources and expertise within
the five institutions. This major enables
students to acquire a broad knowledge of
Japan, China and other East Asian nations
and to gain a functional knowledge of the
language of one country.
Career opportunities for those who
attain a liberal arts degree in East Asian
Studies include government service,
international business, journalism, language instruction, Asian arts and intercultural communication. The major provides a
foundation for graduate work in various
fields such as anthropology, economics,
history, international relations, business,
law, political science, sociology and theatre.
This major is also recommended for those
interested in education and work with
social and recreational agencies.
East Asian Studies Faculty
Martha Johnson, Director
Major in East Asian Studies
Nine courses are required for the major.
Courses in the major must be approved by
the campus adviser, and are distributed as
follows: four courses in an East Asian
language; four additional courses, two of
which must be Upper Division (strongly
recommended that one of these be a historj
course on China or Japan); and an East
Asiarl Studies Seminar. A term of study
abroad and the completion of a minor in
another discipline are strongly recommended.
Study abroad opportunities for the
semester or a year are available in Hong
Kong, Japan, Korea and the People's
Republic of China. Study abroad strengthens the East Asian studies major by
offering a cross-cultural experience in the
country of specialization.
Language Courses
Hamliie University offers elementary
and intermediate courses in Chinese.
Macalester College and the University of
St. Thomas offer elementary and intermedi.
ate courses in Japanese. There is a contractual arrangement with the University of
Minnesota to take Chinese or Japanese
languages (without extra tuition charges);
see campus adviser. Non-majors may also
take the Chinese and Japanese language
courses.
-
East Asian Studies
Minor in East Asian Studies
Five courses, no more than two of
which may be in the language. A minor in
East Asian studies provides exposure to an
area of East Asia which would complement
other disciplines.
Note: Interim courses or new courses
related to the East Asian Studies Program
may be substituted when appropriate, with
the consent of the campus adviser. Faculty
advising is recommended at all stages of
the major to plan a coherent and effective
program.
Each campus has a member on the
ACTC East Asian Studies committee who
can assist students. The current advisers
are: Augsburg College - Martha Johnson
330-1715, Hamline University - Richard
Kagan 641-2433, Macalester -Yue-him
Tam 696-6262, St. Catherine -Martha
Hardesty 690-6189, St. Thomas - Robert
Foy 962-5603.
Approved Augsburg College courses
for the East Asian Studies Program (consult
program director for ACTC listing of
approved courses):
BUS 368 Responding to the Challenge
of Japan
HIS 104 The Modem Non-Westem
World
PHI 355 Asian Philosophy
POL 363 Russian and Chinese Foreign
Policy
REL 356 History of Religions
THR 245 Introduction to Asian and
Asian American Theatre
Students may also take Independent
Studies (299,499) or topics courses relating
to East Asian Studies in various departments, subject to consent of instructor and
approval of program director.
111
T
he Economics Department offers a
program which 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.
Currently, four majors are offered. The
Economics major is designed primarily for
students who are planning graduate or
advanced professional studies. The
Applied Economics major generally leads
to careers in the business world or govemment. Computational Economics meets the
challenge of the changing career opportunities in the fields of Economics and Computer Science. Finally, the combined
Economics/Business Administration major
is designed for those who want more flexibility in planning their program of study.
The study of Economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze
and to make choices. Some reasons for
studying Economics are: Economics deals
with current problems; Economics is a
successful and prestigious social science;
Economics employs theoretical models and
the scientific method; an Economics major
prepares students for community leadership; and an Economics major leads to a
great diversity of career opportunities.
These include careers in business, law,
teaching, journalism, politics, banking and
finance, service in government, educational
administration, private and public intemational service and industrial relations. A
degree in Economics may prove to be a
valuable credential.
Students are also able to combine an
Economics major with other disciplines
such as Business Administration, Intemational Relations, Mathematics, Computer
Science, Management Information Systems
(MIS), Political Science, History and Nordic
Area Studies.
Transfer students majoring in the Economics Department must take at least four
Upper Division Economics courses at Augsburg, one of these must be ECO 312 or 313.
Internships are recommended. Students
must consult with the Department chair
and the Internship office before registering
for academic credit.
Economics Faculty
Satya P. Gupta (Chair),Jeanne Boeh,
Edward Sabella
Maior in Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
ECO 414 Welfare Economics
and three other Upper Division courses:
MIS 175 Computers for Business,
Accounting, Economics and
MIS
MIS 379 Quantitative Methods for
Business and Economics
MAT 114 Elementary Functions
or MAT 121 Finite Mathematics
or MAT 122 Calculus for the Social
and Behavioral Sciences
The complete calculus sequence is very
strongly recommended for those planning
graduate study in Economics. Computer
courses are also stron~lvrecommended.
Economics 113
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 311 Public Finance
or ECO 312 Intermediate
Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
ECO 360 International Economics
ECO 318 Management Science
or ECO 415 Managerial Economics
ECO 413 Labor Economics
ECO 399 Internship Program
or ECO 499 Independent Study
MIS 175 Computers for Business,
Accounting, Economics and
MIS
MIS 379 Quantitative Methods for
Business and Economics
ENG 223 Writing for Business and the
Professions
PHI 120 Ethics
or PHI 125 Ethics and Human
Identity
Major in Computational Economics
See Computer Science, page 106.
Combined Major in Economics and
Business Administration
Five Economics courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
And one other Upper Division Economics
course
and six Accounting/Business Administration/MIS courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
or MIS 379 Quantitative Methods for
Business and Economics
and one other Upper Division Business
course
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers
which 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 iden* current Minnesota teacher
licensure requirements.
Honors Major
GPA of 3.5 in the major and 3.0
overall; a senior thesis and comprehensive
oral examination in the major field of
concentration.
Minor in Economics
ECO 112,113,312,313, and one
additional Economics Upper Division
course. Other configurations may be
permitted by consulting with the Department chair.
Note: Students who plan to major in the
Department are strongly encouraged to
select a Department adviser as soon as
possible in order to carefully plan their
program of study.
In addition to the courses listed on the
following pages, these topics have been
offered under ECO 295,495 Topics:
Consumer Economics, Research Methods
for Economics and Business, Advanced
Economic Theory, Decision-Making with
Finite Markov Chains, Soviet Economy,
Economics of Mutual Funds and Health
Economics.
Economics
ECO 110
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban
environment. Some of the topics to be discussed are fundamental
microeconomic tools, e.g. crime prevention, education, discrimination.
(This is a basic course designed for those students who do not plan to
major in Economics or Business Administration or MIS).
ECO 112
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary
and fiscal policy, international trade. Application of elementary economic
theory to current economic problems. May be taken independently of
ECO 113or 110. ECO 112 and 113may be taken in either order. (Prereq.:
MPG 11)
ECO 113
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm,
market structures and income distribution. Application of elementary
economic theory to market policy. May be taken independently of ECO
110 or 112. ECO 112 and 113may be taken in either order. (Prereq.:
MPG 11)
ECO 219
History of Economic Thought
A chronological study of the major economic thinkers in the political,
economic, philosophical and social settings of the time. Emphasis will be
on tracing long-term secular trends in economic thinking. (Prereq.: ECO
112 or 113)
ECO 295
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and current national and
international economics problems and policies.
ECO 311
Public Finance
Analysis of the principles of taxation and public expenditures; the impact
of fiscal policy on economic activity; debt policy and its economic implications. (Prereq.:ECO 113. Fall: alternate years)
ECO 312
Intermediate Macroeconomics
Determinants of national income, employment and price level analyzed
via macromodels. Attention paid to areas of monetary-fiscal policy,
growth and the role of expectations. (Prereq.: ECO 112. Fall)
ECO 313
Intermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and
industry; the pricing of factors of production and income distribution;
introduction to welfare economics. (Prereq.: ECO 113. Spring)
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial banks, the Federal Reserve System and its role in relation to aggregate
Economics
economic activity. Emphasis placed on monetary theory and policy.
(Prereq.: ECO 112. Fall: alternate years)
ECO 317
Comparative Economic Systems
This course focuses on comparing the performance of various countries
that rely on different economic systems for the allocation of resources,
including systemic changes in Eastern Europe. Theoretical models are
examined and compared to real-world variants. (Prereq.: ECO 112 or 113:
on demand)
ECO 318
Management Science
Provides a sound conceptual understanding of the modem techniques of
management science to prepare students to make better business and
economic decisions. Emphasis is on applications such as transportation,
marketing, portfolio selection, environmental protection, the shortest
route, inventory models, etc. (Prereq.: ECO 113, MPG m. Fall)
ECO 360
International Economics
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade; balance of
payments; exchange rate systems and commercial policy. (Prereq.: ECO
113. Spring: alternate years)
ECO 360
Environmental Economics and Sustainable Development
This course addresses the environmental problems such as tropical
deforestation, despoilation of air and water, ozone depletion, global
warming, etc. that arise in the process of economic development to better
the standard of living of the developed and developing countries.
(Prereq.: ECO 112 or 113: on demand)
ECO 413
Labor Economics
Analysis of labor markets: labor as a factor of ~roduction:determination
of wage collective bargaining; labor legislation and effects upon society.
(Prereq.: ECO 313. Spring: alternate years)
ECO 414
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of
alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: ECO 313. Spring: alternate years)
ECO 415
Managerial Economics
Integrates economic theory and corresponding practices in business.
Among the topics considered are theories and practices in forecasting,
estimation of demand and cost functions, and an analysis of economic
problems of relevance to management. (Prereq.: MIS 379, ECO 313: on
demand)
ECO 416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macro economic theory. (Prereq.: ECO
312,313, MAT 122)
-
- Economics
ECO 495
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and current national and
international economic problems and policies.
Internships and Independent Study Courses:
ECO 199
Internship
See description on page 79.
ECO 299
Directed Study
See description on page 79.
ECO 399
Internship
See description on page 79. (Prereq.: 50 percent of major or consent of
instructor)
ECO 499
Independent StudyIResearch
See description on page 79.
T
he Education Department maintains
teacher education programs which are fully
accredited by the Minnesota Board of
Teaclung and the National Council for
Accreditation of Teacher Education
(NCATE). These programs lead to endorsements or licensure for kindergarten,
elementary, a wide variety of secondary
subject areas, and K-12 licenses in art,
health, music, or physical education.
Students must apply for acceptance into
the Education Department prior to beginning 300-400 level courses. State law
requires completion of the PPST-PRAXIS
Exam prior to beginning 300400 level
courses. Students complete a semester of
full-time student teaching within the
Department's 45-mile service area.
The Education Department offers nonlicensure majors in elementary education
and education studies.
All students are expected to obtain an
Education Department adviser at the outset
of coursework.
Student Teaching Abroad
Selected Education Department
students may participate in an Interna-
Kindergarten-Elementary Major and
Licensure Requirements:
EDU 210 Learning and Development
in an Educational Setting
EDU 265 Orientation to Education in an
Urban Setting and Field
Experience
EDU 341 Media Technology
tional Student Teaching Abroad program.
Students have options for student teaching
in dozens of countries through the international and American School network. Those
interested in further information should
contact the Education Department.
Students who student teach abroad will do
part of their student teaching in the Metro
area under direct Augsburg faculty
supervision.
Education Faculty
Rich Germundsen (Chair), Mary Ann
Bayless, Linda Dyer, Joseph Erickson, Ann
Fleener, Gretchen Irvine, Susan O'Comor,
Vicki Olson, Jean Strait
Note:
Major changes in Minnesota teacher
licensure are expected to be implemented
prior to the year 2000. At the date of this
catalog printing those changes have yet to
be announced. All candidates for teacher
licensure will have to meet the standards
set by the State and meet the State's
timeline requirements. Teacher candidates
are strongly encouraged to maintain
frequent contact with an Education
Department faculty adviser.
EDE 351 Techniques of Teaching
Reading
EDE 352 Creating Learning
Environments: Kindergarten Elementary and Field
Experience
EDE 381 Kindergarten-Elementary
Curriculum: Art, Music
l8 Elementary Education
-
EDE 382 Kindergarten-Elementary
Curriculum: Mathematics
EDE 383 Kindergarten-Elementary
Curriculum: Physical Education
EDE 384 Kindergarten-Elementary
Curriculum: Social Studies,
Thematic Studies
EDE 386 Kindergarten-Elementary
Curriculum: Children's
Literature
EDE 387 Kindergarten-Elementary
Curriculum: Language Arts
EDE 388 Human Relations
EDE 481,482,483 Student Teaching K-6
EDE 484 Student Teaching K-6 (optional)
HPE 115 Health and Chemical
Dependency Education
HPE 116 Health Concepts for Educators
PHY 103 Conceptual Physics
or MAT 131 Mathematics for the
Liberal Arts
and EDE 377 K-El Science Methods
PHY 103
Students must complete an academic
minor.
If students also desire kindergarten
endorsement, EDE 375 Discovery Learning
in the World of Kindergarten is required.
A GPA of 2.5 overall, 2.5 in the major,
2.0 in the minor, and grades of P in student
teaching courses are required for licensure,
as well as minimum grades of 2.0 in all
Education courses. The equivalent of two
full courses graded P/N plus student
teaching is the maximum allowed for the
elementary education major. P/N grades
for EDU 388 Human Relations and student
teaching are counted in the eight P/N
graded course maximum allowed for
graduation for all elementary and secondary teacher education degree students. The
criteria for acceptance into the Department
Licensure Program are available in the
Education Department.
Conceptual Physics
(See Physics Department for course description.)
EDU 265
Orientation to Education in an Urban Setting and Field Experience
Investigates various aspects of the teaching profession, with opportunity
for in-school work. Open to all students. (Prereq.: sophomore standing
and ENG 111)
EDU 282
Introduction to Special Education
(See Special Education for course description.)
EDE 295
Topics in Education
Study of selected topics in education that arenot treated extensively
through current course offerings. Specific topics will be announced.
EDU 341
Media Technology
(.5 course)
Psychological and philosophical dimensions of communication
through the use of instructional technology. Selection, preparation,
production and evaluation of effective audio-visual materials for teaching/learning situations. Computer training will be included in this course.
ID,,,,,
. DDCT\
Elementary Education 119
EDE 351
Techniques of Teaching Reading
The study and utilization of a variety of teaching techniques and resources
in reading, including the diagnosis and correction of reading difficulties.
(Prereq.: PPST)
EDE 352
Creating Learning Environments: Kindergarten-Elementaryand Field
Experience
The study of strategies and methods of teaching and learning in the
contexts of educational, psychological and sociological theories.
(Prereq.: PPST)
EDE 375
Discovery Learning in the World of Kindergarten
(.5 course)
Study and utilization of a variety of techniques and resources for teaching
kindergarten. (Prereq.: PPST, jr/sr standing, take as close to student
teaching as possible)
EDE 381
Kindergarten-ElementaryCurriculum: Art, Music
(.5 course)
Examination and preparation of materials and resources for art and music
taught at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST)
EDE 382
Kindergarten-ElementaryCurriculum: Mathematics
(.5 course)
Examination and preparation of materials and resources for mathematics
at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST)
EDE 383
Kindergarten-ElementaryCurriculum: Physical Education, Health
Examination and preparation of materials and resources for physical
education and health at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST)
EDE 384
Kindergarten-ElementaryCurriculum: Social Studies, Thematic Studies
(.5 course)
Examination and preparation of materials and resources for social studies
and thematic teaching at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST)
EDE 386
Kindergarten-ElementaryCurriculum: Children's Literature
(.5 course)
Examination and preparation of materials and resources for children's
literature at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST)
EDE 387
Kindergarten-ElementaryCurriculum: Language Arts
(.5 course)
Examination and preparation of materials and resources for language arts
at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST, EDU 265)
EDU 388
Human Relations
(.5 course)
Emphasis on the study of values, of communication techniques, and of the
major minority groups in Minnesota for the development of interpersonal
relations skills applicable to teaching and other professional vocations.
-
.
,.
- 0 . .
..
..
- Elementary Education
EDS 478
School and Society
(See Secondary Education for course description.)
EDE 481,482,483,484 Student Teaching K-6 and Seminar
Observing and teaching at the kindergarten and elementary levels under
the supervision of college and elementary school personnel. (Prereq.: All
K-Elementary course work satisfactorily completed, admission into the
Education Department Licensure program, PPST, P/N grading only.)
EDU 491
Practicum and Seminar in Special Education
(See Special Education for course description)
EDE 495
Topics in Education
(.5 course)
Study of selected topics in education that are not treated extensively
through current course offerings. Specific topics will be announced.
EDE 498
Independent Study
(.5 course)
Study of specific areas in education as determined by candidate seeking
licensure in a teaching area. May be taken more than once for credit (by
permission).
Internships and Independent Study Courses:
EDE 199
Internship
See description on page 79.
EDE 299
Directed Study
See description on page 79.
EDE 399
Internship
See description on page 79.
EDE 499
Independent StudyIResearch
See description on page 79. A projected program must be outlined and
approved by the Kindergarten-Elementary education faculty.
I
t is the responsibility of each student to
neet all specific requirements of the
iducation Department. Secondary Educaion students are expected to consult with
{ducationfaculty regarding state requirenents for teacher licensure, in addition to
:onferring with the student's major field
~dviser.
Licensure Requirements in the state of
vfinnesota for teaching in secondary
;chools are met through the Augsburg
Zollege Education Department Licensure
xogram: Baccalaureate degree; academic
najor in an approved teaching area; and
he following courses:
3DU 210 Learning and Development in
an Educational Setting
!DU 265 Orientation to Education in an
Urban Setting and Field
Experience
3DU 341 Media Technology
ZDS 350 Reading in the Content Areas
ZDS 354 Creating Learning
Environments: Secondary Field
Experience
EDU 388 Human Relations
EDS 478 School and Society
EDS 481,482,483 Student Teaching/
Seminar
EDS 484 Student Teaching/Seminar (for
Art, Health, Music, and Physical
Education teaching majors)
HPE 114 Health Safety Education (or
equivalent) (for Art, Health,
Music, and Physical Education
teaching majors)
Secondarv Education
HPE 115 Health and Chemical
Dependency Education
HPE 116 Health Concepts for Educators
Methods course in major/minor areas
GPA of 2.5 overall, 2.5 in Education, 2.5
in teaching major/minor and P in student
teaching required. All required EDU/EDS
courses must have a grade of 2.0 or higher.
Application for and acceptance into the
Augsburg Licensure Program required.
Criteria for admission to the program are
available in the Education Department.
Art, Health, Music, and Physical
Education Licensure
A person preparing for licensure in one
of these areas follows the secondary
education program even though he or she
plans to teach at the elementary school
level. A person with a major in one of these
special areas will take four courses in
student teaching and do some student
teaching at both the secondary and
elementary levels. In addition to 354, the
art major will register for 361,362; the
music major for 355-359.
Art, health, and physical education
teacher education programs lead to
licensure for grades K-12. Music teacher
education programs lead to licensure in the
following areas: 1) Band (K-12) and
classroom music (5-12); 2) Orchestra (K-12)
and classroom music (5-12);3) Vocal and
classroom music (K-9); or 4) Vocal and
classroom music (5-12).
121
'2 Secondary Education
Modern Language Licensure
minor fields providing the student has a 2.
For modem language teachers (French,
German, Spanish), see Modem Language
Department for information on the
required competency exams.
GPA inthat
has
the
methods course for that field,
has
student taught in the field. Students may
not student teach in a minor only.
Licensing in a Minor Field
(Also see Natural Science Licensure on
page 192 and Social Studies Licensure on
Page 230.)
Teacher licensure is available in several
EDU 210
Learning and Development i n an Educational Setting
A survey of educational psychology topics as applied to teaching and
learning. Special emphasis is placed on classroom applications. PSY 105
Principles of Psychology is strongly recommended.
EDU 265
Orientation t o Education in an Urban Setting and Field Experience
Investigates various aspects of the teaching profession, with opporhmity
for in-school work. Open to all students. (Prereq.: sophomore standing
and ENG 111)
EDS 282
Introduction t o Special Education
(See Special Education for course description.)
EDS 295
Topics i n Education
Study of selected topics in education that are not treated extensively
through current course offerings. Specific topics will be announced.
EDU 341
Media Technology
(.5 course)
(See Elementary Education for course description) (Prereq.: PPST)
EDS 350
Reading in the Content Areas
(.5 course)
The study and utilization of a variety of techniques and resources to assisl
students in teaching reading through the content areas. Major: Required
for Secondary Education. Upper Division. (Prereq.:PPST)
EDS 354
Creating Learning Environments: Secondary and Field Experience
The mastery of theories and their application for teaching in learning
settings. Laboratory experiences. (Prereq.: PPST)
EDS 355
Music Methods (K-12)
Trends and issues in music education. The development of music skills
and teaching procedures for school music K-12. Workshops and laboratory experience. (Prereq.: EDS 354 and PPST. Spring)
EDS 356, 357, 358 Music Methods: Brass and Percussion, Woodwinds, Strings
(.5 course each)
Study and application of instructional methods, materials and techniques.
Courses offered on two-year cycle. Even year: Woodwinds. Odd year:
R,-,,
A
,
D,rr..rr:,,
CC:,-.ID-,-,,
. DDCT\
Secondary Education '23
Art Methods (Elementary and Junior High School)
Procedures, materials and issues relating to the teaching of art in the
elementary, middle and junior high schools. For art teaching majors only.
(Prereq.: EDS 354 and PPST. Fall)
Art Methods (Senior High School)
(.5 course)
Procedures, materials and issues relating to the teaching of art in the
senior high school. (To be taken concurrently with 361. Prereq.: EDS 354
and PPST. Fall)
English Methods
Materials and methods suitable for students in secondary schools.
Emphasis on the preparation of lesson and unit plans. Some teaching
experience in a local high school. The study of adolescent literature is
included. (Prereq.: EDS 354 and PPST. Joint day school and WEC. Fall)
Physical Education Methods (K-6)
(See Health and Physical Education Department for course description.
Prereq.: PPST)
Modern Language Methods
(.5 course)
World language learning theory. The theory and practice of world
language teaching. (Prereq.: EDS 354 and PPST. Consult with the Modem
Language Department. Joint Day School and WEC. Fall)
Physical Education Methods (7-12)
(.5 course)
(See Health and Physical Education Department for course description.
Prereq.: PPST)
Natural Science Methods
(-5 course)
Course structures, goals, and procedures in science education. Consideration of ability levels of students. Survey and assessment of classroom
textbooks and materials. Development of a file of teaching materials and
references. Consult with the Education Department. (Prereq.: EDS 354 and
PPST. Joint day school and WEC. Fall)
Social Studies Methods
(.5 course)
Introduction to the teaching of social sciences and history in secondary
school classrooms. Emphasis on instructional strategies and curriculum
development. Consult with the Education Department. (Prereq.: EDS 354
and PPST. Joint day school and WEC. Fall: WEC)
Speech and Theatre Arts Methods
(.5 course)
The teaching of basic speech, interpretative reading, discussion and
theatre, and directing of co-curricular speech and theatre activities.
(Prereq.: EDS 354 and PPST. Spring)
Mathematics Methods
(.5 course)
Study of the basic techniques and materials for teaching secondary school
mathematics, and the consideration of trends and issues in mathematics
education. Consult with the Education Department. (Prereq.: EDS 354 and
PPST. Spring)
'24
Secondary Education
EDU 388
Human Relations
(.5 course)
(See Elementary Education for course description.)(Open to all.)
EDS 478
School and Society
Emphasis on points of view about the role of school in modem society an1
final theoretical preparation to approach student teaching. (Prereq.: senio:
standing, EDU 265 and PPST)
EDS 481,482, 483,484 Student Teaching and Seminar
Observing and directing learning at the secondary level under supervisio:
of college and secondary school personnel. Three courses required of all 7
12 licensure majors and four courses required of K-12 Art, Music, and
Physical Education licensure majors. ~ o kor
r more courses required of
double majors. (Prereq.: completion of all education coursework and
admission to the Department, PPST, P/N grading only.)
EDS 495
Topics in Education
Study of selected topics in education that are not treated extensively
through current course offerings. Specific topics wiU be announced.
EDS 498
Independent Study
(.5 course)
Study of specific areas in education as determined by candidate seeking
licensure in a teaching area. May be taken more than once for credit (by
permission).
See Department listing for a description ofthefollowing approved elective:
HPE 410
Administration and Supervision of the School Health Program
(See Health and Physical Education Department for course description.
Prereq.: PPST)
Internships and lndependent Study Courses:
EDS 199
Internship
See description on page 79. Student must consult with the departmental
Internship Coordinator before registering for academic credit.
EDS 299
Directed Study
See description on page 79.
EDS 399
Internship
See description on page 79. Prior to the beginning of the term, interested
students should consult with the departmental Internship Coordinator
regarding requirements and permission to register.
EDS 499
Independent Study/Research
See description on page 79. A projected program must be outlined which
meets the approval of education faculty.
Non-Licensure Education Majors -
on-Licensure Education Studies Major
3U 265 Orientation to Education in an
Urban Setting and Field
Experience
or EDU 264 Orientation to
Education (.5)
with EDS 252/EDE 263 Clinical
Experience
DU 210 Learning and Development
DU 353 Intemational Education
DE 352 or EDS 354 Creative Learning
Environments
DE 386 Kindergarten-Elementary
Curriculum: Children's
Literature
DU 388 Human Relations
DE or EDS 399 Internship
DS 478 School and Society
. Select one from the following:
NG 223 Writing for Business and the
Professions
DL 325 Public Administration
3C 349 Complex Organizations
3C 362 and 363 Statistical Analysis
and Research Methods
SY 357 Behavior Analysis
SY 230 and 330 Research Methods I & II
. Select one from the following:
SY
SY
SY
SY
PC
WK
367
369
361
371
345
361
Behavior Analysis
Psychological Assessment
Personality
Psychology of Gender
Organizational Communication
Social Responses to Human
Needs
Other A, B course options may be
ossible. Students must achieve a minilurn grade of 2.0 in each Education course.
.minimum GPA of 2.0 in the major is
Non-Licensure Elementary Education
Major
Complete the same coursework as listed
in the Elementary major but delete the
student teaching courses (EDE 481-484).
Complete two additional courses from the
following:
EDU 353 Intemational Education
EDE 399 Internship
ENG 223 Writing for Business and the
Professions
POL 325 Public Administration
PSY 355 Brain and Behavior
PSY 356 Environmental Psychology
PSY 359 Psychologcal Assessment
SOC 349 Complex Organizations
SPC 345 Organizational Communication
SWK 361 Social Responses to Human
Needs
Other course options may be possible.
Complete an academic minor or second
major. Minimum grade of 2.0 is required in
all Education courses. A cumulative, major,
and minor GPA of 2.0 is required for
graduation.
Minor
The Special Education minor offers 6
courses (5 plus 1prereq. for PSY course)
that encompass an interdisciplinary
perspective related to the field of disability.
The minor is designed to fit the needs of
students in various disciplines interested in
disability issues. This minor consists of a
minimum of six courses:
EDU 282 Introduction to Special
Education
EDE 491 Practicum and Seminar in
Special Education
SOC 231 Family Systems: A cross
cultural perspective
PSY 102 The Individual in a Social
World
or PSY 105 Principles of
Psychology
either course is a required prerequisite for
PSY 351,352,353, or 357.
EDU 282
Choose one from the following:
PSY 351 Developmental Psychology:
Child
PSY 352 Developmental Psychology:
Adolescent and Young Adult
PSY 353 Developmental Psychology:
Middle and Older Adult
One course from the following:
SOC 265 Culture, Ethnicity, Gender,
and Race
SWK 260 Humans Developing
SWK 361 Social Responses to Human
Needs
EDU 495 Topic in Education: Only Topic
in Special Education
PSY 361 Psychological Assessment
PSY 357 Behavioral Analysis
Prerequisite: EDU 282, PSY 230
Students should contact the Director oj
Special Education at the outset of
coursework.
Introduction to Special Education
An introduction to issues facing people with disabilities. Critical issues
related to schools, family and society are examined, as well as existing
attitudinal barriers and current methods of support. (Fall)
EDU 491
Practicum and Seminar in Special Education
A supervised field placement in a facility for an exceptional population
plus on-campus seminar. (Students planning to take this course should
consult with the Special Education Coordinator about a placement prior
to registering for the course. Prereq.: completion of special courses for
Special Education minor or consent of instructor. Spring)
'NCINEERINC
I
A
ugsburg College has cooperative
rrange&ents kith three universities to
low-the student to earn a Bachelor of Arts
egree from Augsburg College and an
ngineering degree from either the
rniversity of Minnesota Institute of
echnology, Minneapolis; Washington
rniversity School of Engineering and
,pplied Science, St. Louis, Missouri; or
Iichigan Technological University,
[oughton,Michigan. Because of the special
:quirements and opportunities of these
rograms, early consultation with the
,ugsburg Engineering Adviser is necesary. Applications for these programs
$quirethe recommendation of the
agsburg Enpeering Adviser.
ngineering Adviser
tuart Anderson
lniversity of Minnesota
The Institute of Technology and
~ugsburgcooperative arrangement
rovides for two dual degree engineering
rograms:
achelor of Arts/Bachelor of Engineering
B.A. / B.E.) enables students to receive a
'achelor of Arts degree from Augsburg
Iollege and a Bachelor of Engineering
egree from the University of Minnesota.
he program typically involves three years
t Augsburg and two years at the Institute
f Technology.
Students may apply for the program
fter completing the sophomore year. At
hat time, they will be informed of their
tatus in the program and any further
onditions necessary for final acceptance
to the program. Formal application to the
nstitute of Technology may be completed
luring the second semester of the junior
,ear at Augsburg.
Bachelor of ArtsIMaster of Engineering
(B.A. / M.E.) enables students to receive a
Bachelor of Arts degree from Augsburg
College and a Master of Engineering degree
from the University of Minnesota. This
program involves four years at Augsburg
and, typically, two years at the Institute of
Technology.
The curriculum is the same as the B.A./
B.E. curriculum with the addition of several
extra courses that are completed at
Augsburg during the senior year to
minimize the number of undergraduate
courses, if any, that students must take at
the University before proceeding through
the graduate curriculum. The number of
such courses varies by IT department and
area of emphasis within a department.
Application for admission into the
B.A./M.E. program should be initiated
during the second semester of the junior
year at Augsburg. Formal application for
the program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.A./M.E.
program are not guaranteed admission to
the Institute of Technology.
Washington University (Three Year Plan)
Michigan Technological University (Dual
Degree Plan)
These two programs enable students to
receive a Bachelor of Arts degree from
Augsburg and a Bachelor of Engineering
degree from Washington University School
of Engineering and Applied Science or
Michigan Technological University in a
five-year period.
12*
-
Engineering
The first three years are spent at
Augsburg followed by two years at the
affiliated university. Students accepted into
the program will be considered for
admission to the engineering school if they
will complete course requirements, have
the requisite cumulative grade point
average and are recommended by the
Engineering Adviser of Augsburg College.
Students are also encouraged to explore
opportunities for graduate work at
Washington University and Michigan
Technological University. Further information on these and other graduate programs
is available from the Augsburg Engineering
Adviser.
Financial Aid: Students receiving
financial aid who are participants in these
dual degree programs will be encouraged
to apply to the engineering school of their
choice for continuing support. Their
applications will be evaluated using need
and academic performance as criteria.
Minimum course requirements for
admission to the Dual Degree or ThreeTwo Programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENG 111 Effective Writing
PHY 121 General Physics I
PHY 122 General Physics I1
Four Mathematics courses are required:
MAT 145 AUGMENT Calculus I
MAT 146 AUGMENT Calculus 11
MAT 245 Mathematical Structures and
Reasoning I
MAT 247 Mathematical Structures and
Reasoning I1
Additional courses to meet general
education requirements and a total of 27
courses at Augsburg. Normally MAT 124,
125 or 145,146 and PHY 121,122 are taker
in the freshman year. Students interested i
Chemical Engineering also should take
CHM 351,352.
- ENG
T
hose who study. English
believe that
.
m intense concern for words, ideas, and
images helps people understand who they
Ire and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life's
complexity, experience life as others do,
and better understand the world in which
we live and work.
English relates closely to other majors.
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology, English is concerned with individual
and group behavior. With philosophy,
English is interested in ideas and in the
relation between meaning and language.
With science, English is interested in
discovering order and determining
structures. With speech and communication, English studies the effective use of
language. With history and the other social
sciences and humanities, English studies
the way people have acted and thought at
different times and in different cultures.
The Augsburg English Department
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films, and readings
available near the campus. English majors
have the opportunity to use and refine their
skills through working in Internships on
and off campus, tutoring English as a
Second Language (ESL) students, tutoring
in the Writing Lab, or participating in the
Cooperative Education Program.
Students with an Augsburg English
major pursue careers in elementary,
secondary and college education, joumal-
ism, government, law, the ministry, library
science, medicine, advertising, public
relations, publishing, writing and other
professions and businesses.
English Faculty
Kathryn Swanson (Chair),Candyce Clayton,
Robert Cow& Cathleen Dalglish, Pauline
Danforth, Douglas Green, Joan Grifh,
David Hudson, Susan Hyman, Diana
Kordas, Marilyn Kramer, Roseann Lloyd,
John Mitchell, Catherine Nicholl, Ronald
Palosaari, John S h t
Major
Nine courses above 111, including:
ENG 225 Intermediate Expository
writing
ENG 245 Introduction to Literature
One course in European literature:
ENG 271 European Literature: Homer to
Dante
or ENG 272 European Literature:
Renaissance to the Modem
Period
Two survey courses in British literature
from:
ENG 331 British Literature: Medieval to
Elizabethan
ENG 336 British Literature: 17th and
18th Centuries
ENG 337 British Literature: the
Romantics and the Victorians
One Upper Division course in American
literature:
ENG 350 American Literature to 1920
or ENG 351 American Literature
,
Since 1920
One 400 level course
Two additional electives
130
-
English
Majors are encouraged to consult their
adviser
A student
with a
Or
program
that involves considerable work in the
English Department should also work
closely with an adviser in the Department.
English-Language Arts Teaching Major
10 courses, including those listed under the
maior. and:
ENG '345 Introduction to the English
Language
ENG 399 Internship in Teaching Writing
EDS 364 English Methods
and one course with a component in nonWestern literature (for example, ENG 361).
In addition, the ACTC courses, Communication Skills in the English Classroom
and Teaching Mass Media, are required.
Courses in early American literature,
Shakespeare, and film are recommended.
Students are encouraged to take courses
toward their major during the freshman
and sophomore years, and apply for
teacher education no later than the spring
of their junior year.
Students in this program must work
with advisers in the English Department
and the Education Department in order to
meet the professional requirements within
the Education Department as well as the
requirements for the major.
Honors Major
GPA of 3.5 in the major and 3.0 overall;
submit proposal to Department Chair by
Oct. 15 in senior year for Department
approval. Submit and defend paper before
faculty committee. Honors project may be
an Independent Study program (refer to
Departmental guidelines).
Minor
Five courses above ENG 111, including
ENG 245; an Upper Division literature
course; and an additional writing course.
Concentration in Writing
Five courses in writing (above ENG
111).
Transfer Students
Note: Transfer undergraduate majors
must take at least three of their English
courses at Augsburg. Transfer students
who minor in English must take at least
two of their English courses at Augsburg.
Transfer English Education students
with a B.A. in English from another college
must take at least three of their English
courses at Augsburg (preferably Upper
Division). These courses must be taken
before the Department can recommend a
student for student teaching.
The English Placement Test
A writing sample is required of
students to determine their placement in
an appropriate writing class. Students who
do not show competence in composition
skills - such as stating and supporting a
thesis, organizing clearly, and constructing
paragraphs and sentences - are required
to enroll in ENG 101 Developmental
Writing where they receive more individual instruction than is possible in
ENG 111Effective Writing. These students
must pass ENG 101 Developmental
Writing before enrolling in ENG 111
Effective Writing.
Students in Effective Writing (ENG 111)
and Developmental Writing (ENG 101) can
-
English 131
elect the traditional grading system or P/N
grading in consultation withtheir instructor up through the last week of class
(without special permission/petition).
Students who choose to receive a traditional grade in either course will receive a
grade of N if their work is below a 2.0.
ENC 101
Prerequisites
Effective Writing is strongly
recommended but not a prerequisite for a
Lower Division literature course. Prerequisite for an Upper Division literature course
is ENG 245
to Literature
or consent of the instructor.
Developmental Writing
A preparatory course for ENG 111Effective Writing, this course is
required of students identified by the English Placement Test as needing
additional preparation in composition. Students receive course credit, but
this course does not fulfill the graduation requirement in writing. The
minimum passing grade for this course is 2.0.
ENC 111
Effective Writing
Emphasis is on exposition, including learning research techniques and
writing critical reviews. Attention is given to increasing students' effectiveness in choosing, organizing and developing topics, thinking critically,
and revising for clarity and style. A Writing Lab is provided for those
needing additional help. The minimum passing grade is 2.0.
ENC 216
American Indian Literature
A study of representative works of poetry and fiction by selected American Indian writers. Discussion and analysis on ways in which literature
reflects and illuminates American Indian culture and traditions. (Spring)
ENC 217,218 English as a Second Language
Understanding spoken American English, speaking, reading college-level
materials, and writing are the skills emphasized in these two courses.
Testing determines placement in these courses, and testing, as well as
course performance, determines whether the ESL requirement is met.
Students continue in ESL until the requirement is completed. (Fall: ENG
217; Spring: ENG 218)
ENC 223
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing
for business and professional careers. The writing of reports, letters and
proposals is emphasized. Students are encouraged to use material from
their own areas of specialization. (Prereq.: ENG 111)
ENC 225
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing
ENG 111. Its workshop format stresses style and organization, the process
of revision, self and peer evaluation, and the relationship between reading
and writing. (Prereq.:ENG 111)
ENC 226
lntroduction to Creative Writing
The purpose of the course is to introduce students to the process of
creative writing and to various genres, emphasizing poetry and short
fiction, but including journal keeping and creative prose. (Prereq.: ENG
111. Fall)
ENC 227
Journalism
An introductory newswriting course with emphasis on writing for the
print media. Students consider how to recognize news, gather and verlfy
facts, and write those facts into a news story. An introduction to legal and
ethical questions is included. (Prereq.: ENG 111)
ENC 241
lntroduction to Cinema Art
An investigation of the cinematic qualities, theoretical principles, and
historical evolution of the film medium. Includes the viewing and analysis
of both feature length and short films illustrating the international
development of film form and selected esthetic movements. (Spring)
ENC 245
lntroduction to Literature
An initiation into the formal study of fiction, poetry and drama, drawing
on works from several periods, different cultures and races, and male and
female writers. Introduction to Literature aims in particular to develop
students' critical and analytical skills in reading literature and writing
about it as the prerequisite for all upper level courses in literature.
ENC 251
Readings in American Literature
An introduction to representative works that yield an understanding of
the Westem heritage and American world views. Themes could include
the emergence of national identity, the relationship between humankind
and God, the place of women and of racial and ethnic minorities in the
development of American thought. (Fall)
ENC 271
European Literature: Homer to Dante
Study of major works of Greek and Roman literature, including Homer,
Virgil, Aeschylus, Sophocles, and Dante. Works are studied with reference
to their mythological foundations, their cultural background, their
influence on later literature, and their enduring relevance. (Fall)
ENC 272
European Literature: From the Renaissance to the Modern Period
Study of masterpieces of literature, chiefly European, from the medieval to
the modem period, including such authors as Moliere, Cervantes,
Rabelais, Voltaire, and Ibsen. (Spring)
ENC 282
Topics in Literature
Individual courses designed to investigate specific themes, movements,
authors or works. The subjects selected for study in any year are listed in
English 133
the class schedule for that year. Recent offerings have included Contemporary Poetry and Women and Fiction.
ENC 327
Advanced Journalism: Interviewing and Editing
Emphasis is on interviewing, organizing and writing the story, editing the
work of others, and learning layout and design. Students conduct interviews and critique the interview skills of others and laboratory sessions
devoted to layout and design. (Prereq.: ENG 227. Alternate years)
ENC 331
British Literature: Medieval to Elizabethan
A study of Chaucer and the medieval milieu, as well as the development
of English poetry and drama in the English Renaissance. (Prereq.: ENG
245 or consent of instructor. Fall)
ENC 336
British Literature: 17th and 18th Centuries
Reading, analysis and discussion of works of selected writers from the
metaphysical poets to Blake, with attention to the historical, intellectual
and social influences and the major Literary movements. (Prereq.: ENG 245
or consent of instructor. Fall)
ENC 337
British Literature: the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic and
Victorian poetry, Victorian prose, and two or three novels of the period.
Relationships among these writers are emphasized, and their lasting
contribution to the forms of poetry and prose. (Prereq.: ENG 245 or
consent of instructor. Spring)
ENC 341
Advanced Creative Writing
The purpose of this course is to help the experienced student improve
creative writing in a single genre, as announced in the class schedule.
(Prereq.: ENG 226 or consent of instructor on the basis of submitted work.)
ENC 345
Introduction to the English Language
A structural and historical overview of theoretical and social issues
concerning the English language, including theories of language acquisition. Students are introduced to the primary components of linguistics, the
development of the English language, and the social impact of language.
(Prereq.: ENG 245 or consent of instructor. Fall)
ENC 347
Quantitative Journalism:Computer-Assisted Reporting and Research
This course introduces students to computer-assisted informational
investigation and the interpretation of quantitative data in the writing of
expository essays and news reports. This course is designed for persons
wishing to explore the use of computer-assisted research and those
preparing to enter the communication professions. (Prereq.: ENG 225 or
ENG 227 or consent of instructor. MPG 111.)
ENG 350
American Literature to 1920
Reading and analysis of selected American writers from colonial times to
WWI. Issues relating to race, class, and gender, conceptions of the
individual in relation to society, and regional differences are studied.
(Prereq.: ENG 245 or consent of instructor. Fall)
'34 English
ENC 351
American Literature Since 1920
A study of some recent and contemporary works. Writers are selected to
represent the literary variety and the regional, ethnic and racial diversity
of the men and women who have responded significantly in literary
works to the changing conditions of modem American life. (Prereq.: ENG
245 or consent of instructor. Spring)
ENC 361
Studies in Modern Fiction
Emphasis is on significant works of selected prose writers, chiefly nonWestem, of the 20th century. (Prereq.:ENG 245 or consent of instructor.
Fall)
ENC 382
Topics
Individual courses designed to investigate specific themes, movements,
authors or works. The subjects selected for study in any year are listed in
the class schedule for that year. (Prereq.:ENG 245 or consent of instructor
All 400-level courses will involve some reading and study of literay criticism or, in the case of
writing classes, of what writers and/or composition theorists have to say about writing.
ENC 423
Studies in the British Novel
A survey of the development of the novel in England from its 18th cen?
beginnings to the 20th century. Novels studied are selected from the
works of such authors as Defoe, Richardson, Fielding, Steme, Austen,
Dickens, Bronte, Eliot, Joyce, and Woolf. (Prereq.: ENG 245 or consent of
instructor. Alternate years)
ENC 438
Shakespeare
Study of major plays -comedies, histories and tragedies. Additional
plays are assigned for reading analysis. (Prereq.: ENG 245 or consent of
instructor. Spring)
ENC 445
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivated writer, the course emphasizes the
conventions of professional writing, including appropriate styles, voice,
subjects, and techniques for gathering information. (Prereq.: ENG 225 and
consent of instructor. ~ l t e m a t years)
e
ENC 480
Criticism
The course focuses on a variety of recent critical theories and approaches
with which graduate programs in English expect some familiarity. In a
seminar setting, students read and discuss original theoretical essays and
experiment with applications to a small group of literary and cinematic
texts. (Prereq.: ENG 245 or consent of instructor. Alternate years)
ENC 482
Topics in Language and Literature
Jhdividual courses designed to investigate specific themes, movements,
authors or works. The subjects selected for study in any year are listed in
the class schedule for that year. Sample topics include Contemporary
Poetry and Women and Fiction. (Prereq.: consent of instructor)
English 135
lee Department listing for a description of the following approved elective:
'HR 325
Playwriting
nternships and Independent Study Courses:
.NC 199
lnternship
See description on page 79.
.NC 299
Directed Study
See description on page 79.
.NC 399
lnternship
See description on page 79.
.NC 499
Independent StudyIResearch
See description on page 79. Open to junior or senior English majors with
an overall GPA of 3.0 and consent of Department Chair.
lee listing under Interdisciplinary Studies.
T
he initial months after entering
college as a first year student are a period
of transition. The faculty and staff wish to
assist students in making a successful
transition to being college students and to
help them become part of this academic
community. Students are introduced to the
character of the College, its heritage as an
urban liberal arts college of the church, the
process of learning in a community where
ideas are valued and treated seriously, and
the logistics of being college students.
The First Year Experience (ME)
is
composed of three parts: Summer Registra-
FYE 101
FYE Seminar
tion, Fall Orientation, and the FYE Seminars.
Participation in the Fall Orientation
program and in the FYE Seminars is
required of all students who begin
Augsburg College as freshmen in the day
schedule program. Students who meet the
requirement satisfactorily by attendance at
and participation in an FYE Seminar will
receive a notation of a passing (P) grade f o
FYE 101 on their official transcript and a
0.25 credit. Students without a P for FYE
101 will not be permitted to graduate with
an Augsburg degree.
(.25 course)
A series of Fall term meetings with an M E adviser to discuss issues
related to becoming an active member of the Augsburg College comrnunity of learners. Discussion will be based upon readings from a variety of
disciplines and sources collected in the Augsburg Anthology. (P/N grading
only; evaluation based on attendance and participation.)
FOREIGNLANGUAGES
See listing under Modem Languages.
FRENCH
See listing under Modem Languages.
s
ome courses help to integrate learning
around topics in ways which are different
from the more traditional disciplines. Gen-
CST 009
Cooperative Education
era1 Studies includes specialized academic
enrichment programs, an integrative proseminar created by cooperating faculty.
(.O course)
Placement in a Co-op Education assignment, satisfactory completion of
the evaluation process, and participation in seminars conducted by
Cooperative Education staff. No course credit.
CST 100
Critical Thinking
A course to enhance the ability of students to analyze, synthesize and
evaluate claims, this course is designed specifically to strengthen critical
thinking skills of entering students who are determined to need such skill
enhancementby the entry critical thinking assessment.
CST 140
Introduction to the Liberal Arts
An introduction to the philosophy of the liberal arts curriculum and
improving those skills important to academic success: reading comprehension, notetaking and textbook reading, time management, vocabulary,
spelling, test-taking, concentration and memorization, conflict management, assertiveness training, and motivation strategies.
CST 209
City Seminar: Experiential Education
(.O course)
Students engaged in a minimum of 50 hours of internship/service/
cooperative education use that experience as a catalyst for learning about
the Twin Cities as an urban community system. Students do a series of 5-6
reflective assignments designed to introduce them to a systematic way of
thinking about how their particular organization functions in the larger
community. The semhar enables the student to meet the objectives of the
City Perspective. Permission of Instructor. Non-credit.
GERMAN
See listing under Modem Languages.
v
irtually all students at Augsburg
College will interact at some point in their
college years with the Department of
Health and Physical Education. It is the
philosophy of the Department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the
f l e d athlete as well as the occasional
participant will find ample opportunity for
athletic and develovmental activities.
The
Education
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in Physical
Education; men's and women's intercollegiate athletic programs; intramural
programs for men and women; and athletic
facilities for developmental and recreational activities.
The Health Education Department
prepares students for careers in school
health education and wellness. This
program offers a comprehensive health
component in examining prevention and
promotion needs for individuals, schools
and the community.
All Health and Physical Education
majors must receive a grade of 2.0 in all
courses with an HPE prefix applying to the
major.
Health and Physical Education Faculty
Carol Enke (Chair), Brian Ammann,
Richard Borstad, Marilyn Florian, Paul
Grauer, Alvin Kloppen, Patricia Murphy,
Jack Osberg, Joyce Pfaff, Jeff Swenson
HEALTH EDUCATION
Health Education Major
HPE 101 Fitness For Life
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 316 Human Sexuality
m E 320 School Health Curriculum
mE 390 Instructional Methods and
Materials
HPE 410 Administration and Supervision
of the School Health Program
HPE 450 Current Health Issues
BIO 103 Human Anatomy and
Physiology
PSY 201 Health Psychology
PSY 351 Developmental Psychology:
-Child
or PSY 352 Developmental
Psychology: Adolescent and
Young Adult
BIO 220 Microbiology
(at St. Catherine's)
Must have instructor's certification for CPR
and first aid.
Recommended:
HPE 355 Tests and Measurement
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
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
Health and Physical Education 139
the Augsburg Education Department to
identify current Minnesota teacher
licensure requirements.
Minor
HPE 101,110,114,115,216,320,390,
450, BIO 103. Students interested in the
Teaching Minor should consult with the
Health Education Department Adviser.
1 PHYSICAL EDUCATION
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 Introduction to Physical
Education
HPE 220 Motor Learning
HPE 223 Team Sports
HPE 231 Individual and Dual Sports
HPE 232 Dance
HPE 254 Introduction to Development/
Adapted Physical Education
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 355 Tests and Measurement
HPE 473 Physical Education Curriculum
HPE 475 Prevention and Care of Athletic
Injuries
BIO 103 Human Anatomy and
Physiology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
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 Minnesota teacher
licensure requirements.
Minor
HPE 101,115,210 223,231,232,351.
There is no PE teaching minor in Minnesota
Public Schools.
Coaching Endorsement (not a major)
BIO 103 Human Anatomy and
Physiology
HPE 114 Health and Safety Education
HPE 310 Psychology of Sport
HPE 350 Kinesiology
HPE 475 Prevention and Care of Athletic
Injuries
HPE 489 Practicum (arrange through
Department Chair)
One course from:
HPE 476 Coaching of Football
HPE 477 Coaching of Basketball
HPE 478 Coaching of Hockey
HPE 479 Coaching of Track and Field
W E 480 Coaching of Baseball/Softball
HPE 483 Coaching of Volleyball
Internship in Athletic Training
BIO 103 Human Anatomy and
Physiology
W E 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 475 Prevention and Care of Athletic
Injuries
And advanced athletic training (ACTC
schools)
Also required: 1500 hours of practical
experience under the direction of a
Certified Athletic Trainer.
140
-
Health and Physical Education
HEALTH EDUCATION
HPE 101
Fitness For Life
A course designed to provide the knowledge and skills to modlfy personal health and fitness. (Fall and Spring)
HPE 110
Personal and Community Health
Modem concepts and practices of health and healthful living applied to
the individual and the community. (Fall)
HPE 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification. (Fall and Spring)
HPE 115
Health and Chemical Dependency Education
(.5 course)
An analysis of chemical abuse and what can be done for the abuser.
Includes information about school health education and services. (Fall and
Spring)
HPE 116
Health Concepts for Educators
(.5 course)
A course to prepare future teachers for their role in the school health
program. Includes common childhood health problems with an emphasis
on prevention. (Fall and Spring)
HPE 316
Human Sexuality
A study of the psychological, social and biological components of human
sexuality. Open to all students. (Spring)
HPE 320
School Health Curriculum (.5 course)
Techniques for developing a course of study based upon growth and
development for grades K-12. Special work units in nutrition and diseases.
(Prereq.: HPE 110. Interim - odd numbered years)
HPE 355
Tests and Measurement
(.5 course)
Survey of basic statistical procedures and evaluation of tests in health and
physical education.
HPE 410
Administration and Supervision of the School Health Program
(.5 course)
Historical background, legal bases, school health services and relationships to community health program and resources. (Prereq.: HPE 110.
Interim - odd numbered years)
HPE 450
Current Health Issues
(.5 course)
This course uses "critical thinking" skills to examine current health issues
in text and media from a sociological, political, economical and medical
perspective. (Prereq.: HPE 110. Fall - even numbered years)
-
Health and Physical Education 141
I PHYSICAL EDUCATION
IPE 002, 003 Lifetime Sports
(.O course)
Three hours per week. Two Lifetime Sports meet the General Education
requirements. (Part-time students should consult with Department Chair.)
No course credit. (Fall and Spring)
IPE 101
Fitness for Life
A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall and Spring)
IPE 210
Introduction to Physical Education
(.5 course)
History, principles and philosophy of physical education and sport.
(Spring)
IPE 220
Motor Learning
(.5 course)
The study of the processes associated with developing motor skills
relative to physical activity. (Spring)
IPE 223
Team Sports
Theory and practice in team sports including history, rules and skill
development. (Spring)
IPE 231
Individual and Dual Sports
Theory and practice in skills, teaching, and officiating individual and dual
sports including history, rules and skill development. (Fall)
IPE 232
Dance
(.5 course)
Theory and practice in performing American heritage and international
folk dances. Practice in teaching and performing selected social dances.
(Interim)
IPE 254
Introduction to Developmental/Adapted Physical Education
(.5 course)
A general overview of developmental/adapted physical education from
early childhood to grade 12 and the role of school-based health and
educationprograms for special needs and handicapped students.
(Fall)
IPE 310
Sport Psychology
(-5 course)
The application of psychology to athletes and athletic situations. Psychology of Sport deals with the effect of psychological factors on behavior in
sports, and the effect that participation in sport or physical activity has on
the performer. (Spring - even numbered years)
IPE 340
Organization and Administration of Physical Education Programs
(.5 course)
A survey of management, leadership and decision making for Physical
Education and athletic programs. (Prereq.: HPE 210. Fall)
IPE 350
Kinesiology
(.5 course)
Mechanics of movement with special emphasis upon the muscular system
and analysis of movement. (Prerea.:BIO 103. Fall)
'42 Health and Physical Education
HPE 351
Physiology of Exercise
The major effects of exercise upon the systems of the body and physiolog
cal principles applied to exercise programs and motor training. (Spring)
HPE 355
Tests and Measurement
(.5 course)
Survey of basic statistical procedures and evaluation of tests in health ant
physical education. (Fall)
HPE 365
Physical Education Methods (K-6)
Procedures, materials and issues for teaching physical education in
grades K-6. An in-depth view of all aspects of teaching physical education to elementary aged children. (Consult with Department Chair
for prerequisites. Fall)
HPE 368
(.5 course)
Physical Education Methods (7-12)
Procedures, materials and issues for teaching physical education in
secondary schools. (Consult with Department Chair for prerequisites.
Spring)
HPE 473
Physical Education Curriculum
(.5 course)
Examination and preparation of materials and resources for physical
education with laboratory experience. (Prereq.:HPE 210. Fall)
HPE 475
(.5 course)
Prevention and Care of Athletic Injuries
Preventing and treating common athletic injuries. Practical experience in
taping and training room procedures. (Prereq.: BIO 103, HPE 350. Interin
HPE 476
Coaching of Football
(.5 course)
Theory, technique and administrative aspects of coaching football.
(Fall - odd numbered years)
HPE 477
Coaching o f Basketball
(.5 course)
Theory, technique and administrative aspects of coaching basketball.
(Interim - odd numbered years)
HPE 478
Coaching of Hockey
(.5 course)
Theory, technique and administrative aspects of coaching hockey.
(Interim - even numbered years)
HPE 479
(.5 course)
Coaching of Track and Field
Theory, technique and administrative aspects of coaching track and field
(Spring - even numbered years)
HPE 480
Coaching of Baseball/Softball
(-5 course)
Theory, technique and administrative aspects of coaching baseball and
softball. (Spring - odd numbered years)
HPE 483
Coaching of Volleyball
(.5 course)
Theory, technique and administrative aspects of coaching volleyball.
(Interim - odd numbered years)
HPE 489
Health and Physical Education 143
[ternshipsand Independent Study Courses:
PE 199
Internship
See description on page 79.
PE 299
Directed Study
See description on page 79.
PE 399
Internship
See description on page 79.
PE 499
Independent Study/Research
See description on page 79. Open only to junior or senior majors.
H
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The
distinguished medievalist J.R. Strayer
expressed it this way: "No community can
survive and no institution can function
without constant reference to past experience. We are ruled by precedents fully as
much as by laws, which is to say that we
are ruled by the collective memory of the
past. It is the memory of common experiences which makes scattered individuals
into a community."
The study of history enables us to deal
more knowledgeably with continuity and
change in society. The construction of an
informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating
the future. History majors are prepared to
be active and contributing members of
their society. The study of history, which
has long held a major role in the liberal
arts, is an entry to elementary and secondary education, graduate study in several
fields, and a wide range of employment
opportunities which require abilities in
communication, conceptualization, and
processing of information.
History Faculty
Richard Nelson (Chair),Jacqueline deVries,
William Green, Donald Gustafson, Christopher Kimball
Major
Eight courses plus one seminar. At leas
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; modem Europe; U.S.; and nonWestem.
Teaching Licensure
The State of Minnesota has specific
licensing requirements for teachers
which may differ slightly in emphasis fron
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 Minnesota teacher
licensure requirements.
Minor
Five courses, at least t h e e of which
must be Upper Division.
Honors Major
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 junio
year; two years of a foreign language at thc
college level (or its equivalent); an honors
thesis (equal to one course credit) to be
defended before a faculty committee.
History 145
Prerequisites
First year students should enroll in
me or more of the 101-104 courses. 200eve1 courses are normally reserved for
ophomore or Upper Division students.
Jpper Division courses are numbered
100and above.
llS 101
llS 102
llS 103
l l S 104
l l S 220
l l S 221
llS 222
Satisfactory completion of a Lower
Division course is normally required before
enrolling in an Upper Division course. See
instructor for permission.
Transfer Students
Transfer students planning a major
must normally take at least three of their
courses at Augsburg. A minor normally
requires two courses taken at Augsburg.
The Beginning of Western Culture
An analysis of the primary civilizations in the Near East, the classical
world of Greece and Rome, and the Middle Ages of Europe into the 13th
century.
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of
the Middle Ages through the remodeling of Europe by Napoleon.
The Modern World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia
and Africa of the last 200 years.
America to 1815
A survey of the contacts between American, African, and European
cultures and the political, religious, and racial diversity which formed
colonial life including a study of independence, expansion, and democratization of the new republic.
19th Century U.S.
A survey emphasizing cultural, social, political, and economic changes
resulting from immigration, expansion, sectionalism, slavery, Civil War,
and Reconstruction.
20th Century U.S.
A survey focusing on the nation's adjustment to industrialization and
urbanization, the emergence of the U.S. as a world power, the rise of a
strong federal government, the implications of increasing racial and ethnic
diversity, and the impact of affluence.
146
-
History
HIS 225
History of the Twin Cities
The Minneapolis and St. Paul area serve as a case study for the themes of
frontier urbanization, industrialization and economic change, transportation, immigration and ethnicity, and urban politics and reform.
HIS 228
American Legal History
An examination of the social, economic and intellectual factors in American history which, combined with English and cclonial antecedents,
contributed to the emergence of our modem legal system.
HIS 241
Topics in African-American History
Selected topics in African-American history not regularly examined in
other departmental offerings. The specific topics to be offered will be
announced prior to registration.
HIS 242
History of African-American Civil Rights, 1619-1915
A survey of the development of African-American civil rights focusing on
legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves.
HIS 243
History of African-American Civil Rights, 1915-1972
A continuation of History 242 with special emphasis on the contributions
of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston,
Thurgood Marshall, and Martin Luther King, Jr.
HIS 2461371
The American and Scandinavian Shared Heritage
Key aspects of the cultural history of the United States and Scandinavia
from the 19th century to the present with emphasis on the Atlantic
migration and the similarities and differences between these cultures.
(Offered only in the Augsburg College/Ostfold, Norway program. See
International Studies)
HIS 31 1
Topics in Women's History
Exploration of selected topics in women's history not regularly examined
in other departmental offerings. The specific topic to be offered will be
announced prior to registration.
HIS 326
American Indian History
A study of the native people of North America from the pre-Columbian
period through European exploration and settlement to the present,
emphasizing American Indian contributions to world culture, tribal
structure and inter-governmentalrelations.
HIS 331
Topics in U.S. History
In-depth exploration of selected topics in U.S. history not regularly
examined in other departmental offerings. The specific topics to be offerec
will be announced prior to registration.
HIS 332
History of U.S. Foreign Relations
A survey of U.S. foreign relations from the American Revolution through
the Cold War, emphasizing changing definitions of war and peace,
tensions between internationalism and isolationism, the emergence of the
. . A
. ...
History
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings
through the age of industrialization to the present, including the dynamics
of urban growth and planning, politics and reform, and the growth of
urban culture.
HIS 336
American Labor History
A survey of the history of work and the worker, primarily in the late 19th
and 20th centuries, emphasizing the nature of work, working class life and
community, evaluation of organized labor, and the relationship of
workers and union to the state.
HIS 346
Namibia and South Africa: An Historical Perspective
A survey of Namibia and South Africa including the experience of
indigenous peoples, the impact of South African occupation, the war for
independence, and the roots of apartheid and its institutionalization.(For
offerings see International Studies)
HIS 347
MesoAmerica: Legacy of the Conqueror
Four specific mini-courses together provide an overview of Mexico's
historical development from pre-Colurnbian times to the present day.
(For offerings see International Studies)
HIS 352
Modern Germany
A survey of the social, political and cultural development of Gemany
after 1871 focusing on the question of Germany's sondenveg (special path)
and examining such topics as romanticism, unification, the rise of National Socialism, and the Holocaust.
HIS 354
Britain and the Commonwealth Since 1688
This course will take a distinctively interdisciplinary approach (sources
will include literature, film, music, and artwork) to explore a period of
dramatic change in British politics, society, culture and international
status.
HIS 360
The Ancient Near East and Greece to 338 B.C.
Civilization of the Near East from earliest times through its extension and
elaboration by the Greeks. Emphasis is placed on cultural borrowing,
achievement in the arts, religion and political institutions.
HIS 361
Hellenistic Greece and Rome to 330 A.D.
Alexander's Empire, the Hellenistic kingdoms and the rise of Rome as the
world's greatest power, emphasizing personalities, the arts, and Rome's
contributions in law and the political process.
HIS 370
The Late Middle Ages to 1560
A study of the scholastic tradition and the role of the Church and state,
emphasizing modifications of these institutions by the Italian Renaissance
and the early years of the Reformation.
HIS 380
The History of Women in the West to 1870
A thematic and comparative examination with primary focus on Europe
L
A
.
.
.
.I
L
-
-
- -
-
..
147
- History
public roles, sexuality, life cycles and familial roles in the Renaissance,
early American, Edightment, and Victorian periods.
HIS 381
The History of Women in the West Since 1870
A continuation of HIS 380. Emphasizing class, racial and ethnic differences among women, this class examines the changing legal, political,
economic, social and sexual status of women in Europe and North
America since the Victorian period.
HIS 440
Topics in World History
This course will investigate topics in world history which are not included
in regular course offerings. The specific topics to be offered will be
announced prior to registration.
HIS 474
The World and the West
Europe's discovery of the rest of the world, cultural interaction and
conflict, the building of European empires in Asia and the Americas, and
the breakdown of these imperial systems at the end of the 18th century.
HIS 495
Seminar
This course is required for the major and enrollment is normally restricted
to students who have nearly finished their course work. Selected topics
will be announced prior to registration. Permission of the instructor is
required. (Offered at least once each year, during the Fall term.)
lnternships and Independent Study Courses:
HIS 199
Internship
See description on page 79.
HIS 299
Directed Study
See description on page 79. A maximum of one course in Directed Study
may be applied to the major.
HIS 399
Internship
See description on page 79.
HIS 499
Independent StudyIResearch
See description on page 79. A maximum of one course in Independent
Study may be applied to the major. (Prereq.: 3.5 GPA in History)
I
nterdisciplinary Studies covers a
oad spectrum of experience and course
ork. Through Interdisciplinary courses,
udents gain greater insight and undermding of cultures and perspectives
fferent from their own. Through these
.periencesstudents are better prepared
become contributing members of the
obal community.
Augsburg also offers students the
)portunity to major and minor in
'omen's Studies, and to minor in Metrorban Studies and American Indian
udies.
For other Interdisciplinary course
itings, see International Studies.
American Indian Studies is a minor that
ves students the opportunity to learn
,out the original, indigenous cultures of
4s 105
North America. Courses are cross-disciplinary representing religion, language, art,
history, English and women's studies
departments. Interdisciplinary courses are
offered as well in cinema and contemporary issues. This integrated course of study
exposes students to the beauty and richness
of the diverse tribal cultures still existing in
our c o w today.
Coordinator
Virginia Allery
Minor
Students must take five courses in
American Indian Studies to get a minor.
The only requirements are INS 105 and at
least one Upper Division course. These
courses may also be taken as part of majors
or minors in other academic subjects or to
meet distribution/general education
requirements.
Introduction to American Indian Studies
This course is an introduction to the content areas of the American Indian
Studies curriculum, including an overview of American Indian history,
American Indian literature, federal Indian policy, land issues, reservation
and urban issues, cross-cultural influences, art, music and language.
(Required for American Indian Studies minor.)
JB 111, OJB112 Beginning Ojibwe
NC 216
I S 233
(See Modem Languages for course description.)
American Indian Literature
(See English Department for course description.)
Women: A Cross-Cultural Perspective
This course examines a variety of issues conceming the biological,
evolutionary and historical origins of women's roles and status in society.
- Interdisciplinary Studies
Comparative roles of women are examined in tribal contexts across
various indigenous cultures. Studies include the role of women in Native
American and African tribes, peasant societies of eastern Europe, Mexico
the Middle East and China. (Cross-listed with the Women's Studies
Department.)
INS 260
Contemporary American Indians
This course examines the situation of American Indians in the United
States since the Indian Reorganization Act (1934).Emphasis is on such
current issues as tribal sovereignty, treaty rights and education. The
tension of cultural change and religious, traditional persistence among
selected American Indian tribes today is highlighted.
INS 264
American Indians in the Cinema
Various images of the North American Indian, created by Hollywood anc
television, are studied. Films are viewed from 1913 to the present in orde
to provide an understanding of how American Indians were portrayed ir
film historically, how this image has evolved over the past century and is
reflective of Western cultural ideologies.
ART 290
Tribal Arts and Culture
(See Art Department for course description.)
INS 320
American Indian Women
The focus is on the roles played by women in the tribal cultures of North
America. It explores the continuity of women's roles over time, as well as
changes in these roles, precipitated by the influence of Western colonialism. It examines the life histories of Indian women and assesses their
contributions to Indian community life today. (Prereq.: one course in
Women's Studies or American Indian Studies or consent of instructor.
This course also applies to Women's Studies.)
HIS 326
American Indian History
(See History Department for course description.)
REL 370
American Indian Spirituality and Philosophical Thought
(See Religion Department for course description.)
REL 231
Religion in African-American History
(See Religion Department for course description.)
INS 232
The African-American Experience in America
An o v e ~ e w
of the major issues related to the African-Americanexperience, focusing on historical, sociological, economic, legal and psychological aspects of that experience.
HIS 241
Topics in African-American History
(See History Department for course description.)
Interdisciplinary Studies 151
Metro-Urban Stcldies is a transdisci)linary major and minor taught by faculty
n sociology, economics, history, political
icience, psychology and other related
iisciplines. The Metro-Urban Studies
wogram seeks to blend classroom and field
:xperience, theory and internships whch
ocus the content of liberal leanring on the
netropolitan community and the process
)f urbanization.
The Metro-Urban Studies major and
ninor are designed to provide underpaduate preparation for postgraduate
;tudies in planning, architecture, law,
sublic administration, environmental
;tudies, social welfare, government,
:omunity organization and theology.
t'he program and General Education City
>erspectiveintroduce students to the wide
rariety of developing careers related to
lrban and metropolitan affairs and equip
itudents with the analytical and theoretical
001s required to understand the metropolian community.
Internships, Community Service,earning and Cooperative Education are
ivailable as ways to enhance the quality of
he major and make fuller use of the
!xtensive metropolitan opportunities
ifforded by the College's location. The
ligher Education Consortium for Urban
4ffairs (HECUA) and Associated Colleges
)f the Twin Cities (ACTC) enrich the
~verallprogram.
Metro-Urban Studies Faculty
2arry Hesser (Director, SOC), Andrew
4oki (POL), Jeanne Boeh, (ECO), Robert
Zlyde, Norman Ferguson (PSY), Chris
Gmball (HIS),Michael O'Neal (SOC)
Major
10 courses including:
POL 122 Metropolitan Complex
SOC 211 Community and the
Modem Metropolis
HIS 225 History of the Twin Cities
HIS 335 Urban American History
PSY 356 Environmental Psychology
SOC 362 Statistical Analysis
or MIS 379 Quantitative Methods for
Business and Economics
SOC 363 Research Methods
or POL 484 Political Analysis
Seminar
SOC 381 The City and Metro-Urban
Planning
INS 399 Internship
Plus one additional approved urbanrelated course. (Courses fulfilling the City
Perspectives generally meet the urbanrelated requirement.)
HECUA off-campus programs are
highly recommended, especially the MUST
Twin Cities program. Students interested in
graduate school are encouraged to take
ECO 113 Principles of Microeconomics.
Minor
POL 122, SOC 211, HIS 225 and two of
the following: PSY 356, HIS 335, SOC 381 or
INS 399.
The Internship, INS 399, is highly
recommended where appropriate. Other
combinations are feasible if approved by
the Director of the Program.
15*
-
Interdisciplinary Studies
Internships and Independent Study Courses:
INS 199
Internship
See description on page 79.
INS 299
Directed Study
See description on page 79. (Prereq.:POL 122 or SOC 211)
INS 399
Internship
(2 course credits)
See description on page 79. Internships place students with sponsoring
organizations that provide supervised work experience for a minimum of
24 hours a week.
INS 498
Independent Study - Metropolitan Resources
An independently designed course which a student (or group of students)
develops utilizing the metropolitan resources available, e.g., lectures,
symposia, performances, hearings. The course is designed in consultation
with and evaluated by a Department faculty member. (Prereq.: POL 122 oi
SOC 211 and consent of instructor)
INS 499
Independent StudyIResearch
See description on page 79. (Prereq.: POL 484 or SOC 363)
INTRODUCTION TO URBAN STUDIES
OPTIONS THROUGH HECUA
Augsburg co-founded and plays a
leading role in the Higher Education
Consortium for Urban Affairs. Through
HECUA, Augsburg students have access to
six interdisciplinaryfield learning programs of exceptional quality, located in
Scandinavia, South America, Central
America and the Twin Cities.
Also see International Studies listings.
I. Metro-Urban Studies Term (MUST)
This "Semester in the Cities" program focuses upon the Twin Cities metro area.
INS 358
Reading Seminar: Diversity and Unequal Urban Development
Interdisciplinaryreadings connect experiences and direct observation
with theory and research on the impact of race, class and gender on social
inequality and unequal urban development. Competing theories and
strategies for urban and neighborhood development are examined in the
context of dominant ideology and perspectives of people who challenge it.
INS 359
Field Seminar: Urban Inequality and Social Change
Concrete conditions of life and community issues in different neighborhoods provide varying - at times competing -views on the Twin Cities
Interdisciplinary Studies 153
and oral history provide data to idenhfy inequality and to assess theories
and strategies for explaining and overcoming it.
INS 399
Internship
(2 course credits)
See description on page 79.
11. City Arts
Study of the politics of artistic expression and the relationship between emerging art and
urban cultures. Minneapolis-St. Paul provides rich resources for the program.
INS 330
Field Seminar: Emerging Art and Urban Cultures
Exploration of life experiences and works of artists, cultural workers and
community organizers for understanding the differences between formal
institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.
INS 331
The Politics of Artistic Expression
Study of the social and cultural history of urban art, the role of art and
culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films and discussions
integrate aesthetic theory and artistic expression with issues of social
change and activism.
INS 399
Internship
See description on page 79.
Major
(Formerly Scandinavian Area Studies)
Nordic Area Studies is an interdisciplinary program drawing on the combined
resources of the ACTC schools and the
Nordic Center at Augsburg College. The
curriculum treats Norden (Denmark,
Finland, Iceland, Norway and Sweden) not
only as a geographical area, but as an
integrated cultural region with a shared
history, common values, and a high degree
of political, social, and economic interdependency. Courses in Nordic Area Studies
postulate a Nordic regional identity as a
context in which to appreciate the differences between the five individual countries
and to understand the complexity of their
interactions among
. themselves and the
global community.
Coordinator
Eight Upper Division courses.
Minor
Four Upper Division courses.
Other Requirements
Note: At least four of the Upper
Division courses required for the major
must be Augsburg courses. The remainder
may be transfer credits included in the
major on approval of the program coordinator. Students graduating with a major or
minor must also present the equivalent of
intermediate level competence in a
Scandinavian language. See Norwegian
language course listings under the Modem
Language Department.
Recommended supporting preparation:
Study in Denmark, Norway, Sweden,
Finland or Iceland (see International
- Interdisciplinary Studies
Metro-Urban Studies, SUST or Oslo Year
Program), and elective courses or a second
major such as Norwegian, History, Political
NAS 330
Science, Urban Studies, Business Administration, International Relations, Sociology
or Social Work.
Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. No knowledge of Scandinavian
language required. (Fall: alternate years)
NAS 351
The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion
is based on reading selected works in translation from all five Nordic
countries. Norwegian majors will be required to do appropriate readings
and written work in Norwegian. (Spring: alternate years)
NAS 352
The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th
century dramatists. Lectures provide a context for understanding the
development of Nordic drama. Norwegian majors will do appropriate
readings and written work in Norwegian. (Spring: alternate years)
NAS 372
Norwegian Language and Culture
(See International Studies, Scandinavian Urban Studies Term.)
NAS 377
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term.)
ART 382
Scandinavian Arts
(See Art Department.)
NAS 393
Norwegian Art and Literature: Perspectives on Social Change
(See International Studies, Scandinavian Urban Studies Term.)
NAS 394
Urbanization and Development in Scandinavia
(See International Studies, Scandinavian Urban Studies Term.)
Internships and Independent Study Courses:
NAS 199
Internship
See description on page 79.
NAS 299
Directed Study
See description on page 79.
NAS 399
Internship
See description on page 79.
NAS 499
Independent StudyIResearch
See description on page 79.
I
nternational Relations is an interdisciplinary major which offers the student both
breadth and depth. The student may focus
on a discipline or geographic area of the
world. The program consists of a core of
seven courses and six electives chosen from
a wide list of courses offered at Augsburg
and other colleges. Students are encouraged to consider foreign study for an
Interim or semester. Competency in one
language is required, and some students
study two languages.
The goal of the program is to give
students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their
studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
Recent students have had double
majors in History, Political Science,
International Business or a foreign language. Numerous combinations of majors
and minors are possible with the Intemational Relations major.
Director
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policy
POL 461 Topics in International Politics
Also, the equivalent of four tenns of college
work in a modem language
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362,364,368,465,466
ECO 314,317,360,365
HIS 352,440,474
PHI 355
POL 350,351,359,382,459
REL 356,420
SOC 336
SPC 329
FRE 332, GER 332, NOR 331, SPA 331, SPA
332, NAS 330 (See Modem Languages.)
Interim courses, seminars, Independent
Study, topics courses and courses at other
colleges/universities can be considered
here with the approval of the Program
Director, as well as a fourth term or higher
of college work in a second language.
Norma Noonan
Honors Major
Required courses:
ECO 112 Principles of Macroeconomics
or ECO 113Principles of
Microeconomics
HIS 103 The Modem World
or HIS 104 The Modem Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
POL 490 Seminar in International
GPA of 3.6 in the major; 3.0 overall.
In addition to fulfjlling the requirements
for the major, the student must complete
an Honors Thesis no later than March 1of
the senior year and must defend the thesis
before a faculty committee. Students should declare their intention to
complete an Honors Major by the end of
their junior year.
Minor
ECO 112 or 113, HIS 103 or 104, and
'26
International Studies
POL 363 or 461. One year of modem
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
Note: Only the fourth or higher term of
languages counts toward the major;
1
nternational Study at Augsburg College
is intended to motivate students to act
responsibly and effectively in society by
expanding their awareness of other
cultures, deepening their understanding
of the human condition on a global scale,
and helping them to understand the
connections between social justice and
global interdependence. The Center for
Global Education administers international study opportunities available
to Augsburg students.
Study abroad is an integral part of
several majors at Augsburg, but will add
an international dimension to any academic program. Students majoring in a
variety of disciplines, from the natural
sciences to mathematics, study abroad each
year. Students normally receive the same
number of course credits abroad as they
would if studying on-campus. Courses
abroad can fulfill major, distribution1
general education and graduation requirements when approved by the Director of
Academic Programs Abroad and appropriate faculty before departure.
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.
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off-campus
through the Center for Global Education.
Students must apply by Dec. 15 for study
off-campus for the next year. The cost for
many programs is equivalent to full room,
board and tuition for a semester on-campus
plus airfare. Financial aid is granted on the
same basis as on-campus study.
International study programs approved
through Augsburg are listed below. For
information on these or other programs,
contact the Director of Academic Programs
Abroad.
THE CENTER FOR GLOBAL
EDUCATION
The Center for Global Education
facilitates cross-cultural learning experiences which prepare people to think more
critically about global issues and to work
toward a more just and sustainable world.
The Center's programs explore a diversity
of viewpoints and are grounded in the
International Studies
?erspectives of the poor and of others
struggling for justice and human dignity.
The Center's study programs are
:onducted in Mexico, Central America,
Vamibia, and Norway. Students experience
three distinct types of living situations,
which include living with other participants in a community house, spending
several days in a rural setting and several
weeks living with host families. They also
travel together on two-week seminars: in
Mexico to Central America, and Namibia to
South Africa.
I WOMEN AND DEVELOPMENT: LATIN AMERICAN PERSPECTIVES (MEXICO) - FALL
This program explores the experience of women in Latin America, focusing on their
roles in economic development, social change strategies, and the connections women are
drawing among issues of gender, race, class, and global economics.
Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also
~pprovedfor credit in Women's Studies. Application deadline is April 1.
5PA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four
weeks at the beginning of the semester, taught by Mexican instructors.
(Required course. Placement level determined by Program Director.)
INS 311
The Development Process
Students reflect critically on issues of development, hunger, injustice, and
human rights, with special emphasis given to the experience of women.
Latin American development and educational theories and practices are
examined, as well as social change strategies.
POL 359
Topics: Women in Comparative Politics -Women in Latin America
An examination of critical global issues affecting Latin America and the
impact these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade,
political ideologies, and revolution. (Required course.)
REL 366
The Church and Social Change in Latin America
This course focuses on the relationship of the church to poverty, political
oppression and social injustice in Latin America. Central to the course is
an examination of the emerging "Theology of Liberation."
I GENDER AND THE ENVIRONMENT: LATIN AMERICAN PERSPECTIVES (MEXICO) SPRING
This program introduces students to the socio-economic and political issues of the
region with a focus on the impact of environmentalpolicies on the lives of women and men
from varying economic classes and ethnic groups in Mexico and Central America. Students
2xamine this complex web of issues and how the people of Mexico are responding to
pressures on family, society, and the natural environment. Application deadline is Oct. 15.
157
'58
International Studies
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four
weeks, taught by Mexican instructors. (Placementlevel determined by
Program Director.)
SPA 356
Latin American Literature - 20th Century Voices
Students examine issues of social change through the voices of contemporary Latin American writers. Attention is given to short stories, poetry,
and testimonials of indigenous peoples, Central American refugees.
SOC 286
Social Stratification
Students examine the key social, political and economic forces which have
shaped the experience of women and men in the region. Particular
attention is paid to the forms, causes and consequences of inequality
which exists in Latin American societies.
REL 311
Theology, Ethics, and The Environment
This course focuses on the ethical implications of policies which affect the
environment in Mexico and Central Ameria. Students examine different
religious and ethical perspectives and visit a variety of sites where
environmental devastation has taken place, as well as ecological reserves.
SOUTHERN AFRICA SOCIETIES IN TRANSITION (NAMIBIA)
- FALL
This intensive program of travel and study is designed to introduce participants to the
central issues facing Southern Africa. Namibia is a nation that has recently gained
independence and is making a transition from colonialism to independence. Students will
explore the complex political, social, and economic dynamics of building a new nation.
Application deadline is April 1.
INS 312
The Development Process - Southern Africa
This course provides the opportunity to reflect critically on issues of
development, hunger, injustice and human rights and examines basic
theories of development as well as particular strategies of development
that are being implemented in Namibia and South Africa.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students will meet with
people representing a variety of religious perspectives and roles within
churches and religious organizations.
HIS 346
Namibia and South Africa: An Historical Perspective
This course is an overview of the history of Namibia and South Africa,
including the experience of indigenous peoples, the impact of occupation
by South Africa and the war for independence.
POL 353
Political and Social Change in Namibia: A Comparative Perspective
This course is an integrative seminar for the semester and examines the
legacy of apartheid in Namibia with particular focus on the social and
political movements that have evolved in the struggle for independence.
International Studies
I AUGSBURG COLLEGE OSTFOLD, NORWAY - SEMESTER OR ACADEMIC YEAR
Augsburg, in cooperation with the University of North Dakota and the city of Moss,
~ffersthis semester or year-long exchange program in Moss, Norway. Twenty U.S.
itudents and 20 Norwegian students join to explore the cross-cultural dimensions of a
~arietyof fields. To be discontinued in Fall 1997.
UOR 1111112 Beginning Norwegian
This course aims to develop the four basic language skills of speaking,
listening, reading and writing. Special emphasis is placed on helping
students learn to use Norwegian in their daily lives. Television, movies,
newspapers, and visits by native Norwegians are utilized.
IlS 2461371
The American and Scandinavian Shared Heritage
An exploration of key aspects of the cultural history of the United States
and Scandinavia from the 19th century to the present. Emphasis is on the
Atlantic migration and the similarities and differences between these
cultures, especially in their movement from agrarian to industrial society.
UAS 2501350 Comparative Social Structures in Scandinavia and the United States
This course examines concepts basic to the study of sociology, including
group interaction, social institutions and culture. It also explores the
development and current status of social structure in Scandinavia and the
United States.
iPC 332
Intercultural Communication
This course explores both the opportunities and the problems associated
with communication between people from different cultural backgrounds.
Factors such as ethnocentrism, stereotyping, prejudice, role expectation,
values, and non-verbal symbols are examined.
iPC 346
Theories of Communication and Media
This course explores the relationship between communication and media
by examining texts, ideas, media products, and technical facilities. Special
attention will be given to the social, psychological, ethical and demographic issues from U.S. and Scandinavian cultures.
'OL 250
Comparative Politics: Scandinavia and the U.S.
This course examines the political and administrative systems of the U.S.
and Scandinavian countries with an emphasis on Norway. Particular
attention is given to the common origins of political tradition and practices in the U.S. and Norway.
I SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE: GUATEMALA, EL SALVADOR,
NICARAGUA - FALL
This program introduces students to the key issues facing the Central Americans. For
wo decades the people of Central America have been in upheaval and have experienced
imdamental social and political change. Students examine the impact of revolution and
:ivil war on the lives and culture of the people and the environment of Guatemala, El
ialvador, and Nicaragua. Application deadline is April 1.
159
1
60
-
International Studies
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four
weeks at the beginning of the semester, taught by Guatemalan instructors.
(Placement level determined by Program Director)
SOC 267
Cultural Ecology
This course focuses on social movements in the region and their relationship to the environment. Students explore impact of ongoing colonization
and modernization on indigenous cultures.
ECO 325
Sustainable Development
This course examines the concepts of economic development and growth
in the "Third World." Students are introduced to the theories of economic
development and definitions of sustainable development. They study the
relationship between economic development and ecological damage.
REL 366
Church and Social Change in Latin America
This course explores the role of religion in Latin American societies, past
and present, given the factors of political oppression and social injustice.
Students examine the "theologies of liberation."
W WOMEN AND DEVELOPMENT:A SOUTHERN AFRICA PERSPECTIVE (NAMIBIA)
SPRING
-
This intensive travel and study program is designed to introduce participants to the
central issues facing Southern Africa, with emphasis on the experience of women. The
program introduces students to the struggle of women in Southern Africa, to the history
of their role in society and to the situation that exists for women in Africa. Application
deadline is Oct. 15.
SOC 236
Family Systems and Social Policy in Southern Africa
Using a cross-cultural approach, this course examines the family as a social
institution in Namibia and South Africa. A farnily stay will serve as a laboratory for students to observe various aspects of family life in Namibia.
INS 312
The Development Process - Southern Africa
This course provides the opportunity to reflect critically on issues of
development, hunger, injustice, and human rights, with special emphasis
given to the experience of women. The course examines basic theories of
development.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students meet with people
representing a variety of religious perspectives and roles within churches
and religious organizations.
POL 359
Topics: Women in Comparative Politics - Southern Africa
This course is an integrative seminar focusing on the participation of
women in struggles for liberation in Southern Africa and on their emerging role in newly independent Namibia.
International Studies
THE HIGHER EDUCATION CONSORTIUM FOR URBAN AFFAIRS (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in four different full
semester programs in Norway, Colombia
and Ecuador. All programs emphasize the
impact of social change and cross-cultural
factors on the human community. HECUA
programs include intense language
experience and field study. The cost is
equivalent to full tuition, room and board
for one semester on-campus plus airfare.
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)
- FALL
This interdisciplinaryprogram focuses on the contemporary Scandinavian societies
and issues of the development of cities, urban problem solving and urban life. Local,
regional and international field study and site visits in Scandinavia and the former Soviet
Union.
INS 372
Norwegian Language
Intensive language instruction at beginning or intermediate levels, with
emphasis on conversational listening and speaking skills. Students with
advanced Norwegian language proficiency have the option of studying
Norwegian literature. Students should consult with the Chair of the
Modem Language Department for language credit.
INS 377
Scandinavia in the World
Exploration of Scandinavian viewpoints as small power nations in a world
of super powers and their role in issues of peace, conflict resolution and
arms control, East-West relations, European security, trade and the Third
World.
INS 393
Scandinavian Art and Literature: Perspectives on Social Change
Social change and issues of change and development in Norway as
reflected in its art and literature. Selected works for s w e y of Norwegian
history with emphasis on the contemporary period. Field study, site visits
(theaters, museums, galleries) and discussions with artists active in a
variety of media.
INS 394
Urbanization and Development in Scandinavia
Examination of urban economic, social and cultural policies and practices
as a reflection of issues of the modem welfare state and social democracies. Includes historical survey of transformations from rural and regional
cultures to urbanized and advanced industrialized nations. Emphasis on
Norway, with field travel to other capitals for a comparative view.
161
16*
-
International Studies
SOUTH AMERICAN URBAN SEMESTER: COLOMBIA OR ECUADOR (SAUS) - FALL
This semester in the city program is located in either Bogota, Colombia or Quito,
Ecuador. This interdisciplinaryprogram focuses on the relationships between Third
World development and the consequences of urbanization, especially inequality in Latin
America. Analyses of competing theories of development are integrated with field study
in the host city and outlying regions.
INS 261
Spanish Language
All students take Spanish at the intermediate level or conduct an Independent Study if they are at an advanced level (see below). Language
emphasizes acquisition of skills for maximum participation in SAUS
program and field work.
INS 361
Introduction to Latin America
Overview of Latin American geography, history, economy, politics,
culture and arts with emphasis on program sites as case studies. Focus is
on economic development issues, theories and models applicable to
Latin America.
INS 362
Urbanization in Latin America
The development of cities and implications for social change in Latin
America. Topics include history of cities, rural-urban migration, industrialization, environmental issues, governmental policies and urban elites.
Models and theories of urbanization and development are compared.
INS 363
Wealth, Poverty and Community Development
The plight and prospects of the urban poor in Latin America. Emphasis
on field study in barrio communities and site visits to public and private
agencies dealing with urban problems.
COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA)
- FALL OR SPRING
This interdisciplinaryprogram enables the student to combine intense involvement in
a community-based organization with the study of community development process and
the increase of language skills.
CULTURE AND SOCIETY IN LATIN AMERICA: COLOMBIA OR ECUADOR - SPRING
This interdisciplinaryprogram focuses on developments and social change in Latin
America through the study of ideology, as reflected in literature, the arts and the ways in
which ideologies shape social realities.
INS 360
Latin American Literature: Perspectives on Social Change
Study of selected literary works that illustrate social realities and express
a variety of perspectives on Latin American societies and social change.
Historical survey of the dominant trends in Latin American thought as
manifested in major artistic periods.
INS 364
Latin American Arts and Society
Introduction to theoretical frameworks for examining the relationships
International Studies 163
among art, ideology and society. Intensive readings include works by
theorists from Europe, the U.S. and Latin America.
INS 367
Ideologies of Social Change in Latin America
Theories of ideology and overview of Latin American ideologies related to
development and social change. Emphasis on current debates and their
implications, with special attention to ideologies of diffusion, dependence
and Marxism.
Internships and Independent Study Courses:
Check with the spec$c International Studies program directorfor requirements in the program.
INS 199
INS 299
INS 399
INS 499
Internship
See description on page 79.
Directed Study
See description on page 79.
Internship
See description on page 79.
Independent StudyIResearch
See description on page 79.
See listing under Business Administration,
Accounting and Management Information
Systems.
A
t least since Socrates, scholars have
appreciated the value of mathematics in
developing the skills of critical thinking,
understanding abstract concepts, and
analyzing and solving problems. Coupled
with the more modem needs of quantitative reasoning, these skills are still essential
for any liberally educated person. Mathematics courses at Augsburg are intended
to help develop these skills in three ways.
Mathematical ideas have had a formative impact on the development of civilization. Since a liberal education should
include a variety of perspectives on our
culture and heritage, a study of mathematics and its influences is an important part
of a liberal arts education.
The Department aims to provide its
majors with skills necessary to serve the
larger community through a variety of
careers. Mathematics majors are prepared
for graduate school or work in industry or
service professions. Students may pursue a
concentration in applied mathematics or
the more traditional major. Internship and
Cooperative Education options help
students take advantage of Augsburg's
proximity to the many technically-oriented
enterprises in the city.
Additionally, an increasing number of
academic disciplines require a working
knowledge of the tools of mathematics.
This Department serves students majoring
in a wide variety of fields. Toward the goal
of serving students with a diversity of
needs, the Department uses a calculus
curriculum in which students leam
concepts in the context of learning skills of
mathematical investigation. A major
federal grant supported the development
of this AUGMENT curriculum.
Mathematics Faculty
Ken Kaminsky (Chair), Larry Copes,
Suzanne Doree, Rebekah Valdivia
Major
Eight courses including:
MAT 145 AUGMENT Calculus I
MAT 146 AUGMENT Calculus 11
MAT 245 AUGMENT Calculus 111
MAT 246 AUGMENT Linear Algebra
MAT 314 Abstract Algebra
MAT 324 Analysis
MAT 491 Mathematics Colloquium
(junior and senior years)
CSC 170 Structured Pronrarnminn
or CSC 270 FORT&
or CSC 272 Unix and C
And three electives from MAT courses
above 200, at least two of which are above
300.
.,
Note: At least two mathematics courses
above 300 must be taken at Augsburg.
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 Minnesota teacher
licensure requirements. For many years,
however, the mathematics requirements f o
licensure have been the same as for the
major, with the electives specified as MAT
351, MAT 373, and MAT 441.
Mathematics
Mathematics Major with concentration in
Applied Mathematics
Ten courses including:
MAT 145 AUGMENT Calculus I
MAT 146 AUGMENT Calculus I1
MAT 245 AUGMENT Calculus JlI
MAT 246 AUGMENT Linear Algebra
MAT 247 Modeling and Differential
Equations
MAT 324 Analysis
MAT 491 Mathematics Colloquium
(junior and senior years)
PHY 121 General Physics I
PHY 122 General Physics 11
CSC 170 Structured Programming
or CSC 270 FORTRAN
or CSC 272 Unix and C
And three electives from:
bMT/PHY 327 Special Functions of
Mathematical Physics
MAT 328 Complex Analysis
MAT 355 Numerical Analysis
MAT 373 Probability and Statistics I
MAT 374 Probability and Statistics I1
MAT 481 Topics in Mathematics (must
be approved)
Note: At least two mathematics courses
above 300 must be taken at Augsburg.
Honors Major
GPA of 3.5 in the major, 3.1 overall, and
Independent Study at an advanced level.
Mathematics Minor
MAT 145 AUGMENT Calculus I
MAT 146 AUGMENT Calculus II
hlAT 245 AUGMENT Calculus m
MAT 246 AUGMENT Linear Algebra
or MAT 247 Modeling and
Differential Equations
And one elective above MAT 300.
Note: At least one mathematics course
above 200 must be taken at Augsburg.
Math Placement Group (MPG)
Before enrolling in any mathematics
course, the student must have appropriate
math placement. All students are required
to have their Math Placement Group
(MPG) determined. In some cases, students
who have transferred in a college-level
mathematics course taken at another
college may have their Math Placement
Group determined by the Registrar's
Office. Students who have passed the
College Board Advanced Placement Exam
should consult with the Mathematics
Department. All other students must take
the Augsburg Math Placement Exam. The
exam is given during college registration
sessions and at other announced times
during the year. Students needing to
advance their Math Placement Group may
work with the Academic Enrichment
Center to take the appropriate MAT course
or study on their own and retest. Additional information about the Math Placement Exam is available from the Academic
Advising Center.
Prerequisites
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
165
-
166
Mathematics
MAT 105
Applied Algebra
Concepts of linear, exponential, logarithmic and other models. Emphasis
on applicationsto the social and natural sciences, business and everyday
life. Successful completion advances students to MPG III. Students in
MPG 111or IV should consult the department, as should students preparing for MAT 114. (Prereq.:MPG I1 and either a year of high school algebra
or consent of instructor)
MAT 114
Precalculus
Concepts of algebraic, exponential, logarithmic and trigonometric
functions. For students planning to take MAT 145. Students who have
completed MAT 145 or calculus may register for credit only with consent
of instructor. Successful completion advances student to MPG N.(Prereq.:
MPG m)
MAT 121
Finite Mathematics
Concepts from areas such as combinatorics, probability, matrices, linear
programming and graph theory. (Prereq.: MPG III. Fall, odd years)
MAT 122
Calculus for the Social and Behavioral Sciences
Concepts of differential and integral calculus with applications in the
social and behavioral sciences. Students who have completed MAT 145
may not register for credit. (Prereq.:MPG 111. Offered occasionally)
MAT 131
Mathematics for the Liberal Arts
An examination of the interactionbetween the development of mathematics and that of civilization. Primarily for students not intending further
study in mathematics. Students who have completed MAT 145 may not
register for credit. (Prereq.:MPG III. Offered occasionally)
MAT 145,146 AUGMENT Calculus 1 & 11
Concepts of calculus. Emphasis on skills of mathematical investigations.
(Prereq.:MPG IV for MAT 145; MAT 145 or consent of instructor for MAT
146. Fall: MAT 145; Spring: MAT 146)
MAT 153
The Beauty of Fractal Mathematics
Concepts of fractal geometry. Emphasis on using computer software to
experience mathematics as a form of artistic expression. (Prereq.: MPG III.
Offered occasionally)
MAT 245
AUGMENT Calculus Ill
Concepts of vectors and multivariable calculus. Emphasis on using logical
structures to read proofs. (Prereq.: MAT 146. Fall)
MAT 246
AUGMENT Linear Algebra
Concepts from linear algebra and other fields such as dynarnical systems,
analysis, number theory, and abstract algebra. Emphasis on using logical
structures to write proofs. (Prereq.: MAT 245. Spring)
MAT 247
Modeling and Differential Equations
A --l:--L.---
'2--
- -.-:A-
- L 2:--:-1:---
E--L--:-
-- --LL---L--I
Mathematics
modeling, differential equations and numerical methods. Part of AUGMENT program. (Prereq.: MAT 245. Spring)
MAT 314
Abstract Algebra
Concepts such as groups, rings, integral domains and fields. (Prereq.:
MAT 246. Fall)
MAT 324
Analysis
Concepts of calculus in a more abstract setting. (Prereq.: MAT 246 or 247.
Spring)
MAT 327
MAT 328
Special Functions of Mathematical Physics
(See PHY 327)
Complex Analysis
Concepts such as complex functions, limits, derivatives, integrals, series,
conformal mapping and applications. (Prereq.: MAT 246 or 247. Fall, even
years)
MAT 351
Modern Geometry
Concepts such as projective geometry, non-Euclidean geometries, transformations, and fractals. (Prereq.: MAT 246. Spring, even years)
MAT 355
Numerical Analysis
Concepts such as approximating solutions of nonlinear equations, linear
systems of equations and differential equations, curve fitting, and error
analysis. (Prereq.: MAT 245, computer programming course. Offered
occasionally)
MAT 363
Chaotic Dynamical Systems
Concepts such as periodicity, bifurcation and many aspects of fractals.
(Prereq.: MAT 246 or 247. Spring)
MAT 373
Probability and Statistics I
Concepts such as enumeration techniques, discrete and continuous
probability distributions, Chebyshev's inequality and the central limit
theorem. (Prereq.: MAT 245. Fall)
MAT 374
Probability and Statistics II
Concepts such as sampling distributions associated with the normal and
other distributions, methods of estimation, hypothesis testing, regression,
analysis of variance and nonparametric statistics. (Prereq.: MAT 373.
Spring)
MAT 441
Foundations of Mathematics
Concepts such as set theory, logic, axiomatics, and development of the
real number system. (Prereq.: MAT 314, Coreq.: MAT 324. Spring, odd
years)
MAT 481
Topics in Mathematics
Study of an advanced topic. (Prereq.: MAT 246 or MAT 247 and consent of
instructor. Interim or Spring)
- Mathematics
MAT 491
Mathematics Colloquium
(.O course)
Information about contemporary developments, career opportunities, and
other interesting ideas in mathematics presented by students, faculty
members or outside visitors. Carries no course credit. (Fall, Spring)
Internships and lndependent Study Courses:
MAT 199
lnternship
See description on page 79.
MAT 299
Directed Study
See description on page 79.
MAT 399
lnternship
See description on page 79.
MAT 499
lndependent StudyIResearch
See description on page 79.
METRO
URBAN
STUDIES
See listing under Interdisciplinary Studies.
T
he Modem Languages Department at
Augsburg College contributes many
ways to realizing the College's mission of
providing liberal arts education for service
in today's world. The Department is
committed to the view that education
should go beyond career preparation and
that familiarity with the language and
culture of another people is an essential
step in the development of a truly global
perspective.
The Modem Languages Department
offers language, literature, and culture
courses leading to majors in French,
German, Norwegian and Spanish. Introductory courses in Arabic, Ojibwe and
Russian are offered at Augsburg, and
courses in Chinese, Japanese, Latin and
Greek are available to Augsburg students
through the College's affiliation with
ACTC, a consortium of Twin Cities
colleges.
In addition to courses in language and
culture, the Department offers linguistics
courses in which students may go beyond
the study of individual languages to
investigate the general principles that
operate in and shape all languages.
Knowledge of several languages,
perhaps combined with the study of
linguistics, is essential in preparing for
careers in second-language education and
translation, but also represents a valuable
special qualification in many other professions. Students anticipating careers in
international business, social work, the
diplomatic corps, the health professions, or
the ministry may wish to take a second
major or minor in modem languages. In
addition, a minor in languages or linguistics is a valuable research tool for those
intending to pursue graduate study in most
academic disciplines.
Modern Languages Faculty
Frankie Shackelford (Chair), Ruth Aaskov,
Mary Kingsley, Pary Pezeckian-Weinberg,
R o m h Soto, Donald Steinmetz
Major
Majors must take nine Upper Division
courses, five to seven of them at Augsburg
and two to four on an approved studyabroad program.
The major consists of 9 Upper Division
courses including: 350; two courses in
culture; two courses in language (311 or
above); two courses in literature; two
electives (from any of the three areas
above).
Minor
Minors must take at least two Upper
Division courses at Augsburg. 311 is a
prerequisite to all other Upper Division
courses.
The minor must include four courses
above 212, including one each in language,
literature and culture.
Honors Major
Majors seeking Departmental honors
must apply in the junior year. Requirements: 3.3 GPA in the major, 3.0 GPA
overall and honors thesis demonstrating
ability in Independent Study for one course
credit. Consult Department Chair for
details.
'70
Modern Languages
Transfer Students
Teaching Licensure
Transfer students intending to major or
minor in languages must take a ininimum
of one Upper Division course per year at
Augsburg. See Department faculty for
limits on non-Augsburg courses.
Teacher candidates in French, German
and Spanish must consult with the Department of Education for specific information
and enrollment in the program as well as
for information on Special Methods
courses. All transfer teacher candidates,
including those who have completed a
college language major elsewhere, must
take at least two courses in language,
literature, or culture at Augsburg. A 3.0
average in Conversation and Composition
(311) is a Departmental requirement for
teaching majors. Licensure requires
successful completion of the Competency
Exam prior to student teaching. See
requirements for State of Minnesota
Licensure for Teaching in Secondary
Schools under Department of Education.
Study Abroad
Study abroad is required of all language
majors (minimum of one semester) and
highly recommended for minors. An
advanced-level Internship in the major
language (399) or an interdisciplinary
Internship (INS 199), linking language
skills with community service and career
exploration, is strongly encouraged.
W CHINESE (CHN)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian Language
Department. See East Asian Studies Director for more information.
FRENCH (FRE)
FRE 111, 112 Beginning French
Aimed to develop communication skills of understanding, speaking,
reading and writing. Through conversations, classroom practice and
readings, these courses work toward the discovery of French culture and
way of life. Four class meetings per week. Laboratory work is an integral
part of the course. (Fall: 111;Spring 112)
FRE 211, 212
Intermediate French
Selected articles, interviews and literary readings are the basis of practice
in communication, vocabulary building and developing greater ease in
reading and writing French. Review of basic structures and grammar.
Laboratory work. (Fall: 211; Spring: 212)
FRE 243
French Literature in Translation
Major representative works of French literature are read in English
Modern Languages 171
translation. Through assigned readings, class discussion and written
reaction, students become acquainted with artistic qualities and culturalhistorical sigruficance of these works. Sophomore standing. Does not
count toward a French major or minor. (On demand)
FRE 311
Conversation and Composition
Explores topics of current interest in both oral and written form to build
fluency, accuracy and facility of expression in French. Emphasis on
vocabulary enrichment, grammatical refinements, effective organization
of ideas. Laboratory assignments. A prerequisite to other Upper Division
courses. (Fall)
FRE 312
French Expression
A two-pronged approach to coherent and correct expression in speaking
and writing. Attention to grammatical structures, French turns of phrase
and elementary stylistics for business and personal use. French phonology
and speech group practice, study of spoken models from the media.
(Prereq.: FRE 311 or consent of instructor. On demand)
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to the modem period. Special attention to cultural manifestations of
French intellectual, political, social and artistic self-awareness. Readings,
reports, extensive use of audio-visual materials. In French. (Prereq.: FRE
311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that
promote understanding of French-speaking people and their contribution
to the contemporary scene. Readings, reports, extensive use of audiovisual materials and periodicals. In French. (Prereq.: FRE 311 or consent of
instructor. Spring: on rotational basis)
FRE 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approaches to literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works.
(Prereq.: FRE 311 or consent of instructor. On demand)
FRE 351, 353 Survey of French Literature I, II
The study of major French authors and literary movements in France
through the reading of whole literary works where possible. Lectures,
discussion, oral and written reports in French. (Prereq.: FRE 311 or
consent of instructor. Spring: on rotational basis)
FRE 355
20th Century Literature
A survey of the major French literary movements since World War I,
including the novel, the theater, poetry, the essay, and criticism. Classes,
oral and written reports and laboratory texts in French. (Prereq.: FRE 311
or consent of instructor. Spring: on rotational basis)
'72
Modern Languages
FRE 41 1
Advanced Conversation and Composition
By means of reading, speaking and writing on topics of intellectual, social
or political interest, the student acquires extensive training in the four
skills at an advanced level. Attention to accuracy and effectiveness,
characteristic levels of expression, refinements in style and organization.
Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall)
FRE 450
French Seminar: Novel, Drama, Poetry, Short Story
In-depth study of a topic or genre in French literature. Student presentations in French. For advanced students. (See also Interim Catalog. Prereq.:
FRE 311 or consent of instructor. On demand)
Internships and Independent Study Courses:
FRE 199
Internship
See description on page 79.
FRE 299
Directed Study
See description on page 79.
FRE 399
Internship
See description on page 79.
FRE 499
Independent StudyIResearch
See description on page 79.
GERMAN (GER)
GER 111,112 Beginning German
Aims at developing basic skills. Classroom practice in speaking, understanding and reading and writing basic German. Goals: ability to read
extended narratives in simple German, insights into German culture and
participation in short conversations. Laboratory materials available. ( F a
111;Spring: 112)
GER 211, 212 Intermediate German
Aims at developing basic skills into working knowledge of German.
Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials
representing contemporary German life and literature. (Fall. 211; Spring:
212)
GER 244
German Literature in Translation
Principal works of German literature representing Medieval to modem
periods are read and discussed in English. Readings are considered in the
context of German cultural history as well as in context of the universal
human condition. Credit for this course does not apply to a German major
or minor. Sophomore standing. (On demand)
Modern Languages 173
GER 31 1
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary and idiomatic expressions most common in colloquial German.
Intensive practice in speaking is supplemented with exercises in written
composition. (Fall)
GER 331
German Civilization and Culture I
Follows the cultural and social development of the German-speaking
peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to
the Thirty Years War (1643). In German (Prereq.: GER 311 or consent of
instructor. Spring: on rotational basis)
GER 332
German Civilization and Culture II
Survey of cultural currents that have shaped Germany, Austria and
Switzerland since the Age of Enlightenment. The contemporary scene is
considered in view of its roots in the intellectual, geopolitical, artistic and
scientific history of the German-speaking peoples. In German. (Prereq.:
GER 311 or consent of instructor. Spring: on rotational basis)
GER 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approaches to Literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works.
(Prereq.: GER 311 or consent of instructor. On demand)
GER 351
German Literature through the 18th Century
Survey of heroic, courtly, Reformation, Baroque, Enlightenment, Storm
and Stress, Classic and Romantic literature. Readings and discussion in
German supplemented by lectures on the history of German literature in
its cultural and geopolitical context. (Prereq.: GER 311 or consent of
instructor. Spring: on rotational basis)
GER 352
German Literature: The 19th Century
Study of later Romanticism, Young-Germany, Poetic Realism, Naturalism
and Impressionism. Lectures include the literary reaction to the decline of
idealistic philosophy and the rise of technology and science. Readings and
discussion in German. (Prereq.:GER 311 or consent of instructor. Spring:
on rotational basis)
GER 353
German Literature: The 20th Century
Literary responses to the crises and upheavals of our time. Writers of
international stature are discussed: Kafka, Hesse, Mann, Brecht. Readings
in German with class discussions designed to aid students' self-expression
in German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis)
GER 41 1
Advanced Conversation and Composition
Aims at developing and refining the student's use of German as a vehicle
for expressing ideas and opinions. Emphasis on written composition
including control of style. Oral practice through use of German as
classroom laneua~e.(Prerea.:GER 311 or consent of instructor.Fall)
74 Modern Languages
-
CER 451
German Prose
Reading and discussion of German prose masterpieces from Goethe to the
present. Lectures treat the development of the epic genre as a mirror of
cultural and geopolitical history. (Prereq.: GER 311 or consent of instructor. On demand)
CER 452
German Drama
Representative dramatic works from late 18th century to the present are
discussed and read as symptomatic of perennial human concerns.
Lectures treat the historical development of the drama. (Prereq.: GER 311
or consent of instructor. On demand)
Internships and Independent Study Courses:
CER 199
Internship
See description on page 79.
CER 299
Directed Study
See description on page 79.
CER 399
Internship
See description on page 79.
CER 499
Independent StudyIResearch
See description on page 79.
JAPANESE (JPN)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian Language
Department. See East Asian Studies Director for more information.
LINGUISTICS (LIN)
LIN 289
Introduction to Linguistics
An introduction to linguistic analysis and general linguistic principles,
with focus on linguistic universals and psycholinguistics. Theoretical
questions will be approached by studying samples of various languages.
No prerequisite. Recommended for all language majors and minors.
(On demand)
LIN 311
Theories of Grammar
Comparative analysis of various views of language represented in current
linguistic research with the aim of distinguishing underlying philosophical assumptions, investigational criteria and explanatory goals. The
theories will be contrasted with those of adjacent disciplines. (On demand)
Internships and Independent Study Courses:
LIN 299
Directed Study
See description on page 79.
-
Modern Languages 175
LIN 499
Independent StudyIResearch
See description on page 79.
NORWEGIAN (NOR)
Two courses in Norwegian are also offered as part of the 0stfold Program, listed
under International Studies.
NOR 111, 112 Beginning Norwegian
Introduction of the four basic language skills: speaking, listening, reading
and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111;Spring: 112)
NOR 21 1
Intermediate Norwegian
Continued acquisition and refinement of communication skills (speaking,
listening, reading, writing). Emphasis is on social or cultural contexts and
integrated vocabulary clusters. Selected readings in Norwegian are used
as a basis for class activities and writing exercises. Includes grammar
review. Laboratory work expected. (Prereq.: NOR 112 or equivalent. Fall)
NOR 31 1
Conversation and Composition
Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science
and literature form a basis for class activities and frequent writing
practice. (Prereq.: NOR 211 or equivalent. Spring)
NOR 331
NOR 350
Norwegian Civilization and Culture
A two-tiered approach allows students to place contemporary cultural
developments, such as Norway's changing role in the global community,
into an historical context. Readings in history are supplemented by
lectures, newspaper articles and video tapes. In Norwegian. (Prereq.: NOR
311 or consent of instructor. Fall: alternate years)
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approaches to literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works.
(Prereq.:NOR 311 or consent of instructor. On demand)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a
basis for the study of major works from earlier periods, including several
in nynorsk. Readings, lectures, discussion, journals, essays and oral
reports in Norwegian. (Prereq.:NOR 311 or consent of instructor. Fall:
alternate years)
NOR 41 1
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on literary
and cultural readings. Students serve as peer-tutors for those registered in
NOR 311. Readings, journals, discussion, role-playing, written and oral
6
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Modern Languages
Internships and Independent Study Courses:
NOR 199
lnternship
See description on page 79.
NOR 299
Directed Study
See description on page 79.
NOR 399
lnternship
See description on page 79.
NOR 499
Independent StudyIResearch
See description on page 79.
Two courses in Ojibwe (Cruppewa) are offered at Augsburg, both as part of the
Modem Language Department and as part of the American Indian Studies minor.
OJB111, 112 Beginning Ojibwe
An introduction to the language and culture of the Ojibwe (Chippewa),
Emphasis is on vocabulary, reading, writing and conversational skills.
Classroom practice will include linguistic patterns and oral interaction.
RUSSIAN (RUS)
One year of Russian is offered at Augsburg. Russian language studies may be continued in the ACTC Russian, Central and East European Studies Program, which requires
two years of language for the major (see page 227). See Russian, Central and East European Studies Program Campus Adviser for more information.
RUS 111, 112 Elementary Russian
Aimed to develop reading, writing, understanding and conversational
skills through oral classroom practice, elementary readings, short compositions and a growing acquaintance with Russian culture. Extensive use of
the language lab. (Fall: 111;Spring: 112)
SPANISH (SPA)
Courses in addition to those below are offered through various programs listed under
International Studies.
SPA 111, 112 Beginning Spanish
Aims to develop the four basic skills: understanding, speaking, reading
and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Laboratory work is an integral part of the course. (Fall:
111; Spring: 112)
SPA 21 1, 212 Intermediate Spanish
Through the reading of selected Latin American and Spanish texts that
stimulate intellectual growth and promote cultural understanding,
SPA 249
SPA 311
SPA 312
SPA 331
SPA 332
SPA 350
SPA 352,353
SPA 354
-
Modern Languages 177
students review all of the basic structures of Spanish and build conversational skills through class discussions. ( F a 211; Spring: 212)
Selected Works of Spanish and Latin American Literature in
Translation
Major works of Spanish and Latin American literature. Through background reading and class discussion in English the student is acquainted
with the salient artistic qualities and cultural-historical significance of the
readings. Credit for this course does not apply to a Spanish major or
minor. (On demand)
Conversation and Composition
Thorough oral and written practice in correct expression with the aims of
fluency and facility. Enrichment of vocabulary. Laboratory work. This
course is a prerequisite for all Upper Division courses. (Prereq.: SPA 212
or equivalent. Fall)
Spanish Expression
Intended for students who have a basic command of writing and speaking
skills in Spanish and wish to expand them. Intensive practice to improve
oral and written expression with emphasis on conversational facility,
stressing idiomatic usage and the finer points of grammar. (Spring: on
rotational basis)
Spanish Civilization and Culture
Study of the Spanish character and of Spanish contributions to world
civilization through historical, intellectual, literary and artistic movements. h Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on
rotational basis)
Latin American Ciiilization and Culture
A study of the d t u r a l heritage of the Spanish American countries from
the preColumbian civilizations to the present. In Spanish. (Prereq.: SPA
311 or consent of instructor. Spring: on rotational basis)
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approaches to literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works of
literature. (Prereq.: SPA 311 or consent of instructor. On demand)
Survey of Spanish Literature I, II
A study of representative authors in Spanish literature, supplemented by
lectures on the literary movements and development of Spanish literature.
Lectures, discussion, written and oral reports in Spanish. (Prereq.: SPA
311 or consent of instructor. Spring: on rotational basis)
Representative Hispanic American Authors
An introduction to Spanish-Americanliterature. Lectures, discussions,
written and oral reports in Spanish. (Prereq.: SPA 311 or consent of
instructor. Note: Students who have taken SPA 356 [taught in Mexico]
178
--
Modern Languages
SPA 41 1
Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral
expression through conversations, discussions, reports, debates, written
compositions and grammatical exercises. (Pre;eq.: SPA 311 or consent of
instructor. Fall)
SPA 456
Spanish Drama
Study of the masterpieces of dramatic literature in Spain. Oral and written
reports in Spanish. Emphasis on the Golden Age and the Modem Period.
(Prereq.: one survey course. Spring: on rotational basis)
SPA 457
Spanish Novel
Study of the outstanding novelists of the 19th and 20th century in Spain.
Oral and written reports in Spanish. (Prereq.: one survey course. Spring:
on rotational basis)
Internships and Independent Study Courses:
SPA 199
Internship
See description on page 79.
SPA 299
Directed Study
See description on page 79.
SPA 399
Internship
See description on page 79.
SPA 499
Independent StudyIResearch
See description on page 79.
MUS
M
usic has the power to move and
:hange us. Whether we experience music
is a listener, teacher or performer, it adds
i sigruficant and satisfying dimension to
Iur lives.
The Music Department at Augsburg
Zollege offers courses in music and music
2erformance to give students access to this
sential aspect of human history and
:ulture. In addition, all students of the
Zollege community have the opportunity
:o participate in choral and instrumental
membles which perform locally, nationilly and internationally.
Augsburg College is an institutional
nember of the National Association of
Schools of Music and the National Associaion for Music Therapy. The Music Departnent serves the general education needs of
itudents and offers professional training in
nusic. The Music major combines a broad
:ducation in the liberal arts with preparaion for graduate and professional opportuuties. Students may choose from among
our majors in three degree programs:
3achelor of Arts -Music Major; Bachelor of
vlusic - Performance Major; Bachelor of
vlusic - Music Education Major, and
3achelor of Science - Music Therapy Major.
Pauline Sateren, Robert Stacke, Sonja
Thompson
Music Performances Coordinator
Mary Ella Pratte
Bachelor of Arts
Freshmen will enroll in the regular
Bachelor of Arts program. Theory and
keyboard placement tests are required of
all incoming students and will be given
during the first week of classes. The
petition to be accepted as a B.A. candidate
will be submitted to the Department prior
to registration for Upper Division courses.
Bachelor of Music - Education
In addition to opportunities as profesiional musicians, teachers of music and
nusic therapists, graduates have access to a
vide variety of careers! Leaders in the
xofessions and business regard a liberal
lrts major as an excellent preparation for
,atisfyingand effective service in many
bccupational areas.
Theory and keyboard placement tests
are required of all incoming students and
will be given during the first week of
classes. Students wishing to become
Bachelor of Music - Education candidates
must perform (Level I1 repertoire) in their
major performance medium for a faculty
panel. They may then apply, with a copy of
their transcript, to the Department for
admission to the Bachelor of Education
program (by end of sophomore year).
Additionally, Music Education majors must
apply to the Education Department for
acceptance into the music education
licensure program. Departmental approval
and a cumulative GPA of 2.5 in all music
courses is necessary for the education
licensure program.
vlusic Faculty
Bachelor of Music - Performance
vlerilee Klemp (Chair),Jill Dawe, Bridget
)oak, Stephen Gabrielsen, Nancy
h n d a h l , Peter Hendrickson, Robert
Carl&, Roberta Metzler, Paul Ousley,
Theory and keyboard placement tests
are required of all incoming students and
will be given during the first week of
classes. Students wishing to become
1
80
Music
Bachelor of Music - Performance candidates must perform (Level 11repertoire) in
their major performance medium for a
faculty panel. They must then apply to the
Department before the end of their second
semester of study. A cumulative GPA of 2.5
in music courses and a 3.0 in performance
studies must be maintained.
Bachelor of Science - Music Therapy
Theory and keyboard placement tests
are required of all incoming students and
will be given during the first week of
classes. The piano proficiency exam must
be completed. Students should consult
with the Director before applying to the
Music Therapy program. An equivalency
program is available for those who have a
four-year college degree.
Music Minor
Candidates must apply to the Department prior to registration for Upper
Division courses (see Student Handbook).
Freshman Performance Scholarships
May be available to freshmen taking
lessons for credit. Consult with individual
instructors or the Music Office.
in a major ensemble of their major instrument during their residency at Augsburg.
In certain circumstances, this may be
waived for equivalency students.
Ensembles
Auditions for membership in ensemble:
are scheduled, following application,
during summer orientation sessions,
during the first week of the school year, or
by arrangement with the individual
ensemble director.
Honors Major
Candidates for the honors program are
nominated each spring from among those
juniors who have attained a GPA of at leas
3.0 in music courses. A faculty committee
must approve the candidate's honors
project proposal and certify successful
completion. The following possibilities are
indicative of acceptable projects: a senior
thesis and its defense; an additional senior
recital of graduate quality; composition of
work for vocal and/or instrumental
ensemble; conducting an ensemble concert
or combinations of the above. Consult the
Music Department Student Handbook for
more information.
Transfer Students
Transfer/Equivalency/Certification
students will enter the music program on
probation, subject to Departmental
approval. A performance hearing that is
supported by a department application and
the student's transcript(s)will take place
the first semester in residence. All students
will be required to take the theory placement test the first week of class. Passing the
piano proficiency test the first semester of
residence is strongly recommended.
All students are required to participate
Core Curriculum (required of all majors):
MUS
MUS
MUS
MUS
MUS
MUS
MUS
MUS
MUS
MUS
101
102
111
112
201
202
211
212
231
232
Materials of Music I
Materials of Music I1
Aural Skills I
Aural Skills 11
Materials of Music IJI
Form and Analysis
Aural Skills IJI
Aural Skills IV
History and Literature of Music
History and Literature of Music I
lus ensemble participation, performance
tudies, and recital requirements as given
nder each specific degree and major.
ilso, French or German study as stated in
;enera1 Education Requirements and in
pecific degree requirements.
I BACHELOR OF ARTS
llusic Major
Offers the broadest education in liberal
rts and prepares the student for the
reatest range of graduate, business and
lrofessional opportunities. Students who
?tend to pursue non-performance gradute study, or desire to enter one of the
nany music-related business fields of
mployment, most often choose this course
f study.
Requirements: 12 course credits
:ore curriculum plus:
h e music credit elective
md two semesters chosen from:
hUS 311,312 Composition
AUS 341 Basic Conducting
hUS 342 Choral Conducting
AUS 344 Instrumental Conducting
/IUS 331 Music of the Baroque Era
LUS 332 Music of the Classical Era
LUS 333 Music of the Romantic Period
LUS 334 Music of the 20th Century
LUS 458 Senior Recital
'erformance Studies
iight quarter course credits in the major
instrument/voice
iight quarter course credits in a major
Augsburg ensemble on the major
instrument/voice
'our semesters in a non-credit small
Augsburg ensemble
Ceyboard proficiency
'ass three Music Repertoire tests
Music
Consult the Music Department Student
Handbook for more information on
individualized degree requirements.
Music Minor
Six course credits including:
MUS 101,102 Materials of Music I, I1
MUS 111,112 Aural Skills I, 11
MUS 231 History and Literature of Music I
or MUS 232 History and Literature of
Music 11
MUS 341 Basic Conducting
And one additional course in Music
History or Conducting
Plus four consecutive quarter courses
in a major ensemble concurrent with
four quarter courses of Performance
Studies in the student's major instrument.
Music minors also must pass one Music
Repertoire test.
BACHELOR OF MUSIC
Music Education Major
Offers students the preparation
necessary to become teachers of music in
the public schools. This preparation
includes course work which allows the
student to become certified to teach at the
elementary through the secondary levels.
Requirements: 16.5 course credits
Core curriculum plus:
MUS 311,312 Composition I, 11
MUS 341 Basic Conducting
MUS 342 Choral Conducting
or MUS 344 Instrumental
Conducting
Performance Studies
Two quarter course credits in the major
instrument/voice
Four half course credits in the major
instrument/voice
181
18*
-
Music
Two full course credits in the major
instrument/voice
Two quarter course credits in the minor
instrument/voice
MUS 358 Half junior recital
MUS 459 Full senior recital
Eight quarter course credits in a major
Augsburg ensemble on the major
instrument/voice
Four semesters in a non-credit small
Augsburg ensemble
Improvisation competency on major
instrument or voice
Keyboard proficiency
Pass three Music Repertoire tests
Achieve a cumulative GPA of 2.5 in all
music courses and in the major performance medium.
Choose one area of emphasis:
Vocal emphasis - MUS 251,252,253,
254,435
Instrumental emphasis - MUS 152,
155, and one course credit of music elective
Other Requirements
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 116 Healthy Concepts for Educators
EDU 210 Learning and Development in
an Educational Setting
EDU 265 Orientation to Education in an
Urban Setting and Field
Experience
EDS 341 Media Technology
EDS 350 Reading in the Content Areas
EDS 354 Creating Learning
Environments: Secondary and
Field Experience
EDS 355 Music Methods (K-12)
Take three of the following four:
EDS 356,357,358,359 Music Methods:
Brass and Percussion,
Woodwinds, Strings, Vocal
rnc
900
..--- D-I-L---
u
EDS 478 School and Society
EDS 481,482,483,484 Student Teaching
and Seminar
Consult the Education Department and
Music Department Student Handbook anc
program adviser.
BACHELOR OF MUSIC
Music Performance Major
This degree emphasizes intensive work
in the major private study area. The
program is made available only to a few
students of exceptional performing ability
who are selected on the basis of an audition/application process.
The program prepares performers for
professional performing opportunities
and/or graduate school auditions.
Requirements: 19.5 course credits:
Core Curriculum plus:
MUS 311,312 Composition I, 11
MUS 341 Basic Conducting
MUS 342 Choral Conducting
or MUS 344 Instrumental
Conducting
Performance Studies
Two quarter course credits and six full
course credits in the major instrument/
voice
Two quarter course credits in the minor
instrument/voice
MUS 358 Full junior recital
MUS 459 Full senior recital
Eight quarter courses in a major Augsburg
ensemble on the major instrument/voicc
Four semesters in a non-credit small
Augsburg ensemble
Keyboard proficiency test
Pass three Music Repertoire tests
Achieve a cumulative GPA of 2.5 in all
music courses and 3.0 in the major
Music
hoose one area of emphasis:
Vocal emphasis - MUS 251,252,253,
54,435, one course credit of music
ective. French or Geman to fulfill
inguage requirement.
Piano or Organ emphasis - MUS 301,
32,436,456, one-half course credit of
lusic elective.
Instrumental emphasis - MUS 301,302,
ne and one-half course credits of music
lectives.
Consult the Music Department Student
[andbook for more information.
I BACHELOR OF SCIENCE
lusic Therapy Major
Fulfills academic and clinical requireLents for registration with the National
ssociation for Music Therapy, Jnc., and
repares students for the professional
?rtificationexamination developed by the
ertification Board for Music Therapists.
his course of study is chosen by students
rhowish to become registered music
lerapists. Consult Department for
zcreditation details.
Requirements: 16.5 course credits
ore curriculum plus:
he of the following three:
MUS 152 Basics of Singing or
MUS 155 Class Piano or
MUS 158 Class Guitar
KJS 271 Music Therapy Techniques and
Materials
IUS 274,275 Music Therapy Practicums
IUS 311 or 312 Composition I, I1
KJS 341 Basic Conducting
IUS 372,373 Psychologcal Foundation of
Music I, I1
[US 374,375 Music Therapy Practicums
IUS 472 Human Identity Through the
MUS 473 Music Therapy Senior Seminar
MUS 474,475 Music Therapy Practicums
MUS 479 Music Therapy Clinical
Internship
Performance Studies
Eight quarter course credits in the major
instrument/voice
MUS 458 Half senior recital
Eight quarter course credits in a major
Augsburg ensemble on the major
instrument/voice
Two semesters in an Augsburg small
ensemble (no credit)
Keyboard proficiency, guitar proficiency
Pass three Music Repertoire tests
Achieve a minimum grade of 2.5 in each
music therapy course
Additional required courses:
EDS 282 Introduction to Special
Education
Two of the following three:
EDS 356,357,358 Music Methods: Brass
and Percussion, Woodwinds,
Strings
PSY 105 Principles of Psychology
PSY 362 Behavior Disorders
BIO 103 Human Anatomy and
Physiology
SOC 362 Statistical Analysis
or PSY 230 Research Methods:
Design, Procedure and Analysis I
APPLIED MUSIC
Ensembles (MUE)
One quarter course credit per semester
is granted to members of major ensembles
(MU! 111,112,121,141). Other ensembles
carry no credit. Traditional grading is
required for music majors and minors in
..
-
.
.
183
'84
Music
regster for credit with either traditional or
P/N grading, 'or may choose no credit
status with audit (V) designation. A
maximum of two course credits in ensemble may be counted toward graduation
requirements.
Performance Studies for Credit
Four elements are required of music
majors/minors - lessons, jury examination at end of each semester, mandatory
attendance at student performance recitals,
master classes, and attendance at off- and
on-campus performances. See Music
Department Student Handbook for details.
Areas of Concentration
The music major/minor student must
declare an area of concentration. A
secondary area, required of Music Education students, necessitates additional
lessons, jury examination and performance.
Lessons: Private instruction in voice,
piano, organ and any instrument is
available for all students in the following
categories:
No credit - one half-hour lesson and
three hours of practice per week.
One-quarter course credit - one halfhour lesson and four hours of practice per
week.
One-half course credit - two halfhour lessons and eight hours of practice
per week.
One course credit - two half-hour
lessons and 12 hours of practice per week.
Performances: All students registered
in Performance Studies for credit must
perform each year in a general student
recital, at the end of each semester for a
faculty panel (jury examination), and
additional performances as required by th
instructor.
Listening: All music majors/minors
registered in Performance Studies for
credit are required to attend designated
music events during each semester
(recommended: four on-campus and four
professional off-campus events for music
majors, and a total of four events for musi
minors during each semester). Failure to
attend the required number of recitals,
major ensemble concerts, other designatec
events, the Student Performance recitals
and master classes will be a factor in
determining the final grade received in
Performance Studies. Music majors must
pass a total of three Music Repertoire test:
music minors must pass one. Consult the
Music Department Student Handbook for
contents of Music Repertoire tests and
specific degree requirements.
Recitals: A committee composed of thc
student's teacher and two other music
faculty members will determine the final
grade for all recitals. A pre-recital hearing
may be requested for students performing
recitals that partially fulfill degree require
ments. The charge of the recital jury shall
be to determine if the recital is likely to be
adequately prepared by the recital date fo
the student to receive a grade of 3.0 (B.M.
Performance) or 2.5 (B.A., B.M.- Educatio
B.S.) as specified in Department guideline
Concurrent registration in Performance
Studies in the major performance medim
is required for recital performance.
Students should carefully read the
Music Department Student Handbook anc
consult regularly with their applied
teacher. The following guidelines provide
an outline of requirements and procedure
which must be followed by all recitalists.
Music 18s
Departmental Sponsorship
Level IV for Music Performance majors.
Recitals required for the fulfillment of
the B.M., B.A. or B.S. degree requirements
or Honors Major will be sponsored by the
Music Department. Other student recitals
may be departmentally sponsored.
2. B.M. degree senior recitals (MUS 459)
will be one hour in duration at repertoire
Level IV for Music Education majors and
one hour in duration at Level V for Music
Performance majors.
3. B.A. and B.S. degree senior recitals
(MUS 458) will be one-half hour in duration at repertoire Level m.
Duration and Repertoire Level
All departmentally sponsored recitals
must be representative of the academic
guidelines set forth in this catalog and
Repertoire Lists available in the Music
Department.
Keyboard Proficiency
1.B.M. degree junior recitals (MUS 358)
will be one-half hour in duration, and will
be at repertoire Level 111 for Music Education majors and one hour in duration at
B.A., B.M. and B.S. candidates must
pass the Piano Proficiency test by the end
of their sophomore year. Consult the Music
Department Student Handbook for specific
requirements.
Many music courses are offered alternate years. Consult the ACTC Class Schedule or
the Music Department for course offerings in each term.
THEORY
MUS 101
Materials of Music 1
(.5 course)
Notation, scales, intervals, triads, keyboard harmony and principles of
part writing. To be taken concurrently with MUS 111. (Prereq.: Theory
Placement Test. Fall)
MUS 102
Materials of Music 11
(.5 course)
Diatonic harmony, secondary dominants and simple modulations. To be
taken concurrently with MLJS 112. (Spring)
MUS 111
Aural Skills 1
(.5 course)
Rhythmic and melodic dictation, interval and triad recognition, sight
singing and harmonic dictation to parallel progress in MUS 101. (Prereq.:
concurrent registration in/or completion of MUS 101. Fall)
MUS 112
Aural Skills 11
(.5 course)
Development of listening and reading skills to parallel progress in MUS
102. (Prereq.: concurrent registration in/or completion of MUS 102.
Spring)
- Music
MUS 201
Materials in Music 111
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation.
(Prereq.: MUS 102. Fall)
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th
century practice. (Prereq.: MUS 201. Spring)
MUS 21 1
Aural Skills 111
(.5 course)
Melodic, harmonic dictation and sight singing to parallel progress in MUS
201. (Prereq.: MUS 211 and concurrent registration in/or completion of
MUS 201. Spring)
MUS 212
Aural Skills IV
(.5 course)
Further development of listening skills to parallel progress in MUS 202.
(Prereq.: MUS 211 and concurrent registration in/or completion of MUS
202. Spring)
MUS 301
Counterpoint 1
(-5 course)
Sixteenth through 18th century contrapuntal techniques including double
counterpoint, passacaglia, fugue and canon. (Prereq.:MUS 201,211.
Alternate years: Fall 1997)
MUS 302
Counterpoint 11
(.5 course)
Study of contemporary counterpoint including works of Schoenberg,
Bartok, Hindemith, Stravinsky and Carter. (Alternateyears: Spring 1998)
MUS 31 1
Composition 1
(.5 course)
Study of notational systems, score layout, calligraphy, physical basis of
sound, ranges of and arranging music for voices and instruments. Simple
forms and tonal harmonic materials are employed. (Prereq.: MUS 202. Fall)
MUS 312
Composition 11
(.5 course)
Advanced arranging for vocal and instrumental ensembles of varying
sizes and types. Contemporary techniques, atonal systems, and larger
forms are studied and used. (Prereq.: MUS 311 or permission of instructor.
Spring)
MUS 341
Basic Conducting
(.5 course)
Study of fundamental conducting patterns and baton technique. Score
analysis and preparation. Rehearsal techniques. Basic nomenclature.
(Prereq.: Pass piano proficiency test. Fall)
MUS 342
Choral Conducting
(.5 course)
Choral literature and organization. Vocal methods and voice selection.
Advanced conducting techniques with class as the choir. (Prereq.: Pass
piano proficiency test. Alternate years: Spring 1997)
MUS 344
Instrumental Conducting
(.5 course)
Preparation of and conducting instrumental literature. Advanced conducting techniques. Organization of inskumental ensembles. (Prereq.: Pass
piano proficiency test. Alternate years: Spring 1998)
Music
I HISTORY AND LITERATURE
MUS 130
Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For
non-music majors.
MUS 231
History and Literature of Music I
A study of the evolution of music from antiquity to 1750. (Prereq.: MUS
112,201.Fall)
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 112,201.
Spring)
f i e following four half-courses are extensive studies of special eras in the history of music:
MUS 331
MUS 332
Music of the Baroque Era
(.5 course)
(Prereq.: MUS 231,232. Altemate years: Fall 1996)
Music of the Classical Period
(.5 course)
(Prereq.: MUS 231,232. Alternate years: Spring 1997)
MUS 333
Music of the Romantic Period
(.5 course)
(Prereq.: MUS 231,232. Alternate years: Fall 1997)
MUS 334
Music of the 20th Century
(.5 course)
(Prereq.: MUS 231,232. Alternate years: Spring 1998)
WUS 432
MUS 435
WUS 436
WUS 498
Church Music and Worship
Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and
theology student.
Voice Repertoire
(.5 course)
Interpretation, style and programming of the song literature from the 16th
century to the present, with an emphasis on literature and source materials used for teaching voice. (Prereq.: MUS 231,232. Alternate years: Fall
1996 and Spring 1997)
Piano Repertoire
(.5 course)
Study of the piano literature from the 17th century to the present by
listening, analyzing and performing. (Prereq.: MUS 231 and 232. Alternate
years: Spring 1997)
lndependent Study
(.5 course)
Advanced research and projects not otherwise provided for in the
Department curriculum. Open only to advanced students upon approval
by the faculty.
'nternships and Independent Study Courses:
WUS 199
Internship
See descri~tinnnn nape 79
187
'88
Music
MUS 299
Directed Study
See description on page 79.
MUS 399
Internship
See description on page 79.
MUS 499
Independent StudyIResearch
See description on page 79. Open only to advanced students upon
approval of the faculty.
TECHNIQUE
MUS 152
Class Voice
( 2 5 course)
Fundamentals of tone production and singing.
MUS 155
Class Piano
(.25 course)
Basic keyboard familiarity, including scales, chords, arpeggios, sightreading, and simple accompaniment and music reading skills necessary
to pass the Piano Proficiency Test. (Prereq.: MUS 101 or consent of
instructor)
MUS 158
Class Guitar
(.25 course)
Beginning techniques of classic guitar. (Spring)
MUS 251
English Diction
(.25 course)
Fundamental course in correct standard English diction for singing.
Familiarization with the International Phonetic Alphabet. Open to all
students registered for vocal instruction. (Alternate years: Fall 1997)
The following three quarter-courses are continuations of MUS 251 with application for the
Italian, German and French languages.
MUS 252
Italian Diction
(.25 course)
Familiarization with the International Phonetic Alphabet and its application to basic Italian song literature. (Prereq.: MUS 251. Alternate years:
Fall 1997)
MUS 253
German Diction
(.25 course)
Continued use of the International Phonetic Alphabet in basic German
song and choral literature. (Prereq.:MUS 252. Alternate years: Spring
1998)
MUS 254
French Diction
(.25 course)
Continued use of the International Phonetic Alphabet in basic French song
and choral literature. (Prereq.: MUS 252. Alternate years: Spring 1998)
MUS 358
Junior Recital
(.O course)
B.M. candidates only. Half recital at repertoire Level 111, Music Education
majors or full recital at Level IV, Music Performance majors. No course
credit. The private instructor may request a pre-recital hearing.
MUS 456
Piano Pedagogy
(.5 course)
Principles, methods, materials and techniques for teaching piano. Survey
Music
of various pedagogical schools of thought. (Alternate years: Spring 1998)
MUS 458
Senior Recital
(.O course)
Half recital by B.A. or B.S. candidates at repertoire Level HI. No course
credit. The private instructor may request a pre-recital hearing.
MUS 459
Senior Recital
(.O course)
B.M. candidates only. Repertoire Level IV for Music Education majors and
Level V for Music Performance majors. No course credit. The private
instructor may request a pre-recital hearing.
H THERAPY
MUS 271
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Schulwerk, applications of
recreational music activities to clinical settings. Includes on-campus
practicum with children.
MUS 272
Human Identity through the Creative Arts
A study of the aesthetic expression and experience as they relate to human
identity, with an emphasis on psychological, cultural and biological
aspects of musical behavior. An understanding of the relationships of the
creative therapies of art, music, drama and movement. (Alternateyears:
Fall 1997)
MUS 274,275 Music Therapy Pradicums
(.O course)
Volunteer work in a clinical setting, two hours per week. No course credit.
MUS 372
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis
on acoustics and sociopsychologicalaspects of music. An understanding
of the research process and development of an experimental research
project. (Alternateyears: Fall 1996)
MUS 373
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a
multidisciplinary approach to music therapy. Theories of learning music,
musical talent and performance. (Alternate years: Spring 1997)
MUS 374, 375 Music Therapy Practicums
(.O course)
Volunteer work in a clinical setting, two hours per week. No course credit.
(Prereq.: Pass keyboard proficiency test)
MUS 472
Human Identity through the Creative Arts
(See course description for MUS 272.) Enrollment for Upper Division
credit required for music therapy majors, and will include an additional
course module. (Alternateyears: Fall 1997)
MUS 473
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic
settings including discussion of professional ethics. A holistic approach to
therapy with music. (Alternate years: Spring 1998)
189
'90
Music
(.25 course each)
MUS 474,475 Music Therapy Practicums
Volunteer work under the supervision of a registered music therapist, twc
hours per week. (Prereq.:three of MUS 274,275,374,375, Pass keyboard
proficiency test)
MUS 479
Music Therapy Clinical Internship
(.5 course)
Full-time placement in an NAMT internhip setting for six months.
Application for Internship sites must be made nine months in advance.
Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements)
I ENSEMBLES AND PERFORMANCE
Ensembles (MUE)
then made at the discretion of the appropri
ate faculty. For Jazz Ensemble members hi^
preference is given to Concert Band
members.
These musical organizations exist not
only for the benefit of the music student,
but for any student who wishes to participate. Membership is determined by
audition during the first week of Fall semester or by arrangement with the ensemble
director. Assignment to an ensemble is
While the Department strongly encourages both formal
Informal ensemble
experience, onlymembership in ~
~
d
Orchestra, Choir or Riverside Singers will
satisfy the major, minor
or ~~~~~~l
~
d
~~ ~ ~ ~
tsome
~ i insku~~
~i
ments are available for use by students.
STUDIES
MUE 111
Augsburg Choir (.25 course)
MUE 112
Riverside Singers (.25 course)
MUE 113
Vocal Chamber (.O course)
MUE 114
Masterworks Chorale (.25 course)
MUE 121
Orchestra (-25 course)
MUE 122
String Ensemble (.O course)
MUE 131
W o o d w i n d Chamber Music (.O course)
MUE 141
Concert Band (.25 course)
MUE 142
Brass Ensemble (.O course)
MUE 143
Jazz Ensemble (.O course)
MUE 144
Percussion Ensemble (.O course)
Music
'erformance Studies (MUP)
Private instruction for credit is graded
raditionally. All areas of study are
vailable to the non-music major or minor.
U1lessons are adapted to the individual
leeds of the student and those bearing
redit are supplemented by accompanying,
nsemble participation and other perfor-
mances. Repertoire lists are graded I-V to
indicate levels of achievement and the
following expectations: No-credit study has
no repertoire requirements; Music Minor
- Level I; B.A. and B.S. Majors - Enter I
and attain Ill; B.M. - Education Major Enter II and attain IV; B.M. -Performance
Major - Enter II and attain V.
I LESSONS:
AUP 111-411 Voice
MUP 137-437 Horn
AUP 121-421 Violin
MUP 141-441 Trumpet
AUP 122-422 Viola
MUP 142-442 Trombone
AUP 123-423 Cello
MUP 143-443 Baritone
A UP 124424 Bass
MUP 144-444 Tuba
AUP 131-431 Oboe
MUP 152-452 Piano
AUP 132-432 Bassoon
MUP 159a
AUP 133-433 Clarinet
MUP 161-461 Guitar
AUP 134-434 Saxophone
MUP 171-471 Percussion
AUP 135-435 Flute
MUP 181-481 Organ
Tote carefully the following provisions:
1. Performance study registration
c a r s the first week of classes.
2. A
of study is l4 weeks of
:ssons and coaching. Any lessons
uring the Interim or Summer are
rranged privately with the teacher.
Piano accompanying
MUP 191-491 Harp
3. A student who cannot attend a
scheduled lesson is required to notify the
teacher at least 24 hours in advance;
otherwise, except for illness immediately
prior to a lesson, the student will forfeit
the right to a make-up lesson.
4. Credit is granted only for study
with faculty members of the Augsburg
College Music Department.
191
T
he Natural Science Licensure program for teachers is designed to provide
strong preparation for science teaching and
to satisfy Minnesota licensure requirements.
The program of courses is designed to
provide a broad, basic background in
science and allow for specialization in an
area. The following programs assume that
the student will meet the Distribution/
General Education Requirements of the
College, the requirements for appropriate
majors, the courses required in the Department of Education and, in the physical
sciences, have at least one year of calculus.
Consult with the Department of Education
for requirements in Education. Early
consultation with adviser is essential.
Coordinator
Arlin Gyberg
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers
which 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.
Broad Base Requirements
Two Earth Science (PHY 101 Astronomy,
PHY 106 Meteorology or Geology)
BIO 113,114 General Biology
PHY 116 Introduction to Physics
or PHY 121,122 General Physics I, I1
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
Biology Major
(for licensure in Life Science)
Broad Base Requirements, plus:
BIO 215 Introduction to Cellular Biology
BIO 491 Seminar
Six other Biology courses, including at least
one from each of the following groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Zoology
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 367 Biochemistry
or BIO 471 Advanced Cellular and
Molecular Biology
BIO 476 Microbiology
or BIO 481 Ecology
And one course in Organic Chemistry
Physical Science Broad Base Requirement
Two courses: one in Earth Science (Astronomy, Meteorology or Geology), and
one in General Biology.
Chemistry Major
(for licensure in Physical Science)
Physical Science Broad Base Requirement
Graduation Major in Chemistry:
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
CHM 351 Organic Chemistry
CHM 352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar
MAT 145,146 AUGMENT Calculus I, I1
or MAT 124,125 Calculus I, I1 (WEC
only
One advanced Chemistry Course
One year of General Physics
Two Physics courses above General Physics
(Recommended:PHY 245 Modem
Natural Science
Physics Major (for licensure in Physical
Science)
Physical Science Broad Base Requirement
Graduation Major in Physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 ElectromagneticFields II
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
MAT 145,146 AUGMENT Calculus I, I1
or MAT 124,125 Calculus I, 11
(WEC only)
MAT 245 AUGMENT Calculus 111
MAT 247 Modeling and Differential
Equations*
Two additional Physics courses above 122
One year of General Chemistry
One course of Organic Chemistry and
One course of Analytical Chemistry
*Note: PHY 327 Special Functions of
Mathematical Physics may substitute for
MAT 247
NORDIC
AREASTUDIES
See listing under Interdisciplinary Studies.
NORWEGIAN
See listing under Modem Languages.
193
-
T-
he Augsburg Nursing Program is
designed exclusively for registered
nurses
who want to increase their opportunities in
the health-care field.
The scope of nursing practice is
changing and expanding. Nurses are being
called on to function in a variety of settings
that differ from those in the past. Today
nurses work in hospitals, clinics, corporations, government agencies, schools and
community organizations. Some are selfemployed, rurming their own businesses.
All of these nurses provide comprehensive
health assessment for individuals from all
cultures and socioeconomic levels. From
helping parents have safe deliveries of
healthy d a n t s to coordinating home care
for the dying, nurses assist people through
the entire life span.
The bachelor's degree equips the nurse
with a working knowledge of the biological, physical, social, behavioral and nursing
sciences. The nursing program at Augsburg
College also provides the educational
opportunities to increase skills in critical
thinking, clinical investigation and
decision-making that prepare nurses to
handle challenging new positions in
today's health-care field.
Augsburg's nursing program, leading
to a Bachelor of Science degree with a
major in Nursing, is accredited by the
National League for Nursing. Graduates of
the program are eligible to apply for public
health nurse registration in Minnesota.
With two additional courses, they are
eligible to apply for school nurse certification.
Nursing Department Faculty
Beverly Nilsson (Chair),Lucie Ferrell,
Sharon McDonald, Pamela Weiss
Major
Ten courses including:
NUR 305 contemporary Nursing I:
Communication
NUR 306 Contemporary Nursing 11:
Paradigms in Nursing
NUR 310 Community Health Nursing I
NUR 311 Community Health Nursing 11:
Practicum
NUR 330 Trends and Issues in Nursing
NUR 350 Introduction to Nursing
Research
NUR 403 Contemporary Nursing 111:
Families
NUR 423 Practicum in Nursing: Nursing
of the Family
NUR 431 Leadership and Management:
Theorv and Practice
PHI 380 ~thics'ofMedicine and Health
Care
A minimum grade of 2.0 in each nursing
course and cumulative GPA of 2.5 at the
completion of Level I and Level I1 courses
of study are required. Students also must
complete Augsburg's residence and
General Education Requirements.
The program has been planned so that
the Nursing major can be completed within
two academic years; however, students
may pursue their studies at a slower pace.
Courses in the Nursing major are
offered on weekends with practicum
courses requiring additional weekday
time. While courses are designed so that
the major can be completed within two
years, more time may be required to
complete the total course of study depending on the number of credits transferred
from other colleges or universities. Students in nursing may take non-nursing
courses in both Day School and Weekend
Nursina
College. Students interested in pursuing
the Nursing major should consult with an
adviser from the Nursing Department for
program planning.
Honors Major
GPA of at least 3.6 in the major and 3.3
overall; application to the Department
Chairperson by Nov. 1of the senior year;
recommendation by Nursing faculty;
honors thesis to be defended before a
faculty committee by April 15. Candidates
register for NUR 499 to complete the thesis.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the
Nursing major.
1. Admission to Augsburg College:
Before you can apply for the Nursing
Program, you must first be admitted to
Augsburg College. All applicants must
present a high school diploma or equivalent and a 2.2 GPA.
2. Graduation from an accredited
nursing program: Applicants must have
graduated from an NLN accredited
associate degree or diploma nursing
program with a 2.5 overall GPA.
3. Unencumbered RN licensure: The
applicant must be a registered nurse who is
licensed and currently registered to
practice in Minnesota prior to be-g
the nursing major.
4. Prerequisite course content: The
following content must have been com-
pleted with a minimum grade of 2.0 chemistry, anatomy and physiology,
microbiology, English composition,
introductory sociology and introductory
psychology. These courses may be taken at
Augsburg or at another accredited college
or university.
5. Current clinical practice: Applicants
must give evidence of current clinical
nursing practice (within the past five
years). This may include graduation from a
school of nursing, work experience, or
completion of a nursing refresher course or
an acceptable equivalent.
6. Applicants must carry their own
malpractice insurance and current CPR
certification.
Options for Completing the Degree
Augsburg recognizes that nurses have
a variety of time schedules, personal
responsibilities and work demands that
must be taken into account in any decision
to work toward a college degree. For this
reason, Augsburg offers full and part-time
sequential alternatives for pursuing this
degree.
The entire Nursing major is available
only through Augsburg's Weekend
College. Classes usually meet on alternate
weekends for one 3 1/2 hour time block.
Clinical practice usually occurs on weekdays.
Students also can complete their
liberal arts General Education Requirements by taking courses in Day School and
Weekend College. It is recommended that
most liberal arts courses be taken before
starting the Nursing major.
195
- Nursing
NUR 305
NUR 306
Contemporary Nursing I: Communication
Introduces the components of the professional role and continues the
professional socialization process. Theories about how individuals and
groups communicate are applied to changing professional roles and
practice.
Contemporary Nursing II: Paradigms in Nursing
An introduction to the idea of theory-based nursing practice. Nursing
theory and conceptual models for nursing practice are studied and then
utilized in a patient/client situation.
NUR 310
Community Health Nursing I
Introduces the theory and methods that are essential to maintain or
improve the health of culturally diverse individuals, families and communities. Students will learn assessment and intervention skills which will be
utilized to deliver ethically appropriate health care within the diversity of
the city.
NUR 31 1
Community Health Nursing II: Practicum**
Provides a clinical experience in community-based health care delivery
systems. Students will apply nursing process, teaching/leaming theory
and basic public health principles with culturally diverse clients throughout the life span. (Prereq.: NUR 310)
NUR 330
Trends and Issues in Nursing
A transitional course designed to investigate the current responsibilities of
the professional nurse. Economic, social, political and professional trends
and issues are explored in relation to their implications for a changing
practice. Students demonstrate formal presentation skills to prepare them
for their new roles as professionals.
NUR 350
Introduction to Nursing Research
Emphasis on research process and methods in nursing. Ethical issues in
nursing research are explored. Students critique nursing research for its
value in nursing practice and design a research proposal. (Prereq.: MPG
111)
NUR 403
Contemporary Nursing Ill: Families
Provides a theoretical basis for nursing interventions with culturally
diverse families and explores theories related to family structure and
function throughout the life span. The role of the nurse in family health
care is examined. (Prereq.: NUR 311)
NUR 423
Practicum in Nursing: Nursing of the Family**
Clinical practice offering the student an opportunity to provide complex
nursing care to culturally diverse families in selected practice settings.
(Prereq.:NUR 403)
NUR 431
LeadershipIManagement:Theory and Practice**
Examines the professional nurse roles of leader and manager. Concepts of
Nursina
change, conflict and system dynamics are explored. Ethics, accountability
and advocacy in the leader-manager role are studied. Application of
theory occurs in selected practice settings.
NUR 432
Topics in Nursing
Provides opportunities for in-depth exploration of selected topics in
nursing. The subjects studied will vary depending upon the interests of
the faculty and students.
Independent Study:
NUR 499
Independent StudyIResearch
See description on page 79.
Note: If NUR 311 and NUR 423 are not taken immediately following their respective
theory courses, students are required to consult with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years
may be asked to audit courses already taken. There is a fee to audit courses.
** This course involves an addifional clinical fee.
197
T
he Philosophy Department assists
students to understand issues raised in the
traditional areas of plulosophy. We
consider questions about what knowledge
is and how we know, about the nature of
reality, about the basis for making moral
judgments, and about the rules for correct
reasoning. Our goals are to instill in
students a love of truth, to inspire a
curiosity about the sigruficance and
meaning of the world they experience, and
to develop the skills of critical analysis and
creative synthesis.
The department places a special
emphasis on the history of philosophy,
offering four courses covering the period
from the ancient Greeks to the end of the
20th century. In these courses students are
taught how to read, understand, and
criticize great texts of Western civilization,
and to see how ideas have developed and
matured through the centuries. The
department also offers other courses where
philosophy, its methods and ideas are
applied to other disciplines like relipon,
science and the arts.
The major has been carefully planned so
that students can easily graduate with two
majors. Though some majors continue on
to graduate school in philosophy, most use
the major to prepare for other professional
studies such as law, medicine or the
Christian ministry. Philosophy majors
generally outperform others on graduate
entrance in examinations in medicine and
law. Others enter the work place, confident
that the study of philosophy has pven
them the ability to think critically.
Philosophy Department Faculty
Mark Fuehrer (Chair),David Apolloni,
Paul Holmer (distinguished visiting
professor), Bruce Reichenbach
Major
Nine courses including:
PHI 230 Logic
PHI 241 History of Philosophy I: The
Classical Philosophers
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111:
Enlightenment and 19th
Century Philosophy
PHI 344 History of Philosophy IV: 20th
Century Philosophy
A 400 level course (other than PHI 499)
Three elective courses in Philosphy
Note: Five courses must be Upper Division.
Honors Major
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.
Minor
Five courses, including two from PHI
241,242,343 and 344.
-
Philosophy 199
PHI 110
Introduction to Philosophy
This course introduces students to typical philosophical problems (like
how we know, can we have certain knowledge, are there universal moral
principles), to philosophical vocabulary, and to critical thinking.
PHI 120
Ethics
By studying our moral beliefs, ethics helps students consider the bases
they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions, and then applies them to
contemporary issues. Christian ethics will inform our considerations.
Students taking PHI 120 may not take PHI 125.
PHI 125
Ethics and Human Identity
A philosophical study of the role of human understanding, feelings and
action with respect to the pursuit of happiness. Beginning by asking what
the end or purpose of human life is, we decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human
love are followed by an analysis of human happiness. Students taking PHI
125 may not take PHI 120.
PHI 175
Philosophy of Love and Sex
We begin by trying to decide what it is to be in love with someone, and
how this differs from just being friends or sexually desiring them. We then
consider issues such as the ethics of sex, sexual attraction, marriage,
adultery and homosexuality.
PHI 230
Logic
Students learn to distinguish arguments from exposition. Then they learn
the rules which govern valid arguments and develop their ability to
recognize and construct sound arguments. The last part of the course
focuses on inductive reasoning.
PHI 241
History of Philosophy I: The Classical Philosophers
The writings of Plato and M o t l e are the foundations of all philosophical
thought in Western cidization. In this course students read and analyze
some of the key works by Plato and Aristotle, as well as Stoic, Epicurean
and Neoplatonic writings.
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
Students will read writings by various Medieval and Renaissance philosophers in order to understand the process of philosophical assimilation
involved in constructing a Christian philosophy. (Suggested prior course:
PHI 241. Spring)
PHI 260
Philosophy and the Arts
What is artistic creativity? What is a work of art and what makes great
works of art great? What is it to appreciate works of art?Is one's appreciation of music or art simply a matter of taste? Does aestheticexperience
differ from oBtm kinds of experience?
*zPhilosophy
PHI 343
History of Philosophy Ill: Enlightenment and 19th Century Philosophy
This course studies the major rationalists of the 17th century (Descartes,
Spinoza, Leibniz), the major empiricists of the 18th century (Locke,
Berkeley, Hume), Kant's synthesis of philosophy, and 19th century
Idealism and the reaction to it (Man, Kierkegaard, Nietzsche). (Suggested
prior course: PHI 241 or 242. Fall)
PHI 344
History of Philosophy IV: 20th Century Philosophy
What lies behind 20th century philosophy's love affair with language? Is
truth that which works? Can we remake philosophy as a rigorous science?
These and other issues are dealt with in a study of the major representatives of linguistic analysis, pragmatism, and existentialism. (Suggested
prior courses: PHI 241,242, and 343)
PHI 350
Philosophy of Religion
We systematically investigate a series of questions about religion. What is
the relation between faith and reason? Does God exist, and if so, what can
be said about God? Can God's goodness be reconciled with human
suffering? Are miracles and life after death possible? (Suggested one prior
course in philosophy)
PHI 355
Asian Philosophy
A study of the basic concepts and philosophies that underlie Hinduism,
Buddhism, Confucianism and Taoism. (Suggested:one prior course in
philosophy. Alternate years)
PHI 360
Political Philosophy
The question, "What is just society?" is considered with the answers given
in the 20th century by Utilitarianism, liberalism, Marxism, Communitarianism, libertarianism and feminism. (Meets graduate skill component
of speaking)
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist's
knowledge of the world is profoundly different and better than that of the
non-scientist, and what degrees of certainty are yielded by scientific
methods. Students will also research and develop philosophical responses
to issues in this area. (Suggested prior course: PHI 230 or one course in
natural science)
PHI 370
Existentialism
Studies in the writings -both philosophical and Literary - of prominent
Existentialist authors. We will examine what it means to be a being-in-theworld and explore such themes as absurdity, freedom, guilt, despair and
paradox. (Suggested: one prior course in philosophy. Alternate years)
PHI 380
Ethics of Medicine and Health Care
Application of ethical principles to problems which arise in the areas of
health care and delivery, allocation of scarce resources, human experimem
tation, genetic engineering, abortion, care for the dying and euthanasia.
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific
area of philosophy, such as philosophical movements, the history of an
idea or specific problem, or inter-disciphary problems. Seminar format.
May be taken more than once for credit. (Suggested prior courses: any
from PHI 241,242,343,344 or consent of instructor. Offered annually)
Internships and Independent Study Courses:
PHI 199
Internship
See description on page 79.
PHI 299
Directed Study
See description on page 79.
PHI 399
Internship
See description on page 79.
PHI 499
Independent StudyIResearch
See description on page 79.
See listing under Health and Physical
Education.
T
he Augsburg Physician Assistant
Program is designed for students interested
in careers as health care providers.
The physician assistant concept
originated during the mid-1960s. Physicians and educators recofized there was a
shortage and uneven distribution of
primary care physicians. To combat these
problems, the physician assistant program
h a s developed. h physician assistits
must, by law or regulation, have a supervising physician. An important element of
the physician assistant education is the
emphasis on patient education.
-
The Augsburg Physician Assistant
Program is a 27-month program of study
for students with at least 64 semester hours
of college credit. A new class of 24 students
begins each May. Students who intend to
enter the Physician Assistant Program must
apply by Dec. 31 of the previous year. The
program is very competitive and not all
students who apply are accepted. Physician
Assistant students who have not previously obtained a baccalaureate degree will
earn a Bachelor of Arts in Physician
Assistant Studies upon successful completion of the Program.
The Augsburg Physician Assistant Program is currently in the process of obtaining accreditation from CAAHEP (Cornrnission on Accreditation of Allied Health
Education Programs). At the time of printing of this catalog, the Program was six
months from the site visit for accreditation.
The mission statement of the Augsburg
Physician Assistant Program is to be
generalist Physician Assistant professionals, well educated in theory and practice,
dedicated to excellence in performance,
with the highest standards of ethics and
integrity, committed to lifelong personal
and wrofessional develowment. reswectful
and sensitive to persons of all cultures and
backgrounds, and oriented toward service
to underserved populations.
Physician Assistant Department Faculty
Dawn B. Ludwig (Chair),Lisa Howe,
David Johnson, Manuel Kaplan, Martha
Kelly, Terry Lewis
Major
First Year (Twelve Months)
Twelve courses including:
PA 311 Human Anatomy and
Neuroanatomy
PA 321 Human Physiology
PA 331 PA Seminar
PA 351 Pharmacology I
PA 361 Clinical Medicine I
PA 371 History & Physical Exam
Skills I
PA 341 Current Trends
PA 362 Clinical Medicine 11
PA 352 Pharmacology 11
PA 363 Clinical Medicine lTI
PA 372 History & Physical Exam
Skills II
PA 380 Emergency Medicine
and three supporting courses including:
PSY 368 Behavioral Health Care I
PSY 369 Behavioral Health Care 11
PHI 380 Ethics of Medicine and Health
Care
Second Year (Fifteen Months)
Clinical rotations in prearranged health
care facilities including:
Family Medicine .............................. 6 weeks
Internal Medicine ............................ 6 weeks
Emergency Medicine ......................6 weeks
6 weeks
OB/GYN ...........................................
Psychiatry ................... ,
.
,
................ 6 weeks
Surgery ...........................................
6 weeks
Phvsician Assistant 203
Pediatrics ..........................................6 weeks
Elective Rotations ............................6 weeks
Family Medicine Preceptorship ... Final 12
weeks of
program
A minimum grade of 2.0 in each
Physician Assistant and supporting
course of study is required. Students in the
degree program also must complete
Augsburg's residence and General Education requirements.
The program is planned so the major
will be completed in 27 months. The
courses are offered consecutively, with subsequent courses based on material taught
in previous courses; therefore students are
accepted for full-time study only.
The following steps must be completed
to apply for admission into the Physician
Assistant Program.
1. Prerequisite Course Content: The
following courses must have been completed at Augsburg (or an approved
equivalent course at another accredited
institution)with a GPA of 2.0 or better:
BIO 113 General Biology
BIO 114 General Biology
PA 311
BIO 367
BIO 476
CHM 105
CHM 106
CHM 223
PSY 105
MPG ILI
Biochemistry
Microbiology
or CHM 115 General Chemistry
or CHM 116 General Chemistry
Organic Chemistry
Principles of Psychology
2. Recommended courses include:
Genetics, Anatomy, Physiology. Also
recommended is a cumulative and science
GPA of 3.0 or better to remain competitive
with all potential applicants.
3. All General Education Perspectives
(except The City, one Writing Skill,
Speaking Skill, Critical Thinking and
Quantitative Reasoning), must have been
completed. The above perspectives and
skills are expected to be in the physician
assistant curriculum.
4. Submit a complete application to the
program prior to the deadline, usually the
end of December. Call the office for the
official deadline each year. A complete
application packet includes: the application, three or four letters of reference, an
application fee, and an official transcript
from each post-secondary school attended.
5. Application and admission to
Augsburg College prior to matriculation to
the Physician Assistant Program.
Human Anatomy and Neuroanatomy
This course takes a regional approach to the study of human anatomy.
The course will involve dissection of human cadavers. This course is
offered only to students accepted into the Physician Assistant Program.
Human Physiology
A course involving lectures, demonstrations, discussions, and laboratory
exercises designed to present general physiological principles involving
the nervous, respiratory, cardiovascular, gastrointestinal, endocrine
systems and the special senses. (Prereq.:Admission to the P.A. Program)
*04
-
Physician Assistant
PA 331
PA Seminar
A seminar exploring the history and role of physician assistants, including
the laws and regulations governing their practice and education. (Prereq.:
Admission to the P.A. Program or consent of instructor)
Current Trends
This course will educate the student in understanding medical literature,
research of literature, and analysis of medical articles. (Prereq.: Admission
to the P.A. Program)
Pharmacology l
This course will cover drug metabolism, chemotherapy, toxicology and
prescriptive practice as related to disease processes of the autonomic,
cardiovascular, respiratory, and gastrointestinalsystems. (Prereq.: Admission to the P.A. Program and successful completion of summer semester)
Pharmacology ll
This course will cover drug metabolism, chemotherapy and prescriptive
practices as related to the pediatric, dermatologic, otolaryngologic, endocrine, and gynecologic systems. (Prereq.: PA 351)
Clinical Medicine I
A course designed to teach pathologic process, clinical disease, treatment
and the clinical skills associated with the cardiovascular, respiratory,
gastrointestinal,renal and endocrine systems. (Prereq.: Admission to the
P.A. Program and successful completion of summer semester)
Clinical Medicine II
A course designed to teach pathologic process, clinical disease, treatment
and the clinical skills associated with the otolaryngologic, ophthalmalogic
and neurologic systems. (Prereq.: PA 361)
Clinical Medicine Ill
A course designed to teach pathologic process, clinical disease, treatment
and the clinical skills associated with the rheumatologic, orthopedic,
gynecologic, obstetric, pediatric, geriatric, dermatologic and immunologic
systems. (Prereq.: PA 36
t?
History and Physical Exam Skills I
A lecture/discussion/laboratory course with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to tlinterviewing and physical examination of patients. (Prereq.: Admission to
the P.A. Program)
History and Physical Exam Skills II
A lecture-discussion-laboratory course with extensive clinical exposure
designed to demonstrate and apply the techniques and skills essential to tlinterviewing and physical examination of patients. (Prereq.: PA 371)
Emergency Medicine
A lecture-lab course designed to educate the student in common emergenc
procedures. Topics covered will be adult and pediatric trauma, surgical
- PHY
P
hysicists are not only curious about
the world, but ambitious as well. Their aim
is to understand the fundamental prin:iples which describe and govern all
physical aspects of the universe. Called
"natural philosophers" in previous
centuries, physicists investigate natural
systems by means of controlled experimentation and mathematical analysis. Physics
includes the study of systems ranging in
size from sub-atomic particles to the largest
of galaxies and from the relative stillness of
near absolute zero temperature to the fiery
activity of the stars. As a fascinating and
expanding area of study and as a basic
science, physics plays an important role in
many of the liberal arts disciplines and
contributes to society's understanding of
such areas as energy, weather, medical
science and space exploration.
Recognizing the importance of physics
in contemporary life and realizing that
keeping abreast of the rapid advances is an
ever increasing challenge, the Department
intends to bring to the students not only
basic concepts but also insights into recent
developments. In this process, the faculty
expects challenges to arise, be met and
stimulate sound thinking, perceptive
judgment and an interest in experimental
techniques.
To this end a rigorous major provides
students with the in-depth preparation
required for graduate study. More than
two-thirds of the graduates in Physics have
completed or are currently working toward
graduate degrees at a number of fine
universities across the nation. A major in
physics provides flexibility. It also serves as
a stepping stone for graduate work in
related areas such as computer science,
atmospheric science and meteorology,
astronomy, oceanography, biophysics,
environmental science, engineering and
medical and health related fields.
In addition, the Physics program at
Augsburg functions in a supportive role
for students majoring in mathematics,
chemistry, biology and computer science.
The Department also supervises the
Pre-Engineering program with degree programs avdable at cooperating universities
at both the bachelor's and the advanced
degree levels.
The Department maintains active
research programs through its Center for
Atmospheric and Space Sciences. Several
students work each academic year and
summer as research assistants in these
efforts, which are supported by NASA, the
National Science Foundation and other
federal agencies.
The Department also administers
Augsburg College's portion of funds
designated for the Minnesota Space Grant
College Consortium, funded by NASA.
Cooperative Education, internshp and
undergraduate research programs provide
opportunities for students to apply their
physical science knowledge and problem
solving skills in practical situations in
industrial, governmental and academic
settings. Students may participate in
alternating term Cooperative Education
programs or work part-time during two or
more academic terms. Internship opportunities alone generally involve only one
semester.
The Department serves the liberal arts
tradition by offering courses for the nonscience students that will enable them to
attain a general understanding of a
particular area of science. These courses
seek to provide the basic starting point for
further study and the opportunity to enable
students to follow new developments with
some denree of comvrehension.
*"- Physics
Physics Department Faculty
Jeffrey Johnson (Chair),Stuart Anderson,
Mark Engebretson, Kenneth Erickson,
William Monsma
Physics Research Staff
Anthony Hansen, William Jasperson,
David Venne. Atmospheric Sciences
Research Group, Augsburg College Center
for Atmospheric and Space Sciences
BACHELOR OF ARTS
Major
13 courses including:
PHY 121 General Physics I
PHY 122 General Physics I1
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 ElectromagneticFields II
PHY 395,396 Comprehensive Laboratory
Two elective Physics courses above PHY
122
MAT 145,146 AUGMENT Calculus I, II
or MAT 124,125 Calculus I, I1
(WEC only)
MAT 245,247 AUGMENT Calculus III and
Modeling and Differential
Equations
or MAT 245 AUGMENT Calculus I11
and PHY 327 Special Functions of
Mathematical Physics
or MAT 224,226 Calculus III,
DifferentialEquations (WEC
only)
BACHELOR OF SCIENCE
Major
17 courses including:
PHY 121 General Physics I
PHY 122 General Physics II
PHY 245 Modem Physics
PHY 261 Electronics
PHY 351 Mechanics I
p m 352 ~ ~ ~ h11 a n i ~ ~
PHY 362 Electromagnetic Fields I
PHY 363 ElectromagneticFields 11
PHY 395 comprehensive Laboratory
PHY 396 Comprehensive Laboratory
PHY 486 ~ u a t u m
Physics I
One Physics course above PHY 122
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
MAT 145,146 AUGMENT Calculus I, 11
or MAT 124,125 Calculus I, I1
P C only)
D and
MAT 245,247 AUGMENT Calculus J
Modeling and Differential
Equations
or MAT 245 AUGMENT Calculus 111
and PHY 327 Special Functions of
Mathematical Physics
or MAT 224,226 Calculus 111,
Differential Equations (WEC
only)
BACHELOR OF SCIENCE
Physics Major With Concentration in
Space Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 320
and PHY 420, and the omission of the
elective Physics course.
Honors Major
A GPA of 3.5 in physics and 3.0 overall.
An independent investigation of a physics
topic with an oral defense of the written
Physics 207
esearch report. Application for the honors
najor should be made no later than the
irst term of the senior year.
In planning their courses of study,
tudents are encouraged to work closely
vith members of the Physics faculty.
dormally, students should have MAT 124
)r 145,125 or 146, and PHY 121,122 during
he freshman year, and MAT 224 or 245
nd 226 or 247 (or PHY 327) during the
ophomore year.
'eaching Licensure Major
The State of Minnesota has specific
icensing requirements for teachers which
nay differ slightly in emphasis from the
iugsburg major requirements. The state
equirements may also be subject to change
fter publication of this catalog. Students
herefore should consult with the
iugsburg Education Department to
dentify current Minnesota teacher
icensure requirements.
'HY 101
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics 11
Three elective Physics courses above
PHY 122
MAT 145,146 AUGMENT Calculus I, 11
or MAT 124,125 Calculus I, I1
(WEC only)
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 3.0 in physics and overall, and rank
in the upper third of their class.
Astronomy
A descriptive course covering our solar system, stars and galaxies. In
addition the course traces the development of scientific thought from
early civilization to the present day. Night viewing and laboratory
sessions are important components of the course. (Three one-hour
lectures. Prereq.: MPG 11. Fall, Spring)
'HY 103
Conceptual Physics
An introductory course in which the applications, problems, and experi-
ments are selected to illustrate fundamental principles of physics. The
course stresses a hands-on intuitive approach to physics. (Two three-hour
lectures/laboratories. Prereq.: MPG III. Fall, Spring)
'HY 106
Introductory Meteorology
A survey of the basic principles involved in understanding the earth's
weather and climate. Topics include winds, fronts, cyclones, clouds and
precipitation, thunderstorms, tornados and hurricanes, climate and
*08
-
Physics
climate change, global warming and ozone depletion. (Three one-hour
lectures, one two-hour laboratory. Prereq.: MPG II. Fall)
PHY 116
Introduction to Physics
An algebra-based introductory course in which the applications, problems
and experiments are selected to ilIustrate fundamental principles and
provide a broad survey of physics. (Three one-hour lectures, one two-hou
laboratory. Prereq.: MPG III. Fall)
PHY 121
General Physics I
A rigorous study of classical physics including mechanics and wave
motion. Designed for physics majors, pre-engineering students and other
specified majors. (Three one-hour lectures, one three-hour laboratory.
Prereq.: MAT 145 or concurrent registration. Fall)
PHY 122
General Physics II
A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Desiged for physics majors, pre-engineering
students and other specified majors. (Three one-hour lectures, one threehour laboratory. Prereq.: PHY 121, MAT 146 or concurrent registration.
Spring)
PHY 245
Modern Physics
An introduction to modem physics from a historical and experimental
basis. Relativity, quantum effects, atomic and molecular physics, nuclear
and solid statehhysics. This course indicates the need for, i d develops
the experimentalbasis of, quantum mechanics. (Three one-hour lectures,
one one-and-one-half hour laboratory. Prereq.: PHY 122. Fall)
PHY 261
Electronics
A review of AC and DC circuits and study of analog electronics comprise:
the first half of the semester. The second half includes study of digital
electronics culminating in analysis and use of microprocessors and
microcomputer systems. (Three one-hour lectures, one three-hour
laboratory. Prereq.: PHY 116 or 122; and MAT 122 or 125 or 146. Spring.
Cross-listed with Computer Science Department.)
X PHY 320
Introduction to Space Science
A survey of the earth's space environment including solar, planetary,
magnetospheric, ionospheric and upper atmospheric physics (solar
dynamics, the bow shock, magnetopause, radiation belts, plasma sheet,
magnetic storms, substorms, current systems, particle precipitation and
aurora). (Three one-hour lectures. Prereq.: PHY 245. Spring)
PHYIMAT 327 Special Functions of Mathematical Physics
An introduction to special functions in physics and engineering (complex
numbers, partial differentiation, Fourier series, series solution of selected
differential equations, Legendre, Bessel and other orthogonal functions,
and functions of a complex variable). (Three one-hour lectures. Prereq.:
PHY 122 or consent of instructor, MAT 224 or 245 or equivalent. Spring.
Cross-listed with Mathematics Department.)
Physics 209
Mechanics I
Classical mechanics in terms of Newton's laws of motion and the Lagrangian and Hamiltonian formalisms. Topics include conservation
principles, single particle motion, gravitation, oscillatory systems, central
force motion, and two-particle kinematics. (Three one-hour lectures.
Prereq.: PHY 122, MAT 226 or 247 [or PHY 3271. Fall)
Mechanics II
Classical mechanics in terms of Newton's laws of motion and the Lagrangian and Hamiltonian formalisms. Topics include dynamics of rigid
bodies, systems of particles, noninertial reference frames, thermodynamics
and statistical mechanics. (Three one-hour lectures. Prereq.: PHY 122, PHY
351, MAT 226 or 247 [or PHY 3271. Spring)
Electromagnetic Fields I
The classical electromagnetic field theory is developed using the vector
calculus throughout. Topics include electrostatics, solution of Laplace's
and Poisson's equations, and electric properties of materials. (Three onehour lectures. Prereq.: MAT 226 or 247 [or PHY 327. Fall)
Electromagnetic Fields II
The classical electromagnetic field theory is developed using the vector
calculus throughout. Topics include magnetostatics, magnetic properties
of materials, and the theory of electromagnetic radiation based on
Maxwell's equations. (Three one-hour lectures. Prereq.: PHY 362, MAT
226 or 247 [or PHY 327. Spring)
Comprehensive Laboratory 1
(.5 course)
An emphasis on independent laboratory investigations, including
participation in physics seminars. Experiments in the area of mechanics,
thermodynamics, vacuum physics, electronics, electricity, magnetism,
optics and modem physics. (One three-hour laboratory and one seminar
hour per week. Prereq.: junior or senior standing or consent of instructor.
Fall)
Comprehensive Laboratory 11 (.5 course)
A continuation of PHY 395. (One three-hour laboratory and one seminar
hour per week. Prereq.: PHY 395, junior or senior standing or consent of
instructor. Spring)
Plasma Physics
A rigorous study of the fundamentals of plasma physics including plasma
parameters, plasma drifts, particle motion, electric and magnetic fields,
Boltzmann equation, magnetohydrodynamics, plasma waves, instabilities,
transport processes and applications to laboratory and space plasmas.
(Three one-hour lectures. Prereq.: PHY 362,363 or concurrent registration)
Quantum Physics I
A development from first principles, including de Broglie's postulates, the
Schroedinger equation, operators, wave functions, expectation values,
angular momentum and approximation methods. Applications include
*lo
-
Physics
potential wells and barriers, the harmonic oscillator, and the hydrogen
atom. (Three one-hour lectures. Prereq.: PHY 245,351. Fall)
PHY 488
Quantum Physics II
The application of quantum mechanics to specific topics chosen from the
areas of solid state physics, atomic and molecular physics, nuclear physics
and particle physics. (Three one-hour lectures. Prereq.: PHY 486. Spring)
Internships and Independent Study Courses:
PHY 199
Internship
See description on page 79.
PHY 299
Directed Study
See description on page 79.
PHY 399
Internship
See description on page 79.
PHY 499
Independent Study/Research
See description on page 79. Open to juniors and seniors with departmental
approval.
I
Ipirmly grounded in the liberal arts
tradition, political science has roots in the
humanities, including philosophy and
history. Through its use of statistical
analysis, it relates not only to other
behavioral sciences, but also to mathematics and the sciences generally. The role and
sigruficance of authority in human affairs
establish the focus of political science;
because politics is a central and enduring
reality in the world, it affects and is
affected by many other human concerns.
As an academic discipline, political
science uses systematic inquiry and
analysis to examine political reality and to
suggest and test alternatives.The student
who majors in political science will explore
political ideas and values, investigate
political cooperation and conflict, analyze
md compare political systems and develop
perspectives on international relations. In
the process, the student will be encouraged
to relate insights from other liberal arts
disciplines such as philosophy, psychology,
?conomics,history and sociology to the
study of politics.
Providing work in several sub-fields of
~oliticalscience, the major supplies the
xeadth appropriate for graduate work in
h e discipline, as well as in public adminisration, public policy analysis, law and
>herprofessions. It also serves as a
bundation on which to develop careers in
?ublic service, business, communications
md other fields. Legislative and other
hternships, as well as significant indepenlent research projects, are within easy
"eachof Augsburg Political Science
;tudents in the Twin Cities area. Combined
~ i t broad,
h
balanced and flexible course
~fferings,these special opportunities
mhance the student's potential for graduIte study and a successful career.
Augsburg Political Science students
have the benefit of an experienced faculty
that brings a balanced expertise to the
course offerings, as well as special
strengths in interpreting politics in the
contexts of the mass communications
media, communism and American public
law. The Departmental faculty is cornmitted to the view that the study of politics,
involving as it does an understanding of
the human heritage and the importance of
informed choice in human affairs, is an
important aspect of liberal learning.
Political Science Faculty
Milda Hedblom (Chair), Andrew Aoki,
Phlipp Fishman, Mary Ellen Lundsten,
William Morris, Norma Noonan
Major
Nine courses:
POL 158 Political Patterns and Processes
POL 484 Political Analysis Seminar
Required elective - one of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
And 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
mternsxp may count for an Upper
Division area.
POL 483 Political Statistics/Methodology
H~~~~~~~i~~
The Honors Major in Political Science
includes the requirements listed above,
*?
Political Science
plus the following: The student's GPA
must be 3.5 in the major and 3.0 overall.
The student must take an Honors Independent Study and a seminar, and must subni
an Honors Thesis to be defended before a
faculty committee. Students may work
with any member of the Department on
their Honors Thesis. For specific requirements, consult the Department Chair.
Students should apply for the Honors
major no later than the junior year.
Minor
Five courses, including POL 121 or 122
or 170; POL 158; and at least three Upper
Division courses in three out of five
political science areas.
Political Science Areas
(I) American Government and Politics,
(LI) Comparative Politics and Analysis, (111
International Politics, (IV) Public Law, and
(V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Note: Students interested in secondary
education may take a Political Science
major in combination with specified social
science courses, in compliance with state
requirements. For more information, see
the Department Chair.
See the class schedule for precise listin!
of terms in which courses are offered.
POL 483 may not usually be used for a
minor.
I I. AMERICAN GOVERNMENT AND POLITICS
POL 121
American Government and Politics
The politics of American government including the forms of political
ideas; the pattern of participation; the dynamics of congressional,
presidential and bureaucratic policy making; and current issues in
American society.
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and
focusing on actors, structures and other influences on urban public policy
Discussion-lecture,case studies of the Twin Cities metro area, and
meetings with public officials and activists.
POL 325
Public Administration
The politics of public administration and bureaucratic policy-making in
the United States; governmental regulation, promotion and management,
emphasizing political and economic interaction. (Prereq.: one course in
Political Science or consent of instructor)
Political Science
OL 326
Political Parties and Behavior
The political behavior of the electorate emphasizing public opinion and
political parties in the electoral process. Field work with political parties
and interest groups and media in presidential elections (optional in nonpresidential election years). (Prereq.: one course in Political Science or
consent of instructor. Fall term of election years)
OL 342
Mass Communications in Society
Effects of mass communications on individual behavior; the uses and
control of mass media for political and social purposes including a study
of censorship, newsmaking, entertainment and public affairs programming. (Prereq.:junior or senior standing or consent of the instructor)
OL 370
Constitutional Law
(See Section IV for description.)
OL 375
Media Law
(See Section IV for description.)
OL 421
Topics in American Politics
Selected themes, including legislative, executive or judicial process, and
policy process in American politics; national, urban or state focus; topic to
be included in subtitle. (Prereq.: one course in Political Science or consent
of instructor)
I II. COMPARATIVE POLITICS AND ANALYSIS
OL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion
of contemporary issues.
OL 350
Topics In European Politics
Study of the political behavior, institutions and processes of European
states. The course will focus on either European Community Law and
Politics or Domestic Politics in European states. (Prereq.: one course in
Political Science or consent of instructor)
OL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union and/or other communist/postcommunist states in terms of political behavior, evolution, institutions
and political processes. (Prereq.: one course in Political Science or consent
of instructor)
OL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored.
Themes and countries vary. (Prereq.: one course in Political Science or
consent of instructor)
213
-
*I4
- Political Science
POL 459
Topics in Comparative Politics
Selected themes including interpretations of political systems and
comparisons of political processes such as political participation, political
development, political change and revolution. Topic to be included in
subtitle. (Prereq.: one course in Political Science or consent of instructor)
H Ill. INTERNATIONAL POLITICS
POL 160
World Politics
Introduction to the processes and issues of international politics, includinl
the dynamics of the international system, theories of international
relations, and a focus on recent problems.
POL 363
Russian and Chinese Foreign Policy
Analysis of theory and policy in the foreip policy process in Russia (and
the former USSR) and China. (Prereq.: one course in Political Science or
consent of instructor)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision making, simulations of international problems. Topic to
be included in subtitle. (Prereq.: one course in Political Science or consent
of instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in international relations; analysi
of some methods for studying international relations; analysis of major
trends; senior thesis. Open to other students by consent of instructor.
(Prereq.:four courses in the International Relations sequence)
IV. PUBLIC LAW
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and
society; roles of courts, police, lawyers and juries; the United States
Constitution as "supreme" law; law as politics; historic and contemporaq
legal issues.
POL 370
Constitutional Law
The legal-political-philosophicalrole of the Supreme Court in the American political system in sigruhcant decisions affecting the allocation of
powers in the national government and in the federal system. (Prereq.:
POL 170 or consent of inshctor)
POL 371
Topics in Constitutional Law
Selected topics in constitutionallaw, especially civil rights. Content will
vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent
of instructor)
-
Political Science
'OL 375
Media Law
Study of key issues and contemporary conflicts in media law and
regulation, including the uses of law to settle disputes about media
content, access, ethics and ownership. (Prereq.: one course in Political
Science, POL 342, or consent of instructor)
I V. POLITICAL THEORY AND ANALYSIS
'OL 158
Political Patterns and Processes
(See Section I1 for description.)
'OL 380
Western Political Thouqht
A study of influential
philosophers, emphasizing the values,
goals and assumptions which continue to inform and to rationalize
human governance. (Prereq.: one course in Political Science or consent
of instructor)
'OL 381
Topics in Democratic Theory
A study of democratic theories. Topics vary and may include the emer-
gence of political democracy in comparative perspective or American
political thought. Topic to be included in the subtitle. (Prereq.: one course
in Political Science or consent of instructor)
OL 382
Marxist Theory
Origins and evolution of Marxist theory and movements emphasizing
Marxism as developed in Russia and China. Consideration of the political, social, and economic dimensions of the theories, with some focus on
the changing role of Marxist doctrines in society. (Prereq.: POL 158 or
consent of instructor)
OL 484
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics
including an examination of the requirements of science as a model for
political study. Major research is required. (Prereq.:POL 158, POL 483,
and two Upper Division courses, or consent of instructor)
I VI. SEMINARS, INDEPENDENT STUDY AND INTERNSHIPS
OL 295
Lower Division Seminar
Special topics. Consult Department Chair concerning terms and subject
matter. (On demand)
OL 483
Seminar in Political Statistics and Methodology
An introductory survey of the methods of political science with an
emphasis on quantitative reasoning and resear& design including
evaluation of existing research in the field.Discussion of experimental
designs, descriptive and inferential statistics, computer methods and
issues in the construction and execution of political survey.
OL 495
Seminar
Selected topics. Consult Department Chair concerning terms and subject
215
*I6
Political Science
Internships and Independent Study Courses:
POL 199
Internship
See description on page 79. P/N grading unless internship supemisor
grants exception.
POL 299
Directed Study
See description on page 79.
POL 399
POL 499
Internship
See description on page 79.
Independent StudyIResearch
See description on page 79.
P
sychology, with its emphasis on
behavioral observation and data, provides
a perspective on human activities which is
an integral part of a liberal education. The
goal of the Psychology program is the
improved understanding of human
behavior by studying how people cope
with their environment and interact with
each other.
The Department's courses have three
basic goals: (1)to introduce the student to
the current information and methods in
psychology as well as earlier approaches to
psychological questions; (2) to develop the
abiity to analyze, interpret and evaluate
behavioral research, and (3) to provide
practice in the application of these principles. The Department program provides
an emphasis on both field experiences and
the theoretical foundation for graduate
study in psychology and related areas.
Internships are designed to provide
students with practical pre-professional
experience. On-the-job experience gives
students the opportunity to test career
fields and develop professional contacts.
Psychologists use a variety of methods
to study behavior, including experimentation, observation and clinical case analysis.
Faculty members in the Department of
Psychology at Augsburg have varied
professional specializations which include
areas such as counseling, physiological
psychology, human development, personality, social, cognitive and organizational
psychology and analysis of public policy.
The Psychology program's emphasis on
the use of a problem solving approach, the
acquisition of information about human
development and interaction, and the
development of human relations skills can
be beneficial in careers in business,
education and other social services, the
church and government, as well as in
careers such as research, law and medicine.
Psychology Facully
Nancy Steblay (Chair), Grace Dyrud,
Norman Ferguson, Emily Hause, Duane
Johnson, Victoria Littlefield, Bridget
Robinson-Riegler
Major
10 courses including:
PSY 102 The Individual in a Social
World
or PSY 105 Principles of Psychology
PSY 230 Research Methods: Design,
Procedure and Analysis I
PSY 330 Research Methods: Design,
Procedure and Analysis 11
PSY 399 Internship
PSY 381 Psychology in Historical
Perspective
or PSY 493 Seminar: Contemporary
Issues
PSY 354 Cognitive Psychology
or PSY 355 Brain and Behavior
PSY 325 Social Behavior
or PSY 359 Psychological Assessment
Three additional Psychology courses.
Note: A minimum of five courses must
be from Augsburg. No more than two
courses from among PSY 299,399, and 499
may be counted. It is recommended that
Psychology majors take additional course
work from other areas that will complement and strengthen their particular
interests and skills in psychology. All
Psychology majors must have an adviser in
the Psychology Department.
*I8
-
Psychology
Teaching Licensure Major
Honors Major
The State of Minnesota has specific
licensing requirements for teachers which
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
identdy current Minnesota teacher
licensure requirements.
GPA of 3.5 in the major and 3.0 overall,
and completion of a high quality research
project culminating the major program.
Application for honors consideration must
be made during the junior year. Please
consult the Department Chair for more
detailed requirements.
Transfer course policy for psychology
majors and minors: Transfer credits must
be approved by the Department Chairperson. Only those psychology courses
successfully completed (2.0 or above)
within the last 10 years will be considered.
PSY 101
Minor
Five courses, including PSY 102 or 105,
and four electives. A minimum of two
courses must be from Augsburg. No more
than two courses from among PSY 299,399
and 499 may be counted.
Self-Identity and Values
A study of self-identity and values as related to personal life. This course
uses a psychological perspective to explore the role of the individual in
the larger social context. Major topics include the acquisition, development and evolution of self-identity and values and the influence of sex
roles. (This course does not substitute for PSY 105 as a prerequisite to
Upper Division psychology courses.)
PSY 102
The Individual in a Social World
A scientific investigation of the behavior of the individual as it occurs in
social environments. Examples of human behavior, such as aggression,
prejudice and group processes, which are best understood through
analysis of both individual and social factors, will serve as the course
framework. (This course does substitute for PSY 105 as a prerequisite to
Upper Division psychology courses.)
PSY 105
PSY 201
Principles of Psychology
An introduction to the methods and approaches used in psychology for
the purpose of understanding behavior. Applications of psychological
concepts to everyday situations are emphasized.
Health Psychology
Impact of psychological, behavioral, social, and biological interactions on
health. Topics include: wellness, health promotion, and maintenance;
Psychology
prevention and treatment of illness; stress management; lifestyles; health
system policies; and cross-cultural perspectives. The course encourages
students to become more proactive in their own health and lifestyle
choices. (Prereq.: PSY 102 or 105)
PSY 230
Research Methods: Design, Procedure and Analysis I
Part I of a two-term sequence. Scientific method as practiced in psychology. Emphasis on skills of bibliographic research, research design and
data collection, statistical analysis and interpretation, computer-assisted
data analysis and MA-style presentation of research findings. PSY 230
must precede 330. (Prereq.: PSY 102 or 105; MPG III)
PSY 325
Social Behavior
Social factors which influence individual and group behavior in
naturalistic and laboratory settings. Topics include: social cognition,
group behavior, social influence, attitude formation and change. (Prereq.:
PSY 230)
PSY 330
Research Methods: Design, Procedure and Analysis II
Part 11of a two-term sequence. See PSY 230. PSY 330 should be taken in
the term immediately following PSY 230.230 may be taken for one course
credit without taking 330. (Prereq.: PSY 230 gith a grade of 2.0 or higher)
PSY 351
Developmental Psychology: Child
Emphasis on normal child development and behavior. Consideration of
theoretical systems used for viewing development sequence and continuity. Inquiry into practical implications and applications of data and theory
with respect to the development of children. (Prereq.: PSY 102 or 105)
Developmental Psychology: Adolescent and Young Adult
Emphasis on normal development and behavior. Consideration of data
and theory related to development during the adolescent and young adult
periods of life. (Prereq.: PSY 102 or 105)
Developmental Psychology: Middle Adult and Older Adult
Emphasis on normal development and behavior. Consideration of data
and theory related to development during the middle adult and older
adult periods of life. Includes perspectives on death and dying. (Prereq.:
PSY 102 or 105)
'SY 354
Cognitive Psychology
Theory, data, and practical applications relevant to the following topics:
attention, perception, pattern recognition, memory, mental imagery,
problem solving, decision-making and language. (Prereq.: PSY 230)
'SY 355
Brain and Behavior
Interactions between the brain, nervous system, and behavior. Topics
include the mind-brain relationship; sleep, wakefulness, and dreaming;
emotions; learning and memory; psychological disorders; biology of
personality; effects of drugs on behavior; and the biology of consciousness. (Prereq.: PSY 230)
219
220
-
Psychology
PSY 356
Environmental Psychology
This course uses a cultural-ecologicalviewpoint to study the influence
which the environment, both natural and human-made, has on behavior.
Major topics include: overcrowding and environmental stress; territoriality; defensible space and crime; and specific environments such as room,
buildings and cities. (Prereq.: PSY 102 or 105)
PSY 357
Behavior Analysis
Principles of learning. Behavior change principles and their application to
instruction. Behavior change and individualized instruction projects.
(Prereq.: PSY 102 or 105)
PSY 359
Psychological Assessment
Theory and scientific methods of collecting data and information to assess
human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and
ethical issues. (Prereq.: PSY 230)
PSY 361
Personality
An introduction to the field of personality study, including theory,
research, assessment and contemporary applications. (Prereq.: PSY 102
or 105)
PSY 362
Behavior Disorders
An introduction to maladaptive human behaviors from social, organic
and psychological points of view. (Prereq.: PSY 102 or 105)
PSY 368
Behavioral Health Care I: Clinical Assessment
(Physician Assistant Program Requirement) Application of psychological
theory, research, and clinical principles to health care practice. Emphasis
on biopsychosocial health model, recognition of patient psychopathology,
developmental health issues, practitioner-patientinteraction. (Prereq.:
Junior standing in PA program or PSY 355 and instructor approval)
PSY 369
Behavioral Health Care II: Clinical Intervention
(Physician Assistant Program Requirement) Continuation of PSY 368.
Specific skills and knowledge for effective clinical interviewing, diagnosis, and development of appropriate behavioral health care plans.
(Prereq.: PSY 368)
PSY 371
Psychology of Gender
Emphasis on the social construction of gender and its impact on the lives
and behavior of individuals. Consideration of such topics as cognitive,
physical and social development, social relationships, and economic and
political power. (Prereq.: PSY 102 or 105)
PSY 373
Industrial/Organizational Psychology
Theoretical conceptualizations and practical applications of behavior in
organizations. The study of the individual, groups, structure and change
and development in organizations. Consideration of topics such as
Psychology 221
performance appraisals, training, decision-making and teamwork.
(Prereq.: PSY 102 or 105)
'SY 381
Psychology in Historical Perspective
Historical development of psychological viewpoints and theoretical
positions. (Prereq.: two PSY courses)
'SY 485
Counseling Psychology
Principles, methods and attitudes involved in the counseling process.
Consideration given to goals and ethical guidelines for a counseling
relationship. (Prereq.: three PSY courses and junior class standing)
'SY 490
Current Topics in Psychology
Study of selected areas and topics in psychology that are not treated
extensively through current course offerings. Specific topics will be
published prior to registration. (Prereq.:PSY 230 and consent of instructor)
'SY 493
Seminar: Contemporary Issues
Discussion of contemporary societal issues from a psychological viewpoint. Consideration of the approaches and methods used by psychologists in studying such issues. (Prereq.: five PSY courses)
nternships and lndependent Study Courses:
'SY 199
'SY 299
'SY 399
'SY 499
Internship
See description on page 79. (Prereq.: PSY 102 or 105 and one other
psychology course)
Directed Study
See description on page 79. (Prereq.: PSY 102 or 105)
Internship
See description on page 79. Participation in a concurrent seminar is
required. (Prereq.: PSY 330)
Independent StudyIResearch
See description on page 79. (Prereq.: PSY 330)
A
ugsburg College understands itself
as a college of the church and it is persuaded that the Christian faith provides an
appropriate perspective from which to
undertake its educational task. The biblical
faith and tradition of the Christian church
have influenced the whole world and they
have affected and continue to influence
language, literature, history, values and
political structures.
While the fundamental orientation of
this College is to the Christian faith, it is
also true that the field of religion obviously
includes more than is represented by the
Christian faith. Large segments of the
earth's population live by religious
concepts and ideas which are different
from Christianity.The Department of
Religion seeks to introduce students to
some of these major religious traditions.
It is the hope and expectation of the
Department that students will become
better acquainted with the content and
character of the Christian faith, enabling
them to reflect theologcally on their own
religious commitment. Courses in religion
are not intended to be footnotes to courses
in other disciplines and departments. The
study of religion and the discipline of
theology have an integrity of their own.
The College offers both a major and a
minor in Religion and a major in Youth and
Family Ministry.
Religion Faculty
Lynne Lorenzen (Chair),John Benson,
Bradley Holt, Philip Quanbeck 11, Beverly J.
Stratton, Mark Tranvik
BACHELOR OF ARTS
Religion Major
Eight courses including:
REL 111 Introduction to Theology
REL 221 Biblical Studies
REL 356 History of Religions
REL 481 Contemporary Theology
REL 495 Seminar
Three additional Religion courses, of whicl
2 must be Upper Division courses.
Note: Seminar, especially for majors,
should be taken in the junior or senior yea]
Before t a h g the seminar, each major mus
have written one formal research paper
and placed it on file with the Department
Chair. Only one Interim course may be
applied to the major. One New Testament
Greek course may be applied to the major.
Honors Major
GPA of 3.5 in the major and 3.0 overall;
research project approved by the Department and colloquium with the Department
Application must be received by the
Department by Dec. 30 of the student's
senior year.
Minor
Five courses. Not more than one Interin
course may be counted for the minor.
Note: Not all courses that meet Christian Faith perspectives are REL courses anc
do not count toward the Religion major or
minor.
Youth and Family Ministry Major
The major in Youth and Family Ministry prepares persons for faithful work as
youth and family ministers in Christian
congregations and other ministrv settings.
Religion
'his major is interdisciplinary, combining a
ore study of theology and Bible with
upporting course work in the social
ciences. A distinctive part of the major is
he combination of practical and theologia1 training, using resources of the
iugsburg Youth and Family Institute.
hdents are accepted into the program
hrough a two-step candidacy process.
This major requires an approximately
00-hour intemshp administered by the
iugsburg Youth and Family Institute in
~artnershipwith a congregation. It may be
~ossiblefor the intem to receive a stipend
or this internship.
The two-step candidacy process begins
vhen the student applies for candidacy,
~ormallyin the fall of the sophomore or
mior year. Two of the theology core
ourses must be completed before making
pplication to the program. An essay, one
?tter of reference, an assessment instruaent called "Self Portrait" and an interiew is required for candidacy review. The
?achingstaff will conduct step one. The
econd step will be conducted by the Youth
nd Family Institute staff with help of
xperienced pastors, a member of the
eligon faculty and youth and family
zinisters. This usually follows the intemhip in the fall of the senior year. Retaking
le "Self Portrait," an essay, an assessment
f the internship and an interview are
:quired. This step is very important
)r recommending the students for
mployment.
Sajor
en courses including:
EL 111 Introduction to Theology
EL 221 Biblical Studies
.EL 362 Theology of the Reformers
EL 481 Contemporary Theology
EL 495 Seminar
Youth and Family Ministry core:
REL 235 Basics in Youth and Family
Ministry (Interim)
REL 232 Peer Ministry: Principles and
Leadership (Interim)
REL 399 Internshp
Theology elective: choose one of the
following:
REL 356 History of Religions
REL 353 Denominations and Religous
Groups in America
REL 373 Religions of China and Japan
Youth and Family Ministry elective: choose
one of the following:
REL 342 Theology of Youth and Family
Living
REL 343 Theology of Marriage (Interim)
REL 358 Life and Work of the Church
MUS 432 Church Music and Worship
and six supporting courses:
EDU 210 Learning and Development in
an Educational Setting
SOC 121 Introduction to Human Society
SOC 231 Family Systems: A Cross
Cultural Perspective
EDU 265 Orientation to Education
(w /field work)
or SWK 463 Community Development and Organizations
PSY 105 Principles of Psychology
or PSY 102 The Individual in a
Social World
PSY 351 Developmental Psychology:
Child
or PSY 352 Developing
Psychology: Adolescent and
Young Adult
or SWK 260 Humans Developing
Note: A student with a YFM major may
not also major or minor in Religion.
223
224
Reliaion
Religion 111,221 or 331 is prerequisite
to all other courses. REL 111or 221 is
expected to be taken in either the freshman
or sophomore year at Augsburg. Junior or
senior transfer students who are required
REL 111
to take two CF courses may take REL 331
as the prerequisite for other courses.
Department approval is necessary
before courses taken in other colleges can
be accepted for Religion Department credii
All majors must have an adviser in the
Department.
Introduction to Theology
An introduction to the academic discipline of theology and to the
dialogue between the church and the world which concerns Christian
doctrine.
REL 221
Biblical Studies
The origin, literary character and transmission of the biblical documents.
The task of biblical interpretation. The history of Israel and the emergence
of the church.
REL 231
Religion in African-American History
An examination of selected topics related to the Black experience, e.g.,
African backgrounds, religion under slavery and evangelicalism.
REL 232
Peer Ministry
The student will be trained to train high school and junior high youth to
serve as peer ministers in their congregations and communities. They will
learn and practice communication skills, facilitate small groups, and learn
the role of^alistener/helper. Peer Ministry integrates theact of caring and
serving others with a Christian belief and values system. (Prereq.: REL
221 or REL 111)
REL 235
Basics in Youth and Family History
This course will provide students with the basic understanding and skills
for designing an effective youth and family ministry for a congregation.
Students will study the latest research on American youth and their
families from Search Institute. They will learn a conceptual model for
youth and family ministry. (Prereq.: REL 221 or REL 111)
REL 331
Foundations in Bible and Theology
An advanced introduction to the biblical and theological foundations of
the Christian faith, focusing on writing and advanced critical thinking
skills. Open only to advanced transfer students. Not accepted for credit
for students who have taken REL 111or REL 221.
REL 342
Theology of Youth and Family Living
Contemporary theories of youth and family living are examined within
the context of Christian teachings. Course focuses on family systems and
families in crisis.
REL 353
Denominations and Religious Groups in America
denominations and of many contemporary American religious groups.
Some controversial religious movements will also be considered.
REL 356
History of Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto and Islam.
REL 357
Survey of Church History
A survey of Christian history in the early, medieval, Reformation and
modem periods. Some attention to primary sources, in addition to
interpretations of the periods in question.
REL 358
Life and Work of the Church
Congregational life in its varied character with attention to Christian
education and curriculum, youth work and parish work.
REL 360
Religion and Society
An examination of the interaction of religion and society in terms of
sociological analysis with particular emphasis on contemporary sociological research on religious movements in American society.
REL 361
The Church in the First Four Centuries
A study of the early Christian Church, including persecution and martyrdom, councils and creeds, and conflict with Gnosticism and mystery
religions.
REL 362
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of
the 16th century. Special attention to the writings of Martin Luther and
other representative figures.
REL 363
Religion in America
A study of the history of religion in America. Special attention to the rise
of religious liberty, revivalism, denominations and the responses of
religion to the challenges of its environing culture.
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs and philosophy of North American
Indians are studied. TribaI simiIarities and differences are explored as are
tribal relationships with nature, religious oversight of life cycles, sacred
ritual ceremonies and beliefs in an afterlife.
REL 420
The Russian Orthodox Church
Theology and history will be studied primarily from the perspective of
those Christians who live in Greece, Turkey and Eastem Europe, with
special attention to the Orthodox Church in Russia.
REL 441
Feminism and Christianity
Attention will be given to religious influences on societal roles for women
and men, feminist interpretation of the Bible and the impact of feminism
on Christian theology, especially in terms of language and metaphor.
REL 471
Jesusand His Interpreters
226
-
Religion
dealing with their context, literary structure and relationships. Attention to
the variety of interpretations given the person of Jesus.
REL 472
Paul the Apostle
A study of the Apostle Paul including his historical background, his relationship to the early church and some of the themes found in his writings.
REL 475
Judaism
An introduction to the Jewish faith as the tradition has developed as well
as attention to current issues facing the Jewish community. The Jewish
Chatauqua Society annually makes a grant to Augsburg College in partial
support of this course in Judaism.
REL 481
Contemporary Theology
An introduction to some representative trends in Christian theological
thought today, as seen from the systematic perspective, in the light of the
continuing theological task of the Christian Church.
REL 483
Christian Ethics
The bases of Christian social responsibility, in terms of theological and
sociological dynamics. Emphasis on developing a constructive perspective
for critical reflection upon moral action.
REL 486
Psychology of Religion and Theology
A study of current psychological views of religion in the context of the
traditional Christian view of human nature. Special attention will be given
to the classics in the field by Freud, Jung, and William James, and to those
Christian theologians who have been influenced by them.
REL 490
Topics in Religion
Individual study in selected religion courses not addressed in regular
course offerings.
REL 495
Seminar
Selected topics. Required of majors in the junior or senior year. Others by
permission of instructor. (Fall)
internships and lndependent Study Courses:
REL 199
REL 299
Internship
See description on page 79. Limited to special cases.
Directed Study
See description on page 79.
REL 399
Internship
See description on page 79.
REL 499
Independent StudyIResearch
See description on page 79.
See Department listing for a description of the following approved elective:
RELIPHI 350
Philosophy of Religion
T
his major, offered through the
Associated Colleges of the T&I Cities
(ACTC), seeks to give the broadest possible
exposure to the history politics, economics,
literature and philosophy of central and
eastern Europe and Russia. This interdisciplinary major offers an opportunity to
become well-acquainted with societies in
socio-economical and political transition as
well as the rich literary and cultural
achievements of the area. Experience with
the Russian language or, through the
University of Minnesota, one of the
eastern European languages, is required.
Russia, Central and East European Studies
is a sound liberal arts major offering
considerable flexibility and career opportunities, especially when combined with
another major or minor in business, economics, history, language and literature or
political science.
Courses are offered at Augsburg
College, H a m h e University, Macalester
College, the College of St. Catherine, and
the University of St. Thomas, thus drawing
on the faculty and resources of the five
ACTC institutions.
Adviser
Magda Paleczny-Zapp
B. Area Studies Courses:
Track #1: Concentration in Humanities
Five Courses: Four courses from the list
of approved courses in Track #1, plus one
course from Track #2, as approved by
adviser.
Track #2: Concentration in Social Sciences
Five Courses: Four courses from the list
of approved courses in Track #2, plus one
course from Track #1, as approved by
adviser.
C. Two other courses selected from
either Track #1 or Track #2.
D. Students are strongly recommended
to take a third year of Russian or any other
East European language. A program of
study abroad in Russia or one of the central
or East European countries, during a
semester, an interim or during the summer,
is strongly encouraged. All options should
be discussed with the student's adviser.
TRACK #I
HUMANITIES CONCENTRATION
HISTORY:
HIST 55
HIST 60
Major
Eleven courses, including language and
area studies courses:
A. Language Courses: Two years of
basic college Russian, Polish, SerboCroatian, Czech, Hungarian or equivalent
competencies.
History and Philosophy of
Socialism - M
State and Society in Tsarist
Russia - M
History of the Soviet Union and
its Successors - M
HIST 314 Social and Intellectual History
of Early Modem Europe - T
HIST 331 Eastern Europe, 1699-1914 - T
HIST 333 Eastern E
~1914 to~
~
Present -T
HIST 62
~
228
-
Russian, Central and East European Studies
GEOGRAPHY:
HIST 464 Seminar in European History
(Requires Permission of
Adviser) -T
HIST 337 Modem Russia from the Empire
to Revolution - H
HIST 373 Heart of Europe: Central and
Eastern Europe in the 20th
Century - H
HIST 348 Russia and Soviet Union in the
20th Century - A
HIST 350 Russia: Keivan State to the
Ctirnean War - C
HIST 351 Russia: Last of the Romanovs,
Bolshevik Interlude, and the
Russian Republic - C
HJST 352 The Eastern Church - C
ECON 35
ECON 317
RUSSIAN LITERATURE:
ECON 349
19th Century Literature in
Translation - M
RUSS 62 20th Century Literature in
Translation - M
ENGL230 Literature in Translation - C
RUSS 61
ADVANCED MNGUAGE:
RUSS 41A Russia in Russian - Speaking/
Listening - M
RUSS 41B Russia in Russian - Reading/
Writing - M
CULTURE:
RUS 50-01 Topics (Requires Permission of
Adviser) - M
RUS 55 Russian Culture - M
RUS 56 Soviet Mass Culture - M
THEOLOGY:
REL 420 The Russian Orthodox
Church - A
TRACK #2
SOCIAL SCIENCES CONCENTRATION
GEOG 45
Regonal Geography of the
Post-Soviet Union - M
ECONOMICS:
ECON 25
ECON 495
ECON 349
ECON 346
Comparative Economic
Systems - M
Economics of the Transition - M
Comparative Economic
Systems - A
Topics (Requires permission of
adviser) - A
Comparative Economic
Systems - T
Topics: Country and Area
Studies in Economics (Requires
permission of adviser) - T
Comparative Economic
Systems - C
POLITICAL SCIENCE:
POSC 220 Introduction to Comparative
Government - C
POSC 225 Introduction to World
Politics - C
POSC 376 Marxism - C
POL 350 Comparative Politics of the
New Europe - T
POL 424 Seminar in International Politics
(Requires permission of
adviser) - T
POL 454 Seminar in Comparative Politics
(Requires permission of
adviser) - T
POL 351 Topics in Communist/PostCommunist Systems (Requires
permission of adviser) - A
POL 363 Russian and Chinese Foreign
Policy - A
POL 362 Politics of Change: Eastern
European Political Systems - H
BADM350 International Marketing and
Management - C
Russian, Central and East European Studies 229
RUSSIAN LANGUAGE COURSES:
RUSS 111,112 Elementary Russian - M
RUSS 11 Elementary Russian I - M
RUSS 12 Elementary Russian I1 - M
RUSS 15 Intensive Elementary
Russian - M
RUSS 111 Elementary Russian I - T
RUSS 112 Elementary Russian I . - T
RUSS 21 Intermediate Russian I - M
RUSS 22 Intermediate Russian I1 - M
RUSS 23 Russian Conversation - M
RUSS 25 Intensive Intermediate
Russian - M
RUSS 211 Intermediate Russian I - T
RUSS 212 Intermediate Russian I1 - T
RUSS 31 Advanced Russian I - M
RUSS 32 Advanced Russian 11- M
RUSS 33 Advanced Russian
Conversation - M
Students may take other Eastern
European language courses that are offered
at the University of Minnesota through
ACTC. See your adviser or contact the
ACTC office for further information.
Students may not receive credit for the
same course taken on different campuses.
The folIowing courses are considered to be
equivalent to one another:
HIST 60 M = HIST 337 H
HIST 333 T = HIST 373 H = MST 348 A =
HIST 351 C
ECON 25 M = ECO 317 A = ECON 349 T =
ECON 349 C
FACULTY ADVISING
Students should consult an adviser
regularly in order to secure a coherent and
effective program. Each ACTC institution
has a faculty member on the Russian,
Central and East European Studies
Committee. These advisers can help with
selection of courses, recommendations for
study abroad, and consideration of career
options.
The current advisers are: Augsburg,
Magda-Paleczny-Zapp, 330-1761; Hamline,
Karen Vogel, 641-2973 and Nick Hayes,
641-2314; Macalester, Gary Krueger, 6966222; St. Catherine, Sr. Margery Smith, 6906553; and St. Thomas, Sr. Mary Shambour,
962-5164.
Location: A = Augsburg; H = Hamline;
M = Macalester; C = St. Catherine; T = St.
Thomas.
See Nordic Area Studies under Interdisciplinary Studies.
S
tudents preparing to teach social
studies on the high school level must
complete, in addition to the professional
requirements to be met within the Department of Education, a competency-based
program designed to provide a broad
foundation in the social sciences.
Coordinator
Jerry Gerasimo
Social Studies Teaching Licensure
Seven courses:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 222 20th Century U.S.
POL 158 Political Patterns and Processes
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 336 Introduction to Cultural
Anthropology
One course in geography (human or
cultural)
Plus a major in one of five fields economics, history, political science,
psychology or sociology. Geography and
anthropology are also acceptable fields,
although they are not offered as majors on
the Augsburg campus.
Students considering a career in
social studies education should consult, as
soon as possible, the Augsburg Department
of Education and the Social Studies
Coordinator.
For students beginning in Fall 1994 or
later: New requirements for the Social
Studies Licensure were under consideration as this catalog went to press. Contact
Prof. Gerasirno and the Department of
Education for information on curriculum
and requirements.
T
he Social Work major prepares
graduates for entry-level generalist
professional practice in the field of human
services. The program is accredited by the
Council on Social Work Education and
leads to a Bachelor of Science degree. The
program is based on a generalist model of
practice, enabling graduates to work with
individuals, families, groups, communities
and to develop and analyze social policy.
Courses within the program utilize a
student empowerment model for teaching
and learning.
Augsburg's social work major provides
a strong foundation for graduate studies in
a variety of fields. Since 1991 Augsburg has
offered a full-time Master of Social Work
degree on a weekend schedule.
The College's commitment to the liberal
arts is highly compatible with education for
professional social work practice. The
liberal arts foundation, with its emphasis
on breadth of understanding, cultural and
ethnic diversity, openness to new ideas,
analysis and synthesis, is ideal for social
work education. As Sir Richard Livingston
has said, "A technician is a person who
knows e v e r y k g there is to know about
his/her job except its ultimate purpose and
social consequence." Effective social
workers go beyond being technicians.
Augsburg social work graduates are entrylevel professionals.
Augsburg College's motto, "Education
for Service," exemplifies the philosophy of
the Social Work Department. Unique
learning opportunities for field work
placement and cultural enrichment are
hrovided by a metropolitan setting known
for a humane quality of life which is
enhanced by the arts, outstanding human
services and a highly-educated populace.
Social work opportunities abound. Minne.
.
.
.
of its social services. The Twin Cities, as the
hub for these services, provides both a
variety of field placements for social work
students and external experts for the
classroom. The ethnic and economic
diversity present in this metropolitan area
provides opportunities for social work
students to learn to understand, appreciate,
respect and work with people different
from themselves and to be enriched by this
opportunity to interact with diverse clients
and professionals.
The Social Work Program strives to
contribute to its environment as well as to
gain from it. Appropriately, social work
students have been involved in a wide
variety of community service efforts
including helping to develop the LINK
program on campus, mobilizing students
to assist a social service agency in their
annual Christmas giving program, and
tutoring at a local neighborhood center.
The Social Welfare minor and electives
in the Department allow students to
support another major while gaining
knowledge about human needs and
growth, human services and the methods
of effective citizenship. Students taking
these courses have the opportunity to
become knowledgeable about public issues
and develop and nurture a perspective that
sees the central importance of diversity to
the social fabric of this country. But beyond
knowledge, students are encouraged to use
their talents and skills to address the needs
of society in the interest of the public good,
always emphasizing social justice.
Social Work Faculty
Rosemary Link (Chair), Anthony Bibus
(BSW Program Director), Vem Bloom
(Field Coordinator),Maria Brown, Francine
Chakolis, Blanca Rosa Egas, Hans Eriksson,
..
..
.
..< ..
-
-
-
232
Social Work
Paulsen, Glenda Dewberry Rooney,
Michael Schock, Edward Skarnulis, Clarice
Staff (MSW Director), Mary Lou Williams
Major
11core courses:
SWK 361 Social Responses to Human
Needs
SWK 363 Methods and Skills of Social
Work
SWK 364 Field Work I
SWK 365 Quantitative Analysis and
Program Evaluation
SWK 461 Advanced Methods and Skills
in Social Work
SWK 462 Field Work I1
SWK 463 Community Development and
Organization
SWK 465 Social Policy: Analysis and
Development
SWK 466 Field Work I11
SWK 467 The Social Worker as
Professional
SWK 469 Field Work IV
and seven supporting courses:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
BIO 101 Human Biology
PSY 105 Principles of Psychology
SOC 121 Introduction to Human Society
SOC 231 Family Systems: A CrossCultural Perspective
SOC 265 Culture: Ethnicity, Gender and
Race
A minimum grade of 2 0 is required
for each course in the core program and a
2.0 average is required in the supporting
program.
Concentration
Concentrations in Aging, Chemical
Dependency, Crime and Corrections, Social
Ministries, and Youth are possible. A
concentration consists of courses descriptive of functional, dysfunctional and
programmatic aspects, plus field work
placement in the senior year in the special
area. For Social Ministries, a minor in
Religion with specific coursework is
required. Completion of a concentration is
noted on the transcript.
Candidacy
Social Work majors must be granted
candidacy status before the beginning of
the senior year. Certain 400 level courses
list candidacy as a prerequisite. A written
self-statement, reference letters, and the
completion of all core and supporting
program courses below the 400 level is
necessary for candidacy review.
Social Welfare Minor
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 361 Social Responses to Human
Needs
SWK 463 Community Development and
Organization
SOC 265 Culture: Ethnicity, Gender and
Race
and one course from:
SWK 465 Social Policy: Analysis and
Development
POL 121 American Government and
Politics
POL 158 Political Patterns and Processes
POL 325 Public Administration
School Social Work Licensure
Requirements
State Department of Education-required
coursework includes EDU 255; HPE 115,
and 400 hours in a senior year field
Social Work
placement in a school setting. See adviser
for additional specifics.
Social Ministries
This concentration helps to focus social
workers on work in church congregations
or church sponsored social programs and
projects. The concentration was designed
by the Departments of Religion and Social
Work. The concentration is achieved by
completing the following course of study:
Major in Social Work Core Program
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 361 Social Responses to Human
Needs
SWK 363 Methods and Skills of Social
Work
SWK 364 Field Work I (Social Work)
SOC 365 Quantitative Analysis and
Program Evaluation
SWK 461 Advanced Methods and Skills
in Social Work
SWK 463 Community Development and
Organization
SWK 462 Field Work II (In Social
Ministries Setting)
SWK 466 Field Work I11 (Interim, Social
Ministries Setting continued
from SWK 462)
SWK 469 Field Work IV (In Social
Ministries Setting continued
from SWK 466 Interim)
SWK 465 Social Policy: Analysis and
Development
SWK 467 The Social Worker as
Professional
Required Supporting Program for the
Social Work Major (includes a Sociology
Minor)
PSY
BIO
SOC
SOC
105
101
121
231
Principles of Psychology
Human Biology
Introduction to Human Society
Family Systems: A Cross
Cultural Perspective
SOC 265 Culture: Ethnicity, Gender
and Race
SOC 375 Social Psychology
Social Ministries Minor in Religion
Required course - choose one:
REL 111 Introduction to Theology
or
REL 221 Biblical Studies
Suggested courses - choose four:
REL 231,263,342,343,353,360,363,366,
370,415,441,483.
ELECTIVE COURSES OPEN TO ALL STUDENTS
SWK 230
Global Peace and Social Development
This course offers a framework of non-violent social change and development in the global context. It also identifies the focus of social work in
addition to many other disciplines which are vital to fostering peace.
SWK 257
Exploring Human Services
This course is designed to help students learn about themselves in relation
to a possible major or future career in social work. Students must arrange
233
-
2ySocial Work
to perform 80 hours of work in a human service agency and must attend
the weekly seminar.
SWK 260
Humans Developing
This course provides an understanding of human growth through life and
of the sociocultural, biological and psychological factors which influence
the growth of individuals and families. Growth related to diverse populations and groups or special stresses is also a focus.
SWK 361
Social Responses to Human Needs
This course describes the historical and contemporary systems of human
service. The values and social movements which form charitable and
governmental responses to human needs will be explored. (Prereq.:junior
standing or consent of instructor)
SWK 463
Community Development and Organization
This course focuses on locality development and social change through
community organization, social planning and social action, with emphasis
on history, theories and issues relevant to social protest and change; the
role of staff and of the functions and interrelationships of community
organizations; and practice in the local community. (Prereq.: senior
standing or consent of instructor)
SWK 465
Social Policy: Analysis and Development
This course includes the study of theories of social policy formulation and
methods of analysis. Development and implementation will be viewed
firsthand through work with a public policy agency or official. (Prereq.:
SWK 361,463 and senior standing or consent of instructor.)
* Can be taken in coordination with Cooperative Education, which may provide payment
for work in field sites.
COURSES RESERVED FOR SOCIAL WORK MAJORSONLY
SWK 363
Methods and Skills of Social Work
This course covers the basic features of the helping process, theoretical
foundations, principles and techniques of social work with individuals
and small gr6ups, A d developmeit of relationship-buildingskills.
Includes video-taping laboratory sessions. (Prereq.: SWK 361, junior
standing)
SWK 364
Field Work I*
Beginning supervised professional experience in a social work agency
which focuses on interviewing experience and relationship building. A
total of 120 hours, plus one small group supportive/discussion seminar
per week. (Prereq.: SWK 361, junior standing, concurrent with SWK 363)
SWK 365
Quantitative Analysis and Program Evaluation
This is an overview of commonly-used research methods, especially
exverirnental desiens and avvlications to vroeram evaluations. vlus use of
-
Social Work
SWK 461
Advanced Methods and Skills in Social Work
This course builds skills in the problem-solving model with diverse
populations through lecture, classroom exercise and regular class work
focusing on generalist practice in social group and family work. (Prereq.:
candidacy status)
SWK 462
Field Work II*
Progressively responsible supervised professional social work experience
including work with individuals, families, groups, communities in a social
service agency. A total of 120 hours, plus one seminar per week. (Prereq.:
candidacy status; concurrent with SWK 461)
SWK 466
Field Work 111
(.5 or 1.0 course*)
Continuation of field work, a total of 60 or 120 hours. (1/2 course option
during Interim.) (Prereq.: candidacy status)
SWK 467
The Social Worker as Professional
Professional ethical practice, bureaucratic survival, job attainment, and
strategies for agency change and empowering clients will be studied. The
field work practice becomes the laboratory for class exercises. (Prereq.:
candidacy status)
SWK 469
Field Work IV*
Continuation of SWK 466. A total of 120 hours plus a weekly seminar.
(Prereq.: candidacy status. Concurrent with SWK 467)
Internships and lndependent Study Courses:
SWK 199
Internship
See description on page 79.
SWK 299
Directed Study
See description on page 79.
SWK 399
lnternship
See description on page 79.
SWK 499
lndependent StudyIResearch
See description on page 79.
* Can be taken in coordination with Cooperative Education, which may provide payment
for work in field sites.
235
S
ociology is the study of society as a
whole and of human social organization
and groups. The sociological perspective
provides a way to better understand the
social world and how individuals come to
think and act as they do.
The goal of the Department is to help
students develop their understanding of
the social order and how it affects them in
their daily lives. Sociology majors develop
an understanding of the theories of society
and social groups, learn to create and use
sociological tools of analysis, and learn
how to apply sociological concepts to the
solution of social problems.
Students are encouraged to select as
electives some of the non-traditional
learning models available, such as internships, independent study, Interim courses
and field studies. The Department urges
students to use Augsburg's metropolitan
setting as a laboratory for learning.
Internships and Cooperative Education
enable majors to apply the theories and
research skills of sociology while they
explore career alternatives. Augsburg
alumni who have majored in sociology are
currently employed in the human resources
departments of both government and
private corporations, in industrial relations
work and in program evaluation. Others
have used their majors as preparation for
advanced study in areas such as law, the
ministry, social work, urban planning and
criminal justice.
Sociology Faculty
Diane Pike (Chair), Jerry Gerasimo, Garry
Hesser, Gordon Nelson, Michael O'Neal,
Rita Weisbrod
Major
10 courses including:
SOC 121 Introduction to Human Society
SOC 349 Complex Organizations
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 375 Social Psychology
SOC 485 Modem Sociological Theory
and four additional Sociology courses.
Note: SOC 399 is highly recommended.
Concentration in Crime and Community
Society is increasingly concerned about
crime. Not surprisingly, many of our
students are interested in the field of
criminal justice.
The concentration is not a traditional
criminal justice major. Rather, the focus is
on understanding crime in the community
with respect to the prevention and solution
of problems that lead to crime, as well as
understanding the criminal justice system
developed to respond to it. Students
interested in community crime prevention
as well as the traditional aspects of criminal
justice - courts, prisons, probation, and
law - will be served by this major. See
Department Chair for specific requirements.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers
which 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 Minnesota teacher
licensure requirements.
Sociology 237
Honors Major
To complete the Honors Major in
Sociology, the student must have a
minimum GPA of 3.5 in the major and
overall. In addition, she or he must: 1)
successfully complete an internship,
independent study or cooperative education experience; 2) submit a portfolio of
completed papers and projects, including a
theory paper, a research methods project,
and two projects or papers of the student's
choosing; and 3) write an acceptable
reflective statement on the sociology major
and on the work included in the portfolio.
SOC 121
An application for the Honors Major
can be obtained from the Department
Chair. A letter of intent to apply for Honors
should be received by the Chair no later
than Nov. 1of the senior year. The application and portfolio must be submitted for
Department acceptance by March 1.
Minor
Five courses including SOC 121 and
two Upper Division courses (i.e., SOC 300
and above), at least one of which must be
taken at Augsburg College.
Introduction to Human Society
What is society and how does it make us who we are? Sociology offers
insights into discovering the world and one's place in it. Course study
focuses on an understanding of culture, social structure, institutions and
our interactions with each other. (Fall, Spring)
SOC 21 1
Community and the Modern Metropolis
How is community possible in the face of multicultural, economic and
ideological forces that are characteristic of urban life? The cultural and
structural dynamics of the Twin Cities are a basis for exploring this
possibility. (Fall, Spring)
SOC 231
/ ~ a m i l ~ Systems: A Cross-Cultural Perspective
The family system is explored among world cultures and within mainstream and sub-cultures in the United States. Students prepare and deliver
oral reports on world family patterns, American sub-cultures and family
processes. (Fall, Spring)
SOC 265
1--
Culture: Ethnicity, Gender and Race
Why do we set people aside for negative special treatment? How are they
stigmatized? The people to whom we do this are often reflections of our
own fears. A sociological analysis of "self" and "other" provides a way to
examine racism, sexism and other "-isms." Offered on P/N basis only.
(Fall, Spring)
SOC 277
Introduction to Criminology
How do we understand crime in American society? How can our community respond to crime? Topics include: theories and patterns of crime,
criminal justice and criminal policy. (Fall)
238
-
Sociology
SOC 300,301, 302, 303, 304 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests
which are not satisfied by regular course offerings. (Prereq.: consent of
instructor)
SOC 336
Introduction to Cultural Anthropology
The concept of culture is examined in anthropology. An analysis of basic
assumptions underlying the ideas of "nature," "primitive," "c~vilizedand
"progress." The course will examine the person's relation to culture and
conduct an analysis of selected aspects of Western culture. (Prereq.: SOC
121 or consent of instructor. Fall, Spring)
'
SOC 349
Complex Organizations
What is the nature of these modem organizations in which we spend so
much of our daily lives? Organizations as corporate actors are analyzed
with respect to their goals, culture, technology and structure, as well as
corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring)
SOC 360
Religion and Society
An examination of the interaction of religion and society in terms of
sociological analysis with particular emphasis on contemporary sociological research on religious movements &d institutions in American society.
(Prereq.: SOC 121 recommended. Fall)
SOC 362
Statistical Analysis
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding
quantitative analysis -be it in an academic journal or a daily newspaper.
(Prereq.: MPG III. Fall)
SOC 363
Research Methods
Good research - do you know it when you see it? Can you produce it
yourself? Social science research skills are learned through the practice
and application of the basic tools of valid and reliable research design and
data analysis. (Prereq.: SOC 362 or consent of instructor. Spring)
SOC 375
Social Psychology
An examination of the ideas of group, role and self in the understanding of
the relationship between the individual and society. A look at the major
assumptions and processes underlying our everyday life using interaction
theories. (Prereq.: SOC 121 or consent of instructor. Fall, Spring)
SOC 381
The City and Metro-Urban Planning
~ r n ~ h a scenters
is
on alternative theoEies and approaches to planning and
shaping metropolitan areas. Readings, simulations, outside speakers and
walking research field trips in a seminar format. (Prereq.: SOC 121 or 211
or consent of instructor. Spring)
SOC 485
Modern Sociological Theory
An examination of the major theoretical traditions within sociology,
tracing the course of their development in the 19th and 20th centuries.
(Prereq.: two courses in Sociology including SOC 121 or consent of
Sociology 239
SOC 498
Independent Study - Metropolitan Resources
An independently designed course a student (or group of students)
develops, making extensive, systematic and integrated utilization of
resources available in the metropolitan community, supplemented by
traditional college resources. (Prereq.: SOC 121 or 211 and/or consent of
instructor. Fall, Spring, Summer)
Internships and Independent Study Courses:
SOC 199
Internship
See description on page 79.
SOC 299
Directed Study
See description on page 79.
SOC 399
Internship
See description on page 79.
SOC 499
Independent StudyfResearch
See description on page 79. (Prereq.: SOC 121, consent of instructor and
Department Chair. Fall, Interim, Spring)
SPANISH
See listing under Modem Languages.
O
_
ur quality of life, both personally
and profes~ional~y,
depends in large part
>
m
e
quality
of
our communication. A
-communication major at Augsburg is
designed to enhance understanding of
communication in a variety of contexts and
to improve communication skills.
Since communication careers demand
a broad educationa1background, the
Department strongly encourages a second
major or two minors in fields such as
business, economics, English, history,
international relations, political science,
psychology, religon, social work or
sociology.
The Augsburg Communication major
focuses on competency in both speech and
writing, as well as effective use of media.
Since the study and practice of communication is grounded in both the humanities
and the social sciences, majors are encouraged to include such related subjects as
aesthetics, ethics, philosophy, logic,
literature, statistics and research methods
in their programs.
Prospective majors should meet with
a Departmental Adviser as early as possible to design an approved major program, preferably by the end of the sophomore year.
Speech, Communication and Theatre Arts
Faculty
James Hayes (Chair),Deborah Bart, Julie
Bolton, Michael Burden, Anne Holmquest,
Martha Johnson, David Lapakko
BACHELOR OF ARTS
Communication Major
12 courses overall - seven required
core courses and five courses within one of
three emphases. For transfer students, at
least six of these 12 courses must be Upper
Division courses offered at Augsburg.
Required of all Communication majors:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
SPC 188 Forensics Practicum
(non-credit)
SPC 351 Argumentation
SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 355 Small Group Communication
POL 342 Mass Communication in Socieg
One of the following: ENG 223,225,226,
227.
Rhetoric Emphasis
Five additional electives from the
following: SPC 329,343,345,347,399,495,
499; THR 350,360; LIN 311; PHI 230; PSY
325,371; SOC 362,375.
Organizational Communication
Emphasis
Five additional eIectives from the
following: SPC 329,345,399,495,499; ART
132,225,330; SPC 329,345; BUS 340,355 or
357,450; CSC 160; PSY 325,371,373; SOC
265,349,375.
Mass Communication Emphasis
Five electives from the following: SPC
343,347,348,399,495,499; ART 132,225,
330; ENG 226,241,327,347; POL 375; THR
232,325,350,360.
For All Three Emphases
Majors must participate in Augsburg's
Interscholastic Forensics Program by
attending at least two interscholastic
speech tournaments. Registering for and
completing SPC 188 (Forensics Practicum)
is required to document participation.
Students should be aware that the toumament season is essentially from October
through mid-March, and should plan
schedules accordingly.
All majors should plan to include at
least one Internship (SPC 399) as one of
their electives.
Students may petition the Department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the Departmental Adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the adviser or Department
chair.
Honors Major
The Honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific
project of special interest to the student.
Honors majors must maintain a 3.5 GPA in
the major and a 3.0 GPA overall, and, as
part of their major program, complete a
substantial independent project of honors
quality (SPC 499 registration).Honors
candidates should meet with their Departmental Adviser prior to their senior year to
develop a proposal for the honors project.
Communication Minor
Six courses including:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
POL 342 Mass Communication In
Society
SPC 351 Argumentation
or SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 345 Organizational Communication
or SPC 355 Small Group
Communication
ENG 223,225,226 or 227
Note: For transfer students, at least
three of these six courses must be Upper
Division courses offered at Augsburg.
Prospective minors must obtain prior
approval from a Communication faculty
adviser.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
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 Minnesota teacher
licensure requirements.
SPC 111
Public Speaking
The course focuses on speech preparation, organization, audience
analysis, style, listening, and overcoming speech fright. (Note: Students
may take either SPC 111and 112 for credit, but not both. Fall, Spring)
SPC 112
Contest Public Speaking
Theory and practice of speaking in formal contest situations. Students
must attend three interscholastic speech tournaments in at least two of the
following: informative speaking, persuasive speaking, Lincoln-Douglas
debate, speaking to entertain and/or communication analysis. (Note:
Students may take either SPC 111or 112 for credit, but not both. Fall)
SPC 188
Forensics Practicum
A non-credit experience in forensics. Students must attend two interscholastic forensics tournaments between October and March. (Fall, Spring)
SPC 329
Intercultural Communication
This course explores cultural differences and their implications for
communication, including differences in values, norms, social interaction,
and code systems. (Fall: alternate years)
SPC 343
Broadcast Production I
Introduction to video production with an emphasis on creative concept
development, script-writing, directing and producing for video. (Fall)
SPC 345
Organizational Communication
An examination of communication in organizational settings. Focuses on
topics such as superior-subordinate relationships, management styles,
motivation of employees, organizational culture, effective use of meetings
and sources of communication problems. (Fall: alternate years)
SPC 347
Documentary Video
A video production course which integrates lecture and criticism with
hands-on experience dealing with non-fiction subjects.
SPC 348
Broadcast Production II
This course combines studio and field production with special emphasis
on post-production editing. Students work in production teams to create
and produce a one-hour magazine format news program. (Prereq.: SPC
343 or 347)
SPC 351
Argumentation
Develops critical thinking skills by study of the theory and practice of
argument, evidence, fallacies, and refutation. Includes how to build and
analyze public arguments that confront students in their everyday lives.
SPC 352
Persuasion
Examination of the process of influence in a variety of social contexts,
paying special attention to the psychological aspects of persuasion.
(Spring)
SPC 354
Interpersonal Communication
A study of the dynamics of human interaction through verbal and nonverbal messages; emphasis on factors that build relationships and help to
overcome communication barriers. (Fall, Spring)
SPC 355
Small Group Communication
A study of group dynamics and leadership with emphasis on decision
making, leadership styles and conflict management. (Spring)
SPC 495
Communication Topics
Selected topics in communication with emphasis on the use of primary
sources and methodology of research.
Internships and Independent Study Courses (see descriptions on page 79):
SPC 199
Internship
SPC 299
Directed Study
SPC 399
Internship
SPC 499
Independent Study/Research
See Department listings for the following approved electives:
ART 132
Photography
ENG 347
Quantitative Journalism
ART 225
Communication Design I
LIN 311
ART 330
Communication Design II
Theories o f Grammar
(see Modern Languages)
BUS 340
Human Resource
Management
PHI 230
Logic
POL 342
Marketing
Communications
Mass Communication i n
Society
POL 375
Media Law
BUS 357
Advertising
PSY 325
Social Behavior
BUS 450
Marketing Management
PSY 371
Psychology of Gender
CSC 160
Introduction t o Computer
Science and Communications
PSY 373
Industrial/Organizational
Psychology
SOC 265
ENG 226
Introduction t o Creative
Writing
Culture: Ethnicity, Gender
and Race
SOC 362
Statistical Analysis
ENG 241
Introduction t o Cinema
Art
SOC 375
Social Psychology
BUS 355
T
he study of theatre is essential to a
liberal arts education in that theatre is a
way to experience, experiment and
integrate knowledge from many disciplines, such as: art, music, history, philosophy, religion and literature. For this reason
we offer liberal arts connections through
cross disciplinary and interdisciplinary
courses. As well, we offer a solid base in
classical, modem and contemporary
theatre while incorporating non-Western
and nontraditional theatre to support our
commitment to the multicultural experience.
At Augsburg we seek to create every
opportunity for students to grow as human
beings by encouraging connections
between theory and application through
course study, production work and the
Artist Series. Theatre productions are
created as unique learning laboratories in
creative collaboration with faculty and
artists-in-residence. Augsburg is an ideal
place to study theatre as it is located in a
major theatre center. Students expand their
knowledge of theatre not only by attending, but by working with numerous local
theatre artists and professional theatre
companies.
Augsburg theatre students participate
in all aspects of theatre production, while
learning skills such as creative problem
solving, critical thinking, collaboration,
public relations, leadership and articulation
of ideas both verbally and visually that
translate to a variety of careers. We help
prepare students to enter graduate school,
law school, semina~y,education, business
and various communication fields including professional theatre, television, film
and journalism.
BACHELOR OF ARTS
Theatre Arts Major
10 courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism I1
THR 366 Stage Direction I
Three of the following:
THR 116 Creative Drama
THR 245 Introduction to Asian and Asian
American Theatre
THR 325 Playwriting
THR 350 Voice and Diction
THR 360 Interpretive Reading
THR 365 Advanced Acting
THR 399 Internship
or THR 499 Independent Study in
Theatre
Ten production units in three or more
of the following areas: performance (3
required), artistic (1 required), and
production (4 required).
Unless you are a transfer student, all
core courses must be taken at Augsburg,
therefore, careful, early planning is
required.
Freshmen planning to major in theatre
arts should b e p with courses THR 116,
222,232; sophomores: THR 228,245,361,
362; juniors: THR 325,328,350,360,361,
365; seniors THR 365,366.
Please Note: Several courses are offered
alternate years only. Thirteen theatre
courses are allowed toward graduation.
A capstone course, such as an internship, is encouraged,but not required. THR
226 Movement is recommended.
Majors must participate in two out of
hree dramatic productions every year.
itudents must maintain an overall 2.0 GPA
o have major participation in productions.
ionors Major
Designed to encourage overall excelence as well as outstanding achievement
)n a specific project of special interest to
he student. Honors majors must maintain
1 3.5 GPA in the major and a 3.0 GPA
werall and, as part of their major program,
momplete a substantial independent project
)f honors quality (THR 499). Honors
mandidates should meet with their Departnental Adviser prior to their senior year to
levelop a proposal for the honors project.
Transfers: Transfer students are
equired to take three Augsburg Upper
Iivision theatre arts courses.
rheatre Arts Minor
;ive courses including:
:HR 222 Introduction to Theatre
:HR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
:HR 232 Acting
:HR 361 Theatre History Criticism I
or THR 362 Theatre History
Criticism I1
X R 366 Stage Direction 1
;ive production units in the following
reas: performance (2 required), artistic (1
equired), and production (2 required).
Theatre Arts
Theatre History and Criticism Dramaturgy
Minor
Five courses:
THR 222 Introduction to Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism I1
A directed studies course in dramaturgy or
theatre criticism or theatre history
Teaching Licensure Major
Students interested in the Theatre
Teaching Licensure major should consult
with the Theatre Department faculty for
course requirements. Students should also
consult with the Augsburg Education
Department to identify current Minnesota
teacher license requirements.
245
*fi
Theatre Arts
THR 116
THR 222
Creative Drama
A study of theatrical movement, mime, mask, acting with an emphasis on
active participation and reflective writing. (Fall)
Introduction to Theatre
A survey of dramatic art including major historical periods, plays, artists;
dramatic structure, principles; basic concepts and techniques of the play
production process. Students attend and review stage productions. (Fall)
THR 228
Introduction to Stagecraft
Introduction to the backstage world of the theatre; its organization, crafts,
magic and art. Technical production experience, practical projects and
theatre tours. Open to all students. Lab required. (Fall)
THR 232
Acting
An introduction to the art of acting. Focus on physical, mental and
emotional preparation and exploration of the creative approach to scene
and character study in American drama. Students attend and review live
productions. (Spring)
TH R 245
Introduction to Asian and Asian American Theatre
A survey of the theatrical performance styles, aesthetic theories and plays
of traditional Asia and Asian American cultures. The course includes
lectures, films, videos and demonstrationsby visiting performers. (Fall:
alternate years)
THR 325lENG 325 Playwriting
An introductory course in writing for the stage, television and film.
Students will learn the basics of dramatic structure, methods of script
analysis and techniques for the development of playscripts from idea to
finished product. (Prereq.:ENG 111and one literature course. ENG 226
also recommended. Fall: alternate years)
THR 328
Theatrical Design
Introduction to scenery and lighting design for the stage. Each student
will execute two design projects dealing with stage design process. Class
will take theatre tours, have visiting designers and practical involvement
with the Augsburg spring production. (Lab required, materials needed.
Prereq.: permission of instructor. Spring)
THR 350
Voice and Diction
A study of vocal skills including tone production, breathing, placement,
relaxation, resonating, articulating, listening, introduction to phonetics
and the vocal mechanism. Theory and practice are combined in oral
projects, reports and papers, voice tapes and individual coaching. ( F a
alternate years)
THR 360
Interpretive Reading
Basic principles of oral interpretation of prose, poetry and drama. Study,
discuss, practice and perfom readings in prose, poetry and drama before
Theatre Arts
-HR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature and criticism from the
classical Greek through the Medieval period. Reading of several plays and
attendance at local theatre productions are required. Need not be taken
sequentiallywith THR 362. (Fall or Spring)
'HR 362
Theatre History and Criticism II
An overview of theatre history, dramatic literature and criticism from the
Elizabethan through the contemporary theatres. Reading of several plays
and attendance at local theatre productions are required. Need not be
taken sequentiallywith THR 361. (Fall or Spring)
'HR 365
Advanced Acting
This course explores the elements of characterization through character
analysis and extensive scene, monologue study. Emphasis is on a variety
of roles from the classics (Shakespeare,French neoclassicism, restoration
comedy, realism and non-realism), culminating in public recital. (Prereq.:
THR 222 and THR 232. Spring or Fall)
'HR 366
Stage Direction I
Basic directorial techniques: play analysis, production organization,
technical collaboration, casting, rehearsals, blocking and characterization.
Direction of two pieces required, the latter for public recital. Permission
from instructor required. (Prereq.; THR 361, THR 362, THR 328. Spring)
'HR 495
Theatre Topics
Selected topics in theatre.
rztemships and Independent Study Courses:
'HR 199
Internship
See description on page 79.
'HR 299
Directed Study
See description on page 79.
'HR 399
Internship
See description on page 79.
'HR 499
Independent StudyIResearch
See description on page 79.
247
See listing under Speech, Communications
and Theatre Arts.
See Metro-Urban Studies listing under
InterdisciplinaryStudies.
T
he program in Women's Studies
provides students with the opportunity to
examine critically women's contributions
and experiences in various historical and
cultural contexts. This is an inter-college
program with course offerings at Augsburg
College, Hamline University, the College of
St. Catherine and the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical,
practical and research components that
focus not only on gender, but also acknowledge that race, class and sexual identity are
crucial aspects of women's experiences.
The Women's Studies Program offers
both a major and a minor, and provides
students with academic preparation for
careers in human services, education, and
social work as well as graduate study.
Women's Studies Faculty
Lynne Lorenzen (Coordinator),Kristin M.
Anderson, Maria Brown, Jacqueline
DeVries, Grace B. Dyrud, Milda Hedblom,
...
. - . . + . . . - .
. - . . . ..
Beverly J. Nilsson, Norma Noonan, Randi
Quanbeck, Nancy K. Steblay, Beverly J.
Stratton
Major
Ten courses which must include WST
201 Foundations in Women's Studies, WS'
495 (Seminar), and WST 199 or WST 399
(Internships).The remaining seven
electives are to be selected from approved
Women's Studies courses. At least three
courses must be Upper Division courses.
Students may take courses at any of the
colleges participating in the Women's
Studies Program. However, at least three
courses must be completed at Augsburg.
The writing component of the Graduation
Skills Requirements for the Women's
Studies major must also be completed at
Augsburg. Each student's program must
have the written approval of the Women':
Studies Program Coordinator.
Women's Studies
Minor
F~~~courses which must include WST
201; three electives, one of which must be
Upper Division; and WST 495 or 499.
Courses may be taken from the other
WST 201
ACTC colleges as well as Augsburg. Each
student's program must have the written
the
Studies
Coordinator.
Foundations in Women's Studies
This multidisciplinary course introduces students to the contributions of
women in history, religion, literature, philosophy, sciences and the arts,
and how the questions and methodologies of these disciplines differ when
seen from women's perspectives. Students will also study the diversity of
women's experiences in terms of race, sexual orientations and class.
INS 233
Women: A Cross Cultural Perspective
This course will examine a variety of issues concerning the lives of women
in non-Western societies, including their economic, political and social
contributions, familial roles, and status in society. Emphasis will be placed
on the comparative roles of women in different cultures.
WST 265
Women in American Culture
Through a discussion of works by women historians and selections from
women's journals, speeches, literature and other aesthetic creations, the
class analyzes the position of women in American culture. Emphasis will
be placed on the perspectives of women of minority groups.
WST 281
Topics in Women's Studies
INS 31 1
The Development Process
(See International Studies, Women and Development.)
INS 320
American Indian Women
(See American Indian Studies for course description.)
WST 325
African American Women: Social, Historical and Creative Perspectives
This course examines the historical roots of African American women
from Africa to locations in the United States and other parts of the African
Diaspora. The effects of slavery and its resulting effect on African women
are examined, as well as past and current contributionsby African
American women.
WST 350
Quest for Identity: German-JewishWomen Writers in Exile
This course will explore and identify issues of personal and community
identity for German-Jewishwriters in exile during WWII. Each work
represents a strategy for survival and provides insight into the author's
muse.
249
*zWomen's Studies
WST 481
Topics i n Women's Studies
WST 495
Women's Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and
minors who do not elect to do an Independent Study (499). It is offered at
a different college each year.
Internships and Independent Study Courses:
A n y must be approved in writing by Women Studies Program Coordinator.
WST 199
lnternship
See description on page 79.
WST 299
Directed Study
See description on page 79.
WST 399
lnternship
See description on page 79.
WST 499
Independent Study/Research
See description on page 79.
See department listingsfor descriptions of the following approved electives:
ART 352
Women and Art
ENC 282 or 482 Topics i n Literature: Women and Fiction
HIS 311
Topics i n Women's History
HIS 380
History of Women in the West t o 1870
HIS 381
History of Women in the West Since 1870
POL 421
Topics i n American Politics
POL 459
Topics in Comparative Politics
PSY 371
Psychology of Gender
REL 441
Feminism and Christianity
Chair
Barbara C. Gage
Vice Chair
Raymond A. Grinde
Secretary
Inez M. Schwarzkopf
Treasurer
David L. Swanson
The year in parentheses after each name is the expiration date of current term. An asterisk before a
name indicates the person is an Augsburg graduate.
Dr. Charles S. Anderson
The Rev. Roger C. Eigenfeld (2000)
Ms. Barbara C. Gage (1998)
*Mr. Raymond A. Grinde (1996)
Ms. Carolyn T. Groves (1996)
Mr. Thomas K. Guelzow (1998)
Mr. Norman R. Hagfors (2001)
Mr. James E. Haglund (2000)
Ms. Beverly J. Thompson Hatlen (1999)
Mr. Allen A. Housh (2001)
President, Augsburg College, Minneapolis,
Minn.
Senior Pastor, St. Andrew's Lutheran Church,
Mahtomedi, Minn.
Vice President, Gage Marketing Group,
Plymouth, Minn.
Retired businessman, Roseville, Minn.
Administrator, S.J.Groves & Sons Company,
Minneapolis, Minn.
Guelzow & Senteney, Ltd., Eau Claire, Wis.
President, Norsen, Inc., Minneapolis, Minn.
President/Owner, Central Container
Corporation, Minneapolis, Minn.
Homemaker, Apple Valley, Minn.
President, A.A. Housh and Associates, Edina,
h.
*Dr. George 0 . Johnson (1996)
Associate Professor and Division Head,
Health ServicesAdministration, University of
Minnesota, Minneapolis, Minn.
*Dr. Ruth E. Johnson (2000)
Assistant Professor of Medicine, Director of
Mayo Breast Clinic, Rochester, Minn.
T h e Hon. LaJune Thomas Lange, J.D. (2001) Judge, Hennepin County Government Center,
Minneapolis, Minn.
T h e Rev. Maynard L. Nelson (1996)
Retired Senior Pastor, Calvary Lutheran
Church, Minneapolis, Minn.
Mr. Richard A. Norling (1998)
President and Chief Executive Officer,
Fairview Hospital and Healthcare Services,
Minneapolis, Minn.
*Mr. Glen E. Person (1999)
Retired businessman, Eden Prairie, Minn.
*Mr. Harvey M. Peterson (1996)
President, Catco Company, St. Pad, Minn.
Mr. Wayne G. Popham (2000)
Senior Attorney, Popham, Haik, Schnobrich &
Kaufman, Minneapolis, Minn.
Board of Regents
Mr. Curtis A. Sampson (2001)
*Ms. Inez M. Schwarzkopf (1998)
Mr. Glen J. Skovholt (2000)
*Ms.Gladys I. Strornmen (1996)
Mr. Leland N. Sundet (1998)
Mr. David L. Swanson (1996)
*Ms. Jean M. Taylor (2000)
Mr. Michael W. Thompson (2001)
Ms. Pamela L. Tibbetts (2000)
Ms. Kathryn H. Tunheim (1998)
*Mr. William A. Urseth (1998)
*Ms.Joan L. Volz (2000)
flo wiger, Ph.D. (2001)
Ms. May Ka-Yee Yue (2000)
President and Chief Executive Officer,
CommunicationSystems, Hector, Minn.
Assistant Vice President, Mission Investment
Fund - ELCA, St. Paul, Minn.
Vice President, Government and Community
Affairs, Honeywell, Inc., Minneapolis, Minn.
Homemaker, St. Paul, Minn.
Chairman and Chief Executive Officer, Sundet
Companies, Eden Prairie, Minn.
Retired businessman, Minneapolis, Minn.
Vice President of Development, Taylor
Corporation, Eagan, Minn.
Realtor, Edina Realty, Inc., Edina, Minn.
Senior Vice President and Administrator,
Fairview Hospital, Minneapolis, Minn.
Principal and President, Tunheim Santrizos
Co., Minneapolis, Minn.
C h a i i a n and Chief Executive Officer,
Upland Global Corp., Minneapolis, Minn.
Attorney, U.S. West Communications, Vice
President and General Manager, Interconnect,
Denver, Colo.
Associate Professor of Ethnic Studies, Metro
State University, Minneapolis, Minn.
President, Financial Services Associates, Inc.,
Edina, Minn.
IN AMERICA
(ELCA)
Chair
Executive Director
Dr. Mary Ann Shealy
The Rev. W. Robert Sorensen
Secretary
Assistant Director for Finance
Kathryn A. Swanson
Sue Rothrneyer
Vice-Chair
Director for Colleges and Universities
Gladystine B. Hodge
Mr. James M. Unglaube
Asst. Dir. for Colleges and Universities
E3
Begnning year of service is indicated with parentheses.
Officers of the College
Charles S. Anderson (1976). President. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New
York.
Marie 0.McNeff (1968). Vice President for Academic Affairs and Dean of the College,
Professor of Education. B.S., M.Ed., Ed.D., University of Nebraska.
Michael D. Ranum (1988). Vice President of Finance and Management. B.A., Concordia
College; M.B.A., University of Minnesota.
Gregory H. Ritter (1988). Vice President for Institutional Advancement. B.S., University of
Minnesota; M.Div., United Theological Seminary.
William R. Rosser (1986). Vice President for Student Affairs and Dean of Students. B.A.,
Taylor University; M.S., University of Kentucky.
Richard J. Thoni (1972). Vice President for Enrollment Management. B.A., St. Olaf College;
Ph.D., University of Minnesota.
A
Ruth L. Aaskov (1960). Associate Professor of Modem Languages. B.A., Augsburg College;
M.A., Middlebury College; Ph.D., University of Wisconsin.
Duane L. Addison (1994). Instructor, part-time, Religion. B.A., University of Minnesota;
B.D., Luther Theological Seminary; M.A., Ph.D., Yale University.
Michael L. Agin (1993). Instructor, part-time, Education. B.S., Beloit College; M.A., Loyola
University; Ph.D., University of Wisconsin-Madison.
Virginia P. Allery (1993). Associate Professor of Education. Director of American Indian
Studies Minor. Co-director of the Center for Global Education. B.S., Viterbo College;
M.S., Eastern Montana College; Ph.D., University of Minnesota.
Earl R. Alton (1960).Associate Dean of Academic Affairs. Professor of Chemistry. B.A., St.
Olaf College; M.S., Ph.D., University of Michigan.
Brian R. Ammann (1988). Instructor of Health and Physical Education. Men's Basketball
Coach. B.A., Augsburg College; M.S., North Dakota State University.
Edwin D. Andersen (1987). Instructor, part-time, Education. B.A., Macalester College;
M.S.T., Illinois Institute of Technology; Ph.D., University of Minnesota.
Kristin M. Anderson (1984).Assistant Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestern Seminary.
Lisa Carney Anderson (1995). Instructor, part-time, Biology. B.A., Ohio Wesleyan University; M.S., Wright State University; Ph.D., University of Minnesota.
Stuart M. Anderson (1989). Assistant Professor of Physics. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Trudi J. Anderson (1990). Studio Artist/Flute, part-time, Music. B.M., Augsburg College;
M.M., Northwestern University.
Andrew L. Aoki (1988). Associate Professor of Political Science. B.A., University of Massachusetts-Amherst; M.A., University of Wisconsin-Madison.
Augsburg College Faculty 255
David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota;
M.Div., Luther-Northwestem Seminar; Ph.D., University of Minnesota.
Teri L. Aslakson (1993). Instructor, part-time, Economics. B.A., St. Olaf College.
Mark Attridge (1991). B.A., University of Minnesota - Duluth; M.A., University of
Wisconsin - Milwaukee; Ph.D., University of Minnesota.
Salah Ayari (1995). Instructor, part-time, Modem Languages. Maitrise Combinee de
Langues, Institut Bourguiba des Langues Vivantes, Tunis; M.A., University of Minnesota.
Matthew C. Barber (1992). Studio Artist/Percussion, part-time, Music. B.M., University of
Michigan.
Deborah L. Bart (1981). Assistant Professor of Speech, Communication, and Theatre Arts.
B.A., M.A., University of Minnesota.
Mary Ann Bayless (1990). Associate Professor of Education. B.S., University of Minnesota;
M.A., San Diego State University; Ph.D., University of Minnesota.
Aroti G . Bayman (1996). Instructor, part-time, Education. B.S., University of Minnesota;
M.A., University of Edinburgh.
Marilyn D. Bennett (1995). Instructor, part-time, Physician Assistant Studies. B.A., Pomona
College; Registered Physical Therapy, Children's Hospital of Los Angeles School of
Physical Therapy; Ph.D., University of Minnesota.
Fohn E. Benson (1963).Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University.
Anthony A. Bibus, I11 (1992). Assistant Professor of Social Work. B.A., University of St.
Thomas; M.A., University of Virginia; Ph.D., University of Minnesota.
Beverly J. Blinde (1992). Instructor, part-time, Social Work. B.A., M.S.W., University of
Nebraska.
Vernon M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of
Minnesota.
leanne M. Boeh (1990).Associate Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Lynn Allen Bollman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
University of Northem Colorado; M.F.A., University of Minnesota.
lulie H. Bolton (1976). Professor of Speech, Communication, and Theatre Arts. B.S., M.F.A.,
University of Minnesota.
Maria L. Brown (1980). Associate Professor of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota.
Laine Bryce (1978). Studio Artist/Bassoon, part-time, Music. B.A., University of Minnesota.
Priscilla K. Buffalohead (1981).Instructor, part-time, Sociology. B.A., M.S., University of
Wisconsin-Madison.
Michael R. Burden (1990).Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Augsburg College; M.F.A., University of Minnesota.
*2Augsburg College Faculty
Janelle M. Bussert (1994). Instructor, part-time, Religion. B.A., Luther College; M.Div., Yale
University.
C
William C. Capman (1994). Assistant Professor of Biology. B.A., University of Illinois Chicago; Ph.D., University of Ilhois - Champaign-Urbana.
John J. Carroll (1995). Assistant Professor of Chemistry. B.S., William and Mary's; Ph.D.,
University of Wisconsin - Madison.
Jonathan P. Case (1995). Instructor, part-time, Religion. A.A., Central College; B.A., M.A.,
Southern Nazarene University; M.Div., Nazarene Theological Seminary; Th.D., Luther
Seminary.
John C. Cemto (1983). Assistant Professor of Business Administration/Accounting/MIS.
B.A., Rhode Island College; M.S., University of Wisconsin-Stout.
Margaret M. (Peggy) Cemto (1991). Instructor, part-time, Business Administration/
Accounting/MIS. B.A., University of Minnesota; M.A., Hamline University.
Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College;
M.S.W., University of Minnesota.
Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
Hamline University.
Mary Knop Chelberg (1992). Assistant Professor of Biology. B.S., University of Illinois,
Urbana-Champaign; Ph.D., University of Minnesota.
Michael G . Chovanec (1995). Instructor, part-time, Social Work. B.S.W., M.S.W., University
of Wisconsin-Milwaukee; Ph.D., University of Minnesota.
Tara Christopherson (1992). Instructor, part-time, Art. B.S., University of Wisconsin-Stout.
Rosalie V. Clark (1979). Instructor, part-time, Social Work. B.A.S., M.S.W., University of
Minnesota.
Candyce L. Clayton (1990). Instructor, part-time, English.
Elaine R. Cline (1990). Library Director. B.A., College of William and Mary; M.L.S.,
University of Michigan.
Joseph R. Clubb (1994). Instructor, part-time, Social Work. B.S.W., St. John's University;
M.S.W., University of Minnesota.
Robert W. Clyde (1967). Associate Professor, part-time, Sociology, Institutional Research
Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa.
Joan L. Conners (1996). Instructor, part-time, Political Science. B.A., M.A., Marquette
University; A.B.D., University of Minnesota.
Lawrence E. Copes (1980). Professor of Mathematics. B.A., Illinois Wesleyan University;
M.A., Ph.D., Syracuse University.
Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of
Minnesota.
Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran
University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota.
Augsburg College Faculty
D
Cathleen A. (Cass) Dalglish (1986). Assistant Professor, part-time, English. B.A., College of
St. Catherine; M.F.A., Vermont College; Ph.D., University of Minnesota.
Pauline Brunette Danforth (1996). Instructor, part-time, English. B.A., Bernidji State
University; M.A., University of Minnesota.
Linda M. Davis (1996). Instructor, part-time, Mathematics. B.S., Michigan State University;
Ph.D., University of Minnesota.
Jill A. Dawe (1994). Assistant Professor. B.Mus., Memorial University of Newfoundland;
M.M. and D.M.A., Eastman School of Music.
Mary E. Dean (1990). Instructor, part-time, Business Administration/Accomting/MIS.
B.A., University of Massachusetts; J.D., Suffolk University; M.L.T., Georgetown
University.
Mark E. Deming (1996). Instructor, part-time, Health and Physical Education. B.A.,
Augsburg College.
Jacqueline R. DeVries (1994). Assistant Professor of History. B.A., CaIvin College; M.A.,
Ph.D., University of Illinois-Urbana.
Steven G . Dixon (1994). Assistant Professor, Librarian. B.S., Utah State University; M.L.S.,
University of Arizona.
Bridget A. Doak (1996). Instructor, part-time, Music. B.M., University of Dayton; M.A.,
Saint Mary's University.
Suzanne I. Dorke (1989). Assistant Professor of Mathematics. B.A., University of Delaware;
M.A., University of Wisconsin.
Susan Sacquifne Druck (1993). Studio Artist/Voice, part-time, Music. B.A., Iowa State
University; M.A., University of Iowa.
Francoise M. duRivage (1993). Instructor, part-time, Modem Languages. B.A., Universite
de Bordeaux 1.1;M.A., Universite de Paris IV (Sorbonne); M.A., Ph.D., Duke University.
Linda D. Dyer (1995). Assistant Professor of Education. B.S., Bridgewater State College;
M.S., Mankato State University; Ph.D., University of Minnesota.
Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota.
E
Blanca-Rosa Egas (1991). Associate Professor of Social Work. M.P.H., University of Minnesota; Lic.Ed., M.D., University of Guayaquil, Ecuador.
Mary G . Endorf (1986). Instructor, part-time, MAL Program. B.A., Hamline University;
M.S., SUNY - Cortland; Ph.D., University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
Carol A. Enke (1986). Instructor, Health and Physical Education. B.S., M.Ed., University of
Minnesota.
Joseph A. Erickson (1990). Assistant Professor of Education. B.A., M.A., University of St.
Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of
Minnesota.
*zAugsburg College Faculty
Kenneth N. Erickson (1964).Professor of Physics. B.A., Augsburg College; M.S., Michigan
State University; Ph.D., Colorado State University.
Lynn M. Erickson (1991).Studio htist/Tnunpet, part-time, Music. B.A., Bethel College;
M.F.A., D.M.A., University of Minnesota.
F
Heidi M. Farrell(1995).Instructor, part-time, Modem Languages. B.A., Augsburg College;
M.A., Middlebury College; J.D., University of Minnesota.
Thomas J. Feldstein (1995).Instructor, part-time, Physician Assistant Studies. B.S., University of Minnesota; Phm.D., University of Minnesota.
Norman B. Ferguson (1972).Professor of Psychology. B.A., Franklin and Marshall College;
M.S., Ph.D., University of Wisconsin.
Lucie K. Ferrell(1992).Associate Professor of Nursing. B.S., College of St. Catherine; M.N.,
University of California-Los Angeles, Ph.D., Adelphi University.
Anita L. Fisher (1991).Instructor, part-time, Modem Languages. B.A., M.A., University of
Montana.
Phillip F. Fishman (1988).Assistant Professor, part-time, Political Science. B.S., University
of Wisconsin-Madison; J.D., Washgton University; M.S.W., St. Louis University.
Ann C. Fleener (1987). Assistant Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Marilyn E. Florian (1980).Assistant Professor of Health and Physical Education, Women's
Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University.
Bruce D. Forbes (1990).Instructor, part-time, Religion. B.A., Morningside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Karen B. Franzmeier (1993).Instructor, part-time, Education. B.A., Concordia College;
M.A., University of Minnesota.
Robert P. Friederichsen (1971).Assistant Professor, part-time, Art. B.A., Bethel College;
M.A., Pennsylvania State University.
Mark L. Fuehrer (1969).Professor of Philosophy. B.A., University of St. Thomas; M.A.,
Ph.D., University of Minnesota.
C
Stephen M. Gabrielsen (1963).Professor of Music. B.A., Augsburg College, D.M.A.,
University of Minnesota.
George M. Gaetano (1993).Instructor, part-time, Speech, Communication, and Theatre
Arts. B.A., Hunter College; M.A., University of Minnesota; Ph.D., University of
Minnesota.
Jeny Gerasimo (1971).Professor of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Richard A. Germundsen (1987).Associate Professor of Education. B.S., Mankato State
University; M.A., American University; Cand. Mag.,Universitet i Bergen, Norway;
Ph.D., University of Minnesota.
Robert J. Geroux (1996).Instructor, part-time, Political Science. B.A., Gonzaga University;
Augsburg College Faculty 259
Jennifer L. Gerth (Loubriel) (1994).Studio Artist/Clarinet, part-time, Music. B.A., St. Olaf
College; M.M., Northwestern University.
Patricia K. Gladchild (1995). Instructor, part-time, Political Science. B.A., M.A., A.B.D.,
University of Minnesota.
Joseph Michael Gonzalez-Campoy (1995). Instructor, part-time, Physician Assistant
Studies. B.A., Macalester College; M.D., Ph.D., Mayo Medical School and Mayo
Graduate School.
Paul H. Grauer (1979). Instructor, Health & Physical Education. Men's Athletic Director.
B.S., Concordia of Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of
Minnesota.
Karen M. Graves (1991). Instructor, part-time, Education. B.A., St. Cloud State University;
M.A., University of St. Thomas.
Nansee L. Greeley (1996). Instructor, part-time, Education. B.A., M.A., University of
Minnesota.
Douglas E. Green (1988). Associate Professor of English. B.A., Amherst College; M.A.,
Ph.D., Brown University.
William D. Green (1991). Assistant Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Richard A. Gresczyk (1990). Instructor, part-time, Modem Languages. B.S., M.Ed., University of Minnesota.
Joan L. Griffin (1986). Associate Professor of English. A.B., Washington University; M.A.,
Ph.D., Harvard University.
Nancy J. Grundahl(1993). Instructor, part-time, Music. B.M., St. Olaf College; M.F.A.,
University of Minnesota.
Nancy G. Guilbeault (1988). Instructor, part-time, Health and Physical Education, Director
of Counseling. B.A., M.A., Ph.D., University of Minnesota.
Konrad E. Gunderson (1994). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., Luther College; MS., University of Wisconsin-Madison; Ph.D., University of
Nebraska-Lincoln.
Satya P. Gupta (1976). Professor of Economics. B.S., MS., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Donald R. Gustafson (1961).Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
Abo El-Yazeed T. Habib (1989). Instructor, part-time, Business Administration/Accounting/MIS. Master of Accounting, Cairo University, Egypt; M.A., Mankato State
University; Ph.D., University of North Texas.
Panduleni S. Hailonga (1993). Academic Coordinator, Academic Programs in Namibia.
B.S., Windhoek College of Nurses; M.S., Leeds Metropolitan University, United
Kingdom.
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Augsburg College Faculty
Roxanne Hale (1991). Instructor, part-time, Modem Languages. B.A., University of the
Paclfic; M.A., University of Minnesota.
Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; MS., Ph.D., Iowa State University.
Daniel S. Hanson (1988).Instructor, part-time, MAL Program. B.A., Augsburg College;
M.A., University of Minnesota.
Dolores V. Hanson (1993). Instructor, part-time, Education. B.S., University of Minnesota;
B.S., Moorhead State University.
John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of Wisconsin-Eau
Claire; MS., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh;
Ph.D., University of Toledo.
M. Anaam Hashmi (1990). Instructor, part-time, Business Administration/Accounting/
MIS. B.E., N.E.D., University of Engineering & Technology, Karachi, India; M.B.A, Ball
State University; D.B.A., Kent State University.
Emily L. Hause (1995). Assistant Professor of Psychology. B.A., University of WisconsinMadison; M.A., Ph.D., Ohio State University.
James T. Hayes (1991). Assistant Professor of Speech, Communication, and Theatre Arts.
B.S.E., M.S., Emporia State University; Ph.D., University of Wisconsin-Madison.
Robert G. Hazen (1995). Instructor, part-time, Education. B.A., Macalester College; B.S.,
M.Ed., University of Minnesota.
Milda K. Hedblom (1971).Professor of Political Science, Director of Canadian Studies
Program. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota.
Peter A. Hendrickson (1994).Assistant Professor and Director of Choral Activities. B.A.,
Augsburg College; M.A. Columbia University; D.M.A., Manhattan School of Music.
Robert S. Herforth (1967). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Alice L. Hermann (1993). Academic Coordinator, Academic Programs in Central America.
B.S., University of Nebraska; M.A., Kent State University.
Garry W. Hesser (1977). Professor of Sociology, Director of Experiential Education, Director
of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary;
M.A., Ph.D., University of Notre Dame.
Norman D. Holen (1964). Professor of Art. B.A., Concordia College, Moorhead; M.F.A.,
University of Iowa.
Paul L. Holmer (1986).Distinguished Visiting Professor, part-time, Philosophy. B.A., M.A.,
University of Minnesota; Ph.D., Yale University.
Anne M. Holmquest (1991).Assistant Professor of Speech, Communication, and Theatre
Arts. B.F.A., Drake University; M.A., Ph.D., University of Iowa.
Bradley P. Holt (1981). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University.
Marilyn N. Horowitz (1988). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., M.B.E., University of Minnesota.
Mary A. Budd Horozaniecki (1988).Studio Artist/Violin and Viola, part-time, Music. B.M.,
TnAiana T T n i x r n r c i h r
Augsburg College Faculty 261
Kenneth B. Huber (1989). Studio Artist/Piano, part-time, Music. B.M., M.M., Indiana
University.
David Hudson (1990). Instructor, part-time, English. B.A., M.A., Ph.D., University of
Minnesota.
Susan A. Hyman (1994). Instructor, part-time, English. B.A., M.A.W., University of Iowa;
Ph.D., University of Minnesota.
I
Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
J
Lisa E. Jack (1994). Instructor. B.A., Occidental College; M.A., Ph.D., University of Southern
California.
W. Pearl Jackson(1995). Instructor, part-time, Social Work. B.S.W., Fort Valley State
College; M.S.W., University of Minnesota.
William H. Jasperson(1990). Instructor, part-time, Physics. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin.
David A. Johnson (1995). Instructor, part-time, Physician Assistant Studies. B.S., University
of Wisconsin-Madison; PA Certification, University of Wisconsin-Madison.
Duane E. Johnson (1968). Professor of Psychology. B.A., Huron College; B.A., University of
Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota.
JeffreyE. Johnson(1985). Associate Professor of Physics. B.S., M.S., M.B.A., Ph.D., University of Minnesota.
Martha B. Johnson(1988). Associate Professor of Speech, Communication, and Theater.
Director, East and Southeast Asian Studies. B.A., M.A., Ph.D., University of WisconsinMadison.
David R. Jones (1995). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., University of Wisconsin-Lacrosse; M.S., University of St. Thomas.
JeffreyF. Judge (1995). Instructor, part-time, Modem Languages. B.A., Augsburg College,
M.A., Middlebury College.
K
Amin E. Kader (1974). Associate Professor of Business Administration/Accounting/MIS.
B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan.
Gerald T. Kaminski (1994). Instructor, part-time, Business Administration/Accounting/
MIS. B.S., M.S., Case Western Reserve; M.B.A., College of St. Thomas.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State
University.
JaneA. Kammeman (1986). Instructor, part-time, Business Administration/Accounting/
MIS. B.A., University of California; J.D., University of Minnesota.
Manuel E. Kaplan (1995). Medical Director, Assistant Professor of Physician Assistant
Studies. B.S., University of Arizona; M.D., Harvard Medical School.
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Augsburg College Faculty
Robert A. KarlCn (1959). Professor of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
Tish Keahna (1996). Instructor, part-time, American Indian Studies. J.D., University of
Minnesota.
Martha H. Kelly (1995). Academic Coordinator, Assistant Professor of Physician Assistant
Studies. B.A., Michigan State University; PA Certification, Bowman Gray School of
Medicine.
John W. Kenny (1992). Instructor, part-time, Psychology. B.A., John Carroll University;
M.A., Ph.D., University of Illinois-Urbana.
Christopher W. Kimball(1991). Associate Professor of History. B.A., McGill University;
M.A., Ph.D., University of Chicago.
Mary A. Kingsley (1965). Associate Professor of Modem Languages. B.A., St. Olaf College;
M.A., Middlebury College.
Vivian L. Klauber (1996). Instructor, part-time, Health and Physical Education. B.A.,
George Washington University; M.A., SUNY - Albany.
Merilee I. Klemp (1980). Assistant Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Diana I. Kordas (1995). Instructor, part-time, English. B.A., M.A., SUNY - Buffalo; M.A.,
California State University - Dominguez Hills.
Marilyn A. (Lynn) Kramer (1994). Instructor, part-time, English. B.A., University of
Wisconsin - Madison; M.A., University of Wisconsin - Milwaukee.
Carol F. Kuechler (1994). Assistant Professor of Social Work. B.A., Marquette University;
M.S.W., University of Wisconsin-Madison; Ph.D., University of Minnesota.
Thomas L. Kuhlman (1990). Instructor, part-time, Psychology. B.A., Marquette University;
M.A., Xavier University; Ph.D., Case Western Reserve University.
Diane 0.Kuhlmann (1995). Instructor, part-time, Business Administration/Accomting/
MS. B.A., M.B.T., M.B.A., University of Minnesota.
Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
Scott E. Kuster (1994). Academic Coordinator, Academic Programs in Namibia. B.A.,
School of International Affairs at George Washington University; M.A., School of
Education at the American University.
L
Steven J. LaFave (1991). Assistant Professor of Business Administration/Accomting/MIS.
B.A., Michigan State University; M.A., University of Michigan; M.B.A., University of
Minnesota.
David V. Lapakko (1986). Assistant Professor of Speech, Communication, and Theatre Arts.
B.A.. Macalester College: M.A.. Ph.D.. Universitv of Minnesota.
Augsburg College Faculty 263
Andrew P. Lawson (1992). Instructor, part-time, Sociology. B.S., Portland State University;
M.Ed., Penn State University.
Patrick R. Leacock (1995). Instructor, part-time, Biology. B.A., M.S., University of Minnesota.
Caroline M. Lemen (1991). Studio Artist/French Horn, part-time, Music. B.A., Potsdam
College of Arts and Science, SUNY; M.M., Northwestern University.
Mark Lester (1995). Academic Coordinator, Academic Programs in Nicaragua. B.A., St. Pius
X Seminary; M.A., Mount St. Mary's Seminary.
Cheryl J. Leuning (1996). Instructor, part-time, Nursing. B.A., Augustana College; M.S.,
University of Minnesota; Ph.D., University of Utah.
Terry L. Lewis (1995). Clinical Coordinator, Assistant Professor of Physician Assistant
Studies. B.S., Sienna Heights College; PA Certification, Baylor University.
Lynn E. Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University;
M.S. North Dakota State University.
Rosemary J. Link (1986). Associate Professor of Social Work. B.A., University of
Southampton; M.Sc., London University; Ph.D., University of Minnesota.
Victoria M. Littlefield (1992).Assistant Professor of Psychology. Director of Faculty
Development. A.B., University of Michigan-Flint; M.A., Ph.D., Miami University.
Roseann Lloyd (1995). Instructor, part-time, English. B.S., M.A., University of Minnesota.
Lori L. Lohman (1990). Assistant Professor of Business Administration/Accounting/MIS.
B.A., M.B.A., University of Minnesota.
J. Lynne F. Lorenzen (1988).Associate Professor of Religion. B.A., University of Iowa;
M.Div., Luther Seminary; M.A., Ph.D., The Claremont Graduate School.
Kristen Melum Lowe (1996). Instructor, part-time, Art. B.F.A., Minneapolis College of Art
and Design; M.F.A., School of the Museum of Fine Arts/Tufts University.
Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A.,
University of Colorado, Denver; M.S., University of Colorado Health Science Center;
PA Certification, University of Colorado Health Science Center.
Steven P. Lund (1982). Studio Artist/Trombone, part-time, Music. B.S., University of
Minnesota.
Mary Ellen Lundsten (1977). Assistant Professor, part-time, Political Science. B.A., Smith
College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D.,
University of Minnesota.
Ann Lutterman (1993). Academic Coordinator, Academic Programs in Mexico. B.A.,
Earlham College; M. Div., Yale Divinity School.
M
Karen M. Mateer (1984).Assistant Professor, Librarian. B.S., University of South Dakota;
M.A., University of Iowa.
John B. McAllister, 111(1991). Instructor, Global Education. B.A., Bates College; M.A.,
University of Minnesota.
Elena McCollim-Medina (1991). Instructor, Global Education. B.A., University of Califor-
264
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Augsburg College Faculty
Esther G. McLaughlin (1989).Associate Professor of Biology. B.A., Ph.D., University of
California-Berkeley.
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Patrick Mendis (1995). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., University of Sri Lanka, Ceylon; M.A., Hubert H. Humphrey Institute of Public
Affairs; Ph.D., University of Minnesota.
Roberta K. Metzler (1974). Associate Professor of Music. B.A., Park College; B.Music Ed.,
M.Music Ed., University of Kansas.
Cynthia J. Meyer (1994). Instructor, part-time, Psychology. B.A., Macalester College; M.A.,
Ph.D., University of Minnesota.
Fekri Meziou (1987). Associate Professor of Business Administration/Accounting/MIS.
B.A., University of Tunis, Tunisia; M.A., Ph.D., University of Minnesota.
Ernest Miel (1993). Instructor, part-time, Education. B.A., University of Minnesota; B.A.,
M.Ed., Macalester College.
Jeannette H. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social,
Academy, Groningen, Netherlands; M.S.W., University of Minnesota.
David M. Miller (1996). Instructor, part-time, Social Work. A.S.S., Nassau Community
College; B.A., M.S., and C.A.S., SUNY - Albany; A.B.D., Temple University.
Kinney G . Misterek (1989).Instructor, part-time, Business Administration/Accounting/
MIS. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M.Div.,
Calvin Seminary; Ph.D., University of Colorado.
Thomas F. Morgan (1983). Professor of Business Administration/Accounting/MIS.B.S.,
Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D.,
University of Minnesota.
William D. Moms (1987). Assistant Professor, part-time, Political Science. B.A., Oakland
University; Ph.D., Camegie-Mellon University.
Garth M. Momsette (1996). Instructor, part-time, Economics. B.S., University of Oregon;
M.S., University of Wyoming.
Joseph E. Myss (1994). Instructor, part-time, Business Administration/Accounting/MIS.
B.S., St. Joseph's College; M.B.A., Indiana University.
Patricia A. Murphy (1995). Assistant Professor of Health & Physical Education. B.S., M.S.,
Mankato State University.
N
Sharol A. Nau (1993). Instructor, part-time, Art. B.A., Carleton College; M.F:A., Michigan
State University.
Eliawira N. Ndosi (1990).Instructor, part-time, Economics. B.A., Carleton College; M.A.,
University of Minnesota.
Augsburg College Faculty 265
Gordon L. Nelson (1967).Professor of Sociology. B.A., M.A., University of Minnesota; B.D.,
Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Richard C. Nelson (1968).Professor of History. B.A., University of Nebraska; M.A., Ph.D.,
University of Minnesota.
Jack Nelson-Pallmeyer (1984).Instructor, part-time, Religion. B.A., St. Olaf College; M.Div.,
Union Theological Seminary.
Catherine C. Nicholl(1973).Professor of English. B.A., Hope College; M.A., University of
Michigan; Ph.D., University of Minnesota.
Beverly J. Nilsson (1977).Professor of Nursing. B.S.N., M.S., Ph.D., University of Minnesota.
Norma C. Noonan (1966).Professor of Political Science. B.A., University of Pennsylvania;
M.A., Ph.D., Indiana University.
0
Celeste M. O'Brien (1975). Studio Artist/Piano, part-time, Music. B.A., Hamline University.
Susan E. O'Connor (1994).Assistant Professor of Education. B.S., University of Minnesota;
M.S., Ph.,D., Syracuse University.
Michael E. O'Neal(1989). Assistant Professor, part-time, Sociology. B.A., University of
Missouri; M.A., Ph.D., University of Minnesota.
William H. Ojala (1995).Instructor, part-time, Chemistry. B.S., College of Great Falls,
Montana; Ph.D., University of Minnesota.
Wayne Olhoft (1993).Instructor, Business Administration/Accomting/MIS. B.A., Metropolitan State University, St. Paul, Minnesota; M.B.A., University of Minnesota.
Sandra L. Olmsted (1979).Assistant Professor of Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Stephen T. Olsen (1992).Instructor, part-time, Speech, Communication, and Theatre Arts.
B.A., St. Olaf College; MA., Ph.D., The Pennsylvania State University.
Bettye Olson (1992). Director, College of the Third Age. B.S., M.Ed., University of Minnesota.
Lila J. Olson (1990). Instructor, part-time, Music. B.M., University of Kansas; M.M.,
University of Nebraska.
Vicki B. Olson (1987).Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Jack W. Osberg (1991). Instructor, Health and Physical Education. Head Football Coach.
B.A., Augsburg College.
Paul H. Ousley (1993).Orchestra Director. B.M., University of Wisconsin-Eau Claire; M.M.,
Eastman School of Music.
Magdalena M. Paleany-Zapp (1986).Associate Professor of Business Administration/
Accounting/MIS. B.A., M.A., Central School for Planning and Statistics, Warsaw,
Poland; Ph.D., Akademia Ekonomiczna, Krakow, Poland.
266
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Augsburg College Faculty
Ronald G . Palosaari (1965).Professor of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W.,
M.A., Ph.D., University of Minnesota.
Catherine L. Paulsen (1990). Instructor, part-time, Religion. B.A., St. Olaf College; M.A.,
Lone Mountain College.
Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W.,
University of Minnesota; Ph.D., Fielding Institute.
Richard W. Pearl (1992).Instructor, part-time, Education. B.A., M.A., University of St.
Thomas.
Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Thomas J. Pederson (1995). Instructor, part-time, Mathematics. B.S., Georgia State University; M.A., University of Minnesota.
Paul E. Pender (1985).Instructor, part-time, Business Administration/Accomting/MIS.
B.A., M.B.A., University of Wisconsin.
Rick A. Penning (1993). Studio Artist/Voice, part-time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
William S. Perkins (1995). Instructor, part-time, Business Administration/Accomting/
MIS. B.A., University of Detroit.
Curtis C. Peter (1983). Instructor, part-time, Religion. B.A., Wartburg College; M.Div.,
Wartburg Theological Seminary.
Noel J. Petit (1984).Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Instructor, part-time, Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
Pary Pezechkian-Weinberg (1994). Assistant Professor of Modem Languages. B.A.,
National University, Tehran; M.A., University of Nice; Ph.D., UCLA.
Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University.
Sandra L. Powers (1990). Studio Artist/Clarinet, part-time, Music. B.M., Eastman School of
Music; M.M., Northwestern University.
T. Peter Przytula (1993). Instructor, part-time, Political Science. M.A., University of Lo&,
Poland; M.A., Ph.D., University of Minnesota; Ph.D., University of Poznan, Poland.
Q
Philip A. Quanbeck (1957). Professor of Religion. B.A., Augsburg College; B.D., Augsburg
Theological Seminary; M.Th., Ph.D., Princeton Theological Seminary.
Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College;
M.Div., Luther Theological Seminary.
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Augsburg College Faculty 267
R
Larry C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri State
College; Ph.D., University of Texas at Austin.
0.Nicholas Raths (1987). Instructor, part-time, Music. B.M., M.M., University of Minnesota.
Margaret A. Reed (1994). Instructor, part-time, Education. Ph.D., University of Minnesota.
Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D.,
Northwestern University.
Mary K. Roberts (1994). Instructor, part-time, Education. B.A., Mount Marty College; M.A.,
University of St. Thomas.
M. Bridget Robinson-Riegler(1994). Assistant Professor of Psychology. B.A., Indiana
University; Ph.D., Purdue University.
Carlos Robles-Cruz (1993). Instructor, part-time, Speech, Communication, and Theater
Arts. Diploma in Theater Arts, Institute Arte Escenico, Mexico City.
Steven W. Roecklein (1996). Instructor, part-time, Social Work. B.S., Wisconsin State
University; M.S., M.S.W., University of Wisconsin; Ph.D., Iowa State University.
Glenda D. Rooney (1992). Associate Professor of Social Work. B.S., University of North
Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota.
Patricia L. Rude (1990). Instructor, part-time, Education. B.A., Gustavus Adolphus College;
M.Ed., University of Minnesota.
Patricia L. Rustad (1996). Instructor, part-time, Physician Assistant Studies. B.S., Colorado
State University; MS., University of Colorado.
s
Edward M. Sabella (1967). Professor of Economics. B.S., University of Rhode Island; Ph.D.,
University of Minnesota.
Pauline T. Sateren (1974). Assistant Professor, part-time, Education. B.A., Northwestern
College; M.M.Ed., University of Colorado.
Merlyn E. Satrom (1995). Insb-uctor, part-time, Religion. B.A., Luther College; M.Div.,
Luther Theological Seminary; D.Th., Philipps-Universitat, Marburg/Lahn, Germany.
Edwin J. Saugestad (1959). Associate Professor of Health and Physical Education. B.A.,
Augsburg College; M.A., University of Minnesota.
Milo A. Schield (1985). Associate Professor of Business Adrninistration/Accounting/MIS.
B.S., Iowa State University; MS., University of Illinois; Ph.D., Rice University.
John S. Schmit (1990). Assistant Professor of English, part-time. B.S., St. John's University;
M.A., University of New Orleans; Ph.D., University of Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington.
Janet L. Vatsaas Schubert (1994). Instructor, part-time, Modern Languages. B.A., Augsburg
College; Diplomprme i norsk sprdk og litteratur, University of Oslo.
Sandra Nei Schulte (1987). Costume Designer, part-time, Speech, Communication, and
Theatre Arts. B.A., M.A., M.F.A, University of Minnesota.
- Augsburg College Faculty
David G . Schwain (1995). Instructor, part-time, Business Administration/Accounting/MIS.
B.B.A., University of Cincinnati; M.B.A., Harvard Graduate School of Business.
Kathryn A. Schwalbe (1991). Assistant Professor of Business Administration/Accounting/
MIS. B.S., University of Notre Dame; M.B.A., Northeastern University, Ph.D., University of Minnesota.
Laura Sewell (1991). Studio Artist/Cello, part-time, Music. B.M., The Juilliard School;
M.M., The Cleveland Institute of Music.
Frankie B. Shackelford (1990). Associate Professor of Modem Languages. B.A., Texas
Christian University; Ph.D., University of Texas.
Timothy J. Shaw (1995). Instructor, part-time, Physician Assistant Studies. B.A., St. Mary's
College; Ph.D., University of Minnesota.
Charles M. Sheaffer (1995). Assistant Professor of Computer Science. B.A., Metropolitan
State University; M.S., Ph.D., University of Minnesota.
Ryan Rae Sheppard (1994).Instructor, part-time, Sociology. B.S., University of Minnesota;
M.A., University of Southern California.
Judith E. Shevelev (1993). Academic Coordinator, Academic Programs in Mexico. B.A.,
University of California at Davis; M.A., Columbia University.
Deep Shikha (1991). Instructor, part-time, Economics. B.A., Delhi University, India; M.A.,
M.Ph., Delhi School of Economics; Ph.D., Louisiana State University.
Edward R. Skarnulis (1990).Professor of Social Work. B.A., Omaha University; M.S.W.,
Ph.D., University of Nebraska.
Gail S. Smogard (1993). Instructor, part-time, Speech, Communication and Theatre Arts.
B.A., St. Cloud State College; M.F.A., Southern Methodist University.
Paul M. Sotkiewicz (1995). Instructor, part-time, Economics. B.A., University of Florida;
M.A., University of Minnesota.
Roman Soto-Feliu (1993). Assistant Professor of Modem Languages. B.A., M.A.,
Universidad de Concepcion, Chile; Ph.D., The Catholic University of America.
Robert J. Stacke (1990). Assistant Professor of Music, Band and Jazz Director. B.A.,
Augsburg College; M.A., University of St. Thomas.
Clarice A. Staff (1995). Assistant Professor of Social Work. B.A., Augsburg College; M.S.,
D.S.W., Columbia University.
John J. Stangl(1991). Instructor, part-time, Education. B.S., M.A., University of Minnesota.
Nancy K. Steblay (1988). Associate Professor of Psychology. B.A., Bemidji State University;
M.A., Ph.D., University of Montana.
John P. Stein (1992). Instructor, part-time, Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University
of Minnesota.
Stuart M. Stoller (1986). Associate Professor of Business Administration/Accounting/MIS.
B.S., M.S., Long Island University.
Jean R. Strait (1994).Assistant Professor of Education. B.S., University of Pittsburgh; M.S.,
Moorhead State University; Ph.D., University of Minnesota.
Augsburg College Faculty 269
Dianne L. Strandberg (1989). Instructor, part-time, Education. B.S., M.S., Mankato State
University.
Beverly J. Stratton (1986). Associate Professor of Religion. B.A., M.A., Boston University;
M.A., D.Th., Luther Seminary.
Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A.,
University of Minnesota; M.A., University of Minnesota. (NOTE: one M.A. in English
Literature; one M.A. in Library Science)
Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D.,
University of Minnesota.
Gabriela Sweet (1992).Instructor, part-time, Modem Languages. B.S., State University of
New York, Oneonta.
William Swenson (1989). Instructor, part-time, MAL Program. A.B., Ph.D., University of
Chicago.
T
Philip J. Thompson (1959). Professor of Art. B.A., Concordia College, Moorhead; M.F.A.,
University of Iowa.
Sonja K. Thompson (1993). Instructor, part-time, Music. B.M., University of Minnesota;
M.M., The Juilliard School.
Mark D. Tranvik (1995). Assistant Professor of Religion. B.A., Luther College; M.Div., Yale
University; Th.D., Luther Seminary.
James G . Trelstad-Porter (1993). Academic Coordinator, Academic Programs in Mexico.
B.A., Augustana College; M.A., American University.
Cynthia K. Troy (1990). Instructor, part-time, Psychology. B.A., University of California,
Santa Cruz; Ph.D., University of Minnesota.
U-v
Rebekah Valdivia (1995).Assistant Professor of Mathematics. B.A., University of Wisconsin; M.S., Ph.D., Washington State University.
David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Minnesota; Ph.D.,
Iowa State University.
Joseph M. Volker (1993).Instructor, part-time, M.A.L. Program. B.A., University of
California-Irvine; M.A., Ph.D., University of Minnesota.
W-X-Y-z
Anthony R. Wagner (1993). Instructor, part-time, Social Work. B.A., M.S.W., University of
Minnesota.
Ronald F. Walter (1988).Instructor, part-time, Modem Languages. B.A., Swarthmore
College; M.A., Ph.D., Indiana University.
Donald M. Warren (1980). Instructor, part-time, Introduction to Liberal Arts, Director of
Academic Enrichment. B.A., M.A., University of Minnesota.
Catherine M. Warrick (1996). Instructor, part-time, Education. B.A., Pasadena College;
M.A., University of Southern California; Ph.D., Indiana University - Bloomington.
270
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Augsburg College Faculty
Charee M. Watters (1990). Instructor, part-time, Business Administration/Accounfing/MIS
B.A., University of Minnesota; M.Org.L., College of St. Catherine; M.B.A., University of
St. Thomas.
Rita R. Weisbrod (1991). Assistant Professor of Sociology. B.A., M.A., University of
Minnesota; Ph.D., Comell University.
Pamela J.Weiss (1983). Associate Professor, Nursing. B.A., University of Nebraska; M.P.H.,
Ph.D., University of Minnesota.
Patricia F. Weiss (1991). Associate Professor, part-time, Education, Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel
Hill.
JeanH. Whalen (1995).Instructor, part-time, Education. B.S., M.A., University of Minnesota.
Mary Louise Williams (1984). Assistant Professor of Social Work. B.F.A., M.S.W., University of Pennsylvania.
Thearhice Williams (1993). Instructor, part-time, Social Work. B.A., University of Illinois;
M.S.W., University of Pennsylvania.
Marcus A. Wing (1995). Instructor, part-time, Education. B.S., Moorhead State University;
M.S., Winona State University; Ph.D., University of Minnesota.
Maria K. Woroby (1990). Assistant Professor, Librarian, Director of Women's Studies. B.S.,
M.A., University of Minnesota.
Angela J. Wyatt (1981). Studio Artist/Saxophone, part-time, Music. B.A., St. Olaf College,
Certificate, L'Academie Intemationale, Nice, France.
Robert D. Wykstra (1989). Instructor, part-time, Business Administration/Accomfing/
MIS. B.A., Calvin College; M.B.A., Westem Michigan University.
Fidel Xinico (1995).Academic Coordinator, Academic Programs in Guatemala. B.A.,
Francisco Marroquin in Guatemala; M.Div., St. Paul Seminary at the University of St.
Thomas, Minnesota.
William C. Youngblood (1990). Instructor, part-time, Psychology. B.A., Valparaiso University; M.A., Indiana University; M.Div., Bethel Theological Seminary; Ph.D., University
of Minnesota.
Beth L. Zemsky (1995). Instructor, part-time, Social Work. B.S., Comell University; M.Ed.,
M.S.W., Washington University.
Stephen Y. Zheng (1990). Assistant Professor of Mathematics. B.S., Sichuan University;
Ph.D., University of Minnesota.
Lyla M. Anderegg, Professor Emerita of Psychology. B.A., University of Minnesota; M.A.,
Northwestern University.
Barbara L. Andersen, Professor Emerita of English, B.A., Northwestern College, M.A.,
Northwestern University.
Ernest W. Anderson, Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Dr. Oscar A. Anderson, President Emeritus. B.A., St. Olaf College; B.D., Luther Theological
Seminary; L.L.D., Concordia College, Moorhead.
Margaret J. Anderson, Professor Emerita, Library. B.S., M.A., University of Minnesota.
Dr. Raymond E. Anderson, Professor Emeritus of Speech, Communication and Theatre.
B.S., M.A., Ph.D., University of Minnesota.
Valeria Baltina, Professor Emerita of Modem Languages. Magister der Philosophia,
University of Latvia.
Dr. Richard A. Borstad, Professor Emeritus of Health & Physical Ed., B.A., M.A., Ph.D.,
University of Minnesota.
Dr. Carl H. Chrislock, Professor Emeritus of History. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
L. Gracia Christensen, Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe
College.
Dr. Ailene Cole, Professor Emerita of Speech, Communication and Theatre. B.A., Gustavus
Adolphus College; M.A., Ph.D., University of Minnesota.
Dr. Beverly C. Durkee, Professor Emerita of Mathematics, B.A., B.S.L., B.S.Ed., M.A.,
University of Minnesota; Ph.D., Arizona State University.
Dr. Sheldon P. Fardig, Professor Emeritus of Education. B.A., Carleton College, M.M.,
Ph.D., Northwestern University.
Henry G. Follingstad, Professor Emeritus of Mathematics. B.E.E., MS., University of
Minnesota.
Dr. Orloue Gisselquist, Professor Emeritus of History. B.A., M.A., Ph.D., University of
Minnesota.
Dr. Theodore J. Hanwick, Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute
of Brooklyn; Ph.D., New York University.
Katherine Hemig, Artist-in-Residence Emerita, Music. M.A., University of Minnesota.
Dr. Edwina L. Hertzberg, Professor Emerita of Social Work. B.A., Cedar Crest College;
M.S.W., Ph.D., University of Minnesota.
Dr. JohnR. Holum, Professor Emeritus of Chemistry, B.A., St. Olaf College; Ph.D., University of Minnesota.
Dr. Irene Khin Khin Jensen,Professor Emerita of History. B.A., Rangoon University,
Burma; M.A., Bucknell University; Ph.D., University of Minnesota.
*?
Faculty Emeriti
Dr. Einar 0.Johnson,Professor Emeritus of Education. B.A., Concordia College; M.A.,
Ph.D., University of Washington.
Dr. James D. Johnson,Professor Emeritus of Music. M.S., Julliard School of Music; Ph.D.,
University of Minnesota.
Mary E. "Mimi" Johnson,Professor Emerita of Modem Languages, B.A., Smith College;
M.A., Columbia University; M.A., University of Minnesota.
Edwin D. Mickelberg, Professor Emeritus of Biology. B.A., Augsburg College; M.A.,
University of Minnesota.
Dr. Mildred K. Mueller, Professor Emerita of Education. B.A., M.A., Central Michigan
University; Ed.D., University of Minnesota.
Edor C. Nelson, Professor Emeritus of Health and Physical Education. B.A., Augsburg
College; M.Ed., University of Minnesota.
Dr. Patricia A. Parker, Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan.
Lauretta E. Pelton, Professor Emerita of Education. M.Ed., Marquette University.
Marianne B. Sander, Dean of Students Emerita. B.A., Valparaiso University, M.A., University of Minnesota.
Dr. Leland B. Sateren, Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus,
Lakeland College.
Marjorie H. Sibley, Professor Emerita, Library. B.A., M.A., University of Illinois; M.A.,
University of Minnesota.
Dr. Eugene M. Skibbe, Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther
Seminary; Th.D., University of Heidelberg, Germany.
Dr. Myles C. Stenshoel, Professor Emeritus of Political Science. B.A., Concordia College,
Concordia Theological Seminary; M.A., Ph.D., University of Colorado.
Dr. Ralph L. Sulemd, Professor Emeritus of Biology, B.A., Concordia College, Moorhead;
M.S., Ph.D., University of Nebraska.
Dr. Paul T. Steen, Professor Emeritus of Sociology. B.A., Gustavus Adolphus; M.A., Ph.D.,
University of Minnesota.
Dr. Joel S. Torstenson, Professor Emeritus of Sociology. B.A., Augsburg College; M.A.,
Ph.D., University of Minnesota.
Interstate 94 East
College Map Information
1. Admissions Weekday Program Office
2. Air Structure Enhance
November through March
3. American Indian Support and Black Student Affairs
4. Anderson-Nelson Athlefc Field and Seasonal Air Structure
5. Center for Global Educationand InternationalPrograms
6. Christensen Center
7. College Relations
8. East Hall
9. Foos, Lobeck, Miles Center for Worship,
Drama and Communication
10. Husby-SirommenTennis Couds
11. Ice Arena
12. Jeroy C. Carlwn Alumni Center
13. Maintenanceand Grounds Shop
14. MortensenTower
+
15. Murphy Place
Weekend College Admissions and
Graduate Programs Offices
16. Murphy Square
17. Music Hall
18. Nordic Center
19. Old Main
20. Oscar Anderson Hall
21. Quad
22. Science Hall
23. Securily DispatchCenter
24. Shipping and Receiving
25. Si Melby Hall
26. Sverdrup library
27. Sverdrup-Onedal Memorial Hall
Master of Social Work Admissions
28. Urness Tower
29. Youth and Family lnstiie
Parking Lots
A. Admissions Parking
for prospective students and their parents
B. Faculty/StM/Commuter/Resident Parking
C. Faculty/Staff Parking
D. Faculty/Staff/Commuter Parltmg
E. Commuter Sheet Parking
F. Resident Parking
G. Visitor Parking
H. Riverside Professional BuildingRamp
b~isability
access
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DOWNTOWN
MINNEAPOLIS
Directions to Campus
Public Parking
From Minneapolis on 1-94 East Take the Riverside/25th Avenue exit and
turn left on 25th Avenue, turn left on
Riverside Avenue, turn left at 21st Avenue
South.
AU posted Augsburg College faculty/staff/
From St. Paul on 1-94 West Take the Riverside Avenue exit, turn right
at Riverside, turn left at 21st Avenue South.
From the south on 35W Follow 1-94 signs, take the Riverside/25th
Avenue exit, turn left on 25th Avenue, turn
left at Riverside, turn left at 21st Avenue
South.
From the north on 35W Take the Washington Avenue exit, turn left
on Washington (turns to the right onto
Cedar Avenue), turn left at Riverside
Avenue, turn right at 21st Avenue South.
commuter lots are free and open for use
from 430 p.m. Friday through Sunday
evening. Lots are located on Seventh Street
between 21st and 22nd Avenues and north
of Eighth Street between 24th and 25th
Avenues. Most street parking is four hour
parking, seven days a week. Additional
parking is available in the Riverside Medical
Center ramp, or University of Minnesota
parking lots on the north side of Riverside
Avenue.
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About Augsburg 9,251
Academic Advising Center 48
Academic Affairs 6,59
Academic Calendar 4,5,46
Academic Information 46
Academic Internships 56
Academic Policies and Procedures 59
Academic Progress, Probation and
Dismissal 73
Academic Skills Enrichment 38
Accessibility 16
Accounting 90,95-97
Accreditation and Memberships 10,14,16
Activities 36
Admissions 18-20
Administrative Officers of the College 254
Advanced Placement Program Test (AP)72
Afrikana Support Program 40
Air Structure 37
Alumni Center 12
American Lndian Studies 39,149-150
American Lndian Support Program 39
Anderson Hall 12,43
Anderson-Nelson Athletic Field 12
Anishinabe Library Project 39
Annex Houses 13
Application Procedures 18,26
Art 80-84
Art History 81,83
Asian American Support Program 40
Asian Studies 110-111
Assessment of Previous Learning (APL)
Program 71
Associated Colleges of the Twin Cities
(ACTC) 52
Associated Support Organizations 13
Athletic Affiliation 16
Athletics 37
Audio-Visual Services 47
Audit Fee 22
Auditing Courses 71
Augsburg Echo 37
Augsburg Youth and Family Institute 14
Augsburgian, The 37
Biology 85-89
Board of Regents 252-253
Books and Supplies 23
Business Administration 90-94
Business Administration and
Economics 92
Calendar 4,5,46
Campus Location 11,16,273-274
Campus Map 273-274
Campus Ministry 36
Campus Tours 18
Canadian Program 58
Career Services 40
Center for Global Education 12,54,156
Center for Global Education Courses 157160
Center for Learning and Adaptive Student
Services (CLASS) 38
Chemistry 101-105
Chinese 170
Choir 37,190
Christensen Center 12
Class Confirmation 59
Class Schedule 78
Classification (Class Year) 71
Coaching Endorsement 139
College Costs 1996-'97 22
College Level Examination Program
(CLEP) 72
College of the Third Age 59
College Relations 6,12
Commencement 74
Commons 43
Communication 240-243
Community and Public Service
Scholarships 28
Community Internships in Latin America
55-56,162-163
Community Service-Leaming 56,57
Computational Economics 106-107
Computer Resources 47
Computer Science 106-109
Concert Band 37,190
Continuing Education Program 58
:ooperative Education 56,57
:ounseling 41
:ounseling and Health Promotion 41
:ourse Descriptions 78-250
:redits 78
1
lean's List 74
legrees Offered 8,46,49-50
lepartmental Comprehensive Exams 72
Iepartments and Programs 48,78-250
leposits 19,23,42
)evelopment 6
lirectory 6
lisabled Student Program 38
lismissal 73
Iivisions and Departments 48
lormitories 12,42
Iual Degree Programs 8,50,127
:arly Admission of Freshmen 19
:ast Asian Studies 110-111
:ast European Studies 49,50,227-229
last Hall 12
:cho 37
lconomics 92,112-116
:ducation 117-126
;ducationfor Service 10
:lderhostel 59
ilementary Education 117-120
:mployrnent 29,40
lngineering 127-128
:nglish 129-135
Inglish as a Second Language (ESL)
Program 73
:nglishPlacement Test 130
:nglish-LanguageArts Teaching Major 130
.nrollment 16
: n r o h e n t Deposit 23
Insembles 180,183,190-191
Intry-level Skills 64
,thnicStudies 150
:valuationand Grading 69
.vangelicalLutheran Church in America
(ELCA) 16,253
,xperientialEducation Programs 56-57
xplanation of Grades 69
Index
Facilities and Housing 12,42
Facts and Figures 16
Faculty 46,254-270
Faculty Emeriti 271-272
Family Educational Rights and Privacy Act
(FERPA) 43,75-76
Federal Work Study Program 30
Fees 22-23
Finance Specialization (Business
Administration) 91
Financial Aid 16,25-30
Financial Policies 24-25
Fine Arts 37
First Year Experience 48,63,136
Fitness Center 41
Food Service 43
Foreign Languages 69,136,169-178
Former Students 20
Foss, Lobeck, Miles Center for Worship,
Drama and Communication 12
Four Year Assurance Program 75
French 170-172
Freshman Performance Scholarships 180
Freshmen 18
Full-time Students 22
C
Gage Family Academic Enrichment
Center 38
General Education Curriculum 60-65
General Education Requirements 60-65
General Studies 137
German 169,172-174
Gift Assistance 28
Global Education Center 12,54,156
Global Education Program
Courses 157-160
Grade Point Average 71
Grading 69
Graduate Program Office 59
Graduate Programs 58
Graduation Level Skills 65
Graduation Requirements 60-65
Grants 28
Gymnasium (Si Melby Hall) 13
277
278
-
Index
Health and Physical Education 138-143
Health Promotion 41
Health Service 41
HECUA Courses 161-163
Higher Education Consortium for Urban
Affairs (HECUA) 53,55,161-163
Hispanic/Latino Support Program 40
History 144-148
History of Augsburg College 9
Honors Program 52
Housing 12,22,42
Hoversten Peace Scholarships 27
Language Courses 169-178
Learning Disabilities Program 38
Learning Laboratory 38
Leave of Absence 60
Liberal Arts Perspectives 65-69
Library and Information Technology
Center 13,16,47,52
Lifetime Sports 65
Linguistics 174-175
Loan Assistance 28-29
Location 11,273-274
Lutheran Leader Scholarships 28
Ice Arena 12
Incomplete Grade 70
Independent Studies 79
Information Technology Center 13,16
Inter-InstitutionalPrograms 52
Inter-Race 13
Intercollegiate Athletics 37
InterdisciplinaryStudies 149-154
Interim 46
Interim Abroad 56
Interim Office 59
International Baccalaureate Program (IB)
71
International Business Minor 92
International Business Specialization
(Business Administration) 92
International Programs 42
International Relations 155-156
International Student Services 20
International Students 42
International Studies 156-163
Internships 55,56-57,78-79
Intertribal Student Union 39
Intramural Athletics 37
Majors and Minors 8,49-50,78-250
Management Information Systems 98-100
Management Specialization (Business
Administration) 91
Maps 273,274
Marketing Specialization (Business
Administration) 91
Master's Degrees 46,58
Math Placement Group (MPG) 64-65
Mathematics 164-168
Mathematics Placement Group (MPG)
Requirements 64-65
Media Center 52
Melby Hall 13
Memberships 14,16
Memorial Hall 13
Merit Scholarships 27
Metro Urban Studies 151-153
Minnesota Indian Teacher Training
Partnership (MNITTP) 39
Minnesota Minority Education Partnership
(MMEP) 14
Minnesota Work Study Program 30
Minority Studies 149-154
Minors 49-50,78-250
MIS Courses 98-100
Mission Statement 9
Modem Languages 169-178
Mortensen Tower 13,43
Murphy Place 13
Murphy's 43
Music 179-191
Japanese 174
KCMR Radio 37
Music Education 181-182
Music Ensembles 180,183,190
Music Hall 13
Music Performance Major 179-180,182-183
Music Therapy Major 179,180,183,189-190
Vatural Science 192-193
Yo-Credit Grades 69-70
Vordic Area Studies 153-154
Vordic Center 14
Norwegian 175-176
Votification of Admissions Decision 18
Vumber Grades 70
Vumbering of Courses 78
Vursing 194-197
3ff-Campus Programs 16
3fficers of the College 254
3jibwe 169,176
31d Main 13
3rchestra 37
Xentation (FYE) 48,63,136
astfold, Norway Exchange
Program 54,159
Paired Resources in Ministry and
Education (PRIME)Awards 28
?art-Time Students 22
?ass/No Credit 69-70
?astor 36
?ayments 23
?erformance Studies 184
?erformingArts Scholarships 27
?erspective Requirements 65,67-69
?erspectives (Rationale) 66-69
?hilosophy 198-201
?hi Theta Kappa Scholarships 27
?hysical Disabilities Program 38
?hysical Education 138-143
?hysician Assistant Program 202-204
?hysics 205-210
'iano Proficiency Test 185
Index
Policies 14,16,43,75
Political Science 211-216
Portfolio Assessment Program 72,73
Pre-ProfessionalPrograms 50-52
Pre-Registration 59
Prerequisites 78
President's Greeting 2
President's Scholarships 27
Probation 73-74
Psychology 217-221
Refunds 24-25
Regents 252-253
Regents' Scholarships 27
Registration 59-60
Religion 222-226
Religious Affiliation 16
~esidenceLife Program 42-43 (Also See
Housing)
Residence Requirements 63
Room and Board 22
ROTC 53
Russian 176,227-229
Russian, Central and East European
Studies 227-229
Scandinavian Studies 153-154
Scandinavian Urban Studies 55,161
Scholarships 27-28,30-34
School Year 4,5,16
Science Hall 13
Secondary Education 121-125
Service-Learning 57
Sigma Pi Sigma 207
SkiUs Requirements 64-65
Social, Cultural, Recreational Activities 37
Social Studies 230
Social Welfare Minor 232
Social Work 231-235
Society of Physics Students 207
Sociology 236-239
Space Physics 206
Spanish 176-178
279
Index
Special Education 126
Special Interest Housing 43
Special Students (Non-Degree) 20
Speech/Communication and Theatre Arts
240-247
Sponsored Scholarships 30-34
Sports 37
Student Activities 36-37
Student Affairs 38-39
Student Educational Loan Fund (SELF) 29
Student/Faculty Ratio 16
Student Government 36
Student Life 36-44
Student Newspaper 37
Student Project for Amity Among Nations
(SPAN) 16
Student Publications 37
Student Rights 36,43,44,78
Student Standards of Behavior, Complaints,
Records 43
Student Teaching Abroad 56,117
Studio Art 80-83
Study Abroad 53-56,156-163
Summer School Office 59
Support Programs 39-40
Sverdrup Library 13
Sverdrup-OftedalMemorial Hall 13
Teaching Licensure 50,117 (Also See
Majors)
Test Scores 18
Theatre Arts 244-247
Transcripts 18
Transfer Scholarships 27
Transfer Students 19-20,61-62,64
Tuition, Fees, Room and Board 22-23
Tutor Center 38
Upper hhdwest Association of Intercultural
Education 16
Urban Studies 151-153
Urness Tower 13,43
Veterans 75
Weekend College 57-58
Withdrawal from College 60
Women's Hockey 37
Women's Studies 248-250
Work Study Program 30
Yearbook 37
Youth and Family Institute 14
Youth and Family Ministry Major 222-226
Show less
AUGSBURG
COLLEGE
INTERIM
1990
Augsburg College
Minneapolis
AUGSBURG
COLLEGE
INTERIM
1990
Introduction
..*..*
...-....-...*.......2
•
.......................................3
About this Catalog .....................3
Calendar
Options .....l..4..tt...*H...*...MH1.1..II...
3
Visiting S... Show more
AUGSBURG
COLLEGE
INTERIM
1990
Augsburg College
Minneapolis
AUGSBURG
COLLEGE
INTERIM
1990
Introduction
..*..*
...-....-...*.......2
•
.......................................3
About this Catalog .....................3
Calendar
Options .....l..4..tt...*H...*...MH1.1..II...
3
Visiting Students
.......................4
.....................5
UMAIE Courses .......................48
Other Courses ...........................49
Augsburg Lifetime Sports ......50
Augsburg Courses
Introduction t o Interim
I n t e r i m is an integral part of the schoolyear at Augsburg College.
The College follows a 4-1-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a four-week~ a n u a r ~
Interim. Interim is particularly intended to be a time for both
students and faculty to employ styles of teaching and learning and
to investigate questions and topics in places and ways not possible
during the regular term.
Since one Interim course equals a full-time load, students should
plan to spend the same amount of time in class and preparing for
class as they would for a four-course load during Fall and Spring
semesters. Students can register for only one course credit during
Interim. There is no tuition refund for a student who chooses not
to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0 scale.
Students generally have the option to register on a Pass/No credit
basis. A few Interim courses are graded only on the P/N system;
this is indicated in the course description.
Some courses are offered with either upper or lower division
standing. Such Interim courses have two numbers listed and the
student must select. Students registering for upper division standing should anticipate additional assignments and a more rigorous
grading standard.
To graduate, an Augsburg student is required to complete 35
courses of which at least three must be Interim courses (or one
Interim less than the number of years of full-time enrollment at
Augsburg; e.g., a transfer enrolled full time for two years is required to complete one Interim for graduation).
It is the policy of Augsburg College not to discriminate on the basis
of race, creed, national or ethnic origin, age, marital status, sex or
handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended,
in its admissions policies, educational programs, activities and
employment practices.
For More Information
Interim Office (Memorial 230)
Interim Secretary, Kay Thomsen, 330-1025
Interim Director, Dr. Don Gustafson, 330-1192(Memorial 114b)
Interim Calendar 1990
...............................Interim Registration
.............................................Late Interim Registration
............................................................
s t Day of Interim
October 30 - November 3
December 4
January 2
Class I 9:00 a.m.
Class I1 la0 p.m.
January 3
January 16
....................................................Last Day for CanceUAdd
.............................. Last Day for Determining Grading
System with Regisbar
January 19 .....................Last Day for Withdrawing from Courses
January 26 ..................................................................
I nt
i Ends
.......................
...................................................
Validation of Spring Class Registration
January 30
January 31
Spring Semester Begins
Thc time and number and length of meetings as well as the
beginning Zimc will bc arranged the first day of class. The daily
schcdule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to Noon (on the first day of classes
Time I classes will begin at 9:00 a.m.)
Time 11: 1:00 p.m. to 5:00 p.m.
Note: Martin Luther King Day will be observed at Augsburg with
a special convocation on Monday, January 15, at 1 p.m.
About This Catalog
Tfwcataloglists coursesby departments. Departments atrlisted in
alpkabctical odcr. At the end of the book are listings of other
courses not offcrcd by Augsburg but recognized by the collegc for
Interim crcdit. Further descriptions and information a h u t tltw
courws are available in the Intcrirn Office, Mcmoria1230. Studcnts
may aIsu rcgistcr for one of the li fctimc sports 1istcd a t t hc cnd of the
Catalog.
Options
International Interim-Students arc invited to bc part of one of the
23 international interims offcrcdby the Uppcr Midwest Association for lntcmationfll Education (U M AIE). Thcsc course opportuni ties arc listed near the cnd of this catalog.
Internships-January Interim internships must be planned in advance. Students electing an internship must meet departmental
requirements and present a signed internship learning agreement
plan to theInternshipOffice (Murphy Place, Rm. 8) no later than the
last day of Fall classes (Friday, December 8). The Learning Agreement forms are available in the same office. Internships during
Interim must involve full-time work placements for approximately
4 weeks. Assistance for planning your internship is available in the
Internship and Cooperative Education office.
Independent or Directed Study-Studentsmay elect a program of
independent study (upper division 499) or directed study (lower
division 299) for Interim. Faculty members are strongly discouraged from accepting responsibilityfor more than one independent
study per Interim. Students choosing to pursue independent or
directed study must:
1. Meet departmental requirements.
2. Present to the Registrar for approval a copy of the proposed
study plan approved by the supervising faculty member.
This proposal must be submitted at least one week before
registration and no later than December 4. Appropriate
study proposal forms can be obtained in the Interim Office.
Interims at Other Schools-Augsburg students may enroll at any
other 4-1-4 institution which offers a reciprocal Interim arrangement. Catalogs of these Interims can be consulted in the Interim
Office. The Interim Secretary will help students in applying for
registration at other schools. Registration for Interims at the other
Twin Cities colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 41-4 schools are accepted for credit by Augsburg, but may not
necessarily be accepted as meeting Augsburg's distribution requirements. This qualification particularly affects courses offered
for the Religion requirement.
Visiting Students
Augsburg College welcomes students from other 4-1-4 schools for
the January Interim without tuition charges provided the student's
home institution agrees not to charge tuition to Augsburg students
for the January term. The waiver of tuition does not include special
fees, housing or board costs. Other students will be charged $650
for the Interim course. Students interested in registering for an
Augsburg Interim should write to the Interim Director for application forms or use the forms provided by the Interim office at their
own school. There is an applicationprocessingfee of $10. Students
are welcome to stay on campus but are not required to do so.
Requests for Interim housing should be made to the Interim Office.
Courses
Art
The Florida Keys: Art, Biology and
Creative Writing
Instructors: Phil Thompson, Ralph Sulerud, & John
Mitchell
This interdisciplinary program of study will be based at
Aupburg Collcg~and for about ten days at theNcwfound
Harbor Marinc lnstitute and wiIl involve thrce distinct
coursc offerings for credit: 1 1 Drawing and Wa tercolar,
taught by Phil Thompsonof the Art.Dcpnrtrncnt; 2) Marinc
t3iology Studies, taught by Ralph Sulcrud of the Biology
Dcpartrncnt; and 3) Crcalivcr Writing: Ttie Prose Poem,
taught by John Mitchcll of Ihc Englisl~Dcpartrncnt.
The Interdisciplinarycon~porrcntwill involvc a t least thrce
daysof ficld lripsconductudby tlicinsti tu tc and itsper.wnncl: patch rccfsrs,mangovcswamps, tide pools intcrtidnl
cornmunilies, seagrass systems, ctc. Studcnts will also
have opporlunitics to visit Kcy Wcst and thc Ernest
Hcmingway House. The instrucloss will cadi provide
introductory lccturcs and exercises on campus during thc
first wcckbcforc departure, emphasizing thc rncthods and
goals of Ihcir rcspcctivc disciplincs. Each studcnt will
pnrticipa te in a projcct for cnch discipline as well as complete the rcqttircmcnts for thc coursc for which crrclit will
be given.
The fee for transportation, lodging, and most meals will be
approximately $1200.
Drawing and Watercolor in the Florida
Keys
ART 116-40011
Instructor: Phil Thompson
An introduction to the fundamentals of design in nature
and the basic techniquesof drawing and watercolor. There
will be practice in drawing and watercolor media as a
method of documenting and interpreting travel experience. We will study the visual implications and history of
coastal landscapes.
Evaluationwill be based on the quality of the drawings and
paintings along with participation and artistic growth
factors.
Students will be required to provide their own drawing
and painting materials.
Prerequisites: Permission of instructor
Distribution: Art-Music
Time: I
Room: Old Main 4
W Life Drawing
ART 247-40001
Instructor: Norman Holen
A study of undraped figures for art students and non-art
students.
The figure will be depicted in various settings with a
variety of media for varying lengths of time. The poses will
extend from three minutes to an hour. You will be introduced to the 2B and 4 8 pencils, colored pencils and the felt
tip pen.
Fee: $30 due the first day of class
Distribution: Art-Music
Time: I
Room: Old Main 17
Biology
Plants and Civilization
BIO 102-40002
Instructor: Erwin Mickelberg
Adiscussion of the impact that plants have made on almost
every area of our society. Historically they have influenced
world exploration, politics, military campaigns, health
care, religious'beliefs, crime and many other areas of our
social history. We will take a look at an array of topics
ranging from the spice trade to the Lindbergh kidnapping
and thc influence that plants played in each incident.
Grades will be based on examinations.
Distribution: Biology/Chemistry
Time: I1
Room: Science 205
Viruses: At the Threshold of Life
BIO 116-40003
Instructor: Robert Herforth
Most biologists consider viruses to be the simplest form of
life. Most viruses consist basically of a few genes surrounded by a protein coat. They are able to function and
multiply only as parasites inside living cells. For all their
seeming simplicity, some of the most dreaded diseases
afflicting humans are caused by viruses, including polio,
rabies, AIDS, and some forms of cancer. This course will
begin with a short history of some major discoveries on
viruses, followed by a study of the structure of viruses, and
their multiplication in and effects on living cells. We will
also look at the ways in which the body defends itself
against viral invasion, at the development of vaccines and
new anti-viral drugs, and at some important diseases
caused by viruses, including AIDS. Grades will be based
on several quizzes and exams given during the course.
Distribution: Biology-Chemistry
Time: I
Room: Science 213
Florida Keys Marine Biology Sf-udies
BIO 14040049;340-40050
Instructor: Ralph Sulerud
The Florida Keys provide an excellent site for the study of
marine organisms and marine ecology. About two weeks
will be spent at the Newfound Harbor Marine Institute
located on Big Pine Key. The institute offers laboratory
facilitiesand field trips in addition to housing and a dining
hall. Field trips will permit the study of diverse habitats
suchas thoseof shallowbays, coral reefs, mangrove swamps
and intertidal areas. Organisms from these communities
and others will be investigated onsite and in thelaboratory.
A marine biologist will be available to lead the field trips
and conduct specialized classes.
Preparation for the excursion to the keys will be made
during the first week. This will include an introduction to
marine biology utilizinga variety of audiovisual materials.
The final week will be devoted to study and the preparation of a paper.
The course will have an interdisciplinary component with
students interacting with students from John Mitchell's
writing class and Philip Thompson's art course and with
each student completing a project related to one of the
other disciplines.
Evaluation will be based on overall participation in the
program, a final examination and a paper on a selected
topic related to marine biology. Upper division students
will do a special research project.
Further information will be found listed under THE FLORIDA KEYS at the beginning of the list of courses.
Prerequisites: Permission of Instructor and for upper
division credit, Biology 111 and 112 or equivalent.
Time: I
Room: Science 212
Business
Entrepreneurship
BUS 295-40079
Instructor: John Cerrito
Thc objcd of this c l ~ s is
s to provide students who are not
majoring in busincss with cntrcprcncurial skills for starting and running a small busincss.
The student will be exposed to various aspects of small
business management and will be required to prepare a
business plan for a "model" busincss. The student will be
evaluated on the basis of the "model" plan, on tests and
performances on small business case studies.
Business majors may not take this course for credit.
Time: I
Room: Murphy Place 3
Chemistry
A Laboratory Introduction To Chemistry
CHM 113-40005
Instructor: Earl Alton
Substancesarc changcd in to ncw ma tcriaIs; colors change,
solids wparatc out of solution. Chrrnislry is thc scict~ce
which tries to ttnderstclnd tl-tcsc and many othcr changes
occurring in rnatkr ~rourldus. Onc way to bccomc introduccd to chcmistr and 10 cxarnplcs of problem solving in
thc scicnccs is to o lalwntory cxpcrfmcnts. This c o n r s
prcscntsan i ~ ~ t r o d u c ttoi ochcmislry
~~
using thc laboratory
as the dlief arena for inslruction. Students will bc intro-
d
duccd to rncasuremcnls, rcactinns,cl~cmicalproblcmsolving such as idcntificatian of simple ions in soIt~tionand
dctcnnination of amounts of rnatcrials bawd upon the
colors of solutions. A fcw expcrimcn ts may invcllvc m k ing ncw rnatcrials. Tn all cases, propcr attention to tcchniqucs and snfc practices in thc laboratory i s expected.
Rc orts will bt rcquircd for each cxpcrimci~t.Tho course
wi 1 meet cvcry wcckday afternoon for thrcc hours. 'I'hc
gradc will bc bascd upon the qualiy of the laboratory
work, tl~claboratory rcpnrts summanzing the work, and
an exam at the end of the course.
Distribution: BiologylChemistry
Time: I1
Room: Science 322
P
H High Vacuum Technology and Gas
Dynamics
CHM 325-40004
Instructor: Joan Kunz
High vacuum technology is crucial to many current "high
technologies," including advances in experimental science
in all fields, production of semiconductors and superconductors, and manipulation of gases and "sensitive" materials. Despite this, general awareness of high vacuum
technologies lags far behind their development. This
course will acquaint the student with technologies currently employed in producing and monitoring a high
vacuum environment, and with the physical behavior of
gases and surfaces under vacuum conditions. Activities
will include both seminars and laboratory sessions, some
in conjunction with Physics 325. Students will learn to use
high vacuum pumps and gauges, a modern mass spectrometer, and PC-based computer controllers and computer-compatible sensors.
Grades will be based on laboratory work, two quizzes, and
a paper.
Prerequisite: Chemistry 351 and 353, or Physics 245
Time: I1
Room: Science 319
Computer Science
H Fortran
CSC 270-40012
Instructor: Larry Ragland
A study of the FORTRAN programming language for
students wi th some previous knowledge of programming.
This course will expand a student's knowledge of programming and programming languages through presentation of the features of FORTRAN together with programming techniques for using those features. This course will
involve lectures and programming assignments in FORTRAN. Evaluation will be based on the programming
assignments and examinations.
Prerequisites: One course with a study of computer
language (e.g., CSC 170 or MAT 175)
Time: I
Room: Science 112
Economics
Principles of Microeconomics
ECO 113-40006
Instructor: Satya Gupta
An introduction to microeconomics: the theory of the
household, firm,market structures and income distribution. There will be an application of elementary economic
theory to market policy.
Grades will be based on tests in class.
Distribution: Economics/PoliticalScience
Time: I
Room: Library 1
Histo y of Economic Thought
ECO 219-40013
Instructor: Richard Hemog
A chronological study of the major economic thinkers in
the context of the political, economic, and social settings of
the time. Emphasis will be on tracing long-term secular
trends in economic thinking in an attempt to provide a
framework for understanding and analyzing current social problems.
I. Ancient Economic Thinking
11. The Medieval Period
111. Mercantilism
IV. Classical
V. Socialist/Utopian
VI. Modern
Primarily lecture/discussion depending on class size. If
small class (less than 101, seminar style may be more
appropriate. A major research paper (minimum of 10
pages) would be required. Final exam would be essay on
three of five topics.
Distribution: Economics/Political Science
Time: I
Room: Old Main 27
Business, Government and Society:
Economic Analysis of the Legal
Foundations of Business
ECO 319-40007
Instructor: Milo Schield
Objectives: To understand, utilize and evaluate, the policy
tools from rnicroeconomicanalysis; the applicationof these
tools to analyze social behavior (cf. marriage, children,
divorce, crime, etc.); the economic analysis of basic legal
topics (property, contract and tort liability); the economic
analysis of the legal foundations of business (price controls, quotas, tariffs, taxes and strict liability); the use of
economicefficiency as a normative criteria (Isan inefficient
legal remedy an unjust solution?).
Textbooks: Posner: The Economic Analysis of Law;
Kuperberg & Beitz: Law, Economics and Philosophy.
Math Level: No calculus; only geometry and verbal reasoning.
Approach: Readings, lecture, discussions, weekly quizzes, paper and final.
Evaluation: Quizzes (15%),final (30%),paper (40%)and
participation (15%).
Audience: Students interested in the relation between
business, government and society (specifically those
interested in strategic planning, public affairs or political economy).
Prerequisites: Upper class standing and one of the following courses: Microeconomics, Political Philosophy,
Law in the U.S.,Western Political Thought or Complex
Organizations (Sociology) or permission of instructor.
Time: I
Room: Murphy Place 2
Contemporay Economic Relations
Between East and West
ECO 319-40010
Instructor: Magda Paleczny-Zapp
In this course, we'll explore motivations for economic
cooperation between countries with different political and
economic systems. This will be followed by the analysis of
theconditions for East-West economiccooperation and its
patterns. Wc'll focus on rcccn t developmcnts in joint
cconomic and industrial cooperation. Students will share
an understanding of cconomic relations at the national
Icvcl and scc how nations with diffcrcnt cconomic and
political systems employ the principles of politics and
economics to their own domestic and international affairs.
Using comparative means, institutions and systems that
drive commerce and governance will be explored and
clxplaincd i~~cluding
rcccnt inst i tu tinnal changes in the
directing of forcign tradc in ccntrally-planncd economics.
Thcn, at thc global Icvel, the cffccts of GATT, EEC and
CMEA on East-West economic relations will be examined.
At the end of the course, we'll try to identify trends and
alternatives in the 1980s.
There will be a mid-tern test, a final exam (take home) and
a research paper.
Prerequisites: Economics 112 (Macro)
Time: I
Room: Foss Mini-Seminar
H Economic Research Methods: Theory and
Application
ECO 495-40008
Instructor: Ed Sabella
The primary objective of h i s course is to provide a rclativcl non-tcdmical cxposi tion of the more c~mrnonly
usc research tcchniqucs in business administration and
the social sciences. The basic assumptions of the classical
linear re ression model will be presented along with
methods or dealing with violations of those assumptions.
Time permitting, other research techniques such as discriminant analysis, factor analysis, principal components
and the Bayesian approach will be examined.
It is assumed that the student has a limited but basic
understanding of the techniques of statistical inference.
Results will be generally presented without proof, with
reliance placed on intuitive justification.
Grades will bebased on weekly assignmentsand on a final.
Prerequisites: Bus. Admin. 279 or equivalent course or
consent of instructor
Time: I1
Room: Science 213
d'
7
Education
International Education
EDS 3534054
Instructor: Rich Germundsen
Modem communication, ease of intercontinental travel,
and the proliferation of supernational corporate structures demand increased awareness of other nations' cultural infrastructures. This course presents anexamination
and comparison of selected Western and non-Western
educational systems as well as an investigationof possible
careers in international education. Special attention will
be directed toward Scandinavian, Central and South
American models. There will be lectures, discussions and
guest speakers. Student evaluation will be based on
quizzes, class participation, and an investigative project.
Prerequisites: Sophomore standing, or permission of
instructor; Orientation to Education; Principles of Sociology or a modern history course.
Time: I1
Room: Library 4
Media Technology
EDE 341-40015
Instructor: John Bowlis
Students will be involved with the psychological and
physical dimensions of communicationthrough the use of
instructional and informational technology.
Class members will be exposed to the selection, preparation, production and evaluation of effective audio-visual
materials for teachingbeaming situations. Computer
training will be included and each student will leave the
class with word processing skills.
Studentswill survey current softwarematerials foreducational and instructional settings.
This is a hands-on course intended for elementary and
secondary education majors. Grades will be based on
projects, papers and final exam. This is a one-half credit
course.
Prerequisites: Passing of PPST and admittance to Education program in process.
Time: I Tuesdays, Thursdays and alternate Fridays
Room: Foss 170
Discovery Learning in the World of
Kindergarten
EDE 375-40016
Instructors: Mary Endorf, Bruce Drewlow
This class prepares students for the unique experiences
and responsibilities of a kindergarten classroom.
This class will:
A. Stress kcy adul t/child relationships.
B. Stress curricuIum developmcn t and instructional
systems w I~iclzarc su pprtcd by current research and
practices in cducation settings.
C. Strcss kcy adult/child relationships.
D. Strcss process-"how to learn".
E. Sharc rcscarch-bascd findings about developmentally appropriate classroom organizational plans.
F. Rccagnize canlinui tics and discontinuities in development (characteristics of the kindergarten child).
G. Examine appropriate developmental instruction
practices.
H. Examine appropriate curriculum design and instructional programs meeting the needs of the kindergarten student.
I. Explore current methodologies in the instruction of
the kindergarten child.
J. Include guest speakers and field trips.
Objcctivcs of thc class: At the cornplction of this class thc
studcnt will bc ablc to identify:
c
1, Dcvelopmenbl ncods of t l ~ kindcrgartcn.
Discuss thc diffcrcnt approachcs to kindcrgartcn
2.
education and the theories bchind thcsc approachcs.
3. O r g a n i a~classroom cnvironmcnt to mce t khc Icaming needs of students.
4. Identify and create a curriculum plan for teaching
kindergarten that meets both the students' needs and
the teaching style of the teacher.
Grades will be based on projects, discussion and examination. This is a onehalf credit course.
Prerequisites: Passing of PPST and admittance to Education program in process.
Time: I Mondays, Wednesdays and alternate Fridays
Room: Library 4
Kindergarten-Elementa y Curriculum:
~ a n g u a g Arts
e
EDE 387-40014
Instructor: Vicki Olson
This course will involve an examination and pre aration of
materials and resources for language arts at the indergarten and elementary levels. It will be an on-site course
taughtinconjunctionwi th Dimvcty-Lcamingin theworld
of Kindergarten. TIICclass will mcct a t Willard Elementary
School and will involve classroom work with children.
This is a one-half credit course.
Prerequisites: EDE 255 or EDS 265
Time: I
Room: Library 4
E
Human Relations
EDS 388-40017
Instructor: Mildred Mueller
This class provides vnluahle insight intu tile valrres, cornmunicalinn icchniquus, cr~llural Inorcs and otlicr unique
cl~aractcristicsof major minority groups in Minnesota.
T h i s class is taiight from n pcrspcctivc of minority group
members with i r i l~ractionfrom class rncrnbcrs.
How do you blend and honor the diverse cultures in a
classroom setting? How might you gain more knowledge
of our global society?
Students will develop interpersonal relation skills applicable to teachine and other vrofessional vocations.
This is a one-hafi credit couise.
Prerequisites: Passing of PPST and admittance to Education program in process.
Time: I1 Tuesdays, Thursdays and alternate Fridays
Room: Old Main 21
Student Teaching
EDS 48140018; EDE 481-40022
EDS 482-40019; EDE 482-40023
EDS 483-40020; EDE 483-40024
EDS 484-40021; EDE 48440025
Instructors: Marie McNeff, Ann Fleener, Vicki Olson
Observing and directing Icarning under supervision of
college and secondary scl~oalpersonnel. This is a full day
experience in a school. Grading is P/N only.
Prerequisites: Acceptance in Education Program and
permission of instructor.
The Prose Poem: Creative Writing in the
Florida Keys
ENG 234-40031; 345-40033
Instructor: John Mitchell
The purpose of this course is to introduce students to
creative writing and to refine the creative writing of more
experienced students through attention to fidelity of imagery and integrityof simile,metaphor,rhythm, and sound.
The prose poem is a friendly, productive form to achieve
these goals because of its emphasis upon down-to-earth
personal observation and reportorial response to the natural and human environment, which, in this case, will be the
Florida Keys. Instruction in the history and techniques of
the prose poem will be accompanied by some attention to
the literary response of Ernest Hemingway and Wallace
Stevens to Key West. Some interdisciplinary experience
with Phil Thompson's course in drawing and watercolor
and Ralph Sulerud's course in marine biology, as a way of
facilitating "seeing." Grading will be based upon the
quality and progress in writing ten revised prose poems.
Students who take the course for upper division credit will
be required to do additional reading and to make oral
reports to the class based on this reading.
Further informationwill be found listed under THE FLORIDA KEYS at the beginning of the list of courses.
Prerequisites: Permission of instructor and, for upper
division credit, one college course in creative writing.
Time: I1
Room: Old Main 12
Re-visions: Contemporary Drama in
English (1975-present)
ENG 249-40026
Instructor: Douglas Green
Questions of ethnicity, class, language, gender, and sexuality pervade recent drama in English. These issues are
revitalizingboth contemporary drama and productions of
classic texts. We will examine how dramatic works of the
late 70s and the 80s, written in English, have been shaped
by and have addressed issues ranging from racial tension
and interactionto sexual preference,both here and abroad.
For comparative purposes, we will also view a few filmson
related topics and attend at least two productions in the
Twin Cities. There will be moderate fees for three local productions.
Students will keep a journal, write two in-class essays, and
one short paper. (Theremay also be occasional quizzes.) A
series of group projects, which include a long paper and
some performance, will conclude the course.
Distribution: English-Speech
Time: I1
Room: Old Main 27
Five College Fiction Writing Workshops
ENG 362-40027
Instructor: Julie Schumacher
Participants in this fiction workshop will need energy,
enthusiasm, a love of literature, and a dedication to their
own--and to other students'-work. Students will write
25 to 50 pages of fiction in addition to in-classexercises and
assignments. Although we'll study contemporary short
stories by established and lesser-known writers, most of
the class time will be spent on discussions of student
fiction. (Participants will be responsible for the cost of
duplicating their stories.) We'll work on establishing a
sense of place or setting, on developing interesting characters and a distinctive "voice," on composing dialogue, and
oncreatingeffectivestructures for our fiction. Conferences
with the instructor will be an integral part of the class.
Grades will be based on the originality, imagination and
beauty of the written work, and on critical and helpful
engagement in workshop discussions. Attendance is
mandatory.
Prerequisites: Some experience in fiction writing, one
writing course beyond the freshman level, and permission of Professor John Mitchell.
Time: I1
Room: Old Main 21
Erdich, Hassler: Two Contemporay Upper
Midwest Writers
ENG 364-40080
Instructor: Ron Palosaari
Louise Erdrich and Jon Hassler are talented ana wellknown writers from this area. We will read several works
by each, noticing each writer's strengths and weaknesses.
We will, to a degree, place their work in the context of
modem American literature.
Each student will write two papers, each on a different
author. One paper will be the basis of an oral report. The
course grade will be based on the papers, the oral presentation, short quizzes and class participation.
Students must have S tuggerford read before the first class.
Prerequisites: One college level American literahue
course or two other college literature classes.
Time: I
Room: Old Main 12
French
French Literature in Translation
FRE 243-40030
Instructor: Ruth Aaskov
What is there about French literature that merits the English translation of so much of it? What is its attraction, its
power, its human and artistic significance for the reader?
With these questions in mind, we will read, react to, and
analyse a variety of shorter French works available to us in
English.
We will explore masterpieces of earlier times like those of
Rabelais, Montaigne, Voltaire, Balzac, and Flaubert, as
well as significant 20th Century works. Reading and discussion of the common core works will be followed by
your personal study of a chosen short work to be shared
with the class via a short comparative paper. Mini-lectures
and study guides will help attentive reading of the works
and developing your communication and critical skills.
Evaluation will include your progress in group work and
discussion, your demonstrated understanding in reading,
writing assignments, quizzes, and independent study.
We hope to attend Bernstein's Candide as a class.
Prerequisites: Sophomore standing or permission of
instructor.
Distribution: Literature
Time: I
Room: Old Main 25
General Studies
Transitions: Women's Life Careers
GST:245-40009
Instructor: Diane Busico
Are you wondering how you cnn s u c c d in a "man's
world"? Puzzling out your options for rnarriagc, coswr,
and/or children? Troubled will) Iiow to practically and
emotionally juggle all of your divcrse roles? This seminar
is an exploration of the various pathways womenchoose in
balancing home and work life. A1though it promises no
concrete answers to compelling questions, it will arm you
with some useful information for making choices for the
present and plans for the future.
The mdctal, familial, and individual forces sl~apingthe
choices womcn makc conccming family and carccr arc
sbdicd via texts, journnl nrticlcs, films, and p s r Iccturcrs. Shldcn t pcrforrnancc is asxsscd through essays and
a rcsctlrch project.
Time: I
Room: Old Main 22
Health and Physical Education
M Recreational Rhythms and Activities
HPE 23240032
Instructor: Pam Schreurs
Theory and practice in teaching and pcrfnrming Amcrican
heritage and international folk daners. Exposure to New
Games concepts and activities. Thc majority of the coursc
grade is based on participation in classactivities,a teaching
assignment, and a written test. This is a one-half credit
course.
Time: I1 Mondays, Wednesdays and alternate Fridays
Room: Melby 202
W Sailing in the Virgin Islands
.IL
I
HPE 455-40034
Instructor: Joyce Pfaff
.Designed for thc beginning and in tcrmcdiatc sailor interestcc1 in the art and practice of sailboat:cruising. Thc course
will focuson taking tho participant to a compctenl levcl of
sailboat handling (anchoring,mooring, helming and crewing). The student will live aboard a 42-foot fixed-keel
sailboat with fiveor sixother peopleand will functionasan
active crew member.
Acbal on-ihc-watcr instruction will bc the rnnjnr part of
thccoursc. This will bc supplcmcnIcrl by scssions dcaling
with safcty,boa t handling, boa t systcns, provisioning, trip
planning, piloking and navigation. Sailing will includc
cntiscs la various islands and cays in tl~cBritish and
American Virgin Islands.
Snorkeling and windsurfing will be available on an optional basis.
+ I l
Evaluation will be based on individual demonstrated
competencies in crewing and leadership in the role of
"acting captain". A daily ships log will be kept by all
participants and a final written exam will be given. P/N
grading only.
The course will last Januar-4-22.The fee of $2300includes
round-trip transportation from Minneapolis, administrative fee, boat rental, snorkeling gear and two meals a day.
Final payment is due October 31.
Prerequisites: Permission of Marilyn Florian, Women's
Athletic Director
Distribution: Lifetime sports
History
Women in Refonn in Modem America
HIS 225-40042
Instructor: John Jenswold
"Reformer" was a role played early and frequently by
American women in public life in the 19th and 20th Centuries, individually and collectively. In this course, we will
investigate theevolutionof that roleand the way that it has
been exercised in the past 150 years. We will study the
interaction of women with reform movements in an effort
to discover how women influenced major reform efforts
and how, in turn, those movements reshaped the role of
women in an industrializing and urbanizing society.
Our investigation will include several books, primarily
biographies of such reformers as Elizabeth Cady Stanton,
Margaret Sanger and Jane Addams and studies of such
movements as suffrage, antislavery, educational reform,
political reform, women's rights, and peace activisni.
Discussions of these readings will be supplemented by
lectures on larger historical issues.
Grading will be based on short papers, two essay exams,
and class participation.
Distribution: History-Philosophy
Time: I1
Room: Old Main 13
H The Japanese-American Experience:
Relocation and Redress
HIS 240-40028; 340-40029
Instructor: Khin-KhinJensen
This course will focus on Japanese-Americanexperiences
in the U.S.A. Perspectives on immigration patterns, geographic settlements, literature and contributions to the
American economy and society will be explored. Special
attention will be given to the forced evacuation of the
Japanese Americans during World War 11, how and why
they were uprooted from their homes and businesses and
placed in so-called "American concentrationcamps", their
adjustments to life behind barbed wire and their attempts
to overcome this trauma. The recent Redress Bill in Congress, the constitutionalimplicationsof the order of evacuation and the role of the Supreme Court will be explored.
Content and Procedure: Lectures, class discussions, audio-visual~,student reports and student projects. There
will be a final exam. Upper Division students will also
write a paper and present an oral report in class. Lower
Division students will do a project and reports on audiovisuals and readings.
Fees: Students should budget about $15 for film rentals
and an ethnic meal in a restuarant in the Twin Cities.
Prerequisites: None for lower division; one college history course or instructor's permission for upper division
Time: I
Room: Old Main 13
History of Ancient Israel
HIS 363-40038
Instructor: Richard Nelson
The history of ancient Israel is the history of a peripheral
state. Yet, this minor state is central in the development of
western culture because of its unique religiousexperience.
This course will consider the poli tical, social, and economic
history of Israel within the context of the ancient world. We
will begin with a consideration of the cultures which
prefaced the rise of Israel, continue through Israel's classic
age (Patriarchs, Exodus, Conquest, Monarchy, Exile, Restoration) and conclude with the destruction of Jerusalem
by Titus in 70 A.D. and the formation of Christianity.
Classes will include both lecture and discussion. Grades
will be based on quality of discussion, two examinations,
and a term paper (8 to 10 pages). Traditional grading.
Prerequisite: A college level history course or permission of instructor.
Time: I
Room: Music 22
The capstone of t h e ~ ~ u ~ sFirst
b u rYear
~ Experience (FYE) Program is a
special Interim course designed for first year students. For the 1990
Interim there will be a single course with three sections, each taught by a
different faculty member. The course will provide full credit and will
satisfy the Fine Arts distribution requirement.
Art and Idea: Aesthetic Experience in
France, 1650-1900
INS 190-40035
Instructors: Julie Bolton, Marilee Klemp, Kristin
Anderson
How do we see? How do we listen? How do we respond
to theatre? What is the nature of art? How are ideas
conveyed in art forms? What do the visual arts, music, and
theatre have in common? How do they reflect the society
in which they were created? Is art timebound or timeless?
All art forms are linked to a particular time and place. We
see that the visual arts, music and theatre always reflect the
spiritual and intellectual climate of its time. Using examples of music, art and theatre created in France in the
years 1650-1900, the course will explore how to appreciate
and understand the various art forms, examine the relationships among the arts, and consider the expression of
enduring themes and ideas at different points in time.
Students will participate in the course through various
readings, including reading plays, studying scores and
listening to recordings, and reading primary source material connected to the art pieces considered. Using the
resources of the college and the city, students will also
attend a special performance of the Augsburg Faculty
Artist Series, visit art collections, including the Minneapolis Institute of Arts, attend music performances, including
the Minnesota Orchestra or the St. Paul Chamber Orchestra, and attend performances of Bernstein's Candide at the
Guthrie. Students will be expected to attend all required
performances and museum visits, write analyses of the
various art works or performances, and write a paper
integrating the different arts and time periods studied.
There will also be quizzes on material covered.
Costs for tickets to performances should not be more than
$15.
Prerequisite: Freshman status
Distribution: Fine Arts
Time: 11, The class will normally meet during Time 11,
but students will be expected to attend alimited number
of off-campus events (some evenings andlor weekends)
as a part of the class work.
Room: Music-Sateren
Interdisciplina
2
Appropriate Technology
II Economics, The nvironment and
INS 218-40043
Instructor: Tom Morgan
The objective of this course is to develop a clearer sense of
the critical importance the physical environment and our
natural resources play in the economic well-being in our
global economy. We will first briefly review historical
relationships between the physical environment, technological and economicdevelopment. We willconsider alternative (appropriate) technological applications being experimented with as potential solutions to environmental
problems. Course material will be presented through a
blend of reading, lecture, discussion and site visits. Course
grade will be based upon short papers and presentation of
research into specificenvironmental/technologicalissues.
Time: I1
Room: Science 319
An Introduction t o Islam
INS 225-40045
Instructor: Amin Kader
This course is designed by a practicing Muslim to present
his perception of Islam to non-Muslims. The course will
cover the ideological foundations of Islam, its basic concepts and tenents, Islamic law (Sharifah),Islamic economic
and political systems and Islamic patterns of life. There
will also be a consideration of the differences between the
Islamic sects (Sunnis, Shi'its, Sufis, etc.). There will also be
some effort to deal with the similarities and differences
between Islam and both Christianity and Judaism, and a
visit to one of the mosques in the Twin Cities.
A paper and at least one examination will be required.
Distribution: Minority-Urban Studies
Time: I1
Room: Murphy Place 1
Augsburg Goes To Business
INS 321-40055
Instructor: Tina Wagner
This seminar is an experiential opportunity for students
with any major who wish to learn more about work environments and choosing career paths. The goal of the seminar is to provide a better understanding of the diversity in
organizations, and the varied environments in which they
must operate. The objectives of the class are:
1. to develop a more clear understanding of how the
different functional areas of an organization operate
on a day-to-day basis, and how these areas are integrated into the overall operation of a firm.
2.
to develop and explore personal and career goals, and
how a "fit" is established between an individual and
an organization.
3. to examine the extent to which "textbook approaches"
correspond to "real world" situations and are able to
accommodate practical application.
Class time will be divided between on-campus lecture,
discussion and off-campus visits. Students will visit six
different types of organizations in the metropolitan area
including non-profit and corporate. Class discussions will
focuson assigned readings, interpretations of the results of
vocationally-oriented tests, and the issues relevant to the
selection of career paths.
Students will keep a journal of their experiences and observations. Grades will be determined on the basis of the
journal, a class presentation, and on a research paper, the
topic of which will be negotiated with the instructor.
Prerequisite: Sophomore status or above
Time: I1
Room: Murphy Place 3
H Finite Mathematics
MAT 121-40044
Instructor: Suzanne Doree
A study of the finite mathematics models involved in
elementary statistics: sets, counting techniques, probability, averages, deviations, and distributions. This course
should provide students with the mathematical tools sufficient to understand simple statistical and probabilistic
information. Class sessions will include lectures, discussion, and group activities. Homework, a midterm exam,
and final exam will be the primary basis for course grades.
Prerequisites: Math placement: Group I11
Time: I1
Room: Science 112
Math and its Applications: Succeed With
Math
MAT 132-40046
Instructor: Bev Stratton
Are you a math avoider? Do numbers and symbols scare
you? Do you wonder why a student majoring in humanities or social sciences needs to know some mathematics?
Would you like to improve your math skills, be more at
ease with math, and maybe even l e a n to like math (a
little)? If you answered yes to any of the above questions,
this course is for you.
The course will focus on problem solving, puzzles, modeling, and some of the applications of mathematics to such
areas as sociology, biology, and business. Students will
learn the relevance of mathematics to many occupations
and gain confidence in their abilitiesto work with numbers
and quantitative reasoning. Evaluation will be based on
short quizzes, a problem solving journal, and a project.
Prerequisite: Placement Group I11
Time: I1
Room: Science 212
Cognizers
MAT 235-40075
Instructor: Larry Copes
The major goal of this course is to gain insight into how
machinesand people think and learn by studyingattempts
to get computers to do the same. We shall study the
contributionsof a variety of disciplines, including artificial
intelligence, psychology, neuroscience, philosophy, linguistics, and anthropology. Demonstrations of "intelligent" computer programs will lead to discussions of how
closely their cognitive processes resemble those of humans. Evaluation will be on the basis of two half-session
examinations and a full-session final.
Prerequisites: one course of psychology, philosophy,
computer programming or anatomylphysiology.
Time: I1
Room: Science 112
Modern Geometry
MAT 351-40036
Instructor: Bev Durkee
A study of transformational geometry by synthetic and
coordinate methods, including complex variables, and an
introduction to hyperbolic non-Euclidean geometry. Emphasis will be on proof and methods of proof.
Class Sessions will include lectures, discussion, and problem solving activities. Assignments will provide the primary basis for course grades.
Prerequisites: MAT 122 or 125
Time: I
Room: Science 319
Music
Sounds and Sights of Europe
MUS 179-40047
I
Instructors: Robert Karlen and Roberta Metzler
The churches and cathedrals of London, Cologne, and
Munich inspired the building of places of worship in this
country; the orchestras of these cities represent some of the
oldest and finest of their kind; and have been long emulated by our ownensembles. Theoriginalscoresof Handel's
"Messiah" in London's British Museum, the home and
paintings of Rembrandt in Amsterdam, the awe-inspiring
Cologne cathedral, are only a few of the highlights of our
encounter with the sounds and sights of Europe. Theatre
and concert performances, a Gilbert and Sullivan operetta
in London, and visits to world-renowned museums and
architectural landmarks are planned. For those with a
special interest in music therapy, visits will be made to the
Nordoff-Robbins Centrein England and hospitalsresearching music and medicine in Herdecke and Ludenscheid,
West Germany. The comprehensive fee of $2,245 includes
travel to nine cities in three countries (England, Holland
and Germany), breakfast daily, five group dinners, and
several cultural performances.
Registration for this interim must be made before October
27at theInternationa1ProgramsOffice,2018 Eighth Street.
This course is offered on a P/N basis only.
Philosophy
The Ethics of Killing and Letting Die
PHI 146-40053
Instructor: David Apolloni
Is abortion wrong? Is killing a terminally-ill person murder? Are there some crimes for which capital punishment
is justified? Is there such a thing as a just war?
These questions and the various answers proposed arouse
deep emotions and often hostile confrontations among
many groups in our society. All too often, complex moral
issues get reduced down to simplistic slogans when these
groups campaign to maintain or change laws on these
issues.
This course will utilize readings on these complex and
burning moral issues as an introduction to ethics and
critical moral thinking. We will consider some philosophical theories on the nature of moral obligation and personhood to help us get past emotions and slogans to a much
deeper and informed understanding of the philosophical
problcms which lic behind thc controversies surrounding
aborlion, euthanasia, capital punishment, and war.
The course will combine lecture and class discussion on
some contemporary philosophical readings on killing.
Students' work will be evaluated on the basis of four (2 to
3) page papers (each on some aspect of one of the topics)
and class participation.
Time: I
Room: Old Main 11
Philosophy of Science
PHI 365-40037
Instructor: Ken Bailey
Sometimesitis said that welive in the Age of Science. What
does that mean? In what sense(s)might such a statement
be said to be true or false? On the other hand, some
astrologers say that we have just begun the Age of Aquarius, the Water Bearer, who is supposed to usher in an age
of peace and prosperity. Are these two notions in conflict?
Are they compatible? Is it really true that only science can
say something meaningful about Reality? Are there any
limits to scientific method? What does science have to say
about values? How do you recognize a pseudo-science?
These and other questions about scientificmethods, scientific knowledge, and applications of science to human life
will be examined. (Is your future written in the stars?)
Primarily a discussion course. Grades will be based upon
a mid-term and a final examination; course participation;
and a study project.
Prerequisites: Suggested Philosophy 130 (logic) and one
course in a natural science
Time: I1
Room: OM 11
Physics
II Introduction to Weather
r..lL
.?
- -.
I
-\-
I
I
PHY 106-40052
.-,
Instructor: Noel Petit
A study of the science of meteorology which will provide
a working knowledge of the principles of atmospheric
science. Attention will be given to four basic areas observing the weathcr changes and understanding thc world's
climate. Rclalccl topics to bc includcd arrr: hydrology
(study of the carth's water cyclc), pollution, cconomic
effects of the wcathcr, and wcatl~cr'simpact on world
e m n ts. This coursc is clcsigncd to be an elective or satisfy
t l ~ Mathematics-Physics
c
distribution requirement for the
liberal arts srudcnt.
The course will have two weeks of class lecture and laboratory followed by a two-week trip through the Southeast
United States visiting major weather facilities. The itinerary will include stops at Kansas City, Missouri; Oklahoma
City, Oklahoma; Vicksburg and Gulfport, Mississippi;
Tampa, Miami, Cocoa Beach, Daytona Beach and
Gainesville, Florida. At each site there will be a tour and
explanatory program for the functions of that facility.
Topics of the visits will be severe storms, control of the
water in the Mississippi River basin, automated weather
observation at sea, television station weather facilities,
hurricane tracking, weather satellites, and agricultural
weather. During the trip the student will maintain a
jnurnal of weather and site visi ts. Daily wca tlwr maps will
lw crcalcd using portablc wcai her sqlcllitc reception s y s
tcm carried on the trip. This trip will not only allow visits
of oprrational wcathcr facililics, but also will allow the
student to experience the full range of climates across the
U.S. from north to south. Daily quizzesand lectures will be
given during the travd. Gsadcs will bc bawd upon the
journal, two hourly examinations and an individual projcct completed during the trip. Thc cost will l
x approximately $700. Initial deposit due by October 27,
Prerequisites: High Scllool Algebra
Distribution: Mathematics-Physics
Time: I
Room: Science 28
4 High Vacuum Technology and Gas
Dynamics
PHY 325-40039
Instructor: Mark Engehretson
High vacuum tcchnolngy is crucial to many a]trcn t "high
tmlmologies," i~icludingadvanccsin expcrimcntalscicncc
in a11 ticlclq production of scrniconductors and superconductors, and manipulation of gascs and "sensitive" mat^
rials. Dcspitc this, gcncral awarcncss of high vacuum
technologics lags far bchind thcir rlcvclopment. This
courw wil I acquaint thc student wit 1.1 technologies currently crnploycd in producing and monitoring a high
vacuum environment, and with thc physical behavior of
gases and surfaces under vacuum conditions. Activities
will include both seminars and laboratory sessions, some
in conjunction with Chcmistry 325. Students will learn to
use high vacuum pumps and gauges, a modern mass
spectrometer, and PC-l~scdcnrnp~~ter
controllers and
compu ter-cornpa liblc sensors.
Grades will be based on laboratory work, two quizzes, and
a paper.
Prerequisites: Chemistry 351 and 353, or Physics 245
Time: I1
Room: Science 30
Spreadsheet Physics
PHY 151-40058
Instructor: Jeff Johnson
Spreadsheets (e.g., Lotus 1-2-3)have been used extensively
in business for years. However it is also possible to solve
physics problems without using high-powered mathematics. Spreadsheets allow the student who is not an expert in
mathematics to experience physics on a more intuitive
level. We will use Lotus 1-2-3 to solve problems in a wide
variety of physics areas including planetary motion and
projectile motion. Some of the problems investigated
might be in areas other than physics. Grading will bebased
on spreadsheet projects, homework and a final exam.
Prerequisites: Math Level I11
Time: I
Room: Science 30
Political Science
Social Justice in America
POL 140-40059
Instructor: Andy Aoki
Social justice is one of the burning issues of modem politics. For moral theorists, the nature of socialjustice is a continuing challenge; For practical politicians, it is a question
which can bc ignorcd but not avoidcd. From pmatal caw
for poor women to mcdical c a p for the elderly, most
important public policy debates involve questions of social
justice. To adequately consider these policy questions, one
must have some conception of social justice.
In this class, you will work to develop your ideas of social
justice, and to understand how they apply to public policies. The policies to be considered will vary depending on
student interest, but the range of possible issues is vast,
including such topics as student financial aid, jobs programs, school choice, aid to the poor, Social Security,
environmental protection, and military service.
The majority of class time will be spent in discussions.
Participation is essential. Reading will be fairly light, but
everyone is expected to actively engage in class activities
and discussions. No prior knowledge is needed, but an
interest in public issues is important. Requirements will
consist of short papers, class participation, and a brief final
exam.
Although the workload is moderate, the course is mentally
demanding. Rigorous thinking about social justice can be
troubling; some questions will be provocative and disturbing. Students should be willing to tackle difficult intellectual challenges; doing so will enable you to gain a better
understanding of some of the most difficult problems of
our time, and to make a greater contribution to efforts to
deal with those problems.
Distribution: Economics/Political Science
Time: I
Room: Old Main 16
Politics in Scandinavia
POL 250-40040
Instructor: Einar Vetvik
The course objective is to give a basic knowledge of the
political systemsand important current policy issuesin the
Scandinavian countries. The course will present an overview of the basic structure and main features of government, politics, policy issues, political behavior and leadership in the Scandinavian welfare-state model.
There will be one paper and one exam as assignments for
the course. The model of teaching will consist of lectures,
seminars and group discussions.
Distribution: Economics/Political Science
Time: I1
Room: Old Main 29
Difficult Judicial Choices: How the Courts
Reshape Political Institutions
POL 475-40041
Instructor: Phillip E Fishman
The course is designed for political scienceand socialwork
students and others who are concerned with institutional
operation and change/reform. Text and case-studies will
bemploycd to examine the role of the federal judiciary in:
prison reform, mental health and the right to treatment,
equal housing, school busing, police and immigration
policy in the '90s. Coutsc objcctivcs are to assist the studcnk 1) to understand the judicial processand how judges
makepolicy; 2) to learn how liability iscstabfishedand appropriate remedies are fashioned for rclicf; 3).to explore
thc dynamic conflict between the federal bench and political and administrativeinstitu tions. The instructoruseslecture and hypothetical cases as key tools of instruction.
There will be one exam and one mini-paper during the
brief course. In addition, students will be assigned on-site
field visits to a Minnesota penitentiary, a metropolitan
police station, a United States immigration court and a
mental health facility.
Prerequisites: Junior or senior standing
Time: Tuesday, January 26-9:30 p.m., and each Monday
and Wednesday thereafter
Room: Old Main 16
Political and Cultural Diversity in the
USSR and Eastern Europe
POL 459-40073
Instructors: Norma Noonan and William Wright
The course which begins in January and continues for 14
weeks into the spring semester is an overview of the
political, cultural and national forces which both divide
and unite the East European nations and the U.S.S.R. A
joint course of the Associated Colleges of the Twin Cities
and the University of Minnesota, this course will feature
weekly guest lecturers, weekly discussions, extensivereadings and a research paper. There may also be shorter
analytical essays and a final. This is a special course which
will be offered only once. As designed, it is impossible to
complete it within the four-week Interim period, so students able to take the course only for the January segment
should not enroll or ask for an exemption to finish the
course in January. No exemptions will be granted.
Students may also register for this course as a spring term
course and so take another interim course.
Prerequisites: One course in political science or history
dealing with the USSR or Eastern Europe; or permission
of instructor.
Time: Wednesdays 1:15-3:15 p.m. (January through
March)
Room: Science 315
Psychology
The Self
Symbols
as~ e v e a l e din Myths and
PSY 340-40061
Instructor: Norm Ferguson
This course will explore concepts of self from psychological, cultural, and theological perspectives. A variety of
myths and symbols will be examined with the intent of
gaining knowledge about how they function as representations of "the self."
The objective of the courstz is to gain a d e p m understanding of one's individual self and of how thc conccptualiza[ions of your w1f have t e n molded by a variety of social,
cultural, and historical influences. The content of the
courx willinclude topics such as: the impact of science on
myth; thc mythologics of romantic love, war, and peace;
the process of individuation; and metaphors of psyche
logical transformation.
Class time will be devoted mainly to the discussion of the
assigned readings. Students will bc expected to bE p w
pared for class by doing the readings and to be actively
involved in the class discussions. Students will be given
some of the responsibility for leading discussion. Evaluation will be based on: (1) class participation, (2) a course
journal, and (3) four or five short (600-800 word) papers.
Prerequisite: General Psychology
Time: I
Room: Old Main 21
Psychology of the Legal System
PSY 335-40056
Instnr ctar: Nancy Steblay
The US. Iegal system wilt be investigated from the p r spectivc of psychological theory, research and practice. A
specificfocus will beon the social psychologyof courtroom
procedures with considmation of such topics as jury sclectian, ~yclwitnessevaluation and jury decision making.
Class readingsand discussion will also cover such broader
areas as morality, justice, ethics and victimization. Guest
lccturcrswill include members of the legal and psychological cornrnunities.
Evaluation methods include tests and written work; students will also be responsible for contribution to classroom
discussion.
Prerequisites: A general psychology course
Time: I1
Room: Old Main 16
1 Idealism and the Adolescent
PSY 370-40074
Instructor: Duane Johnson
Inquiry into the nature and presence of idealism in the life
of the adolescent person. Theoretical bases for such idealism will be considered. Idealism directed toward other
persons and society will be the main focus.
Thiscourse will bcconductcd asa scminarwitha highlevel
of studmt contribution and pasticipation. Attendance at
each class %session i s wquired. Procedures wit1 include
dass discussion, frequent short papers, and frequent oral
rcprts. Studcnts will be requircrl to seek out and interview persons in the adolcsccnt level of development.
Typing or equivalent word processing will bc required.
Students are required to read The Moral Life of Children by
Robert Coles before the start of the interim. This book will
be available in the Augsburg Bookstoreby November 1st.
Content of the book will be discussed in the first few class
sessions and will provide a base for further learning in the
course. This course is offered only on P/N basis.
Time: I
Room: Old Main 23
Religion
Eastern Orthodoxy
REL 420-40062
Instructor: Lynne Lorenzen
Eastern Orthodoxy is the primary religion of Greece, Russia, and thc Bastcm Bloc countries. We will explore the
history, theology, liturgy and sacraments in the Orthodox
Tradition. Class will include Iccture, discussion, slide
pncsentation and an evcning liturgy. Requirements incIude one exam and two short papera Tl~rccpaperback
booksarerequir~d.Attendance at thest. GrcgoryofNyssa
liturgy an January 10 at 6:30 porn.and at the icon slide
presentation on January 17 are also required.
Prerequisites: Religion 111or 221
Distribution: Religion (Only one Interim course may be
used toward graduation requirements.)
Time: I1
Room: Old Main 25
The Lutheran Heritage
REL 345-40057
Instructor: Eugene Skibbe
The Lutheran Church is the largest Protestant church in
the world. We will not only examine the Lutheran
Church as it is at the present time, bu t also study its
origin in the 16th century and its dcveloprnent and
cultural influcncc during 450 years of history.
One short text will introduce us to the Evangelical Lutheran Church in America, formed in 1988; a second text
will give us an insight into the global organization and
broader social issues related to the Lutheran World Federation. A third book, writtcn by the President of the
College, will show us the roots of the Lutheran Church in
the Bible and the confessional writings; and a fourth text
will give us an over-view of the history of this church.
Lecture and class discussion will deal with explaining
these things, plus noting the Lutheran witness to the gospel of JcsusChrist in art, music, missions, philosophy, sociology,and theology. Therewill be three examsplussome
brief written assignments.
Students will be expected to be present the first day of class
and to purchase all required materials on that day in class
for about $25.00. Please bring your check book or cash.
Prerequisites: Religion 111 or 221
Distribution: Religion (Only one Interim course may be
used toward graduation religion requirements)
Time: I
Room: Old Main 18
f
The Other Side o Paradise:
Tourism, The Mi i t a y and
Cultural Confrontation in Hawaii
[q
"G'
REL 251-40063;349-40067
Instructors: John Benson and Duane Addison
We invite you to come to Hawaii with us for a special class.
Other January Interim courses go to Hawaii as well, but
this one will be distinctive.
Saying "Hawaii" can conjure up images of beaches, palm
trees, and winter tans. We will not ignore these aspects of
Hawaii, but we will also probebeneath the image projected
to most tourists. We will study how Hawaii
"works"-politically, economically, and culturally. Three
social problems in particular tourism, militarism, and cultural confrontation will provide the focus of this learning
experience from a Christian ethical point of view.
First we will look at some less attractive aspects of the
tourism industry. Who benefits and who loses? Representatives of Hawaii's diverse peoples and viewpoints will
offer insights into the ecological, economic, and political
consequences of marketing the islands as a tourist paradise.
Secondly we will learn to see the U.S. military presence on
the islands in a new way. Many Americans associate
Hawaii with the bombing of Pearl Harbor and World War
11. But the presence of the U.S. Pacificcommand continues
to have significant implications for both the people and
ecosystems of Hawaii.
Finally, culturn1 conflict and confrontation in Hawaii will
be studied. Many immigrant groups havc come to the
islands: Japnesc, chine.^, Filipinos, Tongans, Samoans,
Portuguese,mainland Americans, and others. The interaction of these groups with native Polynesians yields a high
degree of cultural diversity. We will learn about the
exploitation and racial tensions that exist, as well as ways
in which diversity is appreciated and celebrated.
The cost for the course is $1,995.00, and it can be taken for
religion or crosscultural credit. We will visit the islands of
Oahu, Hawaii, and Maui, traveling via buses, vans, and
planes. Our accommodations will vary, including a camp
in the mountains, another camp on the beach, and several
tourist-level hotels.
Grades will be based on degree of involvement, the quality of contribution to the discussions and a journal. Upper
division credit will require a special project which will involve a presentation to the group.
Distribution: Religion
Prerequisites: Permission of instructor; for upper division credit, one course in college level religion, East
Asian culture or introductory sociology or anthropology*
The Theology of Marriage
REL 343-40070
Instructors: Curt Paulson, Cathy Paulson
Marriage has been described in terms of a free fall, a
decision which we often make with a portion of our brain
and all of our heart. This course will take nothing from the
heart, whether you are married or not, but it will increase
your sureness and the possibility for meaning/intimacy in
your life with a significant other. Within the context of
Christian teachings, many theories, with particular attention given to the work of C. G. Jung, will be studied and
applied to the marital relationship and secondarily to the
family.
There will be lectures, discussion, and visiting resource
persons. Evaluation will be based on class participation,
and an examination. Two books will be required.
Prerequisites: REL 111or 221 or permission of instructor.
Distribution: Religion (Only one interim course may be
used to meet religion requirements.)
Time: I
Room: Old Main 10
C J q
t'b
West Afrzcan Religion and Culture ' I
i
REL 241-40072
I!
L
d
Instructor: Brad Holt
Off thebeaten track of American tourists, this journey will
focus on meeting African people, observing their religious
rituals, music and art, and pondering their history. We will
converse with urban and rural Africans of different faiths,
different levels of education, in different climates. After
visiting the collections of African art in London, we will
journey to Nigeria, an English-speaking nation, and the
most populous of all African states. There we will encounter the three basic religious traditions of Africa: African
Traditional Religions, Christianity, and Islam. Each will
bring intriguing surprises, as they reflect African culture in
ways different from what can be found in the U.S.A.
First we will visit Ibadan, largest traditional African city
and metropolis of the Yoruba people. We will explore the
contemporary forms of the ancient Yoruba tradition, observe the work of the babalawo or diviner, and the dramatic worship services of the Aladura Christian churches.
We will visit the universities of Ibadan and Ife to dialogue
with Nigerian professors and students.
At Benin, site of the ancient Kingdom discovered by the
Portuguese in the 1400s,we will observe the world famous
bronze sculptures in the Benin Art Museum. We will meet
different traditions among the Igbo people, whose culture
has been so dramaticallydescribed in the novels of Chinua
Achebe.
We will see the forces of change in the "Middle Belt" of
Nigeria, where in the villages the competition is sometimes
keen among the three religious traditions. We will stop to
swim and to view African animals in the Yankari Game
Reserve. Finally, we will visit the far north and the historic
city of Kano, former trading center for the trans-Sahara
trade routes, where camel trains can still sometimesbe discovered. The grand mosque and museum will help us
understand the Hausa and Fulani traditions of Islam in
Africa.
Through it all, we will live simply, encountering life in a
Third World country that is struggling to find appropriate
blendsof Africanand Western culture. We will travel light,
and experience the taste, the music, the art, and the worship of one of Africa's most energetic nations.
Evaluation: Each day participants will engage in structured dialogue and individual journal writing. Two short
tests will be given.
Required Readings: Lawson, Religions of Africa; Parrinder,
Religion in Africa; Kalu, The Nigerian Story.
The cost of $2,195 includes all air and ground transportation, accommodations and excursions, breakfast and one
dinner in London, breakfast and all dinners in Nigeria.
Registration must be made before October 27 at the International Programs Office, 2018 S 8th Street.
This course is offered om a P/Nbasis only.
Social Work
Exploring Human Semices
SWK 257-40060
Instructor: Mary Lou Williams
This course offers students the opportunity to explore
career aspects of the human services vocations, a valuable
tool in selecting a career goal and a college major. Knowledge is gained by working in a professional human service
organization or agency and talking with human service
professionals and others who participate in an organized
approach to respond to human needs. This course offers a
"hands on" experiential approach to learning.
Students will volunteer 20 hours per week under the
direction of an agency representative. In addition, students will attend a specific small group seminar for three
hours per week during which agency experiences will be
shared and readings discussed. Evaluation will be based
on performance in the agency, written subjective summary, brief journal summary, and final exam.
Time: I
Room: Murphy Square 1
Issues of Homelessness
SWK 339-40051
Instructor: Edwina Hertzberg
The intent of this course is:
1. To expand the student's knowledge of homelessness
in an historical context;
2. To expand the student's knowledge of the reality of
homelessness in the Twin Cities;
3. To expand the student's understanding of the causative factors which contribute to persons being homeless: economic, employment, personal; and
4. To explore possible resolutions of homelessness.
Readings, guest lectures, field visits to sites serving homeless people, participant observations and volunteer experience will be utilized to fulfill the above objectives. A
seminar format will be used in the classroom for discussion/exploration of the topic.
Field notes from participant observations, class participation and a research paper exploring one aspect of the topic
will form the basis of evaluation.
Fee: $30.00
Non-social work majors are particularly invited to enroll
in this course.
Prerequisites: SOC 111,121, SWK 257,361, or consent of
instructor
Time: I1
Room: Old Main 22
Field Work III
SWK 46640065 (full course)
SWK 466-40064 (112 course)
Instructor: Francine Chakolis
The objectives of the class are to use supervisory relationships to increase interpretive as well as social work performance competence; to promote gradual entry into direct social work practice; to increase competence in the
client contact phase of the problem-solving process; to increase student self-awareness in regard to professional
practice interests, areas of strength, and areas for personal/professional development; to promote competence
in the full process of problem solving, with special emphasis on analysis and resolution stages.
Course content will be continuation of Field Work I1 educationally focused field placement in a social service
agency. Students will spend 15 (or 30) hours per week in
field placement, plus one hour per week in faculty facilitated supportive seminar help on campus. Evaluations
will be made in writing by the Field Instructor using
previously developed contract and social work evaluation
forms.
Note: Course is offered for half (466-40064) (15 hours per
week) or full (46640065)(30 hours per week) credit. If for
full credit, half of the credit will be based on non-client
contact tasks.
Prerequisite: SWK 462 (Field Work 11)
Time: To be arranged
Sociology
IPrinciples of Sociology (with emphasis on
the Health Care System)
SOC 121-40071
Instructor: Barbara Johnson
Sociology is a unique way of understanding the world. As
an academic discipline and a profession, sociology provides insights into culture, roles, groups, interaction, inequality and social structure. It is an essential tool for
discovering the world and one's place in it.
The emphasis for illustrations and exercises will be directed to the health care system. Cross-cultural comparisons will be drawn. As such, the course will be useful for
future health care providers and related professionals and
for consumers as well.
This course covers the same concepts and meets the same
objectives as the regular term course. Therefore students
can expect daily written and/or reading assignments.
Three exams will be given.
Distribution: Psychology/Sociology
Time: I1
Room: Library 1
Racial and Minority Group Relations
SOC 265-40066
Instructor: Jeny Gerasimo
This course considers the dimensions of racial and minority group relations. Major attention is focused upon prejudice, racism, and the role of self-understanding. The
course format will include lectures, films, readings, and an
opportunity for off-campus participant observation.
Members of the class can expect evaluation to be based on
a combinationof classparticipation,a research project, and
a final examination. The course is offered only on a P/N
basis.
Distribution: Minority-Urban
Time: I
Room: Music 23
Spanish
Beginning Spanish
SPA 111-40048
Instructor: Mary Kingsley
Beginning Spanish I is the first half of the beginning sequence, the goal of which is to introducethe student to the
most basic vocabulary and grammar in order to prepare
him or her either to go on to additionalstudy of Spanish or
to use it at an elementary speaking-understanding level at
the end of the second course. The emphasis is on spoken
Spanish, but secondary goals are to develop reading and
writing skills as well. After interim, students will be
prepared to continue with Spanish 112 in the spring.
The approachused in class will be proficiency oriented and
grammar explanations will be given as needed to clarify
those in the text. Evaluation will include class participation, a test on each chapter and a written and an oral final
exam.
Distribution: Foreign Language
Time: I
Room: Old Main 29
Speech- Communication
Movement for the Theatre
SPC 226-40068
Instntctor: Martha Johnson
In this course students will explore principles and styles of
movement used in the art of acting. The goal will be to
increase the student's ability to communicate through
movement, by examining the principles of discipline, freedom, clarity, timing, concentration, and rhythm. Masks
and improvisationwillbe introduced as tools for corporeal
expression. All different aspects of movement will be
explored: body stance, facial expression, gesture, walking,
etc. Movement exercises will be built around short scenes,
poems, and speeches. Some principles of Oriental movement will also be introduced.
Studcnts will be given rcquired rcadings on thc principles
of movement. Thcy will be askcd to write one final paper
on course content and requircd rcadings. Attending plays
and class rnovcment presentations will also bcrcquired, as
wcll as two play reviews. Grading will k bas& an class
work, final papcr, and rnovcmcn t prcsen tations.
The class will be designed for thosc who desire to increase
their skiIls as actors, and also for those preparing for such
ficlds as teaching, law, thc minishy, ctc.
Time: JJ
Room: Tjornholm-Nelson Theatre
Documentary Video
SPC 347-40069
Instructor: Deborah Bart
Documentary Video is a video production course which
integrates lecture and criticism with hands-on experience
dealing with non-fiction subjects. Students will work as
production teams, gaining experience in field production
and cdi ting. The production teams will produce a thirty
minutcdocumcntary piece. Evaluation will bebasedupon
studcnt journals, critiques and a paper. This course requires additional lab time for editing. There will be a $20
lab fee.
Prerequisites: Broadcast Production I
Time: I
Room: Foss A-V Seminar
W W E
Augsburg is part of a consortium called UMAIE, Upper Midwest
Association for Intercultural Education, which offers overseas
learning expcricnces during the Interim. Further information
about the following courses can be obtained from Kathleen Lutfi at
International Programs Office, 2018 Eighth Street (330-1655)or
from the Interim Office. Registration for these Interims ends
October 27,1989. Thesecoursesare offered on a P/N basis only and
generally carry a lower division number.
AMERICAN WRITERS AND ARTISTS IN EUROPE
W ANTIQUITIES OF GREECE
W ART AND ART HISTORY: THE EUROPEAN EXPERIENCE
W
N
W
W
W
W
W
W
W
W
AUSTRIA, ITALY AND THE EASTERN CAPITALS: THE
HAPSBURG HERITAGE
BIOLOGY AND NATURAL HISTORY OF THE HAWAIIAN
ISLANDS
THE BRITISH THEATRE
CONTEMPORARY SOCIAL ISSUES IN THE USSR
ECOLOGICAL SAFARI IN EAST AFRICA
EUROPE AND THE DAWN OF CAPITALISM
THE EUROPEAN ROOTS OF MODERN SCIENCE
FRANCE AND THE FRENCH
THE FRENCH-AFRICAN CONNECTION: PARIS AND
DAKAR
GERMAN LANGUAGE AND CULTURE: MUNICH,
SALZBURG AND VIENNA
INTERNATIONAL BUSINESS AND CULTURE IN A
EUROPEAN ENVIRONMENT
JAPAN: A WALK THROUGH TIME
LAW INLONDON
MALAYSIA: THE CROSSROADS OF ASIA
MEXICO'S FUTURE: PROSPECTS FOR DEMOCRACY
AND DEVELOPMENT
PEACE STUDIES: THE COLD WAR VS COMMON SECURITY IN EUROPE
THE SOVIET UNION AND EASTERN EUROPE IN THE
GORBACHEV ERA
VOLARE! ITALIAN LANGUAGE AND CULTURE IN
ITALY
WEST AFRICAN RELIGION AND CULTURE
Other Courses
These courses are offered by institutions or groups not connected
with Augsburg College but have been approved for credit by the
college. Most carry a tuitioncost plus other expenseswhich are the
responsibility of the student. They are offered only on a P/N basis.
Fuller descriptions and details for registering are available in the
Interim Office.
Outward Bound
HPE 212-40078
Check for information in the Interim Office for material on
dog sledding and snowshoeing on the Minnesota-Canadian bordcr or for whi te water canoeing and desert campingon the RioGrandein theDecernkr 27 through January
27 period. There is a cost of approximately $1,275 (the
Outward Bound organiwtionhas sclmescholarshipsavaitablc).
Washington D.C. Interims
Leaders on Leadership: The National
Agenda
P O L 398-40076
Law and Society: An Examination of
Issues and Principles
P O L 398-40077
These interims begin January 1and contlnue unti1 January
20. Information on either of the above programs, housing
and financial assistance is available from Dr. MiIda
Hedblom in Memorial 117A.
Augsburg Lifetime Sports
The following activities are available to students during
Interim and students may register for these classes as
well as for a regular course. This activity does not carry
official credit, but does meet the lifetime sports requirement for graduation. Students may participate in this
class without registering for the course, but will be
expected to pay any fees whether or not the student
registers for the course.
American Karate
HPE 002-40081
Instructor: Mike Teitelbaum
The form, basic techniques and practical usage
of American Karate, taught by a certified Third
Degree MKA Black Belt instructor. Fee of
$25.00.
Distribution: Lifetime Sports
Time: 1200-1:00 MWF
Room: Melby
Racquetball
HPE 002-40082
Instructor: Brian Ammann
Distribution: Lifetime Sports
Time: I Tuesdays, Thursdays and alternate Fridays
Room: Melby
Badminton
HPE 00240083
Instructor: Brian Ammann
Distribution: Lifetime Sports
Time: I Mondays, Wednesdays and alternate Fridays
Room: Melby
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CALENDAR. . . . . . . . . . . . . . . . . . . . . . .6
ABOUT
THISCATALOGUE
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INTERIM
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VISITING STUDENTS
..... ..... .......
i46
LIFETIME SPORTS
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UMA... Show more
INTRODUCTION
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OPTIONS ...................... 4
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CALENDAR. . . . . . . . . . . . . . . . . . . . . . .6
ABOUT
THISCATALOGUE
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INTERIM
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VISITING STUDENTS
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LIFETIME SPORTS
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UMAl E COURSES. . . . . . . . . . . . . . . .48
ALSOON . . . . . . . .17.29.32.40. 44
OTHER
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Interim is an integral part of the school year at Augsburg
College. The College follows a 4-1-4 calendar, with Fall
and Spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is particularly intended to be a time for both students and faculty to employ styles of teaching and learning and to
investigate questions and topics in places and ways not
possible during the regular term.
Since one Interim course equals a full-time load, students should plan to spend the same amount of time in
class and preparing for class as they would for a fourcourse load during Fall or Spring semesters. Students
can register for only one course credit during Interim.
There is no tuition refund for a student who chooses
not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0
to 0.0 scale. Students generally have the option to register on a Pass/No Credit basis. A few Interim courses
are graded only on the P/N system; this is indicated in
the course description.
Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers
listed and students must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments
and a more rigorous grading standard. Some courses,
especially courses with travel requirements, have additional fees associated with them. These fees, although
intended to be accurate, may change and students
should check with the instructor to verify the final
costs.
To graduate, a student under the 34-course Liberal Arts
Perspective requirements is required to complete two
Interim courses, but three Interim courses may count
toward graduation.
INTRODUCTION
For any student entering after January 1993, a maximum of two Interim course credits may be counted
toward the 33 total course credits required for graduation. The number of required Interim courses is adjusted for transfer students. Transfer students should refer
to their transfer credit evaluation form, or consult the
Registrar. Additional Interim credits which can count
toward the 33 course credits required may be taken by
students who repeat a course for credit in which a
grade below 2.0 was earned, or who need to make up
for a regular term in which they failed or withdrew
from a course.
Additional Interim courses not counted toward the 33
course credits required may be used to fulfill other
degree requirements. That is, no more than two Interim
course credits may be taken for credit toward 33, but
additional Interim courses may be used to fulfill major,
minor or general education requirements.
Day School students (3.0 credits or more for Fall) can
take a total of 1.0 course credits. They may take two
half credit classes. They may also take a lifetime sport
(zero credit). The lifetime sport is at no additional
charge if they are full-time (Fall term). If less than fulltime they will be charged.
Weekend students can take 1.0 course credits in Interim
as a cross registration, but will be charged Day School
tuition ($1,350.00) per course credit. If they do so they
may take only 1.0 additional course credits in Weekend
College for Winter Trimester.
It is the policy ofAugsburg College not to discriminate on the basis of race,
creed, national or ethnic origin, age, marital status, sex or handicap as
required by Title IX ofthe 1972 Educational Amendments or Section 504 of
the Rehabilitation Act of1973, as amended, in its admissions policies, educational programs, activities and employment practices.
International Interim - Students are invited to be part
of one of the 24 international Interim courses offered by
the Upper Midwest Association for International
Education (UMAIE). These course opportunities are
listed near the end of this catalog.
Internships deadline - Friday, December 8. January
Interim internships must be planned in advance.
Students electing an internship must meet departmental
requirements and present a signed internship learning
agreement plan to the Internship Office (Murphy Place,
Rm. 8) no later than the last day of Fall classes (Friday,
December 8). The Learning Agreement forms are available in the same office. Internships during Interim
must involve full-time work placements for approximately four weeks. Assistance for planning your
internship is available in the Internship and
Cooperative Education Office.
Independent or Directed Study - Students may elect a
program of independent study (upper division 499) or
directed study (lower division 299) for Interim. Faculty
members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or
directed study must:
1.Meet departmental requirements.
2. Present to the Registrar a copy of the proposed
study plan approved by the supervising faculty
member and the directed/independent study registration form. These forms must be submitted by
December 1. Appropriate study proposal and registration forms can be obtained in the Interim Office.
1 NTRODUCTION
Interims at Other Schools -Augsburg students may
enroll at any other 4-1-4 institution which offers a reciprocal Interim arrangement. Catalogs of these Interim
programs can be consulted in the Interim Office. The
Interim Secretary will help students in applying for registration at other schools. Registration for Interims at
the other ACTC colleges will be at Augsburg during the
regular registration period. Most courses taught during
the Interim at other 4-1-4 schools are accepted for credit
by Augsburg, but may not necessarily be accepted as
meeting Augsburg's general education requirements.
This qualification particularly affects religion courses .
Augsburg College welcomes students from other 4-1-4
schools for the January Interim without tuition charges
provided the student's home institution agrees not to
charge tuition to Augsburg students for the January
term. The waiver of tuition does not include special
fees, housing or board costs. Other students will be
charged $1,350 for the Interim course. Students interested in registering for an Augsburg Interim should
write to the Interim Director for application forms or
use the forms provided by the interim office at their
own school. There is an application processing fee of
$10. Students are welcome to stay on campus but are
not required to do so. Requests for Interim housing
should be made to the Interim Office.
It should be noted that neither ACTC exchange students nor visiting students may register for 199,299, or
499 courses.
Nov 13 to Dec 5
........................Interim Registration
Jan 3 ............................................First Day of Interim
Time I-9:00 a.m. (first day only)
Time 11-1:00 p.m.
Jan 4
.......................................Last Day to register or
Cancel/Add a class
Jan 12...................................... Last Day to Determine
Grading System with Registrar
Jan 12................Last Day to Withdraw from Courses
Jan 26 ...................................................... Interim Ends
Jan 30 .................................... Spring Semester Begins
Feb 2 ......................Interim Grades Due to Registrar
The time, number and length of meetings as well as the
beginning time will be arranged on the first day of
class. The daily schedule for Interim is divided into
two blocks of time:
Time I: 8:00 a.m. to noon (on the first day Time I
classes will begin at 9:00 a.m.)
Time 11: 1:00 p.m. - 5:00 p.m.
Note: Martin Luther King Day will be observed at
Augsburg with a special convocation on Monday, January
15, at 1:00 p.m. Check with your instructor for class scheduling on this day.
The catalog lists courses by departments in alphabetical
order. At the end of the book are listings of other courses
not offered by Augsburg but recognized by the College
for Interim credit. Additional descriptions and information about these courses are available in the Interim
Office, Memorial 230. Students may also register for one
of the lifetime sports listed at the end of the catalog.
Interim Office (Memorial 230)
Interim Secretary, Kay Thomsen, 330-1025
Interim Director, Dr. Earl Alton, 330-1025
ACC 424-A
Instructor: Stuart Stoller
Auditing through an interdisciplinary approach. Using
techniques discussed in Accounting, Finance,
Management, Marketing & MIS, we examine a business' internal control systems and operating efficiency.
By stepping away from the traditional textbook
approach we incorporate creativity and discussion.
Major topics include: business valuation techniques,
Just in Time Philosophy, efficiency improvement techniques, disaster recovery planning and report writing.
Prerequisites: ACC 221 & 222, BUS 242, 252, 331, ECO 113, MIS 175 & 379
Maximum Enrollment: 20
Time: I1
Room: Foss Center 43
ART 247-A
Instructor: Lynn Bollman
This course is designed for students with an interest in
drawing the human figure. In addition to drawing
from nude models, students will pursue a general study
of human anatomy (as it relates to art), and will become
more knowledgeable about the use of the nude as a
subject in art. Students will use various drawing
media, will study a variety of drawing approaches, and
will apply general design concepts to their figure drawings.
A fee of $35 will need to be paid to the instructor on the
first day of class.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Time: I
Room: Old Main 17
ART 360-A
Instructor: Philip Thompson
Design concepts using descriptive and experimental
techniques in transparent watercolor.
Requirements include a minimum of 20 watercolor projects plus an active and developing sketch book.
Evaluation will be based on quality of work, progress
over time, and participation.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 18
Time: I
Room: Old Main 4
610 145-A
Instructor: Esther McLaughlin
We will use a few historically, economically, and medically important plants to study some of the ways in
which humans and plants interact, biologically and otherwise. Plants are not only at the bottom of our food
chain but also play a part in non-food aspects of our
lives, either directly (e.g. medicines, fibers, dyes, etc.) or
indirectly (e.g. food crises have influenced human
migrations). We will study the uses, biology, natural
history, and classificationof several important plants.
Evaluation will be based on three or four 40-minute
exams, several quizzes, and an oral presentation.
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 20
Time: I1
Room: Science 205
910 140-A
910 340-A
Instructors: William Capman and Dale Pederson
The Florida Keys provide an excellent site for study of
natural history and ecology of marine, coastal and subtropical communities. This class will spend about 2 1/2
weeks in Florida based at the Newfound Harbor Marine
Institute located on Big Pine Key. The Institute offers
laboratory facilities, ocean-going research platforms,
housing and a dining hall. Field trips to coral reefs
(Looe Key National Park), tide pools, turtle grass flats,
mangrove islands and upland hammocks will be led by
professional naturalists from the Institute. Organisms
and communities will be studied on site and in the laboratory. Research projects will be initiated shortly after
arrival at the station in order to provide opportunity to
gather data over a period of several days. Visits to
Pennicamp State Park, Key West and the Everglades will
be included.
Evaluation will be based on:
BIO 140: (1)Field and laboratory records, (2) Personal
journal, (3) Quizzes at the Marine Institute, 4) Final exam.
Prerequisites for 810 140: Any one of the following courses or their equivalents .
BIO 101, 102, 103, 113, 114, or by permlsslon 01 lnslruclor.
BIO 340: (1)Field and laboratory records, (2) Personal
journal, (3) Quizzes at the Marine Institute, (4) Written
report of the research project, (5) Final exam.
Prerequisites for BIO 340: BIO 351 (Invertebrate Zoology) or BIO 481 (Ecology), or by
permlsslon 01 inslruclor.
Estimated cost of the course: $1500 plus air fare
(includes all ground transportation, housing, and meals
while at the Institute). Contact instructors for details.
Prerequisites: See above
Maximum Enrollment: 12
Time: I1
Room: Science 225
BUS 295-A
Instructor: John C. Cerrito
The object of this class is to provide students who are
not majoring in business with entrepreneurial skills for
starting and running a small business.
The student will be exposed to various asp~*cts small
business management and will he r ~ r l u i ~ . rlod ptnrparea
business plan for a "model" business. Thtl s turjcnt will
be evaluated on the basis of the "model" plan, on tests,
and performance on small business case studies.
Maximum Enrollment: 10
Time: I1
Room: Murphy Place 101
BUS 495-A
Instructor: Thomas Morgan
Can organizations learn? If so, how and what should
organizations learn? How can we as members of organizations help 'teach' them what they need to learn?
Searching for answers to these and other questions will
be the central focus of this Special Topics course.
Participants will dcvclop and rvfinc "systcms thinking"
skills and learn hclw lo apply tliem lo tqca1slrategic situations. Alteri~ativcyc~.spcctivcson thc 1iat111-e
and function of organizations in theory and in practice will be
explored through reading, seminar discussions and
field trips to local organizations. Working in collaborative teams, participants will develop a 'hands on' project based on actual organizations. Evaluation will be
based on two short critical essays and a group project
presentation.
Prerequisites: BUS 242 & ECO 113, or permission of instructor
Graduation Skill: Critical Thinking
Maximum Enrollment: 20
Time: /I
Room: Foss 21
CHEMISTRYFOR CHANGINGTIMES
CHM 100-A
Instructor: Arlin Gyberg
This course is developed in the perspective of a person
living in a modern, high technology society such as the
United States. It assumes that before one can evaluate a
moral or societal issue of a scientific nature one at the
least must be able to understand the science involved.
Anything less is an impression rather than an informed
decision. As we develop scientific concepts we will at
the same time relate them to an abundance of current
issues. We live in a world of pesticides, fertilizers, plastics, birth control, food abundance and food shortage,
food additives and processing and synthesis, organically and non-organically grown food, chemical dependency, licit and illicit drugs, the energy crisis and the
debates about sources of energy, the greenhouse effect
and nuclear waste storage, pollution, genetic engineering, and much more. Many of these problems are
chemical in nature. Thus, in learning about chemistry,
via lecture and in-class discussion, we can be helped to
understand ourselves, our society, our world, and even
some of the universe. The grade for the course is based
on a percentage of the total score for total points on the
daily quizzes.
Prerequisite: Math Placement 2
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 30
Time: I
Room: Science 315
1 NTRODUCT~ONTOCOMPUTINGAND
COMMUNICATIONS
CSC 160-A
Instructor: Larry Ragland
Use of the computer as an information accessing tool
through e-mail, Internet, newsgroups, and remote
access to the library; an introduction to computer science topics in hardware, software, and theory. Grading
is based on homework and exams.
Prerequisite: Math Placement Group 3
Maximum Enrollment: 15
Time: I1
Room: Foss Center 20
CSC 272-A
Instructor: Charles Sheaffer
Study of UNIX operating system and the C programming language. It is assumed that the student has a
knowledge of programming methods and has done
programming in some other language.
Prerequisite: CSC 170 or programming in some other language
Maximum Enrollment: 20
Time: I1
Room: Library 20
ECO 110-A
Instructor: Ed Sabella
Study of economic implications of the many problems
facing a metro-urban environment. Fundamental
microeconomic tools introduced to facilitate discussion
of various topics, e.g. health issues, discrimination, education, etc. Course does not apply toward an
Economics, Business Administration or MIS major.
Does not apply towards an economics minor.
Three objective examinations.
Liberal Arts Perspective: City or Social World 1 or 2
Maximum Enrollment: 20
Time: 11
Room: Old Main 29
EGO 113-A
Instructor: Satya Gupta
An introduction to microeconomics, the theory of the
household, firm, market structures, and income distribution. Application of elementary economic theory to
market policy. May be taken independently of 110 or
112. Weekly tests.
Prerequisite: Math Placement Level 2
Liberal Arts Perspective: Social World 1 or 2
Maximum Enrollment: 15
Time: I
Room: Music 22
DISCOVERY
LEARNING IN THE
WORLD
OF KINDERGARTEN
(0.5
CREDIT)
EDE 375-A
Instructor: Gretchen lrvine
The student will demonstrate knowledge of a developmental kindergarten philosophy through the study and
utilization of a variety of techniques and resources for
teaching kindergarten. Field work in a kindergarten
classroom will occur during class meetings. Authentic
assessment techniques will be utilized in class for student evaluation. This is a one-half credit course.
*Note: This course can be taken along with Human
Relations, EDU 388-A.
Prerequisite: PPST
Maximum Enrollment: 25
Time: I1
Room: Library 1
EDS 495-A
Instructor: Mary Ann Bayless
Why are some things easy for a person to learn while
others seem harder? Why does the same task seem easier at one moment and more difficult just a few hours
later? Why do some children struggle with seemingly
simple assignments but then suddenly master them?
Why do more people suffer with learning disabilities
and weak short term memory than ever before? Each of
us wants to be an efficient and happy learner, but most
often, no one has shown us how to be our own life-long
learning coaches. In the last decade, work in neurophysiology has given us a whole new set of insights
about how the various parts of the brain actually work
to produce learning and high level functioning.
Educational kinesiologists have taken these insights and
produced simple but effective ways to increase the
learning comfort of each individual.
This course will provide both the theory for each participant to understand her/his own unique learning needs
and the practice for becoming an efficient and joyful
learner. We will study learning development,
braidmind function, and the nature of learning blocks.
We will discuss the misuse of brain dominance theory
and learn routines for overcoming learning blocks and
integrating hemisphere functions. There will be two
tests and two demonstrations required of each student,
and upper division students will have to do two
reviews of relevant research. The course uses two
paperback texts. Very useful for prospective teachers
and parents.
Maximum Enrollment: 20
Time: I
Room: Science 112
EDU 353-A
Instructor: Rich Germundsen
This seminar-style course presents an examination and
comparison of selected Western and non-Western educational systems with special attention on Scandinavian
and Central American models. The course also draws
attention to our personal responsibilities to educate ourselves to be able to understand and participate in the
emerging global society. There will be lectures, discussions, presentations by students, and guest speakers.
Student evaluation will be based on class presentations
and investigative projects.
Liberal Arts Perspective: Social World 2
Maximum Enrollment: 15
Time: I
Room: Library 17
EDU 388-A
Instructor: Joseph Erickson
This course is the study of prejudice, discrimination,
and oppression as it affects persons of color, the handicapped, limited English speakers, and females. Topics
include racism, sexism, homophobia, and economic
issues. Emphasis is placed on preparing potential (or
practicing) teachers for classrooms which will include
minority students, different religious backgrounds, the
less abled and students at risk. Students will be expected to summarize readings, view appropriate films, and
complete a project. This course satisfies the Minnesota
Human Relations requirement for teachers and social
workers. This is a one-half credit course. It is offered
only on a P/N basis.
*Note: This course can be taken along with Discovery
Learning in the World of Kindergarten, EDE 375-A.
Prerequisite: None- Open to all
Maximum Enrollment: 25
Time: I
Room: Library 1
PRACTICUMAND SEMINAR
SPECIAL EDUCATION
IN
EDU 491-A
Instructor: Susan O'Connor
A supervised field placement in a school focusing on
how children with disabilities are included into the
classroom, plus on-campus seminar.
Students planning to take this course should consult
with the Special Education Coordinator about a placement prior to registering for the course.
Students must complete designated hours of field-work
as well as written and reading assignments.
Prerequisite: Completion of courses for special education mino< or consent of instructos
Maximum Enrollment: 9
Time: I1
Room: Libraty 17
THEATRE
IN AND AROUND
LONDON
(UMAI E COURSE)
ENG 269-A
Instructors: Ron Palosaari/Douglas Green
A
A study of live theatre in London. Students see at least
ten performances and visit museums, galleries, historical sites, and other attractions of London and surrounding areas including Stratford and Oxford. Evaluation
will be based on attendance at required plays, participation in discussions, three short papers, and a short final
exam. Fee: $2,595 includes travel, accommodations,
breakfast daily, ten theatre performances, and four
group dinners.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 30
ARCHAEOLOGY,
MYTHOLOGY,
AND THIEVERY:
EXCAVATING THE MEMORY
OF THE MUSE
ENG 362-A
Instructor: Cass Dalglish
The ACTC writing workshop is an advanced-level creative writing course, open to three students from each
of the five ACTC colleges and held this year at
Augsburg College. This year's course is designed to
encourage student writers to use memories of the past
as they create their own new work. Writers will dig for
details of the past in urban ruins of old neighborhoods,
sifting through social history found in button jars and
stacks of 78 RPM records in antique stores; they will
harvest myth from diverse cultures; collect stories from
elders living in Minneapolis today; and investigate
cemeteries, churches, and even an occasional museum.
Student writers must have successfully completed at
least one creative writing course and must have the recommendation of a creative writing instructor at their
home campus, but they may choose to work in poetry,
fiction, literary nonfiction or to cross over among the
three during this interim workshop. Meeting times will
include: (1)expeditions into the city in search of the
past; (2) group sessions to talk about the old stories
gathered; (3) group sessions to discuss new work created during the Interim and to sort through layers of past
deposited in the new work: (4) individual conferences
and/or small workshop sessions.
Prerequisite: At least one creative writing course and written recommendation of ACTC
home campus creative writing instructor:
Maximum Enrollment: 3 students from each ACTC college
Time: I1
Room: Science 319
ENG 482-A
Instructor: Joan Griffin
Paradise Lost has been called "the story of all things."
Above all the poem is about relationships: Between
women and men; humans and the environment;
Christianity and pagan tradition; justice and mercy; service and servitude; rebellion and freedom, to name a
few. Although this course will survey Milton's major
works, it will emphasize his greatest poem. Evaluation:
papers, microthemes and class presentations.
Prerequisite: ENG 245
Maximum Enrollment: 20
Time: I
Room: Old Main 18
FRE 111-A
Instructor: Pary Pezechkian-Weinberg
This course is for students with no previous background in French. It aims to develop basic skills in
understanding, speaking, reading, and writing as tools
for communication in French. Through conversations,
classroom practice and readings, this course focuses on
the use of language in everyday contexts and works
toward the discovery of a French culture and way of
life. Five meetings per week. Evaluation will be based
on class participation, daily assignments, quizzes and
exams.
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 20
Time: I1
Room: Old Main 25
Ire
sues
a rA
IPC
ues,
This course will be useful to students who are interested in impacting their campus environment as well as
those who desire learning practical skills such as negotiation, group facilitation, and program development.
Opportunities exist for students who successfully complete this course to work as Peer Helpers with The
Center for Counseling and Health Promotion.
Maximum Enrollment: 20
Time: I
Room: Melby 202
prac
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partic
ire gi
HPE 390-A
Instructor: Patty Murphy
Principles: methods of instruction applied to health
education grades K-12. Emphasis upon teaching/learning strategies and student assessment. Evaluation and
development of materials included. This is a one-half
credit course.
Maximum Enrollment: 20
Time: I
Room: Melby 121 - (MWF)
HPE 410-A
Instructor: Patty Murphy
Historical background, legal basis, school health services and relationships to community health programs
and resources. This is a one-half credit course.
Maximum Enrollment: 20
Time: I
Room: Melby 121 - (TTH)
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HPE 455-A
Instructor: Joyce Pfaff
Designed for the beginning and intermediate sailor
interested in the art and practice of sailboat cruising.
The course will take the participant to a competent level
of sailboat handling (anchoring, mooring, helming, and
crewing). The student will live aboard a 43 to 46 foot
fixed keel sailboat with 5 to 6 other people and will
function as an active crew member. Actual on-thewater instruction will be the major part of the course.
Sailing will include cruises to the various islands and
cays in the British and American Virgin Islands.
Snorkeling and windsurfing will be available on an
optional basis. Some classes will be held in December
prior to leaving for the Virgin Islands in January. No
smoking is allowed.
The course cost is $2,800, which includes airfare, for
Augsburg day students and qualifying 4-1-4 students.
Others will have to pay regular Interim tuition to
receive academic credit. P/N ONLY.
Applications may be picked up from the office of Joyce
Pfaff, Melby Hall, Augsburg College. They must be
turned in with deposit and appropriate signature before
final acceptance is given.
Prerequisite: Permission from Joyce Pfaff of the Health and Physical Education
Department (612) 330-1247; basic swimming skills
Graduation Level Skill: Lifetime Spoh also one course credit upper division
Maximum Enrollment: 8 (a waiting list will be kept after the original eight spots are filled)
HPE 475-A
Instructor: A1 Kloppen
Emphasis placed on preventing injuries. Treatment of
common athletic injuries. Practical experience in taping
and training room procedures. This is a one-half credit
course.
Maximum Enrollment: 16
Time: I
Room: Melby 119 (MNand alternate Fridays1/22, 1124- 9 meetings)
1/3, 1/5, 1/8, 1/10, 1/15, 1/17, 1/19,
HPE 481-A
Instructor: A1 Kloppen
This course will focus on developing a philosophy
toward sports officiating. Students will acquire a
knowledge of: Federation Rules (high school), mechanics of two person officiating, and procedures and steps
of beginning an officiating career. Students will apply
knowledge in practical game type experiences. There
will be a written evaluation and quizzes on rules and
mechanics of officiating basketball. This is a one-half
credit course.
Maximum Enrollment: 20
Time: I1
Room: Melby 119 (TTh and alternate Fridays1/23, 1/25)
114. 115. 1/9, 1/11, 1/16, 1/18, 1/19,
HIS 162-A
HIS 462-A
Instructor: Don Gustafson
This interim experience is designed to look at the area
of South Asia (primarily India) that is home to one-fifth
of the people of our world. We'll use novels, films,
some standard historical writings and current South
Asia periodicals to consider the impacts that colonialism, nationalism and various phases of modernization
have had on this old, honored and traditional culture.
We'll read the marriage ads and talk about social structure, consider the spot at Ayodhya which has prompted
Hindus to massacre Muslims, think on the Christ-likeness of a Gandhi and perhaps have time to note one or
two of the contemporary religious phenomena.
Looking at South Asians helps us to see ourselves in a
fuller perspective.
The course will include the usual pedagogical devices
of lectures, discussions, some short reaction papers and
tests (including a final).
Students enrolling for upper division credit will be
expected to have had at least one prior college history
class, will complete a paper or project beyond the regular assignments, and will be tested apart from lower
division students.
Maximum Enrollment: 25
Time: I
Room: Murphy Place 100
HIS 440-A
Instructor: Staff
This course is intended for History majors and others
who have an interest in upper division history. Please
see Richard Nelson, Department Chair, for actual topic
and other particulars.
Prerequisite: One college level history course.
Maximum Enrollment: 30
Time: I
Room: Science 205
HON 213-A
Instructors: Jeanne Boeh & Jacqueline deVries
Does history influence economic theory? Or does economic theory shape history? This course will explore
the history of western economic thought and how these
writings affected the development of various economic
systems. The course begins with the rise of mercantilism in the 16th century. Topics will include the industrial take-off and the creation of a waged labor force in
the 18th century, the rise of laissez-faire economic principles and "free-trade" imperialism in the 19th century,
and the subsequent challenges of communism and the
rise of the welfare state in the 20th century. We will
read substantial portions of the classic economic
thinkers, including Adam Smith, Thomas Malthus,
David Hume, Jeremy Bentham, David Ricardo, Sidney
and Beatrice Webb, Karl Marx, Max Weber, Alfred
Marshall, Thorstein Veblen, John Maynard Keynes,
William Beveridge and Milton Friedman. The course
will also address the long-standing issues of child labor,
poverty, and women's role in the workforce.
Students will be evaluated using class participation, discussion, and writing assignments including a short term
paper and a take-home final.
Liberal Arts Perspective: Social World 1 or 2
Maximum Enrollment: 30
Time: I
Room: Science 213
SCIENCE AND RELIGION:
COMPLEXITYAND CREATIVITY
HON 401-A
Instructors: Larry Crockett and Bruce Reichenbach
We will explore the historical background of the contemporary debate regarding how religion relates to science, and then attend to contemporary developments,
especially in chaos and complexity theory, as they relate
to the doctrine of divine creativity and philosophical
naturalism. The goal will be to involve students in constructing for themselves a model for interpreting relations between the two areas. In addition to taking two
tests, students will be required to make a class presentation, conduct the discussion, and to write a significant
research paper.
Prerequisite: Participant in Honors prooram
Maximum Enrollment: 35
Time: I
Room: Foss Center 20
INS 120-A
Instructor: Ann Fleener
Students will participate in a series of seminars following the Paideia seminar format as developed by
Mortimer Adler and Paideia Associates. Students will
read selected readings which will then be discussed in
Paideia seminars. Students will also view selected
films for seminar discussions; develop and/or hone
habits of mature, intellectual talk; observe seminars
conducted in a St. Paul Public School; evaluate their
own behaviors during seminars and will lead seminars.
Maximum Enrollment: 20
Time: I
Room: Science 319
INS 225-A
Instructor: Amin Kader
This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The
course will cover the ideological foundations of Islam,
its basic concepts and tenets, Islamic law (Shari'ah),
Islamic economic and political systems, and Islamic
patterns of life. There will also be a consideration of
the differences between the Islamic sects (Sunnis,
Shi'its, Sufis, etc.). There will also be some effort to
deal with the similarities and differences between Islam
and both Christianity and Judaism, and a visit to one of
the mosques in the Twin Cities.
Evaluation - two tests and a paper.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 30
Time: I
Room: Science 212
+-
ECUADOR:GALAPAGOS,
RAINFOREST
HIGHLANDS
A JOURNEY IN
HOLISTIC
HEALTH
6( ECOLOGY
AND
-
(UMAI E COURSE)
INS 3 15-A
Instructors: Blanca-Rosa Egas and Victoria Littlefield
With a focus on the recognition that humans must live in
harmony with the ecology that surrounds them, this
course will include a week-long cruise to the Galapagos
Islands and several visits to the capital city of Quito.
Both of these places have been declared Patrimonio de la
Humanidad (Heritage Areas of Humankind) by the
United Nations. We will also visit Vilcabamba, one of
three sanctuaries of longevity in the world. Our journey
then takes us to the Amazon rainforest, where we
explore the tropical ecosystem and see how this distinctive habitat has influenced the culture of the people who
live there.
Evaluation: Students are evaluated on two written
reports on interactions with Ecuadorians and critical
analysis related to course content, a reflection essay
paper, attendance, and group participation.
The comprehensive fee of $4,095 includes all air and surface travel, hotel accommodations in Quito and
Vilcabamba, breakfast daily, one lunch, three dinners,
Galapagos Islands yacht cruise (all meals included), rain
forest stay (all meals included), and touring as indicated.
For more information contact Blanca-Rosa Egas at 3301713, or Vicki Littlefield at 330-1155.
Prerequisite: Basic Spanish
Maximum Enrollment: 30
MAT 173-A
Instructor: Rebekah Valdivia
Learn how to determine the monthly payments on a
house or car. Find out how much you need to save
now to be a millionaire when you retire. Learn how
annuities, perpetuities, and life insurance work, and
more. Evaluation will be based on class participation, a
portfolio of five realistic problems that have been
worked out and explained, and a midterm and final
examination.
Prerequisite: Math placement group 3 or higher
Graduation Level Skill: Quantitative Reasoning
Maximum Enrollment: 25
Time: I1
Room: Science 212
MAT 251-A
Instructor: Larry Copes
This course is a study of Book 1 of Euclid's Elements,
which is sometimes cited as the most-frequently published book ever other than the Bible. Book 1 of the
Elements ends with the Pythagorean Theorem,
Proposition 47. We'll first work backward from that
theorem, considering propositions Euclid cites in proving it (46,41, and 4), and then the propositions he cites
in proving those propositions, and so on, gaining familiarity with about 30 major propositions but especially
34,4, and 3, the ones most used. We'll consider other
logically-sound ways of arranging these propositions
and think about the aesthetic reasons Euclid made his
arrangement. After getting to Proposition 1, we'll consider the common notions, definitions, and postulates,
learn about how attempts to prove Euclid's fifth postulate led to non-Euclidean geometry in the nineteenth
century, and see more logically rigorous geometric
axiom systems of the twentieth century. Then we'll
read the book forward, seeing how the other propositions fit in and seeing how they lend insight into
Euclid's aesthetic choices.
Prerequisite: MAT 145,AUGMENT (Calculus I)
Liberal Arts Perspective: Western Heritage
Maximum Enrollment: 20
Time: I
Room: Science 213
MAT 481-A
Instructor: Steve Zheng
"During World War 11, British military leaders asked
scientists and engineers to analyze several military
problems: the deployment of radar and the management of convoy, bombing, antisubmarine, and mining
operations. The application of mathematics and the scientific method to military operations was called operations research. Today, the term Operations Research (or
often, management science) means a scientific approach
to decision making, which seeks to determine how best
to design and operate system, usually under conditions
requiring the allocation of scarce resources." - Wayne
L. Winston
The main objectives of this course are the discussion of
several mathematical models used in operations
research (OR) and the use of mathematics and the existing computer packages (such as LINDO) in solving
real-life problems in OR. Students in applied mathematics, economics, business and any management-related area are encouraged to take this course. The evaluation is based on homework assignments, two tests and
one final project.
Prerequisite: MAT 245,Calculus 111 and Linear Algebra, or equivalent, or consent of
instructors
Maximum Enrollment: 25
Time: I1
Room: Science 1I2
MUS 179-A
Instructor: Robert Karlen/Roberta Metzler
Much of American history and culture is derived from
that of European cities such as Munich, Prague, Vienna,
and Budapest. This course provides an opportunity to
visit some of the great Central and Eastern European
cultural centers that provided the impetus for development of cultural life in the New World.
Group discussions and assigned readings increase student sensitivity to architecture and other visual art seen
in the museums. Students listen critically to concerts of
musical masterpieces heard at each site. Relationships
between the various art mediums come to life through
these experiences. There is also ample time for independent exploration.
Evaluation is based on full participation in all courserelated group activities, a daily professional journal,
art/music critique sheets, and exams over material covered.
Fee: $2,995 includes all air and surface travel, hotel
accommodations, continental breakfast daily, four
group meals, and tickets to five cultural performances.
Registration for this interim must be made before
November 10 at the International Programs Office, 620
22nd Avenue South, Minneapolis, MN 55454. Phone:
330-1655. Offered on a P/N basis only. A meeting will
be held at St. Thomas on Saturday, November 18. For
more information you may call Roberta Metzler at 3301273.
Liberal Arfs Perspective: Aesthetics
Maximum Enrollment: 30
MUS 204-A
Instructor: 0. Nicholas Raths
An introduction to the fundamentals of music and
musicology as they occur within the context of Rock's
inception (1950s) and maturation (1960s) periods. This
course will examine the historical background, musical
content, and methods of selected artists and their work.
Evaluation will be based on class participation, a comprehensive term paper, exam, and a group performance
project. For non-music majors.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 30
Time: I1
Room: Music 3
TOPIC:HISTORY
OF CARIBBEAN
MUSIC
STUDIED IN MIAMI
AND JAMAICA
MUS 295-A
Instructor: Robert Stacke
Miami and Jamaica are considered the center of
Caribbean music where composition, recording, and
world distribution takes place. This course will explore
the world of Caribbean music through visits to recording studios, clubs where Caribbean music is performed,
and neighborhoods that brought about this music. Also
studied in depth will be social issues that have influenced music such as Reggae. Cities to be visited are
Miami; and in Jamaica, Montego Bay, Negrel, and
Kingston. This course will be done in conjunction with
the Center for Global Education.
Cost is $2,795 from Minneapolis/St. Paul, which
includes all travel, accommodations, meals and tuition
for Augsburg day students and qualifying 4-1-4 students.
Evaluation: Two tests will be given on readings and
lectures. Grading: 20% of the final grade will be based
on participation in discussions, 4O0/0 on the two tests,
and 40% on final project.
Maximum Enrollment: 20
MUS 394-A
Instructor: Sonja Thompson
Opera Workshop is a course designed to give singeractors an opportunity to perform staged scenes from
various music-theater genres, with piano accompaniment. It expands upon existing opportunities for
singers (i.e., choir, chamber music, recitals) by including
dramatic training, and addresses the unique combination of singing plus acting. It is also suitable for theater
students who are interested in increasing their musical
skills, and for student pianists who wish to gain experience working with singers and/or the music-theater
genre. Students will be auditioned by the instructor,
then assigned to appropriate ensembles from opera,
musical theater, operetta and new music-theater.
Sources will include as wide a variety as possible in
terms of musical style, ensemble size, genres. The
course will culminate with a public performance in
Sateren Auditorium at the end of Interim. Students will
be evaluated in areas of attendance, effort, participation, and attitude.
Activities will include both group and one-on-one
instruction in the following areas: Body/voice warmups; lecture/class discussion on topics of interest (i.e.,
vocal technique, acting technique, stage fright, auditions, etc.;) rehearsals and individual coachings; visit to
rehearsal of local opera company, if possible; mock
auditions; staged and costumed performance of scenes
studied.
Prerequisite: Audition by Instructor
Graduation Level Skill: Speaking
Maximum Enrollment: 30
Time: /I
Room: Sateren Auditorium
NOR 11I-A
Instructor: Frankie Shackelford
This course is for students with no previous background in Norwegian. It aims to develop basic skills in
speaking, listening, reading, and writing as tools for
communication and for understanding Norwegian culture. Classroom practice focuses on both presentation
of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based
on participation, daily assignments, quizzes, and a final
exam.
Liberal Arts Perspective: lnlercultural Awareness 2
Maximum Enrollment: 25
Time: I
Room: Old Main 2 5
PHI 231-A
Instructor David Apolloni
We shall examine the historical and intellectual background of Socrates and what our sources allow us to
say about his person and teachings. We shall clarify
and critically examine Socrates' key teachings: that
virtue is a form of knowledge and that all virtues are
somehow one; that evil is ignorance; whether or not
virtue can be taught; that it is impossible for a wrongdoer to be happy; that being a citizen requires obedience to the state's laws, even if this means accepting
one's own death. There will be take-home written
assignments and weekly quizzes.
Liberal Ads Perspeclive: Weslern Herilage
Maximum Enrollmenl: 20
Time: I
Room: Music 2 3
TOPIC: MEISTER
ECKHART:
MYSTIC
AND PHILOSOPHER
PHI 295-A
lnstructor: Mark Fuehrer
An in-depth study of the mystical and philosophical
writings of the medieval mystic, Meister Eckhart. We
will carefully define mysticism and categorize its different types. Eckhart's mystical writings will be studied
and an attempt to relate his doctrine to his philosophical views on God, the soul, and the world. Students
will keep a journal and present papers on selections
from Eckhart's writings.
Prerequisite: One course in philosophy or permission of professor, ENG 11 1
Graduation Level Skill: Writing
Maximum Enrollment: 20
Time: I
Room: Old Main 22
POL 295-A
lnstructor: Mary Ellen Lundsten
Middle East conflicts and negotiation processes have
remained in the news for decades. To understand the
issues and political factors operating in the area we will
examine Palestinian-Israeli relations within a regional
framework, reviewing how conflict escalated from communal tensions to regional and international war.
Lectures and readings will highlight historical developments and describe how secret bilateral negotiations
and formal international agreements have been
achieved. Students will consider future prospects for
regional peace, emphasizing Israeli relations with Syria
and Lebanon, militant Islamic groups in the region and
tensions in the Persian Gulf.
Readings from texts and recent articles as well as films
from Middle Eastern film-makers will form the basis for
class discussions. This course fulfills the speaking component of the graduation skills requirement. Students
will present two short discussions and one 15-minute
oral critique.
Prerequisite: One course in political science or international relations
Graduation Level Skill: Speaking
Maximum Enrollment: 20
Time: I1
Room: Science 319
TOPICS:THETRANSFORMATION
OF
POLITICALSYSTEMS IN CENTRALAND
EASTERN EUROPE
POL 495-A
Instructor: J. Agnieszka Rybczynska
The course will consider developments in Eastern and
East Central Europe since the Fall of the Berlin Wall in
1989. Its focus is on the transformation of political systems in the Czech and Slovak Republics, Hungary and
Poland, with some attention to other countries in
Eastern Europe.
The course will discuss the theoretical aspects of system
transformation and the causes and consequences of the
events of the 1989 revolutions in East Central Europe.
Special attention will be paid to democratization, constitutional processes, institution building, and the
development of civil society after the break-up of communism. These developments will be treated in historical, geopolitical, and ethno-cultural context.
The course will include lecture and discussion.
Requirements: a short discussion paper, class participation, and a 10-15 page research paper.
Maximum Enrollment: 30
Time: I1
Room: % t h m ~ W ?
mus/.c 2 4
PSY 105-A
Instructor: Grace Dyrud
An introduction to the methods and approaches used
in psychology for the purpose of understanding behavior. Applications of psychological concepts to everyday
situations are emphasized.
Evaluation: Tests and reports.
Liberal Arts Perspective: Human Identity
Maximum Enrollment: 25
Time: I1
Room: Music 23
PSY 340-A
Instructor: Norm Ferguson
This course will explore concepts of self from psychological, cultural, and theological perspectives. A variety
of myths and symbols will be examined to gain knowledge about how they function as representations of the
"self ."
The objective of the course is to gain a deeper understanding of one's self and of how conceptualizations of
"self" are molded by a variety of social, cultural, and
historical influences. The content of the course will
include topics such as: the impact of science on myth;
the mythologies of romantic love, war, and peace; the
process of individuation; and metaphors of psychological transformation.
Class time will be devoted mainly to the discussion of
assigned readings. Students will be expected to be prepared for class by doing the readings and to be actively
involved in the class discussions. Students will be
given some of the responsibility for leading discus-
sions. Evaluation will be based on class participation
and four or five short (600-900 word) papers.
Prerequisite: PSY 102 or 105
Maximum Enrollment: 16
Time: I
Room: Foss Center 43
PSY 370-A
Instructor: Duane Johnson
Inquiry into the nature and presence of idealism in the
life of the adolescent person. Theoretical bases for such
idealism will be considered. Idealism directed toward
other persons and society will be the main focus.
This course will be conducted as a seminar with a high
level of student contribution and participation.
Attendance at each class session is required.
Procedures will include class discussion, frequent short
papers, and frequent oral reports. Typewriting or
equivalent word processing will be required.
Students are requested to read at least three articles by
Robert Coles before the start of the interim.
"Adolescents and Moral Development" by Coles is scheduled for publication and will likely be a text for the
course. Library reference work will be a part of the
course process.
Offered only on P/N basis.
Prerequisite: PSY 102 or PSY 105
Maximum Enrollment: 15
Time: I
Room: Old Main 29
MYSTICS,
MONKS,
AND MENTORS:
EXPLORING CHRISTIANSPIRITUALITIES
I N IRELAND
AND BRITAIN
(UMAI E COURSE)
REL 230-A
Instructor: Brad Holt
Explore ancient and recent spiritualities, especially Celtic and monastic types, along with Julian of Norwich,
John Wesley, C.S. Lewis and Evelyn Underhill.
Course requirements include attendance, participation
in class discussions (including leadership of one discussion), daily meditation, five brief quizzes, a journal, and
a concluding essay.
Fee: $2,795 includes all air and surface travel, hotel and
monastic accommodations, breakfast daily, one lunch,
twelve dinners, 7-day Travelcard for London, and touring as indicated.
For more information contact Kathy Lutfi at 330-1655.
Liberal Arts Perspective: Christian Faith 2 or 3
REL 343-A
Instructor: Cathy Paulsen
Marriage has been described in terms of a free fall, a
decision that we often make with a portion of our brain
and all of our heart. This course will take nothing from
the heart, whether you are married or not. It will, however, increase your certainty and the possibility for
meaning and intimacy in your life with a partner. In
the context of Christian teachings, many theories will be
studied, with particular attention given to the work of
C.G. Jung, and will be applied to the marital relationship primarily, and to the family secondarily.
There will be lectures, discussions, and visiting resource
persons. Evaluation will be based on class participation, one paper, and two tests.
Prerequisite: REL 11 1 or REL 221 or permission of instructor
Maximum Enrollment: 25
Time: I
Room: Music 24
'Note: This course does not meet a Christian Faith Perspective
REL 345-A
Instructor: Mark Tranvik
The Lutheran Church is the largest Protestant church in
the world. We will not only examine the Lutheran
Church as it is at the present time, but also study its origin in the 16th century, its development over 450 years,
and its cultural influence. Representative figures to be
studied include Luther, Bach, and Bonhoeffer. There
will be lectures, discussions and visiting resource persons. Requirements include class participation and
exams.
Prerequisite: Religion 111 or 221
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I1
Room: Science 213
~ S S U E S IN
SCIENCE
AND
RELIGION
REL 374-A
Instructors: John Benson and Mark Engebretson
For some in our society science is the driving engine of
a better, more secure life and the basis for a philosophy
of life. For others, science and its associated technologies, along with its invitation to become a global world
view, constitute a grave threat. Some Christians particularly feel threatened by science. This course will
address these matters in two ways. First, it will begin
with a historical overview of the relations between sci-
ence and the Christian faith, emphasizing three periods:
the origins of the Christian faith, the development of
"modern" science and mechanistic philosophy, and the
re-evaluation of science and nature in the 20th century.
Second, it will study systematically the world views of
science and religion to see how they compare.
Class time will be divided among a variety of activities
including lectures, whole class discussions, small group
tutorials, and an extended simulation exercise in developing a space colony, drawing from the ideas developed in the course. Course evaluation will be based on
two short exams, participation in small group tutorials
based on assigned readings, a group project presentation, and a major synthesis paper based on the group
project and course materials.
Prerequisite: One Christian Faith course and junior or senior standing
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 60
Time: I1
Room: Old Main 18
PROCESS
THEOLOGY
AND CHRISTIAN FAITH
REL 385-A
Instructor: Lynne Lorenzen
This course introduces students to the relational world
view of process philosophy and examines how it has
influenced Christian faith and ethical deliberations.
Special attention will be given to the writings of John B.
Cobb, Jr., as a representative of process theology.
Classes will include videos, small groups, and some
lecture to introduce topics. Ethical issues addressed in
the class include killing, abortion, human sexuality and
euthanasia. Grades will be based on the paper (10-15
pages), the presentation of the paper to the class and
class participation.
Prerequisite: REL 11 1 or REL 221
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I1
Room: Music 22
S WK 257-A
Instructor: Mary Lou Williams
Experiential learning occurs as students volunteer 80
hours in a service agency or institution which students
select. The placement must be approved by course faculty and supervised by agency staff. In the context of
this volunteer experience students have opportunity to
interact with human service professionals, clients, and
communities of diverse culture/ethnic heritage and
special concerns (age, socio-economic status, lifestyles,
developmental/physical abilities, gender, etc.). The
course is designed to help students learn about themselves in relation to a possible major or future career in
the human services.
The three-hour weekly seminar is devoted to discussions which assist students in integrating agency experiences and readings which explore the historical development of social welfare as an institution and the
nature and value system of social work as a profession.
Students will also examine and critique the manner in
which social, economic, and political structures impact
diverse groups in society. Students will focus on their
own responsibilities in society, as well as examine their
personal value system in relation to special concerns,
such as poverty and the "isms".
Liberal Arts Perspective: The Cify
Maximum Enrollment: 30
Time: I
Room: Murphy Place 1 11
ECUADOR: GALAPAGOS,
RAINFOREST
HIGHLANDS
- A JOURNEY IN
HOLISTIC
HEALTH
AND ECOLOGY
AND
(UMAI E COURSE)
SWK 315-A
Instructors: Blanca-Rosa Egas and Victoria Littlefield
With a focus on the recognition that humans must live
in harmony with the ecology that surrounds them, this
course will include a week-long cruise to the Galapagos
Islands and several visits to the capital city of Quito.
Both of these places have been declared Patrimonio de
la Humanidad (Heritage Areas of Humankind) by the
United Nations. We will also visit Vilcabamba, one of
three sanctuaries of longevity in the world. Our journey then takes us to the Amazon rainforest, where we
explore the tropical ecosystem and see how this distinctive habitat has influenced the culture of the people
who live there.
Evaluation: Students are evaluated on two written
reports on interactions with Ecuadorians and critical
analysis related to course content, a reflection essay
paper, attendance, and group participation.
The comprehensive fee of $4,095 includes all air and
surface travel, hotel accommodations in Quito and
Vilcabamba, breakfast daily, one lunch, three dinners,
Galapagos Islands yacht cruise (all meals included),
rain forest stay (all meals included), and touring as,
indicated.
For more information contact Blanca-Rosa Egas at 3301713, or Vicki Littlefield at 330-1155.
Prerequisite: Basic Spanish
Maximum Enrollment: 30
S WK 466-A (full course)
S WK 466-B (0.5 course)
Instructor: Glenda Rooney
This is a continuation of Field Work 11; a total of 60 or
120 hours (0.5 course option during Interim).
Responsible supervised professional social work experience including work with individuals, families, groups
and communities in a social service agency. Supportive
weekly seminar. Students enrolled will be evaluated by
a series of mini-papers in which they are expected to
integrate the field experience with the course content;
the site supervisor for the field experience. Tentative
grading is 50 percent for each component of the course.
Prerequisite: Candidacy status
Maximum Enrollment: 30
Time: I
Room: Murphy Place 101
HUMANCOMMUNITIES AND THE MODERN
METROPOLIS
SOC 21 1-A
Instructor: Gordon Nelson
This course will examine the extent to which the experience of community is possible in the context of the metropolitan situation. The course will focus on the Twin
Cities Metropolitan Area. Each member of the class
will be responsible for a class presentation which must
reflect on-site observation in a particular locale within
the metropolitan area. In addition, class participation
and a final examination will be the basis for evaluating
performance in the course.
Liberal A ~ t sPerspective: The City
Maximum Enrollment: 25
Time: I
Room: Foss 21
SPC 347-A
Instructor: Deborah Bart
A video production course which integrates lecture and
criticism with hands-on video experience. This course
addresses non-fiction subject areas. Students will view
several documentary films in class and will work in
groups to produce short documentaries of their own.
Additional time will be required for editing. Grading
will be based upon the video project, the journal, the
final exam and class attendance.
Maximum Enrollment: 15
Time: I
Room: Foss 175
The following activities are available to students during
interim and students may register for these classes as
well as for a regular course. These activities do not
carry course credit, but do meet the lifetime sports
requirement for graduation.
HPE 002-K
Instructor: Wayne Niles
This class is designed to instruct students in the basic
techniques for self defense, using the hands and feet.
Based on and taught by experienced instructors in the
art of American style Tae Kwon Do. Fee of $60.
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: Unlimited
Time: 12:OO-2:00 p.m. Mondays. Wednesdays, and Fridays
Room: Melby Gym
HPE 002-G
Instructor: A1 Kloppen
Practice and playing of golf. Grading: P/N only
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: 16
Time: 12:OO - 1:00 p.m., M,TW;Th, F
Room: West side of Air Structure
HPE 002-F
Instructor: Marilyn Florian
Practice and playing of Ultimate Frisbee. Grading: P / N
only
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: 20
Time: 12:OO. - 1:00 p.m., M, 7;W;Th, F
Room: East side of Air Structure
UMAI E
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, which
offers overseas learning experiences during the Interim.
Additional information about the following courses can
be obtained from Kathleen Lutfi at the International
Programs Office, 620 22nd Avenue S. (330-1655) or from
the Interim Office (330-1025). Registration for these
Interims ends October 20,1995. These courses are
offered on a PIN basis only and generally carry a
lower division number.
Ancient Italy: City, Town, and Country Life
Art, Architecture, and Arias: The History of
Central Europe
Art Treasures of Paris, Florence, Rome
and Amsterdam
British Isles: Museums, Monuments and
Prehistoric Sites
Communism to Capitalism: People, Places, and
Geography in the Baltic States
Costa Rica: Environment and Economics
Ecuador: Galapagos, Rainforest, and Highlands
A Journey in Holistic Health and Ecology
England: Literary Ventures by Train
The English School and Family
Europe and the Rise of Modern Science
The European Economic Union:
Boundaries and Impact
Greek Odyssey: Art and Architecture of
Anci ent Greece
Hawaii: Multicultural Communication in
Organizational Settings
UMAIE
-
Hawaii2 Religious Experience: Migrants,
Multiculturalism, and Religion
Irish Culture, Irish Drama
Japan: Land of the Rising Sun
Law in London
Meeting People Needs: The Swedish Model
Mystics, Monks, and Mentors: Exploring Christian
Spiritualities in Ireland and Britain
Paris and London: Sculpture in Cities and Environs
Readings of the Bible
Sounds and Sights of Europe
Theatre In and Around London
These courses are offered by institutions or groups not
connected with Augsburg College, but have been
approved for credit by the College. Most carry a
tuition cost plus other expenses which are the responsibility of the student. They are offered only on a P/N
basis. Full descriptions and details for registering are
available in the Interim Office.
OUTWARD
BOUND
HPE 212-A
Check for information in the Interim Office on dog
sledding and snowshoeing on the ~ i n n e s o t a - ~ a n a d i a n
border or for white-water canoeing and desert camping
on the Rio Grande in the December 27 through January
26 period. There is a cost of approximately $1,275 (the
Outward Bound organization has some scholarships
available).
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Introduction
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5
About This Catalog
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Introduction
Calendar
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2
4
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5
About This Catalog
Options ...........................................................................
5
Visiting Students ..................................-......................
6
Interim Courses .............................................................. 7
UMAlE Courses .............................................................
47
Other Courses .............................................................. 49
Augsburg Lifetime Sports
,. ....,.,, ..
.".i,.iiiiiiiiii'-L.i.....i..
50
Interim is an integral part of the school year at Augsburg
College. The College follows a 4-1-4 calendar, with Fall
and Spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is particularly intended to be a time for both students and faculty
to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible
during the regular term.
Since one Interim course equals a full-time load, students
should plan to spend the same amount of time in class
and preparing for class as they would for a four-course
load during Fall or Spring semesters. Students can
register for only one course credit during Interim. There
is no tuition refund for a student who chooses not to
enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to
0.0 scale. Students generally have the option to register
on a PassINo Credit basis. A few Interim courses are
graded only on the P/N system; this is indicated in the
course description.
Some courses are offered for either upper or lower
division credit. Such Interim courses have two numbers
listed and the student must select which is most appropriate for their needs. Students registering for upper
division credit should anticipate additional assignments
and a more rigorous grading standard. Some courses,
especially courses with travel requirements, have
additional fees associated with them. These fees, although intended to be accurate, may change and students
should check with the instructor to verify the final costs.
To graduate, an Augsburg student who is under the
Distribution requirements is required to complete three
Interim courses. For a student under the Liberal Arts
Perspective requirements, two Interim courses are
required. For any student entering after January 1993 a
maximum of two Interim course credits may be counted
toward the 33 total credits required for graduation. The
number of required Interim courses is adjusted for
transfer students. Transfer students should refer to their
transfer credit evaluation form, or consult the Registrar.
Additional Interim credits which can count toward the 33
credits required may be taken by students who repeat a
credit for a course in which a grade below 2.0 was
earned, or who need to make up for a regular term in
which they failed or withdrew from a course.
Additional Interim courses not counted toward the 33
credits required may be used to fulfill other degree
requirements. That is, no more than two Interim course
credits may be taken for credit toward 33, but additional
Interim experiences may be used to fulfill major, minor
or general education requirements.
Day School students (3.0 credits or more for Fall) can take
a total of 1.0 course credits. They may take two half credit
classes. They may also take a lifetime sport (zero credit).
The lifetime sport is at no additional charge if they are
full-time (Fall term). If less than full-time they will be
charged.
Weekend students can take 1.0 course credits in Interim
which is a Cross-Over, but will be charged Day School
prices ($1,270). They also can only then take 1.0 course
credits in Weekend College.
It is the policy of Augsburg College not to discriminate on the basis of
race, creed, national or ethnic origin, age, marital status, sex or
handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended,
in its admissions policies, educational programs, activities and
employment practices.
Introduction
Interim Office (Memorial 230)
Interim Secretary, Kay Thomsen, 330-1025
Interim Director, Dr. Earl Alton, 330-1025
November 14 to December 6 ...............Interim Registration
January 3 ................................................. First Day of Interim
Time I-9:00 a.m. (first day only)
Time 11-1:00 p.m.
January 4 .......................................Last Day for Cancel/Add
January 13 ..................................... Last Day for Determining
Grading System with Registrar
January 13 .......... Last Day for Withdrawing from Courses
January 25 ............................................................ Interim Ends
January 30 ......................................... Spring Semester Begins
-c..,..... .-.,.....Interim Grades Due
February 3 ..........+...........
The time and number and length of meetings as well as
the beginning time will be arranged the first day of class.
The daily schedule for Interim is divided into two blocks
of time:
-
Time I: 8:00 a.m. to noon (on the first day Time I classes
will begin at 9:00 a.m.)
Time 11: 1:00 p.m. - 5:00 p.m.
Note: Martin Luther King Day will be observed at Augsburg
with a special convocation on Monday, Januay 16, at 1:00 p.m.
Check with your instructor for class scheduling on this day.
Introduction
The catalog lists courses by department in alphabetical order.
At the end of the book are listings of other courses not offered
by Aupburg but recogruzed by the College for Interim
credit. Additional descriptions and information about these
courses are available in the Interim Office, Memorial 230.
Students may also register for one of the lifetime sports listed
at the end of the catalog.
International Interim -Students are invited to be part of
one of the 24 international Interim courses offered by the
Upper Midwest Association for International Education
(UMAIE).See page 48 for course listings.
Internships deadline - Friday, December 9. January
Interim internships must be planned in advance. Students
electing an internship must meet departmental require
ments and present a signed internship learning agreement
plan to the Internship Office (Murphy Place, Rrn. 8) no
later than the last day of Fall classes (Friday, December 9).
The Learning Agreement forms are available in the same
office. Internships during Interim must involve full-time
work placements for approximately four weeks. Assistance for planning your internship is available in the
Internship and Cooperative Education Office.
Independent or Directed Study - Students may elect a
program of independent study (upper division 499) or
directed study (lower division 299) for Interim. Faculty
members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or
directed study must:
1. Meet departmental requirements.
2. Present to the Registrar a copy of the proposed study
plan approved by the supervising faculty member and
the directedlindependent study registration form. These
forms must be submitted by November 28. Appropriate
study proposal and registration forms can be obtained in
the Interim Office.
Interims at Other Schools - Augsburg students may enroll at
any other 41-4 institution which offers a reciprocal Interim
arrangement. Catalogs of these Interim programs can be
consulted in the Interim Office. The Interim Secretary will
help students in applying for registration at other schools.
Registration for Interims at the other ACTC colleges will be
at Augsburg during the regular registration period. Most
courses taught during Interim at other 4-1-4 schools are
accepted for credit by Augsburg, but might not meet
Augsburg's general education requirements. This qualification particularly affects religion courses.
Augsburg College welcomes students from other 4-1-4
schools for the January Interim without tuition charges
provided the student's home institution agrees not to
charge tuition to Augsburg students for the January term.
The waiver of tuition does not include special fees,
housing or board costs. Other students will be charged
$1,270 for the Interim course. Students interested in
registering for an Augsburg Interim should write to the
Interim Director for application forms or use the forms
provided by the Interim office at their own school. There is
an application processing fee of $10. Students are welcome
to stay on campus but are not required to do so. Requests
for Interim housing should be made to the Interim Office.
It should be noted that neither ACTC exchange students
nor visiting students may register for 299 or 499 courses.
Introduction
ART 106-A
Calligraphy 11
ART 306-A
lnstructoc Philip Thompson
Development of calligraphic writing and drawing skills
with emphasis on the broad-edged pen. Attention given to
the historical development of calligraphy and the elements
of design through readings and demonstrations. Class
time and assignments center on practice in calligraphic
concepts with special attention given to foundational,
italic, gothic and uncial styles. Three original projects are
required and evaluation is based on quality of work plus
participation and growth factors. Upper division students
are required to complete master sheets in three historical
writing styles plus an expanded project.
Required materials: text, pens, ink, ruler and mat board
Distribution: Art/Music
Maximum Enrollment: 2 0
Time: I
Room: Old Main 4
ART 247-A
lnstructoc Norman Holen
A study of undraped figures for art students and non-art
students. The figure will be depicted in various settings
with a variety of media for varying lengths of time.
Grades will be based upon quality and improvement.
There will be a fee of $37 to be paid on the first day of
class.
Distribution: Art/Music
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 2 0
Time: 1
Room: Old Main 7 7
Art
I
ART 290-A
Instructor: Steve Chapman
Tribal Arts & Culture is a course designed to familiarize
students with American Indians and their art. American
Indian art is examined through regional areas in North
America, and an introduction to Meso-American art and
cultures is also provided. The course follows lecture,
video, and demonstrations by American Indian community artists. Students will have the opportunity to research
and design an object of art from an American Indian
perspective during the studio time after the lecture
presentation of course materials in each tribal area.
A result of this course should be to help establish a better
understanding of American Indians and their perspectives,
and to excite an interest in American Indian art by future
teachegand educators of Indian and non-Indian students.
Distribution: Art/Music
Maximum Enrollment: 25
Time: I1
Room: Old Main 17
BIO 185-A
Instructor: Robert Herforth
With the aging of the baby boom generation, interest in,
and research on, the biological basis of the aging process
has taken on an air of urgency, compared with an earlier
more leisurely approach. This course surveys functional
changes which occur in the body with age and diseases
associated with aging, such as osteoporosis, Alzheimer's
disease, and cardiovascular disease. The major theories
that have been proposed to explain what causes aging
will be presented, including findings on the cellular and
genetic basis of aging. Attention will also be focused on
the results of attempts to slow the aging process in
experimental animals and humans.
Several quizzes and exams will provide the basis for
arriving at grades.
Distribution: Biology/Chemistry
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 20
Time: I
Room: Science 205
BUS 295-A
BUS 495-A
lnstructoc Amin Kader
This course is designed to demonstrate how economic
factors, management decisions, and accounting methods
affect the profitability of an enterprise. Students will
work in groups, each group competing with the others.
Students will make decisions as to all aspects of the
business of a company. As they enter such decisions, they
will be informed of the effect of their decisions on the
market value of the company's stock.
Evaluation will be based on an examination and each
group's performance in competing with the other groups.
Prerequisites: Lower Division: BUS 295 - No prerequisite
Upper Division: 495 - ACC 222, BUS 242, BUS 252, or
permission of instructor
Maximum Enrollment: 20
Time: I
Room: Old Main 2 1
BUS 295-8
Instructor: john Cerrito
The object of this class is to provide students who are not
majoring in business with entrepreneurial skills for
Business
starting and running a small business.
The student will be exposed to various aspects of small
business management and will be required to prepare a
business plan for a "model" business. The student will be
evaluated on the basis of the "model" plan, on tests, and
performances on small business case studies.
Maximum Enrollment: 10
Time: I1
Room: Old Main 13
BUS 368-A
Instructor Steve LaFave
An examination of current Japanese business practices
using a cultural perspective. A multimedia approach will
be employed involving film, television documentaries,
radio speeches, and readings from current periodicals in
addition to text material. A seminar model will be used,
with substantial participation expected on the part of
students.
Students will be evaluated based on a paper, two 20minute sessions of seminar leadership, class participation, and a mid-term and final examination. This class
should be of interest to anyone majoring or minoring in
International Business or any field of Business Administration, as well as anyone with an interest in Japan.
Students who cannot attend the entire first week of
classes should not enroll for this course.
Prerequisites: junior standing or consent of instructor
Liberal Arts Perspective: Intercultural Awareness I
Maximum Enrollment: 20
Time: I
Room: Music 22
Business
1
BUS 49.54
Instructor: Magda Paleczny-Zapp
The primary objective of this course is to enhance the
student's understanding of the new dimensions of EastWest trade relations in the 1990s. We will analyze the
past and present conditions for East-West trade cooperation and its patterns. The impact of the transformation of
Eastern Europe and Russia on world trade will be
discussed. The theoretical framework for international
trade will be presented. At the global level, the role of the
European Union, International Monetary Fund, World
Bank, and General Agreement for Tariffs and Trade
(GATT) in East-West trade relations will be examined.
Students will be evaluated based on their research paper
and final examination.
Prerequisites: ECO 1 12 or ECO 1 13 or consent of Instructor
Maximum Enrollment: I S
Time: I
Room: Memorial Hall 323
CHM 100-A
lnstructoc Arlin Cyberg
This is a non-laboratory chemistry course based on the
popular book by John W. Hill of the same title. It is not a
traditional chemistry course and does not assume a
science background. Basic science and math are introduced early and taught as needed for understanding the
various topics and implications. The course does assume
the student is interested in and concerned about the
relationship of chemistry to life and living.
Chemistry has been intimately a part of liberal education
for centuries. The early scientists were considered to be
philosophers and their societies were philosophical
societies. In recent decades the human seeking of
personal independence has led to chemistry becoming a
part of everyday life to the point of actual dependence on
chemistry. We live in a world of pesticides, fertilizers,
plastics, "the Pill", food additives and processed foods,
vitamin supplements, the energy crisis, chemical dependency, biocides, pollutants, drugs, searching for life on
other planets, genetic manipulation, and it goes on and
on. Emotions and mental disorders can often be traced to
chemical imbalance. The common dragged out, grumpy
feeling after an afternoon nap is a result of a chemical
imbalance. The nature of a hangover is the result of a
complex system of altered body chemistry. Even learning
appears to be the result of chemical reaction to form a
"memory molecule". Most of the problems we face are
molecular in nature. What then but chemistry can better
help us to understand ourselves, our society, our world,
and our universe? Come join us as we take a molecular
look at the human condition.
This course will be offered in a lecture/discussion format.
Films will supplement the lecture/discussion periods.
Daily quizzes will be used for evaluation. This course does
not satisfy prerequisites for Chemistry 106 or 116.
Prerequisite: Math Placement Croup 2
Distribution: Biology/Chemistry
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 30
Time: I1
Room: Science 3 7 5
INTRODUCTION
TOCOBOL
CSC 27 7 -A
Instructoc Noel Petit
A study of the COBOL programming language for .
Computer Science
I
students with some previous knowledge of programming. This course will expand a student's knowledge of
programming and programming languages through
presentation of the features of COBOL together with
programming techniques for using those features. This
course will include lectures and programming assignments in COBOL. Evaluation will be based on the
programming assignments and examinations.
Prerequisite: One course with a study of computer language
(e.g., CSC 170)
Maximum Enrollment: 2 0
Time: I1
Room: Foss 43
ECO 4 95-A
lnstructoc leanne M . Boeh
A comparison of the United States system and other
countries' national health care systems. What are some of
the alternative models for both organization and delivery
of health care services? The class will focus on the models
used in Canada, Germany, Great Britain, Japan, and the
Scandinavian countries. The course will consider such
issues as aggregate spending, allocation of physicians,
nurses and other allied health personnel and the effect
health systems have on overall health outcomes. The
advantages and disadvantages of all the systems will be
explored. Evaluation is based on homework assignments,
short papers, and exams.
Prerequisites: ECO 1 12 or 1 13 or equivalent
Maximum Enrollment: 2 0
Time: I
Room: Foss 2 0
Economics
ECO 495-6
lnstructoc Satya Gupta
In recent decades the mutual funds industry has gained a
respectable place in the financial system of the United
States. More and more commercial banks are entering
into the mutual funds market. Increasing numbers of
employers are leaving it to their employees to manage
their pension funds in a given family of mutual funds. In
such a changing climate it is important that our students
are educated to make informed decisions about their
retirement funds. This course will emphasize the structure and functioning of mutual funds involving risks and
benefits.
Prerequisites: ECO 1 12 or consent of instructor
Maximum Enrollment: 3 0
Time: I
Room: Library 1
ED⬠375-A
lnstructoc Gretchen lrvine
The student will demonstrate knowledge of a developmental kindergarten philosophy through the study and
utilization of a variety of techniques and resources for
teaching kindergarten. Field work in a kindergarten
classroom will occur during class meetings. Authentic
assessment techniques will be utilized in class for student
evaluation. This is a onehalf credit course.
Prerequisite: PPS T
Maximum Enrollment: 25
Time: I
Room: Library 17
EDU 388-A
Instructor: Mildred Mueller
Emphasis on the study of values, of communication
techniques and of the major minority groups in Minnesota
for the development of interpemnal relations skills applicable to teaching and other professional vocations. Open to
all. This is a onehalf credit course. P/N grading only.
Maximum Enrollment: 25
Time: I1 (T, Th, & alternate Fridays)
Room: Music 23
EDU 491-A
lnstructoc Susan O'Connor
A supervised field placement in a facility for an exceptional population plus on-campus seminar.
Prerequisites: Completion of courses for Special Education
minor or consent of instructor. Students planning to take
this course should consult with the Special Education
Coordinator about a placement prior to registering for the
course.)
Maximum Enrollment: 9 (This course involves fieldwork
supen/ision for the faculty member.)
Time: I
Room: Library 4
ENC 282-A
Instructors: Ronald Palosaari/Bruce Reichenbach
In this course we will identify what virtue is, inquire
about how one becomes virtuous, and explore some of
the major virtues - like compassion, honesty, prudence,
justice, and love - through classical and contemporary
literature. The goal is to provide opportunity for you to
think about your character and its development, to
enable you to ask about the relation between character
and moral actions, and to probe your curiosity by
considering possible tensions between the virtues, as
found in life situations.
The course is built around the question of values, in
particular, the issue of virtue (qualities of moral character). A broad list of virtues will be considered, including
the classical Christian virtues of faith, hope, and love. We
will look at what these virtues are, at their relationship to
each other, evaluate possible conflicts between them, and
see how they play out in life situations, both in literature
and (through the journals) in students' lives.
Liberal Arts Perspective: Christian Faith 3
Maximum Enrollment: 30
Time: I
Room: Old Main 10
ENC 282-B/482-B
lnstructoc Joan Cn'ffin
Although generally relegated to separate sections in
bookstores or to children's bookshelves, fantasy, as J.R.R.
Tolkien argues, is "not a lower but a higher form of Art,
indeed the most nearly pure form, and so (when
achieved) the most potent."
This course will study 20th century examples of fantasy,
looking for their roots in folktale, myth, epic and romance. At times the course will pair medieval and
modern works of the fantastic imagination (for instance,
"The Mabinogion" and "Evangeline Walton" or
"Beowulf" and 'The Hobbit"). We will attempt to define
the genre of fantasy by discussing essays by C.S. Lewis,
Tolkien, Ursula LeGuin, and Madelein L'Engle, as well as
considering relevant theories of myth and folktale by
Joseph Campbell, Axel Olrik, Lord Raglan, and others.
Students taking the course for lower division credit will
be asked to write several short papers. In addition to
writing several microthemes, ENG 482 students should
be prepared to write a substantial paper on the works of
a writer with whom they already are familiar.
Prerequisites: 2 8 2 - none (ENG 1 1 1 recommended);
482 - ENC 245 required
Distribution: Literature
Maximum Enrollment: 2 5
Time: I
Room: Murphy Place 100
FRE 111-A
lnstructoc Pary Pezechkian
This course is for students with no previous background
in French. It aims to develop basic skills in understanding, speaking, reading, and writing as tools for communication in French. Through conversations, classroom
practice and readings, this course focuses on the use of
language in everyday contexts and works toward the
discovery of a French culture and way of life. Five
meetings per week. Evaluation will be based on class
participation, daily assignments, quizzes and exams.
Distribution: Modern Languages
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 2 5
Time: I/
Room: Old Main 23
French
FRE 243-A
Instructor: Ruth Aaskov
What is the attraction of French literature for the nonFrench reader? What major French writers have portrayed diverse non-Western cultures and social strata in
their literary works? What can we discover about
ourselves and other cultures in learning how to read,
analyze, and communicate our findings through literature? With these questions in mind we will read and
analyze 8-10 shorter French literary works available to us
in English translation.
What will we be studying? The legend of St. Julien
presented in Middle Ages style by Flaubert, examples of
the Renaissance search for new worlds found in Rabelais,
a bit of Descartes autobiography. We will travel the
world with Voltaire's "Candide," explore social themes
of a 19th century nouvelle, and read 20th century authors
like Gide, Malraux, Camus, St. Exupery, and Duras with
their multi-cultural connections. We will sample one
piece of francophone literature from West Africa,
reflecting the struggle between indigenous and Western
culture. At mid-point you will choose another short work
for personal study, comparative analysis and presentation for the class.
Assessment in such a course will be ongoing, based on
individual and group response to the many activities in the
course. Timely reading of assigned texts, analyses, discussion preparations, short quizzes, and cultural discoveries
will enable you to undertake successfully your independent
study project and further enrich the whole class.
This literature course for the non-literature major is
intended to help you in further free reading, in your
critical thinking about other cultures, and in communica-
French
tion with people of cultural backgrounds other than your
own, including non-Western ones.
Prerequisites: Sophomore standing or permission of instructor
Distribution: Literature
Maximum Enrollment: 25
Time: I1
Room: Old Main 27
HPE 1 16-A
lnstructoc Richard Borstad
This course is designed to prepare future teachers for their
role in the School Health Program. Emphasis is placed on
the prevention of childhood health problems, and the
promotion of well-being. This is a onehalf credit course.
Maximum Enrollment: 25
Time: I1
Room: Melby Hall 202 (T, Th, & alternate Fridays - 7/3,
1/5, 1/70, 1/12, 1/73, 7/17, 7/79, 7/24)
HPE 232-A
lnstructoc Carol Enke
Theory and practice in teaching and performing American heritage and international folk dances. The majority
of the course grade is based on participation in class
activities, a teaching assignment, and a written test. This
is a one-half credit course.
Maximum Enrollment: 7 6
Time: I
Room: Melby Gym (T, Th & alternate Fridays - 7/3, 7/5,
7/10, 1/72, 1/73, 1/17, 1/79, 1/24)
Health and Physical Education
HPE 250-A
lnstructoc Lisa Broek
Making Connections is designed for students who are
interested in learning about contemporary health issues
and applying this knowledge to their personal lives and
the lives of their peers. This course provides a wellness
model foundation for educating self and others about
personal health issues. Course topics include wellness
programming issues (i.e. HIV/AIDS, substance use,
meditation), communication skills, multicultural issues,
and decision-making skills. Students will examine
strategies which promote a healthier campus environment.
The course utilizes many interactive experiences combined
with lecture and group discussion. Classroom activities
allow students to practice and demonstrate skills taught
during the course. Students have the opportunity to assess
their own personal level of health. Evaluations include an
objective test, journal entries, and a group project.
This course will be useful to students who are interested
in impacting their campus environment as well as those
who desire learning practical skills such as negotiation,
group facilitation, and program development. Opportunities exist for students who successfully complete this
course to work as Peer Helpers with The Center for
Counseling and Health Promotion.
Maximum Enrollment: 20
Time: I
Room: Old Main I 1
(lanuary 3- 1 9, 1 995)
HPE 455-A
Instructor: loyce Pfaff
Designed for the beginning and intermediate sailor
interested in the art and practice of sailboat cruising. The
course will take the participant to a competent level of
sailboat handling (anchoring, mooring, helming, and
crewing). The student will live aboard a 43 to 46 foot
fixed keel sailboat with five to six other people and will
function as an active crew member. Actual on-thewater
instruction will be the major part of the course. Sailing
will include cruises to the various islands and cays in the
British and American Virgin Islands. Snorkeling and
windsurfing will be available on an optional basis. Some
classes will be held in December prior to leaving for the
Virgin Islands in January.
The course cost is $2,700, which includes airfare, for
Augsburg day students and qualifying 4-1-4 students.
Others will have to pay regular Interim tuition in order to
receive academic credit.
Prerequisite: Permission from loyce Pfaff of the Health and
Physical Education Department (6 12) 3 30- 124 7.
Distribution: Lifetime Sports; also one course credit.
Graduation Level Skill: Lifetime Sports
HPE 470-A
Instructor: A1 Kloppen
This course will focus on developing a philosophy
toward sports officiating. Students will acquire a knowledge of: procedures in umpire certification,rules of slow
pitch softball (Federation),rules of fast pitch softball
I
Health and Physical Education
I
(Federation), the mechanics of proper position in umpiring one and two umpire systems, and procedures in
securing assignments. Students will apply knowledge in
practical game type experiences. There will be a written
evaluation and quizzes on rules and mechanics of
umpiring softball. This is a onehalf credit course.
Maximum Enrollment: 20
Time: I1
Room: Melby 1 19 (T, Th, & alternate Fridays - 1/3, 1/5,
1/70, 1/12, 1/13, 1/17, 1/19, 1/24)
HPE 475-A
lnstructor: Paul Kriegler
Emphasis placed on preventing injuries. Treatment of
common athletic injuries. Practical experience in taping
and training room procedures. This is a one-half credit
course.
Prerequisite: BIO 103
Maximum Enrollment: 15
Time: I
Room: Melby Hall 119 (M, W & alternate Fridays - 1/4, 1/6,
1/9, 1/11, 1/16, 1/18, 1/20, 1/23 1/25 - 9 meetings)
HPE 477-A
lnstructor: Brian Ammann
Theory, technique and administrative aspects of coaching
basketball. Exams, on-the-floor coaching techniques, and
a scouting report will be the methods of evaluation.
This is a one-half credit course.
Health and Physical Education
I
Maximum Enrollment: 20
Time: I
Room: Melby 202 (T, Th, & alternate Fridays - 1/3, 1/5,
1/6, 7/10, 1/12, 1/17, 1/19, 1/24)
HPE 483-A
lnstructoc Marilyn Florian
This course deals with the theory, technique, and
administrative aspects of coaching volleyball. A small
part of the grade will be based .on completed assignments; the major portion of the grade will be based on
tests. This is a onehalf credit course.
Maximum Enrollment: 20
Time: I1
Room: Melby 119 (M, W, & alternate Fridays - 1/4, 1/6,
1/9, 1/11, 1/16, 1/18, 1/20, 1/23, 1/25)
HPE 487-A
Instructor /eff Swenson
The Coaching of Wrestling course is designed for
individuals who aspire to become wrestling coaches at
the elementary, junior high, high school, or college level.
Philosophies, techniques, strategies, nutrition and weight
control, weight training, mental toughness training, and
complete organization of program will be covered. This is
a one-half credit course.
Maximum Enrollment: 20
Time: I1
Room: Melby 202 (M, W & alternate Fridays - 1/4, 1/6,
1/9, 1/11, 1/16, 1/18, 1/20, 1/23, 1/25)
nealrn ana mysrca~taucarron
I
I
HIS 244-A
lnstructoc Bill Green
Why did Minnesota territorial legislators extend civil
rights to one racial minority but not to other racial
minorities? How did anti-catholicism stratify the white
immigrant community? Why did Minnesota show
tolerance to its black residents, as the state experienced
ultra-nationalism, labor tension and xenophobia? These
questions, and others, will be addressed in this course.
Through lectures, class discussions, and field research, we
will examine civil rights in Minnesota from 1848-1920, as it
relates to race, class and ethnicity. Evaluations will come
from classroom discussion, a research paper, and a test.
Distribution: History/Philosophy
Maximum Enrollment: 25
Time: I1
Room: Music 24
TOPICS
IN U.S. HISTORY:
THECML WARERA
HIS 33 1-A
lnstructoc Chris Kimball
Many people believe that the Civil War was the most
important event in the history of the United States, one
that transformed the nature of American society. Put
more broadly, the years between the mid-1840s and the
late 1870s saw questions about such fundamental
principles as slavery and freedom resolved; others,
however, continue to trouble us to this day. This course,
then, offers a survey of the causes, issues, and consequences of the nation's bloodiest conflict. Topics to be
considered include slavery and anti-slavery, Manifest
Destiny, the growing sectional conflict, the origins of the
Republican Party, the clash of arms, the changing role of
women, popular religion, the transition from slave to.free
History
labor in the South, and post-slavery race relations.
The course will include lectures, discussions, a variety of
primary and secondary readings, and films. Grading will
be based on participation, several short writing assignments, a mid-term, and a final.
Prerequisites: One history course or consent of instructor
Distribution: History/Philosophy
Maximum Enrollment: 25
Time: I
Room: Old Main 13
HIS 495-A
Instructor: Don Gustafson
The seminar is meant to be a capstone for the history
major. Participants will be asked to utilize their historical
training in dealing with some of the philosophical
questions of the discipline of history, to develop and
expand certain research skills, and to contribute to the
historical development of each other by careful evaluation of oral and written presentations.
Prerequisites: Senior History Major
Graduation Level Skill: Speaking; Writing
Maximum Enrollment: 10
Time: I
Room: Old Main 16
HON 40 1 -A
lnstructoc Larry Crockett
The focus of the course will be Southwestern Christian
history, with a special consideration of Hispanic Christianity, ranging from traditional Roman Catholicism to
evangelical and charismatic expressions. The course will
consider the Spanish roots of Latin Roman Catholicism
and the transplanting of those roots into Southwestern
North American soil. Next, we will consider Native
American influences which came to be ingredients in this
transplanted faith. Last, we will survey new expressions
of Hispanic Christian faith, notably the evangelical and
charismatic movements which have become important in
recent years. A highlight of the course will be a 12-day
trip to the southwest United States and northern Mexico.
ranging from San Antonio to northern Mexico to San
Diego. Estimated travel expense: $1,300
Evaluation: I) mid-term exam prior to departure; 2) journal
of experiences in southwest U.S. and northern Mexico;
3) final paper.
Prerequisites: Honors student or permission of instructor,
preference to seniors
Maximum Enrollment: 25
Time: I
Room: Foss 42
INS 21 1-A
Instructor loan Kunz
Do you enjoy talking about science and technical topics,
but just can't find an audience? We'd love to listen!
Through a series of four oral assignments, you will have
the opportunity to talk science to your fellow scientists,
improve on your oral presentation skills in a variety of
formats, learn to effectively organize a speech, prepare
visual aids, and listen to and learn about other science
topics and science policy from your fellow scientists.
Prerequisite: One year of an introductov science course
Graduation Level Skill: Speaking
Maximum Enrollment: 16
Time: I
Room: Science 3 1 9
Interdisciplinary
INS 298-A
Instructors: Carry Hesser, Lois Olson, Mary True
Learn from your experience. Discover new ways to learn
about organizations, comrnunities, and yourself by
working/serving, observing, collaborating, and reflecting
on your own experiences.
The externship is a modified internship consisting of a
half-time placement and participation in a seminar that
meets twice a week. Each student will be assisted in the
process of securing an unpaid placement where s/he can
explore the world of work and/or service, obtaining the
valuable experience you need for the future you want.
The course is designed to achieve two major objectives:
1) to give you first-hand experience in working with
professionals and making connections between your
experiences and your Augsburg education; and 2) to
increase your ability to learn about organizations, the
community, and yourself from your own experiences.
Each participant will observe and work approximately 20
hours per week in a placement which matches his or her
interests. The seminar will meet twice a week for two
hours (T, Th - 1:30-3:30 p.m.). Evaluation will be based
upon the overall quality of participation, completion of
learning exercises, supervisor assessment, journals, and
seminar participation.
The course is offered on a P/N basis only.
Prerequisites: Permission of instructors and placement
secured by lanuary 3, 7 995.
Distribution: Urban Concerns
Liberal Arts Perspective: The City
Time: I1 (T, Th - 1:30-3:30 p.m.)
Room: MP 10 1
Interdisciplinary
LIN 290-A
Instructor: Don Steinmetz
Is our ability to use language acquired by learning, or is it
present from birth? What do all languages have in
common despite their obvious differences? How can
learning a foreign language be so frustrating for
adults, while young children learning their native
language seem to be having fun? Questions such as
these have fascinated people throughout history, and
recent developments in linguistics have begun to
provide some credible answers. The purpose of this
course is to survey the most remarkable findings in
this area and engage in some principled speculation as
to what they mean. This course is open to all students
with a healthy curiosity about language. No other
prerequisite.
There will be two tests and a short paper for class
presentation.
Maximum Enrollment: 15
Time: I1
Room: Old Main 7 1
MIS 376-A
lnstructoc Kathy Schwalbe
This course develops practical project management skills
by combining theories, techniques, work-group skills,
and computer tools. Students will participate in numerous in-class activities to determine projects to be done
during class, estimate required resources, motivate
people to successfully complete projects, use project
management software to track progress and develop
alternatives, etc. Evaluation will consist of individual and
linguistics/Management Information Sptemr
I
team presentations, participation, and a final exam.
Prerequisites: ACC 22 1, BUS 242, and MIS 175 or MIS 370
Graduation Level Skill: Speaking
Maximum Enrollment: 20
Time: I
Room: Foss Center 2 1
MAT 173-A
lnstructor: Ken Kaminsky
Learn how to determine the monthly payments on a
house or car. Find out how much you need to be socking
away now to have a million when you retire. Learn how
annuities, perpetuities and life insurance work, and more.
Prerequisite: Math Placement Croup 3 or higher
Distribution: Math/Physics
Graduation Level Skill: Quantitative Reasoning
Maximum Enrollment: 25
Time: I
Room: Science 2 7 3
MAT 253-A
lnstructor: Bev Durkee
Our objectives are the exploration of this new geometry of
fractals, its rules, its visuals,
how it reveals the beauty of
mathematics, how to create
images of such complex forms
and experience it as a form of
artistic expression via computer
graphics. The class will observe the pattern of selfsimilarity and consider the transformations used to
construct fractals such as this fern and the existence of
self-similarity regardless of the power of magnification
I
used in examining it. The class will also consider the well
known Mandelbrot set and Julia sets in color and in
threedimensional rendition.
Class lectures will provide introduction to the mathematics, and computer programs will provide students with
the opportunity to construct their own visuals.
Students will be tested on the mathematics through a
midterm and final exam. Students will create a portfolio
of visuals similar to the one above and from pieces of the
Mandelbrot or Julia sets which display the mathematical
character of those visuals. Finally students will keep a
journal noting their reflections on the interconnections
between mathematics and the artistic creations being
studied or created.
Prerequisite: Math Placement Croup 3 or higher
Distribution: Math/Physics
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Time: I
Room: Science I I2
SOUNDSAND SIGHTS OF EUROPE
(UMAIE COURSE)
MUS I 79-A
lnstructoc Robert Karlen/Roberta Metzler
Much of American history and culture is derived from
that of England and continental Europe, particularly such
cities as London, Paris, and Amsterdam.
This course provides an opportunity to visit and experience important cultural centers that provided the impetus
for development of cultural life in the New World.
Students gain an appreciation for the role of art and music
in the history of England, France, and the Netherlands.
Evaluation is based on full participation in all course
Music
- -
related group activities, a daily journal, artlmusic critique
sheets, and exams over material covered. No prerequisites,
and no previous experience in art or music is required.
Fee: $2,945 includes all air and surface travel, hotel
accommodations, continental breakfast daily, four group
meals, and tickets to five cultural performances.
Registration for this interim must be made before
November 10 at the International Programs Office, 620
22nd Avenue South, Minneapolis, MN 55454. Phone: 3301655. Offered on a PIN basis only.
Distribution: Art/Music
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 30
SURVEYOF ROCKHISTORY
AND MUSICAL
STYLE 1951-1971
MUS 204-A
Instructor: 0.Nicholas Raths
An introduction to the fundamentals of music and
musicology as they occur within the context of rock's
inception (1950s) and maturation (1960s) periods. This
course will examine the historical background, musical
content, and methods of selected artists and their work.
Evaluation will be based on class participation, a comprehensive term paper, exam, and a group performance
project. For non-music majors.
Distribution: Art/Music
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 3 0
Time: I1
Room: Music 3
NOR 1 I I-A
lnstructor: Frankie Shackelford
This course is for students with no previous background
in Norwegian. It aims to develop basic skills in speaking,
listening, reading, and writing as tools for communication and for understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary
and structures and the use of the language in everyday
contexts. Evaluation will be based on participation, daily
assignments, quizzes, and a final exam.
Distribution: Modern Languages
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 25
Time: I
Room: Old Main 23
PHI 295-A
lnstructor: Mark Fuehrer
The purpose of this course is to study the nature of selfdeception as it occurs in human behaviour. Self-deception, absurdity, bad judgment, etc., are some of the
concepts explored in the course. The procedure of the
course will consist of a close analysis of selected texts and
seminar style discussions of topics. Students will be
asked to take an objective mid-term and final in combination with several essay assignments. Grading will be
traditional and follow the college's guidelines. There are
no requirements for the course, but one prior course in
philosophy would be helpful.
Maximum Enrollment: 3 0
Time: I
Room: Old Main 22
PHY 151-A
lnstructoc Jeff Johnson
Spreadsheets (e.g., Lotus 123) have been used extensively
in business for years. However, it is also possible to use
spreadsheets to solve physics problems without using
high-powered mathematics. Spreadsheets allow the
student who is not an expert in mathematics to experience physics on a more intuitive level. We will use Lotus
123 to solve problems in a wide variety of physics areas
including planetary and projectile motion. Some of the
problems investigated might be in areas other than
physics. Grading will be based on spreadsheet projects,
homework, and a final exam.
Prerequisite: Math Placement Croup 3
Distribution: Mathematics/Physics
Graduation Level Skill: Quantitative Reasoning
Maximum Enrollment: 2 0
Time: I
Room: Science 3 0
PHY 325-A
lnstructoc Mark Engebretson
From the realm of subatomic particles to the manufacture
of recording tape and computer chips, the study and
manipulation of matter often demands the nearly total
absence of the atmosphere in which we live and breathe.
This is the realm of high vacuum, without which most of
what we know as modern high technology would be
impossible. This course will acquaint the student with the
tools and techniques employed to produce, control, and
monitor high vacuum environments, and allow students
to use these to study the behavior of gases and surfaces
under these conditions. Experiments will make use of a
variety of chambers, pumps, and gauges as well as a
quadrupole mass spectrometer. Considerable emphasis
will be placed on laboratory experiences and scientific
communication; only one third of the class time will be
used for formal lectures and discussion. Grades will be
determined on the basis of weekly evaluation of laboratory
notebooks, oral and poster presentations, and two exams.
Prerequisites: PHY 12 1, 122, 245 (or equivalent), and MAT
124, 125, 224 (or 145, 146, 245)
Maximum Enrollment: 10
Time: I1
Room: Science 3 0
POL 140-A
Instructor Andrew Aoki
This course requires students to struggle with questions of social justice in America. Students will
develop and defend their own standards of social
justice, and use those standards to assess conditions
in urban America. To pass this course, students must
engage in a substantial exchange of ideas with fellow
classmates in class discussions.
The course has two goals: to develop student thinking
about social justice, including greater awareness of
conflicts between justice and other values; and to increase
student ability to understand urban problems as issues of
justice and other central values.
Evaluation will be based on participation in discussion
and other class activities, on two short ( 4 6 pp.) papers,
and on a final exam.
Distribution: Economics/Political Science
liberal Arts Perspective: The City
Maximum Enrollment: 25
Time: I
Room: Old Main 29
Political Science
AND
PUBLIC
POLICY
POL 220-A
POL 320-A
lnstructoc William Morris
This course will examine the impact of the American
plitical system upon public policy making in the United
Slnles. Thrw lopics of major plicy i m p r t a i l c ~will Lx.
sel~ttulfor examination in the. way they alp a d d r m d by
partiailar polilical practics and/or institutions. The class
will evaluate the options available to policy-makers in light
tion available
of the scholarly literature and oll~erinf~~ma
on eiicli s1113jwl.I! will tIie11~SSC'SSthe interplay belwwn
these c h d c s and their hndling by the politicat system.
Close attention will be givm to a n ~xploralionof the elhical
sihiation and dilemmas of decision-makingin politics.
As part of the course, students will submit written
analyses and evaluations of the success and/or failure of
the policy-making process in acldressing thae problems.
'Thme, plus additional articles and portions of books from
the social sciences, will serve as a basis for class discussion. The papers, a iust on the assigned readings outlining the policy-making process in the United States, and
class participation will detcnnine final grades.
Students taking the course for Lower Division credit will
bc expeckl lo complete p a p a on two of the tl~reepolicy
issui-3 a d d r e s d in [he course. Those taking the course for
upper division credit mttst complete an additional p p e r
on a policy issue of their choice covered in class.
Prerequisites: Students should have completed at least one
lower division social science class.
Distribution: Economics/Political Science
Maximum Enrollment: 20
Time: I1
Room: Foss 20
a
POL 268-A
POL 468-A
lnstructoc Mary Ellen Lundsten
In these classes we will investigate the major political
issues facing citizens and policy-makers in Middle East
countries today.
We will analyze Islamic tradition as it has shaped social
values and provided a reservoir for political protest in
the 1990s. Country studies on Egypt, Iran, Syria, Israel/
Palestine, Lebanon, and Saudi Arabia will be used to study
how modernization has given rise to new conflict patterns
and today's Islamic political movements. We will consider
the prospects for improved human rights and democratic
participation. Several featurelength films dramatizing
political conflicts in the f id die East will be shown.
Two textbooks will be used for the course as well as a
variety of specialized country studies. Each student will
prepare comments on political themes, read and critique a
selection from the course booklist, and write a final essay
analyzing political aspects of two countries in the Middle
East. Students taking the 268 level will have fewer analytic
requirements in their presentations and essays.
Prerequisites: one lnlernational Relations course or permission of instructor
Maximum Enrollment: 20
Time: I1
Room: Music 22
POL 342-A
lnstructoc Peter Przytula
Effects of mass communications on individual behavior;
the uses and control of mass media for political and social
purposes including a study of censorship, newsmaking,
entertainment and public affairs programming.
Prerequisites: junior or senior standing or consent of the
instructor
Liberal Arts Perspective: Social World 2
Maximum Enrollment: 25
Time: I
Room: Old Main 27
PSY 105-A
lnstructoc Grace Dyrud
An introduction to the methods and approaches used in
psychology for the purpose of understanding behavior.
Applications of psychological concepts to everyday
situations are emphasized.
Distribution: Psychology/Sociology
Liberal Arts Perspective: Human Identity
Maximum Enrollment: 20
Time: 11
Room: Murphy Place I I I
PSY 340-A
lnstructoc Norm Ferguson
This course will explore concepts of self from psychological, cultural, and theological perspectives. A variety of
myths and symbols will be examined to gain knowledge
about how they function as representations of the "self."
The objective of the course is to gain a deeper understanding of one's self and of how conceptualizations of
"self" are molded by a variety of social, cultural, and
historical influences. The content of the course will
Psychology
include topics such as: the impact of science on myth; the
mythologies of romantic love, war, and peace; the
process of individuation; and metaphors of psychological
transformation.
Class time will be devoted mainly to the discussion of
assigned readings. Students will be expected to be
prepared for class by doing the readings and to be
actively involved in the class discussions. Students will
be given some of the responsibility for leading discussions. Evaluation will be based on class participation and
four or five short (600-900 word) papers.
Prerequisites: PSY 102 or 105
Maximum Enrollment: 1 6
Time: I
Room: Foss Center 43
PSY 370-A
lnstructoc Duane Johnson
Inquiry into the nature and presence of idealism in the
life of the adolescent person. Theoretical bases for such
idealism will be considered. Idealism directed toward
other persons and society will be the main focus.
This course will be conducted as a seminar with a high
level of student contribution and participation. Attendance at each class session is required. Procedures will
include class discussion, frequent short papers, and
frequent oral reports. Typewriting or equivalent word
processing will be required.
As background for the course, students are required to
read "The Call of Service: A Witness to Idealism" by
Robert Coles before the start of the Interim. This book
will be available in the Augsburg Bookstore in early
October. An additional text will be required and library
Psychology
1
reference work will be a part of the course process. This
course is offered only on PIN basis.
Prerequisites: PSY 102 or PSY I05
Maximum Enrollment: I5
Time: I
Room: Old Main 25
REL 330-A
lnstructoc Philip Quanbeck I1
This course will approach parts of the New Testament
from the perspective of the social world. It will examine
the world of cultural conflict, accommodation and
change and determine how that shaped the New Testament message and how the church responded to the
challenge. Topics will include concepts of cultural
anthropology such as honor and shame, the social
structures of the family and the city in the Graeco-Roman
world. Social status will be addressed in the ways it
affected women, men, free persons and slaves.
Special attention will be paid to the relation between
early Christianity and Judaism. In the New Testament
there will be particular focus on LukeActs, the Letters of
Paul (Romans and 1Corinthians) and First Peter.
Evaluation will be by exam and a research paper.
Prerequisites: REL I I I or REL 22 1
Distribution: Religion (only one Interim course may be used
to meet religion requirements)
Liberal Arts Perspective: Christian Faith I
Maximum Enrollment: 25
Time: I1
Room: Old Main 25
Religion
REL 3 4 1-A
lnstructor: Brad Holt
The course will help students think knowledgeably and
critically about the intersections of health and religion.
The content will include a study of biblical roots, historical influences in church and medicine, and contemporary
trends. The relationship of scientific technology, alternative medicine, prayer and sacraments will be considered.
Evaluation will be on the basis of a class presentation and
paper, spot quizzes, and one test.
Prerequisites: REL 1 1 1 or 22 1
Distribution: Religion (only one Interim course may be used
to meet religion requirements)
Maximum Enrollment: 20
Time: /I
Room: Old Main 16
REL 343-A
lnstructor: Cathy Paulsen
Marriage has been described in terms of a free fall, a
decision that we often make with a portion of our brain
and all of our heart. This course will take nothing from
the heart, whether you are married or not. It will,
however, increase your certainty and the possibility for
meaning and intimacy in your life with a partner. In the
context of Christian teachings, many theories will be
studied, with particular attention given to the work of
C.G. Jung, and will be applied to the marital relationship
primarily, and to the family secondarily.
There will be lectures, discussions, and visiting resource
persons. Evaluation will be based on class participation,
one paper, and two tests.
Prerequisites: REL 1 1 1 or REL 22 1 or permission of instructor
Distribution: Religion (only one lnterim course may be used
Religion
I
to meet religion requirements)
Maximum Enrollment: 25
Time: I
Room: Music 24
REL 345-A
lnstructoc Eugene Skibbe
The Lutheran Church is the largest Protestant church in
the world. We will not only examine the Lutheran Church
as it is at the present time, but also study its origin in the
16th century, its development over about 450 years, and its
cultural influence. An anthology, which includes several
monographs and the professor's lectures, will be used.
Some important readings will be done from the reserved
shelf of the library. Lecture and class discussion will deal
with examples of Lutheran witness to the Gospel in art,
music, philosophy, sociology, and theology. Requirements include four exams.
Prerequisites: Religion 1 7 1 or 22 1 .
Distribution: Religion (only one Interim course may be used
to meet religion requirements)
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I
Room: Old Main 18
REL 386-A
lnstructoc Bev Stratton
How does the Bible talk about creation? How does the
Adam & Eve story affect our lives today? What were
families like in Bible times? Were ancient problems
similar to our own? What does the Bible say? What does
it mean? What values does it portray and promote? This
course addresses these and other questions by exploring
how scholars read and speak about the book of Genesis.
Evaluation is based on quizzes, three speaking assignments, and a project or short paper.
Prerequisites: REL 1 1 1 or REL 221
Distribution: Religion (only one Interim course may be used
to meet religion requirements)
Liberal Arts Perspective: Christian Faith I or 3
Graduation Level Skill: Speaking
Maximum Enrollment: 25
Time: I
Room: Science 2 12
S WK 23 0-A
lnstructoc Vincent Peters
This course, taught in January, is a three week intensive
course of study and travel that offers a transnational
perspective of non-violent social change and development.
It explores non-violent alternatives to the global arms
buildup, which contributes to the world-wide problems of
poverty, environmental depletion and oppression of
powerless and disenfranchised segments of society.
The overall cost of approximately $2,795 covers full
room, board, group travel to Norway and a trip to
Lillehammer. For more information call Kathy Lutfi,
Center for Global Education at 330-1655.
Liberal Arts Perspective: Social World 2
SWK 257-A
lnstructoc Mary Lou Williams
Experiential learning occurs as students volunteer 80
hours in a services agency or institution which students
select. The placement must be approved by course
Social Work
I
faculty and supervised by agency staff. In the context of
this volunteer experience students have opportunity to
interact with human service professionals, clients, and
communities of diverse culturelethnic heritage and
special concerns (age, socio-economicstatus, lifestyles,
developmental/physical abilities, gender, etc.). The
course is designed to help students learn about themselves in relation to a possible major or future career in
the human services.
The threehour weekly seminar is devoted to discussions
which assist students in integrating agency experiences and
readings which explore the historical development of social
welfare as an institution and the nature and value system of
social work as a profession. Students will also examine and
critique the manner in which social, economic, and political
structures impact diverse groups in society. Students will
focus on their own responsibilities in society, as well as
examine their personal value system in relation to special
concerns, such as poverty and the "isms".
Liberal Arts Perspective: The City
Maximum Enrollment: 3 0
Time: I
Room: Murphy Place 1 1 7
SWK 3 1 5 - A
Instructor Blanca-Rosa Egas
This course will focus on health care, environmental
concerns, and peace issues. With visits to health facilities
in hospitals and clinics, interviews with professional and
folk (indigenous) health practitioners, and presentations
by personnel "outside the system" we learn about Costa
Rica's holistic health care and social services. Students
will gain an understanding of the attitudes, values, and
JOCIOI
Work
practices concerning health and population matters
within the society. The assessment of Costa Rica's historic
and current worth provides a creative perspective, a
positive attitude and a better understanding of Latinos in
the USA.
Evaluation: students are evaluated in course participation, several reflection papers and a final examination.
Grading: Letter grade or P/N. The fee of $2,995 includes
all air and surface travel, accommodations, breakfast
daily, and five group dinners.
This is a UMAIE course to be co-taught with Dr. Don
Irish, Hamline Professor Emeritus.
Prerequisites: Basic Spanish
Maximum Enrollment: 30
SWK 466-A (full course)
S WK 466-6 (0.5 course)
Instructor: Maria Brown
This is a continuation of Field Work I1 - educationallyfocused field placement in a social service agency.
Students will spend 15 hours (one half course) or 30
hours (full course) per week in field placement, plus one
hour per week in a faculty-facilitated supportive seminar
held on campus. Evaluations will be made in writing by
the field instructor using previously developed contract
and social work evaluation forms.
Prerequisite: SWK 462 (Field Work 11)
Maximum Enrollment: Open enrollment for senior social
work students
Time: I
Room: Murphy Place 1 0 1
Social Work
I
SPA 2 4 8 - A
Instructor: Roman Soto
An introduction to the main cultural issues that characterize contemporary Spanish and Latin-American
societies as they have been portrayed in the work of such
filmmakers as Luis Bunuel, Carlos Saura, Miguel Littin
and Maria Luisa Bemberg, among others. Parallel to a
brief discussion on the aesthetic aspects raised by these
authors, the course advances in two directions: A
"horizontal" one, focused on the main themes - political
and social conflicts, sexism, race, ethnicity, religion,
language, exile or immigration - explored in each film,
and a "vertical" one, attempting to describe the variations in the treahnent of these themes among the films
included in it. The films are in Spanish with English
subtitles and all the class work is in English. The evaluation is based on attendance and participation and a short
term paper.
Maximum Enrollment: 20
Time: I1
Room: Old Main 18
SPC 3 2 9 - A
lnstructoc David Lapakko
This course explores both the problems and the potential
of communication between persons of different cultural
groups. Students examine Western and non-Western
cultural rules, values, assumptions, and stereotypes and
how they affect the transmission of verbal and nonverbal messages. The course stresses both a general
theoretical understanding of the dynamics of cross-
Spani~h/Speech,Communication, Theatre
[
SOC 27 7-A
lnstructoc Cordon Nelson
This course will examine the extent to which the experience of community is possible in the context of the
metropolitan situation. The course will focus on the Twin
Cities Metropolitan Area, and a project in which each
member of the class does on-site observation in a
particular locale within the metropolitan area will be a
requirement of the course. Class participation and a final
examination will also be basis for evaluating performance
in the course.
Liberal Arts Perspective: The City
Maximum Enrollment: 2 5
Time: I
Room: Music 2 3
SOC 265-A
Instructoc lerry Cerasimo
The dimensions of racial and minority group relations.
Major attention is focused upon prejudice, racism, and
the role of self-understanding. (P/N grading only)
Distribution: Urban/Women/Minority Studies
Liberal Arts Perspective: Intercultural Awareness I
Maximum Enrollment: 2 0
Time: I1
Room: Old Main 2 9
Sociology
cultural interaction as well as specific knowledge of how
these principles relate to particular cultural groups.
Liberal Arts Perspective: Intercultural Awareness 1
Maximum Enrollment: 25
Time: I1
Room: Foss 42
SPC 347-A
lnstructoc Deborah Bart
A video production course which integrates lecture and
criticism with hands-on video experience. This course
addresses non-fiction subject areas. Students will view
several documentaries in class and will work in production teams to produce short documentaries of their own.
Additional time will be required for editing.
Prerequisites: junior or senior standing
Maximum Enrollment: 15
Time: I
Room: Foss 175
UMAIE
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, which
offers overseas learning experiences during the Interim.
Further information about the following courses can be
obtained from Kathleen Lutfi at the International
Programs Office, 620 22nd Avenue S. (330-1655) or from
the Interim Office (330-1025).Registration for these
Interims ends November 11,1994. These courses are
offered on a P/N basis only and generally carry a lower
division number.
Australia's Business Climate
British Women Writers: Writings, Lives and Contexts
Castles, Cathedrals, and Museums: Architecture of Eastern
Europe and Bavaria
Coral Reefs in the Philippines and Hawaii
Costa Rica: A Study of Holistic Health, Environment, and Peace
English School and Family: Focus on Literacy
Europe and the Rise of Modern Science
German and Austrian Culture and Language: Vienna,
Munich, and Berlin
The Greek Experience
Hawaii: Multi-Ethnic Communication in Organizational
Settings
Heroes and Masterpieces
2000 Years in Trier: Intermediate German Language and
Culture in Germany
Ireland: Inside and Outside
From Istanbul to Athens: Theology and Art In Turkey and
Greece
Law in London
Museums, Music, and Monuments in the Great Cities of
Europe
Natural Histoy of Ecuador: Galapagos, Highlands, Amazon
The Natural History of Tanzania - East Africa
Sounds and Sights of Europe
South Africa: From White Domination to Majority Rule
Theatre in Britain
This is New Zealand
Women in Development: An African lnquiy
These courses are offered by institutions or groups not
connected with Augsburg College, but have been
approved for credit by the College. Most carry a tuition
cost plus other expenses which are the responsibility of
the student. They are offered only on a PIN basis. Fuller
descriptions and details for registering are available in
the Interim Office.
OUTWARD
BOUND
HPE 2 12-A
Check for information in the Interim Office on dog
sledding and snowshoeing on the Minnesota-Canadian
border or for white-water canoeing and desert camping
on the Rio Grande in the December 27 through January
26 period. There is a cost of approximately $1,275 (the
Outward Bound organization has some scholarships
available).
Academic Seminars
POL 3 98-A
GLOBAL
VILLAGE:
WORLD
POLITICS
AND
ECONOMICS
(JANUARY
2- 14, 1995)
POL 398-8
Other Courses
I
POL 398-C
The Washington Center offers a choice of topics during
the first two weeks of the seminar program. During the
last week one seminar is offered. Augsburg students
must register for all three weeks of the program in order
to receive academic credit and to receive a stipend from
the College covering registration and tuition costs.
Credit is available from the Political Science Department
for this program. The course is a passlfail course based
on participation in program activities including site
visits, small group seminars, and journals.
For information brochures and registration forms ask in
Memorial Hall 113 or call #1320. For further information
about the program see Prof. Hedblom in Memorial Hall
#I17 or call #1197. A limited number of stipends are
available to cover registration and tuition costs based on
priority in registration through Prof. Hedblom's office.
The following activities are available to students during
Interim and students may register for these classes as
well as for a regular course. These activities do not carry
course credit, but do meet the lifetime sports requirement
for graduation.
HPE 002-K
lnstructoc Wayne Niles
This class is designed to instruct students in the basic
techniques for self defense, using the hands and feet.
Other Courses/Lifetime Sports
I
Based on and taught by experienced instructors i n the art
of American style Tae Kwon Do. Fee of $60.
Distribution: Lifetime Sports
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: Unlimited
Time: 12:OO-2:00 p.m. MI W, F,
Room: Melby Gym
HPE 002-A (Section A)
lnstructor: Ed Saugestad
Grading: P/N only
Distribution: Lifetime Sports
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: 15
Time: I M, W, Fall term (8-1 0:00 a.m.)
Room: Melby, weight room
HPE 002-6 (Section 6)
Instructor: Ed Saugestad
Grading: P/N only
Distribution: Lifetime Sports
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: 15
Time: I M, W, Fall term (1 0- 12:OO p.m.)
Room: Melby, weight room
Show less
AUGSBURG COLLEGE NOW 19,88-89
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AUGSBURG COLLEGE / MINNEAPOLIS, MINNESOTA
CATALOG FOR THE ACADEMIC YEARS 1968-69 AND 1969-70
RECORD FOR THE ACADEMIC YEARS 1966-67 AND 1967-68
--GVLLiCii
AUGSBURG
-.-
PROFILE
AFFILIATION
Augsburg Coll... Show more
AUGSBURG COLLEGE NOW 19,88-89
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AUGSBURG COLLEGE / MINNEAPOLIS, MINNESOTA
CATALOG FOR THE ACADEMIC YEARS 1968-69 AND 1969-70
RECORD FOR THE ACADEMIC YEARS 1966-67 AND 1967-68
--GVLLiCii
AUGSBURG
-.-
PROFILE
AFFILIATION
Augsburg College is a fouryear liberal arts college affiliated
with
The
American
Lutheran Church. The College
offers a broad education in a
Christian environment.
parish work, and missions. Students may prepare for further
study in the fields of engineering, theology, dentistry, medicine, nursing, and law, and for
graduate study in various fields.
LOCATION
Augsburg College is fully accredited by the North Central
Association of Colleges and Secondary Schools, the National
Council for the Accreditation
of Teacher Education, the
American Chemical Society, and
the American Association of
University Women.
Augsburg College is located
along Interstate Highway NO.
94, just 20 blocks from the
downtown loop area of Minneapolis. Students have easy access to libraries, museums, and
art collections. They also have
the opportunity to attend lectures, musical programs and
other cultural activities in the
Minneapolis-St. Paul area.
MEMBERSHIPS
SETTING
Augsburg College holds membership also in the American
Council on Education, the Association of American Colleges, the
American Association of Colleges for Teacher Education, the
National Lutheran Educational
Conference, the Association of
Minnesota Colleges, the Minnesota Private College Council and
the Association of Protestant
Colleges and Universities.
The twelve-block Augsburg
campus is located in the heart
of Minneapolis and is adjacent
to the University of Minnesota
West Bank campus and two of
the city's largest hospitals. In
this urban setting, Augsburg
students prepare for careers in
our increasingly urban society.
A friendly atmosphere prevails
on the Augsburg campus. Students participate in all phases
of campus community life under
the direction of a capable, wellprepared faculty.
ACCREDITATION
COURSES OF STUDY
Augsburg College offers a Liberal Arts education with courses leading to a Bachelor of Arts
degree offered in 29 major fields
of study. Students are prepared
for teaching, business administration, social work, medical
technology, secretarial work,
DEVELOPMENT
A comprehensive development
program is in operation which
will, over the years, add additional land and buildings t o the
Augsburg College campus.
THE AUGSBURG COLLEGE CAMPUS
Augsburg College is located
near the Minneapolis loop and
the University of Minnesota.
The Administrative offices are
in science ~ ~ at1the1 corner of
7th Street and 21st Avenue
South.
Prospective students and 0ther interested persons are cor-
dially invited to visit the
campus. Visiting hours are
9 a.m. to 5 p.m., Monday through
Friday; Saturday by appointment. A letter or telephone call
in advance is recommended.
Write to the Office of Admissi,ons, Augsburg College, Minneapolis, Minnesota 55404; or
telephone 332-5181.
ACADEMIC CALENDAR,
AUGUST 1968
S M T W T F S
1 2 3
4 5 6 7 8 910
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
S
1
8
15
22
29
SEPTEMBER 1968
M T W T F S
2 3 4 5 6 7
91011121314
16 17 18 19 20 21
23 24 25 26 27 28
30
OtTOBER 1968
S M T W T F S
1 2 3 4 5
6 7 8 9101112
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
NOVEMBER 1968
S M T W T F S
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
S
1
8
15
22
29
DECEMBER 1968
M T W T F S
2 3 4 5 6 7
91011121314
16 17 18 19 20 21
23 24 25 26 27 28
30 31
JANUARY 1969
S M T W T F S
1 2 3 4
5 6 7 8 91011
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
FEBRUARY 1969
S M T W T F S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28
MARCH 1969
S M T W T F S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30 31
APRIL 1969
S M T W T F S
1 2 3 4 5
6 7 8 9101112
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
MAY 1969
S M T W T F S
1 2 3
4 5 6 7 8 910
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
SUMMER SESSION 1968
June 24
July 4
Aug. 2
...........(Mon.) ............ Final registration and
beginning of classes
............(Thurs.) . . . . . . . . . . . . . . . . . . . . . . . . Holiday
............
(Fri.)
................. Final
examinations
ACADEMIC YEAR 1968-69
FALL TERM
Sept.
Sept.
Sept.
Nov.
Nov.
Nov.
5-9 .......... (Thurs.-Mon.) ... Freshman Welcome Week
9, 10 . . . . . . . . . (Mon., Tues.) ................ Registration
11 .......... (Wed.) ...................... Classes begin
19 . . . . . . . . . . .(Tues.) ............... Last day of classes
20-26 ........ (Wed.-Tues.) ......... Final examinations
27-Dec. 3 . . . . (Wed.-Tues.) .......... Thanksgiving recess
WINTER TERM
Dec. 3 ............. (Tues.) ...................... Registration
Dec. 4 ............. (Wed.) ..................... Classes begin
(Fri.) ............. Christmas recess begins
Dec. 20, 9:00 p.m.
(Mon.) .................... Classes resume
Jan. 6, 7:45 a.m.
Feb. 25 ............ (Tues.) . . . . . . . . . . . . . . . Last day of classes
Feb. 26-March 4 ... (Wed.-Tues.) ......... Final examinations
March 5-10 ....... (Wed.-Mon.) ................ Term break
...
...
SPRING TERM
March 10 .......... (Mon.) ...................... Registration
March 11 .......... (Tues.) . . . . . . . . . . . . . . . . . . . . . Classes begin
April 2, 9:00 p.m. .. (Wed.) ............... Easter recess begins
April 8, 7:45 a.m.
(Tues.) . . . . . . . . . . . . . . . . . . . . Classes resume
May 23 . . . . . . . . . . . . (Fri.) . . . . . . . . . . . . . . . Last day of classes
May 26-30 ......... (Mon.-Fri.) . . . . . . . . . . . . Final examinations
June 1 . . . . . . . . . . . .(Sun.) . . . . . . Baccalaureate, Commencement
...
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ACADEMIC CALENDAR, 1969-1970
AUGUST 1969
S M T W T F
1
3 4 5 6 7 8
10 11 12 13 14 15
17 18 19 20 21 22
24 25 26 27 28 29
,
S
2
9
16
23
30
SEPTEMBER 1969
S M T W T F S
1 2 3 4 5 6
78910111213
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30
OCTOBER 1969
S M T W T F S
1 2 3 4
5 6 7 8 9 1 0 1 1
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
NOVEMBER 1969
S M T W T F S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30
DECEMBER 1969
S M T W T F S
1 2 3 4 5 6
78910111213
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
FEBRUARY 1970
S M T W T F S
1 2 3 4 5 6 7
891011121314
15 16 17 18 19 20 21
22 23 24 25 26 27 28
MARCH 1970
S M T W T F S
1 2 3 4 5 6 7
891011121314
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
APRIL 1970
S M T W T F S
1 2 3 4
5 6 7 8 9 1 0 1 1
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30
MAY 1970
S M T W T F
1
3 4 5 6 7 8
10 11 12 13 14 15
17 18 19 20 21 22
24 25 26 27 28 29
31
31
JANUARY 1970
S M T W T F S
1 2 3
4 5 6 7 8 9 1 0
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
FIRST SUMMER SESSION 1969
. . . . . . . . . . . . Final registration and
beginning of classes
July 4 . . . . . . . . . . . . (Fri.) . . . . . . . . . . . . . . . . . . . . . . . . . . . Holiday
July 18 ............ (Fri.) . . . . . . . . . . . . . . . . . Final examinations
June 9
. . . . . . . . . . . . (Mon.)
July 21
Aug. 8
............ (Mon.) . . . . . . . . . . . . . . . . . . . . Classes begin
. . . . . . . . . . . . (Fri.) . . . . . . . . . . . . . . . . . . Final examinations
SECOND SUMMER SESSION 1969
ACADEMIC YEAR 1969-70
FALL TERM
Sept. 4-8 .......... (Thurs.-Mon.) . . . Freshman Welcome Week
Sept. 8, 9 ......... (Mon., Tues.) ................ Registration
Sept. 10 ........... (Wed.) . . . . . . . . . . . . . . . . . . . . . Classes begin
Nov. 18 . . . . . . . . . . .(Tues.) ............... Last day of classes
Nov. 19-25 . . . . . . . .(Wed.-Tues.) ......... Final examinations
Nov. 26-Dec. 2 . . . . .(Wed.-Tues.) ......... Thanksgiving recess
WINTER TERM
Dec. 2 ............. (Tues.) . . . . . . . . . . . . . . . . . . . . . . Registration
Dec. 3 . . . . . . . . . . . . (Wed.) ..................... Classes begin
Dec. 19, 9:00 p.m. .. (Fri.) . . . . . . . . . . . . . . Christmas recess begins
Jan. 5, 7:45 a.m. ... (Mon.) . . . . . . . . . . . . . . . . . . . Classes resume
Feb. 24 ............ (Tues.) . . . . . . . . . . . . . . Last day of classes
Feb. 25-March 3 . . . . (Wed.-Tues.) . . . . . . . . . Final examinations
March 4-9 ......... (Wed.-Mon.) . . . . . . . . . . . . . . . . Term break
SPRING TERM
March 9 . . . . . . . . . . . (Mon.) . . . . . . . . . . . . . . . . . . . . . . . Registration
March 10 . . . . . . . . . . (Tues.) . . . . . . . . . . . . . . . . . . . . . Classes begin
March 25, 9:00 p.m. . (Wed.) . . . . . . . . . . . . . Easter recess begins
March 31, 7:45 a.m. . (Tues.) . . . . . . . . . . . . . . . . . . . . Classes resume
May 22 . . . . . . . . . . . . (Fri.) . . . . . . . . . . . . . . . . Last day of classes
May 25-29 . . . . . . . . (Mon.-Fri.) . . . . . . . . . . . Final examinations
May 31 . . . . . . . . . . . (Sun.) . . . . . . Baccalaureate, Commencement
S
2
9
16
23
30
A I M S A N D OBJECTIVES
Augsburg College is a Christian liberal arts college of The
American Lutheran Church. The
faculty and the Board of Regents of the College affirm the
following as their understanding of the aims, philosophy, objectives and character of this
institution.
ULTIMATE AlMS
TO contribute to the true good
of human life and society.
To contribute t o the building
of free and living congregations
in the community of the Christian Church.
BASIC PHILOSOPHY
The Christian message concerning the redemptive act of
God in Christ constitutes the
greatest potential for good in
human life and society; but this
potential is realized only insofar
as it is actualized in the minds
and hearts of individuals.
The redemption of the mind
constitutes the unique educational task laid upon the ChrGtian
Church; in seeking to relate all
learning to the truth of the
Christian faith, the Christian college performs its greatest service both to the Church and to
society.
Where there is an atmosphere
of free and honest inquiry, truth
has the overwhelming advantage;
the Christian college, therefore,
pursues its purposes not by indoctrination or coercion, but by
inviting teachers and students
to join in a common search for
truth and in a common attempt
to see all truth in relation to
ultimate s ruth.
PRIMARY OBJECTIVES
To attract to the college students of high ability and genuine religious concern who can
reap the maximum benefit from
a program of Christian higher
education.
To provide a campus setting
that is conducive to the spiritual,
mental, moral and physical wellbeing of its students.
To stimulate its students' intellectual interest, and to assist
them to develop the habits and
skills necessary for sound academic work.
To acquaint its students with
the spiritual, cultural and intellectual riches of mankind, both
for the sake of the enrichment
of their own lives and, through
them, for the enrichment of their
homes and communities.
To confront its students with
the problems and benefits of
living and serving in an increasingly urban culture.
To lead its students to a deeper understanding and. experience
of the Christian Gospel in its
relation to every area of life
and learning.
To assist its students in discovering and clarifying their
peculiar aptitudes and interests,
and to provide training and
counsel that ,will assist them
in preparing for a life work appropriate thereto.
To aid its students in the development of Christian attitudes
and Christian qualities of character; and to encourage each
GENERAL
INFORMATION
student to look upon his life
as a Christian vocation, and an
opportunity for service t o God
and man.
DISTINCTIVE CHARACTER
Augsburg College is a Christian community of life and learning.
As a Christian academic community, Augsburg seeks that
high level of excellence which
is appropriate to such a community.
Augsburg treasures its religious and cultural heritage as an
institution founded by Lutheran
immigrants from Norway who
sought t,o play a creative role
in American life and society,
and seeks t o preserve the enduring values of this heritage
in the life of the college community today.
As a metropolitan college,
Augsburg attempts to relate its
faculty and. students to an urban
culture by utilizing the educational, social, cultural and religious resources of the growing
metropolitan
community
in
which it is located.
THE PHYSICAL PLANT
Instructional facilities and student housing a t Augsburg are
conveniently located in relation
to each other.
Old Main, erected in 1900, contains a large number of classrooms and offices.
Science Hall, erected in 194%
49, includes the general administration offices; well-equipped
laboratories for chemistry, phys-
ics, and biology; a medium-sized
auditorium; and several classrooms and faculty offices. The
Lisa Odland Observatory, on the
roof of Science Hall, was completed in the summer of 1960.
The George Sverdrup Library,
named in honor of Augsburg's
fourth president, was erected
and dedicated in 1955. Adjacent
to Science Hall and of similar
contemporary architectural design, it contains spacious reading rooms, seminars, work
rooms, a visual-education center,
the Augsburg Archives, classrooms, and a number of faculty
offices. There is stack space for
approximately 100,000 volumes.
Melby Hall, the new auditorium-gymnasium, was completed in 1961. This building,
named in honor of Professor J. S.
Melby, dean of men from 1920
to 1942, basketball coach and
head of the Christianity department, provides excellent facilities for the health and physical
education program, intercollegiate athletics, chapel services and
general auditorium purposes.
East Hall, purchased in 1966,
provides a rehearsal hall for the
Concert Band and Repertoire
Band as well as rehearsal and
instruction rooms for instrumentalists.
The Music Hall was acquired
by purchase in 1947 and has
been remodeled to provide vocal, string and piano rehearsal
rooms together with a rehearsal
room for large groups.
The Speech and Drama Building was acquired in 1959 and remodeled to make an extremely
-..,+-,:
functional building for dramatic
and other speech activities.
The Augsburg College Center,
completed in 1967, is a center
of non-academic activity on
campus. The building houses the
Commons, which is the name for
the main dining area, plus private dining rooms and coffee
shop. Student government and
student publications have quarters in this building. The bookstore is also located here. Spacious lounges and recreational
areas are provided in this threestory building containing 55,000
square feet of space.
Urness Tower Residence for
Women, completed in 1967, is
an eleven-story building providing living quarters for 324 women students. The building was
named in honor of Mr. and Mrs.
Andrew Urness who have given
several generous gifts to the
college. A unique feature of the
building is that each floor is
considered a "house unit" providing the 36 residents, housed
two to a room, with their own
lounge, study and utility areas.
The second floor level with
main lounge, also provides an
apartment for the head resident.
There is an observation lounge
a t the top of the structure.
Sverdrup-Oftedal
Memorial
Hall, erected in 1938, was
named in honor of Augsburg's
second and third presidents. The
building houses about 65 men
students and provides for some
faculty and administration offices in one wing.
Sivertsen-Mortensen Hall in-
corporates a building donated
to the college in 1939 from the
late Dr. Iver Sivertsen and Mrs.
Sivertsen, and a larger addition
erected in 1955 and named in
honor of Miss Gerda Mortensen.
dean of women a t Augsburg
from 1923 to 1964. The building
provides housing for about 144
men students as well as apartments for the resident head.
The Studio Building, dedicated
in 1964, houses the Department
of Art on its two floors.
West Hall is an apartment
building purchased in 1966
shortly after it was constructed.
The building houses 38 women
students and an apartment for
the head resident.
Cottage Houses. A large number of dwellings have been acquired in recent years in the
expanded campus area to provide accommodations for men
or women students, married students and for faculty and staff
members.
The President's Home, an attractive colonial residence, is
located on the West River Road.
THE ARCHIVES
-
The Augsburg Archives seeks
to gather and make available
for use documents, books, and
other articles of historical value.
The George Sverdrup Library
provides adequate, fire-proof
quarters for the archives. Here
are found a large collection of
periodicals, manuscripts, letters
i n d pictures, affording extensive
resources for scholarly research.
LIBRARY FACILITIES
-
The beautiful and spacious
George Sverdrup Library provides a central study-workshop
for both faculty and students.
It contains about 70,000 volumes, exclusive of pamphlets,
and is adding approximately
7,000 new volumes each year.
Students and faculty working in
either of the two large reading
rooms find the atmosphere conducive to quiet study and research materials close at hand.
All books are kept on open
shelves. Reference service, provided by an able and welltrained staff, is available to
students.
Special collections have been
developed in the Music Library,
the Chemistry Library, the Curriculum and Library Science Libraries, and in the Audio-Visual
Center. In 1966, the AmericanScandinavian Foundation presented its collection of Scandinavian music to the College. Additional conveniences
include conference rooms for
larger groups or small classes. A
typing corner is provided in the
first-floor reading room.
The library subscribes to
nearly 600 of the best periodi-
cals dealing with a large variety
of subjects, as well as a number
of serials devoted to the interests of special fields. Curregt
issues are displayed in a pleasant browsing area.
The library plays an active
role in promoting general reading, presenting regular book displays, and sponsoring monthly
book discussions for faculty,
staff, and students.
In the Twin City area are
other libraries which make their
holdings available to Augsburg
students, notably, the St. Paul
and Minneapolis public libraries,
the latter of which issues library
cards to out-of-town students
for each school year.
NATURAL SCIENCE
LABORATORIES
The laboratories of the Natural Sciences are located in the
Science Hall. Four laboratories
and storeroom and office space
for biology are located on the
second floor; three larger laboratories and two special research
laboratories for chemistry and
two laboratories for physics are
located on the third and fourth
floors. A chemistry library is
located near the research facilities. Storerooms and faculty offices are also located here.
FINANCIAL
INFORMATION
1968-69
COMPREHENSIVE FEE
Includes tuition, board and room and College Center
fees as described below.
(per year)
$- 2,270.00
-
- -
TUITION
-
New freshmen entering September, 1968
(per year) $ 1,400.00
This rate is guaranteed for four consecutive years.
In case of time lost due to illness or accident, the rate,
upon application and approval, may be extended for a
fifth year.
Transfer students and returning students not on a prior
year-guaranteed plan.
(per year) $ 1,300.00
Part-time students (carrying less than 12 credits per
term)
(per credit hour) $ -3880
Fee for auditing is one-half the fee for credit.
BOARD AND ROOM
Residence Halls
Honor Houses (upper-class students only)
The board plan provides 21 meals per week.
(per year)
(per year)
$ _ 840.00
$ 795.00
OTHER REQUIRED FEES
College Center Fee
(per year)
Part-time students are charged on a proportionate basis.
Application Fee
Required of all new students, non-refundable.
Initial Payment-New Students
Required of students whose application for admission
has been accepted; to be paid by May 1, 1968. The payment is applied to the tuition fee, but is not transferable
or refundable.
Room Reservation Deposit-Returning
Students
Required by July 1, 1968, to reserve a housing assignment for the term beginning September, 1968.
Breakage Deposit
Required of all resident students. Refundable upon
graduation, transfer to another institution, or discontinuing educational program at Augsburg College.
SPECIAL FEES
Change in registration after classes begin (per cancel
or add)
r
Late registration after classes begin
(per day)
Placement re-registration (for alumni)
Graduation fee
Transcript fee: first copy free, additional copy
Arrangements for special examinations are made in
Registrar's office, with charges according to schedule
on file.
$
30.00
$
10.00
$
100.00
$
25.00
$
20.00
$
$
$
$
$
2.00
2.00
5.00
15.00
1.00
SPECIAL COURSE FEES
Computer Science
Student Teaching
Improvement of Reading
Music Lessons (10 per term)
Practice Studio Rental
Organ (one hour per day)
Piano or Voice (one hour per day)
OTHER COSTS
Books and supplies are available from the Bookstore.
Estimated costs
(per year) $
Linen service, required in residence halls
(per year) $
Personal expenses for clothing, entertainment and transportation vary from student to student. In planning a
yearly budget, a student should add
(per year) $
$
SETTLEMENT OF ACCOUNT
A statement of charges for the year will be prepared
and forwarded to the student early in August. Payment of one-third of the annual charge is due a t the
beginning of each term except that for the fall term
payments will be due on or before August 20, so that
all necessary processing of financial arrangements can
be completed in time to clear the student for registration.
- In some cases, more frequent and smaller payments may
be--necessa~
or desirable. Information on this mode of
payment will be forwarded with the statement of
charges in August. Students using this service will pay
a carrying charge.
%.
REFUNDS
If a student decides to cancel his registration, refunds
of term fees, tuition and room charges are allowed as
follows: during the first week of classes, 80%; during
the second week, 70%; during the third week, 60%;
during the fourth week, 50%; and during the fifth week,
40%. No allowance is given after the fifth week. Refunds
for board are made on a proportionate basis.
If a student is forced to cancel his registration because
of accident or illness during the first five weeks of
the term, the charge is one-half of the rate indicated
above, except that board is refunded on a proportionate
basis. Students required to enter military service will
receive a full refund of fees and a proportionate refund
on board and room charges.
100.00
27.00
300.00
to
400.00
FINANCIAL ASSISTANCE
Financial aid in the form of loan funds, scholarships, and parttime employment is available a t Augsburg College.
Augsburg participates in the College Scholarship Service (CSS) of
the College Entrance Examination Board. Participants in CSS subscribe t o the principle that the amount of financial aid granted a
student should be based upon financial need. The CSS assists the
college's financial aid officer in determining the student's need for
financial assistance. Entering students seeking financial assistance
are required to submit a copy of the Parents' Confidential Statement
(PCS) form to the College Scholarship Service, designating Augsburg College as one of the recipients, by March 15. The PCS form
may be obtained from a secondary school or the College Scholarship
Service, Box 881, Evanston, Illinois 60204. All upper-class students
are required to submit a Parents' Confidential Statement-Renewal
form each year.
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 maintained chiefly by contributions from
the Augsburg College Women's Club.
National Defense Student Loans, established by the National Defense Education Act of 1958, are available t o students capable of
maintaining good standing in their chosen course of study. Special
consideration will be given to all students with a superior academic
background. Loans will normally be granted for the academic year,
September through June, or the remaining balance thereof. Reapplication will be necessary for each succeeding loan period.
United Student Aid Funds is a program of endorsing loans made
by local banks to college students requiring financial assistance. A
grant to the college by the Gamble-Skogmo Foundation provided
the funds to establish the initial reserves required. The United
Student Aid Fund Incorporation also handles the Federal Insured
Loan program.
Arrangements for all types of loans are made through a conference
with the Dean of Students, chairman of the faculty committee on financial aid. 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
SCHOLARSHIPS AVAILABLE TO FRESHMEN
Foundation Fellowships are offered t o students with outstanding
high school records and high scores on the Scholastic Aptitude Test
of the College Entrance Examination Board. Recipients are guaranteed enrollment in honors course work. These awards range in
amount from $100 to full tuition and are renewable for four years
for students with a grade point average o~f 3.0 (B average). TO
qualify for a Foundation Fellowship a student should rank in the
upper five percent of his high school class and have a combined
score of 1200 or higher on the Scholastic Aptitude Test. The scholarship committee also considers an individual's interests, abilities,
and character.
Honor Scholarships are offered to good students who have strong
potential for academic success at Augsburg College. These awards
range in amount from $100 to full tuition and may be renewed for
four years for students with a grade point average of 2.50.
Students who rank in the upper fifteen percent of their
high school class and have above average scores in the Scholastic
Aptitude Test are eligible for Honor Scholarships.
Chemistry Scholarships and Research Awards are offered each year
by the Department of Chemistry to students strongly interested in
chemistry or medicine. The six awards vary in amount from $2,000
to $4,000 over four years. A student qualifies for a Chemistry
Scholarship on the basis of his high school performance, a special
chemistry examination, financial need, and vocational objective.
Summer Research Awards are also available to students in chemistry. This award provides a stipend of $600 for each student
to do research under the guidance of the chemistry department.
Academic Grants are awarded to students on the basis of financial
need as demonstrated by the College Scholarship Service. Students who are admitted to Augsburg College but do not qualify
for a scholarship may be considered for an academic grant or financial award'. These awards range in amount from $100 to $600 and
may be renewable for four years with a grade point average of 2.0
(C average).
SCHOLARSHIPS AVAILABLE TO UPPERCLASSMEN
Departmental Scholarships of varying amounts are awarded each
year to students who are highly recommended by the chairman of
their ma)or department. These scholarships are renewable if the
student maintains a scholastic average of 2.75 or better.
Alumni Achievement Scholarships are awarded to outstanding students in the freshman, sophomore, and junior classes for use the
following academic year. The scholarship fund., which is equivalent to three half-tuition scholarships, is awarded on the basis of
previous academic performance. No award will be in excess of
financial need.
The Augsburg College Women's Club Schdarship awards, totaling
$400, are granted each year to two or more students of outstanding
character and excellent scholarship.
The Peggy Christensen Benson Memorial Scholarship was established in 1965 by her husband, Thomas I. Benson. The Scholarship
is awarded annually to a student studying choral music.
The Thorvald Olsen Burntvedt Memorial Scholarship Fund was
established in 1960 by gifts from the Burntvedt family and through
a church-wide offering, to honor the memory of Dr. T. 0.Burntvedt
who was President of the Lutheran Free Church from 1930 to 1958.
One or more scholarships are awarded annually to a student or
students in the senior class who are preparing for the ministry.
The Alma Jensen Dickerson Memorial Scholarships were established in 1961 by Mrs. Alma Jensen Dickerson, a member of the
Augsburg faculty from 1943 to 1954. One or more scholarships are
awarded annually to able and deserving junior or senior students.
The M. J. Estrem Scholarship was established in 1965 by Mr. and
Mrs. M. J. Estrem of Minneapolis to provide an annual scholarship
for some worthy student of the College, such student to be selected
upon the recommendation of the Scholarship Committee of the
College.
Augsburg awards Foreign Student Scholarships each year to deserving students from other countries. These scholarships may be
awarded in amounts up to the equivalent of full tuition.
The Gamble-Skogmo Foundation Scholarship Fund, established
in 1965, makes possible the awarding of one or more scholarships
each year to upperclass male students interested in careers in the
field of business.
The 0. I. Hertsgaard Scholarship was established in 1966 by Mr.
and Mrs. 0. I. Hertsgaard. One or more scholarships will be awarded
annually to junior or senior students who have demonstrated a
proficiency in choral and/or instrumental music, who show interest
or potential in conducting and show promise of overall academic
success.
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 is awarded annually to a student selected on the
basis of academic achievement, personal character, and ability in
the field of athletics.
International Milling Company Scholarships are funded by contributions made by the International Milling Company to the Minnesota Private College Fund. These scholarships of variable amounts
are awarded annually to able and deserving upper-class students.
The American Indian Scholarship was established in 1955 by Spring
Lake Park Lutheran Church, Minneapolis. It is a scholarship of
$200 to be applied on tuition at Augsburg College. It is to be awarded
to an American Indian student selected on the basis of scholarship
and economic need.
The Iver and Marie Iversen Scholarship was established in 1957
through a grant from Mr. Iver Iversen of Brooklyn, New York. It
is awarded annually to a student in the College. The award, in the
amount of $250, is made on the basis of need, scholarship, and
interest in Christian service.
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The Magnus A. Kleven Family Scholarship was established in 1956
by members of the family to honor their parents. The scholarship
is awarded annually t o a student on the basis of academic achievement, personal character, and promise of achievement in the field
of physical education.
Lutheran Brotherhood Scholarships of $500 each are provided
by 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.
Aid Association for Lutherans Scholarships were established in
1966 from funds given by Aid Association for Lutherans Insurance
Company. These scholarships of variable amounts are awarded
annually to able and deserving upper-class students who are policy
holders.
David Mathre Memorial Scholarship for Student Teachers is available to qualified full-time students in need of financial assistance
during the term in which they are doing student teaching.
The Onesimus Scholarship, established in 1962 by Mr. and Mrs.
James Helleckson, is awarded annually in the amount of $300 to
an Augsburg student or graduate who is preparing for service in
the Christian ministry.
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in memory of Henry P. Opseth, former head of the Music Department and director of the Augsburg College Choir. It is awarded
annually to a sophomore or junior student d outstanding promise
in the field of music.
The Adolph Paulson Memorial Prize, from a fund established by
members of the Paulson family in memory of Professor Adolph
Paulson who taught social science at Augsburg from 1930 to 1935,
is awarded annually to a college student for the best essay written
on an assigned subject in the field of Christian sociology. The
amount of the prize is $50.
The Quanbeck Scholarship Fund was established in 1963 by a bequest of John G. Quanbeck. The income from this fund is awarded
annually to freshman students who, without assistance, would be
unable to pursue higher education.
The Reader's Digest Endowed Scholarship Fund, established in
1965, provides an annual scholarship for a deserving and able upperclassman.
The Reverend Olaf Rogne Memorial Scholarships were established
in 1958 by two anonymous donors to honor the memory of Reverend Olaf Rogne, business administrator of the college from 1940
to 1952. Three awards of $500 each are made annually to seIected
students preparing for Christian senrice.
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The Marlys Johnson Simengaard Memorial Scholarship was established in 1964 by her family and friends to honor her memory.
As an expression of Christian concern for the problems of social
injustice, this scholarship is awarded periodically to an American
Negro student.
Social Service Scholarship Program is sponsored by the Division
of Charities of the American Lutheran Church. Two scholarships of
$300 or three scholarships of $200 will be awarded each year to
students at Augsburg College. The recipients must be juniors or
seniors of the Lutheran faith who are enrolled in social work
courses and plan to continue training in a graduate school of smial
work. In addition to scholastic achievement, a student's interests,
aptitude, and skills in working with people are considered in making this award.
The Marilyn Solberg Voice Scholarship in memory of Marilyn
Yvonne Solberg, a member of the Ausgburg 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, Donran.
It is awarded to an Augsburg student who has music as a major
or minor and who shows outstanding promise or achievement in
the art of singing.
The Marguerite Hamilton Storley Memorial Scholarship was established in 1965 by her family and friends to honor her memory.
A scholarship of $300 will be awarded annually to an able and
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deserving junior or senior student recommended by the scholarship
committee.
The Professor P. A. Sveeggen Memorial Scholarship was established in 1959 by friends to honor the memory of P. A. Sveeggen,
professor of English at Augsburg from 1915 to 1952. The award
of variable amount is made annually to an outstanding student in
the field of English.
Tozer Scholarships of $500 each are awarded annually to outstanding Junior or Senior students who are residents of the state of
Minnesota. Monies for these scholarships are provided by the Tozer
Foundation, Inc., of Stillwater, Minnesota.
The Edward Yokie Memorial Scholarship was established in 1962
by E. Lorraine Yokie and Doris E. Yokie, daughters of Edward
Yokie. A scholarship will be awarded annually to an able and deserving junior or senior student recommended by the scholarship
committee.
Memorial Scholarship Foundation. Undesignated memorial gifts are
placed in the Foundation Fund. Income from these endowment gifts
is used to provide scholarships d varying amounts. The scholarship committee selects students who are able and deserving.
The Crown Prince Harald Scholarship was created by the Augsburg College Board of Regents on the occasion of the visit by Crown
Prince Harald of Norway to the Augsburg campus in October,
1965. This annual scholarship provides one year's full tuition for
a student from Norway who wishes t o study at Augsburg. The
recipient is chosen from applicants by a committee in Norway
set up for this purpose.
The Manivald Aldre Memorial Chemistry Scholarship was established in 1960 by friends and the Department of Chemistry t o honor
the memory of Manivald Aldre, assistant professor of chemistry
a t Augsburg from 1949 t o 1958. The annual award is made t o a
student whose academic record indicates promise of achievement
in the field of chemistry.
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The Carl Fwse Memorial -h~
'p was established i
1960 by the Department of Chemistry t o honor the memory of Carl
Fosse, professor of chemistry a t Augsburg from 1921 to 1942. The
annual award is made t o a student whose academic record indicates
promise of achievement in the field of chemistry.
The Covey Hendrickson Memorial Chemistry Scholarship
established in 1967 by the family and friends and the Department
of Chemistry to honor the memory of Covey Hendrickson, a student of chemistry a t Augsburg until his death in June, 1966. The
annual award is made to a student whose academic background
indicates promise of achievement in the field of chemistry.
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The Dr. Frederick C. and Laura E. Mortensen Chemistry Scholarship
was established in 1961 by the chemistry staff. The award is made
annually to a chemistry student whose record indicates promise
in the field of chemistrv.
The Dr. W. M. Sandstrom Chemistry Scholarship was established in
1963 by a gift from Dr. Sandstrom, retired professor of bi'ochemistry
at the University of Minnesota. The annual award is made to a student whose academic background indicates promise of achievement
in the field of chemistry.
The Walter Gordon Schnell Memorial Chemistry Scholarship was
established by friends and the Department of Chemistry in 1960
to honor the memory of Walter Gordon Schnell, a student omf chemistry a t Augsburg until the time of his death in January, 1960. The
annual award ia made t o a student whose academic background indicates promise of achievement in the field of chemistry.
The Walter E. Thwaite, Jr., Memorial Chemistry Scholarship w a s
established in 1963. This annual award is made to a student whose
academic background indicates promising achievement in the field
of chemistry.
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GRADUATE SCHOLARSHIPS
The Greater Augsburg Alumni Association Scholarship of $500 is
awarded annually to an outstanding alumnus of Augsburg in order
to encourage and assist promising students in the carrying out of
projects of graduate study.
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.
STUDENT
EMPLOYMENT
An employment
assists students
the school year,
and off-campus
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service, located in the Student Personnel Office,
in obtaining part-time remunerative work during
Christmas vacation, and summer. Both on-campus
jobs are available.
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ADMISSION
APPLICATION PROCEDURE
Applications for admission are provided by and submitted to the
Office of Admissions, Applications may be obtained by visiting,
writing, or calling (332-5181). A majority of the applications are
received between September and January of the students' senior
year in high school. Although the closing date for making application for the fall term is August 1, the class may be filled well
in advance of this date.
An early decision plan is available for highly-qualified applicants
who apply before December 1. These applicants are notified concerning admission on the basis of grades through the junior year
and college aptitude test scores. Students applying after December 1 will generally not be notified concerning admission until after
the Scholastic Aptitude Test scores have been received by the
college. A $100 tuition deposit is due before May 1, with earlier
payment giving preference in the assignment of campus housing.
Students admitted after May 1 are required to make the $100 tuition deposit within two weeks of notification of acceptance. The
tuition deposit is not refundable but applies to the cost of tuition.
An interview on campus is encouraged.
Instructions for applying for admission:
1. Return the application form with a $10 application fee
(non-refundable) and a photograph to:
Office of Admissions
Augsburg College
Minneapolis, Minnesota 55404
2. Request your counselor or principal to send us a transcript
of your high school record and all test results. Transfer
students will request the previous college or colleges to
send an official transcript of grades together with results
of standardized tests taken.
3. The Scholastic Aptitude Test (SAT) of the College Entrance
Examination Board is required for admission. The test should
be taken early in the senior year or late in the junior year.
See your counselor or principal about registering for the
SAT or write to College Entrance Examination Board, c/o
Educational Testing Service, Box 592, Princeton, New Jersey. Transfer students are not required to take the SAT.
ADMISSION REQUIREMENTS
The quality of a student's work in high scho'ol, type of course program, scores on college aptitude tests, extra-curricular pal-ticipation, and recommendations are important factors in considering an
application for admission. Augsburg College seeks students who
rank high in their high school graduating class, a t least in the upper half, and who have satisfactory scores on the Scholastic Aptitude Test of the College Entrance Examination Board.
It is recommended that a student have a least 12 academic subjects in his college preparatory curriculum, which should include
four units of English, and a t least two units each of a foreign language, social studies, mathematics, and science. A unit is defined
a s a course covering one academic year and equivalent to at least
120 hours of classwork.
A recent physical examination is also required. Students will be
provided with blanks early in the summer to be filled out and returned to the Student Personnel Office by August 1. The health
report must be received before the student will be permitted to register.
TRANSFER
Students are accepted by transfer from other colleges and universities if their academic record and test results are satisfactory
and they are in good standing. College credit is granted for liberal
arts courses satisfactorily completed a t accredited institutions. A
maximum of 95 quarter credits is allowed on transfer from a junior
college. The college reserves the right not to grant credit for
courses where it considers the work unsatisfactory, and to grant
provisional credit for work taken in unaccredited institutions. The
grade point average for graduation is based on work taken a t
Augsburg.
ADVANCED PLACEMENT
Advanced placement is granted to students who qualify, on the
basis of work taken in high school or elsewhere, to enroll in courses
beyond the beginning course. Placement may be determined by
tests, or by the level and length of the course previously completed.
ADVANCED STANDING
Advanced standing, that is, college credit, is granted t o high school
students who have successfully completed a college-level course
provided they received a grade of 3, 4, or 5 on the Advanced Placement Examinations.
CAMPUS
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There are many influences which mould life and character in college. While the exercises d 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
climate of an institution. At Augsburg definite emphasis is placed
upon the maintenance of a whoiesome spirit of ~hristianc&rnunity living.
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THE CHAPEL SERVICE
At the center of Augsburg's program 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 and faculty.
COMMISSION OF
RELIGIOUS ACTIVITIES
The Commission of Religious Activities, composed of students and
faculty, is responsible to the Augsburg community for the implementation of the religious program. Chairman of this Commission is a student, who is also a member of the Student Council.
Although Augsburg College does not believe that religious life
can be separated from the rest of life, this Commission does see
its major responsibility in relation to worship, devotional life, and
the stimulation of faith through discussion and service.
RECREATION STANDARDS
AND DISCIPLINE
At Augsburg all of the work of the college rests on certain Biblical affirmatives about human nature and man's relation to God.
As a Christian liberal arts college, Augsburg takes these relationships seriously and therefore seeks to educate the whole man.
It follows that one of its important responsibilities is to establish
programs and policies that contribute to this end.
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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, and students who do not feel drawn to this
quality of life should not seek to be enrolled at Augsburg.
Without attempting to dictate to the individual conscience, the
college reserves the right to ask its students to adapt themselves
to the social and recreational program approved by the college.
It reserves the right to dismiss any student whose continuation
in college is deemed undesirable for social as well as for academic
reasons.
It is the policy of the college that such action shall be taken only
after the available campus resources of counseling and judicial
processes have been utilized. Thus, disciplinary problems are first
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dealt with through counseling. Those not solved this way are
channeled to a student-faculty Judicial Council through the Office of the Dean of Students. In all cases, careful investigation and
the privilege of a hearing precede any disciplinary action.
In seeking to develop a constructive recreational program, some
limitations have been placed on certain activities. The college is
opposed to all forms of gambling. The college does not allow
the possession or consumption of alcoholic beverages in residence
halls, in any college-approved place of residence or a t any collegesponsored event. Minnesota state law forbids the possession or
consumption of alcoholic beverages by people who are not 21
years of age.
CONVOCATION
Convocations are held on Wednesdays throughout the year. These
programs acquaint the campus community with outstanding personalities in various fields. A wide range of interests is covered,
including the scientific, political, social, religious, and artistic.
SOCIAL, CULTURAL
AND RECREATIONAL
PROGRAM
In attempting to meet the needs and interests of Augsburg students, use is made of all existing facilities on campus and many
of those which are available in the Twin Cities. Much activity
outside the classroom occurs in the College Center. There the college community is drawn together by social, recreational, and cultural activities. The activities program is designed to complement
the classroom experience and to enhance the student's college experience.
Throughout the year a variety of social activities are held in the
center, in residence halls, and elsewhere on campus. These social
activities include parties, teas, picnics, films, banquets, dances,
talent shows and special dinners and big-name entertainment.
Traditional highlights of the year are Homecoming, the Christmas
Buffet, Sno-Days, the Carnival, and the spring formal dance.
Many students take part in the social society system a t Augsburg
by joining either a men's or women's society. These societies are
small groups which provide a natural contact between upperclass
students and freshmen, and commuter and residence students,
as they plan activities. The society system is governed by the InterSociety Council which, in turn, is responsible to the Student Council.
The recreation program has activities for both participants and spectators. The intramural program under the direction of the Physical
Education Department features touch football and basketball. On
campus such recreational facilities as pool tables, ping-pong, and
bicycles are available in addition to the facilities in Melby Hall.
Students also enjoy tennis at nearby parks and swimming a t Fairview Hospital. In the winter, students go on skiing outings or stay
on campus to ice skate. There are informally organized soccer and
boot-hockey teams. For the spectator there are the intercollegiate
athletic contests. Students may attend home games on their activity card. For many of the away games bus transportation is
arranged for those wanting to attend.
The cultural program includes activities from the creative and performing arts. In the College Center there are art exhibits, discussions, music listening facilities, small recitals, concerts, drama
readings and films. Art works are also exhibited in the Studio and
the Scholarshop. Augsburgians also enjoy the annual choir, orchestra, and band concerts in Melby Hall. The college also features
a major dramatic production each term in the Little Theatre. Students are admitted free to on-campus dramatic and musical programs by their activity card.
Major responsibility for programming is handled by the Program
Commission. The committees under the Program Commission are
Social, Recreation, Fine Arts, Forum and Lecture, Hospitality, and
Promotion.
METROPOLITAN OPPORTUNITIES
Augsburg's location in Minneapolis gives its students unique opportunities to make use of some of the finest educational and cultural advantages which the Northwest has to offer. Excellent art
collections are to be found in the Minneapolis Institute of Arts,
the Walker Art Center and several other art galleries. The Twin
Cities' libraries are extensive in their services. The Historical Museum in St. Paul gives access to large collections of historical material. The Minneapolis Symphony Orchestra programs and other
concerts afford rich opportunity for the enjoyment of music. Several theaters in the Twin Cities such as the Tyrone Guthrie Theater,
Theater-in-the-Round, the Old Log Theater, the Firehouse Theater,
and St. Paul Civic Opera Company provide a variety of dramatic
and musical presentations.
Many students and faculty attend Minneapolis Symphony Orchestra concerts by virtue of a special college season ticket arrangement. Season tickets are available also for other University concerts and for drama productions a t the University and Tyrone
Guthrie Theaters. Students also enjoy Minnesota Twins baseball
and Viking football games a t Metropolitan Stadium.
The Student Society consists of all full-time and part-time students
enrolled a t Augsburg College.
The central concern of student government is focused on education
to the end that individuals may develop their full capabilities
through intellectual growth. The student government relates to
this broad objective by assuming responsibilities for furthering
student affairs, educating members to the democratic process, developing a sense of community, fostering intellectual activity, and
participating in policy making.
STUDENT
GOVERNMENT
The administration, under the direction of the president, resides in
the executive branch. Seven commissioners are each responsible
to the president for one of the major areas of student life. Eight
boards also assist him in his work.
The Student Council, presided over by the vice-president, is the
twenty-member legislative branch of the government. Each of the
college classes has its own officers and participates in student
government through its representatives on the council.
The Judicial Council is a student-faculty judiciary whose rulings are
subject to appeal only to the President of the College.
The Student-Faculty Council, composed of students, administration
and faculty, discusses campus problems, considers legislation
adopted by one group or the other which affects the college as
a whole, and promotes cooperation and understanding between the
students, the faculty, and the administration. The students also
have representation on college committees such as the President's
Cabinet, the College Center Cabinet, and several faculty committees
The Student Society is a member of the National Student Association, the largest representative national union of students in the
United States. Through this organization the students receive programming aids for use on the campus, and add their voice to the
voice of all American students before the national government and
other organizations in matters of student concern.
The Student Government directs several projects of interest to
the college community. These projects include the annual OneAppeal Campaign, Leadership Training Workshops, Political Action Week, Homecoming, Student Lecture Series, Development
Council, Welcome Week, Sno-Days, International Students Program, Faith-in-Life-Week, College Center Programming, relationships with community organizations and contacts with
neighboring institutions of higher education.
Associated Women Students, composed of all the women students,
provides opportunity for the women to develop meaningful selfgovernment. It aims to create a sense of harmony and fellowship,
to promote and maintain high standards of honor and integrity
in personal conduct, and to encourage participation in all college
activities. It is affiliated with the Inter-collegiate Associated Women Students, a national organization. AWS has an on-campus council and an off-campus council which deal with the problems and
programs of their respective areas.
The college newspaper, The Augsburg Echo, is published by a student staff. The Echo serves as a voice of the student body as well
as a medium of information. It provides an opportunity for experience in the many phases of journalistic work.
PUBLICATIONS
Augsburg's yearbook, the Augsburgian, provides a pictorial record
of the activities of the year. Work on the annual provides opportunity for creative expression in artistic design as well as in
photography.
The Publication Commission is comprised of the editors, business
managers, and advisers of the Augsburgian and the Echo. The chief
responsibility of the Commission is to select editors and business
managers for the campus publications.
The Auggie is a directory of students, staff, and faculty and is
published under the direction of the Office of Public Relations.
The enthusiasm and energy of students motivate them to pursue
their interests beyond the classroom. For most effective participation, students with similar interests have united to form clubs.
Several of these are extensions of courses beyond the classroom.
Others are devoted to interests not offered in the curriculum.
All these organizations are cu-ordinated through the Student Organizations Commission of the Augsburg Student Society. This
Commission acts to evaluate club activities, to approve annual
schedules, and to represent clubs at Student Council and Executive
Council meetings.
The Augsburg Chemical Society is open to both majors and minors
in chemistry. The meetings consist of seminars on current topics
in this specific area.
The Augsburg College Association for Childhood Education is an
organization especially for students in the elementary education
program. It is concerned primarily with professional standards in
the teaching profession, educational changes, and needs of children in the field of elementary education.
CO-CURRICULAR
PROGRAM
Augsburg College Children's Groups involves students who meet
weekly with a group of neighborhood children. The students provide such activities as games, crafts, field trips, and sports as they
show their concern for these children by their own personal involvement.
The Augsburg YGOP Club and YDFL Club aim to stimulate interest
in public affairs and give students opportunity to participate actively in local, state, and national politics, and in other human relations activities.
The Augsburg Society for Dramatic Arts provides for its members
an opportunity to learn from participation in stage presentations
and from field trips, as well as from reading and seeing plays
produced. Membership is open to all students. Membership in
National Collegiate Players represents recognition for continued
excellence in drama participation. It is open to qualified upperclassmen.
The "A" Club is limited to men who have won a major "A" at
Augsburg. The aim of this organization is "to bind the 'A' men
of the past, present, and future into a more intimate bond of
fellowship, and to keep the athletics of Augsburg on the highest
possible plane."
The Cosmopolitan Club brings together foreign and American students who have a mutual interest in the culture, language, and
people of various countries.
The Debate Club fosters debate activity at Augsburg as it meets
to develop skills necessary in debating. Members of the club
represent Augsburg in the Twin Cities Debate League and other
intercollegiate tournaments.
The French Club is composed of students interested in the French
language and culture.
The German Club is open to all students who are studying or
have studied German. In addition to providing opportunity for
conversational practice, the club also promotes understanding
and appreciation of the German people, their achievements and
customs.
Karate Club is organized to provide instruction in classical Karate
for Augsburg men and women students. It also promotes better
understanding of Karate itself and of the various schools of Karate.
The Norse Club is composed of students who are interested in
Norwegian culture as reflected in Norwegian literature, music,
art and history.
The Pre-Sem Club, composed of all pre-seminary students at Augsburg, is an organization that expresses concern for spiritual life
at Augsburg, as well as acquaints its members with the vocation
of the Christian ministry.
The Psychology Club promotes interest in various fields of psycholowThe Ski Club is a recreation group promoting interest and developing skills in skiing.
The Spanish Club serves as a means of interpreting Spanish culture to students in an informal way.
The Sociology Forum is an organization of students preparing for
professional work in the field of Social Service.
The Student National Education Association, Martin Quanbeck
Chapter, offers to its members associate membership in professional education associations and strives to acquaint future teachers with the importance of teaching as a profession.
The Ushers' Club is a service organization providing trained ushers
for public events scheduled for the campus.
The Writers' Club includes students who enjoy creative expression in various forms of writing. The members share their literary efforts in an informal atmosphere, and benefit from mutual
criticism. They publish The Arkai, a collection of the best creative writing each year.
The Women's Recreation Association at Augsburg is a member of
the Minnesota Athletic Association of College Women. Membership in this organization is gained by participation in individual
and group recreational activities with awards given on a point basis.
The Augsburg Concert Band numbers fifty members selected by
audition from all classes. In addition to local appearances, the
band tours annually to various parts of the United States.
The Augsburg Choir has sixty-five members selected by audition
from all classes. In addition to local appearances, the choir goes
on tour each year to various parts of the United States and occasionally to Canada. The choir toured Norway and other European countries in 1965.
The Augsburg College Choral Club performs frequently in campus
programs and concerts and sings at various churches in the Twin
City area. Membership is by audition or consent of the director.
The Augsburg College Orchestra presents programs of standard
repertoire for orchestra alone as well as with soloists and choral
groups. In addition to campus and local appearances, the orchestra tours in the Midwest. Membership is by audition.
Larger campus musical groups also include the Repertoire Band
and the Symphonia.
MUSIC
ORGANIZATIONS
--
PHYSICAL
EDUCATION
AND
RECREATION
Under the direction of the Department of Health and 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 a s individual performance activities. Climaxing the
intramural program is the Extramural Meet, a tournament for the
winners of intramural schedules in various colleges.
INTERCOLLEGIATE ATHLETICS
Augsburg is a member of the Minnesota Intercollegiate Athletic
Conference. The college is represented annually by teams in football, cross country, basketball, hockey, wrestling, baseball, track,
tennis, and golf.
PURPOSE AND PHILOSOPHY
OF INTERCOLLEGIATE ATHLETICS
It is the purpose of Augsburg College to provide an intercollegiate
athletic program which is in harmony with its Christian philosophy.
This philosophy is to be reflected in the conduct and outlook of both
the players and the spectators. The educational program of the
college recognizes that recreation and play are a fundamental part
of human life, and that this phase of life needs to be cultivated if
physical, mental, and emotional health are t o be maintained. Intercollegiate athletics, as a phase of that program, gives recognition to
the fact that competitive play can contribute to the development of
student interests, skills, insights, and loyalties.
More specifically, the following outcomes are sought: (1) The student participating in athletics should acquire and exhibit, both in
and out of athletics, such basic qualities of character as self-discipline, honesty, sense of fair play, and cooperation. (2) The participant
should develop the knowledge, interests, and skills which will be
of special use t o 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 t o this goal or be complementary to his other educational activities. (3) The student
spectator should acquire and exhibit some of the finer qualities of
Christian character, such as self-restraint, sense of fair play, appreciation of high-grade performance on the part of both opponents
and fellow-students, and respect for individual personality. (4) The
intercollegiate athletic program should contribute to the development of a unified and healthy "school spirit." Enthusiasm for intercollegiate athletics or other co-curricular activities should not
overshadow pride in high scholastic achievement, nor can it take
the place of a well-rounded and effective intramural and general
recreational program.
-
ELIGIBILITY
REQUIREMENTS
In order to participate in certain extra-curricular activities, students must meet established eligibility requirements. Organizations
check eligibility of candidates by submitting a list to the Director
of Student Activities for approval.
Eligibility for participation in intercollegiate athletics is governed
by the rules of the Minnesota Intercollegiate Athletic Conference.
A student on academic probation may not be a member of the
Augsburg College Choir, Concert Band, or the Orchestra. He is not
eligible t o participate in a major dramatic production, cheerleading,
student publications, societies, or to accept elected or appointed
student-government offices or chairmanships. This list is not inclusive and other activities may be designated.
HONORS
AND
AWARDS
The purpose of Beta Chi Epsilon is to honor those senior
women who have maintained a high level of academic achievement and who have shown loyalty by giving service and
leadership to the college community. In turn, it is the responsibility
of these women to foster the development of academic excellence,
leadership, and service among women students of Augsburg College.
On the 1927 Class Cup for Scholarship Trophy is engraved the
name of each student who has achieved the highest scholastic standing in his college graduating class. He must have attended Augsburg for at least two years.
Omicron Chapter of Lambda Iota Tau, a national honor society,
is open to students with a major or minor in English or a foreign
language, who have attained a high scholastic average and have
presented a paper on a literary topic before a public audience.
The purposes of the Timia Society, the Augsburg honor society, are
to recognize academic achievement and to promote scholarship.
Juniors and seniors who ,have earned a 3.5 grade point accumulative average are eligible for membership, while freshmen and
sophomores with a 3.25 grade point average may be admitted as
pledges.
Augsburg has a Chapter of Pi Gamma Mu, the National Social
Science Honor Society, which is affiliated with the Association of
College Honor Societies. A high level of scholarship in the social
sciences is required for election to membership.
The Dean's List includes students who have achieved a grade point
average of 3.5 or better in the previous term of work a t Augsburg
College.
The 1925 Class Cup in Athletics is awarded to the athlete who has
made outstanding records both in athletics and in scholarship.
The Harold A. Johnson Trophy, presented by Gerald L. Johnson
in 1943, is awarded annually to the student who is judged to be
the most valuable player on the basketball team.
Outstanding seniors are nominated annually by a Student-Faculty
Committee for membership in Who's Who Among Students in
American Colleges and Universities. Special attention is given
to scholarship, leadership and participation in extra-curricular activities such as athletics, drama, music organizations, societies,
student government and community activities.
Institutional services t o students are organized and administered
in accordance with plans and policies established by the Student
Personnel Committee. Included are such services as Admissions,
Counseling, Testing, Freshman Orientation, Student Records, The
Student Health Sewice, Housing and Food Service, Placement,
Student Employment, and Coordination of Student Activities. The
administration of these services is centered in the Office of the
Dean of Students.
STUDENT
PERSONNEL
SERVICES
ADMISSIONS 0
Pre-college counseling concerning admissions requirements, college entrance examinations, financial aids, and career planning
is available from qualified personnel in the Office of Admissions.
Counseling can be obtained either on campus or in schools and
homes a s the counselors travel throughout the Upper Midwest.
In addition to high school seniors, sophomores and juniors are
encouraged to use these services and also to visit the campus if a t
all possible.
COUNSELING
Counseling services are maintained in an effort to assist each
student to obtain the maximum benefits from the learning experiences offered at Augsburg College. Matters such as uncertainty
over vocational choice or educational planning, religious uncertainty, health or financial problems, personal and social adjustment and personal deficiencies can interfere with the learning
process and are dealt with in counseling sessions. It is hoped that
through counseling, students will develop a more realistic understanding of themselves and the surrounding world, and keener
awareness of resources available to them as they meet the problems of daily life.
At Augsburg the counseling process is carried on a t several levels.
All faculty members participate in the counseling program, and
each new student is assigned to a faculty counselor who works
with him until he chooses a major field of study. At that time,
the major adviser becomes his counselor. In addition, there are staff
members who have specialized training in counseling and techniques
for dealing with problems of adjustment. The personnel deans
serve as special counselors. The counseling program is coordinated
through the Director of Psychological Services in the Office of
the Dean of Students in accordance with the plans and policies
established by the Student Personnel Committee.
RECORDS
Individual student records are kept in the Records Office under
the supervision of the Registrar. These records include admission
data, academic achieve~ment,student participation and achievement
in non-academic activities, test scores, reports of counseling, and
other information.
The Student Personnel Office maintains a file of student government
officers, of clubs and societies, including the constitutions, activities, schedules, and membership rosters.
THE STUDENT HEALTH SERVICE
The Student Health Service provides dispensary service with
two registered nurses on duty. The college physician has daily
office hours for consultation and for emergency treatment.
Infirmary rooms are provided. The Health Service is located in
Fairview Hospital, adjacent to the campus.
Physical examinations are given to all seniors. Before registering,
each entering student is required to have on file the report of a
physical examination given by his family physician. Corrective
treatment is prescribed where needed.
Students who have personal problems are encouraged to seek help
through counseling conferences. If a serious problem develops
which demands professional skill, the student is referred to the
offices of the personnel deans. Referrals may be made to the College Chaplain, or the College Psychologist.
FRESHMAN ORIENTATION
Freshmen and other new students participate in Freshman Days
before the beginnicg of classes each year. The students take tests,
attend classes, inspect the college facilities, and become acquainted
with their fellow students, with the faculty, and especially with
their own faculty counselors. The faculty counselors and students
have several conferences during which they plan the student's
program of study.
All new students are given a battery of tests during Freshman
Days. Scholastic Aptitude Test scores and special placement test
scores are used by counselors to help students plan their initial
programs. Personality inventories and the vocational interest profiles help the students to know more about themselves, in order to
make a good choice of subjects and occupational goals.
A special course in improvement of reading is offered for interested students. Freshmen who expect difficulty with the increased
quantity and complexity of the reading material encountered in
college are especially urged to enroll in this course.
HOUSING AND FOOD SERVICE
In its residence program, the college aims to develop in the students
Christian character, self-control, and thoughtful consideration of
others. At the same time, the college realizes that students' happiness, comfort, and emotional adjustment in the residence halls
are direct influences on their general efficiency in the classroom.
In an effort to provide these opportunities for development, student
residence councils assume the responsibilities for the administration of dormitory life policies in consultation with the head residents and personnel deans.
Upper-class students serve as counselors in the residences and attempt to help residents with problems of personal adjustment. The
head residents and personnel deans serve as resource people for
these counselors and handle cases referred to them.
All students not living a t home are required to live in collegeoperated housing. Students desiring to reside in the city with
relatives must first secure approval for such an arrangement from
the Student Personnel Office. All students living in residences
take their meals in the Commons. The college also provides a
number of houses for men and women with a cooperative houseplan option.
Residence halls are open to students a day before regular schedules become effective, and they close a day after the term closes.
Students who wish to stay in residence during vacations must
apply for the privilege. Rooms are furnished except for bed linen,
towels, blankets, and bedspreads. Laundry facilities are available
in each residence. Bed linens and towels may be rented with
laundering service a t a reasonable cost. This service is required
of all students in residence halls. An optional linen service is
available to students living in houses.
Students engage a room at the beginning of the fall term for the
entire school year. A room deposit is required of upper-class students to hold a room. This fee is payable a t the Treasurer's Office
by May 15. Students who have not paid the room deposit by this
date are automatically removed from the housing roster. No refunds are made after August 1.
All men living in Memorial Hall, Mortensen-Sivertsen Hall
cottage housing, are required to pay a $20 key and breakage
a t the beginning of each school year. At the end of the year
fee is refunded if the condition of the room and furniture is
isfactory and the key is returned.
and
fee
the
sat-
GRADUATE PLACEMENT
The Placement Bureau assists seniors and alumni in securing positions. Continuous contact is maintained with business, governmental, welfare, and educational institutions a t the local, state,
and national levels. The services of the Placement Bureau are free
t o graduating seniors. Alumni seeking the services of the Placement
Bureau will be charged a re-registration fee of $5. There is no
placement fee.
CO-ORDINATION OF STUDENT ACTIVITIES
The Director of Student Activities assists student officers to
maintain effective functioning of student activities, and keeps
on file the club constitutions, rosters, and schedules of meetings.
Faculty advisers to student organizations are approved by the Director. The program of student activities is a primary responsibility of the Program Commission and the Student Organization
Commission in addition to other Boards and Commissions under
the Augsburg Student Society.
A weekly bulletin of events is prepared for the Echo by the Student Personnel Office. The college Master Calendar is kept in the
Office of Student Activities.
GRADUATION REQUIREMENTS
Following are the requirements for graduation with the Bachelor of
Arts degree from Augsburg College:
1. Satisfactory completion of the General Education Requirements
described below.
2. Completion of a major.
3. A total of 180 quarter credits. (186 for students above junior
standing in fall of 1968)
4. At least 54 credits in courses numbered above 50.
5. A minimum of "C" average in all courses taken.
6. Proficiency in English,
7. The last year of course work at Augsburg.
GENERAL EDUCATION REQUIREMENTS
The general education program at Augsburg College consists of
core and distribution requirements as follows:
1. English 11, 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2. History 1 or 2 or 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
3. Religion 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
4. Sociology 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
5. Physical Education 1, 2, 3 (one year) . . . . . . . . . . . . . . 1
6. Art 1 or Music 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
7. Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
8. Religion 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
9. Foreign Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0-18
10. Natural Science or Mathematics . . . . . . . . . . . . . . . . 8-12
11. Political Science or Economics . . . . . . . . . . . . . . . . . . 4
12. Speech or Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
13. Religion (upper division) . . . . . . . . . . . . . . . . . . . . . . . . 8
credits
credits
credits
credits
credit
credits
credits
credits
credits
credits
credits
credits
credits
The first five courses listed above should be taken in the freshman
year, except that students with majors in biology, chemistry, music,
or medical technology may postpone history or sociology until the
sophomore year. Religion 21 is required in the sophomore year. It is
recommended that the general education requirements be completed
in the first two years of college, except item 13 above. One upper
division religion course should be taken in each of the junior and
senior years.
Students who enter college with a high proficiency in English will
enroll in English 15 instead of English 11 and will substitute a literature course for English 12.
The number of credits required in a foreign language is determined
by proficiency examinations. The student is required to have the
equivalent of four terms of a foreign language for graduation, that
is, two terms of the beginning course and two terms of the intermediate level course. He is exempt from this requirement if he
has had four years or more of one foreign language.
In the natural sciences, two courses in biology, chemistry, mathematics, or physics satisfy the requirement. It is recommended
who obtain a grade of A or B in the first course d science have
ACADEMIC
ADMINISTRATION
that the two courses be taken in the same department. Students
the option of taking Philosophy of Science for the second course.
Philosophy 21 and 22 are designed to meet the philosophy requirement. Philosophy 23 may be used also.
Students may choose from Political Science 20, 21, 22 or Economics 22 for the requirement in political science or economics.
The general education requirement in speech or literature will be
satisfied by: Speech 11 or 51; English 35, 40, or 45. Upon request
a student may substitute another literature course by permission
of the instructor.
MAJORS AND MINORS
The following majors are offered:
American Studies
Art
Biology
Business Administration: Accounting
Business Administration: Finance
Business Education
Chemistry
Economics
Elementary Education
English
French
German
Greek
Health and
Physical Education
History
Mathematics
Medical Technology
Music
Natural Science
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Scandinavian Studies
Social Sciences
Sociology
Spanish
Speech
Students are required to prepare a plan for the major with the
head of the department offering the major. This is normally done
in the spring term of the sophomore year.
A student may earn a minor in any of the fields listed above except
Elementary Education and Medical Technology. Minors are also
offered in Library Science and Latin.
For major and minor requirements, see departmental statements.
ELECTIVE CREDITS
Most courses of study are designed to give the student an opportunity t o elect credits beyond those which are required for the
major and for general education.
To ensure a broad range of electives, a limitation of 60 credits has
been set as the maximum number o,f credits from one department
which may count toward the Bachelor of Arts degree. (Exception
is made for music majors who may count 68 credits in music.
Business Administration and Economics are considemd separate
departments for this purpose.) A student may earn up to five
credits in independent study courses in one year. A maximum
of ten credits earned by independent study may be applied toward
the 180 (or 186) credits re uired for the degree.
d
-
rn
I
PROFICIENCY IN WRITING
All students are required to take an English test a t the end of the
sophomore year and. must demonstrate a proficiency in writing in
order to qualify for the A.B. degree. See under Department of English.
DEGREE WITH DISTINCTION
Graduation with distinction is determined as follows:
Summa Cum Laude . . . . . . . . . . . . . . . . . . . . . . 3 . 8 4 . 0 grade average
Magna Cum Laude . . . . . . . . . . . . . . . . . . . .3.5-3.79+ grade average
Cum Laude . . . . . . . . . . . . . . . . . . . . . . . . . . 3.1-3.49+ grade average
To be eligible for these honors, the student must have completed
a t least two years d work a t Augsburg, and his record at Augsburg, as well as his total record, must meet the requirements as
given above.
GRADE VALUES
A . . . . . . . . . . . . . . . . . . . . . . . . Superior, 4 grade points per credit
B . . . . . . . . . . . . . . . . . . . . . . . . . Very good, 3 grade points per credit
C . . . . . . . . . . . . . . . . . . . . . Satisfactory, 2 grade points per credit
D . . . . . . . . . . . . . . . . . . . . . . . . . . Passable, 1 grade point per credit
F . . . . . . . . . . . . . . . . . . . . . . . . Failure, 0 grade points per credit
E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Condition
I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Incomplete
WP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Withdrew-Passing
WF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Withdrew-Failing
W . . . . . . . . . . . . . . . . . . Course withdrawn during first four weeks;
or student withdrew from college.
S (satisfactory), P (pass), N (no credit) indicate level of achievement; they do not affect grade point average.
CONDITIONS AND INCOMPLETES
A condition or an incomplete received at the end of a term must
be removed within the first five weeks of classes of the following
term. If conditions and incompletes are not removed within five
weeks of the following term, the condition auto~maticallybecomes
a failure and the incomplete becomes the grade submitted by the
teacher along with the Incomplete. The final grade after the condition examination is taken may not be higher than D. A fee of
$5 is charged for an examination making up an incomplete or a
condition received a t the end of a term.
REPEATING COURSES
A course which has been failed or in which a D has been earned
may be repeated for credit. Only the credits and grade earned the
second time are counted toward graduation. Courses in which
higher grades have been earned may not be repeated for credit;
they may, however, be audited.
REGISTRATION
Students who have been accepted for admission should register
on the days designated in the Calendar for this purpose. Those who
register late are charged a late registration fee of $1 per day after
classes begin. The last date on which a student may register for
or enter a course is one week after the beginning of classes. Registration for audit requires the same procedure as registration for
credit. Audit registration is considered equal to one-half the credit
registration in determining load and fees.
Registration means that the student accepts all the rules and regulations established by the school.
No credit will be given a student for any subject for which he has
not registered.
The college reserves the right to cancel any course for which there
is not sufficient registration.
The normal registration is 15 credit hours. A credit hour is normally defined as one recitation period a week throughout a term. The
privilege of registering for more than 17 credit hours is granted to
students who have gained an average record oi B, or three grade
points per credit, in the preceding term. No student is permitted to carry work for more than 19 credits per term. Students
working part-time are urged to arrange the amount o,f their registration accordingly.
CHANGE OF REGISTRATION AND CANCELLATION
A student who desires to make a change in his registration should
obtain a form from the Registrar's Office. The approval of the
teachers concerned, the student's adviser, and the Registrar are
needed. A fee of $2 is charged for each change of registration after
the first three days of classes. No course may be added after the
first week of classes.
A course which is cancelled during the first four weeks of classes
is followed by W. After the first four weeks and before the last
three weeks of the term, a course which is cancelled is given a grade
of WP if the student is passing and WF if he is failing the course.
No course may be cancelled during the last three weeks of the
term.
A student who finds it necessary to leave school before the end
of a term must cancel his registration a t the Registrar's Office in
order to remain in good standing.
CLASSIFICATION
In order to be classified in one of the regular college classes, a
student must be carrying a minimum of 12 hours of work in which
college credit is given. Classification is based on the attainment of
the following number of credit hours with at least twice that number of grade points:
Credits
Grade Points
36
72
Sophomore
84
168
Junior
130
260
Senior
Students are classified by this regulation at the time of their registration each school year.
Students registered for less than 12 credits are classified as special
students.
PROBATION AND DISMISSAL
A student is placed on scholastic probation at the end of any term
in which his achievement is unsatisfactory. The following guidelines are used in placing a student on probation with the overall
average entering in as an additional factor.
First-year students with a grade point average of 1.5 or below
Second-year students with a grade point average of 1.6 or below
Third-year students with a grade point average of 1.8 or below
Fourth-year students with a grade point average of 1.8 or below
All students with 7 or more credits of F.
In order to be removed from probation, a student must achieve a
grade point average of 2.1 or better for at least one term.
A student will usually be allowed to continue on probation for two
terms. If his academic achievement has continued to be unsatisfactory, he will be dropped for low scholarship.
CLASS ATTENDANCE
Regular class attendance is required of all students in lo,wer division courses. Attendance in upper division courses is voluntary
for juniors and seniors unless required by the teacher of the class.
In classes for which attendance is required, a record of attendance,
is kept and periodic reports on absences are submitted to the Registrar.
Students who find it necessary t o be absent because of illness or
for other reasons should report the reasons for the absence to their
teachers. For prolonged absence of over one week due to illness,
the student may obtain an excuse signed by the Health Service if
this is requested by the teacher.
Students with an excessive number of absences not excused by the
teacher may be dropped from the course with a grade of F.
Absences for tours, field trips, and other instructor-arranged activities are cleared with the Dean of the College. Lists of participants, with information as to exact periods absent, are issued by
the Dean to all instructors involved, but the student is still responsible for any work missed.
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 each term. In the middle
of the fall term, reports of the grades attained by- freshmen are
made to the Registrar who forwards them to the counselors, parents, and students. Final reports are sent at the end of each term
to the parents and students.
Written examinations are regularly scheduled a t the close of each
term. No student or class may arrange to take a final examination
in any course before the examination week.
Absence from a final examination will result in a grade of failure
unless the student presents a reasonable excuse immediately to the
teacher concerned.
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 charged a fee of $5 for such an examination. Before the student takes the examination, he must obtain a statement from the
Registrar's office and bring it to the teacher concerned.
COMPREHENSIVE EXAMINATIONS
Comprehensive examinations may be permitted in courses in which
the Committee on Admissions and Student Standing believes the
student has adequate preparation or background. Students who wish
to take a comprehensive examination must apply in writing to this
committee. When permission is granted, the necessary approval
forms may be secured at the Office of the Registrar. A fee of $5
($10 for students not currently enrolled) is charged for each credit
hour and must be paid in advance. Examination questions and the
answers will be filed in the Registrar's Office.
UNIVERSITY COURSES
By arrangement with the University of Minnesota, students may
register for courses at the University. But such registrations will
not be allowed unless the student has a C average in his courses
at Augsburg. Also, the combined number of credits in any term
must not exceed 17. The credits thus gained a t the University may
be transferred to Augsburg College and counted towards graduation.
COURSES
OF
STUDY
Descriptions of the courses offered in 1968-70 are given on the
following pages. Unforeseen circumstances may necessitate making
changes. Courses with inadequate registration may be cancelled.
Students should consult the schedule of classes to determine definitely the current course offerings.
NUMBERING OF COURSES
Courses numbered below 50 are lower division courses; those numbered 50 and above are classified as upper division. In general,
courses numbered 1-19 are primarily for freshmen; 2 0 4 9 for
sophomores; 50-74 for juniors; and 75-99 for seniors.
SYMBOLS
# Course may be taken with consent of the instructor irrespective
of prerequisites.
CREDITS
Credits shown are in terms of quarter credits. Unless otherwise
stated a four-credit course meets four times a week and a fivecredit course five times a week. A term or quarter is 11 weeks in
length, and the normal load for a student is 15 credit hours per
term.
DIVISIONAL ORGANIZATION
The college courses are organized into four divisions in order to
make interdepartmental coordination more convenient and cooperative aims more easily achieved. A chairman for each division is
appointed for a two-year term.
Major and minor requirements are indicated in the departmental
statements.
DIVISION of the HUMANITIES
Mr. Raymond E. Anderson, Chairman
Department of Art
Department of Classical Languages
Greek; Latin
Department of English
Department of Modern Languages
French; German; Scandinavian Studies; Spanish
Department of Music
Department of Speech
DIVISION o'f NATURAL SCIENCES and MATHEMATICS
Mr. Theodore Hanwick, Chairman
Department d Biology
Department of Chemistry
Department of Health and Physical Education
Department of Mathematics
Department of Physics
7
[7 DIVISION of RELIGION and PHILOSOPHY
Mr. Philip A. Quanbeck, Chairman
Department of Philosophy
Department of Religion
DIVISION of the SOCIAL SCIENCES
Mr. Einar 0. Johnson, Chairman
Department of Business Administration, Economics, and Business Education
Department of Education
Elementary Education
Secondary Education
Library Science
Geography
Department of History
Department of Political Science
Department of Psychology
Department of Sociology
0 AMERICAN STUDIES
Mr. Nicholl, Director of Program
The aim of the program in American Studies is to develop the
student's understanding of American culture, past and present,
in breadth as well as some depth. The major is interdepartmental,
built primarily upon American area courses now offered in various
departments.
The program should offer the student a good foundation for graduate studies in law and the ministry, for the M.A. in library science
and the M.A.T. in secondary school teaching. The major would
also provide a good background for careers in the U.S. Government, particularly civil service positions and the foreign service.
Major: 56 credits, minimum
Requirements for the major include a core of foundation courses
(29 crs.); a program of elective courses for integrated study (minimum, 18 crs.) and American Studies 99 ( 5 crs.); and American
Studies 95 (4 crs.), a seminar of concentrated study.
The core of courses, to be taken in the departments of English,
History, Political Science, and Religion aim to give the student a
broad foundation of subject matter in major areas of American
culture, past and present, and introduce him to the methodologies
of various disciplines.
The following are required core courses:
English 45: Major American Writers (5 crs.) Prereq. Eng. 11-12
History 21-22: United States History (10 crs.) Prereq. Hist. 1
or 2 or 3
Political Science 20: American Government I, Foundations of
Amer. Dem. (5 crs.)
Political Science 21: Am. Gov't 11, Amer. National Gov't (5 crs.)
Religion 63: American Protestantism (4 crs.) Prereq. Rel. 11
and 21
In his program of elective courses the student would attempt to
achieve a measure of integrated study of major themes in American civilization. Papers written in Independent Study, Am. S. 99,
would attempt to accomplish this.
From the following elective courses the student must choose a
minimum of 18 credits from a t least 3 departments:
Education 87: School and Society (4 crs.)
English 82: The American Novel (4 crs.) Prereq. Eng. 45
History 55: Twentieth Century United States History (4 crs.)
History 56: History of American Foreign Policy (4 crs.) Prereq.
Hist. 21 or 22
Political Science 22: Amer. Gov't 111, State and Local Gov't;
Public Administration (5 crs.) Prereq. Political Science
2&2 1
Political Science 70: Constitutional Law I (4 crs.) Prereq.
Pol. Sci. 20, 21, 22
Philosophy 65: American Philosophy (5 crs.) Prereq. Phil. 21
Psychology 81: History and Theory (4 crs.) Prereq. #
Sociology 59: Religion and Society (4 crs.) Prereq. Rel. 11 and
21
Sociology 42: Rural American Community (4 crs.) Prereq. SOC.
11
Sociology 43: Modern Urban Community (4 crs.) Prereq. Soc. 11
Refer to course listings under the various departments for full
descriptions of the above elective courses in the program.
American Studies courses (required):
95 Seminar
4 crs.
Focuses on a limited, significant problem or phenomenon in American culture. Use of primary source material from various disciplines. Practice in the integrated use of these materials for an
understanding of the topic in depth. To be taken in the senior
year. For majors or #. (Winter)
99 Independent Study
5 crs.
Major themes or topics cutting across courses elected in the program are chosen by the student for integrated study. The writing
of several papers of an interdisciplinary nature. To be taken in the
senior year. For majors only. (Spring)
MR. THOMPSON, chairman, MR. HOLEN, MR. MOSAND,
MRS. JENSON; MR. MOLDER, MR. WESTPHAL, artists in residence
DEPARTMENT
The Department of Art endeavors to further the student's technical
and conceptual understanding of art. Besides experience in the disciplines
of drawing, print making, painting, sculpture, and ceramics, emphasis
is given to the function of art in history and religion. Because of the
place art has in contemporary life, students are encouraged to consider the areas of teaching, graduate study, commercial designing,
and avocational art.
ART
OF
In additim k) t
& catrseS
h cm?& sbi&enbhave the opportunity to study and 18us-s
witk A*
~oI(3er~
M s t in residence,
problems & &rtpd&t@ tp Wm&&gd' M e d && windows. David
in W m 6 e i & ap%ihH@Ws those interested
Westphal, &ek&a-@er
in film making as a fine art medium.
Major: 46 credits, including 7, 8, 12, 18, 21, 67, 83, 84, 85, 99.
Minor: 26 credits, including 7, 8, 12, 18, 21 or 50, and 83 or 84 or 85.
Majors preparing for teaching in secondary or elementary schools are
required to take 50.
I t is recommended that art majors and minors take Introduction to
Fine Arts under the Department of Music.
1 I INTRODUCTION TO FINE ARTS
4 crs.
Historical and topical studies in fine arts. The visual arts seen in relation to music. Participation in the cultural life of the community
leading towards appreciation and criticism. C3 lect., 1disc. Fall, Spring,
1 7 DRAWING
- 2 crs.
Drawing in pencil, charcoal, pastel, ink, and mixed media. Emphasis
on still-life and interiors. [2 double labs. Fall, Winter, Spring.]
1 8 DRAWING
Figure drawing. [2 double labs. Fall, Winter, Spring.]
2 crs.
12 COMPOSITION
6 crs.
A study of the elements of form and composition. Two- and threedimensional studies executed on a small scale. [4 lect., 2 double labs.
Fall, Winter.]
18 PAINTING I
4 crs.
Painting in aqueous media and oil. Emphasis on still-life, landscape,
and figurative painting. [4 double labs. Prereq.: 7. Fall, 1968-69. Fall,
Spring, 1969-70.1
1 2 I SCULPTURE I
4 crs.
Modeling head studies, figures, and animal forms in terracotta and
plaster. 14 double labs. Prereq.: 7. Fall.]
25 GRAPHIC DESIGN
4 crs.
A study of the techniques and goals of business art. A concern for
graphic design through calligraphy, typography and the preparation
of art work for reproduction. [Winter, 19'6849.1
UPPER DIVISION
COURSES
1 50 CERAMICS I
4 crs.
An introduction to the making of pottery with an emphasis on handbuilding and glazing. C4 double labs. Winter.]
1 51 CERAMICS I1
4 crs.
A continuation of hand-building and glazing with an introduction to
throwing techniques. [4 double labs. Prereq.: 7, 8. Spring.]
1 55 PAINTING II
4 crs.
Further study of painting in oil and aqueous media. [4 double labs.
Prereq.: 12, 18. Spring.]
58 ART IN ELEMENTARY SCHOOLS
4 crs.
Theory, methods and materials of art in elementary education. C2 lect.,
2 double labs. Spring.]
67 PRINT MAKING I
4 crs.
Principles and methods of color printing and composition. Emphasis
on the woodcut. [4 double labs. Prereq.: 7, 8. Spring.]
H 68 PRINT MAKING II
4 crs.
Serigraphy and intaglio methods in plastic and copper. [4 double labs.
Prereq.: 12, 67. Winter.]
H 78 SCULPTURE
II
4 crs.
Three major works in any three of the following media: steel (welding), plaster, lead, wood, fiberglass, and stone. [ 4 double labs. Prereq.
7, 8, 21. Winter, 196SG9. Spring, 1969-70.1
H 8 3 ART HISTORY I
4 crs.
Survey of architecture, sculpture, and painting in western civilization.
Prehistoric to Renaissance. [Fall.]
H 84 ART HISTORY II
4 crs.
Continued historical survey. Renaissance to the 1860's. [Winter.]
H 85 ART HISTORY Ill
4 crs.
Modern art and its developing trends from the 1860's to the present.
[Spring.]
H 99 STUDIO Ill
2-5 crs.
Advanced study in either painting, sculpture, print making, or ceramics.
Art majors will be granted up to 8 credits in this course. [Prereq. : second
course in the studio area and#.]
DEPARTMENT
OF
BIOLOGY
MR. SULERUD, chairman, RIR. HERFORTH, RIR. RIICKELBERG,
MR. THORPE, 1MR. URDAHL
It is intended that the offerings of the Department of Biology should be
extensive enough to meet the needs and interests of a wide variety
of students. For the non-science major the aim is to provide a reliable
basic understanding of biological science and, more generally, of the
character of scientific knowledge. The more advanced courses are designed to provide a good preparation for students who elect to pursue
the study of biological science for a career in the profession of biology
or in a related area such as the medical profession.
All students who intend to complete a major or minor in biology should
plan their program carefully with specific reference to their intended
career. I t is important that a prospective biology major consult with
the biology staff concerning this planning as soon as possible. In
general, a broad background in the supporting sciences and in mathematics is essential. Students who plan to enter graduate or medical
school or to teach secondary school upon graduation must be certain
to meet the appropriate preparatory requirements. Recommended fouryear programs for such students are given under Curriculums in the
catalog as are the programs for pre-dental, pre-nursing and medical
technology students.
Major: Two programs leading to a biology major are available. Option
I i s recommended, with few exceptions, for students who intend to
obtain an advanced degree in biology, medicine or related fields. Option
I1 may be preferable for potential secondary school teachers and others
whose intended careers require relat,ively more w-ork in biology and
somewhat less in the related sciences.
Option I : 38 credits in biology, including 11, 12, 72, and two terms of
seminar; introductory chemistry (Chem. 15, 16; or 5, 6) and two terms
or organic chemistry (Chem. 51, 52); one year of physics (Physics 21,
22, 23); two terms of calculus (Math. 41, 42) in addition to introductory
math. Note: Medical schools also normally require quantitative analysis
(Chem. 53).
Option 11: 46 credits in biology, including 11,12, 72, one additional course
in the 70 series, and two terms of seminar; four terms of chemistry,
normally introductory chemistry (Chem. 15, 16; or 5, 6) and either two
terms of organic Chemistry (Chem. 51, 52) or one term of organic
chemistry (Chem. 23) and one term of analytical chemistry (Chem.
53) ; introductory mathematics (Math. 13, 14; or Math. 40; or equivalent).
Minor: 30 credits in biology including 11 and 12; introductory chemistry
(Chem. 15, 16; or 5, 6).
Biology 1, 3, 4, 6 and 8 do not count toward a major or minor in biology.
Biology 1 and 6 satisfy the general education requirement in science; for
this purpose Biology 1must precede Biology 6.
I PRINCIPLES OF BIOLOGY
5 crs.
The basic concepts of biology. A general education course, not intended
for majors in biology. Does not normally apply toward a biology major
or minor. Students who receive a grade of B or better may be allowed
to enter Biology 12 on consent of instructor. [4 lect., 1 double lab. Fall,
Spring.]
3 , 4 HUMAN ANATOMY AND PHYSIOLOGY
4, 4 crs.
A professional course in the structure and function of the human body.
Designed for student nurses only. [Biol. 3: 2 lect. and 2 double lab.
Fall; Biol. 4: 3 lect. and 1double lab. Winter.]
Designed to make the student aware of the structure and function of the
human body. Required for physical education majors. Does not apply
toward a biology major or minor, but does apply to the general education requirement in science if preceded by Biology 1. [4 lect., 2 double
lab. Spring.]
8 MICROBIOLOGY
4 crs.
Basic microbial features are considered as well as applications of microbiology to the fields of medicine and sanitation. For student nurses only.
[Prereq. : Chem. 3. 3 lect., 2 double lab. Winter, Spring.]
1 1 , 12 GENERAL BIOLOGY
6, 6 crs.
A comprehensive introduction to biological science. For biology and other
science majors. First term. molecular and cellular biology, genetics
and development, evolutionary mechanisms. Second term : vertebrate
anatomy and physiology, phylogenetic relationships of organisms, ecology. Must be taken in sequence. [5 lect., 2 double lab. Prereq.: Chem. 5 or
15. 11, Winter. 12, Spring.]
5 1 INVERTEBRATE ZOOLOGY
5 crs.
The major invertebrate types stressing classification, morphology, behavior, life history, and evolutionary relationships. [4 lect., 2 double lab.
Prereq. :12. Fall.]
53 COMPARATIVE VERTEBRATE ZOOLOGY
6 crs.
A comparative study dealing with the taxonomy, morphology, and evolution of the larger vertebrate phyla. [4 lect., 2 double lab. Prereq.: 12,
Winter.]
61 PLANT MORPHOLOGY
5 crs.
The structure, reproduction, and development of the major taxonomic
plant groups. [ 4 lect., 2 doi~blelab. Prereq. : 12. Fall, 1969.1
63 PLANT TAXONOMY
5 crs.
Principles of plant classification with special emphasis on the flowering
plants. Includes field collecting and classifying some plants indigenous
to our state. [4 lect., 2 double lab. Saturday field trips required. Prereq.:
12. Spring, 1968.1
71 CELLULAR BIOLOGY
6 crs.
A study of the ultrastructure, function, and genetics of cells. Laboratory
work includes microtechnique, cytological studies, studies in cell physiology, and an introduction to tissue culture. [5 lect., 2 double lab. Prereq.:
12, Chem. 23 or 51. Fall.]
72 GENETICS
5 crs.
The principles of heredity with emphasis on recent advances in molecular,
cellular and human genetics. Laboratory, with work on Drosphila and
certain micro-organisms, is optional for one additional credit. [5 lect.,
1 double lab. plus individual work if lab is taken. Prereq.: 12. Spring.]
73 GENERAL PHYSIOLOGY
6 crs.
A study of physical and chemical processes occurring in animals with
emphasis on the vertebrates. [5 lect., 2 double lab. Prereq.: 12, and
Chem. 23 or 51. Winter.]
74 DEVELOPMENTAL BIOLOGY
6 crs.
A consfderation of the chemical, physiological, and morphological changes which occur during the development of organisms with emphasis on
the vertebrate animals. Experimental as well as descriptive studies are
included in the laboratory work. [5 lect., 2 double lab. Prereq.: 12.
Spring.]
U P P E R DIVISION
COURSES
8 1 ECOLOGY
5 crs.
A survey of representative biological communities; the study of reciprocal relationships between organisms and their environments. [4 lect.,
2 double lab. Saturday field trips required. Prereq.: 12. Spring, 1969.1
91, 92, 93 SEMINAR
I cr. each
Discussions of topics based on biological literature and research. Topics
may concern the history and philosophy of science a s well as current
literature. Biology majors a r e required to register for a t least two
terms in their senior year. [Fall, Winter, Spring.]
1-5 crs.
99 INDEPENDENT STUDY
Individual work on a research project. [Prereq. : Previous arrangement
with instructor. Fall, Winter, Spring.)
MR. BUDGE, chairman, MISS LUND, MR. SABELLA, MR. SLESNICK,
MR. TEDEFAIAK
Majors in this department supplement the liberal arts program with
general and specialized knowledge in business and economic affairs.
The business administration major offers a basic core of courses, and
then allows the student to choose a limited specialization in accounting
or finance, and hence to prepare for careers in these fields. The
economics major concentrates on fundamental theoretical and policy
matters so that the student learns to analyze economic issues. He
is prepared thereby for graduate study in economics. Either of these
majors also can provide the background needed for general administrative careers in business, government, or various public and private
institutions. In particular, either major could be the basis for graduate
study in such fields as hospital and public administration, industrial
relations, or law.
DEPARTMENT
OF
BUSINESS
ADMINISTRATION,
ECONOMICS,
AND
BUSLNESS
EDUCATION
BUSINESS ADMINISTRATION
Major in Business Administration-Accounting: 38 credits, including Bus.
Ad. 1, 2, 31, 61, 62, 63, 81, 83. Major in Business Administration-Finance:
38 credits, including Bus. Ad. 1, 2, 31, 61, 62, 73, 78. Both programs also
require Econ. 22, 23, 51, 58 or 91 or 92; and Soc. 61.
Minor: 18 credits, including Bus. Ad. 1, 2 ; and two courses from Bus. Ad.
61, 62, 63, 73. Econ. 22, 23 also required. Other combinations may be
allowed by permission.
1 , 2 PRINCIPLES OF ACCOUNTING
4, 4 crs.
Basic concepts of accounting, accounting for individual proprietorships,
partnerships, and corporations. Special topics including manufacturing
accounting, taxes, and budgeting. [I, Fall. 2, Winter.]
31 BUSINESS LAW
5 crs.
Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the Uniform Commercial Code.
[Fall.]
61 FUNDAMENTALS OF FINANCE
5 crs.
Capital structures of business organizations, use of financial statements,
cash flow, raising and control of short and long-term funds for a
business enterprise. [Prereq. : 1 , 2 . F a . 1
W 62 INTERMEDIATE ACCOUNTING
5 crs.
An analysis of accounting theory pertaining to financial statements,
income concepts, capital stock and surplus accounts, current and longterm assets. [Prereq.: 1,2. Winter.]
63 INTERMEDIATE ACCOUNTING
5 crs.
An analysis of accounting theory pertaining to investments, tangible
and intangible fixed assets, liabilities and reserves, actuarial topics.
Additional emphasis on income determination considering price level
changes. [Prereq. : 62. Spring.]
73 FINANCIAL MANAGEMENT
5 crs.
Financial problems relating to budgeting, short and long-term fund
requirements, debt and equity choices, mergers and reorganizations
presented in case materials. [Prereq. : 62. Spring, 1969-70.1
UPPER DIS-ISION
COURSES
.
.
.
.
78 INVESTMENTS
I
5 crs.
The nature of various types of securities. Analysis of securities of
industrial, utility, and financial enterprises and various governmental
units. Portfolio management. [Prereq. : 41. Spring, 196849.1
8 1 COST ACCOUNTING
:L '
5 crs.
Essential features of accounting for manufacturing
emphasis on management control. [Prereq. 1, 2. Fall.]
82 TAX ACCOUNTING
concerns with
5 crs.
The more common and important provisions of federal income taxes
for individuals and various forms of business enterprises. [Prereq.:
1, 2. Winter.]
83 AUDITING
5 crs.
Internal and external auditing procedures. Emphasis on internal checks
and controls for accounting systems. [Prereq.: 63. Spring.]
ECONOMICS
Major: 31 credits, including Econ. 22, 23, 51, and 58. Soc. 61 and Bus. Ad.
1, 2 also required. Mathematics through course 43 is highly recommended
for those planning on graduate study in economics.
Minor : 22 credits, including Econ. 22, 23.
2 2 PRINCIPLES OF ECONOMICS I
4 crs.
Analysis of economic institutions, problems, and policies. Emphasis
upon the foundations of economics, economic systems, and specific issues,
such as unemployment, poverty, monopoly, inflation, role of government. [Fall, Winter, Spring.]
.
.
.
.
.
2 3 PRINCIPLES OF ECONOMICS II
4 crs.
Micro- and macroeconomic theory examined with the analytical tools
of economics. Topics include determination of the level of national
income and employment, money and banking, monetary-fiscal policy,
economics of the firm, product and resource pricing and allocation, etc.
[Prereq. : 22. Spring.]
UPPER DIVISION
COURSES
5 1 INTERMEDIATE MICROECONOMICS
5 crs.
Theory of demand, theory of the firm, price and output determination
under various market conditions, factor price determination. [Prereq.:
23. Fall.]
52 ECONOMIC DEVELOPMENT
5 crs.
Determinants of growth, theories, and historic patterns. Analysis of
the present developing nations a s to characteristics, problems, and
policies to promote growth. [Prereq.: 22 or #. Winter, 196849.1
53 LABOR ECONOMICS
4 crs.
Economics of the labor market. Wage determination, collective bargaining, role of unions, level of total employment, economic security, and
governmental activity. [Prereq. : 22 or # Spring.]
.
58 INTERMEDIATE MACROECONOMICS
5 crs.
Determinants of national income, employment, and price level analyzed
via a macro-model. Some consideration of macro-measurement, the
business cycle, growth, monetary-fiscal policy. [Prereq.: 23. Winter,
196!+70.]
91 PUBLIC FINANCE
5 crs.
Governmental taxation, spending, borrowing, and the impact of governmental finance on economic activity. [Prereq.: 22 or #. Fall.]
92 MONEY AND BANKING
5 crs.
Functioning of the monetary and banking system, particularly commercial banks, the Federal Reserve and its role in relation to aggregate economic activity. Emphasis upon monetary theory and policy.
[Prereq. : 23. Winter.]
99 INDEPENDENT STUDY
2-5 crs.
Individual supervised projects designed to give the student opportunity to analyze some topic or issue in depth. [Prereq.: #. Fall,
Spring.]
BUSINESS EDUCATION
These courses a r e planned to prepare students to teach business
education in high school, for stenographic and secretarial positions in
business offices, for parish secretarial work, and to provide a E p portunity for the develcpment of business skills for personal use.
II
Major: 51 credits, including 8, 10, 21, 22, 50, 53, 63; Bus. Ad. 1, 2, 31;
Econ. 22, 23.
Minor with secretarial emphasis: 26 credits, including 8, 10, 21, 22,
50 and 53.
Minor with accounting emphasis: 25 credits, including 8, 50; Rus. Ad.
1, 2 ; and Econ. 22, 23.
For those who have had elementary shorthand in high school, the
major may be 47 credits and the minor, 22 credits. Students with bvo
years of shorthand from high school may be exempted from a total of
8 credits in shorthand, but they must elect one other course in the
business field.
I ELEMENTARY TYPEWRITING
2 crs.
The fundamental skills of typewriting. Emphasis on personal use. Not
open to students who have had one year of high school typewriting.
[5 hours. Fall.]
8 CALCULATING MACHINES
4 crs.
Operation of ten-key and full-key adding machines and the rotary calculator. Introduction to automation. [4 hours. Fall, Winter.]
10 DUPLICATING, TRANSCRIPTION, AND
RECORDS MANAGEMENT
4 crs.
Operation of transcription machines, stencil and spirit duplicating machines. An introduction to and application of basic principles of filing
and organization of records in the office. r 4 hours. Prereq.: 1 or equiv.
Spring.]
2 1 ELEMENTARY SHORTHAND
4 crs.
Fundamentals of Gregg shorthand (Diamond Jubilee) with emphasis
on theory, reading and writing shorthand. Introduction to transcription.
Not open to students who have had one year of shorthand in high
school. [5 hours. Prereq.: 1 or equiv. Fall.]
22 INTERMEDIATE SHORTHAND
4 crs.
Review for those with previous shorthand instruction. Development of
speed and accuracy in taking and transcribing mate;ial dictated a t
speeds of 80-100 words a minute. [ 5 hours. Prereq.: 21 or equiv. Winter.]
UPPER DIVISION
COURSES
.
50 ADVANCED TYPEWRITING
5 crs.
Further development of typewriting technique in business letter arrangement, billing, tabulating, manuscript typing, and the typing of
legal documents. [Prereq. : 1or equiv. Winter.]
53 ADVANCED SHORTHAND
5 crs.
Advanced study of Gregg shorthand. Rapid dictation and transcription
of material dictated at speeds of 100-120 words a minute. [Prereq.:
22 or equiv. Spring.]
63 SECRETARIAL PROCEDURES
4 crs.
Dictation, business letter writing, telephoning, use of business and legal
forms, personality development, writing application letters, and making
applications for a job. An introduction to automation. [Prereq.: 22 or
equiv. Spring.]
65 BUSINESS SEMINAR
3 crs.
A study in special problems in the field of business education through
research and informal discussion. Special emphasis on general business.
[Fa.]
DEPARTMENT
OF
CHEMISTRY
MR. AGRE, chairman, MR. ALTON, MR. GYBERG,
MR. HOLUM, MR. INGEMANSON, MR. LYLE
I t is the purpose of this department to give students an understanding
and an appreciation of the nature of matter and the ways by which
this has been elucidated. The curriculum in chemistry provides an
opportunity to examine the chemical aspect of the structure, the power,
and the beauty of one of the great intellectual accomplishments of
man-modern science-and it provides dramatic examples of effective
ways to handle certain types of problems.
Courses in chemistry are offered as part of a liberal arts education, and
as a preparation for: (1)high school teaching, (2) the study of biology,
medicine, dentistry, pharmacy, medical technology, nursing and allied
professions, (3) graduate study in chemistry and molecular biology, and
(4) the chemical profession.
I
-!!
?>
I : .
The chemistry department is approved by the American Chemical Society
for the preparation of chemistry majors.
Students planning to majo: in chemistry in preparation for graduate
school, medical school, or high school teaching, are urged to consult
with the chemistry staff a t the earliest possible time.
Major: 40 credits, including Chenl. 51, 52, 53, 61, and one additional
upper division course. Also required are Physics 21, 22, 23; Math. 41, 42.
Recommended for pre-medical students: 15, 16, 51, 52, 53, 61, and 62; for
pre-dental students: 15, 16 (or 5, 61, 51, 52; for graduate study: 15,
16, and all courses above 50. Additional mathematics and physics strongly
recommended for graduate study.
Majors participate in informal, weekly seminars during the junior and
senior years in Chem. 91.
Minor: 27 credits; must include Chem. 15, 16 (or 5, 6) and other courses
to complete the 27 credits. Chem. 23 and 53 are strongly recommended.
Course 3 does not count toward the major or minor.
See under Curriculums for a suggested course of study.
3 ELEMENTARY CHEMISTRY
4 crs.
Selected elements of general, organic, and biological chemistry are
organized around the theme: the molecular basis of life. Designed for
prospective nurses from Lutheran Deaconess, Fairview, Methodist,
and Swedish Hospitals. [3 lect., 1 double lab. Prereq.: H.S. Chem. Fall.]
5, 6 PRINCIPLES OF CHEMISTRY
6, 6 crs.
Primarily for non-majors. The concepts and laws underlying chemistry
illustrated by examples from inorganic and organic chemistry. Semimicro qualitative analysis included in the laboratory. [5 lect., 2 double
labs. 5, Fall. 6, Winter.]
15, 16 GENERAL AND QUALITATIVE CHEMISTRY
6,6 crs.
An intensive course for pre-medical students and future chemists;
others only by permission of instructor. First term devoted to fundamental principles, and second to inorganic chemistry and qualitative
analysis. [5 lect., 2 double labs. Prereq.: H.S. Chem., elem. alg., plane
geom. 15, Fall. 16, Winter.]
2 3 ELEMENTARY ORGANIC CHEMISTRY
6 crs.
Designed for medical technology and other students v.ho desire less
than the more intensive two-term course. Aliphatic and aromatic compounds with frequent reference to bio-chemistry. [5 lect., 1 three-hour
lab. Prereq. : 5 or 15. Spring.]
5 1 , 52 ORGANIC CHEMISTRY
6, 6 crs.
Important classes of organic compounds with special emphasis on
types of mechanisms and multi-step syntheses. Descriptive material is
correlated by means of modern theories of chemical bonds, energyrelationships, and reaction mechanisms. Laboratory work is a study
of techniques while synthesizing or identifying typical compounds.
Normally taken in the sophomore year. [5 lect., 2 three-hour labs. Prereq. : 6 or 16. 51, Fall. 52, Winter.]
UPPER DIVISION
I 53 QUANTITATIVE ANALYTICAL CHEMISTRY
5 or 6 crs.
Gravimetric and volumetric analysis with some instrumental analysis.
Ionic equilibria and treatment of data. Normally taken in the sophomore
year. Medical technology students register for 6 credits, others for 5.
[4 lect., 2 three-hour labs. Prereq.: 6 or 16. Spring.]
1 61, 62 PHYSICAL CHEMISTRY
6, 6 crs.
Atomic structure, states of matter, gas laws, thermodynamics, thermochemistry, equilibrium, solutions, phase rule, electrochemistry, kinetics,
and colloids. [5 lect., 1 three-hour lab. Prereq.: 53, Physics 23, Math.
42. 61, Fall. 62, Winter. 1
I 63 ADVANCED ORGANIC CHEMISTRY
5 crs.
Organized around the problems of identifying organic compounds in
the laboratory, the lecture topics include : structure-spectra correlations
for IR, UV, NMR, and mass spectroscopy; classical methods; use
of the literature (inc. Beilstein); and further study in reaction mechanisms. IR and UV spectra routinely used. [4 lect., 2 four-hour labs.
Prereq.: 52, 61, and some rending knowledge of German. Spring.]
1 72 QUANTUM CHEMISTRY
4 crs.
Classical mechanics, uncertainty principle, Schredinger's equation, approximate methods of solution, commutators, conservation laws, electron
spin, angular momentum, the hydrogen atom, many electron problems.
[4 lect. Prereq. :61 or #. Winter.]
I 8 1 ADVANCED ANALYTICAL CHEMISTRY
5 crs.
Principles of atomic and molecular spectroscopy and their application
to modern analytical methods. Includes instrumental methods, such as
spectrophotometric, electro-analytical, and chromatographic techniques.
[3 lect., 2 three-hour labs. Prereq. : 53, 62 or #. Fall.]
I 83 ADVANCED INORGANIC CHEMISTRY
5 crs.
Correlation of inorganic chemistry using the electrostatic, valence bond,
and molecular orbital models. Coordination compounds are discussed
using the ligand field theory. Preparations of typical inorganic compounds using a variety of techniques including vacuum manipulations.
[4 lect., 1four-hour lab. Prereq. : 62 or #. Spring.]
I 91 CHEMISTRY SEMINAR
0 crs.
During the junior and senior years all chemistry majors will participate
in weekly seminars to present and discuss research papers of general
interest. [Fall, Winter, Spring.]
97 CHEMISTRY RESEARCH
Cr. arr.
During the summer after the junior year or during the senior year,
each chemistry major preparing for graduate study in chemistry may
participate in independent research in cooperation with staff members.
By staff permission only. [Fall, Winter, Spring, or special summer program.]
DEPARTMENT
OF
CLASSICAL
LANGUAGES
MR. COLACCI, chairman, SISTER M. GERTRUDE WARD
The purpose of the courses offered in the department is two-fold; first
to provide the students with a linguistic foundation in order that they
may have a direct approach to the classical tradition which is an essential part of our Western literary heritage; second, to introduce the
students to some of the major works of the Greek and Latin world in
the original language. Courses 11 through 52 are designed to meet the
two-year requirement in New Testament Greek of most theological seminaries.
GREEK
Major: 42 credits in Greek. Also required: Latii 1, 2.
Special arrangements will be made for students who intend to major
in Greek. If the number of students is not large enough to permit regular offering by the College, provisions will be made so that they may
complete the major at the University of Minnesota. When this is the
case, in addition to courses 11, 12, 13, 51, 52, 59, they are required to
take at the University, five courses to be chosen from those listed under
Greek, 61 to 163.
Minor: 27 credits.
I 1 , 12 BEGINNING GREEK
5, 5 crs.
Theoretical and practical study of Greek grammar, with special emphasis on morphology. Translation exercises from and into Greek. [Prereq.:
Latin 2 or 2 yrs., H.S. Latin or #. 11, Fall, 12, Winter.]
13 INTERMEDIATE GREEK
5 crs.
Continuation of grammar with special emphasis on syntax. Reading
and parsing of easy selections frcm classical and New Testament Greek
writings. [Prereq. : 12. Spring.]
51, 52 NEW TESTAMENT GREEK
4, 4 crs.
Selections from the synoptic Gospels and the .book of Acts. Special
emphasis is given to parsing and syntax of the Greek text. [Prereq.:
13. 51, Fall; 52, Winter.]
55 GREEK EXEGESIS
4 crs.
Selections from the Pauline and Catholic Epistles. Special emphasis is
given to the syntactical and exegitical approach to the Greek text. [Offered on demand. Spring.]
59 CLASSICAL GREEK
4 crs.
Selections from classical Greek prose and poetry. CPrereq. : 52. Offered on
demand.]
UPPER DIVISION
COURSES
LATIN
Minor: 28 credits. Also required: Eng. 35.
Courses 52, 53 offered only if there is sufficient enrollment. If they are
not offered, a minor may be completed a t the University of Minnesota.
Consult the department chairman a t Augsburg.
Students who wish to major in Latin may complete all courses in Latin
offered a t Augsburg, plus 61, 62, 63 and 9 additional credits in courses
numbered above 63 a t the University of Minnesota.
1 , 2 BEGINNING LATIN
5, 5 crs.
Theoretical and practical study of Latin grammar, with special emphasis
on morphology. Exercises in translation from and into Latin. [I, Fall, 2,
Winter.]
3 , 4 INTERMEDIATE LATIN
4, 4 crs.
Continuation of grammar. Reading of prose and poetry selections from
Latin authors; e.g. Caesar, Cicero, Livy, Vergil, Ovid, St. Augustine,
and the Medieval Latin writers. [Prereq.: 2 or equiv., determined by
placement test. 3, Fall; 4, Winter.]
UPPER DIVISION
COURSES
52 VERGlL
5 crs.
Selections from Vergil's "Aeneid" and pastoral poems. [Offered on demand.]
53 CICERO
5 crs.
Selections from Cicero's works. [Offered on demand.]
ECONOMICS
See under Department of Business Administration, Economics, and
Business Education.
DEPARTMENT
OF
EDUCATION
MR. JOHNSON, chairman, MRS. ANDEREGG, MR. FARDIG,
MR. GROENHOFF, MRS. LUDEMAN, MISS MATTSON,
MRS. PARKER, MR. M. QUANBECK
The education curriculum has been designed primarily for those preparing to do public school teaching, although any student who is preparing to work with youth is encouraged to study in the area. The work
in this department will qualify the graduate for teaching on the elementary or the junior and senior high school level, as well a s for further
study in the field of education. The program is accredited by the State
of Minnesota, the North Central Association of Colleges and Secondary
Schools, and the National Council for Accreditation of Teacher Education.
Admission to the 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. Approval
is granted on the basis of a satisfactory health report, favorable personality characteristics and a satisfactory scholastic achievement. For
elementary teaching candidates, this means essentially a 2.5 grade-point
average in work completed in the minor and a 2.0 over-all; for secondary
teaching candidates a 2.5 in work completed in the major and a 2.0
over-all. Both a r e expected to maintain a 2.5 average in their major
and 2.0 over-all average. Candidates in both fields must make application
for student teaching as juniors and are required to meet the 2.5 major
and 2.0 general average a t this point.
Major: 51 credits in professional education courses. In addition, the
following general education courses are required: Psych. 5; Hist. 21 or
22; Math. 56; Geog. 14; and three terms of Group Activities (Ed. 52,
53, 54).
See under Curriculums for a suggested course of study.
1 52, 53, 54 GROUP ACTIVITIES 1 , 11, 111
0 crs.
Required without academic credit as a laboratory experience in connection with Education 55 and 56. Includes such experience as teaching,
supervising recreation, advising clubs in cooperation with city organizations and agencies. Three terms required. [Fall, Winter, Spring.]
1 55 HUMAN GROWTH AND DEVELOPMENT
4 crs.
The growth and development of the human organism from conception
through adolescence. Emphasis on process of learning, factors influencing learning. [Prereq. : Psych. 5. Fall.]
56 ELEMENTARY SCHOOL TEACHING
5 crs.
The qualifications of teachers; the teaching profession. Survey of American schools: philosophies, curricula, policies, and practices. Learning
theory and tests and measurements. Includes observation of teaching
situations. [Prereq.: Admission to Elementary Education. Fall.]
1 57 METHODS AND MATERIALS:
HEALTH, PHYSICAL EDUCATION, MUSIC -
4 crs.
Principles, methods and techniques for teaching health and physical
education a t the elementary school level. Methods pertaining to rote
singing, notation, rhythm, part singing. Integration of music in total
elementary program. [Prereq. : 55, 56. Winter.]
58 ART IN ELEMENTARY SCHOOLS
4 crs.
See under Department of Art.
1 63 METHODS AND MATERIALS:
MATHEMATICS, SCIENCE
4 crs.
Principles, methods and techniques of teaching arithmetic and science
in the elementary school. Use of instructional materials. [Prereq.: 55, 56.
Spring.]
1 64 METHODS AND MATERIALS:
LANGUAGE ARTS, READING
6 crs.
Objectives and techniques in the language arts: listening, speaking,
writing, and reading. Application of principles of learning in acquisition
of skills, interests, attitudes. Examinations of modern methods and
materials. [Prereq. : 55, 56. Spring.]
1 65 METHODS AND MATERIALS: SOCIAL STUDIES
2 crs.
Objectives, principles, methods and techniques in the social studies.
Development of units. [Prereq.: 55, 56. Spring.]
77 PROFESSIONAL LABORATORY EXPERIENCE
15 crs.
Student spends ten weeks in the classroom, assisting the regular teacher, and doing actual teaching. Supervision is carried out by the cooperating teacher and the college staff. This is followed by one week of
seminar with discussion of problems encountered in the classroom. CPrereq. : # Fall, Winter.]
.
I
79 CHILDREN'S LITERATURE
3 crs.
Study of literature suitable to the elementary school child. Role of
literature in the classroom, in life outside of school. Extensive reading
and evaluation of children's books, compiling bibliography. [Prereq.: 65,
56 or #. Spring.]
87 SCHOOL AND SOCIETY
4 crs.
ment of American education. [Prereq. : Senior standing. Winter, Spring.]
Problems in education and the relation of the American school system
to modern society. A study of educational philosophy and the development of American education. [Prereq. : Senior standing. Winter, Spring.]
SECONDARY EDUCATION
For the Minnesota teacher's certificate students are required to complete 28 credits in professional education courses including 50, 52, 53, 54,
59, 83, 84, 87. All students must register for three terms of Group Activity (Education 52, 53, 54). Secondary education students must take
Phy. Ed. 10 and Psych. 5 in addition to other general education requirements.
50 EDUCATIONAL PSYCHOLOGY
4 crs.
Physical, mental, social and emotional development of adolescents with
special emphasis placed on educational implication. The nature and
conditions of learning. [Prereq.: Psych. 5 and junior standing. Fall,
Winter.]
52, 53, 54 GROUP ACTIVITY I, 11, 111
0 cr.
Required without academic credit as a laboratory experience in connection with Education 50 and 59. Includes such experience as teaching, supervising recreation, advising clubs in cooperation with city organizations and agencies. Three terms required. [Fall, Winter, Spring.]
59 METHODS IN SECONDARY EDUCATION
5 crs.
Teaching procedures, materials and problems a t the secondary level.
Three class sessions per week will be devoted to general methods and
two to four class sessions to the specific methods and materials of the
student's major field. [Prereq. :50. Spring.]
68 TEACHING OF MUSIC IN ELEMENTARY AND
JUNIOR HIGH SCHOOLS
4 crs.
Materials, organization, and teaching procedures in the field of music
a t the elementary and junior high school levels. For music majors.
[Prereq.: 50. Spring.]
/
8 3 SEMINAR FOR STUDENT TEACHING
5 crs.
Preparation for the student teaching experience including observation
and planning. Special attention will be given to tests and measurements.
[Prereq.: Admission to student teaching. Fall, Winter.]
10 crs.
84 STUDENT TEACHING
Experience in observing and directing learning experiences at the secondary school level under supervision of college and high school personnel.
Course fee $20.00. [Prereq.: Admission to the student teaching program.
Fall, Winter.]
87 SCHOOL AND SOCIETY
4 crs.
Problems in education and the relation of the American school system
to modern society. A study of educational philosophy and the development of American education. [Winter, Spring.]
88 GUIDANCE
4 crs.
The guidance function of the classroom teacher; tools and techniques
used in studying students; and methods appropriate for student guidance,
including counseling. [Fall.]
99 INDEPENDENT STUDY
2-5 crs.
Independent study offering students an opportunity to explore areas of
s~ecializationin education. Each student does research and resents a
report of his findings on the requirements, present status, and future
possibilities of his own field of interest. Conducted largely on a seminar basis. Open to seniors with the approval of the department. [Fall,
Winter, Spring.]
LIBRARY SCIENCE
The following courses prepare the student to meet the state requirements for a minor in library science. Preparation for selection of books
and related materials, efficient and effective management of library
materials, intelligent use of library sources are included. While the
minor in library science is planned to prepare the graduate in the area
of school librarianship, it is also a valuable minor for any student planning a teaching career, since it introduces him to many avenues of
curriculum enrichment. The courses provide a foundation for the student
who wishes to do advanced work in the field of library science.
Minor: 23 credits.
45 FUNCTIONS OF THE SCHOOL LIBRARY
5 crs.
The role of the library in the school and community. Types of library
services and activities ; methods of evaluation. Organization of library
materials, including cataloging and circulation. [Fall.]
46 SELECTION OF LIBRARY MATERIALS
4 crs.
Theory, principles and techniques of selection. An introduction to basic
selection tools; analysis of book reviews and annotations. [3 lects., 1
disc. Spring.]
UPPER DMSION
COURSES
58 THE ELEMENTARY SCHOOL LIBRARY:
MATERIALS SELECTION AND GUIDANCE
5 crs.
Characteristics and purposes of an elementary school library. Extensive study of book lists, book talks, story-telling and a wide exposure
to individual titles of books and related materials. Emphasis on preparation of papers and bibliographies. [3 lects. Fall.]
59 INTRODUCTION OF REFERENCE MATERIALS
4 crs.
Intensive study of outstanding and useful reference books most frequently used by students and librarians; bibliographies, indexes, and periodical guides. Development of skills in the performance of reference duties
of a librarian. Laboratory work. [3 lects. Winter.]
W 75 THE HIGH SCHOOL LIBRARY:
MATERIALS SELECTION AND GUIDANCE
5 crs.
Survey and evaluation of library materials on the secondary level, with
attention to their use in relation to school curricula as well as for personal interests and needs of young adults. Emphasis on preparation of
papers and bibliographies. 13 lects. Prereq.: 45. Spring.]
GEOGRAPHY
14 HUMAN GEOGRAPHY
4 crs.
An introduction to the basic concepts and tools of geography followed
by a survey of the distribution patterns to be found in our physical and
human environment. [Winter, Spring.]
DEPARTMENT
OF
MR. GRAY, chairman, MR. BERGSTROM, MR. BLY,
MRS. BOLSTERLI, MRS. CHRISTENSEN, MR. DAHLEN,
MRS. KARVONEN, MISS LILLEHEI, MRS. LIVINGSTON,
MR. NICHOLL, MR. PALOSAARI, MISS PEDERSON, MR. SARGENT,
MRS. TRAUTWEIN
The aim of the Department of English is to develop the student's ability
in oral and written expression, to increase his proficiency in reading
and analyzing literature, to acquaint him with the English language
and with the beginnings of Western literature and its development,
especially in England and America, and to stimulate his appreciation and
understanding of the fundamental human problems and situations revealed in great literature.
The department prepares for the teaching of English in the elementary
and secondary school and for graduate study.
Major: 46 credits above 15, Encluding, 35, 45, 47, 61, 62, 84, plus one
writing course above 15, one seminar, one modern literature course,
and electives.
Major for secondary teaching: 54 credits above 15, including course
55 in addition to those listed for the major. Writing course 31 required.
Speech 12 or 52, or 55, and 60 or 66, as well as Library Science 75 are
also required.
Students preparing for graduate study should include 86, 88, and a t least
one term of Independent Study. Proficiency in one or more foreign languages is recommended. Foreign languages most generally required
for graduate study in English are Latin, German, French.
Minor: 32 credits above 15, including 35, 45, 47 or 61 or 62, 84, plus one
writing course above 15, one seminar course, and electives.
Minor for secondary school teaching: 32 credits including course 31 for
the writing course, and 55 in addition to those listed for the minor.
Minor for elementary school teaching: 24 credits above 15, including
31, 35, 45, 55, and 47 or 61 or 62.
Concerning English Proficiency: Juniors who do not have a satisfactory grade on the sophomore English Test must improve their use
of English in preparation for a second test. The English Department
will, upon request, advise the student how to direct his studies in preparation for the second test.
Satisfactory completion of course 11 is prerequisite to 12; satisfactory
completion of course 12 or 15 is prerequisite to all other English courses.
4 crs.
H I I COMPOSITION AND LITERATURE
The study of language and composition with emphasis on expository
writing. Attention to correct usage, logical organization, reading and
analysis of expository and narrative selections, especially the short story.
[Fall, Winter, Spring.]
E 12 COMPOSITION AND LITERATURE
5 crs.
Continued stress on expository writing, including the reference paper,
the study and analysis of drama, poetry, novel. [Fall, Winter, Spring.]
15 COMPOSITION AND LITERATURE
5 crs.
Honors course for students with high proficiency in English. Covers
basically the material listed under 11 and 12 with more emphasis on
critical analysis. Students completing this course meet the freshman
English requirement by completing English 35 or 40 or 45. [Fall.]
H 2 1 INTRODUCTION TO JOURNALISM
4 crs.
A brief survey of the ethics and history of journalism, with emphasis on
the techniques and practices in news, feature, and editorial writing.
rWinter.1
H 3 1 EXPOSITORY WRITING
4 crs.
A course in expository and argumentative writing, including reading
analysis of selected models. [Fall, Winter, Spring.]
H 32 CREATIVE WRITING
4 crs.
Study of the techniques of descriptive and narrative writing, both prose
and poetry. Class discussion and evaluation of the student's work. [Fall.]
35 THE CLASSICAL TRADITION
5 crs.
Study of the works of selected Greek and Roman writers in the various
genre, and the influence of the classical tradition on later Western literature. [Fall, Winter, Spring.]
40 LITERARY CLASSICS
4 crs.
Reading, analysis, discussion of selected European classics from the
Renaissance to the Modern Age, chiefly non-English writers. [Fall,
Winter, Spring.]
45 MAJOR AMERICAN WRITERS
5 crs.
Works of selected American writers from Colonial times to the present,
noting their contribution to the historical development and the literary
movements of American literature. [Fall, Winter, Spring.]
47 MEDIEVAL AND RENAISSANCE LITERATURE
J
UPPER DMSION
COURSES
The development of Western literature, chiefly British, from "Beowulf"
to Shakespeare through study of significant works and their relation to
the literary and historical context. [Prereq.: 35 or #. Fall, Spring.]
.
55 INTRODUCTION TO MODERN ENGLISH
5 crs.
I
I
I
I
..,.
..
I
:3:.
A study of modern English viewed from a historical perspective, with
reading in recent linguistic studies. Designed to give the student an
introduction to structural linguistics and a view of the development of
the English language. [Spring.]
61 BRITISH LITERATURE, 16 16-1 800
5 crs.
I
..
Reading, analysis, and discussion of works of selected writers from the
metaphysical poets through Blake, with attention to the historical, intellectual, and social influences and the major literary movements. [Prereq. :47 or
--. ,.
'II
,
#. Fall.]
*
62 BRITISH LITERATURE OF THE NINETEENTH CENTURY 5 crs.
.:,
Study of the works of the major Romantic and Victorian poets, critics,
essayists and novelists and of the major literary movements of the
century. [Prereq. :61 or #. Winter.]
72 MODERN FICTION
.
4 crs.
Significant works of selected prose writers, chiefly British and American, of the twentieth century. [Winter.]
I
I
74 MODERN POETRY
4 crs.
Study of the work of selected twentieth century poets, chiefly British
and American, with attention to recent criticism. [Spring.]
78 ADVANCED WRITING: PROSE AND POETRY
"
4 crs.
A course for students with demonstrated proficiency in writing. Assignments based on students' needs and interests. Class discussion of students' work. [Prereq. : 31 or 32 or #. Spring.]
.
-.
I
.,,,
9
>
!:: ,I.>-
<
I
W 80 THE BRITISH NOVEL
4 crs.
Survey of the development of the novel in England through study of
the work of selected major novelists from the eighteenth century to the
present. [Winter, 1969-70.1
.
82 THE AMERICAN NOVEL
4 crs.
A study of major and representative wokks of selected American novelists. [Winter, 196849.1
1
Study of ten or twelve major plays-comedies, histories, tragedieswith attention to the development of Shakespeare's dramatic and poetic
art. Additional plays assigned for reading and analysis. [Prereq.: 47.
'
w
.
.+,
Spring.]
86 MILTON
>,
4,
5 crs.
84 SHAKESPEARE
;
3
t
;*; r:
.
4 cr?.
A study of major poems and selected prose with reference to the intellectual and historical background of Milton's works. [Prereq.: 61
I
or #. Spring, 1968-69.1
-
88 CHAUCER
-
4 crs.
Study of Chaucer's works and language, with emphasis on "The Canterbury Tales." [Prereq. :47 or #. Spring, 1968-69.1
1
.,,
3
I
--
90, 91, 92 ENGLISH SEMINAR
3, 3 , 3, crs.
Course 90, methods and problems of bibliography and research; 91,
a major American or British writer; 92, studies in criticism. Open, with
limited enrollment, to any junior or senior with permission of the
instructor. 190, Fall. 91, Winter. 92, Spring.]
99 INDEPENDENT STUDY
2-5
crs.
Open to junior or senior English majors with a grade of B or above.
Provides directed independent study in the area of the student's choice.
[Fall, Winter, Spring.]
As an aid to students who are handicapped in their college work by
inefficient reading skills, Augsburg College offers a non-credit class in
Improvement of Reading. The fee for the class is $25 per term. Arrangements to take the course must be made at the time of registration
for the fall term.
FRENCH AND GERMAN
See under Department of Modern Languages.
GEOGRAPHY
See under Department of Education.
GREEK
See under Department of Classical Languages.
DEPARTMENT
OF HEALTH
AND
EDUCATION
MR. ANDERSON, chairman, MISS ANDERSON, MR. NELSON,
MISS OLSON, MR. PEARSON, MRS. PETERSON, MR. PFEFFER,
MR. SAUGESTAD
The aim of the Department of Health and Physical Education is to
promote health and physical fitness through a well-rounded physical
education program, to develop character and good sportsmanship,
to further the worthy use of leisure time, and to provide an effective
training program for prospective teachers of health and physical
education.
All students are required to take a physical examination as a part
of the registration procedure before participating in any phase of the
physical education program.
One year of physical activities, course 1, 2, 3, is required of all students.
Physical Education major: 40 credits including 11 or 13, 23, 31, 32, 43,
51, 52, 71, 72.
Broad teaching major in Health and Physical Education: 68 credits
including 10, 11 or 13, 23, 31, 32, 43, 50, 51, 52, 57, 59, 60, 71,
72, 73, Biol. 6, plus P.E. 82 for men, and Soc. 31 for women.
Physical Education teaching major: 53 credits including 10, 11 or 13,
23, 31, 32, 43, 51, 52, 59, 71, 72, and Biol. 6.
Physical Education teaching minor: 29 credits including 10, 23, 31, 32,
43, and 72.
Health teaching minor: 31 credits including 10, 50, 51, 60, 73, and SOC.
31, and Biol. 6.
Coaching endorsement: 25 credits including 10, 43, 51, 82, and Biol. 6.
Coaches atering their first head-coaching assignment in Minnesota
Public Schools are required to have at leas€ rz coaching endorsement
In the field nf ph~~sical
education. Sports included under this requirement
are football, basketball, mack, hockey, w~estling,and baseball.
4 1 , 2, 3 PHYSICAL ACTIVITIES
1/3, 1/3, 1/3 crs.
Two hours per week. Meets the general education requirement. [I, Fall.
2, Winter. 3, Spring.]
10 HEALTH AND FIRST AID
5 crs.
Modern concepts and practices of health and healthful living applied
to the individual and the community. Includes also the American Red
Cross First Aid Course. [Winter, Spring.]
I I , 13 SWIMMING AND AQUATICS
I , I cr.
Theory and practice in teaching swimming, life-saving and water
safety. Open only to majors and minors. [2 hrs. per wk. 11, (Women),
Fall. 13 (Men), Spring.]
23 TEAM SPORTS
5 crs.
Theory and practice in teaching and officiating team sports. Separate
sections for men and women. [lo hrs. per wk. Spring.]
4 3 1 INDIVIDUAL AND DUAL SPORTS
5 crs.
Theory and practice in teaching individual and dual sports. Separate
sections for men and women. 110 hrs. per week. Fall.]
4 32 RECREATIONAL ACTIVITIES AND RHYTHMS
4 crs.
Theory and practice in teaching recreational activities, social recreation,
quiet games, low organized games, noon-hour activities, camp nights,
relays, modified games, simple rhythmic games, folk and square dancing. [8 hrs. per wk. Winter.]
43 HISTORY AND PRINCIPLES OF PHYSICAL
EDUCATION
5 crs.
History, principles, and philosophy of physical education. [Spring.]
50 INSTRUCTOR'S COURSE IN FIRST AID
I cr.
Methods and materials in teaching the American Red Cross First Aid
Aid card. Winter.]
Course. [Prereq.: Currently valid Standard -st
4 51 KlNESlOLOGY AND PHYSIOLOGY OF EXERCISE 6 crs.
Mechanics of movement with special emphasis upon the action of the
muscular system. The major effects of exercises upon the systems
of the body. [5 lect. and 1hr. arr. Prereq. : I5ol. 6, Chem. 5. Fall.]
4 52 ADAPTED PHYSICAL EDUCATION AND
EVALUATION
4 crs.
Physical education for the exceptional child with special reference to
the analysis of functional and organic abnormalities and the role of
physical education. Survey of basic statistical procedures and evaluation
of tests in physical education. [Winter.]
4 57 TEACHING OF HEALTH EDUCATION AND
PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS 2 crs.
Methods and materials. Offered in connection with course 5 under
Department of Education. [Winter.]
59 TEACHING OF PHYSICAL EDUCATION
IN SECONDARY SCHOOLS
2 crs,
Methods and materials. Offered in connection with course 59 under
Department of Education. Separate sections for men and wcimen.
[Spring.]
UPPER DIVISION
W 60 SCHOOL HEALTH EDUCATION CURRICULUM
4 crs.
Curriculum content in a school health education program. [Fall.]
W 7 1 PHYSICAL EDUCATION PROGRAMMING
5 crs.
Curriculum analysis and preparation. Administrative techniques and
procedures. [Fall.]
W 72 SELF-TESTING ACTIVITIES
4 crs.
Theory and techniques of teaching stunts, tumbling, and special fitness
activities. Men and women meet separately. C8 hrs. per wk. Winter.]
W 73 ADMINISTRATION OF SCHOOL HEALTH
EDUCATION PROGRAM
Methods, techniques, and procedures. [Spring.]
W 82 COACHING OF SPORTS
4 crs.
Theory and techniques of coaching. Prevention and care of athletic
injuries. [Winter.]
W 99 INDEPENDENT STUDY
1-3 crs.
Directed intensive study in the area of Health Education or Physical
Education. Open only to majors.
DEPARTMENT
OF
HISTORY
MR. CHRISLOCK, chairman, MR. GISSELQUIST, MR. GUSTAFSON,
MR. HAUGE, MRS. JENSEN
The Department of History aims to introduce students to the study of
history as an intellectual discipline; to prepare students for s e c o n d w
teaching and graduate work; to deepen students' undersfandiny 2nd appreciation of their own and other civilizations; and lo enhmce students'
effectiveness as contributing members of society.
Major: 49 credits. Minor: 33 credits. Both the major and minor require
History 1, 2, 3, 21, 22, and 3 credits of seminar work.
W 1 , 2, 3 WESTERN CIVILIZATION IN A WORLD
SETTING
4, 4, 4 crs.
Western civilization from its beginnings in the Ancient Near East to
the present. Other great world civilizations and their relationship to the
West are surveyed. Course 1 carries the survey to 1300; course 2, to
1815; and course 3, to the present, becomes a survey of world civilization. Students may take any one, any two, or all three courses. [All offered each term.]
5, 5 crs.
W 21, 22 UNITED STATES HISTORY
The development of the ideas, institutions, and culture of the American
people. Special seminar for one additional credit for students selected
for the honors program. C21, Fall, .Winter. 22, Winter, Spring.]
W 25 SCANDINAVIAN HISTORY
See under Department of Modern Languages.
UPPER DIVISION
COURSES
5 crs.
W 55 TWENTIETH CENTURY UNITED STATES HISTORY 4 crs.
Exploration in depth of such topics as the Progressive Movement, the
New Deal, the background of WorM War I and World War 11, and the
coming of the Cold War. (Prereq. : 22, Winter.)
W 56 HISTORY OF AMERICAN FOREIGN POLICY
4 crs.
The relationship of ,foreign policy to general American development is
stressed. [Prereq. :21 or 22. Spring.]
1 57 HISTORY OF SOUTH AND SOUTHEAST ASIA
4 crs.
Modern period since 1800. Historical survey of cultural and political institutions. Expansion and consolidation of European power in the area,
Western impact on non-European societies, nationalist movements and
emergence of independent governments after World War TI. [Fall.]
1 6 1 ANCIENT HISTORY
4 crs.
A cultural and political history of ancient civilizations and their contributions to modern cultures. [Fall.]
1 62 ENGLAND TO 17 14
Emphasis is placed on constitutional development. [Winter.]
4 crs.
66 EUROPE IN THE SEVENTEENTH CENTURY
4 crs.
The main emphases are: the study of this century as the most critical
period in the emergence of the modern state; and the beginning of a
secular and scientific world view. [Spring.]
68 CHINA AND JAPAN SINCE EARLY
NINETEENTH CENTURY
4 crs.
A study of the major domestic developments in, and foreign affairs of
China and Japan. [Prereq.: 3 credits of Western Civilization or consent
of instructor. Winter.]
1 71 EUROPE IN THE AGE OF REVOLUTION,
1780's t o 1850
4 crs.
The period in which major revolutionary movements periodically erupted
in Europe. Population movements and economic changes which contributed to the "isms" that articulated the demands for change. [Fall.]
1 74, 75 EXPANSION OF EUROPE
4, 4 crs.
The spread of European people, ideas, and power into the non-Western
world and the impact on non-Western peoples. Case studies from Africa,
South America, and Asia are used to illustrate exploration, trading
post empires, the plantation system, adaptation and rejection by nonEuropean peoples, colonization, and economic and territorial imperialism. [74, Winter. 75, Spring.]
1 82 TWENTIETH CENTURY EUROPE
4 crs.
Europe from the outbreak of World War I to the present. [Fall.]
1 95 SEMINAR OR ADVANCED READINGS
3 crs.
Topics will vary from year to year. Students may earn up to 9 credits
in this course. [Prereq. : #. Fall, Winter, Spring.]
LATIN
See under Department of Classical Languages.
LIBRARY SCIENCE
See under Department of Education
,
DEPARTMENT
OF
MATHEMATICS
MR. GULDEN, chairman, MISS DURKEE, MR. FOLLINGSTAD,
MRS.NAUCK
The Department of Mathematics aims to develor, the student's knowledee
and sk31 in the major branches of elementary and higher mathematics,
an appreciation of its cultural and practical Galues, and the backgroud
for teaching and for professional and graduate study.
-
-
~-
-
----
Major: 24 credits above 43, including 58, 67, 72, 73, 83, 84.
Teaching major: 32 credits above 43, including 58, 61, 64, 67, 72, 80,
83, 84.
Recommended for those considering further study: 40 credits above 43,
including 58, 61, 64, 67, 72, 73, 83, 84, 85, 92.
.
.
.
Minor: 12 credits above Math. 43.
See under Curriculums for suggested course of study.
13, 14 INTRODUCTION TO COLLEGE
MATHEMATICS
5, 5 crs.
A liberal arts course in mathematics with an introduction to analytic
geometry, abstract algebra, trigonometry, logic, statistics, differential
and integral calculus. Primarily for students not intending further study
of mathematics. [Prereq.: Higher Algebra and CEEB placement. 13,
Fall, Winter. 14, Winter, Spring.]
40 MATHEMATICAL ANALYSIS I
5 crs.
An introduction to the concepts and terminology of mathematical
analysis through the areas of algebra, logic, functions, systems. Students
may not receive credit for this course if they have credit for 13, 14
(or 19). [Prereq.: Higher Algebra, Trig, and CEEB placement. Fall.]
41, 42, 43 MATHEMATICAL ANALYSIS 11, Ill, IV
5, 5, 5 crs.
(Calculus1
Topics of the elements of plane and solid analytic geometry integrated
with differential and integral calculus including calculus of several variables, applications, and series. [Prereq.: 40, or #. 41, Winter. 42,
Spring. 43, Fall.]
UPPER DIVISION
COURSES
.
56 BASIC CONCEPTS OF ARITHMETIC
4 crs.
Presents the patterns of mathematics underlying arithmetic and geometry. Emphasis is placed on the inductive techniques of discovery of
such patterns. Includes the ideas of modern elementary school mathema.
tics curricula. Primarily for elementary education majors. [Fall.]
58 DIFFERENTIAL EQUATIONS
4 crs.
Ordinary differential equations with applications, series solutions, systems of differential eguations ; solution by special transforms ; numerical
methods ; and an intrduction to partial differential equations. [Prereq. :
43. Winter.]
.
61 LINEAR ALGEBRA
4 crs.
A course intended to aid in making the transition from the concrete to
the abstract. Such topics as elementary matrix algebra and its application to the physical and social sciences; linear equations; vector spaces
and linear transformations ; unitary and orthogonal transformations ; the
characteristic equation of a matrix and bilinear, quadratic, and Hermitian forms are presented. [Prereq. :43. FaU.]
W 64 MODERN GEOMETRY
4 crs.
An analytic study of advanced Euclidean, projective, non-Euclidean,
and finite geometries. An introduction to the geometry of transformations
of the plane. [Prereq.: 43. Spring.]
W 67 PROBABILITY AND STATISTICS
4 crs.
An analytic study of probability, distribution, random sampling estimation of parameters, central limit theorem, tests of hypotheses, regression, and other topics in statistics. Calculus and set theory are stressed
as tools for modern mathematical approach. [Prereq.: 43. Spring.]
W 72, 73 MODERN ALGEBRA
4, 4 crs.
The basic algebraic systems presented from an abstract point of view.
Topics include the theory of groups, rings, fields, vector spaces and
modules, and linear transformations. A development of the real and
complex number systems. [Prereq.: 43. 52, Winter. 73, Spring.]
W 80 FOUNDATIONS OF MATHEMATICS
4 crs.
The underlying structure of mathematics considering set theory, mathematical logic and the axiomatic method. Applications are made to various
branches of mathematics such as number theory, algebra, geometry,
and topology. [Prereq. : 43, Winter.]
83, 84, 85 ADVANCED CALCULUS
4, 4, 4 crs.
Considers the fundamental notions of calculus for functions of several
variables. A treatment of differentiable forms and manifolds in ndimensional Euclidean space as well as a more traditional vector analysis approach. Stress is placed on the theory of functions of real and
complex variables especially during the last term. [Prereq.: 43. 83,
Fall. 84, Winter. £5, Spring.]
W 99 INDEPENDENT STUDY
2-5 crs.
Student chooses an area to study independently; meets with a mathematics faculty member at least one h w ~ rper week. [Prereq.: 73 and
85. Fall, Winter, Spring.]
COMPUTER SCIENCE
45 COMPUTER SCIENCE
4 crs.
Theory of modern digital computers. Terms such as algorithms, flow
charts, storage, control, input-output units, and simulation are defined.
Includes a survey of computer applications. A particular computer language is presented and used to solve a variety of problems. [Prereq.:
Math. 42, Fall term. None, Winter. Fall, Winter.]
MEDICAL TECHNOLOGY MAJOR
See under Curriculums
I*
MR. LANDA, chairman, MISS AASKOV, MISS ANDERSON,
MRS. BALTINA, MRS. BONDEVIK, MRS. CAIRNS, MR. CREPEAU,
MR. HANSEN, MRS. JAUNLININS, MRS. JOHNSON, MRS. KINGSLEY,
MISS ROZENTALS, MR. SANDVEN, MR. WHITESIDE
The Department of Modern Languages seeks to give the student a
knowledge of a modern language: its pronunciation, its structure, and
its idiomatic expression, in terms of listening, speaking, reading and
writing skills. At the same time it aims to develop in the student a
sympathetic interest in the history and life of the people whose language
he is learning, transmitting the best of their literary, cultural and religious heritage.
DEPARTMENT
OF
MODERN
LANGUAGES
The department prepares specifically for communication skills, for
teaching at the junior and senior high school level, and for graduate
study.
The beginning and intermediate courses of a second modern language
are needed for graduate study. Two terms of Latin are also recommended.
Students may not receive credit for both 3, 4 and 5, 6 in the same language.
FRENCH
Major: 30 credits above 6 including 55, 72, 74, 84; and two of 56, 57, 63,
64, at least one of which must be 63 or 64.
.
Minor: 15 credits above 6 including 55 and any two of 56, 57, 63, 64, 84.
1 , 2 BEGINNING FRENCH
5, 5 crs.
Provides basic experience in understanding, speaking and reading French
with oral and writing practice in the basic structural patterns of the
language, both in class and in laboratory assignments. [Fall, Winter,
Spring.]
3 , 4 INTERMEDIATE FRENCH
4, 4 crs.
C<)r.tinui.s traininp in ii~tral-oral skills, structure of the language and
reading cnmprchrnsior? that will lead to cultural appreciation and the
reading h~.xrledgrnccded for general pursuits. Grammar review, selectcd rcndinz and Ia h(:ri.:itl)?y practice included. [Prereq. : 2 or equiv. Fall,
.
.
Winter, Spring.]
5, 6 INTERMEDIATE FRENCH
4, 4 crs.
Continues training in comprehension, conversation and reading skills
with grammar review as a means to accuracy and facility in oral and
written expression. Class discussion, selected reading, and laboratory
material with cultural emphasis. Required for continuing study in French.
[Prereq. : 2 or
UPPER DIVISION
COURSES
# .5, Fall. 6, Winter.]
55 FRENCH CONVERSATION AND COMPOSITION
5 crs.
Thorough practice in correct oral and written expression with the aims
of both fluency and facility. Classroom and laboratory emphases on vocabulary enrichment, organization of materials, accuracy of pronunciation and grammatical refinement. Required for majors and minors.
[Prereq. :6 or
# .Fall.]
56, 57 FRENCH CIVILIZATION
5, 5 crs.
The development of political, social, intellectual and artistic movements
and their outstanding manifestations as essential to the understanding
of the French people. Readings, lectures, reports, discussions and laboratory materials in French. [Prereq.: 6 or permission of instructor.
Spring. Offered on demand.]
63, 64 SURVEY OF FRENCH LITERATURE
5, 5 crs.
The study of major French authors and literary movements in France,
with the reading of whole literary works where possible. Lectures, disn required
cussion, oral and written reports in the language. On
for the major. [Prereq. :55 or #.I
I
H 72 THE FRENCH NOVEL
5 crs.
Significant and representative French novels that show the evolution
of this prose form to the present. Emphasis on literary works with
lecture, discussion, reports in the language. [Prereq.: 55, and 64 or #.
Spring, 1969.1
74 THE FRENCH DRAMA
5 crs.
Significant and representative French plays that show the evolution of
this genre from the classical to the modern period. Emphasis on the
literary works with lectures, discussion. reports in the language. [Prereq. : 55, 63 or
# . Spring, 1970.1
84 ADVANCED FRENCH CONVERSATION
AND COMPOSITION
5 crs.
Extensive training in accurate and effective speech and writing, with
attention in listening and reading to the characteristic levels of French
expression. Emphasis on refinement in style, organizational techniques,
variety in form and subject. For majors and those intending to teach
French. [Prereq.: 55, and 57 or #. Junior or senior standing. Fall.]
H 92 FRENCH SEMINAR
4 crs.
Study in depth of an author, topic or genre in French literature for advanced students. Discussion and papers in French. May substitute for
72 or 74. [Prereq.: 55, 63, 64 or #. Junior or senior standing. Winter, on
demand.]
H 99 INDEPENDENT STUDY IN FRENCH
2-5 crs.
Individual study of a topic, movement, genre of interest to the advanced
student. May serve to replace 72 or 74. No more than 3 credits may be
earned in a given term. [Prereq. : 55, 63, 64 or #. Fall, Winter, Spring.]
GERMAN 0
Major: 30 credits above 6, including 55, 72, 74, 84, and any two of 56,
57, 63, 64. At least one of 63, 64 recommended.
Minor: 15 credits above 6, including 55, and any two of 56, 57, 63, 64.
1 , 2 BEGINNING GERMAN
5 , 5 crs.
Provides basic experience in speaking, understanding, and reading the
German language, and comprehension of its structure through the
acquisition of basic patterns of expression. Laboratory experience in the
language is an integral part of the course. [Fall, Winter, Spring.]
H 3, 4
INTERMEDIATE GERMAN
4, 4 crs.
A terminal course for students not intending to continue in German. Provides a foundation for reading knowledge adequate for cultural and
professional purposes. Some experience in oral expression and understanding of spoken German. [Prereq.: 2 or equiv. Fall, Winter, Spring.]
4, 4 crs.
H 5 , 6 INTERMEDIATE GERMAN
Continued conversation and composition to further comprehension and
facility in expression. Selected readings for class discussion in the foreign
language, with cultural emphasis. Laboratory work required. [Prereq. :
2 or equiv. 5, Fall. 6, Winter.]
H 55 GERMAN CONVERSATION AND COMPOSlTlON 5 crs.
Intensive practice in the spoken word, with emphasis on pronunciation
and original composition. Audio-oral exercises in language laboratory.
Required for teachers, majors, and minors. [Prereq.: 6 or equiv. Fall.]
UPPERD~VISION
COURSES
56, 57 GERMAN CIVILIZATION AND CULTURE
5, 5 crs.
Topics dealing with the intellectual, geographic, artistic, and scientific
history of the German-speaking countries, including attention to contemporary developments. Class discussions and lectures supplemented with
demonstration materials. Taught in German. [Prereq.: 55, or #. 56,
Winter. 57, Spring. Offered on demand.]
63,64 SURVEY OF GERMAN LITERATURE
5, 5 crs.
From the beginning to modern times. Reading of significant authors in
German, supplemented by lectures on the history and development of
German literature and culture. Reports and discussion of selected works.
For majors and minors. Taught in German. [Prereq.: 55 or equiv., or#.
63, Winter. 64, Spring. Offered on demand.]
72 GERMAN NOVEL AND NOVELLE
5 crs.
Reading in German and discussion of well-known prose writers representing various periods and movements in German literature. Especially
for majors. [Prereq.: Any two of 56, 57, 63, 64, or equiv. Spring, 1968-69.1
74 GERMAN DRAMA
5 crs.
Reading in German and class discussion of outstanding dramatic works
in the various representative periods (classical, 19th century, naturalism,
impressionism, expressionism.) Especially for majors. [Prereq.: Any
two of 56, 57, 63, 64, or equiv. Spring, 1969-70.1
84 ADVANCED GERMAN CONVERSATION
AND COMPOSITION
5 crs.
This course aims to give the major and prospective teacher more intensive training in oral expression, with stylistic refinement and organizational practice in writing. Laboratory work required. [Prereq. : 55. Fall.]
99 INDEPENDENT STUDY
2-5 crs.
May serve as substitute for German 72 or 74, if necessary. I t is suggested
that no student register for all five credits within one term. [Fall, Winter, Spring.]
SCANDINAVIAN STUDIES
Major: 30 credits above 6, including 25, 26, 55, 72, 74, 84.
Minor: 19 credits above 6.
Teaching minor: 19 credits, including 55, 72 or 74, 84.
1 , 2 BEGINNING NORWEGIAN
5, 5 crs.
Introduction of the four basic language skills: speaking, listening,
reading, and writing. Stress on spoken rather than literary Norwegian.
Laboratory work and regular class attendance expected. [I, Fall, Winter,
Spring. 2, Winter, Spring.]
3, 4 INTERMEDIATE NORWEGIAN
4, 4 crs.
A terminal course for students not intending to continue with Nor-
wegian language study. Vocabulary building and study of syntax through
extensive readings in Norwegian literature. Some experience in oral
expression. [Prereq.: 2 or equiv. 3, Fall. 4, Winter.]
5, 6 INTERMEDIATE NORWEGIAN
4, 4 crs.
Continued conversation and composition to further comprehension and
facility of expression. Selected readings in Norwegian used as basis for
class discussion and exercises. Brief literature survey. Laboratory work
expected. [Prereq.: 2 or equiv. 5, Fall. 6, Winter.]
25 SCANDINAVIAN HISTORY
5 crs.
A survey of the history of Norden, including Finland and Iceland, with
particular attention given to the historical development of political democracy. Knowledge of a Scandinavian language not required. [Fall,
1969-10.1
26 MODERN SCANDINAVIA
5 crs.
A broad survey of Scandinavian culture with special emphasis on con-
ditions and developments in the twentieth century. Knowledge of a
Scandinavian language desirable but not required. [Spring, 1969-70.1
55 NORWEGIAN CONVERSATION AND
COMPOSITION
5 crs.
Intensive practice in spoken Norwegian with emphasis on pronunciation and original composition. Some attention given to regional variations in spoken Norwegian and to differences between the two official
languages of Norway. Laboratory work expected. [Prereq.: 6 or equiv.
Spring.]
62 SCANDINAVIAN MUSIC
4 crs.
See description under Department of Music. This course may substitute
for 25 or 26 for the major or minor by permission of the department
chairman. [Spring.]
72 THE MODERN SCANDINAVIAN NOVEL
5 crs.
Lectures will give a survey of the Scandinavian novel. Class discussion
based on assigned reading of selected novels by Jonas Lie, Sigrid Undset,
Selma Lagerlef, Par Lagerkvist, Knut Hamsun, Haldor Laxness, and
others. Knowledge of a Scandinavian language desirable. Language majors and minors will be required to do assigned readings and written
work in the Norwegian language. [Fall, 196849.1
UPPER DIVISION
COURSES
.
.
.
74 THE MODERN SCANDINAVIAN DRAMA
5 crs.
Assigned readings will include dramatic works by Ibsen, Bjernson,
Strindberg, Lag-erkvist, Munk. and other twentieth centurv dramatists.
Lectures will stress 1bsen and Strindberg. Knowledge of aUscandinavian
language desirable. Language majors and minors will be required to
do assigned readings and written \vork in the Norwegian language.
[Spring, 196849.1
84 ADVANCED NORWEGIAN CONVERSATION
AND COMPOSITION
5 crs.
Further intensive training in oral and written expression in Norwegian.
Some attention given to the other Scandinavian languages and to the
historical development of Norwegian. Laboratory work. Required for
all majors and teaching minors. [Prereq.: 55 or equiv. Fall, 1969-10.1
99 INDEPENDENT STUDY
1-5 crs.
This is primarily intended as an enrichment course, though it may serve
as a substitute for 72 or 74 under special conditions. Paper must be
written in Norwegian. Available any term to majors and minors. [Fall,
Winter, Spring.]
SPANISH
Major: 30 credits above 6, including 55, 72 or 74,' 84; and any two of
56, 57, 63, 64, of which at least one must be 63 or 64.
.
Minor: 15 credits above 6, including 55, and any two of 56, 57, 63, 64, 84.
1 , 2 BEGINNING SPANISH
5, 5 crs.
Aims to develop the four basic skills: understanding, speaking, reading
and writing of elementary Spanish. Laboratory work is an integral part
of the course. [Fall, Winter, Spring.]
3, 4 INTERMEDIATE SPANISH
.
.
.
.
4, 4 crs.
Grammar review with emphasis toward reading comprehension and
cultural appreciation. Further laboratory work. [Prereq. : 2 or equiv.
3, Fall, Spring. 4, Fall, Winter.]
5, 6 INTERMEDIATE SPANISH
4, 4 crs.
Continued conversation, composition, and review of grammar to further
comprehension and facility in expression in Spanish. Further laboratory
work. Required for the major and minor. [Prereq.: 2 or equiv. 5, Fall,
Winter. 6, Winter, Spring.]
UPPER DIVISION
COURSES
55 SPANISH CONVERSATION AND COMPOSITION
5 crs.
Thorough oral and written practice in correct expression with the aims
of fluency and facility. Enrichment of vocabulary. Extensive laboratory
work. [Prereq. : 6 or equiv. Fall.]
56 SPANISH CIVILIZATION AND CULTURE
5 crs.
Study of the Spanish character and of Spanish contribution to world
civilization through its historical, intellectual, literary, and artistic movements.. In Spanish. [Prereq.: 6 or equiv. Winter or Spring. Offered on
demand.]
57 REPRESENTATIVE HISPANIC AMERICAN
AUTHORS
5 crs.
An introduction to Spanish American literature. Lectures, discussions,
written and oral reports in the language. [Prereq.: 6 or equiv. Winter
or Spring. Offered on demand.]
63, 64 SURVEY OF SPANISH LITERATURE
5, 5 crs.
A study of representative authors in Spanish literature, supplemented by
lectures on the literary movements and development of Spanish literature. Lectures, discussion, written and oral reports in the language.
Laboratory work. [Prereq.: 55 or equiv. 63, Winter. 64, Spring. Offered
on demand.]
72 SPANISH NOVEL
5 crs.
Study of the outstanding novelists of the nineteenth and twentieth century in Spain. Oral and written reports in the language. [Prereq.: 63 or
64, or equiv. Fall, 1968.1
74 SPANISH DRAMA
5 crs.
Study of the masterpieces of dramatic literature in Spain. Oral and
written reports in the language. [Prereq.: 63 or 64 or equiv. Fall, 1969.1
W 84 ADVANCED SPANISH CONVERSATION
AND COMPOSITION
5 crs.
Aims to give an extensive training in oral expression, organizational
practice in writing with stylistic refinement. Appreciation of differences
in speech existent in the Spanish-speaking countries. Laboratory work
required. For majors and those intending to teach Spanish. [Prereq.:
55. Spring.]
92 SEMINAR
.
4 crs.
Study in depth of an author, topic or genre in Spanish or Hispanic
American literature. Discussion and papers in Spanish. May substitute
for Spanish 72 or 74. [Prereq.: 63 or 64 and Junior standing. Winter.
Offered upon demand.]
99 INDEPENDENT STUDY
2-5
crs.
Individual study of an author, theme or movement of interest to the
student. May substitute for Spanish 72 or 74. It is suggested that no
student register for all five credits within one term. [Prereq.: 63 or 64.
Fall, Winter, Spring.]
MR. SATEREN, chairman, MR. BEVERLY, MR. COAN, MR. EKLOF,
MR. GABRIELSEN, MISS HENNIG, MR. JOHNSON, MR. KARLEN,
MRS. MOEN, MR. NIELSEN, MR. SAVOLD, MRS. THUT,
MR. VUICICH
The Department of Music offers training to students who wish to become teachers of music, directors of choral and instrumental ensembles,
or who are primarily interested in performance, as well as preparation
for those who expect to pursue the study of music on the graduate level.
General instruction is afforded other students who wish to broaden their
cultural background with an understanding of and appreciation for
the music of the masters.
Through its performing organizations, both choral and instrumental, the
department gives all students of the college varied experiences in creating music as a participant.
Further enriching the program are opportunities, open to all students
of the college, for private instrumental and vocal instruction with professionally qualified teachers.
DEPARTMENT
OF
MUSIC
Major: 68 credits. Courses 1 through 22, 50 or 53, 54, 57, 58, 60-62, and
76; 12 credits in applied music, and two years a s a member of one of
the college music organizations.
,q.+(5IL, t
,I
.
-
-Teaching major: 57 credits. Courses 1 through 22, 50 or 53, 54, 58, 60,
and 61; 9 credits in applied music, and two years a s a member of one
;
of the college music organizations.
"
Minor: 27 credits. Courses 1 - 3 , 20, 57, and 4 elective credits; 3 credits in
applied music, and one year as a member of one of the college music
o~ganizations.
One public performance in their area of specialization is required of
majors during either the junior or senior year. This requirement may
be fulfilled by satisfactory participation in the bimonthly Performance
Workshops. Formal public recitals are encouraged and, upon recommendation of the department, may be given in fulfillment of the requirement.
Sophomores, juniors and seniors a r e required to attend the bimonthly
Performance Workshops. Freshmen a r e encouraged to attend.
All majors and minors are required to pass a piano proficiency exarnination by the end of the sophomore year. I t includes: ( a ) major and
harmonic minor scales with triads and inversions, played two octaves,
ascending and descending, hands together and with correct fingering,
a t moderate speed and from memory: (b) a Bach two-part invention
or a classical sonata; (c) a romantic or modern piece showing expression; and (d) sight reading pieces of hymn-tune grade. One of the
pieces ( b or c) must be played from memory.
During his junior and senior years, a student who has been certified
as a music major by the Department of Music is given required applied
music lessons in the area of his concentration without extra cost
provided such study is with a member of the Augsburg College music
faculty. The total of applied music credits earned under this provision
may not exceed six.
See under Curriculums for suggested courses of study.
l THEORY l
4 crs.
Principles of notation, major and minor scales, intervals, lriads and
rhythms, and their application in written exercises; aural skills, sight
reading, dictation, and part-singing. [5 lect. Prereq.: Passing theory
entrance test. Fall.]
2 THEORY 2
5 crs.
The use of scales, intervals, and chord formations in written exercises.
Harmonization of figured and unfigured bass and melody. [Prereq.:
1. Winter.]
3 THEORY 3
4 crs.
Sixteenth century vocal counterpoint with examples from the music
of Palestrina and di Lasso. Writing two-, three-, and four-part polyphony in the church modes. [Prereq.: 2. Spring.]
20 THEORY 4
4 crs.
Advanced work in harmonization; modulation, advanced chord progressions, suspensions, retardations, and ornaments of music. [Prereq.: 3.
Fall.]
21 THEORY 5
4 crs.
Eighteenth century counterpoint with examples from the music of
J. S. Bach; synthesis of tonal harmonic and contrapuntal writing. Writing
two- and three-part inventions, a four-voice fugue, and a chorale prelude. [Prereq. : 20. Winter.]
22 THEORY 6
4 crs.
Form and structure in music; harmonic analysis. [Prereq.: 21. Spring.]
30 INTRODUCTION TO THE FINE ARTS
4 crs.
The development of music from 1600 to the present through the study
of selected works of great composers from each period. Emphasis
is placed upon relationships between music and the other fine arts.
Participation in the cultural life of the community leading towards
appreciation and criticism. For the non-music major. [Winter, 1968-69.
Fall, Spring, 1964-101.
50 CHORAL TECHNIQUE
4 crs. UPPER DIVISION
Fundamentals of voice culture as related to choral ensemble; methods, COURSES
materials, and techniques. [Spring.]
53 INSTRUMENTAL TECHNIQUE
4 crs.
Class instruction in the techniques of playing reed and string instruments. [Fall.]
54 INSTRUMENTAL TECHNIQUE
4 crs.
Class instruction in the techniques of playing brass and percussion
instruments. [Winter.]
57 CONDUCTING
3 crs.
Techniques of conducting, preparation of and conducting choral scores,
organization and administration of choral ensembles. [3 double periods.
Prereq.: 22 or #. Winter.]
1 58 CONDUCTING
3 crs.
Preparation of and conducting instrumental and combined vocal-instrumental scores, organization and administration of instrumental ensembles. [3 double periods. Prereq.: 57 or #. Spring.]
60 HISTORY AND LITERATURE OF MUSIC
5 crs.
Music of the Renaissance, Baroque, and Classical eras. [Fall.]
1 6 1 HISTORY AND LITERATURE OF MUSIC
4 crs.
Music of the Romantic and Modern eras. [Winter.]
1 62 SCANDINAVIAN MUSIC
The music of Scandinavia since 1700. [Spring.]
4 crs.
1 70 HYMNS AND MUSIC OF THE CHURCH
4 crs.
Development of the music of the Christian church, with special attention
to the Protestant heritage. Designed for the general student as well
as for organists, choir directors, and pre-theological students. [Fall.]
1 76 ORCHESTRATION AND CHORAL ARRANGING
4 crs.
The craft of orchestrating and arranging music for instrumental and
vocal ensembles of varying sizes and types. [4 1ect.-labs., 1 disc. Prereq.: 22, 53, 54, 58. Fall.]
1 87 PERFORMANCE WORKSHOP
0 cr.
Student recitals affording opportunity for public performance. Acquaints
students with a repertoire of musical excellence. [Two evenings per
month. Fall, Winter, Spring.]
APPLIED MUSIC
Vocal and instrumental instruction is available to all students. Credit
for the first term of lessons is given to majors and minors only after
completion of. the second term in the same area with the same teacher.
Others receive one credit for ten thirty-minute lessons per term. Occasional lessons are available without credit. For statement of fees
see under Financial Information.
1 PIANO
I cr.
Technique as needed, repertoire, performance, accompanying. Only
those credits earned in piano after the piano proficiency examination
has been passed may be applied toward the music major or minor.
[Fall, Winter, Spring.]
1 ORGAN
I cr.
Technique as needed, repertoire, performance, hymn-playing, accompanying. [Prereq.: Basic piano technique and #. Fall, Winter, Spring.]
1 VOICE
I cr.
Correct habits of pronunciation and articulation, breath control, flexibility, ear-training a s needed, interpretation of song classics-both
sacred and secular. [Fall, Winter, Spring.]
1 WOODWIND INSTRUMENTS, BRASS INSTRUMENTS,
STRING INSTRUMENTS
I cr.
Technique as needed, repertoire, performance. [Fall, Winter, Spring.]
MUSIC ORGANIZATIONS
The musical organizations exist not only for the benefit of the music
student, but for any student of the college who wishes to participate in
groups affording opportunity for musical expression. Membership for
the full year is required of participants.
CHOIR
Membership is by audition and restricted to 65 singers. [4 rehearsals per
wk. Fall, Winter, Spring.]
CONCERT BAND
Membership is by audition. [4 rehearsals per wk. Fall, Winter, Spring.]
ORCHESTRA
Membership is by audition. 13 rehearsals per wk. Fall, Winter, Spring.]
CHORAL CLUB, REPERTOIRE BAND,
SYMFONIA, INSTRUMENTAL ENSEMBLES
Membership is by audition or consent of director. C2 rehearsals per
wk. Fa, Winter, Spring.]
MR. SANDIN, chairman, MR. BATLEY, MR. CHRISTENSON,
MR. JOHNSRTJD
The department of philosophy conceives its task as an instructional
department in a liberal arts college to be twofold: (1)to make a significant cmnlribution to the liberal education of all students regardless of
their colIege major; and (2) to provide a strong undergraduate program
of study for st~rdcnts who desire to complete a major or minor in
philosophy.
Major: 46 credits, including 41, 42, 43; either 23 or 51; and either 81 or
4 credits of 99.
Minor: 32 credits, including 41, 42, 43, and either 23 or 51.
See under Curriculums for a suggested course of study.
21 PROBLEMS OF PHILOSOPHY
4 crs.
Seeks to give the student a basic understanding of the nature and aims
of philosophy, an acquaintance with some of its central problems, and
a mastery of the terminology employed in philosophical discussion.
Designed to meet the General Education requirement in philosophy.
[Fall, Winter, Spring.]
DEPARTMENT
OF
PHILOSOPHY
relativism, naturalism, etc.; or problems, such as the nature of the
23 LOGIC
5 crs.
A study of the formal rules of sound reasoning. Topics discussed include:
the nature and functions of language; fallacies in reasoning; definition;
principles of deductive reasoning; induction; a brief introduction to the
notation of modern symbolic logic. [Fall, Spring.]
41 ANCIENT AND EARLY MEDIEVAL
4 crs.
A historical survey of the outstanding men and movements in the
development of philosophical thought from the Greeks through St.
Thomas Aquinas. [Prereq.: 21 or #. Fall.]
42 LATE MEDIEVAL AND EARLY MODERN
4 crs.
A survey course in which the development of Western philosophical
thought is traced from the breakdown of the Medieval synthesis to
the systems of Kant and Hegel. [Prereq.: 21 or #. Winter.]
I
43 RECENT AND CONTEMPORARY
A survey of the most important trends in Western philosophical thought
in the nineteenth and twentieth centuries. [Prereq.: 21 or #. Spring.]
UPPER DIVISION
COURSES
W 5 1 SYMBOLIC LOGIC
Treats deduction and the analysis of statements by means of special
symbols. Topics include propositional functions and quantifiers, the logic
of relations, the concept of an axiom system. [Prereq.: #. Winter.]
I
61 PHILOSOPHY OF RELIGION
An inquiry into the nature of religious faith and experience, with
special attention to the problem of the nature of religious language.
[Fall, 196849.1
63 PHILOSOPHY OF SCIENCE
A stcdy of the meaning, methods, and implications of modern science
by means of an analysis of basic concepts, presuppositions and procedures. [Prereq.: 23 or #. Winter.]
m
65 AMERICAN PHILOSOPHY
American philosophical thought from colonial times to the present.
Puritanism, and Revoluntionary period, transcendentalism, idealism,
pragmatism, naturalism, and realism. [Fall.]
71 ETHICS
An inquiry into the principles of morals and ethics, the nature of
moral experience, and an analysis of the language of ethical discourse.
[Winter, 1968-69.1
73 METAPHYSICS
An inquiry into the nature of metaphysics, the function of metaphysical
language, and an examination of major historical and contemporary
views. [Prereq. : # Winter, 1969-70.1
.
75 EPISTEMOLOGY
An inquiry into the bases of claims to knowledge of various sorts and
into the possibility of general criteria of truth and falsity. [Prereq.:
#. Fall, 1969-70.1
+
'3,
'!
'M.
1 2 1, 2 2 , 2 3 GENERAL PHYSICS
5, 5, 5 crs.
A rigorous study of the concepts of mechanics, fluids, heat, sound,
optics, electricity, and magnetism, and some aspects of modern physics.
For majors in physics and other specified fields. Must be taken in
sequence. [5 hrs. 1ect.-recit., 2 hrs. lab. Prereq.: Math. 41. 21, Fall.
22, Winter. 23, Spring.]
1 5 1 , 52 MECHANICS
4, 4 crs.
The classical equations of motion are presented for a single particle,
a system of particles, and for rigid bodies. Stationary and moving
frames of reference are used. Must be taken in sequence. [Prereq.:
23, Math. 58. 51, Fall. 52, Winter.]
1 53 MECHANICS
4 crs.
A restatement of classical mechanics employing Lagrange's equations.
Rigid body mechanics and small oscillations are included. [Prereq.:
52, Math. 58. Spring.]
61 ELECTRONICS
5 crs.
A review of D.C. and A.C. circuits bef&e introducing the electron tube
and some circuit applications. The study of solid state diodes and
transistors with applications to certain circuits. [4 lect., 2 hrs. lab. Prereq. : 23, Math. 43. Fall.]
1 62, 63 ELECTRICITY AND MAGNETISM
4, 4 crs.
Treats the classical electromagnetic theory using vector calculus throughout. Topics include electrostatics, magnetostatics, solutions of Laplace's
and Poisson's equations and the use of Maxwell's equations to the
solution of problems in electromagnetic wave phenomena. [Prereq.:
61, Math. 58. 62, Winter. 63, Spring.]
70 OPTICS
5
crs.
Both geometrical and physical optics are presented with the greater
emphasis on the latter. Reflection and refraction, interference, diffraction and polarization. 14 lect., 2 hrs. lab. Prereq.: 23, Math. 43.
Spring.]
1 75 MODERN PHYSICS
4 crs.
A phenomenological introduction to modern physics that includes the
Special Theory of Relativity, atomic theory, radiation, particles and
nuclear models. [Prereq.: 23, Math. 43. Fall.]
I cr.
1 77 ADVANCED PHYSICS LABORATORY
Independent laboratory investigations. Numerous experiments including mechanics, electricity, spectroscopy, nuclear physics. Students may
take this course five times for credit with the last term devoted to some
research project. [3 hrs. per wk. Prereq.: 23. Fall, Winter, Spring.]
1 8 1 , 82 THERMAL PHYSICS
4,4
crs.
Study of thermal properties, using as illustrative material the properties
of gases, low temperature phenomena, and Curie's law substances.
Three main divisions : classical thermodynamics, kinetic theory, and an
introduction to statistical mechanics. [Prereq.: 52, Math. 84. 81, Fall.
82, Winter.]
1 83 INTRODUCTION TO SOLID STATE PHYSICS
4 crs.
A study of the physical properties of solids, particularly the properties
exhibited by atoms and molecules by virtue of their location in a
regular crystal lattice. [Prereq.: 82, Math. 84. Spring.]
UPPER DIVISION
COURSES
DEPARTMENT
OF
POLITICAL
SCIENCE
MR. STENSHOEL, chairman, MR. DEWEY, MRS. NOONAN
.4ugsburg's offerings in political science are intended 10 facilitate an
undersianding of the processes, concepts, and insliitltions of governance :
to probide an intelIectua1 basis for effective and informed citizenship;
and to help prepare interested students lor additional work at the
graduate or pr'ufessiona! level, in such areas as lax\-, politicdl science,
public administradon, and internationa1 rel?.tions.
Major: 45 credits in political science, plus 5 credits in Social Statistics
(Soc. 6l). PoUticnl science courses required include 20, 21, 22, and at
least one course in each of the follo~\-ingareas: Comparative Government (nunlhered in the 30's) : International Relations (60's); Public
Law (70's) ; and Politicxl Theoq- (80's).
Minor: 27 credits, including 20, 21, 22; and at least one course in each
of three of the four areas indicated above.
A maximum of nine credits toward a political science major may be
earned from among certain specific courses offered by the departments
of history and economics. For information, see the Chairman of the
Department of Political Science.
.
Course 20, 21, or 22 will meet the general education requirement in
political science or economics.
20 AMERICAN GOVERNMENT I:
FOUNDATIONS OF AMERICAN DEMOCRACY
5 crs.
The nature, assumptions, and conditions of democratic politics in the
United States. Historical, economic, social, and constitutional factors
are considered, as well as the roles of political parties and interest
groups. The American system is compared briefly with democratic and
nondemocratic alternatives. [Winter.]
2 1 AMERICAN GOVERNMENT II:
AMERICAN NATIONAL GOVERNMENT
5 crs.
The Presidency, Congress, and the Supreme Court as instruments of
conflict and consensus in the American political system. The role of
the national government is examined in the context of social and economic interdependence and of ideological and pragmatic conflict.
[Spring.]
22 AMERICAN GOVERNMENT Ill:
STATE AND LOCAL GOVERNMENT;
PUBLIC ADMINISTRATION
5 crs.
Problems and patterns of state and local government, including urban
and metropolitan development and intergovernmental relationships. Public administration is introduced from several perspectives : as discipline,
as political process, as concrete expression of the positive state. [Fall.]
UPPER DIVISION
COURSES
.
50 COMPARATIVE DEMOCRATIC GOVERNMENTS
4 crs.
A comparative analysis of the respective political theories, institutions,
and processes of selected democratic states. [Prereq.: 20, 21, or 22, or #.
Winter.]
5 1 CONTEMPORARY COMMUNIST GOVERNMENTS
4 crs.
The political processes of the Soviet Union and other Communist states
are analyzed in terms of ideological assumptions, the party role and
institutional forms. [Prereq. : 20,21, or 22, or #. Fall.]
t:;
I
--.
I.'.
60 INTERNATIONAL POLITICS
4 crs.
General theories of international politics, the basic factors involved in
international relations, and the formulation of foreign policy as background for study of recent international problems. [Prereq.: 20, 21, or
22, or #. Fall.]
62 COMMUNIST FOREIGN POLICIES
4 crs.
Analysis of the motivation, formulation, and implementation of foreign
policies of Communist nations, with emphasis upon the Soviet Union and
China. [Prereq. : 51 or 60. Spring.]
70 CONSTITUTIONAL LAW I
4 crs.
The legal-political-philosophical role of the judiciary in the American
constitutional system is analyzed via a study of significant cases decided
by the U.S. Supreme Court. [Prereq.: 10 credits En American Govt. or
#. Winter.]
71 CONSTITUTIONAL LAW II
4 crs.
A continuation cf course 70, emphasizing the protections afforded individ~lclrigh:s and liberties m d e r the Bill of Rights and the Fourteenth
Amendment. [Prereq. : 70. Spring.]
80 POLITICAL THOUGHT TO 1800
4 crs.
Analysis of selected readings from outstanding political philosophers
from Plato thrmgh Burke. rmphasis is placed upon elements reflected
in Western democratic thought. [Fall.]
8 1 RECENT POLITICAL THOUGHT
4 crs.
Conflicting ideologies of recent political thinkers, including anarchist,
Communist, elitist, and democratic views. [Winter.]
84 CONTEMPORARY POLITICAL ANALYSIS
4 crs.
An investigation of the theory-building and model-building of selected
contemporary political scientists, and of their ohiloso~hicaland methodological assumptions. For majors in politicai science. [Spring.]
9 5 SEMINAR
3 crs.
Consult department chairman for information concerning terms and
subject matter. [Prereq. : # .]
9 9 INDEPENDENT STUDY
Registration by special permission. [Fall, Winter, Spring.]
2-5
crs.
DEPARTMENT
OF
PSYCHOLOGY
MRS. DYRUD, chairman, MRS. ANDEREGG, MR. HOLMAN,
MRS. H O W A R D
The objectives of this department are: (1)to acquaint the student with
the princivles and methods in the scientific studv of behavior: and (21
to enable ihe student to better understand the pr;ce&es which influence
behavior. Emphasis is on the study of human behavior.
M a j o r : 36 credits, tncluding 5, 59, 61, 62, 64, 81, 91, and 99. In addition,
Soc. 61 i s required.
M i n o r : 24 credits including 5, 59, and 87.
5 GENERAL PSYCHOLOGY
5 crs.
A study of basic processes underlying behavior. The general principles
and methods of psychology are examined as they apply to the many
areas of specialization in psychology. [Prereq.: So. o r #. Fall, Winter,
Spring.]
7 GENERAL PSYCHOLOGY SEMINAR
I cr.
Offered in connection with course 5 for one additional credit. I t includes advanced readings and discussion on general psychology topics.
.
[Prereq.:
UPPER DIVISION
COURSES
#.
Fall, Winter, Spring.]
50 EDUCATIONAL PSYCHOLOGY
4 crs.
See under Secondary Education.
5 1 D E V E L O P M E N T A L PSYCHOLOGY: CHILD
4 crs.
Development of personality and/or behavior of children, with emphasis
on theoretical considerations and empirical findings regarding socialization, cognition, family relationships, and general psychological development. [Prereq.: 5 and concurrent registration in o r completion of
statistics. Fall.]
52 DEVELOPMENTAL P S Y C H O L O G Y : ADOLESCENT 4 crs.
Development of personality and/or behavior patterns of adolescents,
with emphasis on theory and empirical findings regarding physical
and sexual development, parent-child relationships, identity and the
peer group, cognitive development and achievement, and social class
differences. [Prereq. : 5 and concurrent registration in o r completion of
.
statistics. Winter.]
53 DEVELOPMENTAL P S Y C H O L O G Y : ADULT
4 crs.
Development of personality and/or behavior patterns of adults, with
special emphasis on young adults. Some theory and empirical findings
regarding personality, values, interests and vocational choice, sexuality, adjustment and behavior change. A brief discussion of findings in
geriatric psychology. [Prereq.: 5 a n d concurrent registration in o r completion of statistics. Spring.]
.
55 HUMAN GROWTH AND DEVELOPMENT
4 crs.
See under Elementary Education.
4 crs.
59 P S Y C H O L O G I C A L M E A S U R E M E N T I
Theory and principles of measurement and testing. Examination given
to the purposes, construction and use of measurement devices in personnel work of business and industry. [Prereq.: 5, a n d Soc. 61. Fall.]
4 crs.
60 PSYCHOLOGICAL MEASUREMENT II
Administration and interpretation of standardized tests of intelligence,
aptitude, interest, achievement and personality. Special emphasis given
to the use of the Revised Stanford-Binet and Wechsler Adult Intelligence
Scale in supervised practice situations. [Prereq. : 59. Winter.]
-
H 6 1 PERSONALITY I: APPROACHES TO PERSONALITY 4 crs.
A shtdy of the dynamics of human adjustment with emphasis on behavior
that customarily falls within the normal range. Includes an introduction
to major theories of personality. [Prereq.: 5. Fall.]
62 PERSONALITY II: ABNORMAL PSYCHOLOGY
4 crs.
A study of the sociological, biological, and psychological factors involved
in abnormal behavior. Contains an examination of diagnostic categories,
treatment, and research in mental illness. [Prereq.: 61. Winter.]
H 64 EXPERIMENTAL PSYCHOLOGY
4 crs.
An introduction to experimental nlethodology in psychology : experimental
design, operations, and data analysis. [Prereq.: 5 and Soc. 61. Spring.]
75 SOCIAL PSYCHOLOGY
5 crs.
See under Department of Sociology.
81 HISTORY AND THEORY
4 crs.
A survey of ideas and events of importance in the development of
current areas of psychology. [Prereq.: 13 crs. in psych. or #. Fall.]
H 85 COUNSELING PSYCHOLOGY
4 crs.
An introduction to the basic principles, methods, and techniques of
counseling. Consideration given to goals and ethical problems in a
counseling relationship. [Prereq.: 62. Winter.]
1 87 DIFFERENTIAL PSYCHOLOGY
4 crs.
Survey of individual and group differences and factors such as age,
heredity, sex and environment which contribute to variations in ability
and temperament. [Prereq.: 5. Fall.]
91 SEMINAR IN PSYCHOLOGY
3 crs.
A study of psychological problems in the contemporary world. [Prereq.:
17 crs. in psych. or #. Spring.]
99 RESEARCH PROBLEMS
2 - 3 crs.
Independent study in which students conduct individual research projects.
[Prereq. : #. Fall, Winter, Spring.]
MR. P. A. QUANBECK, chairman, MR. BENSON, MR. COLACCI,
MR. FRETHEIM, MR. MANDSAGER, MR. OLLILA, MR. SKIBBE
The courses in religion are intended to assist the student in his
reflection on the meaning of the Christian Church through the study
of its beliefs, its scripture, and its mission.
The graduation requirement includes 18 credits in religion. Of these
credits 10 must be in the lower division, and at least 8 must be upper
division. Freshmen are required to take course 11: sophomores, course
Z l . Courses 1
1 and 21 are prerequisites for all upper division courses.
Only one of courses 53, 54 may apply toward the graduation requirement.
Requirements for transfer students will be determined a t the time of
admission.
Major: 46 credits, including one course from each of the following
groups of courses plus one seminar: 51-59; 61-63; 71-74; 81-85. Also
required are: two courses each in history, literature, philosophy (above
21); and one course in either sociology or psychology (above 5). Two
courses of upper division Greek may be counted toward a major in
religion.
Minor: 26 credits.
DEPARTMENT
OF
-RELIGION
I I INTRODUCTION TO THEOLOGY
5 crs.
An introduction to the academic discipline of theology and to the dialogue
between the church and the world which concerns Christian doctrine.
[Fall, Winter, Spring.]
.
.
.
.
21 BIBLICAL STUDIES
5 crs.
The origin, literary character, and transmission of the biblical documents. The task of biblical interpretation. The history of Israel and
the emergence of the church. [Fall, Winter, Spring.]
UPPER DIVISION
51 THE TEACHING MINISTRY OF THE CHURCH
4 crs.
The historical development and theological foundation of education in
the church. The relationship of the teaching and preaching ministries.
Methods and means of teaching, and the task of Christian education
today. [Winter.]
52 THE THEOLOGY AND FORM OF CHRISTIAN
WORSHIP
4 crs.
A study of the origin of Christian worship, the development of the various liturgical traditions and the recent liturgical innovations. Attention will be given to both the theology and the form of worship. Visits
will be made to a variety of worship services. [Winter.]
53 HISTORY OF RELIGIONS I
4 crs.
A study of primitive religion and several religions of the Near East,
including Islam and Zoroastrianism. [Fall.]
54 HISTORY OF RELIGIONS I1
4 crs.
A study of several religions of the F a r East, including Hinduism, Buddhism, Confucianism, and Taoism. [Winter.]
W 59 RELIGION AND SOCIETY
See under Department of Sociology.
4 crs.
61 EARLY CHRISTIAN FATHERS
4 crs.
The development of certain fundamental theological doctrines from the
time of the Apostolic Fathers up to the Ecumenical Councils of the
early church. [Fall.]
62 THEOLOGY OF THE REFORMERS
4 crs.
An introduction to the theological thought of the Protestant reformers
of the sixteenth century. Special attention to the writings of Martin Luther,
John Calvin, and other representative figures. [Winter.]
63 AMERICAN PROTESTANTISM
4 crs.
The Protestant ethos in the United States. Special attention to the rise
of religious liberty, revivalism, the American denominational structure,
and the responses of American Protestantism to the challenges of its
environing culture. [Spring.]
71 JESUS AND HIS INTERPRETERS
4 crs.
Consideration of the New Testament Documents, particularly the Gospels, dealing with their content, literary structure and relationships.
Attention to the variety of interpretations given the person of Jesus,
including the "quest for the historical Jesus." [Fall.]
.
72 THE THEOLOGY OF PAUL
4 crs.
A study of the Apostle Paul including his historical background, his
relationship to the early church, and some of the themes to be found
in his writings. [Spring.]
73 THE MESSAGE OF THE OLD TESTAMENT
4 crs.
The various types of Old Testament literature. The distinctive ideas of
Hebrew thought with emphasis on the message of the prophets. [Winter.]
74 STUDIES IN GENESIS ONE TO ELEVEN
4 crs.
A detailed study of these chapters, with discussion of their theological
significance and their background in Israel and the ancient Near East.
Special attention will be given to interpretive problems, particularly
a s related to history and science. [Fall.]
81 CONTEMPORARY THEOLOGY
4 crs.
An introduction to some representative trends in Christian theological
thought today, as seen from the systematic perspective, in the light of
the continuing theological task of the Christian Church. [Spring.]
82 CONTEMPORARY ROMAN CATHOLIC THEOLOGY 4 crs.
-New trends of Roman Catholic theology as expressed in the writings of
'some of its representatives. Relation of new theological and biblical
insights to the dogmatic definitions of the church. [Fall.]
83 CHRISTIAN ETHICS
4 crs.
The bases of Christian social responsibility, in terms of theological and
sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. [Fall.]
84 CHRISTIAN VIEW OF MAN
4 crs.
The Christian doctrine of man and salvation. Its uniqueness and relevance to certain other contemporary views of the nature and destiny
of man. [Spring.]
85 THEOLOGY OF THE ECUMENICAL MOVEMENT 4 crs.
A study of the theological factors inherent in the origin, the various
participating churches and the main results of the modern Ecumenical
Movement. Representatives from various religious groups will be invited to lecture and lead discussions. [Winter.]
86 SEMINAR
4 crs.
Special study in some field of theology. Registration is by permission
of the instructor.
99 INDEPENDENT STUDY
2-5 crs.
SCANDINAVIAN STUDIES
See under Department of Modern Languages.
SOCIAL SCIENCE MAJOR
See under Curriculums.
MR. TORSTENSON, chairman, MR. BLOOM. MR. HUSFLOEN,
MRS. MADSON, MR. NELSOAT, MR. NORDLIE, MR. VETVICK
The objectives of this department are to help students attain a better
understanding of society, its social order and forces of social change; to
prepare students for social service occupations and for post-graduate
studies in such fields as sociology, social work, industrial relations, urban
planning, etc. The Department seeks to maximize its urban setting by
promoting research and participant-observation experiences in the TwinCity Metropolitan region.
DEPARTMENT
OF
SOCIOLOGY
Major: 50 credits consisting of 20 lower division credits and 30 upper
division credits, including 61, 62, 75, 91. Psych. 5 also required.
Philosophy of Science is strongly recommended.
Major with Social Work Sequence: 50 credits consisting of 20 lower
division credits and 30 upper division credits including 51, 52, 53, 54,
55, 56, 61. Psych. 5 also required.
Minor: 25 credits including 12, 43, 61.
Sociology 11 is prerequisite to all other sociology courses.
I I MAN IN MODERN SOCIETY
4 crs.
The cultural and structural dynamics of the Western world as seen
through sociological perspectives. A focus on normative patterns, social
organizations, social institutions, and socialization in the context of
social change. [Fall, Winter, Spring.]
12 SOCIAL PROBLEMS
4 crs.
The dynamic processes a t the root of contemporary social problems
in the context of historical, social and cultural change. [Winter, Spring.]
3 1 MARRIAGE AND FAMILY
5 crs.
The course is designed to help the student in his preparation for marriage and parenthood and focuses on such issues as the interpersonal
relationships of dating, selection of a marriage partner, constructive use
of the engagement period, early marriage adjustments, childbirth, discipline of children, and sex education. Integral parts of the course
include films, personal analysis papers, and the discussion of case
studies. A secondary emphasis is given to such sociology of the family
concerns as tracing the family historically and cross-culturally, and
viewing the contemporary American family against a background of
modern society and social change. [Winter, Spring.]
41 INTRODUCTION TO ANTHROPOLOGY
4 crs.
Man's prehistory and contemporary primitive societies. An analysis
of the origins of life and man, race and culture, and cultural and
social anthropology including subsistence and crafts, marriage and
kinship, social control, religion and magic, personality and culture,
and cultural growth. [Fall.]
42 RURAL AMERICAN COMMUNITY
4 crs.
The social origins, development, and contemporary forms of rural
society and the small community. The historic roots of the American
rural community; rural social movements; and rural life in world
perspective. [Winter.]
43 MODERN URBAN COMMUNITY
4 crs.
The cultural and social organization of the city in historical perspective
including the forms, processes, and problems of the modern metropolis.
[Spring.]
UPPER DIVISION
COURSES
51 FIELDS OF SOCIAL WORK
4 crs.
Examines basic concepts and values in the practice of social work;
historical development and trends in Social Policy and Programs in the
U.S.; and surveys the social services offered through the various public
and non-profit agencies and institutions. [Prereq.: Concurrent registration
in 54. Fall.]
I
-,;
52 INTRODUCTION TO METHODS OF SOCIAL WORK 4 crs.
Provides a beginning understanding of the three methods of social workcasework, group work, and community organization. Explores basic
concepts of human growth and behavior and social process and their
relationship to the methodology of social work. [Prereq.: 51, and concurrent registration in 55. Winter.]
53 WELFARE ISSUES IN MODERN SOCIETY
4 crs.
Examines Social Welfare's responsibility and relevance to the problems
of modern society including poverty, mental illness, automation, deviant behavior, mental retardation, and civil rights. Explores some of
the recent experiments and new approaches to these problems both
within and outside the Social Welfare field. Points up some of the
current and re-occurring issues within and about Social Welfare in
modern society. [Prereq.: 52 and concurrent registration in 56. Spring.]
54, 55, 56 FIELD EXPERIENCE IN SOCIAL
AGENCIES
I cr. per term
Students are assigned five hours per week to work in a social agency
such as a settlement house, or a hospital, public welfare, family service
correction and services to the mentally retarded. Responsibilities vary
according to the agency. From one to four students are assigned to each
agency. The agency provides the supervision and recommended grade
for the course. No credit given unless all three quarters are completed.
Must be taken concurrently with Soc. 51, 52, and 53. [54, Fall. 55, Winter.
56, Spring.]
1 57 SUMMER WORK STUDY IN CORRECTIONS
AND SOCIAL SERVICE
5 crs.
A summer experience for undergraduate students combining independent study and paid work experience in the fields of Corrections and
Social Services.
1 59 RELIGION AND SOCIETY
4 crs.
An examination of the social sources and structure of the church.
Particular emphasis is given to the study of bureaucracy and its relation to religious systems. Some exploration of the changing patterns of
society and the relationship of these changes to the institutional church.
[Fall.]
1 6 1 INTRODUCTION TO SOCIAL STATISTICS
5 crs.
Scientific methods of collecting, organizing, comparing and interpreting socio-psychological data. Constructing graphs and tables, finding
measures of central tendency, variability and association, and hyp*
thesis testing. [Prereq. : high school algebra or equir. Fall, Spring.]
1 62 SOCIAL RESEARCH
5 crs.
Methods of investigation in sociology and psychology. An examination
of procedures and problems of the research prccess. An analysis of
research designs and techniques. The construction of questionnaires
and other data-gathering tools. [Prereq.: 61. Winter.]
1 73 CRIME AND DELINQUENCY
5 crs.
Non-normative behavior with an emphasis upon crime and delinquency.
Gang-delinquency, whitc-collar crime, organized crime. The theories
of crime causation, treatment, and prevention. [Spring.]
5 crs.
Society and the individual, the socialization process, the development
of personality, the impact of group norms. The various theoretical
schools of social psychology. Selective forms of collective behavior
such as croivd, rumor, and audience. [Fall.]
1 75 SOCIAL PSYCHOLOGY
82 RACIAL AND MINORITY GROUP RELATIONS
5 crs.
The historical, cultural, structural and psychological dimensions of
minority group relations. Major attention is focused upon prejudice,
racism and civil rights in the American setting. [Winter.]
83 INDUSTRIAL SOCIOLOGY
5 crs.
Large-scale organizations in contemporary industrial society. Bureaucracy, decision-making, formal and informal organizational structure and
labor-management relations. [Spring.]
8 5 SEMINAR IN THE MODERN METROPOLIS
I cr.
A study of the nature, dynamics and challenges of the emerging metropolitan community.
91 MODERN SOCIOLOGY THEORY
5 crs.
The development and nature of the major theoretical schools of contemporary sociology, in the context of their historical settings in the
nineteenth and twentieth centuries. [Winter.]
SPANISH
See under Department of Modern Languages.
DEPARTMENT
OF
SPEECH
MR. ANDERSON, chairman, MISS COLE, MRS. OLSON
This department aims to foster in students those skills which contribute
to meaningful self-expression and effective leadership. I t seeks to
develop platform skills, intelligent speech compositions, and critical
listening habits. It aims, through courses in interpretative reading and
drama, to stimulate an appreciation of fine literature and drama.
Major: 40 credits. Students who do not plan to go into secondary or
elementary school teaching should consult with the department regarding
preparation for graduate school or other post-graduate opportunities.
Teaching major: 44 credits. For secondary education students: 11, 32,
12 or 52, 51 or 55, 60, 61, 66, and 76. In addition, a course in logic is
requked, but credits in this course do not count toward the major.
Minor: 28 credits.
Teaching minor: 28 credits. For secondary education students: 11, 32,
51 or 55, 60, and 66. Course 76 is strongly recommended. For elementary
education students: 11, 16, 60, 61, ond 76.
For elementary education students, courses 16 and 76 are recommended.
Elementary education students who have had speech in high school
may request substitution of course 16 to fulfill the literature/speech
requirement. Normally, courses 11 aud 51 fulfill this requirement.
I I BEGINNING SPEECH
4 crs.
Basic problems of effective speaking and critical listening. Meets five
times per week. [Fall, Winter, Spring.]
12 FORMS OF PUBLIC ADDRESS
4 crs.
Public speaking projects with emphasis on style, audience psychology,
and adaptation to various situations. [Prereq. : 11. Winter.]
16 STORY TELLING AND CREATIVE DRAMATICS
4 crs.
Selection of stories for various age groups. Techniques, observation,
and practice in story telling and creative dramatics. Recommended
for parish workers and elementary school teachers. [Fall, 1968-69.1
1 2 1 DEBATE
I cr.
Practice in debating the intercollegiate debate question of the year.
Participation in intercollegiate debates. Open to all students. May be
repeated four times for credit. [Fall, Winter.]
28 STAGECRAFT
4 crs.
Construction, painting, and other aspects of scenery preparation. Open
to all students. [Winter.]
1 3 2 ACTING
4 crs.
An introduction to the art of acting. Practical work in pantomime and
improvisation; participation in dramatic presentations. [Spring.]
UPPER DIVISION
COURSES
1 5 1 ARGUMENTATION
5 crs.
Application of logic in public speaking, discussion, and debates. [Fall.]
1 52 PERSUASION
5 crs.
Theory of persuasion and propaganda ; study of great speeches ; practical work in speech writing. [Prereq. : 11. Spring, 196849.1
55 GROUP LEADERSHIP AND DISCUSSION
5 crs.
Theories of group leadership: principles and types of discussion; practice in discussion techniques. [Winter.]
1 60 INTERPRETATIVE READING
5 crs.
Basic principles of oral interpretation of literature. Practice in reading
prose, poetry, and drama. [Fall, Winter.]
1 61 INTRODUCTION TO DRAMATIC ARTS
5 crs.
An introduction to history of the theater and to theories of drama and
dramatic production. [Fall.]
1 66 STAGE DIRECTION
5 crs.
Theory and practice of stage direction with laboratory exercises in planning productions and conducting rehearsals. [Spring.]
1 67 LIGHTING AND SCENE DESIGN
5 crs.
History, theory, and practice of stage lighting and scene design. [Fall,
196!%70.1
W 68 DRAMA IN THE CHURCH
5 crs.
History of drama in the church, reading and discussion of plays, study
of uses of drama by the local congregation. [Spring, 1969-70.1
1 76 SPEECH PATHOLOGY
5 crs.
Physical and psychological factors underlying normal and abnormal
speech. An introduction to principles and methods of speech correction.
[Winter.]
1 99 INDEPENDENT STUDY
1-3 crs.
Selected topics in oral interpretation, acting, theater history, rhetorical
theory, or speech pathology; individual projects with emphasis on the
use of primary sources and methodolgy of research. [Fall, Winter,
Spring.]
SPECIAL
PROGRAMS
OF
STUDY
AFFILIATION WITH SCHOOLS OF NURSING
Student nurses in the Schools of Nursing at t h e Lutheran Deaconess, Swedish, Fairview, and Methodist Hospitals in Minneapolis receive some of their instruction a t Augsburg College. Application for admission t o the Schools df Nursing should be made t o
the hospitals directly.
MEDICAL TECHNOLOGY
In cooperation with the Minneapolis General and Swedish Hospitals, Augsburg offers work which enables the student to receive a
college degree with a major in Medical Technology. The first three
years of this work are taken at Augsburg and a final twelve-month
program is completed a t one of the two hospitals.
CORRECTIVE THERAPY
A program in Corrective Therapy worked out in cooperation with
the Veterans Administration Hospital is available to students who
complete a major in Physical Education a t Augsburg. The program
requires 250 hours of clinical observation, practice, and orientation under the direction of the Chief of Physical Medicine and Rehabilitation Service a t the Veterans Hospital. The work may be
done either during the senior year or after graduation. It carries
no college credit.
SPAN IJ
Augsburg participates in the SPAN (Student Project for Amity
among Nations) program. This is a joint venture of the University
of Minnesota and several colleges in the state. Qualified students
are selected to spend a summer in informal study abroad. Applications are made in the spring of the sophomore year.
JUNIOR YEAR ABROAD
Arrangements have been made under which Augsburg College students may spend their sophomore or junior year in study a t a
number of European educational institutions. These institutions are:
The University of Oslo, Norway; Schiller College and The Goethe
Institute in Germany; and The Institute for American Universities a t Aix-en-Provence in France. Study a t other institutions
may be possible through special arrangements. Applications for
such foreign study must be approved by the Committee on Admissions and Student Standing. In addition, the student's program
of study while in Europe must be approved by his faculty adviser
prior to making application to the Committee on Admissions and
Student Standing. A year of foreign study is recommended only
for students with good scholastic records whose programs of study
can be followed satisfactorily a t the institutions chosen. Credit
earned through foreign study can usually be applied to the student's graduation requirements as electives or, occasionally, as
elements of his major sequence. Such credit ordinarily does not
satisfy the general education requirements with some exceptions
such as the study of a foreign language.
HONORS PROGRAM
For superior freshman sudents, some special accelerated sections
are available in such subjects as English and History. For superior
students of all classes, special colloquia are offered each term.
Many departments of the college offer a program through which
the student can earn honors in his major field. Students of high
ability who are interested in pursuing an honors curriculum are
invited to write to the Director of the Honors Program for information regarding the Honors Programs which may be open to them.
Honors students are selected on the basis of previous academic
achievement and test results.
NORTH-SOUTH STUDENT EXCHANGE PROGRAM
In order to promote better understanding in the area of race relations and t o encourage better cultural exchange between the
students of Augsburg Cdlege and colleges in the South, Augsburg
has entered into an agreement with various southern colleges
whereby an interchange of students may take place. This exchange
may take place during either the second or third term, or both,
depending upon the schedules of the cooperating colleges.
In order to qualify for the exchange program, the Augsburg student must secure the approval of his/her parents (if he/she is a
minor), his/her major adviser, and various college officials. A
further general requirement is approval by the student exchange
board which will, among other things, require a grade point average of at least 2.50.
Further details and application forms may be secured from the
fice of the Dean or the President of the Student Society.
OF
THE PASS/NO CREDIT GFLXDING SYSTEM
Effective with the 1967-68 academic year, a Pass/No Credit
grading system is available to juniors and seniors only, applicable
to a maximum of one course per term. The provisions of the system
are as follows:
1. Juniors and Seniors only may choose to be graded on the
basis of Pass/No Credit instead of a regular grade for a
maximum of one course in any one term.
2. The Pass/No Credit option may not be applied to courses
in the student's major field.
3. Each department of the college shall determine which,
if any, of the courses it offers may not be taken by any
student on a Pass/No Credit basis. Students will be informed by the Registrar's Office at each registration day
of the courses which may not be taken under the system.
4. Although credits earned under the system will be counted
toward fulfilling the requirements for graduation, Pass/No
Credit grades will not be used in computing the student's
Grade Point Average.
5. The student must exercise the option of taking a course
under the Pass/No Credit grading system a t the time of
his registration for the course, and may not change after
the end of the first week of the term.
6. Under the Pass/No Credit grading system, the grade of 'S'
shall be assigned to the student earning the equivalent of
a grade from 'A' to 'C'; the grade of 'N' to the student earning the equivalent of a grade from 'D' to 'F'.
AUGSBURG SUMMER SCHOOL
Students may earn up to ten credits of college work in a sixweek summer session from June 24 through August 2, 1968.
For 1969, tentative plans call for a similar six-week term beginning June 9, followed by a short term of three weeks set for
July 21 through August 8, during which additional five credits may
be earned.
Most courses will meet mornings, Monday through Friday. Others
will meet for longer periods two evenings a week, in order to accommodate part-time students employed during the day.
Eligible to attend Augsburg summer school are present students
and graduates of Augsburg and other accredited colleges and universities, as well as recent high school graduates whose class
standing and scores in college aptitude examinations indicate a
high probability of success in college work.
Courses to be offered during the summer sessions will be determined, in part, by demand. Most will not require prerequisites. In
addition to formal classes, provisions are being made for independent study in several areas, and for individual instruction in
voice and instrumental music.
For 1968, summer tuition for 8-10 credits is $220.00, plus a registration fee of $5.00. The latter fee will, however, be waived for
those completing registration not later than June 14. Private lessons will be charged separately.
A single board and room charge for the 1968 summer session will
be $100.00, and will provide morning and noon meals exclusive
of weekends, and a room from the evening of June 23 through the
morning of August 3.
For specific information, interested persons are asked to write:
Director of Summer School
Augsburg College
Minneapolis, Minnesota 55404
CURRICULUMS
The following courses of study are outlined as guides for the student and his adviser in planning a program for a selected major,
or a particular vocational objective.
GENERAL LIBERAL ARTS
The course of study given below suggests a sequence which may
be followed to include the required general education courses. For
electives, students should take care to include all courses required
for the major field of study. Requirements for the major are listed
under departmental headings.
FRESHMAN
Religion 11
English 11. 12
History 1, 2. or 3
Sociology 11
Foreign Language
Electives
H. P.E. 1, 2, 3
JUNIOR
Religion
Philosophy 21
Speech 11 or Literature
Electives
Term
I n nr
Cr. Cr. Cr.
-
-
Term
SOPHOMORE
5
- - - 4
- 5 5
5-6 5
Religion 21
Foreign Language
Natural Science or Math.
Art 1 or Music 30
Pol. Sci. 20, 21, or 22, or
Economics 22
Electives
Term
I 11 ~n
Cr. Cr. Cr.
SENIOR
5
4
4
1/3 1/3 1/3
- - 4 - - 4
4
Religion
Electives
I 11 III
Cr. Cr. Cr.
5 -
-
4
4
5-6 5-6
-
-
-
-
4
- - 4-5
- 6
6
I
Term
II
m
4
-
Cr. Cr. Cr.
-
12 12 12
AMERICAN STUDIES MAJOR
The following program is suggested for a major in American Studies.
FRESHMAN
Religion 11
English 11, 12
History 1. 2, or 3
Sociology 11
Foreign Language
History 21. 22
H. P.E. 1, 2. 3
JUNIOR
Economics 22 (Optional)
Speech or Literature
Art 1 or Music 30
Religion 63
Eistory 55.
Psychology 81.
Sociology 42'. 43.
Philosophy 65'
Electives (non-major)
- 5
- -
4
5
4
5
-
-
4
5
5
5
-
SOPHOMORE
Religion 21
Foreign Language
Natural Science or Math.
Philosophy 21
English 45
Political Sci. 20, 21
1/3 1/3 1/3
4
-
4
-
4
4
-
4
4
4
4
4
4
-
4
4
-
-
5
4
4
5-6 5-6 4
5
- 5 5
- -
SENIOR
Sociology 59.
Political Sci. 70.
History 56'
Education 87.
English 82.
Political Sci. 22.
American Studies 95
American Studies 99
Electives (non-major)
* Electives in the major program
ART MAJOR WITH HISTORY MINOR AS
PREPARATION FOR GRADUATE STUDY
Term
FRESHMAN
I
-
Religion 11
English 11, 12
Foreign Language
4
5
Art
2
2
8, 12
Sociology 11
H. P.E. 1, 2. 3
Term
I1 III
Cr. Cr. Cr.
-
5
5
- 6
- 4 5
1/3 1/3 1/3
SOPHOMORE
Religion 21
Foreign Language
Natural Science or Math.
Art 21- Art 18, 55
History 2
History 61
I 11
rn
Cr. Cr. Cr.
- - 5
4
4
- 5 5
4
4
4
-
-
4
-
4
-
Term
I I1 I11
Religion
Art 83, 84
Art 67
Art 50
Historv 3
Speecg 11 or Literature
Music 30
History 21. 22
Elective
Cr. Cr. Cr.
4
4 4 -
-
SENIOR
I I1 I11
Religion
Pol. Sci. 20. 21, or 22
or Economics 22
Art 68
Art 78
History 95
History 71
Art 99
Electives
Cr. Cr. Cr.
ART MAJOR FOR TEACHING IN SECONDARY SCHOOLS
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department
of Art.
FRESHMAN
Religion 11
English 11. 12
Foreign Language
History 1. 2, or 3
Art 7
Art 8. 12
Sociology 11
H. P.E. 1, 2. 3
JUNIOR
Religion
Art 83, 84
Art 67
Art 50
H. P.E. 10
Education 50
Education 52, 53, 54
Education 59
Music 30
Electives
Term
I I1 I11
Cr. Cr. Cr.
- - 5
4 - 5
5 5 4
2 2 6
4 1/3 1/3 1/3
-
-
-
Term
SOPHOMORE
I I1 I11
Relieion 21
ore& Language
Natural Science or Math.
Philosophy 21
S'peech 11 o r Literature
Art 21
Art 18 and 55
Psychology 5
Cr. Cr. Cr.
4
4
5
-
4
-
4
-
-
4
4
4
- - 5
4 - 0
0 0
- - 5
- 4 -
-
4
4
-
-
-
-
Term
I I1 I11
Cr. Cr. Cr.
4 - 4 4 - - 4
-
5
4
5
Term
SENIOR
I I1 I11
Religion
Education 84
Education 83
Education
- - - - - .-.
.
. 87
..
Pol. Sci. 20, 21, or 22
or Economics 22
Art 68. 99
Art 78
Electives
Cr. Cr. Cr.
4
10 - 5
-
-
-
-
4
-
4-5
- 4
-
4
-
BIOLOGY MAJOR
The following program is recommended for students who plan to
do graduate work in biology. Where choices of biology are indicated,
the student should choose carefully the course best suited to his
field of interest. At least one term of botanical work is usually
desirable. Biology 72 is required.
Term
Term
FRESHMAN
I I1 I11
Religion 11
Englsh 11, 12
History 3
Sociolow 11
chernGpy 5 or 15
Chemistry 6 or 16
Biology 11, 12
H. P.E. 1. 2, 3
I I1 111
SOPHOMORE
Cr. Cr. Cr.
Cr. Cr. Cr.
Religion 21
Speech 11 or Literature
Chemistry 51, 52, 53
Mathematics 40. 41. 42
Biology 53 o r eiective
-
-
Term
Term
JUNIOR
Relieinn
-.--.-.
.
.
.
Foreign Language
Physics 21, 22, 23
Biology 61. 71, or 76
Biology 63. 72 or 74
Pol. Sci. 20, 21. or 22
or Economics 22
I I1 I11
Cr. Cr. Cr.
- 4
5 5
5 5 5
5-6 - -
-
-
-
45
- 5
- 6 6
5 5
5-6 -
4
6
5
-
SENIOR
Religion
Foreign Language
Art 1 or Music 30
Philosouhv 21 or 23
BiGG
7 3 OF elective
Biology 72, 74, or 81
Biology 91. 92. 93
I I1 I11
Cr. Cr. Cr.
-
-
1
~
5-6
-
1
-
5-6
1
BIOLOGY MAJOR FOR SECONDARY SCHOOL TEACHING
The program suggested below provides for the recommended courses
in chemistry as well as for a good background in the biological
sciences. When making the choices between the biology course
options, it is important that the various disciplines of biology are
represented. Biology 72 and one other course in the 70 series are
required.
FRESHMAN
Religion 11
English 11. 12
History 3
Sociology 11
Biology 11. 12
Chemistry 5 or 15
Chemistry 6 or 16
H. P.E. 1, 2. 3
Term
I I1 111
Cr. Cr. Cr.
5 2 4 5
- - 4
-
-
6
-
-
4
6
6
- -
6 1/3 1/3 1/3
Term
I I1 I11
Cr. Cr. Cr.
JUNIOR
Religion
speech 11 or Literature
Foreign Language
Education 50. 59
Chemistry 53
Bioloev 61. 71. or 76
~ i o l o s53' or ' 73
Biology 63, 72, or 74
Education 52, 53, 54
-
-
4
4
4
4
4
-
-
- 6
- -
0
0
-
5
5-6
0
SOPHOMORE
Relieion 21
~ o r z g nLanguage
Biology 51
Psychology 5
Chemistrv 23
H P.E."10
Mathematics 13 or 40.
Mathematics 14 or elective*
Term
I I1 I11
Cr Cr. Cr.
5
5
5
-
5
-
-
5
-
-
- - 6
-
5
5
-
-
SEYIQR
Term
I I1 I11
Cr. Cr. Cr.
Rc,iaiun
.Art - 1 or 3Tvljbic 30
Rluloz$' 61, 71, or 76
Biology 72. 74. or 81
4 5-6 -
...
..
E d r ~ c a t ~ c n83
Educn:ion 87
Poi. Scl. 20. 21. or 22
-
-
-
10
4-5
-
-
5-6
- 4
- -
Elective if the student is allowed to take Mathematics 40 rather than Math. 13 and 14.
MAJOR IN BUSINESS ADMINISTRATION
(ACCOUNTING SPECIALIZATION)
Students with a major in Business Administration may specialize
in accounting or finance. Students are urged to read carefully the
statement under the Department of Business Administration.
FRESHMAN
- 'RcIipion
&
11
E ~ 9 i s l 111, 12
Yidow 1, 2. or 3
Brssincss Ad. 1, 2
_Sociology 23-1 i
L/-;;turt;
Science or Math.
H. P.E. 1, 2, 3
JUNIOR
C3 Business Ad. 61
Economics 51
???Business
Ad. 62. 63
Electives
Term
I I1 I11
SOPHOMORE
- - - Cr.Cr.Cr.
.
5
,,ReTi~lon 21
- 4 5 .. -Fori-igtl T.,anglage .. .
- - 4
Easiness Ad..,13
4 4
Eco!~nmics22. 23-,
- 4 ..--Dhtlosophy 21
5-6 5-6 - d p e e c h 11 or Literature
- 4 d r t 1 or Music 30
1/3 1/3 1/3
Electives
Term
I I1 I11
Cr Cr. Cr.
- 5 - 5 5
Term
I I1 I11
Cr. Cr. Cr.
- 4 4 4 - - 5
5
-
Term
I I1 I11
Cr. Cr. Cr.
~
- -
-
-
5
-
-
-
5
4
5
5
SENIOR
5
-
-
-
4
5
-
-
4
4
4
4
-
-
-
Religion
Business Ad. 81
Business Ad. 83
Electives
MAJOR IN BUSINESS ADMINISTRATION
(FINANCE SPECIALTZATTON)
FRESHMAN
Religion 11
English 11, 12
Histors 1. 2. or 3
~ u s i n e s s~ d . 1,
. 2
Sociology 11
Natural Science or Math.
Elective
H. P.E. 1, 2, 3
Term
I I1 I11
Cr. Cr. Cr.
5 - - 4 5
- 4
4 4 - 4
5-6 5-6 4
1/3 1/3 1/3
- -
SOPHOMORE
Religion 21
Foreign Language
Business Ad. 31
Economics 22, 23
Philosophy 21
Speech 11 or Literature
Art 1 or Music 30
Electives
Term
I 11 111
Cr. Cr. Cr.
I
:'
,.;
'3,
'M.
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Religion
Business Ad. 18
Business Ad 13
Electives
BUSINESS EDUCATION
MAJOR FOR TEACHING IN SECONDARY SCHOOLS
FRESHMAN
Religion 11
Enelish 11. 12
F'oFeign ~ a n g u a g e
History 1, 2, or 3
Business Ed. 1
Business Ed. 10
sociology 11
Philosophy 21
H. P.E. 1, 2, 3
JUNIOR
Religion
Education 50
Education 52. 53. 54
Education 59
Business Ad. 1, 2
Business Ed. 50
Economics 22, 23
Business Ed. 63
Art 1 or Music 30
Electives
Term
I I1 111
Cr. Cr. Cr.
5
4 5
5 5 4
- 4
- -
-
- - - -
4
4
4
1/3 1/3 1/3
Term
I I1 111
Cr.
Cr.
-- - .Cr.
--.
4
4 - 0 0 0
- 5
4 4 1
- 5 - 4 4
-
-
SOPHOMORE
Relieion 21
F'orGgn Language
Natural Science or Math.
S ~ e e c h11 or Literature
Term
I I1 I11
Cr Cr. Cr.
~ u s i n e s s - ~ d21
.
Business Ed. 22
Business Ed. 53
Business Ed. 8
SENIOR
Religion
Education 84
Education 83
Education 87
Term
I I1 I11
Cr. Cr. Cr.
4 - - 10 - 5
H:~PE;--IO
-
-
Business Ad. 31
Electives
5
4
-
-
-
4
5
8
CHEMISTRY MAJOR
The following course of study meets the requirements for the
Bachelor of Arts degree at Augsburg College and is approved by
the American Chemical Society for students who plan to do graduate study in chemistry.
FRESHMAN
Religion 11
English 11, 12
History 1, 2, or 3
Mathematics 40
Chemistry 15. 16 or 5, 6
Mathematics 41, 42
H. P.E. 1, 2, 3
JUNIOR
Relieion
chemistry 61, 62
Chemistry 63
Mathematics 83
Foreign Language
Philosophy 21
Chemistry 91
Electives
Term
I 11 111
Cr.
-.
. Cr.
-.
. Cr
-5
4 5
4
5
6 6
- 5 5
- - - -
Term
I TI I11
Cr. Cr. Cr.
4
6 6
5
4 - 5 5 4
4
0 0 0
- 4
-
-
-
-
-
SOPHOMORE
Religion 21
Chemistry 51, 52
Chemistrv 53
Physics ii, 22, 23
Mathematics 43
Sociology 11
SEh-IOR
Term
I I1 111
Cr Cr. Cr.
- - 5
6 6 - - 5
5 5 5
5 - - 4 -
Term
I I1 111
Cr. Cr Cr.
Ro!iglgn
Chernfstr' 81, 83
C h e m x ! ~i 2
Furdgn Lwguage
Speech !1 or Lltcrature
Pol. Sc!. 20. 21. or 22
or Economics 22
Art 1 or Music 30
Chemistry 91
Electives
DENTISTRY
Students planning to enter the pre-dental curriculum should take
geometry, trigonometry, and higher algebra in high school. Courses
in physics and chemistry are highly desirable.
f i e following schedule will meet the requirements for admission t o
most dental schools. Prospective dental students, however, should
inquire of the dental schools in which they are interested about
specific requirements.
Term
FRESHMAN
Religion 11
English 11, 12
Mathematics 40. 41
Biolocv 11. 12'
~ h e m y i t r y'15, 16 or 5, 6
H. P.E. 1, 2. 3
m
I II
Cr. Cr. Cr.
- - 5
4 - 5
5 5
- 6 6
6
6 1/3 1/3 1/3
-
SOPHOMORE
Term
I n III
Cr Cr. Cr.
Religion 21
Pol. Sci. 20, 21 or 22
Speech, Lit. or Hist.
Psychology 5
chemistry 51, 52
Physics 21, 22. 23
ECONOMICS MAJOR
The following program is a suggested course of study. Students are
urged to read carefully the statement under the Department of
Business Administration, Economics, and Business Education.
Term
FRESHMAN
Religion 11
English 11, 12
History 1. 2, or 3
Natural Science or Math
Sociology 11
Electives
H. P.E. 1, 2, 3
JUNIOR
Religion
Foreign Language
Sociology 61
Economics 51, 58
Electives
I
I1 I11
c=.Cr.
5
-
- -
4
SOPHOMORE
Cr.
5
Term
I I1 I11
Cr.
Cr. Cr.
-4
4 4 -
- -
Term
I 11 nr
Cr Cr. Cr.
Religion 21
Foreign Language
Philosophy 21
Speech 11 or Literature
Art 1 or Music 30
Business Ad. 1, 2
Economics 22. 23
Electives
Term
SENIOR
I
I1 I11
Cr. Cr. Cr.
Religion
Electives
ELEMENTARY EDUCATION
Students planning t o prepare for elementary school teaching are
required t o complete the following curriculum. Except where a
choice is indicated substitutions may be made only upon the approval of the Director of Elementary Education. Since the optional
subjects and free electives are limited, the program must be followed carefully from the first year.
For the science-mathematics general education requirement, elementary education students are required to take one course in
biological and one in physical science. For the speech-literature
requirement in general education, they are required to take Beginning Speech unless exempted.
The major in this program is Elementary Education. Each student
is required t o complete a minor. Variations in the requirements of
the minor from those prescribed by the department may be permitted subject to special departmental approval. An academic major is highly recommended.
I
Ion ll
lab 11,
I8
mstUl+l P , W S
B ~ , O I O ~s&xm
'
a F.E. m
Sociology 11
H. P.E. 1. 2, 3
Elective (minor)
Term
I1 I11
Cr. Cr. Cr.
5
4
5
5 5
- 4
5
5
4
1/3 1/3 1/3
- 4 -
-
-
- - -
SOPHOMORE
Term
I 11 In
Cr. Cr. Cr.
Religion 21
Foreign Language
Psychology 5
Physical Science
Pol. Sci. 20, 21 or 22
Music 30
History 21 or 22
Elective (minor)
Term
SENIOR
Religion
Education 77
Philosonhv 21
speech- lf
Education 79
Education 87
Education 65
Electives (minor)
Religion
Education 55
Education 56
Education 52, 53, 54
Geography 14
Education 64
Education 57, 63
Education 58
-Mathematics 56
Elective (minor)
I
I1 I11
Cr. Cr. Cr.
4 - 15 4 - - - 4
3
4
- - 2
8 - 4
-
- -
JUNIOR AND SENIOR HIGH SCHOOL TEACHING
Each state sets certain requirements for obtaining a teacher's certificate. The program outlined below satisfies the requirements for
certification at the junior and senior high school level in Minnesota and most of the neighboring states. The student should, during his sophomore year, apply to the Committee on Teacher Education for admission t o the education curriculum. He will also need
t o apply for student teaching during the junior year. Admission will
be determined on the basis of scholarship and other qualifications.
Areas in which students may obtain teaching majors or minors
are:
Health and Physical Education
Mathematics
Music
Natural Science
Biology
Chemistry
Physics
Social Sciences
History
Political Science
Art
Business ducati ion
English-Language Arts
English
Speech
Foreign Language
French
German
Scandinavian Studies
Spanish
Minors for teaching are also offered in Latin and Library Science.
Term
FRESHMAN
Religion 11
English 11. 12
Foreign Language
History 1, 2, or 3
Sociology 11
H. P.E. 1, 2, 3
Electives
I
I1 I11
Cr. Cr. Cr.
- 5
4 5 - 5 5
4
- 4
1/3 1/3 1/3
5-6 5
-
-
-
SOPHOMORE
Religion 21
Foreign Language
Music 30 or Art 1
Natural Science or Math.
Pol. Sci. 20, 21 or 22
or Economics 22
Psychology 5
Electives
Term
JUNIOR
Religion
Philosophy 21
Sueech 11 or Literature
ducatio ion 50, 59
Education 52. 53, 54
H. P.E. 10
Electives in the major
I
I1 I11
SENIOR
Reliigon
Education 83, 84
Education 87
Electives in the major
Term
I TI 111
Cr, Cr. Cr.
- 5 4 4 - - 4
5-6 5-6 -
-
5
-
-
-
4-5
6
Term
I I1 I11
Cr, Cr. Cr.
-
4
-
ENGINEERING
The following program is recommended for students who plan to
enroll in a school of engineering. Students planning to enter this
program should have completed four years of high school mathematics and be qualified by the Mathematics Placement Test to
enter Mathematics 41. Those who plan t o transfer to the Institute
of Technology at the University of Minnesota will also need, in
some cases, a course in Rigid Body Mechanics (Statics) and Engineering Graphics. These may be taken in summer session a t the
U. of M.
FRESHMAN
Term
I
I1 III
Cr. Cr. Cr.
SOPHOMORE
I
Term
I1 I11
Cr Cr. Cr.
Reliaion 21
Religion 11
English 11, 12
Sociology 11
Mathematics 40, 41, 42
Chemistry 15, 16 or 5, 6
H. P.E. 1. 2. 3
Art 1
I
Term
I1 I11
Cr. Cr. Cr.
Relieion
P~YECS75
Physics 62. 63
Physics Lab.
Mathematics 83. 84
Biology 11, 12 or Elective
Electives
ENGLISH MAJOR
The following program is a suggested course of study. Students are
urged to read carefully the statement under the Department of
English.
Term
FRESHMAN
I
I1 III
Cr. Cr. Cr.
5
-
Term
JUNIOR
Religion
Art 1 or Music 30
English 61, 62, 84
English 72 or 74
English Elective
Electives*
I II
rn
Cr. Cr. Cr.
4
-
5
- -
4
5
5
SOPHOMORE
Reliaion 21
Foreign Language
Pol. Sci. 20, 21, or 22
or Economics 22
Speech 11
Philoso~hv 21
~ a t u r a Ccience
i
or Math.
English 35 or 45
or Elective in the major
English 47; and 31, 32, or 78
Term
I 11 I11
Cr. Cr. Cr.
- 5
-
Term
SENIOR
Religion
English 90
Electives*
I II n I
Cr- Cr. Cr.
A
-
-
Electives recommended for students planning to enter graduate school: English 80
or 82, 86, 88, 92, 95; and foreign language.
ENGLISH MAJOR FOR TEACHING IN SECONDARY SCHOOLS
FRESHMAN
Religion 11
English 11 or 15
English 12 or 35. 45
Foreign Language
History 1, 2, or 3
Sociology 11
H. P.E. 1, 2, 3
I
Term
I1 111
Term
SOPHOMORE
Cr. Cr. Cr.
Religion 21
Foreign Language
Speech 11 and 12, 52 or 55
Pol. Sci. 20, 21, or 22
or Economics 22
Philosophy 21
Natural Science or Math.
English 35 or 45 or 55
English 47, 31
I 11 I n
Cr. Cr. Cr.
JUNIOR
Religion
Psychology 5
Education 50
Education 52. 53. 54
Education 59
'
English 61. 62. 55
English 72 or 74. 84
Speech 60 or 66
Term
I I1 I11
Cr Cr Cr.
-
4
-
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Religion
Education 84
Education 83
Education 87
H. P.E. 10
Art 1 - o r Music 30
English 21 or 40, 88 or 88
English 90, 91, or 92
~ i b r a r y Science 75
4
4
3
-
-
-
4
5
FRENCH, GERMAN, SPANISH MAJORS
FOR TEACHING IN SECONDARY SCHOOLS
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department of
Modern Languages.
FRESHMAN
Term
I I1 I11
Cr. Cr. Cr.
Religion 21
Inter. Foreign Language
Speech 11 or Literature
Philosophy 21
Pol. Sci. 20, 21. or 22
or Economics 22
Art 1 or Music 30
H. P.E. 10.
Electives or 56. 57
Religion 11
English 11. 12
Beg. Foreign Language
History 1, 2, or 3
Sociology 11
Natural Science or Math.
H. P.E. 1, 2, 3
JUNIOR
Term
I I1 I11
Cr Cr Cr.
SOPHOMORE
Term
I I1 I11
Cr. Cr. Cr.
- 4
- 4 0 0 0
- - 5
5
5 5 5 -
-
-
5
Term
I I1 I11
Cr. Cr. Cr.
4 - 10 - 5 -
SENIOR
-
Religion
Religion
Education 84'
Education 50'
Education 83'
Education 52. 53. 54.
Education 87.
4
Education 59:
Ad. Conv. and Comp. 84
5 - Psychology 5
Literature 72 or 74
- - 5
Conversation 55
2 - 2
Indep. Study 99
Survey 63, 64..
5
Electives
5
5
Literature 72 or 74
- 5 5
Electives
* Students who do not plan to t a k e t h e education sequence may substitute 92
99 or other electives for these courses.
* * Courses 56, 57 may be elected for either 63 or 64.
- -
- - -
-
GREEKMAJOR
Students who plan to major in Greek should confer with the chairman of the department regarding electives and courses to be taken
in the senior year.
FRESHMAN
Term
I rI 111
Cr. Cr. Cr.
Religion 21
Natur?l Science or Math
Greek 11. 12. 13
Philosophy 21
Pol. Sci. 20, 21. or 22 or
Econ. 22
Art 1 or Music 30
Religion 11
English 11. 12
History 1. 2, or 3
Latin 1. 2. 3
~ o c i o l o g y'11
H. P.E. 1 . 2. 3
JUNIOR
Religion
Greek
Philosophy 41, 42, 43
Speech 11
Electives
SOPHOMORE
Term
I I1 111
Cr Cr. Cr.
4 - 4 4 4
4 4 4
4
- 8 8
- -
SENIOR
Term
I I1 111
Cr. Cr. Cr.
- 5 5-6 5-6 5 5 5
4 - -
Term
I 11 I11
Cr. Cr. Cr.
Religion
Greek
Literature
Electives
BROAD MAJOR IN HEALTH AND
PHYSICAL EDUCATION FOR TEACHING
Two teaching majors are offered in the Department of .Health and
Physical Education. Students are urged to read carefully requirements listed in the departmental course descriptions.
FRESHMAN
#
Term
I I1 I11
Cr. Cr. Cr.
Term
I TI I11
Cr. Cr. Cr.
1
-
Religion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Sociology 11
H. P.E. 10
H. P.E. 23
H. P.E. 11, 13 (W,
M)
H. P.E. 1, 2, 3
JUNIOR
Term
I I1 I11
Cr. Cr. Cr.
Religion
Education 50
Education 52, 53, 54
Education 59
Pol. Sci. 20, 21, or 22
Econ. 22
Art 1 or Music 30
H. P.E. 57.
H. P.E. 51, 52
H. P.E. 11, 72
H. P.E. 82 or Soc. 31.
"
SENIOR
5
4
-
-
-
5
Term
I I1 I11
Cr. Cr. Cr.
Religion
Education 8 4
Education 83
Education 87
Philosoohv 21
H. ~ 5 7i*
.H. P.E. 60*
Speech 11 or Literature
Electives
Starred courses are required for the broad major in Health and Physical Education
but may be omitted for the Physical Education teaching major.
HISTORY MAJOR
The following program is a suggested course of study. Students are
urged t o read carefully the statement under the Department of His-
tory.
FRESHMAN
Term
I I1 I11
Cr. Cr. Cr.
Religion 11
Enelish 11. 12
~ o r e i g n~ i n g u a g e
History 1, 2, 3
Sociology 11
301. Sci. 20, 21 or 22
or Economics 22
H. P.E. 1. 2, 3
JUNIOR
Religion
Foreign Language
History
Economics
Art 1 or Music 30
Minor or Elective
Literature
SOPHOMORE
Term
I I1 I11
Cr. Cr. Cr.
Religion 21
Foreign Laneuage
History 21, 22
Philosoohy 21
Psychology 5
Natural Science or Math.
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Term
I I1 I11
Cr. Cr. Cr.
Religion
Foreign Language
History
Seminar
Minor or Elective
HISTORY MAJOR FOR TEACHING IN SECONDARY SCHOOLS
FRESHMAN
Religion 11
English 11, 12
Foreign Language
History 1, 2, 3
Sociology 11
Economics 22
H. P.E. 1, 2. 3
JUNIOR
Religion
Education 50
ducati ion 52, 53, 54
Education 59
Art 1 or Music 30
Geography 14
Political Science 20, 22
H. P.E. 10
History
Term
I TI 111
Cr. Cr. Cr.
5
-
-
-
4
4
-
-
4
5
5
4
4
5
- 4
-
SOPHOMORE
Religion 21
Foreign Language
Historv 21. 22
~ h i l o s o ~ h y21'
Psychology 5
Natural Science or Math.
Term
I I1 111
Cr. Cr. Cr.
- - 5
4
4
5
5
-
-
5-6 5-6
-
4
5
-
1/3 1/3 1/3
Term
I I1 I11
Cr. Cr. Cr.
Term
SENIOR
Religion
Education 8 4
Education 83
Education
Sociology 12
87
Soeech 11 or Literature
History
History 95
I
n
111
13
Cr. Cr.
LAW
College preparation for law school is flexible, and does not require
a specific course of study or a particular major. Students considering law as a profession are urged to study the requirements and
suggested curricula for the following majors:
American Studies, pages 50 and 108.
English, pages 68 and 114.
History, pages 34 and 116.
Political Science, pages 92 and 121.
While any of the above majors is appropriate as a pre-law curriculum, other majors are also highly acceptable. For most law
schools a broad background in the liberal arts constitutes a better
preparation than specialization and expertise in narrower fields.
While not all law schools require a baccalaureate degree as a
condition for admission, it is normally to the advantage of the
student to have completed his undergraduate degree program.
Nearly all law schools in the United States require applicants
to take a standardized Law School Admission Test, administered
several times each year a t prescribed times.
Students interested in law as a possible vocation should contact
the pre-law adivsor, chairman of the Department of Political Science.
MATHEMATICS MAJOR
The following course of study is designed for students who have a
strong background in mathematics from high school. Students who
lack this background may need to complete Mathematics 13, 14
before registering for Mathematical Analysis.
Religion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Math. 40, 41, 42
H. P.E. 1, 2, 3
Term
I I1 I11
SOPHOMORE
Cr.
Cr. Cr.
- 5
Religion 21
4
5 - ; Pol. Sci. 20, 21, or 22 or
5 5 Econ. 22
- 4
Sociolom 11
5 5 5
~oreig-~anguage
Art 1 or Music 30
1/3 1/3 1/3
Physics or Chemistry
Mathematics 43, 58, 64
Term
I I1 I11
Cr. Cr. Cr.
5 - -
JUNIOR
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 ILI
Cr Cr. Cr.
FRESHMAN
-
-
-
SENIOR
--
4-5
4
- 4 4
- 4 5-6 5-6 5 4 4
Religion
Mathematics 67
Mathematics 80
Mathematics 99
Electives
Relieion
ath he ma tics 83. 84, 85
Mathematics 72. 73
Philosophy 21
Speech- 11 or Literature
Mathematics 61
Electives
MATHEMATICS MAJOR
FOR TEACHING IN SECONDARY SCHOOLS
Term
I I1 111
Cr. Cr. Cr.
5
4 5 5 5
4
5 5 5
1/3 1/3 1/3
- -
- - -
SOPHOMORE
Religion 21
Foreign Language
Sociolow 11
Pol. ~ d 20,
: 21. or 22 or
Econ. 22
Mathematics 43, 58. 64
Physics or Chemistry
Term
I I
I
Cr Cr. Cr.
- -
4
-
4
4
5
-
-
- -
4-5
5 4 4
5-6 5-6
-
~
Term
I I1 I11
Cr. Cr. Cr.
Religion
Art 1 or Music 30
Education 50, 59
Speech 11 or Literature
Psychology 5
Mathematics 83, 84
Educatiun 52. 53, 54
Philosophy 21
Mathematics 61, 72
Elective
4
-
- -
4
SENIOR
Term
I I1 III
Cr. Cr. Cr.
Religion
Education 87
Education
84
- - - ---Education 83
mathematics 80
Mathematics 67
Mathematics 99
H. P.E. 10
Electives
~
0
0
-
4
-
4
4
-
MEDICAL TECHNOLOGY MAJOR
Students may complete a course of instruction leading to the
Bachelor af Arts degree with a major in medical technology by
completing three years of academic work at Augsburg College and
twelve months of preparation at General Hospital or Swedish Hospital in Minneapolis. A minimum of 24 credits each of biology
and chemistry, and one term of mathematics, is required. A college
course in physics is strongly recommended. The program outlined
prepares students for certification in medical technology, and it
also includes the Augsburg graduation requirements. In the senior
year students taking this program must register a t Augsburg as
well as at the affiliated hospital.
FRESHMAN
Religion 11
English 11, 12
History 2
Sociolom 11
Siiii&"11, 12
Chemistry 5 or 15
Chemistry 6 or 16
H. P.E. 1, 2, 3
JUNIOR
Religion
Foreien Laneuaee
POI.
Sci. 20; 21; or 22
or Economics 22
Philosophy 21 or 23
Physics 3
Chemistrv 53
Bidlogy -71
electives
Biology 76
Term
I 11 I11
Cr. Cr. Cr.
5
4 - 5
-
- 4 - 4
6 6
- -
6
6 1/3 1/3 1/3
-
I
Term
I1 I11
SOPHOMORE
Religion 21
Foreign Language
Art 1 or Music 30
S ~ e e c h11 or Literature
ath he ma tics 13
Chemistry 23
Biology 53 or 73
Biology 72
Term
I I1 I11
Cr. Cr. Cr.
5
5 5
4 - - 4 -
- -
-
SENIOR
Cr. Cr. Ct
-
4
4
4
4
-
Lectures, laboratory and practical work
at General or Swedish Hospital for 12
months.
45 credits
MEDICINE
Since most pre-medical students at Augsburg have gone to the
Medical School of the University of Minnesota, the following is
based on its requirements for admission. Information for other
medical schools may be obtained from "Medical School Admissions Requirements," published by the Association of American
Medical Colleges, and available in the Augsburg library. It is the
responsibility of the individual student to see that he has completed
the requirements for admission to the medical schools to which he
intends to make application.
The "Minimum Requirements" for the Medical School, University
of Minnesota, as translated into courses a t Augsburg College, are
a s follows:
m:
Credits
12
12
12
5
9
Biology 11. 12
Chemistry 15. 16
Chemistry 51. 52
Chemistry 53
English 11, 12
Literature elective
Mathematics 40, 41
Physics 21, 22, 23
Social Science and Humanities
General electives
4
Recommended:
Physical Chemistry 61
Mathematics 42 (calculus)
Medical schools emphasize the word "minimum" in listing their
minimum requirements. In addition to the required and recommended courses listed, pre-medical students are encouraged to
take a t least two additional courses in biology and one course in
psychology. Some medical schools require or strongly recommend
this work. Broad studies in the liberal arts are highly desirable.
Pre-medical students normally complete a major in either biology
or chemistry. The minimum requirements for a biology major are
shown under Department of Biology; for a chemistry major under
Department of Chemistry. Students are strongly urged to consult
these departments early for advice on scheduling these majors.
MUSIC MAJOR FOR TEACHING
The following program is a suggested course of study. Students are
urged to read carefully the statement under the Department of
Music.
FRESHMAN
Religion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Music 1, 2, 3
Applied Music
H. P.E. 1, 2. 3
JUNIOR
Religion
Education 50
Education 52. 53. 54
Education 68
Education 59
Art 1
Music 53*, 54
Music 60, 61
Music 57, 58
Music Organization
Applied Music
Term
I I1 111
Cr. Cr. Cr.
5
- -
- 4-
4
5
5
5
-
4
5 4
1 1 1
1/3 1/3 1/3
Term
I I1 I11
Cr. Cr. Cr.
- - 4
4
- -
0
0
0
SOPHOMORE
Religion 21
Foreign Language
Sociology 11
Psychology 5
Natural Science or Math.
Iviusic 4, 5, 6
Applied Music
SENIOR
Religion
Education 84
Education 83
Education 87
Pol. Sci. 20, 21, or 22 or
Economics 22
H. P.E. 10
Philosophy 21
Music Organization
Electives
Term
I I1 111
Cr. Cr. Cr.
5
4
4
5
-
-
4
-
-
-
-
5-6 5-6
4
4
4
1
1
1
Term
I I1 I11
Cr. Cr. Cr.
-
4
-
!
MUSIC MAJOR
FRESHMAN
Religion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Music 1, 2, 3
Applied Music
H. P.E. 1, 2, 3
Term
I TI 111
Cr. Cr. Cr.
5
4
5
5 5
- -
- .
4
1
- 4-
5
1
4
1
1/3 1/3 1/3
SOPHOMORE
Religion 21
Foreign Language
Natural Science or Math.
Sociology 11
Music 4, 5, 5
Applied Music
Music Organization
Elective
Term
I I1 I11
Cr. Cr. Cr.
5
- 4
-
4
4
4-5 4-5
-
-
I
JUNIOR
Term
II 111
Cr. Cr. Cr.
SENIOR
I
Term
nrn
Cr. Cr. Cr.
Religicn
Pol. Sci. 20, 21, or 22
or Economics 22
Philosophy 21
Music 76
Applied Music
Music Organization
S ~ e e c h 11 or Literature
~iectives
Religion
Art 1
Music 60. 61, 62
Music
53.. b8 54
Music 57,
- Applied Music
Music Organization
Electives
Choral Technique may be substituted for Instrumental Technique in the fall term.
NATURAL SCIENCE MAJOR
FOR TEACHING IN SECONDARY SCHOOLS
A major in natural science consists of 63 credits in science and
mathematics with a t least 27 credits in each of two of the areas
of biology, chemistry, physics; or at least 27 cred,its in each of three
of the areas of biology, chemistry, mathematics, physics.
The following program is suggested.
I
FRESHMAN
Rellgion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Sociology 11
Natural Science
H. P.E. 1, 2, 3
..
JUNIOR
Religion
Philosophy 21
atural Science or Math.
.
d
Term
II 111
- 5
5 5 5
-- 4-
Cr. Cr. Cr.
P.E. 10
4
4
-
-
5-6 5-6
1/3 1/3 1/3
I
Term
II rn
CP. Cr. Cr.
- -- 4 - 4
4 - 5
4
9
0
-
8
8
0
5
0
SOPHOMORE
Religion 21
Foreign Language
Art 1 or Music 30
Natural Science or Math.
Pol. Sci. 20, 21, or 22
or Economics 22
Psychology 5
I
Term
nrn
Cr. Cr. Cr.
- 5 4 4
4
- 13 13
-
- -
- -
5
-
4-5
-
Term
SENIOR
Religion
Natur.al Science or Math.
Education 84
&ducation 83
Education 87
I 11
m
Cr. Cr. Cr.
- 4 - 13 13
10
5 - -
- -
-
-
4
-
I
PHILOSOPHY MAJOR
Religion 11
English 11, 12
Foreien LanmaPe
ist tory 1, 2,-or-3
Sociology 11
Philosophy 21
H. P.E. 1. 2. 3
Electives
Term
I II III
Cr. Cr. Cr.
5
4 5
5 5 4
--
-
- - - 4
- - 4
1/3 1/3 1/3
- - 4
4
Term
SOPHOMORE
Religion 21
Foreign Language
Natural Science or Math.
Art -1 or
Music 30
..~
Pol. Sci. 20, 21, or 22
or Economics 22
Ph~!osophy 23
Philosophy 41, 42, 43
Term
JUNIOR
Religion
Speech 11 or 51 or Literature
Philosophy Elective
Electives
I
I1 I11
Cr. Cr, Cr.
4
-
5
6
- -
4 5 5
6 10
SENIOR
I
II I11
Cr. Cr. Cr.
- 5 4 - 5-6 5-6
4 - -
-
-
5
4
-
4
4-5
4
Term
I n m
Cr. Cr. Cr.
Religion
Philosophy 99
Philosophy Elective
Electives
PHYSICS MAJOR
The following program is a suggested course of study. Students
are urged t o read carefully the statement under the Department of
Physics.
Term
FRESHMAN
I I1 111
Cr. Cr. Cr.
Religion 11
English 11, 12
Foreign Language
Wath. 14 or 40
Mathematics 41. 42
History 1, 2, or 3
Sociology 11
H. P.E. 1, 2, 3
JUNIOR
SOPHOMORE
Religion 21
Foreign Language
Physics 21, 22, 23
Mathematics 43
Mathematics 58
Pol. Sci. 20, 21 or 22
or Sconomics 22
Philosophy 21
Term
-
-
5
Term
I I1 I11
Cr. Cr Cr.
I I1 I11
Cr. Cr. Cr.
Religion
Physics 61
Physics 51. 52
ath he ma tics 83. 84, 85
Art 1 or Music 30
Physics 62, 63
Physics 77
Electives
Term
I I1 I11
Cr Cr. Cr.
Reliigon
Physics 81, 82
Physics 77
Speech 11 or Literature
Electives
POLITICAL SCIENCE MAJOR
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department
of Political Science.
Term
FRESHMAN
I I1 111
Cr. Cr. Cr.
Religion 11
English 11, 12
History 3
phi lo so ah^ 21
Math. or - ~ a t u r a lScience
Sociology 11
Political Sci. 20, 21
H. P.E. 1, 2, 3
Term
SOPHOMORE
I I1 111
Cr Cr. Cr.
Religion 21
Art 1 or Music 30
Sociology 61. 62
-
4
-
5-6 5-6
- -
5 5
1/3 1/3 1/3
politic& kci. 22, 50
Camputer Science 45
History 21, 22
5
5
Term
JUNIOR
~ o r s g nLanguage
Political Sci. 60
Political Sci. 80, 81, 84
Economics 22. 23
I I1 I11
Cr. Cr.
4
- 5
4 4 4
4
-
5
-
4
4
-
5
Term
SENIOR
I I1 I11
Cr.
- -
4
4
Cr. Cr. Cr.
Religion
~oliSicai Sci. 51. 62
Political Sci. 70, 71
Foreign Language
Electives
~iferature
Elective
PSYCHOL,OGY
MAJOR
Term
FRESHMAN
Religion 11
English 11, 12
Natural Science or Math
History 1, 2, or 3
Sociology 11
H. P.E. 1, 2, 3
Electives
I
Term
I1 I11
Cr.
-.
. Cr.
- - . Cr.
--
- -
4
5
5
5
5
-
SOPHOMORE
Religion 21
Foreign Language
Philosophy 21
Pol. Sci. 20, 21, or 22
or Economics 22
Art 1 or Music 30
Speech 11 or Literature
Psychology 5
Electives
Term
JUNIOR
I I1 I11
Cr. Cr. Cr.
Religion
Foreign Language
Sociology 61
Psvcholoev 59
~s$cholog$ 64
Psychology 61, 62
Psychology Electives
I I1 I11
Cr Cr. Cr.
-
5
-
Term
I 11 I11
SENIOR
Religion
Psychology
Psychology
Psychology
Psychology
Electives
Cr. Cr. Cr.
81
99
91
Elective
0
RELIGION MAJOR
'
FRESHMAN
I
Term
I1 rII
Cr. Cr. Cr.
Religion 11
English 11, 12
Natural Science or Math.
History 1, 2
Sociology 11
Electives
H. P.E. 1, 2, 3
JUNIOR
Religion
Philosophy
Foreign Language
Psychology 5
Electives
SOPHOMORE
I
Term
IIm
Cr. Cr. Cr.
Religion 21
Religion
Foreign Language
Pol. Sci. 20, 21, or 22
or Economics 22
Art 1 or Music 30
Philosophy 21
Electives
I
Term
11 m
Cr. Cr. Cr.
4
4 4
4
4
4
4
5 - - 4 6
SENIOR
Religion
Religion 86
Literature
Sociology
Electives
Term
Cr. Cr. Cr.
4 4 -
O
SCANDINAVIAN STUDIES MAJOR
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department
of Modern Languages.
FRESHMAN
Religion 11
English 11, 12
Scand. 1. 2
2, or 3
History I,
Natural Science or Math.
Soziology 11
H. P.E. 1. 2. 3
Term
I 11
- -
4
-
SOPHOMORE
-
Religion 21
Scand. 5, 6
Scand. 55
Scand. 26
Scand. 25
Speech 11 or Literature
Pol. Sci. 20. 21. or 22
or ~conomics'22
H. P.E. 10.
Art 1 or Music 30
-
-
-
4
5-6 5-6
1/3 1/3 1/3
I
Relieinn
-.
--..
-.
Psychology 5.
Education 50.
Education 52. 53. 54.
Education 59*
~cand.-l2
Philosophy 21
Scand. 74
Scand. 62
Electives
m
Cr. Cr. Cr.
5
4 5
5 5 -
Term
II ITI
Cr. Cr Cr.
SENIOR
Religion
Education 84.
Education 83'
Education
87'
----
Term
I I
I
Cr. Cr. Cr.
-
-
5
-
5
-
4
-
-
I
Term
II n I
Cr. Cr. Cr.
4 - 10
-
5
-
Stand. 84
Scand. 99
Electives
' Students
who do not plan to take the education sequence may substitute electives for these courses.
SECRETARIAL WORK
The first year of the following program provides preparation for
certain office positions. Completion of the second year provides
more advanced training. A student who has had similar courses
in high school may be admitted to advanced classes on the basis
of his proficiency in the subject. An outline of the requirements for
teaching business subjects in high school appears under Business
Education.
A secretarial-work certificate is awarded on completion of the twoyear program.
A student in the two-year program must select three courses from
the general education requirement making a total of 90 credits.
~
I
FIRST YEAR
Religion 11
English 11, 12
Business Ed. 1
Business Ed. 50
Business Ed. 21, 22
Business Ed. 53
Business Ed. 10
Electives
H. P.E. 1, 2, 3
Term
11 I11
I
Cr. Cr. Cr.
5
4
5 2
- 5 -
- -
4
4
-
-
-
5
4
SECOND YEAR
Religion 21
Psychology 5
Soeech 11
~ G s i c e s sAd. 1. 2
Business Ed. 63
Business Ed. 8
Electives
I
Term
I1 III
Cr. Cr. Cr.
5 - - 5 -
SEMINARY
Completion omf the pre-seminary curriculum is intended to prepare
the student for admission into a theological seminary course. The
following pro:gram gives the approximate pre-seminary course. It
does not specify a major or a minor. The student should seek the
counsel of the seminary adviser as early as possible since the major selected by the student may affect the choice of courses even
in the freshman year.
Term
I
~ n g i k h11. 12
History 1. 2. 3
Foreign Lanmage*
S o c i o l o ~11
H. P.E. 1 . 2 3
I1 I11
Cr. Cr. Cr.
5 - - 4 5
4
4
4
5
-
4
5
-
1/3 1/3 1/3
SOPHOMORE
Term
I
Religion 21
Natursl Science or Math.
Foreign Language
Philosophy 21
Pol. Sci. 20, 21, or 22
or Economics 22
Art 1 or Music 30
Electives
Term
JUK?OR
I
I1 I11
SENIOR
Cr. Cr. Cr.
Religion
Greek
Philosophy 41. 42, 43
Speech 11
Electives
4
-
-
5
5
4
4
4
5
4
-
8
8
-
-
I1 I11
Cr. Cr. Cr.
Term
I
I1 111
Cr. Cr. Cr.
Religion
Greek
Literature
Electives
4
4
4
4-5 4 12
-
-
16
Since Latin 2 is a prerequisite to Beginning Greek, students who have not studied
Latin in high school will need to take Latin 1, 2 in college.,
SOCIAL SCIENCE MAJOR
FOR TEACHING IN SECONDARY SCHOOLS
A major in the social sciences consists of 65 credits including at
least 37 credits in history; 4 credits in geography; and 8 credits
in each of economics, political science, and sociology.
The following program includes the requirements for a teaching
major in the social sciences.
Term
FRESHMAN
I
Term
I1 111
SOPHOMORE
Cr. Cr. Cr.
Religion 11
English 11, 12
Foreign Language
History 1. 2. 3
Sociology 11
Economics 22
H. P.E. 1, 2, 3
5
-
-
4
4
-
- -
4
5
5
5
4
4
4
-
-
-
Religion 21
Foreign Language
History 21, 22
Philosophy 21
Psychology 5
Natural Science or Math.
I
- -
-
4
5
5
-
I
I1 I11
SENIOR
Cr. Cr. Cr.
Religion
Education 50
Education 52. 53. 54
Education 59
Art 1 or Music 30
Geography 14
Political Sci. 20, 22
H. P.E. 10
Economics 23
History
-
5
1/3 1/3 1/3
Term
JUNIOR
I1 111
Cr Cr. Cr.
5
4
4 5 5 -
- - 4 0 0 0
- - 5
4 - - 4 4
5
5
4
4
-
-
-
-
5
4
-
Term
I
I1 I11
Cr. Cr. Cr.
Religion
Education 84
Education 83
Education 87
sociology 12
Speech 11 or Literature
History
History 95
Electives
-
4
-
-
4
-
-
-
4
- - 3-
-
4
4
4
'
A social science minor consists of 45 credits including at least
29 credits in history; and 4 credits in each of the following: geography, economics, political science, sociology.
SOCIOLOGY MAJOR
The following program is recommended for students who plan to
study sociology in graduate school.
FRESHMAN
Religion 11
Enelish 11. 12
~o;eign ~ a n g u a g e
History 1, 2, or 3
Sociology 11, 12
Art 1 or Music 30
H. P E . 1, 2, 3
JUNIOR
Term
I I1 I11
Cr. Cr. Cr.
-
5
-
4
5
5
5
4
4
4
-
-
-
4
-
4
1/3 1/3 1/3
Term
I I1 I11
Cr Cr. Cr.
SOPHOMORE
Religion 21
Natural Science or Math.
Foreign Language
Pol. Sci. 20, 21. or 22
or Economics 22
Philosophy 21
Sociology 41. 42, 43
Electives
SENIOR
Religion
Sociology 75.
Sociology 82, 83
Sociology 91*
Electives
Relieion
phil;sophy 63
Sociology 31
Sociology 61,* 62*
Psychology 5
Speech 11
Electives
Term
I I1 111
Cr. Cr. Cr.
-
5
-
Term
I I1 I11
Cr. Cr. Cr.
- 4 -
* Required for the major.
SOCIOLOGY MAJOR WITH THE
SOCIAL WORK SEQUENCE
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department of
Sociology.
FRESHMAN
Religion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Sociology 11. 12
Art 1 or Music 30
H. P E . 1, 2, 3
JUNIOR
Term
I I1 I11
Cr. Cr. Cr.
5 - 4 5
5 5 - - 4
4
4 4
1/3 1/3 1/3
-
I
Term
I1 I11
SOPHOMORE
Religion 21
Foreign Language
Natural Science or Math.
Speech 11 or Literature
Pol. Sci. 20, 21, or 22
or Economics 22
Philosophy 21
Sociology 42. 43
Elective
SENIOR
C-.
r . C-.
r C-r.
.
Religion
Sociology 5l.* 52.*. 53'
Socioloev 54." 55.* 56"
s o c i o l o ~ +61"
Psychology 5.
Sociology 31
Electives
-
4
1
4
4
1
-
4
1
Term
I I1 111
Cr. Cr. Cr.
Relizion
Sociology 75. 82
Psvcholoev 61. 62
Term
I I1 I11
Cr Cr Cr.
-
-
4
Required for the major
SPANISH MAJOR
See under Curriculum for French major
SPEECH MAJOR
FOR TEACHING IN SECONDARY SCHOOLS
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department
of Speech.
FRESHMAN
Religion 11
English 11. 12
Foreign ~ a n g u a g e
History 1, 2, or 3
Sociology 11
Art 1 or Music 30
H. P.E. 1, 2, 3
JUNIOR
Religion
Speech 61
Pol. Sci. 20. 21. or 22
or ~ c o n o m i c s22
Speech 60
Speech 51, 55
Education 50
Educztion 52. 53. 54
Education 59
H. P.E. 10
Electives
Term
- ..--.
I
I1 I11
Cr. Cr. Cr.
5
4 5 5
5
4
4
4
4
1/3 1/3 1/3
- -
- -- - -
---*-*
SOPHOMORE
Religion 21
ForGgn Language
Speech 11
Natural Science or Math.
Philosophy 21
Philosouhv 23
speech*i i o r 52
Speech 32
Psychology 5
I1 I11
4
4
--
Term
I
I1 I11
Cr. Cr. Cr.
4
- -
5
-
-
SENIOR
Religion
S ~ e e c h16 or 67
speech 66
Education 84
Education 83
Education 87
Electives
--
c r , Cr. Cr.
L, 6
I
-
6
-
6
Term
I
I1 n I
Cr. Cr.. Cr.
4 - -
PERSONNEL
Officers of the Board
m
....................
. . . . . . . Chairman
THE BOARD Mr. Leonard F. Ramberg
OF REGENTS Dr. Luthard 0. Gjerde . . . . . . . . . . . . . . . . . . . . . . . . Vice-chairman
Dr. Philip S. Dybvig . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Secretary
Mr. Herbert A. Johnson
............................Treasurer
Mr. Ernest A. Alne, Pasadena, California
Partner, Alne, Warnick & Mayhew
Mr. Elmer L. Andersen, St. Paul, Minnesota
Chairman of the Board,, H. B. Fuller Company
Mr. Albert E. Anderson, Minneapolis, Minnesota
Assistant Manager, Augsburg Publishing House
Mr. Marvin F. Borgelt, West St. Paul, Minnesota
President, Bituminous Surface Treating Co.
Dr. Philip S. Dybvig, St. Paul, Minnesota
Vice President and Business Manager, Luther Theological Seminary
Mr. Jerome Formo, St. Paul, Minnesota
Vice President, Plastics, Inc.
Dr. Luthard 0. Gjerde, Minneapolis, Minnesota
Executive Director, Lutheran Social Service of Minnesota
Dr. John K. Grotting, Minneapolis, Minnesota
Physician and Surgeon
Mr. Ruben G. Hovland, Northfield, Minnesota
High School teacher, Northfield Public Schools; Farming
Mr. Herbert A. Johnson, Minneapolis, Minnesota
Director, Special Markets, Investors Diversified Services
Mr. John Lienemann, Minneapolis, Minnesota
President, Minnesota National Life Insurance Company
Mr. G. S. Michaelsen, Minneapolis, Minnesota
Professor, Director Environmental Health & Safety,
University of Minnesota
Dr. E. Clifford Nelson, Northfield, Minnesota
Professor, St. Olaf College
The Rev. David W. Preus, Minneapolis, Minnesota
Pastor, University Lutheran Church of Hope
Mr. Cyrus Rachie, Appleton, Wisconsin
Senior Vice President and General Counsel,
Aid Association for Lutherans
Mr. Leonard F. Ramberg, Minneapolis, Minnesota
Vice President, Northwestern National Bank
Mr. Clair E. Strommen, St. Paul, Minnesota
General Agent, Central Life Assurance Company
The Rev. Johan Thorson, Eau Claire, Wisconsin
Senior Pastor, Grace Lutheran Church
Mr. John L. Werness, Minneapolis, Minnesota
Partner, Werness Brothers Funeral Chapel
Mr. John R. Winsor, Wayzata, Minnesota
Partner, Piper, Jaffray & Hopwood
ADMINISTRATION
Oscar A. Anderson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . President
Kenneth C. Bailey . . . . . . . . . . . . . . . . . . . . . . . Dean of the College
Burton P. Fosse .............. Vice President for Business Affairs
Kenneth P. Fagerlie . . . . . . . . . . . . . Vice President for Development
Glen W. Johnson . . . . . . . . . . . . . . . . . . . . . . . . . . . Dean of Students
Fern I. Martinson .................. Associate Dean of StudentsDean of Women
Mildred Joel ................ Registrar, Secretary of the Faculty
Beverly Wegge . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Registrar
Karlis Ozolins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Librarian
Carl R. Hammarberg ......... Director of Placement and Testing
S. V. Hjelmeland ............ Associate Director of Development
Jeroy Carlson .................... Director of Alumni Relations
Richard Holy ..................... Director of Church Relations
Donald Sorlien . . . . . . . . . . . . . . . . . . . Director of Public Relations
John Bostrom . . . . . . . . . . . . . . Manager of Publications and Sports
Michael Walgren . . . . . . . . . . . . . . . Manager of Music Organizations
and Convocations
Donovan Lundeen . . . . . . . . . . . . . . . . . . . . . . Director of Admissions
Mark Johnson ................ Associate Director of Admissions
Marilyn McKnight . . . . . . . . . . . . . . . . . . . . . Admissions Counselor
Richard Berg .............................. Business Manager
Eugene Ecklund ..................... Director of Plant Services
Elton L. Erdahl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Controller
Mrs. Elaine Swanson ................ Director of Food Services
John J. Salchert ............................ College Physician
Orlin Mandsager . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Campus Pastor
Irving Hoe1 . . . . . . . . . . . . . . . . . . . . . . . . . . . Manager of Book Store
Bjarne Landa ......................... Curator of the Museum
Agnes Tangjerd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Archivist
Mrs. Julie Thompson . . . . . . . . . . . . . Director of Student Activities
PRESIDENT'S BOARD OF ADVISORS
Dr. Walter H. Judd, Washington, D.C.
Former Congressman from Minnesota, Chairman
Mr. Oscar H. Batzli, Minneapolis, Minnesota
Batzli Electric Company
Mr. Robert J. Bjorklund, Minneapolis, Minnesota
Agency Manager, Bankers Life Company
Mr. Robert P. Boblett, Minneapolis, Minnesota
President, A. D. Strong Company
Mr. R. J. Brix, Minnetonka, Minnesota
General Manager, Sears, Roebuck & Company
Mr. Robert W. Fischer, Minneapolis, Minnesota
Vice President, First National Bank
Mr. Armand Evans, Chanhassen, Minnesota
President, Warner Hardware Company
Mr. J. Roscoe Furber, Minneapolis, Minnesota
Vice President, Northern States Power Company
Mr. A. L. Gallop, St. Paul, Minnesota
Executive Secretary, Minnesota Education Association
Mr. Roy N. Gesme, Minneapolis, Minnesota
Gamble-Skogmo, Inc.
Mr. Elling Halvorson, Seattle, Washington
President, Elling Halvorson, Inc.
Mr. Donald T. Knutson, Minneapolis, Minnesota
President, The Knutson Companies, Inc.
Mr. Paul W. Kraemer, Hopkins, Minnesota
President, Minneapolis Gas Company
Mr. Lloyd L. McBurney, Excelsior, Minnesota
Chairman of the Board, Tescom Corporation
Mr. Hoyt C. Messerer, Cedar Falls, Iowa
President, First National Bank
Mrs. Burton F. Myers, Minneapolis, Minnesota
Homemaker
Mrs. George N. Nelson, Minneapolis, Minnesota
Homemaker
Mr. William A. Nelson, Jr., New York, New York
President, Gilbert Systems, Inc.
Mr. Wendell L. Olson, Minneapolis, Minnesota
President, Fourth Northwestern National Bank
Mr. Donald Padilla, Minneapolis, Minnesota
President, Padilla, Sarjeant, Sullivan and Speer, Inc.
Mr. Leslie C. Park, Minneapolis, Minnesota
Vice Chairman, Executive Committee, Baker Properties, Inc.
Mr. Raymond Plank, Wayzata, Minnesota
President, Apache Corporation
Mr. Dean B. Rar dall, Excelsior, Minnesota
Vice President, Honeywell, Inc.
Mr. Olaf G. Sandbo, Columbus, Ohio
President, 0. G . Sandbo Company
The Honorable Luther Sletten, Minneapolis, Minnesota
Judge of the District Court
General L. J. Sverdrup, St. Louis, Missouri
Chairman of the Board, Sverdrup & Parcel and Associates, Inc.
Mr. Arnulf Ueland, Minneapolis, Minnesota
Midland National Bank
Mr. Lester P. Wakefield, Excelsior, Minnesota
Chairman of the Board, Jefferson Transportation Co.
Dr. A. Cabot Wohlrabe, Minneapolis, Minnesota
Physician and Surgeon
COMMITTEES OF
THE FACULTY
Administrative Committee: 0. Anderson, Bailey, G. Johnson, Fosse,
Fagerlie
President's Cabinet: 0. Anderson, Miss Martinson, Miss Joel, Sorlien,
Berg, Ecklund, Mrs. Swanson, Mrs. Thompson, M. Johnson, Mandsager
Faculty Senate: 0 . Anderson, Bailey, P. Quanbeck, Skibbe,
R. Anderson, Nicholl, Torstenson, Gisselquist, Agre, Sulerud
Educational Policies: Bailey, 0 . Anderson, Sandin, Ollila, Miss
Pederson, Karlen, Follingstad, Mickelberg, M. Quanbeck, Stenshoel,
Miss Joel
Library: Miss Kemmer, Fardig, Thorpe, Bergstrom, Colacci
Student Personnel: G. Johnson, Miss Martinson, Benson, Gustafson,
Mrs. Karvonen, Gulden
Admissions and Student Standing: Bailey, Miss Joel, Holum, Miss
Rozentals, Mrs. Dyrud, Holman
International Education: Mrs. Johnson, Mrs. Jensen, Miss M.
Anderson, Miss Joel, Mrs. Kingsley
Athletics: E. Anderson, Mickelberg, Savold, Dahlen, Kiive
Faculty Social Functions: Miss Lund, Holen, Mrs. Anderegg, Miss
Kemmer, Miss M. Anderson
Teacher Education: E. Johnson, Miss Mattson, Mrs. Parker,
E. Anderson, J. Johnson, Ollila, Mrs. Olson
Faculty Personnel Policies: Pfeffer, Budge, Mrs. Jensen, Sateren,
Holum
*Judicial Council: Nelson, Chrislock, Herforth, Stenshoel
*Student-Faculty Council: 0.Anderson, Bailey, G. Johnson, Miss
Martinson, Fretheim, Mrs. Kingsley
*Convoctations:Agre, Miss Aaskov, Mrs. Noonan, Benson
*Religious Life: Mandsager, Husfloen, Miss Martinson
Archives: Miss Tangjerd, Miss Kemmer, Chrislock, Landa, Miss
Mortensen
* Joint Student-Faculty Committees
0 THE FACULTY
Ruth Aaskov (1960-63, 1965), Assistant Professor of French
B.A., Augsburg College, 1953; M.A., Middlebury College, 1960.
Courtland Agre (1959), Professor of Chemistry
B.CH.E,, 1934 and Ph.D., 1937, University of Minnesota.
Earl Alton (1960), Associate Professor of Chemistry (on leave
1967-68)
B.A., St. Olaf College, 1955; M.S., 1958 and Ph.D., 1961, University
of Michigan.
Lyla Mae Anderegg (1959), Assistant Professor of Education and
Psychology
B.A., University of Minnesota, 1945; M.A., Northwestern University,
1947.
Ernest Anderson (1946), Professor of Health and Physical Education,
Basketball Coach
B.A., Augsburg College, 1937; M.Ed., University of Minnesota, 1947.
*Hildur Anderson (1965), Librarian I, Catalog Librarian
A.A., North Park College, 1938; B.S., University of Minnesota, 1941.
*Joyce M. Anderson (1966), Instructional Assistant in Health and
Physical Education
B.A., Augsburg College, 1965.
Mary Marie Anderson (1965), Instructor in Spanish
B.A., St. Olaf Co'llege, 1962; M.A., Middlebury College, 1964.
Oscar A. Anderson (1963), President of the College
B.A., St. Olaf College, 1938; B.D., Luther Theological Seminary,
1942; LL.D., Concordia College, 1963.
Raymond E. Anderson (1949), Professor of Speech
B.S., 1946, M.A., 1950 and Ph.D., 1959, University d Minnesota.
*Stewart C. Anderson (1967), Instructional Assistant in Biology
Kenneth C. Bailey (1965), Dean of the College and Professor of
Philosophy
B.A., St. Olaf College, 1950; M.A., 1952 and Ph.D., 1960, University
of Minnesota.
Valeria Baltina (1967), Instructor in German
Diploma, Municipal Gymnasium, 1926; Diploma, 1931 and Magester
der Philologie, 1933, University of Latvia.
John Benson (1963), Assistant Professor of Religion
B.A., Augsburg College, 1955; B.D., Luther Theological Seminary,
1959; M.A., 1961 and Ph.D., 1967, Columbia University.
*William Bergstrom (1963), Assistant Professor of English
B.A., 1950 and M.A., 1952, University af Minnesota.
*Robert E. Beverley (1966), Assistant Professor of Music
B.M.E., 1946 and M.M., 1948; Northwestern University.
*Vernon M. Bloom (1965), Instructor in Sociology
B.A., 1956 and M.S.W., 1959, University of Minnesota.
Philip M. Bly (1967), Instructor in English
B.A., St. Olaf College, 1961.
Margaret J. Bolsterli (1967), Assistant Professor of English
B.A., University of Arkansas, 1952; M.A., Washington University,
1952.
*Dagrun Bondevik (1967), Instructor in Norwegian
B.A., Logndal Gymnas, Logndal, Norway, 1955; Kristiansand
Officiale Laerarskole, 1955-59.
Bruce P. Budge (1960), Assistant Professor of Business Administration
B.S., 1953 and M.S., 1957, University of Idaho.
Penelope Cairns (1967), Instructor in French
B.A., Carleton College, 1964; certificate, McGill University French
Summer School, 1962; M.A.T., Duke University, 1967.
Carl H. Chrislock (1952), Professor of History
B.A., Augsburg College, 1937; M.A., 1947 and Ph.D., 1955, University
of Minnesota.
Bernhard M. Christensen (1938-63), President Emeritus
B.A., Augsburg College, 1922; Th.M., Princeton Theological Seminary, 1927; Ph.D., Hartford Seminary Foundation, 1929.
'"Gracia Christensen (1959-60, 1961-62, 1963), Instructor in English
B.A., Hunter College, 1932; M.A., Radcliffe College, 1935.
Thomas J. Christenson (1967), Assistant Professor of Philosophy
B.A., Concordia College, 1963; M.A., 1965 and Ph.D., 1967, Yale
University
Robert W. Clyde (1967), Director of the Social Science Research
Center with rank of Associate Professor
B.A., Coe College, 1949; M.A., Rockford College, 1958; Ph.D., State
University of Iowa, 1964.
'"John R. Coan, Jr. (1966), Artist in Residence of Music (Brass)
B.A., University of Minnesota, 1953.
Mario Colacci (1952), Professor of Classical Languages
D.Th., Pontificium Atheneum Roman Major Seminary, 1932; L.R.B.,
Pontificium Institutum Biblicum de Urbe, Rome, 1934; D.Litt., University of Naples, 1940.
Ailene Cole (1956), Associate Professor of Speech
B.A., Gustavus Adolphus College, 1936; M.A., University of Minnesota, 1949.
Thomas E. Crepeau (1964), Assistant Professor of German (on leave
1967-68)
B.A., College of St. Thomas, 1958; M.A., University of Minnesota,
1964.
K. Berner Dahlen (1941), Associate Profess'or omf English
B.A., Augsburg College, 1931; M.A., University of Minnesota, 1940.
Carlyle C. Dewey (1967), Assistant Professor of Political Science
B.A., 1962 and M.A., 1964, University of Minnesota.
Beverly C. Durkee (1965), Assistant Professor of Mathematics
B.A., 1952; B.S.L., 1953; B.S.Ed., 1963; M.A., 1965, University of Minnesota.
Grace H. Dyrud, (1962), Associate Professor of Psychology
B.A., 1957 and Ph.D., 1963, University of Minnesota.
Wilfried Edner (1967), Visiting Professor of Modern Languages
Diploma, 1954, and Ph.D., 1963, Bavarian State University, Erlangen, West Germany.
"Edgar E. Eklof (1967), Artist in Residence of Music (Voice)
B.A., University of Minnesota, 1951; M.A., Manhattan School of
Music, 1955.
Kenneth P. Fagerlie (1963), Vice President for Development
B.A., Augsburg College, 1950.
Sheldon Fardig (1962), Associate Professor of Education
B.A., Carleton College, 1940; M.M., 1952 and Ph.D., 1966, Northwestern University.
Henry G. Follingstad (1962), Assistant Professor of Mathematics
B.E.E., University of Minnesota, 1947; C.D.T. diploma, Bell Telephone
Laborato'ries, Inc., 1950.
Burton P. Fosse (1953), Vice President for Business Affairs
B.B.A. and B.M.E., University of Minnesota, 1949.
Terence E. Fretheim (1961-63, 1967), Assistant Professor of Religion
B.A., Luther College, 1956; B.D., Luther Theological Seminary, 1960;
Th.D., Princeton Theological Seminary, 1967.
Stephen Gabrielsen (1963), Instructor in Music, Director of Male
Chorus (on leave 1967-68)
B.A., Augsburg College, 1963, M.A., University of Minnesota, 1966.
Daryl Gibson (1954), Associate Professor of Music (Brass Instruments) (on leave 1967- )
B.S., 1934 and M.A., 1941, University of Minnesota; Ph.D., University
of Iowa, 1947.
Orloue Gisselquist (1956), Assistant Professor of History
B.A. 1943 and M.A., 1956, University of Minnesota.
William S. Gray (1966-67), Associate Professor of English (on leave
1967-68)
B.A., Centenary College, 1950; M.A., Louisiana State University,
1962; Ph.D., University of Exeter, 1,964.
*Edwin L. Groenhoff (1966), Instructor in Education
B.A., Northwestern College, 1955; M.Ed., Macalester College, 1957.
Dean B. Gulden (1966), Assistant Professor of Mathematics
B.A., Augsburg College, 1963; M.S., University of Minnesota, 1967.
Donald R. Gustafson (1961-63, 1966), Assistant Professor of History
B.A., Gustavus Adolphus College, 1955; M.A., University of Wisconsin, 1956.
Arlin E. Gyberg (1967), Assistant Professor of Chemistry
B.S., Mankato State College, 1961; Ph.D., University of Minnesota,
1967.
Carl R. Hammarberg (1953), Director of Placement and Testing with
rank of Assistant Professor
B.A., Gustavus Adolphus College, 1932; M.A., University of Minnesota, 1948.
Leif E. Hansen (1961), Assistant Professor of Scandinavian (on
leave 1967-68)
B.A., Concordia College, 1947; M.A., University of Minnesota, 1950.
Theodore J. Hanwick (1956), Professor of Physics
B.E.E., 1933 and M.S., 1937, Polytechnic Institute of Brooklyn; Ph.D.,
New York University, 1950.
*Kare Hauge (1967), Instructor in History
B.A., University of Oslo, 1965; Alliance Francaise, Diplome Superior, 1964.
Melvin Helland (1941-64), Professor Emeritus
B.A., Augsburg College, 1915; C.T. Augsburg Theological Seminary, 1918; S.T.M., 1919 and Ph.D., 1930, Hartford Seminary Foundation.
*Katherine A. Hennig (1966), Artist in Residence of Music (Voice)
B.A., 1933 and M.S., 1956, University of Minnesota.
Robert S. Herforth (1966), Assistant Professor of Biology
B.A., Wartburg College, 1960; M.S., University of Nebraska, 1963.
Norman Holen (1964), Instructor in Art
B.A., Concordia College, 1959; M.F.A., Iowa State University, 1962.
Thomas R. Holman (1966), College Psychologist and Assistant
Professor of Psychology
B.S., University of Wisconsin, 1959; Ph.D., University of Minnesota,
1966.
John R. Holum (1957-58, 1959), Professor of Chemistry
B.A., St. Olaf College, 1950; Ph.D., University of Minnesota, 1954.
'kRichard F. Holy (1967), Lecturer of Business Administration and
Economics
B.S., 1954 and J.D., 1955, University of Wisconsin; B.A., Luther
Theological Seminary, 1959.
Mary T. Howard (1965), Assistant Professor of Psychology
B.A., West Virginia State College, 1948; M.A., University of Kansas
City, 1952; Ph.D., University of Minnesota, 1967.
Richard Husfloen (1962-63, 1964), Assistant Professor of Sociology
B.A., Augsburg College, 1961; B.Th., Augsburg Theological Seminary,
1964; M.Th., Princelton Theological Seminary, 1964.
James W. Ingemanson (1967), Instructor in Chemistry
A.B., Augustana College, 1965; B.S., Iowa State University, 1967.
Valija Jaunlinins (1965), Instructor in German
Interpreter, Heidelberg University, 1948; M.A., University of Minnesota, 1964.
*Irene Khin Khm Jensen (1955-56, 1959), Associate Professor of
History
B.A., Rangoon University, Burma, 1949; M.A., Bucknell University,
1951; Ph.D., University of Wisconsin, 1956.
"Olive J. Jensen (1966), Lecturer in Art
B.A., St. Olaf College, 1953; M.A., University of Minnesota, 1963.
Mildred V. Joel (1947), Registrar with rank o'f Associate Professor
B.A., Augsburg College, 1940; M.A., University of Minnesota, 1947.
Einar 0. Johnson (1956), Professor of Education
B.A., Concordia Co'llege, 1938; M.A., 1950 and Ph.D., 1961, University of Washington.
Glen W. Johnson (1961), Dean of Students with rank of Assistant
Professor
B.S.E., University of Nebraska, 1952; B.D., Luther Theological Seminary, 1959.
James D. Johnson (1961), Instructor in Music (Piano)
B.A., University of Minnesota, 1956; M.A., Julliard School of Music,
1958.
*Mary E. Johnson (1962), Assistant Professor of French
B.A., Smith College, 1947; M.A., Columbia University, 1950.
Sherman J. Johnsrud (1960-61, 1965-66, 1967), Assistant Professor
of Philosophy
B.A., St. Olaf College, 1953; M.A., University of Chicago, 1955.
Robert Karlen (1959), Assistant Professor of Music
B.M., New England Conservatory, 1950; M.A., University o'f Minnesota, 1959.
Joanne Karvonen (1965), Instructor in English
B.A., Gustavus Adolphus College, 1961; M.A., University of Georgia,
1962.
Grace E. Kemmer (1966), Librarian I, Acting Head Librarian
B.A., Augsburg College, 1958; M.A., University of Minnesota, 1967.
Priidu Kiive (1966), Instructor in Physics
B.A., Berea College, 1953; M.A., University of Buffalo, 1959.
'"Mimi B. Kingsley (1947), Associate Professor of Spanish
B.A., Maryville College, 1936; M.A., University of Mexico, 1944.
Bernhardt J. Kleven (1937-46, 1947-65), Professor Emeritus
B.A., Augsburg College, 1922; M.A., 1930 and Ph.D., 1941, University of Minnesota.
'"Carolyn R. Knutson (1966), Librarian I, Reference Librarian
B.A., Grinnell College, 1955; M.A., University of Minnesota, 1965.
Boyd N. Koehler (1967), Librarian I, Circulation Librarian
B.A., Moorhead State College, 1966; M.A., University of Minnesota,
1967.
Bjarne E. Landa (1947), Professor of German
B.A., Voss State College, Norway, 1925; B.A., 1928 and M.A., 1930,
University of Southern California; Ph.D., University of Minnesota,
1952.
Bertha Lillehei (1937-40, 1960), Assistant Professor of English
B.A., Augsburg College, 1934; M.A., University of Minnesota, 1960.
(on leave 1967- )
Lorraine K. Livingston (1960), Assistant Professor of English
B.A., 1930 and M.A., 1932, University of Minnesota.
Ruth G. Ludeman (1967), Assistant Professor of Education
A.B., Colorado State College, 1959; M.A., University of Minnesota,
1961.
Gertrude S. Lund (1950), Associate Professor of Business Education
B.A., Augsburg College, 1936; M.A., University of Minnesota, 1951.
David Lyle (1964), Instructional Assistant in Chemistry
B.A., Augsburg College, 1964.
*Kay L. Madson (1966), Instructor in Sociology
B.A., Augsburg College, 1962.
Orlin L. Mandsager (1960-61, 1962), Campus Pastor and Instructor
of Religion
B.A., St. Olaf College, 1956; B.D., Luther Theological Seminary, 1961.
Fern Martinson (1964), Dean of Women--Associate Dean of Students
B.A., Concordia College, 1947; M.A., Syracuse University, 1950.
Martha M. Mattson (1960), Associate Professor of Education
B.A., Augsburg College, 1928; M.A., University of Minnesota, 1932.
Erwin D. Mickelberg (1956), Associate Professor of Biology
B.A., Augsburg College, 1954; M.A., University of Minnesuta, 1964.
*Kathryn Moen (1967), Artist in Residence of Music (Organ)
B.A., Luther College, 1941; M.A., Northwestern University, 1947.
*August Molder (1963), Artist in Residence and Instructor of Art
Graduated, 1938 and LL.M., 1944, University of Tartu, Estonia.
Gerda Mortensm (1923), Professor Emeritus and Executive Secretary of Centennial Committee
B.S., University of Minnesota, 1923; M.A., Columbia University,
1928.
John B. Mosand (1967), Instructor in Art
Examen Artium, Gymnasium, Trondheim, Norway, 1954; Norwegian
Institute of Technology, 1957-60; University of Illinois, 1960-61.
Arthur Nash (1922-66), Professor Emeritus
B.A., Augsburg College, 1922; Ph.D., University of Minnesota, 1938.
Cecilia Y. Nauck (1966), Instructor in Mathematics
B.A., Hofstra University, 1964.
Edor C. Nelson (1946), Associate Professor of Physical Education,
Football and Baseball Coach
B.A., Augsburg College, 1938; M.Ed., University of Minnesota, 1947.
Gordon L. Nelson (1967), Assistant Professor of Sociology
B.A., 1958 and M.A., 1959, University of Minnesota; B.D., Luther
Theological Seminary, 1963; M.A., University of Chicago Divinity
School, 1965.
Grier Nicholl (1961), Associate Professor of English
B.A., Wesleyan University, 1951; M.A., Columbia Teachers College,
1956; Ph.D., University of Minnesota, 1964.
*John L. Nielsen (1966), Artist in Residence and Instructor in
Music (Brass)
B.A., Iowa State Teachers College, 1956; M.A., State University of
Iowa, 1963.
Norma C. Noonan (1966), Assistant Professor of Political Science
B.A., University of Pennsylvania, 1959; M.A., 1962 and Ph.D., 1965,
Indiana University.
David Nordlie (1961), Assistant Professor of Sociology (on leave
1967-68)
B.A., Augsburg College, 1960; M.A., University of Minnesota, 1965.
Douglas J. Ollila (1966), Assistant Professor of Religion
B.A., Augsburg College, 1953; B.D., Suomi Theological Seminary,
1956; Th.D., Boston University, 1963.
Esther J. Olson (1960), Associate Professor of Speech
B.S., 1945; M.A., 1945 and Ph.D. 1956, University of Minnesota.
Judith Olson (1965), Instructional Assistant in Physical Education
B.A., Augsburg College, 1965.
*Nils W. Olsson (1967), Visiting Professor of Scandinavian
A.M., 1938 and Ph.D., 1949, University of Chicago.
Karlis Ozoliis (1955), Librarian with rank of Associate Professor
(on leave 1967-68)
B.A., Augsburg College; 1951; B.Th., Augsburg Theological Seminary, 1952; M.A., 1961 and M.Ed., 1966, University of Minnesota.
Ronald G. Palosaari (1965), Assistant Professor of English (on
leave 1967-68)
B.A., 1955 and B.D., 1959, Bethel College; M.A., University of Minnesota, 1963.
*Patricia A. Parker (1960), Assistant Professor of Library Science
B.S., Eastern Michigan College, 1949; M.A., University of Michigan,
1952.
Howard E. Pearson (1956), Assistant Professor of Physical Education
B.A., Augsburg College, 1953; M.A., University of Minnesota, 1957.
Anne Pederson (1932-44,1946), Professor of English
B.A., Augsburg College, 1932; M.A., University of Minnesota, 1945.
LaVonne Peterson (1950), Associate Professor of Physical Education
for Women
B.A., Augsburg College, 1950; M.A., Montana State University,
1954.
Ronald D. Pfeffer (1966), Instructor in Physical Education
B.S. Concordia College, 1962; M.S., University of Montana, 1966.
Martin Quanbeck (1938), Protessor of Education
B.A., Augsburg College, 1929; M.A., 1933 and Ph.D., 1952, University of Minnesota.
Philip A. Quanbeck (1957), Professor of Religion
B.A., Augsburg College, 1950; B.Th., Augsburg Theological Seminary, 1951; M.Th., 1954 and D.Th., 1957 Princeton Theological
Seminary.
Gunta Rozentals (1965), Assistant Professor of Spanish
B.A., 1956 and M.A., 1961, University of Minnesota.
Edward M. Sabella (1967), Assistant Professor of Economics
B.S., University of Rhode Island, 1960.
Robert T. Sandin (1958-60,, 1967), Professor of Philosophy
B.A., Bethel College, 1949; B.D., Bethel Theological Seminary, 1954;
M.A., 1956 and Ph.D., 1959, University of Minnesota.
'''Lars A. Sandven (1967), Instructional Assistant in Norwegian
Richard Sargent (1967), Instructor in English
B.A., University of North Carolina, 1965.
Leland B. Sateren (1946), Professor of Music
B.A., Augsburg College, 1935; M.A., University of Minnesota, 1943;
L.H.D., Gettysburg College, 1965; D.Mus., Lakewood College, 1965.
Edwin J. Saugestad (1960), Assistant Professor of Physical Education
B.A., Augsburg College, 1959; M.A., University of Minnesota, 1964.
A. Mayo Savold (1952), Associate Professor of Music
B.A., Luther College, 1941; M.Mus.Ed., MacPhail School of Music,
1963.
Marjorie H. Sibley (1961), Librarian I1 (on leave 1967-68)
B.A., 1942 and M.A., 1943, University of Illinois; M.A., University
of Minnesota, 1961.
Eugene Skibbe (1964), Assistant Professor of Religion
B.A., St. Olaf College, 1952; B.Th., Luther Theological Seminary,
1956; D.Th., University of Heidelberg, 1962.
'"Frank L. Slesnick (1967), Instructor in Economics
B.A., Oberlin College, 1964.
George Soberg (1926-65), Professor Emeritus
B.A., Augsburg College, 1926; C.T., Augsburg Theological Seminary, 1950.
James R. Spiess (1967), Instructor in Physics
B.A., Augsburg College, 1964; M.S., University of Colorado, 1967.
*Charles A. Stendahl, Jr. (1967), Instructional Assistant in Biology
*Roger R. Stem (1967), Instructor in Computer Science
B.S., 1961 and M.A., 1964, University of South Dakota.
Myles C. Stenshoel (1965), Associate Professor of Political Science
B.A., Concordia College, 1948; M.A., 1958 and Ph.D., 1965, University of Colorado.
Ralph Sulerud (1964), Assistant Professor of Biology
B.A., Concordia College, 1954; M.A., University of Nebraska, 1958.
*Agnes B. Tangjerd (1940), Librarian Emeritus and Archivist
B.A., St. Olaf College, 1920; B.S., 1939 and M.A., 1944, University
of Minnesota.
*Rolf K. Tedefalk (1967), Instructor in Business Administration
Graduated, Hvilans Gymnasium, Sweden, 1955; Commissioned, Military Academy, Sweden, 1956; B.S.B., University of Minnesota, 1964.
Philip J. Thompson (1959), Associate Professor of Art (on leave
1967-68)
B.A., Concordia College, 1955; M.F.A., Iowa State University, 1958.
Neal 0. Thorpe (1967), Associate Professor of Biology
B.A., Augsburg College, 1960; Ph.D., University of Wisconsin, 1965.
John Thut (1947), Associate Professor Emeritus
B.A., Goshen College, 1923; B.Mus., 1930 and M.Mus., 1934, American Conservatory of Music.
*Vera Thut (1947), Instructor in Music (Piano)
B.Mus., American Conservatory of Music, 1927.
Renate Tietz (1963), Librarian I, Acquisition Librarian
B.A., 1962 and M.A., 1965, University of Minnesota.
Joel S. Torstenson (1938-42, 1947), Professor of Sociology
B.A., Augsburg College, 1938; M.A., 1940 and Ph.D., 1959, University
of Minnesota.
*E. Margaret Trautwein (1950-54, 1961), Assistant Profess,or d
English
B.A., Augsburg College, 1937; M.A., University of Minnesota, 1953.
Erling J. Urdahl (1943), Professor of Biology
B.A., Concordia College, 1930; M.A., University of Minnesota, 1940.
*Leo B. Vetvick (1966), Instructor in Sociology
A.A., 1948, North Park College; B.A., 1953, Augsburg College; diploma, North Park Seminary, 1955.
Eugene Vuicich (1967), Assistant Professor of Music
B.S., University of Minnesota, 1949; M.M., Indiana University, 1967.
*Sister Marie Gertrude Ward (1967), Assistant Professor of Classical Languages
B.A., College of St. Catherine, 1940; M.A., University of Minnesota,
1945.
Beverly A. Wegge (1966), Assistant Registrar
B.S., St. Cloud State College, 1958.
*David Westphal (1966), Artist in Residence in Art
Dale R. Whiteside (1967), Assistant Professor of Modern Languages
A.B., Augustana College, 1956.
Robert M. Zeller (1965), Director of Instructional Services
B.A., Augsburg College, 1965.
"'Alvin A. Arens (1966-67), Assistant Professor of Business Administration
B.B.A., University of Minnesota,
*Norman K. Bakken (1966-67), Lecturer in Religion
A.B., Augsburg College, 1947; S.T.M., Hamma Divinity School,
1954; Th.D., Union Theological Seminary, 1963.
*Eric 0. Giere (1966-67), Artist in Residence in Music (Voice)
B.A., Luther College, 1949; M.A., University of Iowa, 1964.
'''Loren E. Halvorson (1966-67), Adjunct Professor and Director,
Academic Town Meeting
B.A., St. Olaf College, 1949; B.Th., Luther Theological Seminary,
1953; Ph.D., University of Chicago, 1958.
:&JohnW. Knudsen (1966-67), Instructor in Business Administration, Economics and Business Education
B.A., St. Olaf College, 1962.
*Mary C. Preus (1966-67), Instructor in Classical Languages
B.A., Luther College, 1963; A.M., Harvard University, 1964.
Warley J. Refsal (1966-67), Teaching Aide in Modern Languages
*Henriette Rodary (1966-67), Instructional Assistant in Modern
Languages
*Marjorie Rodberg (summer, 1967), Librarian I, Assistant Catalog
Librarian
B.S., University of Minnesota, 1963.
David A. Sjogren (1966-67), Teaching Aide in Biology
:!:Paul H. Zirnmerman (1966-67), Instructional Assistant in Health
and Physical Education
B.A., Augsburg College, 1966.
* Part-time faculty
::*
:*,::
Ahlson, Margaret Ann
. Williston, N. Dak
Anderson, Allen Kenneth
. . . Paynesuille
Anderson, Barbara Ellen
. . . . . . . . Benson
Andersoq Carol Louise . . .
Minneapolis
Andersoq D a ~ dElbert
. . . . Grossion
Anderson, Donald Eric . . . . . . . . Robbinsdale
Anderson, Janet Marie .
,
,
. St Paul
Anderson, John Luther
. . . . . . . . Climaz
Anderson, Karen Ann
.
. Bnd<cr. iu
Anderson, Mary Kay
.. . .
,
Rcd R'imc
Andreasen, John Gabriel
.
. t-'irrquc. TVis,
Arlf Nancy Jeanne . . . . . . . . . . . . Gknmc
Ausmus, Duane G . .
. Hinckley
. . . Zimmerman
Bagley, Harold James
.
Robbinsdale
Bakke, Judith M
.
. . Canby
Beiningen, Janet Marie
. . . . . . Minneapolis
Benson. Carolyn Mae
... Welch
Berg, Anita Christine . . .
Minneapolis
Berg, David Clarence . . .
Bernstrom, Robert Donald
Minneapolis
, !!;nrcwoli,
Bevis. Lennore A Bylund
Blake, Ronald Richard
.
S d n r z . TVorh
Blom, Catherine Elizabeth . .
rIrrrcIy12
Boies, Thomas G. P.
.
.I!inz~:cpoiir
Bolstad, Paul Raymond
. . . Minneapolis
.
. . . Minneapolis
Bolstad, Rosanne M.
Bonnes, Charles Edwin . . . . Minneapolis
Booth, Tine Andriessen Fort Francis, Ont., Can
Bowles, Connie Lee
.
. Minneapolis
Braaten, Julie Secgmiller
Decorah, la.
Brandvold, Richard William
Minneapolis
......
Minnetonka
Bruzek, Barbara
. .
. . . Butterfield
Buhler, Joan
. . . . .
Minneapolis
Carlson. Lee Dixon
. . . . . . . . . . Anoka
Cartwright, Paul Otis
Cerkvenik, Paula Kay . . . Princeton, N.1
. . . . Edina
Christenson, Bruce G . .
Cole, Larry
. . . . . . . . . . Minneapolis
Coleman, T. Patrick . . . . . . . . Minneapolis
Coltvet, Benjamin H . . . . . Estheruille, la.
Coltvet, Helen B.
...
Estheruille, la.
... , . Stockton, Calif.
Corson. Corbin G.
Coryell, Charles Emerson . . . . . Richfield
.
Daniels, Brian Howard
Danielson, Margaret C.
Davis, Kathleen Marie . .
Degen, Heidemarie
.
Delany, Marjorie
.
Drews, Ellen Udine
Onalarka, Wis.
..
Minneapolis
. . . . .Minneapolis
Frankfurt am Main
West Germany
. . . Warn, Wis.
. .
Minneapolis
.
Egesdal, Miriam Ruth
Emerson, Douglas A.
..
Engle, Judith Lynn
.
Erickson, Caren D . . . . .
Erickson, Janet Kathryn . .
Erickson, Judith J.
. . . .
Erickson, Judith Marie
.
Erickson, Karen Kaye
Ericson, Rodger Tilden . .
Estenson, Grace Rolinda
. . Thief Riuer Falls
Ferber, Rebecca Ellen
Ferchen, Duane V.
. . . . Niagara FalLs, N.Y.
. . . . . . St. Louis Park
Finke, Rodger Gary
Firsf Le Mar Jack
. . . . . . . . St. Louis Park
Winona
Fischer, Alberta Mary Elizabeth . .
Franson, C. Vinal . . . . . . . . . . . Richfield
.
. . . . Minneapolis
Frick, Phyllis G
Gilbertson, J o h n Gayle
.
Minneapolis
. . . . . . Duluth
Gilleland, Richard E
Grant, Ordean Leonard . . . . . . . . . Austin
Greenfield, John Nelson . . . . . Sheridan, Wy.
Gunderson, Darlene Ojakangas . . . . . Monticello
Gustafson, Jack Edward . . . . . . . . Osseo
Haag, Mary Lynne Kurth
. . . Huichinmn
. . . h'or:hkM
Hallcock, Beverly Marie
. Rrd IT'ir;3
Hamberg, Sandra Diane Edskom
Hanse, Joel G . . . . . . . . . . . . . . .
3lorri1
Hanseq Jean Mosal . . . . . . . . . . . . Richfield
. Richfield
Hanson, Cynthia Ann .
. . . . . . Thief River FalLs
Hanson, Ronald A.
. . Minneapolis
Hanson, Thomas Frederick
.
Minneapolis
Hanwick, Theodore Thor .
Westbrook
Hauberg, Lila Lee . . . . . . .
Hedman, Dave . . . . . Seattle, Wmh.
Helvig, Mary Lee . . . . . . . . . Truman
Hendrickson, Alan Albert
Negaunee, Mich
. Minnetonka
Hendrickson, John R , Jr .
. . . . Maple Lake
Hoekstra, Harold J
. . Brooklyn Center
Hoff, Larry Eugene
Hokkanen, J e n y David . . . . . Kimble
. Piermont, S. Dak
Holm, Marilyn Franzen
.
Tigerton, Wis
Holm, Steven Andreas
. . . Minneapolis
Holmgren, Sharon Joy
Minneapolis
Holtan, Judith Ann . . . .
.
Radcliffe, In
Hoversten, Linda Marie
Huntzicker, Carol Diane Nelson . Minneapolis
. . . . . . . Pennock
Huseby, Edward J
Jacobson, David R
Minneapolis
. . St. Paul
Joesting, Susan Jean
Johns, Russell H
.
Ghent, N.Y.
Bloomington
Johnson, David Lawrence
Lake Mills, I a
Johnson, Dennis Carl
Johnson, Donna Marie
,
. Minneapolis
Lehr, N. Dak
Johnson, Douglas Arthur
Columbia Heights
Johnsoq Duane Elmer
..
.
Red Wing
Johnson, Gary Steven
Grantsburg, Wis
Johnson, Gay A.
.
,
Johnson, Irene M.
. . Minneapolis
Johnson, Karen Janice
.
. Minneapolis
Johnson, Mardelle B.
. . Kirkland, 111.
Johnson, Robert Leslie . .
. . . . Willmm
Johnson, Sally Ann
. . . . McCallsburg, l a
Johnson, Sandra Lee
.
. Annandale
Joing, Bonnie Jean
..
.
Minneapolis
Kalberg, Eileen Marguerite
Kalp* Kathleen L . . .
Klemp, Joy Carol
..
Klepp, John DeWayne
Koepcke, Janet Lorraine . .
Kosloske, Daryl Gordon
Kotval, Sandra Jeanne
Kristenson, Allan Jerome
Kruse, Verland E.
Kyllo, Loren Jon
. . Hecror
Parkers Prairie
... Ezcelsior
Bag*
Ercelsror
. Fmrmont
Broweruille
Wammingo
Bloomington
Burnsuille
Landa, Mark
Faribault
.
Minneapolis
Lange, Walter J
.
.
. Minneapolis
Larsen, Oliver A , Jr
Larson, Allen James
. St. Paul
Larson, Carole Jane
Newman Groue, Neb
. . . . Hector
Larson, Mary Lynn
. Minnetonka
LaSalle, Judith Carol
Lee, Henry Albert
Camrose. Alberta, Can
.
Lacrosse, Wis.
Lee, Thomas Robert
.
Addis Ababa, Ethiopia
Legesse, Hagos
Lund, John W.
Minnetonka
. . . . . . . . Roseau
Lund, Karen 0.
. St Croiz Falls, Wis
Lundgren, Ida Elizabeth
Luoma, Gracia A. Nydahl
Minneapolis
Minneapolis
Maas, Jerry LeRoy .
Mattison, Donald Roger
!finwnpolir
Luck. 1ri7
Mattson, Dean ElRoy
Roscc:r
Mattson, Kathlyn Elvera
.
..
Milaca
Mattson, Philip Dale
McCaughan, Charles A
.
. Blwmington
McGregor, Thomas Robert .
Minot, N. Dak.
. . Minneapolis
Meland, John Kristoffer
Minneapolis
Miklos, Geraldine Charron
Minneapolis
Miller, John Richard
. . . . Minneapolis
.
Minear, Spencer E.
Moland, Lucille Sharon
Malta, Ill.
Moore, James Raymom!
.
. St. Paul
Mork, Richard 3Iiltnn
.
. Benson
Morreim, Jeanne Wanner . . . Cumberland, Wis.
Muehlenthaler, Sharon B.
. . . . . St. Paul
. . Rockford, Ill
Myrvik, Karen Ann . . .
. . . . Hillsboro, N. Dak.
Nelson, Anne Moen
. . . . . . . Lakeville
Nelson, Blair Russell
.
. . . . . . . . RichfieId
Nelson, Jacqueline
Neseth, Carmen Lois . . . . . . . Kenyon
Norlin, Sandra Roth . . . . . . . . St. Paul
Norum, Grant Marvin . . . . . . . Clayton, Wis
. . Wooduille, Wis.
Norvold, Douglas Berg
..
Columbia Heights
Nygaard, Marie T
Oelschlager, Karen
. . . . . Wa~mingo
Oguamanam, Cletus Onyeama
Abbg Nigeria
Robbinsdale
Olson. Gracia Naomi . . . . . .
Olson, Joseph Andrew . . . . . Minneapolis
Olson, Larry Howard . . . . . Granite Falls
Olson, Mary Ann . . . . . . . . . Minneapolis
Olson, Sanfred N. . . . . . . . . .Roseuille
. . .
Ostby, John Leonard
Minneapolis
. . . . . . . . . Dennison
Ostemn, Karen L
. St. Cloud
Pslmgren. Patricia Claire
. . Cliiherall
Paulsoq Dennis Edward
. . . . . . Minneapolis
Pautz, Lynn Eagen
. Brooklyn Pmk
Pearsoq Wayne Kenneth
Persons, Warren Lee
Minneapolis
...
Peterson, Darrel A
.... Fmwell
. . . . . . Minneapolis
Peterson, Janice L.
Peterson, Ronald David . . . . . . . . Cosmos
Petzke, Bonita Kae . . .
. . Willmm
Pierson, Diana L. . . . .
,
Minneapolis
.
. Harlings
Pinke, Paul August
.
.
.
.
Podas, Gary Charles
Minneapolis
. .
Ezcelsior
Poeschel, Richard Albert
.
. Hutchinson
Popp, Kathleen Ann
. Minneapolis
Prokofieff, Philip E. ..
Wagner, Dean Eldon
Wagner, Nicholas E. .
Wall, Kathryn Elizabeth
Wallen, Lynn Louise
Warzyniak, Robert W
.
Weimer, Martha E
Westby, Steven Amold
Will, Connie D. Clarine
Williams, Richard Keith
Windingstad, Ronald M
Woida, Duane Arthur . .
Woolson, Cynthia Lee
Lake Mills, I a
Si. Paul
....
,
Minneapolis
Robbimdak
Wausau, Wis.
. . . . . . Austin
..
Dawson
Peshiigo, Wis
. . . Hosiings
Zimmermaq Paul Henry, J r
,
Zinn, Richard Carlton
. . Zumbrota
. . Si. Paul
..
GRADUATES, 1967 (through August 31)
Aas, John Edward
.
Adams. Marcia Louise
Albaugh, Marilyn Rae
Anderson. Barbara J.
Anderson, Bruce Edward
Anderson, Joyce Ardell
Anderson, Patricia P
Andreason, Shirley M
Arends, Ardell Martha
.
Asp, Julie Ann
Asper, Victoria Sharon
Axberg, Robert Atle
,
.
.
I
Pelican Rapids
Minneapolis
,
. . Aurora
. . Osakis
Eagle Bend
. . . . . . A ustin
. . . Smgeant
Minneapolis
. Wabosso
.
Peterson
Frederick. Wis.
Minneapolis
.
.
Sacred Hemi
Barnaal, Lois A
Barsness, Anita Marie . . . . . . . . . . . . . . Watson
Batalden, Sandra Jean . . . . . . . . . . . . Lamberton
. . Minneapolis
Batalden, Stephen Kalmer
Beauclair, Mildred M
New Rockford, N. Dak
Quam, Marilyn A
Kenyon
. . . . . . Brooklyn Center
Benson, Robert R
. . . . . Minneoia
Berg, Carol Myrvik
Ree, James R. . . . . . . . . . . St. Louis Park
Bethke, Joel Lee . .
. . Cannon Falls
Reiff, Paul G. . . . . . . . . . . St. Paul
Bold\
Marilyn
Jean
.
.
. . Huichinson
..
Princeton
Reiman. Dennis B
Bollman, Lynn A. . . . . . . Minneapolis
.
.
Si Paul
Rindal, Terence W.
.....
Radcliffe, Ia.
. . . .
61 . r n m n i ~ ~ ; Bomick, Steven D
Ring, Vernice
Robbins, Richard Raymond
..
I E r n ~ ~ a ~ c ~ I i - Brabch, Keith Richard . . . . . RenvilIe
Bremer, Constance V Elizabeth . .
St Paul
Ronning, Donald David . .
Fmgc. Y
. . . . . . . . Minneapolis
Burke, Ronald C
Ronning Sharon Bjugstad
,
Burmn? 1L.k
Rosenquist, Adeline E. ..
, I: 1 c o n J r i
St. Anthony Village
Chilgren, Donald L
Rossing, Melvin 0. . .
TrilJ.r:r. :\I~da<m?ur
Wolf Point, Mont
Christianson, Donna Dean
Rosvold, L. Beverly
. . . . Co!!onumd
.
.
.
. Richfield
Cina,
Stephen
Alan
. . . . Minneapolis
Rued, Mary Margaret
. . . Bloomington
Clawson, John T.
. . . . . . . . . Willmm
Rykken, Dennis Neal
.
. Minneapolis
Cooper, Grant William
. . .
Minneapolis
Sandau, Ivan D.
Dahlquist, Kathleen
:ifinwnpoli.
. . .
Minneapolis
Sandin, Shirley Ann
. , ,Amnril!n, T C Y ~
Danielson, Thad Carl
.....
Minneapolis
Sather, Bonnie Louise
Deden,
Ruth
Ann
.
Zumbroro
Sawai, Noboru . . . . . . . >Iinx~,3mlir
Doering, Sandra Lee
.
hbhirtrdalc
. . Newman Gro::~..:'r-cS.
Sawyer, Carol Ann
Dolan, Mary Margie
IInw!
Schamer, Bonita Boll . . . .
Tininrn?
Donald, William Paul
, ,
:ltinnr5~c/iz
Schulz, Niles R. . . . . . . . . . . . . . . . Zurnbroia
.
3lrrmruerilir
Dunham, Loren J.
. . . . Long Lake
Schumann, Carolyn A.
. . . . . . Beloit, Wis.
Scott, Michael David
Enlund, Marian I
Rich.&-!d
. . . . . . .
Hopkins
Senn, James A
.
,
Rci,r-rr
Enstad, John C
. Blancharduille, Wis
Severson, Roland 0
Erickson, Conroe LeRoy
Canr;grr Fcllr
.
Chicago, 111.
Sexton, Lela M
Erickson,
Douglas
R.
.
,
.Crq!fL..
IVEh
. . Richfield
Shaleen, Esther A.
Erickson. Elaine Marie
,
,JlfinJ-n~o1is
Shores, Stanley Bernard . . . . . Willmm
Erickson, Steven I.
ramhridgr
Sigurdson, Eunice E . . . . . New Hope
Evenson, Larry Kent
H=,I~L
. . . McGraih
Simonson, Ronald M a n i n
Eau Claire, Wis
Sorenson, Richard Edward
Feddick, Kathleen A
.
Duluth
Sprague, Patricia Jean . . . . . St Louis Park
.
..
Ceylon
Fenrich, Robert C.
Diorios, Kyrenia, Cyprus
Stavrou; Soterios G
.
Milaca
Ferguson.
Ronald
Morris
. . . . Minneapolis
Stende, John R
Filreis, Lucille Randall
Edim
.
. Minmapolis
Stenson, Charles 0.
Fischer,
Janet
Susan
Buffalo
Lake
.
Golden Valley
Stensrud, Alan T.
Forseth,
Stephen
W
Minneapolis
.
.
.
Lowry
Stivland, Rodney L
. . Minneapolis
Frovik, Terry James
. . . Silverion, Ore.
Strand, Carol Ruth
.
Columbia Heights
Streufert, Paul R.
Gaard,
Marilyn
Kay
Boyceuille,
Wis.
. . . . . . . . . . . Richfield
Strom, Dale L
Geisness, Camolita K . . . . . . . Alezandria
. . . . Rocksier
Struve, James Kenneth
Gerschwitz,
Paul
Roy
Streaky
Bay,
S
Australia
.
. Fridley
Sundberg, Lois E
. Minneapolis
Gierke, Alan Raymond
Thimsen, Marcia Ann . . . . Minnetonka
Gisselquist, Kathleen Margaret Kraft
Minneapolis
.
Minneapolis
Thompson, Judy M.
. . . . . . Badger
. . Siour City, In.
Torrin, Darryl Douglas Amel
Gisselquist, Rebecca Joan
. . . . . Dawson
...
Miles City, Moni
Gjerde, Ruth Ann
Torstenson, Beth Marie
. . . .Z i m m e r m
Goldenmaq Dennis Alan
Torstenson, Sylvia Steinbeck . . Lake Pmk, la.
I
Gosewisch, Lorraine J. . . . . . . . . . Racine, Wis
Gronberg, Sharon Merle Hendrickson . Clmkfield
Groth, Frediic Ivan . . . .. . . . . . .. . . Edina
Grover, John Robert . . . . . . Rochlle, Ill
. . Sand Creek, Wis.
Gundale, John David .
Gunderson, Barry L. . . . . . . . Brooklyn Center
Gundenon, Karen Mildred . . . Enumchw, Wmh.
H a m n , Bruce Lyle
. . . . . Minneapolis
.. .
. Willmm
Hansen, Lee Anne
. . . . Minneapolis
Haugen, David Allen . .
...
. . . Brainerd
Hedquist, Willard A
. South St. Paul
Heitman, Sharon Kathleen
. . . . Bumsuille
Helgesen, Rebecca Lynn
Helgeseq Sonja Jean
Minnetonka
.. .
. . . Robbinsdale
Helstrom, Gary K.
Hetland, Duane Gordon . .
. . Radcliffe, la.
Rushford
Highum, Gayle Elaine . . .
Hirdman, Paul Thomas . . . . . . . Story City, l a
Zumbrota
Hoeft, Ardis Freda .
.
Minneapolis
Hoffman, Sheldon R.
. . . . Mound
Hofteig, John Haldor .
Hokansoq Dale H. . . . . . . . . Minneapolis
Hosman, Robert Arthur
Oak Lawn, Ill.
.. . .
St Paul
Hoveland, Dawn Diane
. . . . . . Montgomery
Huber, Ronald R.
. . . . . Emf Chain
Hugoson, Eugene Leighton
.
Albert Lea
Huseby, Rebecca Ann
Jacobson, Carol Beske
. . . . . . . . .. Atwater
. . . Hawick
Jacobson, Karen Lee . .
. . St. Paul
Jensen, Cheryl Marie . .
. . Minneapolis
Johnson, Bonita Phyllis
, Rockford, 111.
Johnson, Dale I. . .
Johnsoq Kaylene Ruth
New Richmond, Wis
Johnson, Lance S
. .
,
. St. Paul
Johnson, Peter N. . . Tananmiue, Malagmy Rep.
.
Minnetonka
Jorgensen, Michael Theodore
. . .. Glencoe
Kivi, Eileen Emch . . .
. . . . . . . . Minneapolis
Klune, John Gradie
.
.
St. Paul
Knutson, David Walter
. Wabasso
Lamprecht, Gloria Dianne . . . .
Lanes, Mary Lou . .. . . . ... . .. . . Monteuideo
.. . . .
Lamberion
Lang, Donald George
Larsen, Frederic Clinton
Culbertson, Mont
. . . . . Virginia
Larson, Karen A.
. . . . . Climar
Larson, Linda Rae . .
. . Minneapolis
Lechnyr, Patricia Ann . .
.
Wells, Mich
Lee, Robert Lloyd . . . . .
,
.. ..
. Edina
Leschensky, James E
. . . . Coon Rapids
Lewis, Janice Joan . . .
..
Minneapolis
Lewis. John Carl
,
.
Coon Rapids
Lewis, Richard John
. . .. Wrmerly, la.
Liebers, Myrna Gail . .
..
Minneapolis
Lier, Peter C
Lillquist, George E , Jr
Spring Lake Park
, Lake Crsytal
Lindekugel, Sandra Pleis
.
South St. Paul
Lindell, Jamcs Gerald, J r
. . . . . . . . Hayfield
Lohn, Gary Howard
. . . Dell Rapids, S Dak.
Loken, Ruth Mae
Lyons, Kenneth Russell
Columbia Heights
Cmla>Madsen, Janet Marie .
Magnuson, Stanley Richard
.
~lfin?a~.opcli.r
Mattson, Carol Jayne
.
. . Lakeuille
. . . Madison, Wis
McKnight, Malilyn S.
. ..
. . . . . Osseo
Menzel, Lawrence H.
Zimmerman
Meyer, Marlys Bertha . . . .
...
Minneapolis
Michaelsen, Jennifer Else
. ..
.
Eden, S Dak
Miller, Dennis D
. . Viroqua, Wis
Moe, Eleanor Solveig . . . .
. Minneapolis
Moore, Susan Diane Christianson
. .. . . . . Willmm
Mork. Carol J.
. Owaionna
Munderovski, Roy Vitauts
. .
Robbinsdale
Munson, Diane Shirley
. . . . . . . St. Paul
Nelsen, Kay Eileen
.
Bmron, Wis.
Nelson, Linda Louise
. . . . Spicer
Nelson, Paulette
. . . . . . . Minneapolis
Nelson, Philip John
.
Spooner, Wis
Nelson, Susan Ann .
. . . . . Stanley, Wis
Nerdrum, Cam1 Joan
.
. Hopkins
Niles, Richard Allen
Nordin, Marion Eileen Rudser
dolden Valley
,
. Cokdo
Nyquist. Joel Victor
. . . . . . . Columbia Heights
Ocel, Roger
Olseq Myron Lee . .
. .
Oconio, Wis
..
.
. Roseuille
Omundson, L Jean
. . Spring Valley
Overholt, Suzanne . . . . .
Orbolt Anthony C . .
. . . Kansas City, Mo.
Pedersoq Thomas Calvin
.
Stmbuck
Persson, Maxine Marie
Minneapolis
Petersen, Cheryl Christine . . . . . . . Robbinsdale
. . . ...
Jackson
Peterson, Daniel Lmn
Peterson, Donovan David . . . . Minneapolis
. Minneapolis
Peterson, Gerald B. . . . . .
.
Minneapolis
Peterson, Kenneth R . . .
Peterson, Ronald Steven Vincent . . . Minneapolis
Pittman, William V , Jr
. .. . . . Anoka
.
. . Minneapolis
Pudas, Grant Peter
Minneapolis
Rakow, Donn Edward . . .
Ramnarine, David James Cameron
Skeldon,
Guyana
.
, ,
Hoffman
Refsal, Harley J
Reiff, James E
..
.
St. Paul
. .
. Minneapolis
Reque, Frank Merwin
. .. .
.
Robbinsdale
Rice, Linda Jane
Roe. Janice Elaine
Fmno.> N. Dak.
Ruona. Marlys Denise
. . Minneapolis
. . . . T r y
Rupp, Patricia Emma
. . LaCrosse, Wzs.
Ruud, Charlotte Ann
-
. . . . . . . Milan
Sackreiter. Dennis Arthur
.
Minneapolis
Sahl, Thomas James . .
Salo, Susan .
.
,
.
..
Milaca
. Minneapolis
Sandbo, Mark R
Sather, Sylvia Carolyn
..
Minneapolis
Schlachtenhaufen, Salome Ann
Des Moines, la.
.
Bird Island
Scholla, Muriel Berg
. .
Forest Lake
Schroeder, Marian Ethel
Later Prairie
Schultz, Michael Louis
Schwartz, John Norman
. Lester Prairie
Selstad, John Leslie
. Minneapolis
Senner, Priscilla Ruth
. . . Narhug N. Hamp.
Setterholm, Richard Dale
.
Brooklyn Center
. Minneapolis
Sjerslee. Sallie Stephenson
. . . . Hector
Sjogren, David August . . . .
Minneapolis
Skottegaard, Robert Charles .
.
. . Minneapolis
Slavik, Robert Alan . .
Sletten, Jerilyn Kay
Bmron, Wis
Seattle, Warh.
Smith, Paul D . . .
. Minneapolis
Snyder, Thomas Stanley .
. Minneapolis
Sorenson, John Arthur
. .
.
Minneapolis
Sparks, Carol1
.
Minneapolis
Stensvaag, Ruth Ingrid
Glencoe
Stradtmann, Phyllis Ann .
. . Rockford, ill.
Strommen, Mary Ellen .
Stromsmoe, Gail Marie
Thief Riuer Falls
Sulzbach, Ann E . . .
Minneapolis
. . Minneapolis
Suomela, Adele Joan Hermes
,
Minneapolis
Swanson, Karen Dahlin
.
Minneapolis
Swenson, Joan A Alden
..
. Minneapolis
Sylvester. David Ernest
Teige, M Philip
Tesdell, Darlene Joyce
Thiesfeld, Susan Paulette
Thompson, Robert Nathen
Tibbits, Lorene Monson
Tinseth, Phyllis Dianna
Titrud, Mark
.
True, David Jon
.
Uigaard, Stuart Brady
Wateruille, Maine
. Slater, la.
.
,
Glencoe
Lake Lillian
.
. Canby
.
. Willmar
. . . . Center City
Columbia Heights
Star Prairie, Wis
Vaagenes, Bonnie Bicri
.
. .
.
Walen, Barbara E.
Wall, Geraldine Neff
Warner, Ronald Dean
Wesley, Lynn Carol
.
Westermo, Mary Ellen
White, Clyde Edward
...
Wilfrid, Luther Jon
Wilson, Carolyn Jean
Woida, Karen Leslie Horton
Wold, Philip Arlen
Wood, Virginia Joanne
.
Wyckoff, Madeleine Jeanne
.
St Paul
.
..
Minneapolis
Minneapolis
Grandview, Wash.
.. .
. St. Paul
. Minneapolis
.
Minneapolis
.
Minneapolis
. . . Hayfield
St. Paul
Siom City, la.
New Brighton
Columbia Heights
. . . Richfield
Youngquist, Michael William
Yue, Samuel Ka-Sheng . . . . . Hong Kong
..
. Wood Lake
Yuzer, Barbara Ann . .
SUMMARY Graduates -- 1870-1965 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
OF Graduates -- 1966 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
GRADUATES Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ENROLLMENT
SUMMARY
3496
247
3743
AUGSBURG COLLEGE. 1966-67
First Term
Men Women Total
Class
98
Senior .....
Junior .... 158
Sophomore
218
Freshman . 242
Special . . . . 31
Yurse (D. H.)
Nurse (F H.)
Nurse (M H.)
Nurse ($. H.)
Total . . . . . 747
.
.
112
149
204
255
26
35
210
307
422
497
57
35
44
44
44
44
79
948
79
1695
Second Term
Men Women Total
95
98
193
156
150
306
211
232
28
722
-199
254
25
34
410
486
53
34
$0
40
41
75
916
41
75
1638
Thii Term
Men Women Total
91
154
205
254
28
92
150
198
259
24
34
732
35
41
75
908
183
304
403
513
52
34
35
41
75
1640
TOTAL ACADFMIC YEAR
Class
Senior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Junior ...................................
Sophomore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Freshman ................................
special ...................................
Nurse (D H.) .............................
Nurse (F. H.) .............................
.
.. . .
Nurse (M. H.) . . . . . . . . . . . . . . . . . . . . ..
Nurse (S. H.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total ....................................
.
Men
Women
105
162
222
256
35
114
157
207
262
31
35
44
44
780
79
973
Total
219
319
429
518
66
35
44
44
79
1753
TOTAL STUDENT ENROLLMENT. 1966-1967
Men Students ......................................... 780
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .973
Total .................................................. 1753
INDEX
Academic Administration . . .
Accounts. Payment of . . . . .
Accreditation . . . . . . . . . . . . .
Administration . . . . . . . . 41,
Admission . . . . . . . . . . . . . .
Advanced Placement . . . . . . .
Advanced Standing . . . . . . . .
Affiliation . . . . . . . . . . . 2,
Aims and Obiectives . . . . . .
American Studies . . . . 50,
Archives, The . . . . . . . . . . . .
Art, Department of . . . . 51,
Athletics . . . . . . . . . . . . . .
Attendance, Class . . . . . . . . .
Awards . . . . . . . . . . . . . . . . . .
41
13
2
128
22
23
23
102
7
108
9
108
32
46
34
Biology. Department of . . 54.
Board. Cost of . . . . . . . . . . . .
Board of Regents . . . . . . . . .
Buildings . . . . . . . . . . . . . . . . .
Business Administration . 57,
Business Education . . . . . 59,
109
12
126
8
110
111
Calendar . . . . . . . . . . . . . . . 4, 5
Campus Life . . . . . . . . . . . . . 24
Cancellation . . . . . . . . . . . . . . 45
Chapel Service. The . . . . . . . . 24
Chemistry . . . . . . . . . . . . 60. 111
Classical Languages . . . . . . . . 62
Classification of Students . . 45
Clubs . . . . . . . . . . . . . . . . . . . 30
Coaching Endorsement . . . . . 72
Co-curricular Program . . . . . . 29
9
College Center . . . . . . . . . . . .
Committees of the Faculty . . 130
Comprehensive Examinations 47
Computer Science . . . . . . . . . 77
43
Conditions . . . . . . . . . . . . . . .
Convocation . . . . . . . . . . . . . . 26
Corrective Therapy . . . . . . . . 97
Costs . . . . . . . . . . . . . . . . . . . . 12
Counseling . . . . . . . . . . . . . . .
36
Courses of Study . . . . . . . . 48
Credits . . . . . . . . . . . . . . . . . . 48
Curriculums . . . . . . . . . . . . . . 108
American Studies . . . . . . . . 108
Art . . . . . . . . . . . . . . . . . . . 108
Biology . . . . . . . . . . . . . . . . 109
Business Administration . . 110
Business Education . . . . . . . 111
Chemistry . . . . . . . . . . . . . . 111
Dentistry . . . . . . . . . . . . . . 111
Economics . . . . . . . . . . . . . . 112
Elementary Education ... 112
Engineering . . . . . . . . . . . . 114
English . . . . . . . . . . . . . . . . 114
French . . . . . . . . . . . . . . . . 115
General Liberal Ark . . . . . 108
German . . . . . . . . . . . . . . . 115
Greek . . . . . . . . . . . . . . . . . 115
Health and Physical Ed. . . 115
High School Teaching . . . . 113
History . . . . . . . . . . . . . . . . 116
Mathematics . . . . . . . . . . . . 117
Medical Technology . . . . . . 118
Medicine . . . . . . . . . . . . . . . 118
Ministry . . . . . . . . . . . . . . . 123
Music . . . . . . . . . . . . . . . . . 119
Natural Science . . . . . . . . . 120
Philosophy . . . . . . . . . . . . . 120
Physics . . . . . . . . . . . . . . . . 120
Political Science . . . . . . . . . 121
Pre-Law . . . . . . . . . . . . . . . 117
psychology . . . . . . . . . . . . 121
Religion . . . . . . . . . . . . . . . 122
Scandinavian . . . . . . . . . . . 122
Secretarial Work . . . . . . . 122
Seminary . . . . . . . . . . . . . . 123
Social Science . . . . . . . . . 123
Sociology . . . . . . . . . . . . . . 124
Spanish . . . . . . . . . . . . . . . . 115
Speech . . . . . . . . . . . . . . . . 124
Degree . . . . . . . . . . . . . . . . . . 41
Dentistry. Pre-Dental Courses 111
Discipline . . . . . . . . . . . . . . . . 24
Distinction. Degree with . . . . . 43
Divisional Organization . . . . 48
Dramatics . . . . . . . . . . . 30. 100
Economics . . . . . . . . . . . . . . . .
Education. Department of . . .
Education. Elementary . . 65.
Education. Secondary . . 66.
Electives . . . . . . . . . . . . . . . . .
Eligibility Requirements . . . . .
Employment . . . . . . . . . . . . . .
Engineering. Pre-Engineering
Course . . . . . . . . . . . . . . . .
English. Department of . 68.
Enrollment . . . . . . . . . . . . . . .
Entrance Requirements . . . . .
Examinations . . . . . . . . . . . . .
Expenses . . . . . . . . . . . . . . . . .
112
58
112
113
42
34
20
114
114
146
22
47
12
Faculty. The . . . . . . . . . . . . . . 132
Fees . . . . . . . . . . . . . . . . . . . . 12
Financial Assistance . . . . . . .
14
Financial Information . . . . . . .
12
Fine Arts . . . . . . . . . . . . . 52, 85
Food Service . . . . . . . . . . . . . .
38
French . . . . . . . . . . . . . . . 78, 115
General Education
Requirements . . . . . . . . . . .
General Information . . . . . . .
Geography . . . . . . . . . . . . . .
German . . . . . . . . . . . . . 79.
Grade Values . . . . . . . . . . . .
Graduates . . . . . . . . . . . . . . .
Graduates (1870-1 966).
Summary of . . . . . . . . . . . .
Graduation Requirements . . .
Greek . . . . . . . . . . . . . . . 62.
Health and Physical Ed. . 72.
Health Service . . . . . . . . . . .
High School Teaching
Curriculum . . . . . . . . . . . . .
Historical Sketch . . . . . . . . . .
History . . . . . . . . . . . . . . . 34,
Honors . . . . . . . . . . . 34. 43.
Hospital Affiliation . . . . . . . . .
Housing . . . . . . . . . . . . . . . . .
Humanities. Division of the . .
41
7
68
115
43
133
146
41
115
Natural Sciences and Mathematics.
Division of . . . . . . . . . . . . . 48
North-South Student Exchange
Program . . . . . . . . . . . . . . . 104
Norwegian . . . . . . . . . . . . . . . 80
Numbering of Courses . . . . . . 48
Nursing. Affiliation with
Schools of . . . . . . . . . . . . . 102
115
37
Objectives and Aims . . . . . . 7
Orientation . . . . . . . . . . . . . . . 38
113
7
116
103
102
38
48
Incompletes . . . . . . . . . . . . . 43
Intercollegiate Athlmetics. Purpose
and Philosophy of . . . . . . . 32
Journalism . . . . . . . . . . . . . . . 69
Junior Year Abroad . . . . . . . . 103
Laboratories. Natural Science 10
Latin . . . . . . . . . . . . . . . . . . . . . . 64
Liberal Arts Curriculum . . . . . 108
Library . . . . . . . . . . . . . . . . . . 10
Library Science . . . . . . . . . . . 67
Loan Funds . . . . . . . . . . . . . 14
Location . . . . . . . . . . . . . . 2. 3
Majors . . . . . . . . . . . . . . . . . .
Mathematics . . . . . . . . . . 76.
Uedical Technology . . . 103.
Medicine. Pre-Medic Courses
Membership in Educational
2
Associations . . . . . . . . . . . .
Metropolitan Opportunities . 27
Ministry. Preparation fomr the 123
Minors . . . . . . . . . . . . . . . . . . . 42
Modern Languages.
Department of . . . . . . . . . . 77
Music. Department of . . 83. 119
Music Fees . . . . . . . . . . . . . . . 13
Musical Organizations . . . 31. 86
42
117
118
118
Pass/No Credit Grading
System . . . . . . . . . . . . . . . . 105
Payment of Accounts . . . . . . . 13
Personnel Services. Student . . 35
Philosophy. Department of 87. 120
Physical Education . . . . . 32. 72
Physical Plant . . . . . . . . . . . .
8
Physics. Department of . . 90. 120
Placement Service for
Graduates . . . . . . . . . . . . . 39
8
Plant. The Physical . . . . . . . .
Political Science . . . . . . 92. 121
Pre-Law . . . . . . . . . . . . . . . . . 117
Pre-Seminary Curriculum . . . 123
President's Board of Advisors 129
Probation . . . . . . . . . . . . . . . . 45
Psychology.
Department of . . . . . . 94. 121
Publications . . . . . . . . . . . . . . 29
Records . . . . . . . . . . . . . . . . . . 37
Recreation . . . . . . . . . . . . . 24. 32
Refunds . . . . . . . . . . . . . . . . . . 13
Regents. Board of . . . . . . . . 126
Registration . . . . . . . . . . . . . . 44
Registration. Change of . . . . . 45
Religion and Philosophy.
Division of . . . . . . . . . . . . .
50
Religion, Department of . 95, 122
Religious Activities . . . . . . . . . 24
Repeating Courses . . . . . . . . . 43
Requirements, Graduation . . . 41
Room Costs . . . . . . . . . . . . 12
Scandinavian Studies . . . 80,
Scholarships . . . . . . . . . . . . . .
Secretarial Courses . . . . 59,
Seminary . . . . . . . . . . . . . . . .
Social and Recreational
Activities . . . . . . . . . . . . . . .
Social Sciences, Division of the
Social Sciences . . . . . . . . . . .
Sociology, Department of 97,
SPAN . . . . . . . . . . . . . . . . . . .
Spanish . . . . . . . . . . . . . . 82,
Special Programs of Study . .
122
14
122
123
26
50
123
124
103
115
102
Speech, Department of . 100, 124
Student Activities,
Coordination of . . . . . . . . . 39
Student Government . . . . . . . 27
Student Personnel Services . . 35
Studio Building . . . . . . . . . . .
9
Summer School . . . . . . . . . . . 106
Suspension of Students . . . 24, 45
Symbols . . . . . . . . . . . . . . . . . 48
Teacher's Certificate . . 64, 113
Transfer and Advanced
Standing . . . . . . . . . . . . 23
Tuition and Fees . . . . . .
12
University Courses . . . . . . . . .
Upper Division Requirements .
47
41
1
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AUGSBURG COLLEGE
profile
Affiliation: Augsburg College is a four-year Liberal Arts
College affiliated with The American Lutheran Church. The
College offers a broad education in a Christian environment.
Accreditation: Augsburg College is fully accredited by the
North Central Association of... Show more
AUGSBURG COLLEGE
profile
Affiliation: Augsburg College is a four-year Liberal Arts
College affiliated with The American Lutheran Church. The
College offers a broad education in a Christian environment.
Accreditation: Augsburg College is fully accredited by the
North Central Association of Colleges and Secondary Schools,
the National Council for the Accreditation of Teacher
Education (secondary), the American Chemical Society, and
the American Association of University Women.
Memberships: Augsburg College holds membership also in the
American Council on Education, the Association of American
Colleges, the National Lutheran Educational Conference, tlie
Association of Minnesota Colleges, thc Minnesota Private
College Council and the Association of Protestant Colleges and
Universities.
Courses of Study: Augsburg College offers a Liberal Arts
education with courses leading to a Bachelor of Arts degree
offered in 26 major fields of study. Sluclents are prepared for
teaching, business administration, social warlc, medical
technology, secretarial work, parish work, and missions.
Students may prepare for Eurtl~er study in the fields of
engineering, theology, dentistry, medicine, nursing, and law,
and for graduate study in various fields,
Lacation: Augsburg College is located along Interstate
Highway NO.94, just 20 hloclcs from the downtown loop area
of Minneapolis. Students have easy access to libraries,
museums and art collections. They also have the opportunity
to attend lectures, musical programs and other cultural
activities in the Minneapolis-St. Paul area.
Setting: The eleven-acre Augsburg campus is located in the
heart of Minneapolis and is adjacent to the University of
Minnesota West Bank campus and two of the city's largest
hospitals. In this urban setting, Augsburg students prepare for
careers in our increasingly urban society. A friendly
atmosphere prevails on the Augsburg campus. Students
participate in all phases of campus community life under the
direction of a capable, well-prepared faculty.
Development: A comprehensive development program is in
operation which will, over the years, add additional land and
buildings to the Augsburg College campus.
S
SEPTEMBER
T W T
M
F
S
Fall Semester 1964-65
. . . . . Freshman Days
Sept. 14, 15 (Mon., Tues.) ....... Registration
Sept. 16 (Wed.) ................ Classes begin
Sept. 9-15 (Wed.-Tues.)
........ Late registration fee
1 ..................Homecoming
OCTOBER
T W T F S
1
2
3
4
5
6
7 8
9 1 0
11 12 13 14 15 16 17
1 8 19 m 21 22 23 24
25 26 27 28 23 30 31
S
M
S
M
Sept. 16 (Wed.)
Oct. 29-Nov.
Nov. 12 (Thurs.)
... End first half
Thanksgiving recess
Dec. 19 (Sat., 12:20 p.m.)
................... Christmas
Jan. 4 (Mon., 7:45 a.m.)
Jan. 18-26 (Mon.-Tues.)
recess begins
..... Classes resume
. . Final examinations
.........
Jan. 26 (Tues.)
F
S
F
4
11
18
25
S
5
12
19
26
F
S
of Semester
Nov. 25 (12:20 p.m.)-30 (7:45 a.m.)
.......................
NOVEMBER
T W T
DECEMBER
T W T
1
2
3
6
7
8
9 10
13 14 15 16 17
20 21 22 23 24
27 28 29 30 31
~
S
M
S
M
JANUARY
T W T
1
7
First Semester ends
S
M
FEBRUARY
T W T
F
S
S
M
MARCH
T W T
F
S
S
M
T
APRIL
W T
F
S
S
M
T
MAY
W T
F
S
Spring Semester 1965
.................. Registration
Feb. 2 (Tues.)
Feb. 3 (Wed., 7 :45 a.m.)
Feb. 3 (Wed.)
....... Classes begin
.......... Late
Mar. 30 (Tues.)
...
registration fee
End first half of Semester
April 1 4 (Wed., 9:00 p.m.)
....................... Easter recess begins
April 20 (Tues., 7 :45 a.m.). Easter recess ends
May 19 (Wed.)
May 20-28 (Thurs.-Fri.)
May 30 (Sun.)
May 30 (Sun.)
1
.................. Reading Day
. . Final examinations
........ Baccalaureate service
............... Commencement
S
M
T
JUNE
W T
F
S
S
SEPTEMBER
T W T
M
F
S
Fall Semester 1 965-66
S
. . . . . Freshman
Sept. 8-14 (Wed.-Tues.)
OCTOBER
T W T
M
F
S
Sept. 13, 14 (Mon., Tues.)
S
NOVEMBER
T W T
M
F
. . . . . . . . . . . . . . . . Classes
Sept. 15 (Wed.)
. . . . . . . . . Late
Oct. 28-31
Homecoming
End first half of Semester
Nov. 24 (12:20 p.m.) -29 (7:45 a.m.)
DECEMBER
T W T
M
..
begin
registration fee
......................
Nov. 11 (Thurs.)
S
. . . . . . . Registration
Sept. 15 (Wed.
S
Days
F
S
.......................
Thanksgiving recess
Dec. 18 (Sat., 12:20 p.m.)
S
..................
JANUARY
T W T
M
F
S
Jan. 3 (Mon., 7:45 a.m.)
...... Classes resume
Jan. 17-25 (Man.-Tues.)
. . Final examinations
Jan. 25 (Tues.)
M
FEBRUARY
T W T
S
M
MARCH
T W T
F
S
S
M
T
APRIL
W T
F
S
S
F
Christmas recess begins
.......... First
Semester ends
S
Spring Semester 1966
................... Registration
Feb. 2 (Wed., 7:45 a.m.) . . . . . . Classes begin
Feb. 2 (Wed.) . . . . . . . . . Late registration fee
April 1 (Fri.) . . . . . End first half of Semester
Feb. 1 (Tues.)
April 6 (Wed., 9:00 p.m.) Easter recess begins
S
M
MAY
T W T
April 12 (Tues., 7:45 a.m.) Easter recess ends
F
S
May 25 (Wed.)
................. Reading
Day
May 26-June 3 (Thurs.-Fri.)
S
M
T
JUNE
W T
F
S
........................ Final examinations
June 5 (Sun.) .......... Baccalaureate service
June 5 (Sun.)
............... Commencement
historical sketch
Augsburg was begun as a seminary in
1869, at Marshall, Wisconsin. It was the
first theological school founded by
Norwegian Lutherans in America. Through
an arrangement with a private institution
known as Marshall Academy, the
Seminary was at first housed in the
academy building. Students who needed
further preparation in academic subjects
were to obtain this in the academy. In the
autumn of 1872 Augsburg Seminary was
removed to Minneapolis, Minnesota, where
a building had been erected for its use. In
the same year the school was incor~orated
under theVlawsof Minnesota. Its Gm was
to train ministers for the Lutheran
congregations which were being organized
in growing numbers in the pioneer
settlements that were spreading rapidly
over the Northwest.
The College was established when it
became evident that in order to get
students who were adequately prepared for
theological study a college department was
needed. In 1874 a curriculum was planned
which provided for one year of preparatory
studies and four years of college work
along two lines, a classical course to
prepare students for theology, and a
scientific course to prepare for other
professions. The first college students were
enrolled in 1874 and the first class was
graduated in 1879.
In 1900 a high school course covering
three years was established which in 1910
was expanded t o a standard four-year
course. This was discontinued in 1933. In
the years 1916-1919 the college course was
thoroughly revised. As a result of this
and of subsequent growth, the earlier
classical course was greatly modified and
supplemented by social and scientific
studies and a more general emphasis upon
the study of the humanities. In recent years
there has been continuous study and
modification of the curriculum including
G E NERAL
INFORMATIOR
the introduction of a number of new majors to meet the
developing needs of the students. The divisional organization
was adopted in 1945. At the present time 26 majors are
offered.
Coeducation was introduced in the College in 1922.
In February, 1963, with the merger of the Lutheran Free
Church into The American Lutheran Church, Augsburg College
became affiliated with the latter church body. At the close
of its ninety-third academic year, in the spring of 1963,
Augsburg Theological Seminary merged with Luther
Theological Seminary, St. Paul, one of the seminaries of the
merged church.
Seven presidents have served Augsburg during the course
of its history:
Augiisl Weenaas . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1869-1876
Georg Sverdrup - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1876-1907
1907-1911
Sven O f t e d a l - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1911-1937
George Sverdrup . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
H. N. Hendrickson (Acting) - - - - - - - - - - - - - - - - - - - - 1937-1938
Bernhard Christensen - - - - - - - - - - - - - - - - - - - - - - - - - 1938-1 962
Leif S. Harbo - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1962-1963
Oscar A. Anderson - - - - - - - - - - - - - - - - - - - - - - - - - 1963-Present
aims and objectives
IJ Augsburg College is a Christian liberal arts college of The
American Lutheran Church. The faculty and the Board of
Regents of the college affirm the following as their understanding of the aims, philosophy, objectives and character
of this institution.
Ultimate Aims
To contribute t o the true good of human life and society.
To contribute to the building of free and living congregations in the community of the Christian Church.
Basic Philosophy
The Christian message concerning the redemptive act d
God in Christ constitutes the greatest potential for good in
human life and society; but this potential is realized only
insofar as it is actualized in the minds and hearts of individuals.
The redemption of the mind constitutes the unique educational task laid upon the Christian Church; in seeking t o
relate all learning to the truth of the Christian faith, the
Christian college performs its greatest service both to the
Church and to society.
Where there is an atmosphere of free and honest inquiry, truth
has the overwhelming advantage; the Christian college, therefore, pursues its purposes not by indoctrination or coercion,
but by inviting teachers and students to join in a common
search for truth and in a common attempt to see all truth
in relation to ultimate Truth.
Primary Objectives
To attract to the college students of high ability and genuine
religious concern who can reap the maximum benefit from a
program of Christian higher education.
To provide a campus setting that is conducive to the spiritual,
mental, moral and physical well-being of its students.
To stimulate its students' intellectual interest, and to assist
them to develop the habits and skills necessary for sound
academic work.
To acquaint its students with the spiritual, cultural and intellectual riches of mankind, both for the sake of the enrichment
of their own lives and, through them, for the enrichment of
their homes and communities.
To lead its students to a deeper understanding and experience
of the Christian Gospel in its relation to every area of life
and learning.
To aid its students in discovering and clarifying their peculiar
aptitudes and interests, and to provide training and counsel
that will assist them in preparing for a life work appropriate
thereto.
F
To aid its students in the development of Christian attitudes
and Christian qualities of character; and to encourage each
student to look upon his life as a Christian vocation, and an
opportunity for service to God and man.
Distinctive Character
Augsburg College is a Christian community of life and learning.
As a Christian academic community, Augsburg seeks that
high level of excellence which is appropriate to such a community.
Augsburg treasures its religious and cultural heritage as an
institution founded by Lutheran immigrants from Norway who
sought to play a creative role in American life and society,
and seeks to preserve the enduring values of this heritage in
the life of the college community today.
the alumni association
The Augsburg Alumni Association has as its goal to enable
graduates and former students to maintain effective contact
and cooperation with one another and with their Alma Mater.
The annual meeting is held a t Commencement time each year.
Local Augsburg clubs are promoted. The affairs of the Association are under the leadership of the Board of Directors.
The Alumni Office is located in the Art Building on Riverside
Avenue.
the physical plant
Instructional facilities and student housing at Augsburg
are conveniently located in relation to each other.
Old Main, erected in 1900, contains a large number of
classrooms and offices.
Science Hall, erected in 1948-49, includes the general administration offices; well-equipped laboratories for chemistry,
physics, biology and home economics; the bookstore; a
medium-sized auditorium; and several classrooms and faculty
offices. A Tower Prayer Chapel is located on the fourth floor.
The Lisa Odland Observatory, on the roof of Science Hall, was
completed in the summer of 1960.
The George Sverdrup Library, named in honor of Augsburg's
fourth president, was erected and dedicated in 1955. Adjacent
to Science Hall and of similar contemporary architectural design, it contains spacious reading rooms, seminars, work rooms,
a visual-education center, the Augsburg Archives, classrooms,
and a number of faculty offices. There is stack space for approximately 100,000 volumes.
Si Melby Hall, the new auditorium-gymnasium, was completed
in 1961. This building, named in honor of Professor J. S. Melby,
dean of men from 1920 to 1942, basketball coach and head of
the Christianity department, provides excellent facilities for
the health and physical education program, intercollegiate
athletics, chapel services and general auditorium purposes.
The Music Hall was acquired by purchase in 1947 and has been
remodeled to serve the needs of the music department.
The Speech and Drama Building was acquired in 1959 and remodeled to make an extremely functional building for dramatic
and other speech activities.
The Art Building was acquired in 1963 and remodeled to
provide excellent space for the art program. It has one large
classroom and studio and laboratory facilities for drawing,
painting, and sculpture in the rooms on the ground and first
floor. The second floor of the building houses the Development
Offices.
Sverdrup-Oftedal Memoriol Hall
Gerda Mortensen Hall
Sverdrup-Oftedal Memorial Hall, erected in 1938, is a dormitory affording living quarters for about 130 men. On the ground
floor of this building is the college cafeteria and dining hall.
Gerda Mortensen Hall, erected in 1955, provides housing for
about 175 women students, as well as apartments for the
resident head and her assistant. The dormitory incorporates
the former Sivertsen Hall, remodeled as a wing of the larger
dormitory.
Miriam, Edda, Epsilon, Kappa, Omega, Sigma, Iota, Lambda,
Omicron, Zeta, and Theta are small dormitory houses, each
accommodating from 8 to 20 women students.
The President's Home, an attractive colonial residence, is
located on the West River Road.
A large number of dwellings have also been acquired in recent
years in the expanded campus area, and are in use for faculty,
staff, men students, and married student housing.
the archives
The Augsburg Archives seeks to gather and make available
for use documents, books, and other articles of historical value.
The George Sverdrup Library provides adequate, fire-prod
quarters for the archives. Here are found a large collection of
periodicals, manuscripts, letters, and pictures, affording
extensive resources for scholarly research.
library facilities
The beautiful and spacious George Sverdrup Library
provides a central study-workshop for both faculty and
students. It contains about 50,000 volumes, exclusive of
pamphlets, and is adding approximately 5000 new volumes
each year. Students and faculty working in either of the two
large reading rooms find the atmosphere conducive to quiet
study and research materials close at hand. All books are
kept on open shelves. Reference service, provided by an able
and well-trained staff, is available to students.
Special collections have been developed in the Music Library,
the Chemistry Library, the Curriculum and Library Science
Libraries, and in the Audio-Visual Center. Additional
conveniences include conference rooms for larger groups or
small classes. A typing corner is provided in the first floor
reading room.
The library subscribes to about 410 of the best periodicals
dealing with a large variety of subjects, as well as a number
of serials devoted to the interests of special fields. Current
issues are displayed in a pleasant browsing area.
The library plays an active role in promoting general reading,
presenting regular book displays, and sponsoring monthly
book discussions for faculty, staff, and students.
In the Twin City area are other libraries which make their
holdings available to Augsburg students, notably, the St. Paul
and Minneapolis publi,c libraries, the latter of which issues
library cards to out-of-town students for each school year.
natural science laboratories
The laboratories of the Natural Sciences are located in the
Science Hall. Three laboratories and storeroom and office
space for Biology are located on the second floor; three larger
laboratories and two special research laboratories for
Chemistry and two laboratories for Physics are located on the
third and fourth floors. A chemistry library is located near
the research facilities. Storerooms and faculty offices are also
located here.
P.' I
A considerable part of the income on
which Augsburg operates is derived from
endowment and from gifts. Therefore, the
fees charged the student do not constitute
the whole cost of his education, for he
enjoys the benefits of the gifts of those
who believe in and support the work of
the school.
guaranteed tuition plan
In order to assist students and parents
in planning ahead for tuition payments,
which are the major item of college
expense, Augsburg College offers a
Guaranteed Tuition Plan that fixes the
tuition cost for four years of college.
Freshmen enrolling in the fall of 1964,
who sign up for the plan, will have
their tuition cost guaranteed for eight
consecutive semesters a t a total cost of
$3,825 (average cost is $956.25 per year)
as follows:
The larger charges in the first two years
build up a reserve available for the last
two years. If the student on this plan
voluntarily withdraws, he loses his reserve.
If he is asked to withdraw, his reserve
will be refunded.
Those who do not elect t o sign up for the
Guaranteed Tuition Plan will be enrolled
in the fall of 1964 a t a tuition charge of
$450 per semester and at whatever level
the fee is set in subsequent years.
FINANCIAL
general expenses per semester *
Regular
Tuition Plan
Tuition (includes Student Activity
$450.00
Fee of $1 1.00)
7.50
Student Union Fee
1.00
Lo'cker (Optional)
Guaranteed
Tuition Plan
$500.00
7.50
1.00
TOTAL GENERAL EXPENSES
PER SEMESTER
$458.50
$508.50
Books are estimated a t $25.00 to $40.00 per semester
Students registered for more than the maximum number of
credits (17) are charged a t the rate of $20.00 for each additional credit per semester.
Special students will pay a t the rate of $38.00 per credit up
t o 11 credits. Those who register for 12 or more credits pay
the regular tuition charge.
room and board expenses
per semester"
WOMEN
Min.
Max.
$125.00 $130.00
150.00
125.00
1.OO
1.00
MEN
Min.
Max.
$120.00
$120.00
175.00
225.00
1.00
1.OO
Room
Board *
Key Deposit
(refundable)
Breakage Deposit
-0-015.00
15.00
(refundable)
TOTAL ROOM & BOARD
PER SEMESTER $251.00 $281.00 $311.00 $361.00
*Women students in residence are required to buy and use
a minimum of $125.00 meal book coupoils per semester, men
students $175.00.
music fees per semester "
Private lessons - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - $40.00
8.00
Piano studio rental (one hour per day)
20.00
Organ rental (one hour per day) .- - - - - - - - - - - Voice studio rental (one hour per day) - . - - - . . 8.00
*
Subject t o change
special fees"
-
Application fee -,
,- -,
- -,
,
,
,
,
,,
,,
,
,
- - - - ,, - - - - - $10.00
Late registration fee per day (after classes begin) - - 1.00
Change of registration after the beginning of the second
week of classes ,,,,,,,,,,,- ,-,
-,
- - - -- - - -- - - - 2.00
Placement fee ,-,
,
,
,
,
,
,
,
,
,
,
,
,
,
- - - - - - - - - - - - - - - - - - - 5.00
Graduation fee -,--,-,,,,-,,,,,,,,~-,10.00
------,Final examinations taken a t another hour than the one
,
,,
- -,
,-- - -,
,
-- - -- - - - - - - - - - - - 5.00
scheduled ,,,,-,
Examination making up an incomplete or a condition - 5.00
Transcript of credits (after first one which is free) - 1.00
Student teaching
20.00
. .
Choir tour (minimum) - - - - - - - - - - - - - - - - - - - - - - - - - - - 10.00
Band tour (minimum) , - , - , - - - - - , , - - - -10.00
------Camprehensive examination, per credit, for students enrolled ,- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5.00
Comprehensive examination, per credit, for students
10.00
not currently enrolled ,,,,,,,,,,,,,,-,,,,,,,-,
-
------,,,,,-,+,+,+-4-h----~-4---
estimated expenses per semester "*
MEN
WOMEN
Min.
Max.
OFF-CAMPUS STUDENTS
$458.50
General expenses
$508.50
Special, music, books 25.00
100.00
$608.50
TOTAL
$483.50
Min.
Max.
$458.50
25.00
$483.50
$508.50
100.00
$608.50
RESIDENT STUDENTS
$458.50
General expenses
Room & Board
251.00
Special, music, books 25.00
TOTAL
$734.50
$458.50
311.00
25.00
$794.50
$508.50
361.00
100.00
$969.50
$508.50
281.00
100.00
$889.50
* * These estimates do not include transportation, clothing, or
personal expenses.
refunds
Tuition, fees, and room charges for a student cancelling his
registration before the middle of any semester will be charged
a t the rate of 2 per cent per day, except for application and
special fees, which are not refundable. There is no fee refund
after the middle of the semester. If a student is required to
enter the Armed Forces, a full refund is made of tuition.
V u b j e c t to change
payment of accounts
Student accounts are due in full a t the time of registration in
September and February. Parents may deposit money in
advance a t the College, or the student may make the payment
when he registers. Checks must be made out to Augsburg College and forwarded directly to the Treasurer's office. For
cash payments a receipt must be obtained from the Treasurer's
office at the time of payment.
Recognizing that payment of fees in full a t registration poses
a financial problem in some cases, the College has instituted
the following payment plans:
DATE PAYMENT DUE
n
OFF-CAMPUS
RESIDENT
STUDENTS
STUDENTS
Guaranteed
Guaranteed
Tuition
Regular Tuition
Regular
Tuition
Plan
Tuition
Plan
or before registration $300.00 $325.00 $525.00 $550.00
125.00 135.00
95.00
Due October 15th
85.00
95.00
125.00 135.00
Due November 15th
85.00
135.00
125.00
95.00
Due December 15th
85.00
125.00 135.00
95.00
Due January 15th
85.00
125.00 135.00
95.00
Due February 15th
85.00
125.00 135.00
95.00
Due March 15th
85.00
135.00
125.00
95.00
Due April 15th
85.00
Due May 15th
Balance Balance Balance Balance
In addition, other arrangements may be made with the Treasurer's office. A carrying charge of $2.00 a month is added for
the payment-plan service. Unless prior arrangement is made,
an additional $1.00 is added for each month that payment is
late.
financia 1 assistance
Financial aids in the form of loan funds, scholarships, grantsin-aid, and employment assistance are available a t Augsburg.
Students must complete an application form and meet certain
requirements to qualify for financial aids. The college gives
assistance t o students in securing work both on and off the
campus.
loan funds
18
Several loan funds have been established to assist students
in working out their financial problems. Loans may be
arranged a t a reasonable rate of interest for various periods
of time.
The General Student Loan Fund, established through the gifts
of many individual donors, is chiefly maintained by contributions from the Augsburg College Women's Club.
The Olaf Rogne Fund, established in 1954, extends assistance
t o students preparing for theological study.
The Charles and Nora Crouch Student Loan Fund, established
in 1954, extends assistance t o members of all classes.
The Senior Loan Fund, established by the class of 1955, is
available t o selected graduating seniors.
The John and Anna Jorgine Gregory Theological Student Loan
Fund is available to students who are preparing for the
ministry.
The Student Aid Fund of the Zion Lutheran Hour, established
by the Zion Lutheran Church of Minot, North Dakota, likewise extends loans to students preparing for the ministry.
National Defense Student Loans, established by the National
Defense Education Act of 1958, are available t o students
capable of maintaining good standing in their chosen course of
study. Special consideration is given to those students who
express a desire to teach in elementary or secondary schools
and t o those whose academic background indicates a superior
capacity for preparation in science, mathematics, engineering
or modern foreign languages.
United Student Aid Funds is a program of endorsing loans
made by local banks to college students requiring financial
assistance. A grant to the College by the Gamble and Skogmo
Foundations provided the funds t o establish the initial
reserves required.
Arrangements for the loans are made through a conference
with the Dean of Students, chairman of a faculty committee
on student loans. In addition to arranging loans, the committee
counsels students on financial matters with the objective in
mind of helping the student work out a satisfactory plan for
his finances.
scholarships and prizes
Fifty Freshman Scholarships of varying amounts are available to outstanding high school graduates. Some of these
scholarships are renewable provided the student's scholastic
record is 2.0 or better.
A limited number of Tuition Scholarships is awarded to outstanding high school graduates. Students who rank in the
upper five per cent of their high school class, perform well on
scholastic aptitude tests, and can show good character references are eligible for consideration. These scholarships are
renewable if the student maintains a 2.25 scholastic average.
Departmental Scholarships of variable amounts are awarded
each year to students who are highly recommended by the
chairman of their major department. These scholarships are
renewable if the student maintains a scholastic average of 1.75
or better.
Upper-class Scholarships of $300 are awarded each year to
selected students with an honor point ratio of 2.4 or better
who apply to the Student Personnel Committee.
Augsburg awards Foreign Student Scholarships each year
to deserving students from other countries. These scholarships
may be awarded in amounts up to the equivalent of full
tuition.
The American Indian Scholarshir, was established in 1955 by
Spring Lake Park Lutheran Church, Minneapolis. It is a
scholarship of $200 to be applied on tuition at Augsburg
College. It is to be awarded to an American Indian student
selected on the basis of scholarship and economic need.
The Henry P. Opseth Music Scholarship was established in
1953 in memory of Henry P. Opseth, former head of the
Music Department and director of the Augsburg College Choir.
It is awarded annually to a sophomore or junior student of
outstanding promise or achievement in the field of music.
The Marilyn Solberg Voice Scholarship in memory of Marilyn
Yvonne Solberg, a member of the Augsburg College Choir from
1950 until the time of her death in 1953, was established in
1955 by her parents, Mr. and Mrs. Iver Solberg and her
brother, Dorvall. I t is awarded to an Augsburg student who
has music as a major or minor and who shows outstanding
promise or. achicwement in the art of singing.
20
The George Sverdrup Graduate Fellowship was established by
the Board of Trustees of Augsburg in 1947 to honor the
memory of George Sverdrup, President of Augsburg from 1911
to 1937. It is awarded annually to an Augsburg graduate of
outstanding character and ability who plans to prepare further
for the vocation of teaching. The amount of the Fellowship is
five hundred dollars.
The Keith E. Hoffman Memorial SchoIarship was established
in 1945 by Mr. and Mrs. Charles S. Hoffman of Minneapolis
in n ~ e ~ n o rof
y their son who gave his life in the conquest of
Okinawa. Tlie scholarship is awarded annually to a student
selected an the basis of academic achievement, personal character, and ability in the field of athletics.
Two Lutheran Brotherhood Scholarships of $300 each are provided by the Lutheran Brotl?erl~oodLife Insurance Society
and awarded each fall to outstanding Lutheran college seniors.
The students arc selected by the college in the spring of the
junior year on the basis of religious leadership and scholastic
standing.
The Augsburg College Women's Club Scholarship awards,
totaling $400, are granted each year to two or more students
of outstanding character and excellent scholarship.
The Adolph Paulson Memorial Prize, from a fund established
by members of the Paulson family in memory of Professor
Adolph Paulson who taught Social Science at Augsburg from
1930 to 1935, is awarded annually to a college student for
the best essay written on an assigned subject in the field of
Christian Sociology. The amount of the prize is $50.
The Iver and Marie Iversen Scholarship was established in
1957 through a grant from Mr. Iver Iversen of Brooklyn, New
York. It is awarded annually to a student in the College.
The award, in the amount of $250, is made on the basis of
need, scholarship, and interest in Christian service.
The Reverend Olaf Rogne Memorial Scholarships were established in 1958 by two anonymous donors to honor the memory
of Reverend Olaf Rogne, business administrator of the college
from 1940 to 1952. Three awards of $500 each are made annually to selected students preparing for Christian service.
The Carl Fosse Memorial Chemistry Scholarship was established in 1960 by the department of chemistry to honor the
memory of Carl Fosse, professor of chemistry at Augsburg
from 1921 to 1942. The annual award is made to a student
whose academic record indicates promise of achievement in
the field of chemistry.
The Manlvald Aldre Memorial Chemistry Scholarship was
established in 1960 by friends and the department of chemistry
to honor the memory of Manivald Aldre, assistant professor
of chemistry at Augsburg from 1949 ta 1958,The annual award
is made to a student whose academic record indicates promise
of achievement in the field of chemistry.
The Dr. W. M. Sandstrom Chemistry Scholarship was established in 1963 by a gift from Dr. Sandstrom, retired professor
of biochemistry a t the University of Minnesota. The annual
award is made to a student whose academic background
indicates promise of achievement in the field of chemistry.
The Walter E. Thwaite, Jr., Memorial Chemistry Scholarship
was established in 1963. This annual award is made to a
student whose academic background indicates promising
achievement in the field of chemistry.
The Walter Gordon Schnell Memorial Chemistry Scholarship
was established by friends and the department of chemistry
in 1960 to honor the memory of Walter Gordon Schnell, a
student of -hemistry at Augsburg until the time of his death
in January 960. The annual award is made to a student whose
academic background indicates promise of achievement in
the field of chemistry.
f
The Dr. Frederick C. and Laura E. Mortensen Chemistry
Scholarship was established in 1961 by the chemistry staff.
The award is made annually to a chemistry student whose
record indicates promise in the field of chemistry.
The Magnus A. Kleven Family Scholarship was established in
1956 by members of the family to honor their parents. The
scholarship is awarded annually to a student on the basis of
academic achievement, personal character and promise of
achievement in the field of physical education.
The Professor P. A. Sveeggen Memorial Scholarship was
established in 1959 by friends to honor the memory of P. A.
Sveeggen, professor of English a t Augsburg from 1915 to
1952. The award of variable amount is made annually to an
outstanding student in the field of English.
Alumni Achievement Scholarships are awarded to outstanding
students in the Freshman, Sophomore, and Junior classes for
use the following academic year. The scholarship fund, which
is equivalent to three half-tuition scholarships, is awarded on
the basis of previous academic performance. No award will
be in excess of financial need.
The Alma Jensen Dickerson Memorial Scholarships were established in 1961 by Mrs. Alma Jensen Dickerson, a member of
the Augsburg faculty from 1943 to 1954. One or more scholarships are awarded annually to able and deserving junior or
senior students.
The Carl W. Landahl Scholarship was established by the family
and friends in memory of Professor Carl W. Landahl, a
member of the Augsburg Music Faculty from 1952 until his
death in 1961. It is awarded annually to a student on the basis
of achievement in the field of music.
The Onesimus Scholarship, established in 1962 by Mr. and
Mrs. James Helleckson, is awarded annually in the amount
of $300 to an Augsburg student or graduate who is preparing
for service in the Christian ministry.
The Thorvald Olsen Burntvedt Memorial Scholarship Fund
was established in 1960 by gifts from the Burntvedt family
and through a church-wide offering, to honor the memory of
Dr. T. 0. Burntvedt who was President of the Lutheran Free
Church from 1930 to 1958. One or more scholarships are
awarded annually to a student or students in the senior class
who are preparing for the ministry.
The Celia Fredrickson Scholarship consists of the income from
a fund of one thousand dollars. It is awarded annually to an
Augsburg student from the Sharon Lutheran congregation a t
Lamberton, Minnesota.
The Quanbeck Scholarship Fund was established in 1963 by
a bequest of John G. Quanbeck. The income from this fund
is awarded annually to freshman students who, without
assistance, would be unable to pursue higher education.
The Edward Yokie Memorial Scholarship was established in
1962 by E. Lorraine Yokie and Doris E. Yokie, daughters of
Edward Yokie. A scholarship will be awarded annually to an
able and deserving junior or senior student recommended by
the Scholarship Committee.
The Greater Augsburg Alumni Association Scholarship of $500
is awarded annually to an outstanding alumnus of Augsburg
in order to encourage and assist promising students in the
carrying out of projects of graduate study.
The Harry S. Genung Memorial Scholarship was established
in 1963 by De Ette Cenfield Genung in honor of her husband.
A scholarship is awarded annually to a deserving student from
another country in order to prepare that student to make a
contribution in his or her homeland, thereby improving the
relationship of that country and the United States.
The De Ette Cenfield Genung Memorial Scholarship was
established in 1963 by Harry S. Genung in honor of his wife.
Two scholarships are awarded annually to deserving and
promising students in the field of English or the language arts.
The Green-Genung Memorial Scholarship was established in
1963 by Harry S. Genung and De Ette Cenfield Genung, his
wife, in memory of Jeanette Cenfield Green, sister of Mrs.
Genung, and Arthur E. Genung, father of Mr. Genung. Both the
persons memorialized in this scholarship had a special concern
about the social and personal consequences of the use of alcoholic beverages and narcotics, and Mrs. Green was especially
active in the p.omotion of alcohol education and legislation.
The proceeds of this endowment fund will be used for the
scholarship to be awarded annually to one or more qualified
students specializing in Sociology and Social Work with
special interest in the problems of modern society that are
reflected in alcoholism, drug addiction, delinquency, and other
personal and social problems, and who plan to direct their
efforts toward the prevention and solution of such problems.
Social Service Scholarship Program is sponsored by the
Division of Charities of the American Lutheran Church. Two
scholarships of $300 or three scholarships of $200 will be
awarded each year to students a t Augsburg College. The
recipients must be juniors or seniors of the Lutheran faith
who are enrolled in social work courses and plan to continue
training in a graduate school of social work. In addition to
scholastic achievement, a student's interests, aptitude, and
skills in working with people are considered in making this
award.
grants-in-aid
Grants-in-aid are available to students in good standing who
are in special need of financial assistance. In awarding these
grants, the Student Personnel Committee gives primary consideration to demonstrated financial need which is determined
by examining a statement of the resources and anticipated
expenses of both the student and his family.
employment service
An employment service, located in the Personnel Office,
assists students in obtaining part-time remunerative work.
Many students find it possible to pay part of their college
expenses with money earned in this way. The types of work
available are of various kinds, including recreational leadership,
restaurant work, domestic service, sales work, and secretarial
and clerical work. The college is concerned that employment
not interfere with a student's academic work. Therefore, it is
desirable that Freshmen have sufficient funds to pay their entire
expenses for at least one semester. Part-time employment may
then be secured in accordance with the need of the student
and his ability to handle extra work.
Students are employed by the college in several areas. For
these positions preference is given to upper-class students who
have maintained a good scholastic average.
Assistance in obtaining summer employment is also provided
each spring by the Employment Service. Application for parttime or summer employment may be made in the Personnel
Office.
application procedure
Applications for admission to Augsburg
College should be made to the Director of
Admissions. Students may apply for
admission as soon as they have completed
their junior year in high school, and preferably before June 1 preceding the fall in
which the student seeks admission. No
applications are accepted after September
1. Early applicants gain an advantage both
in registration and housing. Notification
of admission is normally sent to a student
as soon as the application is complete.
Instructions for applying for admission:
(1) Obtain an application form by writing
or visiting:
Office of Admissions
Augsburg College
Minneapolis, Minnesota 55404
(2) Complete and return the application
form with a $10 application fee (nonrefundable) and a photograph.
(3) Request your high school to send us
a copy of your high school record and
test results. Transfer students will
request the previous college or
colleges to send an official transcript
of grades together with results of
standardized .tests taken.
(4) After acceptance, all new students are
required to make a $50 non-refundable
tuition deposit. This deposit may be
made any time before July 1; for those
admitted thereafter, it is due within
two weeks after notification of
acceptance.
(5) An interview on campus is encouraged but not required.
admission requirements
The quality of a student's work in high
school, type of course program, scores on
college aptitude tests, and recommendations are important factors in considering
an application. Augsburg College seeks
ADMISSION
TO THE
students who rank high in the high school graduating class, a t
least in the upper half, and score average or above on college
aptitude tests.
It is recommended that a student have a t least 12 academic
subjects in his college preparatory curriculum, which should
include four units of English, and at least two units each
of a foreign language, social studies, mathematics, and science.
A unit is defined as a course covering one academic year and
equivalent to at least 120 hours of classwork.
For entrance to the Freshman Class, either the tests of the
American College Testing Program (ACT) or the Scholastic
Aptitude Test (SAT) of the College Entrance Examination
Board is required.
A recent physical examination is also required. Students will
be provided with blanks to be filled out and returned to the
Student Personnel Offi,ce by August 15. The health report must
be received before the student will be permitted t o register.
transfer
Students are accepted by transfer from other colleges and
universities if their academic record and test results are satisfactory and they are in good standing. College credit is granted
for liberal arts courses satisfactorily completed a t accredited
institutions. For graduation the total honor point ratio is
computed on the basis of work transferred together with that
taken a t Augsburg. A maximum of 64 semester credits is
allowed on transfer from a junior college.
advanced placement
Advanced placement is granted to students who qualify,
on the basis of work taken in high school or elsewhere, to
enroll in courses beyond the beginning course. Placement may
be determined by tests, or by the level and length of the course
previously completed.
advanced standing
Advanced standing, that is, college credit, is granted to
high school students who have successfully completed a college-level course provided they received a grade of 3, 4, or 5
on the Advanced Placement Examinations.
'
I.
The influences which mould life and
character on a college campus are of many
kinds. While the exercises of classroom,
laboratory, and library form the organizing
basis of college activity, they need to be
supplemented by other than academic
forces. These intangible but very real supplementary influences have much to do
with creating the spirit of an institution.
At Augsburg definite emphasis is placed
upon the maintenance of a wholesome
spirit of Christian community living.
Students are urged to give conscious
attention to this personal and spiritual side
of their development and thus contribute
toward the prevalence of a vital and happy
Christian atmosphere on the campus.
It is the earnest desire of those who direct
t - g the instituthe policies of A t ~ g . ~ h ~ lthat
tion may conslnntly I:e permeated by ail
atmosphere in which the qiresl for Truth
as it is in Christ is prayeiqfully rostercd
in each life.
All students are required to complete fourteen credit hours in courses offered in
Religion. 'l'liei~e are 1iurnerous voluntary
religious activities in which students are
encouraged to participate. Faith and Life
Week is helrl ~ w i c e each ycar. It is
assumed that every Augsburg student will
find a church home in Minneapolis and
attend its services regularly.
It is expected of each student that his life,
conduct, and influence, both on and off
campus, shall be worthy of a member of
a Christian College. Those who do not feel
drawn to this quality of life and to the
fellowship in which it is nourished should
not seek to be enrolled at Augsburg. A
truly Christian spirit and environment
must be the product of the united effort
and prayer of faculty, students, and
administration.
The Chapel Service
The heart of Augsburg's program of Christian education is the daily Chapel Service,
CAMPUS LIFE
where the faculty and students gather for united worship,
prayer, and a brief meditation upon the Word of God. Regular
attendance is expected of all students.
recreation standards and discipline
Introduction
At Augsburg all the work of the college rests on certain
Biblical affirmations about human nature and man's relation
to God. The college regards the Christian life as the truly significant life. This life implies an intimate relation to the person
of Christ. In the content of this primary relationship, the
Christian also lives in a relationship to people, to events, to
things. The fact that God not only created the world but
became Man gives evidence that life in this world is not to
be despised.
The Christian liberal arts college takes seriously these relationships and therefore seeks to educate the whole man. It
follows that one of its important responsibilities is to establish
recreational programs and policies that contribute to this end.
It should be clear, however, that in an age which is much
concerned with the pursuit of pleasure, a college like Augsburg
should never subordinate its academic program to leisuretime activities. On the contrary, the recreational program must
be in the context of, and be congruent with, the major intellectual quests of the college; and both must have as their goal
to help the individual to live an effectual Christian life in the
world.
The Program
In settirig up a recreational and social program, Augsburg is
conscious of its position as a coeducational Christian college
of liberal arts. The program takes into account the relationship between sexes and seeks to provide normal and healthy
opportunities for the expression of the mutual attraction of
the sexes. Augsburg offers a varied and selective recreational
and social program which gives preference to those activities
which are emancipatory rather than restrictive, those which
enrich community life rather than those which are divisive or
encourage selfish satisfactions.
The college provides a variety of activities designed to meet
these requirements. The social program includes a number of
organized all-school events combined with many lessstructured activities designed for specified smaller groups. In
attempting to meet the needs and interests of all Augsburg
students, we make use of all existing facilities on campus and
many of those which are available in the Twin City area.
In seeking to develop a constructive recreational program,
some limitations have been placed upon certain other activities.
The college is opposed to all forms of gambling. It forbids the
possession or consumption of alcoholic beverages in dormitories, in any college-approved place of residence, or a t any
college-sponsored event. Any student found under the influence of liquor is subject to disciplinary action. Social, or
ballroom dancing, is not a part of the recreational program of
the college. Students are encouraged to be discriminating in
all types of recreation in which they engage, that their time
may be well spent, and strong moral and ethical values may
be developed. Such common activities as television viewing
and movie-going, for example, can easily become time-wasting
and even detrimental to the development of moral and ethical
values.
Without attempting to dictate to the individual conscience,
the college regards it as its right to ask its students to adapt
themselves to the social program approved by the college and
to follow it as members of the college community. Although
the college lays down specific rules regarding most matters
only with respect to activities centering on the campus, it
reserves the right to dismiss any student whose continuation
in college is deemed undesirable for social as well as for academic reasons. It is the policy of the college that such action
shall not be taken capriciously, but only after the available
campus resources of counseling and judicial processes have
been utilized. Thus, disciplinary problems are first dealt with
through counseling. Those not solved in this way are channeled to a faculty-student Judicial Council through the Office
of the Dean of Students. In all such cases, careful investigation
and the privilege of a hearing precede any disciplinary action.
religious program
The Religious Life Commission, composed of students and
faculty, endeavors to promote a religious program that will
stimulate growth of Christian life in the Augsburg community.
Chairman of this council is the student Commissioner of
Religious Activities. Areas for which this committee carries
primary responsibility are the Mid-Week services, Faith and
Life Weeks, prayer meetings, and informal group meetings and
discussions.
This Commission also serves as a coordinating agency for all
voluntary Christian organizations on campus. The principal
organization is the Student Christian Association. The SCA
seeks to serve as a stimulus and outlet for Christian faith
and life. Students participate in regional and national Lutheran Student Association of America Conferences, and conduct a
schedule of meetings on campus.
The Mission Society, the service organization of SCA promotes
interest in missions through a program of study, fellowship,
worship, and service. A highlight of the year is the Mission
Festival, a conference devoted to the study of missionary activity and recruitment of workers.
convocation
Regular convocations are held each Thursday throughout
the year. These programs acquaint the campus community
with outstanding personalities in various fields. A wide range
of interests is covered, including the scientific, political, social,
religious, and artistic.
social and recreational activities
Students at Augsburg are given many opportunities for
social training and recreation. The Student Council through the
Commissioner of Social Activities, assisted by a Programming
Commission, sponsors a wide variety of activities each month
and an all-school activity which all students may attend. Most
of these are informal. The Sophomore and Junior classes
sponsor semi-formal banquets. The Associated Women
Students and a number of other organizations sponsor teas,
dinners, and social affairs on and off campus.
Music and the Fine Arts
Augsburg's location in Minneapolis gives its students unique
opportunities to make use of some of the finest educational
and cultural advantages which the Northwest has to offer.
Excellent art collections are to be found in the Minneapolis
Institute of Arts and the Walker Art Center. The Twin City
libraries are extensive in their services. The Historical Museum
in St. Paul gives access to large collections of historical material. The Minneapolis Symphony Orchestra programs and
other concerts afford rich opportunity for the enjoyment of
music.
Many students and faculty attend Minneapolis Symphony
Orchestra concerts by virtue of a special college season ticket
arrangement. Season tickets are available also for other University concerts and for drama productions a t the University
and Tyrone Guthrie Theaters.
A monthly bulletin, Augsburg Plus, listing programs, concerts,
a r t displays and exhibitions is compiled and issued from the
Student Personnel Office.
student government
The Student Society consists of all full-time and part-time
students enrolled a t Augsburg College.
The central concern of student government is focused on education to the end that individuals may develop their full
capabilities through intellectual growth. The student government relates to this broad objective by assuming responsibilities for furthering student affairs, educating members to the
democratic process, developing a sense of community, fostering intellectual activity, and participating in policy making.
The administration, under the direction of the president,
resides in the executive branch. The Executive Council consists
of six commissioners-each responsible to the president for
one of the major areas of student life. Eight boards also assist
him in his work.
The Student Council, presided over by the vice-president, is
the twenty member legislative branch of the government.
Each of the college classes has its own officers and participates
in student government through its representatives on the council.
The Judicial Council is a student-faculty judiciary, whose
rulings are subject to appeal only to the President of the
College.
The Student-Faculty Council, composed of students, administration and faculty, discusses campus problems, considers
legislation adopted by one group or the other which affects
the college as a whole, and promotes cooperation and understanding between the students, the faculty, and the administration.
The Student Society is a member of the National Student Association, the largest representative national union of students
in the United States. Through this organization the students.
receive programming aids for use on the campus, and add
their voice to the voice of all American students before the
national government and other organizations in matters of
student concern.
The Student Goyernment directs several projects of interest to
the college community. These projects include the annual OneAppeal Campaign, Leadership Training Workshops, Political
Action Week, Homecoming, Student Lecture Series, Academic
Freedom Week, College Union Study, and Development Council. Counseling of Freshmen by upper-class students is conducted through a College Brother-College Sister Program as a
part of Freshman Orientation.
Associated Women Students, composed of all the women
students, provides opportunity for the women to develop
meaningful self-government. It aims to create a sense of
harmony and fellowship, to promote and maintain high
standards of honor and integrity in personal conduct, and it
encourages participation in all college activities. It is affiliated
with the Intercollegiate Associated Women Students, a
national organization.
Publications
The college newspaper, The Augsburg Echo, is published by
a student staff. The Echo serves as a voice of the student body
as well as a medium of information. The Echo provides an
opportunity for experience in the many phases of journalistic
work.
Augsburg's yearbook, the Augsburgian, provides a pictorial
record of the activities of the year. Work on the annual
provides opportunity for creative expression in artistic design
as well as in photography.
The Publication Commission is comprised of the editors;
business managers, and advisers of the Augsburgian and the
Echo. The chief responsibility of the Commission is to select
editors and business managers for the campus publications.
The "A" Book is a student handbook which is compiled by a
student editor in conjunction with the Office of Student
Personnel Services.
The Directory of students, staff, and faculty is published under
the direction of the Registrar.
co-curricular program
The enthusiasm and energy of students motivate them to
pursue their interests beyond the classroom. For most effective
participation, students with similar interests have united to
form clubs. Several of these are extensions of courses beyond
the classroom. Others are devoted to interests not offered in
the curriculum. New clubs are formed as the occasion demands.
The Art Club is an informal organization to satisfy the
students' creative urge in the field of art and to promote an
interest in art.
The Biology Seminar furnishes opportunity for informal study
in the biological sciences.
The Business Club draws membership from the business and
secretarial classes. The development of professional interests
is the major objective.
The Augsburg Chemical Society is open to both majors and
minors in chemistry. The meetings consist of seminars on
current topics in this specific area.
The Augsburg Forum affords opportunity for joint studentfaculty discussions of vital, controversial issues.
The Cosmopolitan Club brings together foreign and American
students who have a mutual interest in the culture, language,
and people of the various countries.
The Augsburg Society for Dramatic Arts provides for its
members an opportunity to learn from participation in stage
presentations and from field trips, as well as from reading
and seeing plays produced. Membership is open to all students.
Membership in National Collegiate Players represents recognition for continued excellence in drama participation. It is
open only to qualified upper-classmen.
The Electronics Club is open to anyone interested in the field
of radio and electronics. Members operate an amateur radio
station on the campus.
The Student National Education Association, Martin Quanbeck
Chapter, offers to its members associate membership in
professional education associations and strives to acquaint
future teachers with the importance of teaching as a profession.
The Norse Club is composed of students who are interested in
Norwegian culture as reflected in Norwegian literature, music,
art and history.
The Home Economics Club, open to all students in the Home
Economics Department, aims to promote professional attitudes
toward all aspects of home and community life.
The Psychology Club promotes interest in various fields of
psychology.
The Augsburg Republican Club and Democrat Club aim to
stimulate interest in public affairs and give students opportunity to participate actively in local, state, and national
politics, and in other human-relations activities.
The Ski Club is a recreation group promoting interest and
developing skills in skiing.
The Spanish Club serves as a means of interpreting Spanish
culture to students in an informal way.
The Sociology Forum is an organization of students preparing
for professional work in the field of Social Service.
The Ushers' Club is a a service organization providing
ushers for public events scheduled for the campus.
The Writers' Club includes students who enjoy creative
expression in various forms of writing. The members share
their literary efforts in an informal atmosphere, and benefit
from mutual criticism. They publish "The Arkai," a collection
of the best creative writing each year.
The "A" Club is limited to men who have won a major A at
Augsburg. The aim of this organization is "to bind the 'A'
men of the past, present, and future into a more intimate bond
of fellowship, and to keep the athletics of Augsburg on the
highest possible plane."
The Women's Athletic Association at Augsburg is a member
of the Minnesota Athletic Association of College Women.
Membership in this organization is gained by participation in
individual and group recreational activities with awards given
on a point basis.
Forensics
Augsburg College participates in intercollegiate debating, both
in Minnesota and in the neighboring states. Students may also
participate in local and intercollegiate oratorical contests.
The Genung Endowment
The Genung Endowment was established in 1963 by Harry S.
Genung and De Ette Cenfield' Genung to perpetuate their
interest, concern, and activity in the improvement of international relations. The income from the fund is made available
each year to assist a student group a t Augsburg Col.lege to
carry out a project for the improvement of international
relations on a student to student level.
musical organzzatzons
The Augsburg College Choir has about sixty members selected
from all classes. In addition to local concerts, the choir goes
on tour each year to various parts of the United States and
occasionally to Canada. A tour of Europe is planned for June,
1965.
The Augsburg College Concert Band makes an annual tour
and presents public concerts in Minneapolis. There are also a
Collegiate Band and Instrumental Ensembles.
The Augsburg Cbllege Cantorians, a women's chorus, participates in school programs and concerts and makes short tours
annually.
The Male Chorus sings a t various churches in the Twin City
area and makes short tours in the vicinity.
The Augsburg College Orchestra, organized in 1963, performs
frequently on campus. The orchestra gives programs of
standard repertoire for orchestra alone as well as with soloists
and choral groups. The string ensemble class provides
opportunity for students interested in improving fundamental
string technique.
physical education and recreation
Under the direction of the Department of Physical
Education, a wide range of recreational activities is arranged
for general student participation. Every student is urged to
participate in some activity for his own recreation and
relaxation.
An intramural program provides competition in a variety of
team sports as well as individual performance activities.
Climaxing the intramural program is the Extramural Meet, a
tournament for the winners of intramural schedules in various
colleges.
Intercollegiate Athletics
Augsburg is a member of the Minnesota Intercollegiate Athletic Conference. The college is represented annually by teams
in football, basketball, hockey, wrestling, baseball, track,
tennis, and golf.
Purpose and Philosophy of Intercollegiate Athletics
It is the purpose of Augsburg College to provide an
intercollegiate athletic program which is in harmony with its
Christian philosophy. This philosophy is to be reflected in the
conduct and outlook of both the players and the spectators.
The educational program of the college recognizes that
recreation and play are a fundamental part of human life, and
that this phase of life needs to be cultivated if physical, mental,
and emotional health are to be maintained. Intercollegiate
athletics, as a phase of that program, gives recognition to the
fact that competitive play can contribute to the development
of student interests, skills, insights, and loyalties.
More specifically, the following outcomes are sought: (1) The
student participating in athletics should acquire and exhibit,
both in and out of athletics, such basic qualities of character
as self-discipline, honesty, sense of fair play, and cooperation.
(2) The participant should develop the knowledge, interests,
and skills which will be of special use to him in such vocations
as teaching and coaching or recreational leadership, or in his
own recreational activities. Far from being set apart from his
educational goal or in any way competing with it, the student's
participation in intercollegiate athletics must either contribute
directly to this goal or be complementary to his other educational activities. (3) The student spectator should acquire and
exhibit some of the finer qualities of Christian character, such
as self-restraint, sense of fair play, appreciation of high-grade
performance on the part of both opponents and fellow-students,
and respect for individual personality. (4) The intercollegiate
athletic program should contribute to the development
of a unified and healthy "school spirit." Enthusiasm for intercollegiate athletics or other co-curricular activities should not
overshadow pride in high scholastic achievement, nor can it
take the place of a well-rounded and effective intramural and
general recreational program.
eligibility requirements
In order to participate in certain extracurricular and
cocurricular activities, students must meet established
eligibility requirements.
Eligibility for participation in intercollegiate athletics is
governed by the rules of the Minnesota Intercollegiate Athletic
Conference.
A student on academic probation is not eligible to be a candidate for any elected or appointed campus office including
Student Council, Commissions, class and organization offices,
nor is he eligible for cheerleading or student publication participation. This list is not inclusive and other activities may
be designated. The Chairman of the Election Board is responsible for checking the eligibility of all candidates for Student
Society and class offices with the Assistant Registrar. Organizations should submit names of candidates for office to the
Coordinator of Student Activities for approval.
A student on academic probation may not participate in the
Augsburg Choir or the Augsburg Band or in a major role in
a dramatic production without special permission from the
Committee on Admissions and Student Standing.
honors and awards
On the 1927 Class Cup for Scholarship Trophy is engraved
the name of each student who has achieved the highest scholastic standing in his college graduating class. He must have
attended Augsburg for a t least two years.
Omicron Chapter of Lambda Iota Tau, a national honor society,
is open to English majors who have attained a high scholastic
average and have presented a paper on a literary topic before
a public audience.
The purposes of the Timia Society, the Augsburg honor society,
are to recognize academic achievement and to promote
scholarship. Juniors and Seniors who have earned a 2.5 honor
point ratio accumulative are eligible for membership, while
Freshmen and Sophomores with a 2.25 honor point ratio may
be admitted as pledges. Applications for membership are made
a t the Registrar's Office a t the beginning of the semester in
which the student is eligible.
Augsburg has a Chapter of Pi Gamma Mu, the National Social
Science Honor Society, which is affiliated with the Association
of College Honor Societies. A high level of scholarship in the
social sciences is required for election to membership.
The Augsburg Guild of Honor is an organization to recognize
and honor those members of the senior graduating class who
have shown themselves to be individuals excelling to an outstanding degree in scholarship, leadership, and participation
in extra-curricular activities.
The Dean's List includes students who have achieved an honor
point ratio of 2.5 or better in the previous semester of work
at Augsburg College.
The 1925 Class Cup in Athletics is awarded to the athlete who
has made outstanding records both in athletics and in scholarship.
The Harold A. Johnson Trophy, presented by Gerald L. Johnson in 1943, is awarded annually to the student who is judged
to be the most valuable player on the basketball team.
The Class of 1918 Oratorical Cup was presented to the college
as a prize to arouse interest in oratory. The name of the winner of the annual contest is engraved upon the cup, which is
to remain in the possession of the college.
student personnel services
Institutional services to students are organized and
administered in accordance with plans and policies established
by the Student Personnel Committee. Included are such services as Admissions, Counseling, Testing, Freshman Orientation,
Student Records, The Student Health Service, Housing and
Food Service, Placement, Student Employment, and Coordination of Student Activities. The administration of these services is centered in the Office of the Dean of Students.
Admissions
Pre-college counseling, educational and vocational, is available
from qualified personnel in the Office of Admissions.
Counseling can be obtained either on campus or in schools and
homes as the counselors travel throughout the Upper Midwest.
Prospective students are encouraged to visit the campus if a t
all possible. Other information concerning admission and
entrance requirements can be found in another section of the
catalog.
Counseling
Counseling services are maintained in an effort to assist each
student to obtain the maximum benefits from the learning
experiences offered a t Augsburg College. Matters such as
uncertainty over vocational choice or educational planning,
religious uncertainty, health, financial problems, personal and
social adjustment and personal deficiencies can interfere with
the learning process and are dealt with in counseling sessions.
It is hoped that through counseling, students will develop more
realistic conceptions of themselves and the surrounding world,
and keener awareness of resources available to them as they
meet the problems of daily life.
At Augsburg the counseling process is carried on a t several
levels. All faculty members participate in the counseling
program, and each new student is assigned to a faculty
counselor who works with him until he chooses a major field
of study. At that time, the major adviser becomes his
counselor. In addition, there are faculty members who have
specialized training in counseling and techniques for dealing
with problems of adjustment. The Dean of Students and the
Dean of Women are special counselors to the men and women,
respectively. The counseling program is coordinated by the
Office of the Dean of Students in accordance with the plans
and policies established by the Student Personnel Committee.
Students who have personal problems are encouraged to seek
help through counseling conferences. If a serious problem
develops which demands professional skill and more time than
the professor has to spend in counseling, the student is
referred to the Office of the Dean of Students or Dean of
Women. A further referral may be made to the College
Chaplain, in the case of spiritual problems, or to the College
Physician, in the case of underlying emotional problems. The
College Physician works with the Personnel Deans in the
latter case.
Testing
All new students are given a battery of tests during Freshman
Days. College aptitude scores, English, and reading ability
scores are used by counselors to help students plan their
initial programs. Personal adjustment scores and the vocational
interest test profile help the students learn to know more about
themselves, in order to make the best choice of subjects and
occupational goals. The Sequential Tests of Educational Progress (STEP) are given to all sophomores. Seniors take the
graduate record examinations.
Freshman Orientation
Freshmen and other new students participate in Freshman
Days before the beginning of classes each semester. The
students take tests, attend classes, inspect the college
facilities, and become acquainted with their fellow students,
with the faculty, and especially with their own faculty
counselors. The faculty counselors and students have several
conferences during which they plan the student's program
of study.
A special course in improvement of reading is offered for
interested students. Freshmen who expect difficulty with the
increased quantity and complexity of the reading material encountered in college are especially urged to enroll in this
course.
Records
Individual student records are kept in the Records Office under
the supervision of the Registrar. These records include admission data, academic achievement, student participation and
achievement in non-academic activities, test scores, reports
of counseling and other information.
The Student Personnel Office maintains a file of student government officers, of clubs and societies, including the constitutions, activities, schedules, and membership rosters.
The Student Health Service
The Student Health Service provides dispensary service with
two registered nurses on duty. The college physician has daily
office hours for consultation and for emergency treatment.
Infirmary rooms are provided. The Health Service is located
in Fairview Hospital, adjacent to the campus.
Physical examinations are given to all seniors. Before registering, each entering student is required to have on file the
report of a physical examination given by his family physician.
Corrective treatment is prescribed where needed.
Students, faculty, and staff have chest X-rays taken annually
through the cooperation of the Hennepin County Tuberculosis
Association Mobile Unit.
Housing and Food Service
In its residence program, the college aims to develop in the
students Christian character, self-control, and thoughtful consideration of others. At the same time, the college realizes
that students' happiness, comfort, and emotional adjustment
in the residence halls are direct influences on their general
efficiency in the classroom.
In an effort to provide these opportunities for development
while maintaining optimal living conditions, active student
residence councils assume the responsibilities for the administration of dormitory life policies in consultation with the
Director of Residences for Women, the Head Residents, and
Personnel Deans.
Upper-class students serve as counselors in the residences and
attempt to help residents with problems of personal adjustment. The Head Residents and Personnel Deans serve as
resource people for these counselors and handle cases referred
to them.
All women students and freshman men students not living a t
home are required to live in college-operated housing. Students
desiring to reside in the city with relatives must first secure
approval for such an arrangement from the Student Personnel
Office. All students living in the residences and most students
in off-campus housing take their meals in the college dining
room. The college also provides two houses for women with a
cooperative house plan.
Residence halls are open to students a day before regular
schedules become effective, and they close a day after the
term closes. Students who wish to stay in residence during
vacations must apply for the privilege. Rooms are furnished
except for bed linen, towels, blankets, and bedspreads. Laundry
facilities are available in each residence. Bed linens and towels
may be rented with laundering service a t a reasonable cost.
This service is required of all women students in Gerda
Mortensen Hall. An optional linen service is available to other
students.
Students engage a room at the beginning of the fall semester
for the entire school year. Room reservations with deposit
of $25 are required of all single students. This deposit is
applied to the first semester's room rent. Rooms for new
students are assigned in the late summer according to the date
of application. Present students must make room application
prior to May 15 and submit the room deposit by July 15. After
May 15, reservations for present students are assigned on the
same basis as for new students. Students who find it necessary
to cancel their room reservation will receive full refund of the
deposit if the cancellation is received by August 1.
All men living in Memorial Hall are required to pay a $15
breakage fee a t the beginning of each school year. At the end
of the year the fee is refunded if the condition of the room and
the furniture is satisfactory.
Graduate Placement
The Placement Bureau assists seniors and alumni in securing
positions. Continuous contact is maintained with business,
governmental, welfare, and educational institutions and
organizations at the local as well as the state and national
levels. Jntervicws are arranged both on and off the campus. A
registration fee and a small placement fee are charged.
Student Employment
An employment service, located in the Student Personnel
Office, assists students in obtaining part-time remunerative
work during the school year, Christmas vacation, and summer.
Coordination of Student Activities
The Coordinator of Student Activities assists student officers
to maintain effective functioning of student activities, and
keeps on file the club constitutions, rosters, and schedules of
meetings. Faculty advisers to student organizations are
approved by the Coordinator.
The program of student activities is a primary responsibility
of the Executive Council and the Student Council which is the
legislative body of the Augsburg Student Society.
Liaison between the Student Society and Faculty and Administration is the function of the Student-Faculty Committee.
A weekly bulletin of events is prepared for the Echo by the
Student Personnel Office. The college Master Calendar is kept
by the Coordinator of Student Activities assisted by the chairman of the Commission on Student Organizations.
I
4
registration
Students who have been accepted for
admission should register on the days
designated in the Calendar for this
purpose. Those who register late are
charged a late registration fee of $1 per
day after classes begin. The last date on
which a student may register for or enter
a course is two weeks after the beginning
of classes.
Registration means that the student
accepts all the rules and regulations
established by the school.
No credit will be given a student for any
subject for which-he has not registered.
The college reserves the right to cancel
any course for which there is not sufficient
registration.
The normal registration is 16 credit hours.
A credit hour is defined as one recitation
period a week throughout a semester. The
privilege of registering for more than 18
credit hours is granted to students who
have gained an average record of B, or
two honor points per credit, in their previous college studies. Exceptions to this
rule may be made under certain conditions
determined by the Committee on Admissions and Student Standing. No student is
permitted to carry work for more than 20
credits per semester. Students working
part-time are urged to arrange the amount
of their registration accordingly.
change of registration
and cancellation
In case a student desires to make any
changes in his registration, he obtains a
form from the Registrar's Office on which
he makes application. Approval of the
teachers concerned, the student's adviser,
and the Registrar must be obtained before
a change is permitted. A fee of $1.00 is
charged for each change of registration
ACADEMIC
ADMINISTRATIOP
after the first week of classes. No course may be added after
the first two weeks of classes.
A course which is cancelled during the first six weeks of
classes is followed by W. After the first six weeks and before
the last four weeks of the semester a course which is cancelled
is given a grade of WP if the student is passing and WF if he
is failing the course. No course may be cancelled during the
last four weeks of the semester.
A student who finds it necessary to leave school before the
end of a semester must cancel his registration at the Registrar's
Office in order to remain in good standing.
university courses
By arrangement with the University of Minnesota, students
may register for courses at the University. But such registrations will not be allowed unless the student has a C average
in his courses at Augsburg. Also, the combined number of
credits in any semester must not exceed 17. The credits thus
gained at the University may be transferred to Augsburg
College and counted towards graduation.
classification
In order to be classified in one of the regular college classes,
a student must be carrying a minimum of twelve hours of
work in which college credit is given. Classification is based
on the attainment of the following number of credit hours
together with an equal number of honor points: Sophomore, 24;
Junior, 58; Senior, 92. Students are classified by this regulation at the time of their registration each school year.
Students registered for less than 12 credits are classified as
special students.
pro bation and elimination
The Committee on Admissions and Student Standing at the
end of each semester, considers the status of students who
have done unsatisfactory work. Freshmen who obtain honor
point ratios of .5 or below, Sophomores .6 or below, Juniors
and Seniors .8 or below, as well as students with 6 or more
credits of F, at the end of a semester, are placed on probation.
They are removed from probation when they obtain better than
C average for a semester. A student is not allowed to remain
in college on probation for more than two semesters consecutively, except by special permission. He is dropped for low
scholarship if he fails to maintain a satisfactory scholastic
record.
F
class attendance
Regular class attendance is required of all students in Lower
Division Courses. Attendance in Upper Division Courses is
voluntary for Juniors and Seniors unless required by the teacher of the class.
In classes for which attendance is required, a record of
attendance is kept and periodic reports on absences are
submitted to the Registrar.
Students who find it necessary to be absent because of illness
or for other reasons should present to their teachers a written
report of the reason for absence. A student will receive a grade
of F if the number of absences for which he has not presented
acceptable excuses is excessive as defined by the instructor of
that class.
Absences for tours, field trips and other instructor-arranged
activities are cleared with the Dean of the College. Lists of
participants, with information as to exact periods absent, are
issued by the Dean to all instructors involved.
Teachers deal with tardiness as they see fit. Students arriving
in class late must assume responsibility for reporting their
presence to the teacher.
examinations
Tests are given periodically throughout the semester. In the
course of each semester, reports of the grades attained are
made to the Registrar who forwards them to the counselors
and students. Final reports are sent at the close of each
semester to the parents and students.
Written examinations are regularly scheduled at the close of
each semester. No student or class may arrange to take a final
examination in any course before the examination week.
Absence from a final examination without a sufficient reason
will result in a grade of failure in the course concerned. A
student who has to be absent from a final examination because
of a conflict with outside work from which he cannot obtain an
excuse, may arrange to take such an examination during some
period after the time on which the subject is scheduled.
If a student has obtained permission from the Dean of the
College to take a final examination a t another hour than that
scheduled, he is charged a fee of $5 for such an examination.
Before the student takes the examination, he must obtain a
statement from the Registrar's office and bring it to the teacher
concerned.
comprehensive examinations
Comprehensive examinations may be permitted in courses
in which the Committee on Admissions and Student Standing
believes the student has adequate preparation or background.
Students who wish to take a comprehensive examination must
apply in writing to this committee. When permission is
granted, the necessary approval forms may be secured at the
office of the Registrar. A fee of $5.00 ($10.00 for students not
currently enrolled) is charged for each credit hour and must be
paid in advance. Examination questions and the answers will
be filed in the Registrar's office.
grade values
A
- - - - - - - - - Superior, 3 honor points per credit
B - - - - - - - - - - - - - - - - - - - Very good, 2 honor points per credit
Satisfactory, 1 honor point per credit
C
D
Passable, no honor points per credit
F
Failure, minus 1 honor point per credit
..
E
Condition
I ------ --- -- --- --- --- - - - - - - - - - - - - - - Incomplete
-
-
-
-
_
,
-
L
-
-
-
L
L
-
-
-
-
-
-
-
-
-
-
-
L
-
-
-
-
-
-
-
L
-
-
-
L
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
2
-
-
-
-
-
-
-
-
-
-
L
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
u
-
-
-
-
-
-
-
-
-
-
-
2
L
L
-
-
-
-
-
-
-
-
-
conditions and incompletes
A condition or an incomplete received a t the end of the
semester must be removed within the first six weeks of classes
of the following semester, or within a year if the student has
not re-enrolled. If incompletes and conditions are not removed
within the time allowed, the condition automatically becomes
a failure and the incomplete may be changed to a passing grade
only when the average of the previous work is sufficiently high.
The final grade after the condition examination is taken may
not be higher than D. A fee of $5.00 is charged for an examination making up an incomplete or a condition received at the
end of a semester.
graduation requirements
In order to qualify for the Bachelor of Arts degree, certain
requirements must be met with regard to credits, courses, and
grades. A student who plans to graduate from Augsburg is
urged to study the requirements as outlined in this section of
the catalog and in the department in which he plans to major.
It js the responsibility of the student to see that he includes
the required subjects at the right time in his program of
studies. The faculty advisers, the deans, and the registrar will
gladly assist him in planning his program.
general education requirements
For a general college education and as a basis for study
in professional fields, students are required to complete credits
as indicated in the following fields:
..
Religion - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 14 credits
At least 8 credits in lower' division courses and 4 in upper
division. A maximum of 3 credits from courses 51, 52, 54 may
apply. For transfer students, the requirement is an average of
2 credits per semester of attendance.
Freshman English - ---,,-,-,--- 6 credits from Eng. 11-12
-,
--,
,,- - - - - - - - - 3 credits
Literature or Philosophy - - - - Beginning Speech ,---- - - - - - - - - - -- -,
,--,
,2credits
--Fine Arts -- ,-,
,
,-,
_-,-- - -- ,--:-- ,,-,,,,-,
-- 2 credits
Art 1, 83, 84; H.Ec. 3, 64; Mu. 4, 7; or Sp. 29
Foreign Language - - - - - ,----,
,--, ,- - - - - - - - 0-14 credits
0 - If four years of one language have been successfully
completed in high school.
6 - If student has sufficient background in the language
to enroll in the intermediate course.
14 - If student has only one year or less of a foreign
language in high school.
Students with two years of a foreign language in high school
should normally be prepared to enroll in the intermediate
course in college; if not, they may enroll in the beginning
course, but will receive credit only for the second semester
of it.
Social Sciences .._ . -.- .... _ .. - _ - - - .- - - - - - _ _ - .- - - - - - 6 credits
Hist. 1, 2; 21,22; Soc. 1 , 2 ; or Econ. 15, Soc. 2
Natural Sciences - - - _ - - - - - _ - - _ - - - - - - - - - - - - - - - - - 9 credits
At least 3 credits must be in the biological sciences, and 3 in
the physical sciences
Physical Education - - - - - - - - - - - - - - - 1 credit from P.E. 3 and 4
All students are required to take an English test a t the end
of the sophomore year and must demonstrate a proficiency
in writing in order to qualify for the A.B. degree.
Where the demands of special curriculums prevent completion
of the general education requirements in four years, exemption
or modification of these requirements may be sought through
petition.
Major and Minor
All students are required to complete a major for graduation.
The major subject is determined by the student's aims as well
as by his particular interests and aptitudes as shown in the
quality of work he does in lower division courses.
Application for major must be made to the Head of the
Department offering the major. Majors are offered in the
following areas:
Business Education
Religion
Art
Home Econo'mics
Philosophy
History
Medical Technology
Greek and Latin
Sociology
Biology
English
Social S'cience
Physics
German
Psychology
Chemistry
French
Elementary Education
Natural Science
Spanish
Business Administration
Mathematics
Speech
Economics
Physical Education
Music
1
Except with special majors such as music, business education,
home economics, and combined natural science, students in
the teacher education curriculums should complete a minor
as well as a major.
For major and minor requirements as to hours of credit see
departmental statements.
Electives
Electives are planned with the purpose of properly distributing
a student's choices among the fundamental fields of knowledge
and culture, as well as among the correlatives of the major.
A maximum of 40 credits in one department is permitted to
count toward graduation. Juniors and Seniors should, as a rJle,
choose their electives from courses designated as Upper Division Courses, that is courses numbered 50 or above. At least
36 credits in the Upper Division Courses must be completed
for graduation.
Total Credits and Honor Points
The amount of work required for graduation comprises a minimum of 128 credits with an average grade of C, or one honor
point for each credit taken. A credit equals one recitation
period a week throughout one semester.
I
1
Honor points are computed at the rate of one honor point for
each credit with a grade of C, two honor points for each credit
with a grade of B, and three honor points for each credit with
a grade of A.
Residence Requirement
To receive the A.B. degree, the candidate must spend at least
the concluding year for such a degree in residence.
degree with distinction
The A.B. degree with distinction is conferred as follows:
Distinction
Honor point ratio
Summa Cum Laude ,-,
,
-,
- - -,
- - ,-,
--,
- - - - ,- - - 2.8-3.0
Magna Cum Laude ,,- - - - - - - - - - - - - - - - - - - - - - - - - 2.5-2.79
Cum Laude ,,,,,,-,
,
- -,
-,
- - -,
,
- - - - - - - - - - - - - - - 2.1-2.49+
To be eligible for these honors, the student must have completed a t least two years of work at Augsburg, and his record
a t Augsburg, as well as his total record must meet the requirements as given above.
+
I
courses onered
Descriptions of the courses offered in
1964-66 are given on the following pages.
Unforeseen circumstances may necessitate
making changes. Courses with inadequate
registration may be cancelled. Students
should consult the schedule of classes to
determine definitely the current course
offerings.
numbering of courses
IJ Odd numbers are used for first semester
courses and even numbers for second semester courses. The Roman numerals I,
I1 after the descriptive title also indicate
the semester in which the course is to be
offered.
Numbers 1 through 49 indicate lower division courses which are primarily for
freshmen and sophomores. Numbers 50
through 99 are upper division courses
intended for juniors and seniors.
Two course numbers joined by a hyphen
(1-2) indicate that the course is a continuation course and both semesters of it must
be completed before credit is given. Course
numbers separated by a comma (1, 2)
indicate that it is a year course, but
students may receive credit for one
semester without completing the other.
symbols
t Continuation course. To receive credit for
this course a student must complete both
semesters.
# Course may be taken with consent of
the instructor irrespective of prerequisites.
credits
0 Credits shown are in terms of semester
credits. For continuation courses, the total
COURSES
OF STUDY
credits for the year are given. A two-credit course generally
meets twice a week and a three-credit course three times a
week. In the case of laboratory courses, the hours of meeting
per week are more than the credits given. A semester is
approximately 18 weeks in length. The normal load for a
student is 16 credit hours per semester.
divisional organization
The college courses are organized into four divisions in
order to make interdepartmental coordination more convenient
and cooperative aims more easily achieved. A chairman is
appointed for each division.
Major and minor requirements are indicated in the departmental statements.
Division of Religion and Philosophy
Religion
Philosophy
Division of the Humanities
Greek, Latin
English, Speech
German, Scandinavian, French, Spanish
Music, Art
Division of the Social Sciences
History, Political Science, Geography
sociology
Psychology
Education, Library Science
Business Administration, Economics
Business Education
Home Economics
Division of Natural Sciences and Mathematics
Biology
Chemistry
Physics
Mathematics
Health and Physical Education
division of
RELIGION A N D PHILOSOPHY
Mr. P. A. Quanbeck, Chairman
Through the study of religion and philosophy, the individual is appraised of those realities which are central to the
problem of human existence. The student is encouraged to
seek to understand himself and his relation to the world within
the framework of the Christian Faith. The goal is the
development of an informed and integrated Christian person
who is equipped to participate responsibly in the life of the
Church and of society.
DEPARTMENT OF RELIGION
Quanbeck, Mr. Sonnack, Mr. Helland, Mr. Halverson,
Mr. Benson, Mr. Mandsager, Mr. W. Johnson, Mr. Strommen.
Mr. P. A.
The courses in religion are designed to give the student a working
knowledge of the Bible and an acquaintance with the life of the Church
through the study of its history, its beliefs, and its mission.
The graduation requirement includes 14 credits in religion. Of these
credits 8 must be in the lower division, and at least 4 must be upper
division. Not more than 3 credits earned in any of the courses numbered
51, 52 and 54 may be applied to this requirement. Freshmen are required
to take courses 1 and 2, and sophomores a r e required to take courses
3 and 4, Courses 1, 2, 3, and 4 are prerequisites for all upper division
courses. Requirements for transfer students will be determined a t the
time of admission.
A religion major is recommended as prcgn~.niion for cwecrs in parish
education, parish work, youth work, m d paris11 administration. Majors
must consult with the chairman of the department wgardlng their
course of study.
Major, 28 credits, Minor, 22 credits. Six upper division credits in Greek
may apply toward the major in religion.
See under Curriculums for a suggested course of study.
2, 2 crs,
1, 2, Basic Bible. Fr. I, It.
A brief Inhoduct,ion to Ille Rilllc iollc)wed by a study of the Old Testament, inclucling the history of Israel and spccial ~tlentionto one .or two
Old 'l'cslanlent books. 'l'hc second semester is devoted to the study of
the Ncw Tcstan~ent with special nllcntion to two or three I m k s includi~lgRomnns. read in^ nssignrrle~~ts
incllrd~1Re entile New Testament.
Special sectron Fora st.ucIenls selected for the honors pmgram.
2 crs.
3. Church History. I.
A survey of the institutional development of the Christian Church, with
the purpose of creating a greater understanding of its historical foundations. Emphasis is on the Reformation.
4. Christian Doctrine. II.
2 crs.
TIlc fundarnenla1 doct~jnesof the Christim Faith and the historical developo~en(of some of these doctrines. The si.gnillcance of the ecumenical
creeds and the Lutheran confessional writings.
UPPER DIVISION COURSES
51. Principles of Christian Education. I.
3 crs.
Seeks to develop a fundamental understanding of Christian education,
its history, objectives, curriculum, and administration, especially as
applied to Sunday School and Vacation Bible School teaching.
52. Parish Work. II.
2 crs.
Seeks to familiarize the student with the work of parish organization
and visitation. Class lectures are supplemented by actual field work.
54. Youth Work in the Church. II.
2 crs.
A study of principles, methods, and materials in youth work for the
purpose of developing effective Christian leadership in this sphere.
61. History of Religions. I.
3 crs.
A survey of some of the major religions of the world. The origin and
development of these religions and their influences today. Includes readings in the sacred writings of the religions studied.
62. The Mission of the Church. II.
3 crs.
A study of some of the ways in which the church has sought and seeks
to be the church and proclaim the Gospel in the world.
66. Hymns and Music of the Church. II.
See course 66 under the Department of Music.
3 crs.
3 crs.
71. The Early Christian Fathers. I.
The development of certain Cundamental theological doctrines from the
time of the Apostolic Fathers up to the Ecumenical Councils of the
early c l ~ u r c h .
3 crs.
72. Protestantism in America. 11.
The Protestant ethos in the United States. Special attention to the rise
of religious liberty, revivalism, the American denominational structure,
and the responses of American Protestantism to the challenges of its
environing culture.
3 crs.
81. The Gospels. I.
The nature of the Gospels. The life and \vork of Jesus. Particular attention to His teaching concerning the Kingdom of God.
3 crs.
82. Life and Epistles of Paul. II.
A survey of the life and work of P a u l , with a study of some of the
leading ideas that emerge from his writings.
3 crs.
83. The Message of the Old Testament. I.
The various types of Old Testament literature. The distinctive ideas of
H e b r e ~ vthought with emphasis on the message of the prophets.
91. Introduction to Contemporary Theological Thought. I.
3 crs.
A study of some representative trends in Christian theological thought
today, a s seen from the perspective of the enduring theological task of
the Christian Church.
92. Christian Ethics. 11.
3 crs.
The basic principles of ethics from a Christian point of view. Their
application to selected personal and social moral problems.
3 crs.
94. The Christian View of Man. 11.
The Christian doctrine of m a n and salvation. I t s uniqueness and relevance to certain other contemporary views of the nature and destiny
of man.
DEPARTMENT OF PHILOSOPHY
Mr. Halversol~,Mr. Jolil~so~i
The courses in philosophy seek to assist the student to become conversant with the great men and intellectual movements in the history of
Western civilization, to cultivate a n understanding of the principles of
sound reasoning, and to develop a mature understanding of the foundations of our knowledge in such areas as science, religion, and morals.
Major, 27 credits. Minor, 18 credits. Courses 21, 23, 51, 52, 53 are required for the major and the minor.
See under Curriculums for a suggested course of study.
3 crs.
21. Introduction to Philosophy. (Offered both semesters.)
Seeks to give the student a basic understanding of the nature and aims
of philosophy, an acquaintance with some of its central problems, and
a mastery of the terminology employed in philosophical discussion.
3 crs.
23. Logic. (Offered both semesters.)
A study of the formal rules of sound reasoning. Topics discussed include: the nature and functions of language; fallacies in reasoning;
definition; principles of deductive reasoning; induction; a brief i n t r e
duction to the notation of modern symbolic logic.
UPPER DIVISION COURSES
3 crs.
51. History of Philosophy: Ancient and Early Medieval. I.
An historical survey of the outstanding men and movements in the
development of philosophical thought from the Greeks through St.
Thomas Aquinas.
3 crs.
A survey course in which the development of Western philosophical
52. History of Philosophy: Late Medieval and Early Modern. 11.
thought is traced from the breakdown of the Medieval synthesis to the
systems of Kant and Hegel.
53. History of Philosophy: Recent and Contemporary. 1.
3 crs.
A survey of the most important trends in Western philosophical thought
in the nineteenth and twentieth centuries. (Offered 1965-66)
3 crs.
54. Seminar in the History of Philosophy. Prereq. #. II.
A careful study of some selected man or movement in the Western
philosophical tradition, with heavy emphasis on the careful reading of
primary source materials. (Offered 1965-66.)
73. Philosophy of Science. Prereq. #. 1.
3 crs.
A study of the meaning, methods, and implications of modern science
by means of an analysis of basic concepts, presuppositions, and p r e
cedures. (Offered 1965-66.)
85. Philosophy of Religion. Prereq. #. 1.
3 crs.
An inquiry into the nature of religious faith and experience, with special
attention to the problem of the nature of religious language. (Offered
1964-65.)
86. Ethics. Prereq. #. 11.
3 crs.
An inquiry into the nature of moral experience, and an analysis of
the language of moral discourse. (Offered 196465.)
91, 92. Independent Study. Prereq.
#. I,
II.
1-3,
1-3 crs.
For philosophy majors. Individual study and research on some philosophi-
60
cal topic of interest to the student, worked out in consultation with the
head of the department.
division of
THE HUMANITIES
Mr. Thorson, Chairman
It is the purpose of the Division of the Humanities to
transmit to the students a knowledge of and interest in the
cultural heritage of mankind, and t o assist the student in
finding his place within this culture. The Division seeks to
stimulate the student's desire t o acquaint himself with the
cultural treasures as these are found in language, literature,
and the fine arts, and to seek an expression of these upon the
basis and within the framework of the Christian faith.
DEPARTMENT OF NEW TESTAMENT GREEK AND LATIN
Mr. Colacci
The courses in this department aim to give the students a direct insight
into our Biblical and classical heritage. New Testament Greek is a tool
by which a student may gain a more complete understanding of the
Scriptures. A knowledge of New Testament Greek is a standard prerequisite for admission to most theological seminaries.
,Oombined Major in Greek and Latin: 20 credits in New Testament
Greek and'l4 credits in Latin.
See under Curriculums for a suggested course of study.
N e w Testament Greek
~ h o r 20
: credits
8 crs.
1-2.j Elements of New Testament Greek. I, II.
'l'kOr&tic&la d ,practical study of the grammar of the Greek language
of the New Testarrreqt, Roadingsr and parsing of the Greek text from
the &ape1 of Bt John and the huer d St, James. The manuscript
& ~ b I f & I 0 n0f the Greek b x t of the New Testament with the description of the main uncial manuscripts and ancient versions.
UPPER DIVISION COURSES
51. 52. Advanced New Testament Greek. Prereq. 2, 1. II.
3, 3 crs.
Selections from the Synoptic Gospels and Acts. Special emphasis is
given to parsing and syntax of the Greek text.
53, 54. Greek Exegesis. Prereq. 52. 1, 11.
3, 3 crs.
Selections from the Pauline and Catholic Epistles. Special emphasis is
given to the syntactical and exegetical approach to the Greek text.
Latin
1-2.$ Beginning Latin. Fr. I, II.
Grammar and exercises in translation.
8 crs.
3, 3 crs.
3, 4. Intermediate Latin. Prereq. 2. So. I, II.
Continuation of grammar and syntax. Selections from Caesar's Gallic
War, St. Augustine's Confessions, and Medieval Latin writers.
DEPARTMENT OF ENGLISH
Mr. Thorson, Miss Pederson, Mr. Dahlen, Miss Lillehei, Mrs. Livingston,
Mr. Nicholl, Mrs. Trautwein, Mr. Bergstrom, Mrs. Cherne,
Mrs. Christensen, Mr. Lesher.
The Department of Engltsh a i m Eo train students in the proper use
of EwUsh in opal and written oxpn$$.qion; to increase proficiency in
reading and fn anatyzlng; Ukefary texts; ta acquaint the students with the
&@nnings of Wes@rn literature md i t s development, chiefly in England
and fn America; and to Ustill a deeper uttderstanding of the fundamental
truths and realities of life revealed in great literature.
The department prepares specifically for the teaching of English in
secondary and elementary schools and for graduate study.
All students, except those exempted from English 12, must complete
Freshman English (courses 11 and 12) for graduation. Students of
superior rating are placed in special sections of course 11; those superior students who achieve a high level of proficiency at the end of
course 11 are exempted from course 12 and placed in course 40 the
second semester. Satisfactory completion 'of course 11 is a prerequisite
for course 12. Credit for course 11 without course 12 is given only to
students in the affiliated nursing program and those superior students
exempted from 12 who complete course 40.
.
Courses 35, 40, 41, or 42 meet the literature requirement for graduation.
.All studenh must hmonstrate a proflclencgr in writing a t the upper
di&lon level & q ~ w for
y the A.3. &g&e. This requirement may be
met by &&$wemen(on the s o p h o h m fighh test, a satisfactory junior
&me test, or completion of course %,50,1or
55,
Major : 27 credits above cowso 12, including 40, 41, 42, 61, 62, and 91.
Additional courges peogrnwerded for those planning on graduate study:
50 or 55; 73 or 7s: 82; 84; 8 ; 88; 93; plus work in German, French,
Latin, philosophy, and hlsbry.
T e a m major for the sewbdary 6;ehool: 33 wedits above course 12,
in~ludlnga5,40, Q, 42, 55, &1, 62, 84, 91: and %, 73, or 74. Strongly recommaded, in additIrm, are 9 cmlfts from th? fdbwing: journalism, speech,
elemeneducation 63 ; lzbrrtrl scimae 99, 60, 88.
Teaching major for the elementary school: 27 credits above course 12,
including 25, 40, 41, 42, 91; 50 or 55; 35, 73, or 74; and 61, 62, or 84, Recommended, in addition, are library science 58 and speech 16.
All majors must complete the intermediate year of Latin, German,
French, Spanish, or Norwegian. Foreign languages most generally required for graduate study in English are Latin, German, and French.
Minor: 18 credits above course 12, including 40, 41, 42, 91.
Teaching minor, elementary or secondary: 21 credits above course 12,
including those listed for the minor, plus 50 or 55.
See under Curriculums for a suggested course of study.
1. Improvement of Reading. (Offered both semesters.)
Designed to improve reading speed and comprehension.
1 cr.
9. Communication. I.
2 crs.
A course including reading of literary selections and practice in the
skills of writing, speaking, and listening. For student nurses.
6 crs.
11-12. Freshman English. (Course 11 offered both semesters.)
The study of language, composition, and literature. Superior students
are placed in advanced sections of course 11.
3 crs.
14. Journalism. Prereq. 11. II.
An introduction to news, feature, and editorial writing. Some attention
given to editing and the mechanics of newspaper production.
25. Expository Writing. Prereq. 12. 1.
3 crs.
Practice in the writing of exposition and argumentation. Reading and
analysis of models.
3 crs.
35. Literary Classics. Prereq. 12. (Offered both semesters.)
Reading, analysis, and discussion of some of the world's classics from
the renaissance to the modern age.
40. The Classical Tradition. Prereq. 12. (Offered both semesters.) 3 crs.
A study of the foundations of literature in the productions of the Greeks
and Romans. The influence of the classical tradition in subsequent ages.
4 crs.
41. Medieval and Renaissance Literature. Prereq. 12. 1.
The development of Western literature, chiefly British, from the ninth
century 'to the age of Shakespeare.
42. American Literary Developments. Prereq. 12. 11.
4 crs.
The growth of American literature from colonial times to the present.
Its themes, techniques, and place in intellectual movements.
50. American English. Prereq. 12. (Offered both semesters.)
3 crs.
A study of the structure of Modern English. Grammar and problems
of usage.
3 crs.
52. Creative Writing. Prereq. 12. 11.
Writing of description and narration. Study of techniques in the composition of fiction, poetry, and drama. Individual and group projects.
(Offered 1964-65.)
3 crs.
55. Introduction to Modern English. Prereq. 12. 1.
The study of Modern English grammar, vocabulary, and sounds viewed
in historical perspective. Acquaintance with some of the recent studies
of language. Designed to give prospective teachers of English an understanding of structural linguistics.
4 crs.
61. British Literature, 1616-1800. Prereq. 40. 1.
The principal authors from Donne through Blake. Discussion of literary
works in relation to historical backgrounds.
4 crs.
62. British Literature since 1800. Prereq. 40. 11.
The major writers in England in the nineteenth and early twentieth
centuries.
3 crs.
71. American Literature, 1820-1912. Prereq. 42. 1.
The development of romanticism and realism in nineteenth-century
American writers. (Offered 1964-65.)
3 crs.
73. Modern American Literature. Prereq. 42. 1.
Major American writers and movements since 1912. (Offered 1965-66.)
3 crs.
74. Modern Literature. Prereq. 40. 11.
The important literary movements of the present century in Europe and
in America.
3 crs.
82. The British Novel. Prereq. 40. 11.
The development of the novel in England. A study of the major novelists
and their works. (Offered 1965-66.)
3 crs.
84. Shakespeare. Prereq. 41. 11.
A study of selected plays, with attention given to Shakespeare's development, to dramatic technique, and to the Elizabethan Age.
3 crs.
86. Three Major British Poets. Prereq. 61. 11.
A study of the major poems and selected prose works of Milton and
two other British poets. (Offered 196S66.)
3 crs.
88. Chaucer. Prereq. 41. 11.
Chaucer's poetry in relation to the thought and culture of the Middle
Ages. Emphasis on the Canterbury Tales. (Offered 1964-65.)
2 crs.
91. English Seminar. Prereq. Sr. and English major or minor. 1.
Methods and problems of bibliography and research. Selected topics in
American and British literature. A review of movements and terminology.
93, 94. Independent Study. Prereq. Jr. or Sr. major with a
grade-point average of 2.0 or better. I, 11.
1, 1 cr.
DEPARTMENT OF SPEECH
Mr. Anderson, Miss Cole, Mrs. Olson
This department aims to foster in students those speech skills which
contribute to meaningful self-expression and effective leadership. It seeks
to develop platform skills, intelligent speech compositions, and critical
listening habits. It aims, through courses in interpretative reading and
drama, to stimulate an appreciation of fine literature and drama.
The department offers a major in general speech which prepares the
student to teach speech in the secondary schools and to take graduate
work in speech, theater, or speech pathology.
All students are required to earn two credits in speech for graduation.
Speech 11 is designed to meet this requirement, but other courses may
be substituted where permission is granted on the basis of previous
training or experience.
For elementary education students, courses 16 and 76 are recommended.
Elementary education students who have had speech in high school
may use 16 to fulfil the speech requirement.
Major: 24 credits above Speech 11. For education students courses 12,
29, 31, 32, 51, 66, and 76. In addition, a course in logic is required of all
majors.
Minor: 17 credits above Speech 11. For education students courses 12,
29, 31, 32, 51, and 66. In addition, course 76 is strongly recommended.
See under Curriculums for a suggested course of study.
11. Beginning Speech. So. (Offered both semesters.)
2 crs.
Basic problems of effective speaking and critical listening. Three hours
a week.
12. Forms of Public Address. Prereq. 11, Fr., So. II.
2 crs.
Public speaking projects with emphasis on style, audience psychology,
and adaptation to various situations. Three hours per week.
16. Story Telling and Creative Dramatics. So. II.
3 crs.
Selection of stories for various age groups. Techniques, observation, and
practice in story telling and creative dramatics. Recommended for parish workers and elementary school teachers.
21-22.t
Intercollegiate Debate. I, II. Open to all students.
2 crs.
Practice in debating the intercollegiate debate question of the year.
Participation in intercollegiate debate tournaments.
29. Introduction to Dramatic Arts. Open to all students. I.
3 crs.
An introduction to the history of the theater and to the theories of drama
and dramatic production.
31. Interpretative Reading. So. I.
3 crs.
Basic principles of oral interpretation of literature. Practice in reading
various kinds of prose, poetry and drama.
3 crs.
An introduction to the art of acting. Practical work in pantomime and
improvisation; participation in dramatic presentations.
32. Acting. So. II.
UPPER DIVISION COURSES
3 crs.
51. Argumentation. Jr., Sr., I.
Applications of logic in public speaking, discussion, and debate. Participation in intercollegiate debates. It is recommended that students
take logic prior to registering for this course.
52. Advanced Public Speaking. Prereq. 11. Jr., Sr., II.
3 crs.
An introduction to classics in rhetoric; analysis of great speeches; practical work in speech writing. (Offered 196566.1
56. Group Leadership and Discussion. Jr., Sr., II.
3 crs.
Theories of group leadership; principles and types of discussion; practice in discussion techniques. (Offered 1964-65.)
63, 64. Stagecraft. Jr., Sr. I, II.
3, 3 crs.
First semester devoted to lighting and design; second semester to scene
construction and painting. Students planning to take only one course
should register for 64.
66. Stage Direction. Prereq. 32. Jr., Sr. II.
3 crs.
Theory and practice of stage direction with laboratory exercises in
planning productions and conducting rehearsals.
76. Speech Pathology. Jr., Sr. II.
3 crs.
Physical and psychological factors underlying normal and abnormal
speech. An introduction to principles and methods of speech correction.
91, 92. Independent Study. Sr. 1, II.
1, 1 cr.
Selected topics in drama or rhetorical theory; individual projects with
emphasis on the use of primary sources and methodology of research.
DEPARTMENT OF MODERN LANGUAGES
Mr. Olson, Mr. Landa, Mrs. Kingsley, Mr. Hatchek, Miss Aaskov,
Mr. Hansen, Mr. Cannon, Mrs. Johnson, Mr. Moreno, Mr. Balz,
Mrs. Nashan
This department aims to impart to the student the knowledge of a
modern language as a factor in stimulating a sympathetic interest in
the people for whom it is the main channel of expression. I t also aims
to aid the student in developing an understanding of the idiom of a
particular language and a mastery of the rules of grammar and pronunciation. It furthermore seeks to develop an interest in the history,
literature and life of the people whose language he is learning, and to
transmit to American life the best of their cultural and religious heritage.
A special aim is to provide language facility and technical training for
those who plan to teach, study theology, or become candidates for
higher academic degrees.
See under Curriculums for a suggested course of study.
German
Major: 24 credits above German 2.
Minor: 16 credits above German 2.
1-2.t Beginning German. I, II.
8 crs.
Pronunciation, grammar, reading, elementary composition and conversation. Audiooral exercises in laboratory required.
3, 3 crs.
3, 4. Intermediate German. Prereq. 2 or equivalent. I, II.
Emphasizes pronunciation and comprehension. Grammar review, composition, and conversation. Required for teachers and minors. Students
who have credit for German 5, 6 will not receive credit for this course.
5, 6. Intermediate German. Prereq. 2 or equivalent. I, II.
3, 3 crs.
Emphasizes reading and interpretation of texts in German. For students
who plan to enroll in a theological seminary or graduate school. Students
who have credit for German 3, 4 will not receive credit for this course.
UPPER DIVISION COURSES
3, 3 crs.
51, 52. German Literature. Prereq. 4 or 6. 1, II.
Selected works of standard German authors. A survey of German literature and culture.
61, 62. Composition and Conversation. Prereq. 4. 1, II.
2, 2 crs.
More advanced work in writing and speaking German. Required for
teachers and minors.
71. The German Drama of the 19th Century. Prereq. 52 or #. 1.
3 crs.
A survey of the field and reading of representative works. (Offered
1965-66.)
72. The German Short Story (Novelle). Prereq. 52 or #. II.
3 crs.
A survey of the genre and reading of works in the field. (Offered 196566.)
74. The German Novel of the 19th and 20th Centuries.
Prereq. 52 or #. II.
3 crs.
Discussion and reading of representative works. (Offered 1964-65.)
90. Independent Study. Prereq. #. (Offered both semesters.)
1-2 crs.
Selected topics in German literature. Paper to be written in German.
Scandinavian Language a n d Literature
Minor, 24 credits.
1-2.t Beginning Norwegian. Fr. I, II.
8 crs.
Reading, translation, spelling, and exercises in writing and in pronunciation.
3, 4. Intermediate Norwegian. So. I, II.
3, 3 crs.
Further study of grammar. Reading of standard authors. Brief survey
of Norwegian literature. Composition.
11. Scandinavian History. I.
3 crs.
A brief survey of the history of the Scandinavian peoples, with history
of Norway as the core. (Offered 196566.)
16. Modern Scandinavia. II.
3 crs.
A survey of social thought and life in Scandinavia since 1814, with special
emphasis upon recent developments. (Offered 1965-66.)
UPPER DIVISION COURSES
55. The Modern Scandinavian Novel. Jr., Sr. I.
2 crs.
The course includes selected novels by Jonas Lie, Sigrid Undset, Selma
Lagerl~f,and others. Knowledge of a Scandinavian language not required. (Offered 1964-65.)
56. The Modern Scandinavian Drama. Jr., Sr. II.
2 crs.
The course includes dramas by Bj~rnson,Ibsen, and Strindberg. Knowledge of a Scandinavian language not required. (Offered 1964-65.)
90. Independent Study. Prereq. #. (Offered both semesters.)
1-2 crs.
Reading of selected authors. Paper to be written in Norwegian.
French
Major: 24 credits above French 2.
Minor: 16 credits above French 2.
1-2.t Beginning French. I, II.
8 crs.
Pronunciation, conversation and elementary grammar. Oral, written,
and reading practice. Laboratory work an integral part of the course.
3, 4. Intermediate French. Prereq. 2 or equivalent. I, II.
3, 3 crs.
Further study of grammar involving aural-oral and written practice.
Composition. Reading of representative works. Laboratory emphasis on
the native voice.
UPPER DIVISION COURSES
51, 52. Survey of French Literature. Prereq. 4. 1, 11.
3, 3 crs.
Study of French authors and literary movements. Lecture, reading, and
reporting on literary works in the French language.
61. French Conversation and Composition. Prereq. 4. 1.
4 crs.
Conversation and composition toward facility in the language. Vocabulary enrichment, organization, and correctness of expression.
72. Modern French Literature: The Novel. Prereq. 4. 11.
3 crs.
Representative works of important French novelists of the modern
period. Oral and written reports in French. (Offered 196465.)
74. Modern French Literature: The Drama. Prereq. 4. 11.
3 crs.
Representative works of important French dramatists of the modern
period. Oral and written reports in French. (Offered 196566.)
90. Seminar in Literature. Prereq. 51, 52, and 61. 11.
2 crs.
Selected topics in French Literature for the advanced student. Discussion and reports in French. (Offered on demand.)
Spanish
Major: 24 credits above Spanish 2.
Minor: 16 credits above Spanish 2.
1-2.t Beginning Spanish. I, II.
8 crs.
Aims to develop the ability to speak, write, understand, and read simple
Spanish. Laboratory work an essential part of the course.
3, 4. Intermediate Spanish. I, II.
3, 3 crs.
Further study of grammar; oral work; reading of short stories, novels,
and plays. Further laboratory work.
UPPER DIVISION COURSES
51, 52. Survey of Spanish Literature. Prereq. 4. 1, II.
3, 3 crs.
A study of Spanish literature from the Poema del Cid to modern times.
Lectures in Spanish. Reading of representative works. Written and oral
reports. Laboratory work.
61. Spanish Conversation and Composition. Prereq. 4. 1.
4 crs.
Aims to facilitate free expression in Spanish through conversation and
composition. Laboratory work provides opportunity for hearing native
voices.
72. Hispanic American Writers. Prereq. 4. 11.
3 crs.
Representative works of Hispanic American writers. Oral and written
reports in Spanish. (Offered 1964-65.)
74. Modern Spanish Writers. Prereq. 4. 11.
3 crs.
Selected readings of modern Spanish writers. Oral and written reports
in Spanish. (Offered 1965-66.)
90. Seminar in Literature. Prereq. 51, 5 2 and 61. 11.
2 crs.
Selected topics in Spanish literature. Discussion and reports in Spanish.
For the advanced student. (Offered on demand.)
DEPARTMENT OF MUSIC
Mr. Sateren, Mr. Savold, Mr. Thut, Mr. Johnson, Mrs. Thut, Mr. Gibson,
Mr. Lane, Mr. Haugen, Mr. Karlen, Mr. Davenport, Mr. Gabrielsen
The Department of Music offers training to students who wish to become
teachers of music, directors of choral and instrumental ensembles, or
who are primarily interested in performance, as well as preparation
for those who expect to pursue specialized study in the field of music.
General instruction is afforded other students who also wish to broaden
their cultural background with an understanding of and appreciation for
the music of the masters. Emphasis is laid upon the rich musical heritage
of the Christian Church.
Major: 40 credits, Excepting 4 and 66, courses 1 through 69, and 10
credits in applied music, of which 6 must be in private lessons in voice
or on an instrument, and 4 as a member of a musical organization. At
least 3 credits in private instruction must be earned in the junior and
senior years.
One public performance in their area of specialization is required of
juniors and seniors. This requirement may be fulfilled by satisfactory
participation in the monthly Performance Workshops. Formal public
recitals are encouraged and, upon recommendation of the department,
may be given in fulfillment of the requirement.
Sophomores, juniors and seniors a r e required to attend the monthly
Performance Workshops. Freshmen a r e encouraged to attend. The
workshops are student recitals which provide opportunity for public
performance and acquaint the students with a repertory of musical
excellence.
All majors and minors are required to pass a piano proficiency examination, preferably by the end of the sophomore year. It includes: (a) major
and harmonic minor scales with triads and inversions, played two
octaves, ascending and descending, hands together, at moderate speed;
(b) a Bach two-part invention o r a classical sonatina; (c) a romantic
or modern piece showing expression; and (d) sight reading pieces of
hymn-tune grade.
Minor: 26 credits. Excepting 4 and 56, courses 1through 58, and 6 credits
in applied music, 4 of which must be in private lessons in vocal or
instrumental music, and 2 in an organization.
A maximum of 10 credits in applied music may count toward the
Bachelor of Arts degree.
See under Curriculums for a suggested course of study.
4, 4 crs.
1, 2. Theory. I. Fr., So. I, II.
A basic course in the materials of music: the principles of notation,
major and minor scales, intervals, triads and rhythms, and their
application in written exercises, including the harmonization of figured
bass and given melodies; aural skills, sight reading, dictation, and partsinging.
2 crs.
4. Introduction to Music. (Offered both semesters.)
A course for non-majors. To promote understanding and enjoyment
of music. Fulfills the fine arts requirement.
2, 2 crs.
7, 8. History and Literature of Music. I, II.
An historical survey of western music from its beginnings to 1900. S u p
plemented by musical scores and recorded performances.
UPPER DIVISION COURSES
4, 4 crs.
55, 56. Theory II. Prereq. 2. 1, II.
Continuation of 1, 2, with advanced work in harmonization; modulation,
advanced chord formations, the use of suspensions, retardations, and
ornaments of music. Course 55 includes work in strict counterpoint in
one, two, three, and four-part writing in all the species. Course 56
gives special study to the form and structure of music.
57, 58. Conducting. Prereq. 2, or 2 cr. in piano, organ, or
2, 2 crs.
equivalent. Jr. I, II.
Techniques of conducting choral and instrumental music; organization
and administration of choral and instrumental ensembles in school,
church, and community. Students in music education should take the
course in junior year.
2, 2 crs.
61, 62. Instrumental Technique.* Prereq. 2. Jr., Sr. I, II.
Class instruction in string, reed, brass, and percussion instruments,
preparing the prospective public school music teacher and director
for work in band and orchestra.
2 crs.
63. Choral Technique.* Prereq. 2. Jr., Sr. I.
Class instruction in the fundamentals of voice culture as related to
choral ensemble. For public school music teachers and directors of
vocal music.
3 crs.
66. Hymns and Music of the Church. II.
Development of the music of the Christian Church, with special attention
to the Protestant heritage. Designed for the general student, organists,
choir directors, and pre-theological students. Fulfills the requirements
of a course in religion.
2 crs.
69. Twentieth Century Music. Prereq. 8, 56. Jr., Sr. I.
A survey of western music with emphasis on contemporary trends.
*Students taking Instrumental Technique are not required to take
Choral Technique. Those taking Choral Technique must take one semester of Instrumental Technique.
Applied Music
Vocal and insburnenial Instruction is available to all sludents. Beginners must complek two semesters of private lessons In order to receive
credit. Qtl~el~s
wceive one crcdit for a minimurn of sixteen thirtyminute lcssons per semedcr. Occasional lessons alVe aavnilable without
credit. For slatc~mentof ices see under Finnncinl Information.
1, 1 cr.
Piano. I, II.
Technique as needed, repertory, performance, accompanying. Music
majors and minors must pass the proficiency examination. Only those
credits earned after this kxamination has been passed apply toward
the major or minor.
1, 1 cr.
Organ. Prereq. Basic piano technique and #. I, II.
Technique as needed, repertory, performance, hymn playing, accompanying.
1, 1 cr.
Voice. I, II.
Includes correct habits of pronunciation and articulation, breath control,
flexibility, ear training in some cases, and interpretation of song classics,
both sacred and secular.
2 crs.
Ch0ir.t I, II.
Concert Band.
t
2 crs.
I, II.
Wood-wind Instruments, Brass Instruments.
1, 1 cr.
Women's Chorus (Cantorians)t, Male Chorus, Collegiate Band, Orchestra, Brass Ensemble, String Ensemble, Woodwind Ensemble.
1/2 credit per semester
These organizations exist not only for the benefit of the music student
but for any student who wishes to participate in groups affording opportunity for musical expression.
Performance Workshop. I, II.
0 cr.
DEPARTMENT OF ART
Mr. Thompson, Mr. Molder
Thc Department of Art endeavo~sto fustlier the student's technical nnd
conceptual unrlersTenrling or art, Bcsides exp~rIence In the disciplines
of dmwing, print rnnlting, painting, and sculplure, ernpltasis is ~ l v e n
to the function of art In hjstory and religion. Recnusc 01 Ihe placr nrt
hns in contcmpornry lib, s t u d ~ n t s are enenuraged to consider the
areas of i~aching,grrrdiralc study, comrnsrrial. clesigning, and avocational art.
In addition to the courses offered for credit, students have the opportunity to study and discuss with August Molder, artist in residence,
problems of art related to painting and the making of stained glass
windows.
The department reserves the right to keep for three years examples of
student a r t work for exhibition purposes.
Major: 32 credits, including 1, 7, 18, 21, 65, 66, 67, 83, 84
Minor: 16 credits, including 1, 18, 21 and 83 or 84
See under Curriculums for a suggested course of study.
1. Basic Design. Fr. (Offered both semesters.)
3 crs.
Theory and application of basic art principles in drawing, painting,
sculpture, and design.
3. Art in Daily Living. I.
See course 3 under Department of Home Economics.
3 crs.
7. Drawing I. Fr. I.
2 crs.
Freehand drawing in pencil, charcoal, pastel, ink, and mixed media.
18. Oil Painting I. Prereq. 1.
3 crs.
Investigation of the technical and expressive possibilities of oil paint.
Still life, landscape and portrait painting. (Offered semester 11, 1964-65;
both semesters, 1965-66.)
21. Sculpture I. Prereq. 1. 1.
3 crs.
Design in three-dimensional form. Modeling of portraits, human figures,
and animal forms. Ceramic design and plaster casting.
32. Water Color Painting. Prereq. 1 or 7. 11.
2 crs.
Use of transparent and opaque water color techniques, with emphasis
on landscape painting. (Offered 1964-65.)
UPPER DIVISION COURSES
64. History and Appreciation of Art. II.
See course 64 under Department of Home Economics.
3 crs.
3, 3 crs.
65, 66. Composition. Prereq. 1 and 7. 1, II.
A study of the elements of form and composition. Two and threedimensional studies executed on a small scale. Semester I: Form and
Space. Semester 11 : Vision. (Offered 196566.)
3, 3 crs.
67, 68. Print Making. Prereq. 1. I, II.
Principles and methods of color printing and composition. Semester I :
Woodcut and the silk screen process. Semester 11: Intaglio methods
on copper.
3 crs.
76. Oil Painting II. Prereq. 1, 7, 21.
Advanced oil painting. (Offered semester I, 1964-65; semester 11, 196566.)
78. Sculpture II. Prereq. 1, 7, 21.
Advanced sculpture.
3 crs.
83, 84. Art History and Appreciation. Jr., Sr. I, II.
3, 3 crs.
Survey of architecture, sculpture, and painting in Western civilization.
Semester I : Prehistoric to Renaissance. Semester II: Renaissance to
Modern.
90. Independent Study. (Offered both semesters.)
1-2 crs.
Supervised study in fields of special interest. Problems selected from
studio disciplines and art history. Open to seniors with a major in art.
division of
SOCIAL SCIENCES
Mr. Dl~rislock, Cl~airrnnl~
It is the general purpose olf the work in this division to
improve the student's understanding of human relationships
and his appreciation of their importance and value, especially
in their Christian interpretation. The work proceeding under
the guidance of the faculty in this division is therefore intended to develop a higher grade of citizenship and to improve
the individual's adaptation to his vocation.
DEPARTMENT OF HISTORY AND POLITICAL SCIENCE
Mr. Chrislock, Mr. Kleven, Mr. Gisselqnist, Mrs. Jensen, Mr. Gustafson,
Mr. Laue
The work of this department is designed to give the student a n understanding and appreciation of the events, functions, motivations, and
operations of the phenomena in the fields of History and Political Science.
I t affords preparation for graduate study and for teaching in secondary
schools.
History
Major, 30 credits; minor, 21 credits. Students with a major or minor in
history who plan to teach in this field must include History 21 and 22.
F o r non-majors, prerequisites may be waived on consent of the instructor.
See under Curriculums for a suggested course of study.
1, 2. Western Civilization. Fr. I, II.
3, 3 crs.
A rapid survey of Western history from ancient times and up to the
present. An effort is made to place the study of Western Civilization in
a world setting.
3, 3 cn.
21, 22. United States History. So. I, II.
A survey of the life of the American people and the development of
their ideas and institutions. Special section for students selected for the
honors program.
UPPER DIVISION COURSES
3 crs.
52. England to 1832. Prereq. 1, 2. Jr., Sr. II.
Emphasis placed on the constitutional development of England. (Offered
1964-65.)
3 crs.
53. History of Canada. Jr., Sr. I.
The development of Canada from early explorations to the present, with
emphasis on Canadian-United States relations. (Offered 1965-66.)
3 crs.
55. Contemporary United States. Prereq. 21, 22. Jr., Sr. I.
The United States from about 1900 to the present. Seminar offered in
connection with this course may be taken for one additional credit on
approval of instructor.
56. American Diplomatic History. Prereq. 6 cr. in History or
3 cn..
Pol. Sci. or #. Jr., Sr. II.
The history of American foreign policy. The period from 1898 to the
present is emphasized. Seminar offered in connection with this course
may be taken for one additional credit on approval of instructor. (Offered 196566.)
57. Governments and Problems of South and Southeast Asia.
Jr., Sr. I.
3 crs.
See course 57 under Political Science.
58. Politics and Problems of the Middle East. Jr., Sr. II.
See course 58 under Political Science.
3 crs.
3 crs.
61. Ancient History. Prereq. 1, 2. Jr., Sr. I.
A cultural and political history of ancient civilizations and their contribution to modern cultures. (Offered 1964-65.)
3 crs.
63. Medieval Europe, 300-1200. Prereq. 1, 2. Jr., Sr. I.
From the decline of Rome, through the political, economic, and cultural
revival of 12th century Europe. (Offered 1965-66.)
3 crs.
64. Medieval Europe, 1200-1500. Prereq. 1, 2. Jr., Sr. II.
Medieval culture at its height in the 13th century, the rise of western
monarchies, decline of the medieval papacy and empire, late Middle
Ages and the Italian Renaissance. (Offered 196566.)
65. Early Modern Europe, 1500-1648. Jr., Sr. I.
3 crs.
Emphasizes the religious crises of the Reformation and the religious
wars. (Offered 1964-65.)
66. Early Modern Europe, 1648-1789. Jr., Sr. II.
3 crs.
A study of divine-right absolutism of Louis XIV and its influence in
Europe, contrasting political pattern of England, scientific developments
and their effects on areas of thought, 18th century background of the
French Revolution. (Offered 1964-65.)
67. Commonwealth Countries of South Asia and the South Pacific.
3 crs.
Jr,, Sr. I.
A political and economic study of the transition from colonial to commonwealth status of India, Pakistan, Ceylon, Australia, and New Zealand
in the nineteenth and twentieth centuries. (Offered 196566.)
3 crs.
A survey of the internal developments in China and Japan, their relations with each other and with the West. (Offered 1965-66.)
68. China and Japan, 1850 to Present. Jr., Sr. II.
71. French Revolution and Early Nineteenth Century Europe.
Prereq. 12 credits in History. Jr., Sr. I.
3 crs.
Political, economic, social and cultural development in Europe from
1789 to 1850. The French Revolution, Napoleon, the Restoration, the
Revolution of 1848.
72. Late Nineteenth Century Europe. Prereq. 12 credits in History.
3 crs.
Jr., Sr. 11.
Political, economic, social, and cultural development in Europe from
1848 to 1914. The national unification of Germany and Italy, the rise
of imperialism, and the background of World War I.
3 crs.
75. History of Political Theory. Jr., Sr. I.
See course 75 under Political Science.
3 crs.
A survey of recent developments in the world, extending from the outbreak of World War I to the present. Seminar offered in connection with
this course may be taken for one additional credit on approval of instructor.
82. Twentieth Century Europe. Prereq. 12 credits in History. Sr. 11.
3 crs.
99. Seminar in Northwest History. Prereq. #. Jr., Sr. I.
A study of various areas of the history of Minnesota and the Northwest.
A research paper is required. (Offered 1964-65.)
Political Science
Minor: 15 credits.
6 crs.
American Government. I, II.
A study of the Constitution; civil right; federal, state, and local governments; citizenship; and popular control of government.
41-42:F
U P P E R DIVISION COURSES
56. American Diplomatic History. II.
3 crs.
See course 56 under History.
57. Governments and Problems of South and Southeast Asia.
Jr., Sr. I.
3 crs.
The emergence of the new national states in this a r e a ; their political
and economic problems. (Offered 1964-65.)
3 crs.
A survey of the contemporary political and economic problems in the
Middle East. (Offered 1964-65.)
58. Politics and Problems of the Middle East. Jr., Sr. II.
75. History of Political Theory. Jr., Sr. I.
3 crs.
A survey of the high points in the development of political theory from
the Greeks to the present. (Offered 1965-66.)
82. Public Finance. Prereq. 41-42 or Economics 15 for Political
Science minors. Jr., Sr. II.
See course 82 under Economics.
3 crs.
Geography
14. Human Geography. Fr., So. II.
A study of geographical factors affecting mankind.
3 crs.
Combined Major in Social Sciences for Teaching: 24 credits in History
(including History 21 and 22) and Geography; Sociology 1, 2; Economics
15, 16; Political Science 41-42.
See under Curriculums for a suggested course of study.
Minor in Social Science: 6 credits each in History and Sociology; Political Science 41-42; and 3 credits in Economics.
DEPARTMENT OF SOCIOLOGY
Mr. Torstenson, Mr. Nevasltar, Mrs. Belgnm, Mr. Nordlie
The objectives of this department are to help students attain a better
understanding of society and its social problems, as well as to prepare
students for social service, for graduate training in social work, and
for graduate study in Sociology. Beyond understanding of society and its
problems and beyond academic competence, the department aims to
explore the relevance of Christianity to effective social service.
Major, 27 credits including Sociology 1, 2. Required in addition a r e
History 1, 2, o r 21, 22; Psychology 5.
Minor, 15 credits including Sociology 1, 2. Required in addition a r e
History 1,2, o r 21, 22.
See under Curriculums for a suggested course of study.
1. Introduction to Sociology. Fr., So. I.
3 crs.
An introduction to the field of Sociology, examining its methods, techniques, and general concepts a s they apply to an analysis of American
society.
2. Social Problems. Fr., So. II.
3 crs.
The dynamic processes a t the root of contemporary problems. Problems
of personal, family and communily disorganization a r e selected for
special study.
8. Sociology. II.
2 or 3 crs.
An introduction to the field of sociology. Designed especially for student nurses.
16. Modern Scandinavia. II.
See course 16 under Scandinavian Language and Literature.
3 crs.
21. Rural Sociology. So. I.
3 crs.
The culture and social organization of American rural life in historical
perspective; a n examination of social processes and problems of changing rural communities and institutions.
3 crs.
22. Urban Sociology. So. II.
The culture and social organization of the city in historical perspective;
including an examination of processes and problems related to the
development of the modern metropolis.
42. Marriage and Family Relationships. (Offered both semesters.)
See course 42 under Department of Home Economics.
3 crs.
UPPER DIVISION COURSES
3 crs.
53. Introduction to Statistics. Jr. I.
Scientific methods of dealing with the collection, organization, comparison and interpretation of socio-psychological data. Constructing of graphs
and tables, finding measures of central tendencies, variability and correlation.
54. Social Research. Jr. II. Prereq. 53 or
#.
3 crs.
Methods of investigation in sociology and psychology; an examination of
problems and procedures of social research; an analysis of research
designs and techniques.
57. Fields of Social Work. Jr., Sr., I.
2 crs.
An introduction to the historical development, basic concepts, legislative
policies, organizational structure, and institutional functions of social
welfare, including a survey of contemporary public welfare and social
security.
2 crs.
58. Introduction to Methods of Social Work. Jr., Sr. II.
Principles and procedures of case work and group work. Designed especially for students who anticipate entering the field of social work.
(Offered 1965-66.)
59-60.? Field Experience in Social Work Agencies. Jr., Sr., I, 11. 2 crs.
Provides laboratory experience in the metropolitan community for students preparing for social work. To be integrated with Sociology 57 and
58 or 66.
63. Criminology. Prereq. I. Jr., Sr. I.
3 crs.
A study of thi nature of delinquency and crime in contemporary society.
An examination of causal factors, methods of apprehension, treatment
and prevention of delinquency and crime.
66. Public Welfare. Jr., Sr. 11.
3 crs.
A study of the development of public welfare in the context of historical
changes in American society, and an examination of major concomitant
social issues. (Offered 1964-65.)
3 crs.
75. Social Psychology. Prereq. 1, Psy. 5. Jr., Sr. I.
Society and the individual, the socialization process, the development
of personality, the impact of group norms. Selected forms of collective
behavior such a s crowd, rumor, and audiences.
76. Race and Minority Group Relations. Jr., Sr. II.
3 crs.
The cultural, structural and psychological dimensions of minority group
relations; major attention is focused on prejudice, racism and civil
rights in the American setting.
3 crs.
78. Labor-Management Relations. Jr., Sr. II.
An analysis of the socio-economic roles of labor and management in a
dynamic society. (Offered 1965-66.)
81. Modern Sociological Theory. Sr. I.
3 crs.
An examination of the nature and major types of contemporary soci*
logical theories in the context of their historical settings in the nineteenth
and twentieth centuries.
DEPARTMENT OF PSYCHOLOGY
Mrs. Hinrichs, Mr. Armacost, Mrs. Anderegg
The objectives of this department are: (1) to acquaint the student with
the principles and methods in the scientific study of behavior and (2) to
enable the student to better understand the processes which influence
behavior. Emphasis is on the study of man, so that the student may
develop an understanding of himself and his fellow man.
Major: 24 credits, including 5, 61, 62, 64, 81 and 86. In addition, Sociology
53 or Economics 54 is required. Students planning to enter graduate
school in psychology should also plan to take Biology 1, 2, or 13-14;
Chemistry, 5, 6 , or Physics 5, 6 ; and Philosophy 23 or 73.
Minor: 15 credits, including 5, 62,
See under Curriculufls for a suggested course of study.
5. General Psychology. So. or
#. (Offered
both semesters.)
3 crs.
A study of the basic processes underlying behavior. The general princi-
ples and methods of psychology are examined as they apply to the many
areas of specialization in psychology. Seminar offered in connection with
this course may be taken for one additional credit by students selected
for the honors program. I t includes advanced readings and discussion on
general psychology topics.
2 crs.
7. General Psychology. I.
A study of the basic processes underlying behavior. The general principles and methods of psychology are examined. For student nurses.
UPPER DIVISION COURSES
53. Human Growth and Development. Prereq. 5. Jr., Sr. or
See course 53 under Education.
#. 1.
3 crs.
60. Psychological Measurement. Prereq. 5, and Soc. 53 or Econ. 54.
Jr., Sr. 11.
3 crs.
A systematic survey of problems of data collection and analysis. Special
attention given to measurement of achievement, aptitudes, interests,
attitudes.
61. Psychology of Personality: Normal. Prereq. 5. Jr., Sr. I.
3 crs.
A study of the dynamics of human adjustment with emphasis on behavior that customarily falls within the normal range. Includes an
introduction to major theories of personality.
62. Psychology of Personality: Abnormal. Prereq. 61 or
Jr., Sr. 11.
#.
3 crs.
A study of the sociological, biological, and psychological factors involved
in abnormal behavior. Contains an examination of diagnostic categories,
treatment, and research in mental illness.
64. Experimental Psychology. Prereq.
5, and Soc. 53 or Econ. 54.
Jr., Sr. 11.
3 crs.
An introduction to design, execution, and analysis of experiments in
psychology. One two-hour lecture and one three-hour laboratory period
per week.
71. Educational Psychology. Prereq. 5. Jr. I.
See course 71 under Education.
3 crs.
75. Social Psychology. Prereq. 5 and Soc. 1. Jr., Sr. I.
3 crs.
See course 75 under Sociology.
81. History of Psychology. Prereq. 9 hours in Psy. or #. Jr., Sr. 1.
3 crs.
A survey of ideas and events of importance in the development of current points of view in psychology.
1-2 crs.
84. Topics in Psychology. Prereq. #. Jr., Sr. I, II.
Independent study for students desiring to carry out individual research
projects. Four credit maximum.
85. Counseling Psychology. Prereq. 61. Sr. I.
3 crs.
An introduction to the basic principles, methods, and techniques of
counseling. Consideration given to goals and ethical problems in a
counseling relationship.
86. Seminar in Psychology. Prereq. 15 hours in Psy. or #. Sr. 11.
A study of psychological problems in the contemporary world.
2 crs.
DEPARTMENT OF EDUCATION
Mr. Jollnson, Miss Mattson, Mr. Fardig, Mrs. Anderegg, Mrs. Hanson
The Education curriculum has been designed primarily for those preparing to do public school teaching, although any student who is preparing to work with youth is encouraged to study in this area. The work
in this department will qualify the graduate for teaching on the elementary o r the junior and senior high school level, as well a s for further
study in the field of education.
Elementary Education
Students planning for elementary school teaching a r e required to follow the prescribed course of study. See under Curriculum for Elementary
Education.
Formal admission to the program takes place in the sophomore year.
During this year the student has regular conferences with the Director
for orientation and counseling purposes, and is tested in the subject
matler of the fields which a r e taught in elementary schools. Students
with deficiencies m a y be required to take additional work. Each student
wishing to complete the program must make written application on the
form provided and must be recommended by the Director and approved
by the Committee on Teacher Education.
All students admitted to the Elementary Education program must satisfactorily complete Ed. 57, 58 (Group Activity), usually to be taken in
connection with Ed. 51 and 56. Students in elementary education a r e
required to take 3 semester hours in general psychology to be completed
a s a prerequisite for Ed. 51.
Major: 31 credits, including all courses listed under Curriculum for
Elementary Education.
See under Curriculums for a suggested course of study.
51. Orientation to Elementary Education. Prereq. Admission to
Dept. of Education. Jr. I.
4 crs.
A study of the qualifications of teachers, the teaching profession, survey
of American schools, philosophies, policies and practices. Includes observation of teaching situations.
53. Human Growth and Development. Prereq. Psy. 5, Jr. I.
3 crs.
A study of the growth and development of the human organism from
conception through adolescence. Emphasis on process of learning, factors influencing learning.
54. Methods and Materials: Art, Health, Physical Education, Music.
2 crs.
Prereq. 51, 53. Jr. II.
Principles, methods and techniques for health and physical education
in elementary grades. Philosophy, methods and materials for teaching
a r t and music in the elementary school.
56. Methods and Materials: Mathematics, Science. Prereq. 51, 53.
Jr. II.
2 crs.
Principles, aims, methods, techniques of arithmetic and science in the
elementary school. Use of instructional materials.
0 cr.
57, 58. Group Activity. I, II.
This is not given as a separate course, but offered in connection, with
elementary education 51 and 56. Includes such activities as teaching,
supervising recreation, and advising clubs. The cooperation of the
agencies involved is necessary, with reports from the supervisor and
the student.
61. Methods and Materials: Language Arts. Prereq. 51, 53. Sr. 1.
2 crs.
Aims, methods and techniques of the language arts other than reading;
language, spelling and handwriting.
2 crs.
62. Methods and Materials: Social Studies. Prereq. 51, 53. Sr. 11.
Objectives, principles, methods and techniques in the social studies.
Development of units.
63. Teaching of Reading. Prereq. 51, 53. Sr. I.
3 crs.
Deals with the problems of teaching reading to elementary school children. The methods and materials are studied in the context of learning
theory.
65. Children's Literature. Prereq. 51, 53 or #. Sr. I.
3 crs.
This is a study of literature suitable for children of elementary school
age. It requires extensive reading and evaluation of books.
66. Seminar in Teaching. Prereq. Concurrent registration in 68.
Sr. II.
2 crs.
Deals with the practical problems of teaching a s they arise in the student teaching experience.
68. Directed Teaching in the Elementary School. Open to seniors
in elementary education. II.
8 crs.
Students spend eight weeks assisting the regular teacher and doing
actual teaching in cooperating schools. Supervision is carried out by
the classroom cooperating teacher and the college staff.
Secondary Education
Admission to the secondary education curriculum requires a n application to be approved by the Committee on Teacher Education. Application
must be made during the second semester of the sophomore year if the
student is lo complete the program in the regular time of two years.
Approval is granted on the basis of a satisfactory health report, favorable
personality characteristics, and a minimum in scholastic achievement
of 1.5 honor point ratio in the major, and 1:O ratio in the minor, and
a 1.0 ratio for the over-all average. Except in special fields the applicant
should be preparing for competency in a t least two subjects that a r e
taught on the high school level, that is, he should complete a major and
a minor or two majors.
All students admitted to the secondary education curriculum must register for Group Activity, usually to be taken in connection with Ed. 7l
and 72. They are also required to have a course in health and three
semester hours in general psychology, the latter to be completed before
taking Ed. 71. For a proposed course of study see Curriculum for High
School Teaching.
See under Curriculums for a suggested course of study.
3 crs.
7 1 . Educational Psychology. Prereq. Psy. 5, Jr. I.
A study of human development, learning, and adjustment in order to
better understand human behavior, especially the behavior of adolescents in a school context.
72. Teaching in Secondary Schools. Prereq. 7 1 . Jr. II.
3 crs.
This course has three parts: a study of the purposes and programs of
secondary schools; developing personal competency in planning instructional activities; and developing the ability to evaluate the outcome of
instruction.
Activity. I, II.
0 cr.
This is not given as a separate course, but offered in connection with
Education 71, 72. Includes such activities as teaching, supervising recreation, and advising clubs. The cooperation of the agencies involved is
necessary, with reports from the supervisor and the student.
73,74.Group
76. Principles of Guidance. Prereq. 71. (Offered both semesters.) Sr. 2 crs.
A study of the guidance function of the classroom teacher, tools and
techniques used in studying students, and methods appropriate for student guidance, including counseling.
78. School
and Society. (Offered both semesters.) Sr.
2 crs.
A course designed to develop skill in perceiving and defining current
problems in education and the relation of the American school system to
modern society. Included a r e a study of educational philosophy and the
development of American education.
79-95. Special
Methods
Courses 79 through 95 include the study of the materials, organization,
and teaching procedures of the field for which they a r e given; applications of the principles of teaching a r e made in the specific field. Each
student is required to take one course related to the major field to
prepare for student teaching. Prerequisites a r e a major o r minor in
the field and Education 72.
79. Teaching of Natural Sciences in the Secondary School. Sr. 1.
2 crs.
81. Teaching of Business in the Secondary School. Sr. I.
2 crs.
83. Teaching of Mathematics in the Secondary School. Sr. I.
2 crs.
85. Teaching of Social Studies in the Secondary School. Sr. 1.
2 crs.
87. Teaching of Health Education and Physical Education in the
Secondary School. Sr. I.
2 crs.
88. Teaching of Music in the Elementary School. Jr. II.
2 crs.
89. Teaching of Music in the Secondary School. Sr. I.
2 crs.
91. Teaching of Home Economics in the Secondary School. Sr. 1.
2 crs.
92. Evaluation and Adult Education in Home Economics. Sr. 11.
2 crs.
93. Teaching of English in the Secondary School. Sr. I.
2 crs.
94. Teaching of Modern Languages in the Secondary School. Sr. 1.
2 crs.
95. Teaching of Speech in the Secondary School. Sr. I.
2 crs.
97. Student Teaching in the Secondary School. Prereq. 72.
(Offered both semesters.)
6 crs.
Student teaching is offered both semesters of the senior year. Two alternative experiences are possible: an eight-week, full-time teaching
assignment; or one-half day of each school day for one semester. In
addition, the student attends seminar meetings.
1-2 crs.
99. Topics in Education. Sr. (Offered both semesters.)
Independent study offering students an opportunity to explore areas of
specialization in education. Each sttrdenl. does research and presents a
report of his findings on the requirements, present status, and future
possibilities of his own field of interest. Conductucl largely on a seminar
basis. Open to seniors with the approval of the department.
Library Science
Mrs. Parker
The following courses prepare the student to meet the state requirements for a minor in Library Science. Preparation for selecting books
and other library materials, efficient and effective management of
library materials as well as the intelligent use of library resources from
the standpoint both of the school librarian and the classroom teacher is
given. While the minor in Library Science is planned to prepare the
graduate in the area of school librarianship, it is also a valuable minor
for any student planning a teaching career, since it introduces him to
many avenues of curriculum enrichment. The courses provide a foundation for the student who wishes to do advanced work in the field of
Library Science.
Minor, 16 credits. Recommended elective, Education 65.
45-46.t Basic Functions of the School Library. So., Jr. I, II.
4 crs.
To orient the student to the role of the library in the school and community. A study of library facilities, standards, book selection policies
and buying guides. The second portion of the course concentrates on
the organization of library materials, including cataloging and circulation proceflnres.
UPPER DIVISION COURSES
58. Elementary Materials. Jr., Sr. II.
3 crs.
The chacteristics and purposes of an elementary school library. The
student is directed through extensive study of book lists, book talks,
story-telling and a wise exposure to individual titles to a better understanding of the role books and related library materials play in the development of the church. (Offered 1964-65)
59-60. Secondary Materials. Jr., Sr. I. II.
6 crs.
The characteristics and purposes of a secondary school library. Study
of the adolescent and the guidance role of the librarian. The selection and
use of reference materials is stressed, as well as a wide exposure to
other books in various subject areas. (Offered 1965-66)
63. Library Materials in the Classroom. Jr., Sr. I.
3 crs.
To define and study the role of the library as an instructional materials
center in modern educational setting. Involves extensive study of curriculum needs and curriculum enrichment through teacher-librarian
cooperation in selection and use of books and audio-visual materials.
Library instruction units are included. (Offered 1964-65)
DEPARTMENT OF BUSINESS ADMINISTRATION,
ECONOMICS, AND BUSINESS EDUCATION
Mr. Hemmingson, Miss Lund, Mr. Budge
The objective of this department is to help students gain a liberal arts
background a s well as some specialized knowledge in business and
economic affairs. The business administration major concentrates on
accounting and provides basic preparation for careers in the accounting
field. The economics major concentrates on fundamental analytical and
policy matters and serves as a basis for advanced study in economics.
Either of these majors can also provide the background needed for
generay ~dminiskativecarcers in busfneas, government, or various public
nnd privn1.e instJtutions. In particulnr, either major cauld Ile the bnsis
for gt-aduate study in such fields as hospital or public ndrninistr~tion.
The business education major and minor prepare students for teaching
in secondary schools.
Business Administration
Major: 36 credits, including courses BA 1, 2, 53, 71, 72, 74, 76; Econ. 15,
16, 54, 57, 58.
Minor: 18 credits, including courses BA 1,2; Econ, 15, 16; and six credits
in upper division business administration courses.
Majors will be required to demonstrate by means of a test a minimum
ability in mathematics at the time of application for the major which
will be ordinarily at the end of the sophomore year.
See under Curriculums for a suggested course of study.
3, 3 crs.
1, 2. Principles of Accounting. Fr. I, II.
An Intrcduction to the principles of accounting and their application to
the single prnpdetrship, partnership, and corporation; preparation of
financial ~tatcmcnts;and procedure in recording and classifying business transactions. Meets three hours per week.
UPPER DIVISION OOURSES
3 crs.
53. Business Law. Jr., Sr. I.
Legal rules relating to contracts, agency, negotiable instruments, p r o p
erty and business organizations.
3 crs.
An analysis of accounting theory pertaining to financial statements, net
income concepts, capital stock and surplus accounts, cash, receivables
and inventories.
71. Intermediate Accounting. I. Prereq. 2. Jr., Sr. I.
3 crs.
72. Intermediate Accounting. II. Prereq. 71. Jr., Sr. II.
An analysis of accounting theory pertaining to investments, tangible
and intangible fixed assets, liabilities and reserves, with additional emphasis on financial statements and various measures of income and
operations.
74. Cost Accounting. Prereq. 2. Jr., Sr. II.
3 crs.
Essential features of accounting for manufacturing concerns with particular reference to the securing of unit costs of manufactured products;
job order and process costs.
76. Auditing. Jr., Sr. II.
3 crs.
A review of internal and external auditing procedures. Emphasis on
internal checks and controls for accounting systems.
Economics
Major: 30 credits, including courses BA 1, 2 ; Econ. 15, 16, 54, 57, 58,
and nine credits from 78, 80, 82, 85. Math. 42 required.
See under Curriculums for a suggested course of study.
15, 16. Principles of Economics. So. I, II.
3, 3 crs.
The foundations of economic analysis; production, employment and
prices; and public policy. The objective is to promote interest in econoniic problems and the ability to use economic analysis in reaching
judgments about economic policy problems. Course 15 designed for
students taking only one semester of economics.
UPPER DIVISION COURSES
54. Introduction to Statistics. Jr. II.
3 crs.
A course in scientific methods of dealing with the collection, organization, comparison and interpretation of numerical data. Considerable emphasis on statistical inference.
57. Intermediate Macro-economics. Prereq. 15, 16. Jr. I.
3 crs.
An analysis of the determinants of national income, employment and
price levels with particular reference to aggregate consumption and
investment. (Formerly Econ. 62.)
58. Intermediate Micro-economics, Prereq. 15, 16. Jr. II.
3 crs.
An analysis of the behavior of business firms under competitive and
monopolistic conditions, with particular reference to the firms' decisions
in regard to production and prices. (Formerly Econ. 61.)
78. Labor-Management Relations. Jr., Sr. 11.
See course 78 under Department of Sociology.
3 crs.
80. Money and Banking. Prereq. 15, 16. Jr., Sr. II.
3 crs.
The influence of money and banking on economic activity and of monetary and fiscal policies which might be adopted to yield a stable general
price level with high levels of output and employment.
82. Public Finance. Prereq. 15, 16. Jr., Sr. II.
3 crs.
Governmental taxation, spending and borrowing, and the impact of
governmental finance on economic activity.
85. Economic Development. Prereq. 15 or #. Jr., Sr. I.
3 crs.
An examination and analysis of the developmental problems and pros~ e c t sof the underdevelo~ednations includine: consideration of wlicies
i o promote growth. ~ i s t o r i cpatterns of gro\;th and communist~versus
non-communist approaches will be examined. Intended as an interdisciplinary social science course.
Business Education
These courses are planned to prepare students for stenographic and
secretarial positions in business offices, to assist in the preparation for
the teaching of business education in high schools, for parish secretarial work, and to provide an opportunity for the development of
business skills for personal use.
Business education major: 37 credits, including 1, 3, 4, 8, 53, 56, 58;
BA 1, 2, 53; and Econ. 15, 16.
Minor: 27 credits, including 1, 3, 4, 8, 53, 56, 58; and BA 1, 2; or Econ.
15, 16.
Seven credits less will be required on the major or minor, if the student
can demonstrate satisfactory achievement in courses 1, 3 and 4.
See under Curriculums for a suggested course of study.
1 cr.
1. Elementary Typewriting. (Offered both semesters.)
A course for the development of the fundamental skills of typewriting.
Three hours per week.
3, 3 crs.
3, 4. Elementary Shorthand. Prereq. 1. I, II.
Fundamentals of Gregg Shorthand. Dictation and transcription. Four
hours per week.
3 crs.
8. Office Machines. Prereq. 1. (Offered both semesters.)
The operation of the calculator, adding machine, mimeograph, mime*
scope, spirit duplicator, and the transcription machine. Three hours
per week.
UPPER DIVISION COURSES
4 crs.
53. Advanced Shorthand. Prereq. 4 or equivalent. I.
Advanced study of Gregg shorthand. Rapid dictation. Open to students who can take dictation a t a minimum of 80 words per minute.
Five hours per week.
3 crs.
56. Advanced Typewriting. Prereq. 1 or equivalent. II.
Further development of typewriting technique in business letter arrangement, billing, tabulating, manuscript typing, and the typing of legal
documents. Four hours per week.
3 crs.
58. Secretarial Practice. Prereq. 4. 11.
Dictation, busincss Iettcrwriting, filing, telephoning, use of business and
legal iorrns, personality tlev@lopmcnl,writing applicntlon lellers, and
r n a l r i n ~application for a job. Mimeographing also taught for those who
incIudc IRis as n part of ille parish worker's course. Four hours pcr week.
60. Business Seminar. II.
2 crs.
A study in special problems in the field of business education through
research and informal discussion. Special emphasis on general business.
DEPARTMENT OF HOME ECONOMICS
Miss Segolson, Mrs. Peterson, Miss Sonsteng, Mrs. Tester
Home Economics is concerned wRh ihe individud, the hmily, the home,
and with the conditions of the society and Iheir impact on the individual,
the family, and the home. It ~ e e k sto unify ltnotvledge from mmy fields
in the solving of individual and home I l k pprot~l~ms.Study in home
economics includes lenrning to use one's resources to attain values set
up as most worthwhile in life and acquiring some techniques and skills
needed in immediate personal and home living. Courses are open to all
students and recommended for general education.
Graduates in Home Economics Education are qualified to teach in federally aided home economics departments.
Non-teaching major: 36 credits; courses are 3, 5, 6, 8, 39, 40, 42, 46,
58, 66, 67, 71, 73, 74. Also required are: Chemistry 5, or 5, 6, or 5, 32;
Physics 3 ; Economics 15; Sociology 1 ; Biology 1-2 or 4 or 13-14, and 54;
Psychology 5, and 3 additional credits in Social Science.
Non-teaching minor: 21 credits, including 3, 5, 8, 39, 40, 42, 46 and one
upper division course.
Teaching major: 38 credits above H. Ec. 3 ; courses listed for nonteaching major plus 33 and 75. Also required of students preparing to
teach Home Economics are Education 91 and 92.
Each student who plans for a vocation in this field should consult members of the staff about details of the program when she begins her
college work.
See under Curriculums for a suggested course of study.
3 crs.
3. Art in Daily Living. I.
A study of art as it is met in the activities of everyday living. Open to
all students.
5. Clothing Selection, Care and Repair. I.
2 crs.
Line and design in dress, wardrobe planning, clothing costs and budgets, quality in ready-made garments, textile fabrics, problems related
to storing and caring for clothing. Two class hours per week.
6 . Clothing Construction. II.
2 crs.
Laboratory experience in making three simple garments from fabrics of
different fiber content. One lecture and two double laboratory periods per
week.
8. Elements of Nutrition. 11.
3 crs.
A study of the nutrients necessary for maintenance of gmd health
throughout all of life from prenatal needs through old age. Translating
these nutrients into foods for everyday meals. Analyzing diets of class
members. Three single class periods per week.
33. Color and Design. I.
3 crs.
Principles of design and color related to selecting and arranging household furnishings. Lettering and simple poster designing. Some craft
experience. Home Economics 3 prerequisite for Home Economics majors.
Three double laboratory periods per week.
36. ~ r a f f s .II.
2 crs.
Laboratory experience in various crafts which can be done at home or
at camps with simple equipment. Two double laboratory periods per
week. (Offered 196566.)
39, 40. Food Preparation and Management. Prereq. 8 or #. I, 11. 3, 3 crs.
Laboratory experience in food preparation, menu planning, and table
service. Study of time and money management as related to family
meals; food preservation; food costs and purchasing of food. Three
double laboratory periods per week.
42. Marriage and Family Relationships. (Offered both semesters.)
3 crs.
Personal family relationships, preparation for marriage, the Christian
home and its influence in the community, and related subjects.
2 crs.
46.Child Development. Prereq. Psy. 5 or #. II.
The physical, mental and social development of the young child. Observations ,in local nursery schools; a two-week play school is conducted
at the college for ten to twelve children of preschool age. One lecture
period plus one double laboratory period per week.
UPPER DIVISION COURSES
58. Textiles. II.
2 crs.
Study of textile fibers, fabrics, and finishes with special emphasis on selection, use, and care of common household and clothing textiles. Two
double laboratory hours a week.
64. History and Appreciation of Art. II.
3 crs.
A study of the historical development of architecture, decoration, costume, furniture, painting, and sculpture. Three regular hours scheduled
and field trips arranged. (Offered 1964-65.)
66. Home Planning and Furnishing. II.
4 crs.
This course includes a consideration of housing, an analysis of floor
plans, a study of the design of exteriors and interiors, and problems in
selecting, arranging, and conserving home furnishings. Home Economics
3 and 33 prerequisite for Home Economics Education majors. Three
double laboratory periods per week.
67. Family Health. .I.
2 crs.
A study of health problems relating to the family, including: heredity,
pregnancy, growth and development, mental health, aging, public health,
communicable diseases, non-communicable diseases, safety and home
care of the sick. Two single class periods per week.
71. Home Management Problems. I.
2 crs.
Consideration of problems relating to planning, directing, guiding, and
coordinating the resources of the home for happy, satisfying family
living.
73. Home Management Laboratory. I.
3 crs.
Actual experience in the regular activities of homemaking such as meal
preparation and service, entertaining, care of house and equipment.
Emphasis is placed on management of time, money, and energy for
effective family living. Six weeks residence in a home management
house. One individual conference and one group meeting per week.
74. Consumer Education and Income Management. II.
2 crs.
The wise choice of consumer goods and services available on the market
and the necessity of a careful plan for spending are topics which will
be considered for the purpose of helping the student receive greater
satisfaction from the use of money income.
75. Advanced Clothing Construction. Prereq. 6. 1.
2 crs.
Laboratory experience in making garments of wool. More advanced
problems in fitting and construction are used than those in Course 6.
Some experience also given in planning and constructing garments for
children. Two three-hour laboratory periods per week.
division of
NATURAL SCIENCES
A N D MATHEMATICS
Mr. Nash, Chairman
It is the purpose of this division to provide training in
methods and techniques of natural science and mathematics; to
interpret Natural Science in the light of the Word of God; to
acquaint the student with the significance of science and
mathematics in a modern, changing world; to emphasize a
sound mind and a strong body; to train for vocations in various
fields; and to equip the student with a scientific background
which will enrich his life and the lives of his fellow men.
DEPARTMENT OF BIOLOGY
Mr. Nash, Mr. Urdahl, Mr. ~Mickelberg,Mr. Frosig, Mrs. Pederson
The aim of this department is to give the student a broader scientific
background through the study of Biology, to further the use of leisure
time, and to prepare for vocations or graduate study.
Major, 28 credits, including courses 13-14, 25, and a t least 4 Upper
Division courses. Also required are Chemistry 5, 6; o r 15,16.
Minor for high school teaching, 20 credits, including courses 13-14, 25,
and at least two Upper Division courses, preferably 51 and 64.
For a science major and minor for teaching see page 111.
3, 3 crs,
1, 2. General Blology. Fr. I, If.
of the W prlndples of biology to meet the needs of
rt0n-den@ majors.
l a w e s and one double laboratory period
not count toward the major or minor.
Week. Thfs wurse
A S$U&
4 crs.
3. Human Anatomy and Physlololgy, Fr, I.
A pmfissiond c m e in hmatomg and physiology with special
a p h a & on structure. POT&dent nwms, Three lectures and three
~ D W 01
B lakortito pW week. Stuwho have credit for Biol. 4 will
7
not receive credit or Biol. 3.
4 crs.
4, Human Anert~myand Physiology. Fr. II.
.& p*,~sfmal s W e in human anatomy and physiology with emphasis
on bOth structure and function. Three lectures and three hours of
Itiwatoly per w k . Students who have credit for Biol. 3 will not
receive credit for Biol. 4.
8. Mlcroblolagy. H.
3 crs.
p e s&ldy of b d r i a , peasts, molds, viruses and other micro-organisms,
tiidr ebaraeteristia, rOle and control, especially in the fields of sanitation
a medlaine.
especially for student nurses. Two lectures
and three hours of laboratory per week.
8 crs.
13-14.t General Zoology. Fr. I, II.
A survey of the animal khgdom with emphasis on the habitat,
morphology, physiology, adaptatfm, and reproduction of type animals.
Biological prlndphg are e ~ g b a d m d . Two lectures and two double
laboratory periods per week.
4 crs.
25. General Botany. So. I.
A survey of the plant kingdom with special emphasis on the vegetative
and reproductive structures of the various plant groups. Three lectures
and two single laboratory periods per week.
UPPER DIVISION COURSES
4 crs.
51. Genetics. Prereq. 13-14, or 25. So., Jr. I.
A study of the laws involved in heredity and variation. Special emphasis is placed on the practical application of the genetical laws.
Four lectures per week.
4 crs.
56. Ecology. Prersq. 13-14, and 25. So., Jr. II.
A survey of local oadlogieal sommtmitier, and a study of the general
principles of biol&cd a~wiation
succession. Two lectures and
one double labwatoxy pePiod o= fiebl trip per week. (Offered 196566.)
3 crs.
58. General Entomology. Prereq. 13-14. Sr. II.
A study of the habitat, morphology, physiology, reproduction, and classification of insects. Two lectures and one double laboratory period per
week. (Offered 1965-66.)
4 crs.
64. Microbiology. Prereq. Chem. 6 or 16. 11.
The study of bacterk, yeasts, ,molds,*use$ and other micr+organisms;
their characttyi&m, Hle, and oofitrol in the home, medicine, agriculture,
and industry. Two lectures and three lrrbocatory periods per week.
66. Taxonomy o f Flowering F;an.is. Prereq. 25. Sr. II.
3 crs.
Taxonomy of flowering plants. Special emphasis is placed on systematic
principles, systems of classification, rules of nomenclature, etc. Two
lectures and one double laboratory period per week. (Offered 1964-65.)
11.
4 crs.
A comparative study dealing with the taxonomy, morphology, and
evolution of the larger vertebrate phyla. Two lectures and two double
laboratory periods per week.
68. Comparative Anatomy of Vertebrates. Prereq. 13-14.
71. The Cell. Prereq. 13-14, 25; and Chem. 6 or 16. Sr. I.
4 crs.
The ultrastructures of the cell and their physiological processes.
91, 92. Biology Seminar. Jr., Sr. I, II.
Required for the biology major.
DEPARTMENT OF CHEMISTRY
Mr. A p e , Mr. Alton, Mr. Holum, Mr. Jorenby
I t is the purpose of this department to give students a n understanding
and a n appreciation of the nature of matter and the ways by which
this has been elucidated. The curriculum in chemistry provides a n
opportunity to examine the chemical aspect of the structure, the power,
and beauty of one of the great intellectual accomplishments of manmodern science, and it provides dramatic examples of effective ways
.to handle certain types of problems.
Courses in chemistry a r e offered not only as part of a liberal arts
education, but also to prepare for: (1) high school teaching, (2) the
study of medicine, dentistry, pharmacy, medical technology, nursing,
and allied professions, (3) graduate study, and (4) the chemical
profession.
The chemistry department is certified by the American Chemical
Society for the preparation of chemistry majors.
Students planning chemistry majors for pre-graduate training, high
school teaching, o r pre-medical work a r e urged to consult with the
chemistry staff a t the earliest possible time.
Major: 27 credits. Minor: 16 credits. Also strongly recommended a r e :
Physics 5, 6; Mathematics 41, 42. Course 3 does not count toward the
major o r minor.
F o r those planning to teach chemistry in high school, the major will
include Math. 13, 14; Physics 5, 6 ; Chem. 15, 16 (or 5, 6 ) ; 53, 54; 61;
82, and one of 83, 88, or 91. A teaching minor must include Chem. 15,
16 (or 5, 6) and other courses to complete 16 credits. Chem. 32 and 61
a r e strongly recommended.
Recommended for pre-medical students: 15, 16, 53, 54, 61, 82, and 83;
for pre-dental students: 15, 16 (or 5, 6), 53, 54; for graduate study: 15,
16, and all courses above 50.
Majors participate in informal, weekly seminars during the junior
and senior years in Chem. 93, 94, 95, and 96.
See under Curriculums for a suggested course of study.
3. Elementary Chemistry. Fr. I. Prereq. H. S. Chem. or
#.
3 crs.
Study of inorganic, organic, physiological, and pathological chemistry.
Designed especially to meet the needs of the Schools of Nursing of
Lutheran Deaconess, Swedish, Fairview, and Methodist Hospitals. Two
lectures and two hours of laboratory per week.
.
5, 6. Introductory Chemistry and Qualitative Analysis. Fr. I, 11.
4, 4 crs.
Fdr prb-datal, hofie emnomi~e,elementmy education, medical *ohnoloaids, and other students not malorw in chemistry, U w s ,and
thefihs . of chemistry and of non-met& and met& and their
compounds, Qr&aqtc ~hemfstsy is cgnsidered, &%tenlath 6edmicro
pafitaflve an&&
of catbm is the mnin Iaboratory work t+ second
s8lme&r. % w e lectms and four hours of Sabaratory per week.
15, 16. Inorganic and Qualitative Chemistry. Fr. I, II.
4, 4 crs.
For rnajolzt Irr chemistry,, including pr&medlcal students; others by
p x d s s b p Of ItlWucmf. 4.n inteadve course. First semester devoted
funclamentat prhciples and second
fnotgmia chemistry and
qwalil'crdve ana1~5is. Three lenlmes and four b d u s of laboratory per
we&. Pmreg.: hQh qhml dheql-,
elementary algebra, and geometry.
4 crs.
32. Elementary Organic Chemistry. Prereq. 5 or 15. So. II.
Designed for medical technology and home economics students. Aliphatic
and aromatic compounds with frequent reference to bio-chemistry. Three
lectures and three hours of laboratory per week.
UPPER DIVISION COURSES
53, 54. Organic Chemistry. Prereq. 6 o r 16. So. I, II.
4, 4 crs.
The important classes of aliphatic and aromatic compounds. Correlations
based on elementary molecular orbital theory and modern concepts of
reaction mechanisms. Laboratory work is study of technique and the
preparation and study of typical organic compounds. Three lectures,
one recitation, five hours of laboratory per week.
3 crs.
61. Quantitative Analytical Chemistry. Jr. I.
Gravimetric and volumetric analysis. Ionic equilibria with many
problems to solve. Some contact with instrumental analysis. Three
lectures and four hours of laboratory per week.
72. Advanced Organic and Qualitative Chemistry. Prereq. 54, 61;
some reading knowledge of German (or concurrent
registration). Jr. II.
4 crs.
Lectures stress mechanism of organic reaction. Laboratory is qualitative
analysis of organic compounds and mixtures. The ultraviolet and infrared
spectrophotometers are utilized. Two lectures and six hours of laboratory
per week.
82, 83. Physical Chemistry. Prereq. 61 and Math. 42 (or
4, 4 crs.
concurrent registration). Jr. II, Sr. I.
For prospective graduate students and industrial chemists. Atomic
structure, states of matter, gas laws, thermodynamics, thermochemistry,
equilibrium, solutions, phase rule, electrochemistry, kinetics, colloids.
Three lectures and four hours laboratory per week.
3 crs.
86. Advanced Physical Chemistry. Prereq. 83. Sr. II.
Topics introducing statistical thermodynamics, introductory quantum
chemistry, and theories of chemical binding. Three lectures per week.
88. Advanced Analytical Chemistry. Prereq. 61 and 82. Jr., Sr. 11. 3 crs.
A laboratory course designed to acquaint students with some of the
important optical and electrochemical methods of chemical analysis.
Three hours lecture and four hours of laboratory per week.
91. Advanced Inorganic Chemistry. Prereq. 61. 1.
4 crs.
Review of atomic structure. Nuclear chemistry, the periodic table,
hytlridcs, and coordination chemistry. Prepamlions of inorganic
compounds utilizing hot-tube reactions, air Crec .systems, and similar
tecl~niqucs, Three lectures and three hours of laboratoly per week.
93, 94, 95, 96. Chemistry Seminars. Jr., Sr. I, II.
0 cr.
During the junior and senior years all chemistry majors will participate
in these informal weekly seminars to discuss topics of general interest.
97, 98. Chemistry Research. Sr. I, II.
Cr. arr.
During the senior year each chemistry major preparing for graduate
study in chemistry, may participate in independent research in cooperation with a staff member. By staff permission only.
DEPARTMENT OF PHYSICS
Mr. Hanwick, Mr. Baker
Recent developments in the field of physics make it imperative that
excellent training be provided for those who intend to continue their
studies in graduate school or who intend to pursue a career in the
teaching of physics. I t is the aim of this department to assure the
needed training for both of these groups and to provide the non-science
major with sufficient background to make it possible for him to follow,
with some degree of comprehension, the developments in the field of
science as they come to him from the medium of semi-scientific publications.
Major: 27 credits including courses 53, 54.
Minor : 16 credits.
Courses 2 and 3 do not apply toward the major or minor.
See under Curriculums for a suggested course of study.
2. Descriptive Astronomy. Fr. II.
3 crs.
A study of our galaxy with particular emphasis on the origin of our
solar system and the distribution and composition of the planets and
stars. The location of some of the more prominent constellations and
the use of the telescope and spectroscope will be studied. Two lectures
per week. Periodic evening meetings to observe the sky.
3. Principles of Physics. Prereq. elementary algebra. Fr. I.
3 crs.
A lecture, demonstration-laboratory course in the principles of physics
including mechanics, fluids, heat, electricity, magnetism, light and
sound. This course is intended for students in home economics and
elementary education, and others who wish some basic information in
the field of physics. Three lectures, one two-hour laboratory.
5. General Physics. Prereq. Math. 13 or concurrent registration
in Math. 13. Fr., So. I.
4 crs.
A general course in mechanics, sound, and heat. Three lectures, one
quiz, and one two-hour laboratory period per week.
6. General Physics. Prereq. 5. Fr., So. II.
4 crs.
This course is a continuation of Phys. 5. and covers electricity, magnetism, and light. Three lectures, one quiz, and one two-hour laboratory
period per week.
UPPER DIVISION COURSES
52. Introduction to Atomic and Nuclear Physics. Prereq. 6, and Math. 41
or concurrent registration in Math. 41. So., Jr. 11.
3 crs.
The hydrogen atom, optical and X-ray spectra determination of "e"
and "eV/m, radioactivity, disintegration of nuclei, nuclear fission. Three
hours lecture per week.
53. Electricity and Magnetism. Prereq. 6, and Math. 41 or
concurrent registration in Math. 41. So., Jr. I.
3 crs.
Electric and magnetic fields, potential, D.C. circuits, A.C. circuits,
electrical instruments. Three hours lecture per week.
54. Electricity and Magnetism. Prereq. 53, and Math. 42 or
concurrent registration in Math. 42. So., Jr. II.
3 crs.
Continuation of Physics 53, including also electronics and field theory.
57. Optics. Prereq. 6, and Math. 42 or concurrent registration
3 crs.
Geometrical and physical optics dealing with topics such as reflection
and refraction by both plane and spherical surfaces, less aberrations,
interference, diffraction, polarized light. (Offered 1964-65.)
3, 3 crs.
61. 62. Mechanics. Prereq. 6 and Math. 41. Jr. I, II.
Tni.rorluctinn to vector algebra and vector analysis, forces, motion of a
parliclc, molion of JI t'igid body, work, kinetic energy, vibrations in one
clilnension, motion in a conservative field.
63, 64. Advanced Physics Laboratory. Prereq. concurrent registration
1, 1 cr.
in an upper division physics course. Jr., Sr. I, 11.
Experiments will be performed in electricity and magnetism, atomic
and nuclear physics, optics, heat and mechanics. One three-hour period
per week.
65. Nuclear Laboratory. Prereq. 3 or equivalent, or #. 1.
1 cr.
A trvc-tiour lnlmrain~y course d c n l i n ~wilh nlcltintls of detecting and
measuring t'nciialions fron~rad~onctivesubstances. Experirnenis include
l he usp of gcigcr lubes, windowless counicrs, scintilla1 ion counlcr.
Measuri~~a
cclulp~ncnti ~ ~ c l i ~ d
11 cvnricty
s
n l scaling ci~.cuits,electroscopes,
and :i gatIutla ray spcctmmetcr. Open to all studcnls who hnvc had
fit least u course corrcsrlm~dingto 1'1-inciples of Physics.
71. Heat and Thermodynamics. Prereq. 6, and Math. 41 or
3 crs.
concurrent registration in Math. 41. Jr., Sr. I.
A study of temperature, heat, expansion, change of state, ideal gases,
first and second laws of thermodynamics, heat engines. (Offered
196566.)
3 crs.
72. Mathematical Physics. Prereq. 6, and Math. 41. Sr. 11.
Discussion of the equations of mathematical physics with applications
to various fields such as mechanics, thermodynamics, heat flow,
electricity and magnetism, optics. (Offered 196566.)
73,74. Advanced Physics Laboratory. Prereq. concurrent registration
1, 1 cr.
in an upper division physics course. Jr., Sr. I, II.
Experiments will be performed in electricity and magnetism, atomic
and nuclear physics, optics, heat and mechanics. One three-hour period
per week.
DEPARTMENT OF MATHEMATICS
Mr. Soberg, Mr. Haugsby, Mr. Follingstad, Mr. Johnson
The Department of Mathematics aims to develop the student's knowledge
and skill in the major branches of elementary and higher mathematics,
an appreciation of its cultural and practical values, and the background
for teaching and for professional and graduate study.
Major: 15 credits above 42. For those preparing to teach in the secondary
schools, courses 60, 71, 72, and 74 are required.
Minor: 6 credits above 42.
See under Curriculums for a suggested course of study.
13, 14. Introduction to Mathematical Analysis. Prereq. higher algebra
and placement test. Fr., So. I, II.
4, 4 crs.
An analysis of algebraic, trigonometric, logarithmic, and exponential
functions. Derivatives and integrals. Introduces set and function theory,
complex numbers, determinants, theory of equations, probability, and
analytical geometry. Students in course 13 whose backgrounds call
for additional work are placed in sections meeting five hours a week.
41, 42. Analytical Geometry and Calculus. Prereq. 14 or
equivalent. So. I, II.
5, 5 crs.
Study of analytical geometry and calculus. Includes some work in solid
analytical geometry. Open to freshmen with four years of high school
mathematics who qualify on the basis of the mathematics placement
test.
UPPER DIVISION COURSES
56. Foundations of Arithmetic. Jr., Sr. II.
2 crs.
A treatment of basic arithmetical concepts and number theory. For
students preparing for elementary school teaching only.
3 crs.
60. Basic Concepts of Mathematics. Prereq. 42. Jr., Sr. II.
A study of the foundations of number theory, algebra, and analysis,
with recent developments in these subjects.
3 crs.
67. Probability and Statistics. Prereq. 42. Jr., Sr. I.
An analytic study of probability, distribution, random sampling estimation
of parameters, central limit theorem, tests of hypotheses, regression,
and other topics in statistics. Calculus and set theory are stressed as
tools for modern mathematical approach.
71, 72. Modern Algebra. Prereq. 41. Jr., Sr. I, II.
3, 3 crs.
An introduction to abstract algebra, with topics including theory of
equations, determinants, matrices, groups, rings, fields, and vectors.
73. Differential Equations. Prereq. 42. Jr., Sr. I.
3 crs.
Ordinary differential equations with applications, series solutions,
systems of differential equations ; solution by special transforms ; numerical methods; and an introduction to partial differential equations.
74. Modern Geometry. Prereq. 42. Jr., Sr. II.
3 crs.
An analytic study of advanced Euclidian, projective and non-Euclidian
geometries. Parabolic, hyperbolic and elliptic geometries are introduced
using an axiomatic and analytic approach.
3, 3 crs.
83, 84. Advanced Calculus. Prereq. 42. Jr., Sr. I, II.
A study of the fundamental notions of Urnits, cwttnulty, differentiation
and integration fm iwc~omof one or mare variables. Differentials
and Jacobima, partial dlffe~enttation,trmsf&wdan of c u m h a t e s and
of multiple Lntogr&, lhe and surface bite@&, valor ana$sis, infinite
series and improper integrals.
DEPARTMENT OF HEALTH AND PHYSICAL EDUCATION
Mr. Ernest Anderson, Mr. Nelson, Mrs.
Mr. Saugestad, Mrs. Schlorf, Mr. Gimse
Peterson, Mr.
Pearson,
The atm of the Depwbent of Heath and Physical Education is to
promote health Elnd physfaal l b m s through a well-rounded physical
educadan pmgrm, to develop eharacm and g m t sportsmanship, to
W e r the worthy use of leisure time, md to pmfde an efPective
&elprogram for pm~pea*e waehers d health and physical
education.
All students are required to take a physical examination as a part of
the registration procedure before participating in any phase of the
physical education program.
One year of physical activities, course 3 and 4, is required of all
students.
Major: 30 credits, including courses 7, 12, 21, 22, 53 or 54, 71, 72, 73,
76, 78, 81, and 87. Biology 4 also required.
Minor: 19 credits, including courses 7, 12, 21, 22, 72, 73, and 87.
Non-teaching majors and minors are not required to take 87.
See under Curriculums for a suggested course of study.
COACHING ENDORSEMENT :
Coaches entering their first head-coaching assignment in Minnesota
Public Schools as of September 1, 1966, will be required to have a t
least a coaching endorsement in the field of physical education. Sports
included under this requirement are football, basketball, track, hockey,
wrestling, and baseball.
The following courses will meet the coaching endorsement requirement:
Biology 4 ; P.E. 7, 71, 72, 85, and one of 83, 84, or 86.
3, 4. Physical Activities. Fr. I, II.
$4, $6 cr.
Two hours per week. Meets the general education requirement.
7. Health and First Aid. Fr. (Offered both semesters.)
3 crs.
A study of modern concepts and practices of health and healthful living
applied to the individual and the community. Includes also the American
Red Cross First Aid Course.
3 crs.
12. Individual and Dual Sports. Fr. 11.
Theory and practice in teaching individual and dual sports. Separate
sections for men and women. Meets six hours per week.
3 crs.
Theory and practice in teaching and officiating team sports. Separate
sections for men and women. Meets six hours per week.
21. Team Sports. So. I.
22. Recreational Activities and Rhythms. So. II.
2 crs.
Theory and practice in teaching recreational activities, social recreation,
quiet games, low organized games, noon-hour activities, camp nights,
relays, modified games, simple rhythmic games, folk and square
dancing. Four hours per week.
UPPER DIVISION COURSES
53, 54. Swimming and Aquatics. Jr. I (Women), I1 (Men).
1, 1 cr.
Theory and practice in teaching swimming. Acquaints students with
life-saving and water safety work. Open only to majors and minors.
Two hours per week.
71. Kinesiology and Adapted Physical Education. Jr. I.
3 crs.
A study of body movements and the mechanics in the effecting of
efficient movements. Analysis of functional and organic abnormalities.
Suggested activities for atypical cases.
72. History and Principles of Physical Education. Jr. 11.
3 crs.
History, principles, and philosophy of physical education.
73. Physical Education Program in the Secondary Schools. Sr. 1.
3 crs.
Curriculum analysis and preparation. Administrative techniques and
procedures.
76. School Health Education. Sr. It.
Principles and curriculum of school health education.
3 crs.
2 crs.
77. Community Recreation. Jr., Sr. I.
Problems of community recreation including programs and program
planning, a survey of activities, and the organization and administration
of recreational work. (Offered 1964-65.)
78. Instructor's Course in First Aid. Sr. II.
1 cr.
Methods and materials in teaching the American Red Cross First
Aid Course. Prereq.: evidence of a currently valid standard First Aid
card.
81. Self-Testing Activities and Evaluation. Sr. I.
3 crs.
Theory and techniques of teaching stunts, tumbling, and special fitness
activities. Also a survey and evaluation of tests in physical education.
Five hours per week. Men and women meet separately except one hour
per week.
83. Coaching of Football. Sr. I.
1 cr.
84. Coaching of Basketball. Sr. II.
1 cr.
85. Prevention and Care of Injuries. Sr. I.
1 cr.
86. Coaching of Baseball. Sr. 11.
1 cr.
87. Teaching of Health Education and Physical Education in
the Elementary and Secondary Schools. Sr. I.
See under Education 87. Separate sections for men and women.
2 crs.
special programs of study
Affiliation with Schools of Nursing
Student nurses in the Schools of Nursing a t the Lutheran Deaconess,
Swedish. Fairview, and Methodist Hosvitals in Minneavolis receive some
of their' instruction a t Augsburg college. ~ ~ ~ l i c a tfor
i o nadmission to
the Schools of Nursing should be made to the hospitals directly.
Medical Technology
In cooperation with the Minneapolis General and Swedish Hospitals,
Augsburg offers work which enables the student to receive a college
degree with a major in Medical Technology. The first three years of
this work are taken at Augsburg and a final twelve-month program is
completed at one of the two hospitals.
SPAN
Augsburg participates in the SPAN (Student Project for Amity among
Nations) program. This is a joint venture of the University of Minnesota
and several colleges in the state. Qualified students are selected to
spend a summer in informal study abroad. Applications are made in
the spring of the sophomore year.
Junior Year Abroad
An arrangement has been made with the Uinversity of Oslo in Norway
under which students entering their junior year in college may spend
this year at that University. Students may also participate in other
approved programs, such as those of the Institute for European Studies.
Applications must be approved by the Committee on Admissions and
Student Standing. The plan is available only to students with good
scholastic records whose special field of study can be followed satisfactorily at the institutions chosen. Some possible fields are Norwegian
language and literature, history, religion, and philosophy.
Corrective Therapy
A program in Corrective Therapy worked out in cooperation with the
Veterans Administration Hospital is available to students who complete
a major in Physical Education at Augsburg. The program requires 250
hours of clinical observation, practice, and orientation under the
direction of the Chief of Physical Medicine and Rehabilitation Service
at the Veterans Hospital. The work may be done either during the
senior year or after graduation. I t carries no college credit.
Honors Program
For superior students, special sections or seminars are offered in
Basic Bible, Freshman English, General Psychology, and United States
History. Students of high ability are invited to make application for
honors courses, and are selected on the basis of previous academic
achievement and test results.
CURRICULUMS
The following courses of study are outlined as guides for the
student and his adviser in planning a program for a selected
major, or a particular vocational objective.
General Liberal Arts
The course of study given below suggests a sequence which
may be followed to include the required general education
courses. For electives, students should take care to include
all courses required for the major field of study. Requirements
for the major are listed under departmental headings.
I Sem. I1 Sem.
Cr.
Cr.
Basic Bible
2
2
Freshman English .......
3
3
History or Sociology
3
3
Foreign Language . . . . . . .
4
4
Natural Science . . . . . . . . 3 or 4
3 or 4
Physical Activities . . . . . . '/2
I/!
FRESHMAN
.............
....
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
3
3
2
Religion . . . . . . . . . . . . . . . . .
Beginning Speech . . . . . . .
Social Science or History
Electives ................
3
10
-
12
SOPHOMORE
I Sem.
Cr.
Religion 3. 4 . . . . . . . . . . .
2
Foreign Language
....
3
Social Scicncc . . . . . . . . . . 3
.
.
.
.
.
.
.
.
Natural Scicncc
Electives ................
9
SENIOR
I1 Sem.
Cr.
2
3
3
9
I Sem. I1 Sem.
Fine Arts . . . . . . . . . . . . . . .
Literature or Philosophy
Electives . . . . . . . . . . . . . . . .
Cr.
3
Cr.
14
3
14
-
Pre-Seminary Curriculum
Completion of the pre-seminary curriculum is intended t o prepare the student for admission into a theological seminary.
The following program gives the approximate pre-seminary
course. It does not specify a major or a minor. The student
should seek the counsel of the seminary adviser as early as
possible since the major selected by the student may affect the
choice of courses even in the freshman year.
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr.
.............
Basic Bible
Freshman English
Foreign Language
Western Civilization
Physical Activities
Natural Science
Electives
......
......
....
.....
........
................
2
3
2
3
4
3
4
3
'h
3
2
'/2
3
2
I Sem. I1 Sem.
JUNIOR
..
.................
New Testament Greek
Speech
History
Sociology or Economics or
Political Science ......
Electives ................
.................
Cr.
2
Cr.
4
3
3
3
3
3
5
4
4
SOPHOMORE
I Sem.
Cr
2
Religion 3, 4 ............
Fine Arts
Natural Science ........
General Psych. .........
Foreign Language .......
History of Philosophy
.
Electives
.
............... 3
3
Sem.
Cr.
2
3
3
-
. . 35
................
~
SENIOR
I Sem. I1 Sem.
Cr.
Cr .
.................
3
..............
3
.....
3
.
.
3
Electives ................
5
Rcllglon
Philosophy
English T~lturnt~we
Advanced N.T.Greck
3
3
3
3
4
The foreign language requirement includes 14 semester credits
in Greek, and 14 semester credits in Latin, German, Norwegian,
or French.
Parish and Church Workers
The purpose of this course is to train men and women for
effective service in the church, as teachers in vacation, weekday, and Sunday schools, as youth leaders, and as parish
workers. The suggested schedule provides for a major in religion. Students interested in becoming parish workers should
consult with the head of the Department of Religion.
f Sem. I1 Sem.
FRESHMAN
............
........
Basic Bible
Freshman English .......
Natural Science
Foreign Language ......
Sociology 1, 2
Physical Activities
........
.....
Cr.
2
3
3
Cr.
2
3
4
3
4
3
%
3
%
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
Prin. of Christian Ed. ..
3
Mission of the Church . . 3
The Gospels . . . . . . . . . . . .
3
Protestantism in America 3
Social Psych, or
Urban Soc.
Y
Creits
2
2
ROCP.Aftlviiirw & Rhythms
Electives
7
7
........... ...................
-
................
SOPHOMORE
Religion 3 , 4 ...........
Speech 11, 12
Foreign Language
General Psych. ......
Natural Science ........
Story Telling
Fine Arts
Electives ................
I Sem.
Cr.
............
.......
2
2
3
3
3
2
3
........... .............. -
SENIOR
I1 Sem.
Cr.
2
3
3
2
3
I Sem. I1 Sem.
Cr.
Cr.
Parish Work . . . . . . . . . . .
Youth Work in the Church
Early Christian Fathers
The Christian View
of Man . . . . . . . . . . . . . . .
Educational Psychology .
Literature and Philosophy
Fields of Social Work
Electives
..
................
-
3
3
3
2
6
2
2
3
3
6
Philosophy Major
I Sem. I1 Sem.
FRESHMAN
Basic Bible . . . . . . . . . . . . .
Freshman English ......
Foreign Language ......
Western Civilization ....
Intro. to Philosophy
Logic . . . . . . . . . . . . . . . . . . .
Physical Activities
...
.....
Cr.
Cr.
2
3
2
3
4
3
4
3
3
-
-
3
%
I/z
I Sem. I1 Sem.
JUNIOR
Cr
Religion ................ 3
History of Phil. 53
3
Philosophy Electives ...
3
Natural Science
Electives
7
.....
.
.........
................
Cr .
3
3
10
I Sem. I1 Sem.
Cr.
Cr.
3,
4
............
2
2
Religion
...... 3
3
Foreign L a l l l f h l ~ g ~
....
Hist. of Phil. 31, 52
3
3
3 or 4
Natural Science ......... 3 or 4
3
Fine Arts ..............
Beginning Speech
2
Electives
2 or 3
2 or 3
SOPHOMORE
...... -
-
...............
SENIOR
I Sem. I1 Sem.
Cr.
Cr.
Religion .................
3
Philosophy Electives ....
3
3
Independent Study ..... 1 to 3
Electives . . . . . . . . . . . . . ...I 0 to 12
10
-
-
Because of the non-vocational character of the Philosophy
major, students with a major in this field are encouraged to
complete a major or a minor in some other field as well.
Greek-Latin Major
1 Sem. I1 Sem.
Cr.
Cr.
Basic Bible .............
2
2
Freshman English .......
3
3
Beginning Latin ........
4
4
Natural Science ....... S or 4
3 or 4
3
3
Western Civilization ...
%
%
Physical Education . , .
FRESHMAN
. .
I Sem. I1 Sem.
Cr.
Cr.
3
3
Advanced N.T. Greek
Ancient History
3
Religion ..............,.
3
Sneech . . . . . . . . . . . . . . . . . 2
Fine Arts ...............
3
Natural Science
Electives
3
JUNIOR
.
........
........ ................
SOPHOMORE
I Sem. I1 Sem.
Cr.
Cr.
2
2
4
4
4
4
3
3
3
3
Religion 3, 4 . . . . . . . . . . .
Elements of N.T. Greek
Foreign Language ......
Latin 3. 4 . . . . . . . . . . . . . .
Literary Classics . . . . . . . .
The Classical Tradition
.
SENIOR
Greek Exegesis .....,...
History of Philosophy . . ,
Religion ................
Medieval Europe .......
Electives
I Sem,
Cr
3
3
3
3
4
................
Sem.
Cr.
3
3
3
3
4
English Major
1. Graduate Major
I Sem. I1 Sem.
Cr.
Cr ,
3
3
2
4
4
3
%
FRESHMAN
.......
.............
........
.......
Freshman English
Basic Bible
Natural Science
Foreign Language
Western Civilization ...
Physical Activities .....
I Sem. I1 Sem.
JUNIOR
British Literature
English Elective
Religion
Electives
.......
.......
.................
................
Cr.
4
3
3
6
Cr.
4
3
3
6
I Sem.
n..
SOPHOMORE
c.r.
Classical Tradition ......
3
American Lit. Dev. . , .
Med. & Ren. Lit. ......
4
Religion 3, 4
2
Foreign Language
3
Beginning Speech
2
Fine Arts . . . . . . . . . . . . . .
2
Natural Science ......... Electives ................ -
.
..........
......
......
SENIOR
English Seminar
Electives
Sem.
Cr.
4
2
3
-
3
4
I Sem. I1 Sem.
Cr.
Cr.
2
14
16
.........
................
Students planning on graduate study should include in their
electives: American English or Introduction to Modern English; The British Novel, Shakespeare, Chaucer, Three Major
British Poets, Independent Study, and an additional course
in American literature; and German, French, Latin, philosophy,
and history.
2. In preparation for Secondary-school Teaching
FRESHMAN
Freshman English . . . . .
Natural Science ........
Basic Bible ............
Foreign Language ......
Western Civilization . . .
Physical Activities
,
I Sem. I1 Sem.
Cr .
Cr.
3
3
3
3
. . .
2
2
4
3
%
4
3
%
SOPHOMORE
Classical Tradition
American Lit. Dev.
Med. & Ren. Lit. .
Expository Writing
Natural Science ....
Fine Arts .........
Relieion 3. 4 .......
Forsgn ~ a n g u a g e
General Psych. . . . .
Beg. Speech . . . . . . .
...
I Sem. I1 Sem.
Cr
Cr
3
.
3
-
2
.
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
British Literature ......
Intro. to Mod. Eng. . . . . .
English (Mod. Lit.) . . . .
Educ. Psych. . . . . . . . . . . . .
Religion . . . . . . . . . . . . . . . . .
Tchg. in Sec. Sch. .....
Group Activity
Electives ................
.........
4
3
3
3
0
3
4
3
3
3
0
4
-.
-4
3
-
SENIOR
I Sem. I1 Sem.
Cr.
Cr.
2
2
English Seminar . . . . . . .
Prin. of Guid. ..........
School and Soc. ........
Tchg. Eng. in Sec. Sch. .
Stud. Tchg. Sec. School .
Shakespeare .............
Health & First Aid ......
Electives ................
2
2
6
-
-3
3
10
At least nine hours of electives are recommended in speech,
journalism, or library science.
3. In preparation for Elementary-school Teaching
FRESHMAN
Freshman English .....
Foreign ~ a n g G a g e
General Biology
Western Civilization
Basic Bible .............
Physical Activities ......
Intro, to Music ..........
Human Geog. ...........
......
........
...
JUNIOR
....
I Sem. I1 Sem.
Cr.
Cr.
3
3
4
4
3
3
3
3
2
'/a
2
-
2
z
/
'
3
I Sem.
Cr .
4
3
Sem.
Cr.
-
2
Orient to Elem. Ed.
Human Growth & Dev. .
Meth. & Mat. (54) . . . . . .
Meth. & Mat. (56) .....
US History
Religion .................
Amer. Govt.
Literary Classics ........
Brit. Lit. Since la00
Found, of Arith. ......
.............
............
....
-
-
3
3
3
3
SOPHOMORE
Classical Tradition .....
Med. & Ren. Lit. .......
Foreign Language .......
Religion 3, 4
Prin. of Physics,
Astronomy
Basic Design
General Psvch. .........
~ m e r i c a n~ n g l i s h .....
Amer. Lit. Development
I Sem. I1 Sem.
Cr.
-
SENIOR
-
2
I Sem. I1 Sem.
Pr
Cr.
English Seminar ........
Meth. & Mat. (Lang. Arts)
Teaching of Reading . . .
Children's Lit.
Religion .................
Expository Writing . . . . .
Health & First Aid
Meth. & Mat.:
Social Studies .........
Seminar in Teaching ....
Directed Teaching in
Elem. School ........
Beginning Speech . . . . . . .
English 94
Independent Study ...
..........
......
-
3
...........
...........
...........
--.2
2
3
3
3
3
3
-
-
Speech Major for Secondary School Teaching
FRESHMAN
I Sem. I1 Sem.
Cr
Cr.
-- .
--
Basic Bible . . . . . . . . . . .
Freshman English .....
Natural Science ........
Foreign Language . . . . .
History or Sociology ....
Physical Activities . . . . . . .
2
2
3
3
3
4
3
3
4
3
%
'12
SOPHOMORE
I Sem.
-~
Cr .
2
Religion 3, 4 ............
Literary Classics . . . . . . .
Foreign Language .......
Logic . . . . . . . . . . . . . . . . . .
Speech 11, 12 . . . . . . . . . . . .
Speech 31, 32 . . . . . . . . . .
General Psychology . . . . .
Electives . . . . . . . . . . . . . . . .
~
3
3
2
3
3
-
Sem.
Cr.
2
I Sem. I1 Sem.
JUNIOR
..........
Argumentation
Speech Pathology . . . . . . .
Educ. Psychology . . . . . . .
Teach. in Sec. Schools
Group Activity . . . . . . . . .
Natural Science
Stagecraft ..............
Dramatic Arts ..........
Electives ................
........
Cr.
3
Cr.
3
3
-
-
3
0
0
-
-
-
-
3
3
3
7
4
f Sem.
SENIOR
Cr.
Religion ................. 3
Student Teaching .......
6
Guidance ............... 2
School and Society ......
2
Methods .................
2
Stage Direction . . . . . .,. . Health & First Aid ..... Electives . . . . . . . . . . . . . . . . -
I1 Sem.
Cr.
3
Recommended electives: English, History, Social Science, Art.
Major in German, French, or Spanish
in Preparation rfi Teaching in a Secondary School
I Sem. I1 Sem.
Cr .
Cr
Basic Bible
2
2
3
3
Freshman Esbllah
3
3
History or Saclology ...
Beginning Foreign
Language ............
4
4
Natural Science ........ 3 or 4
3 or 4
Physical Activities
%
%
SOPHOMORE
I Sem, I1 Sem.
Cr.
Cr.
Religion 3, 4
2
2
Intermediate Foreign
Language
3
3
Natural Science .........
3
.....
General Psychology
3
Literary Classics . . . . . . .
3
3
Fine Arts ............... Health & First Aid .....
3
Electives ................ 3
6
JUNIOR
SENIOR
FRESHMAN
.
..............
.....
......
I Sem. I1 Sem.
Cr.
Cr.
3
3
Teach. in Sec. Schools
0
Grtlup Aclivlty ..........
0
Germall :I, U1 or
Fr~nuli51, D l or
Spnnlsh 51, 131 .......... 5 or 7
Bdt~clffanalppychology
.,
-
-
GPrn!nn. 52. 52, 73, or
Fl.encll 52, 72 or
Spn111sll 52. 72
Elcctl\'ee ..... ,
.......
, .. ........ 7 or 9
5 or 0
8
............
..............
1 Sem. I1 Sem.
Cr.
.......
....... 622
..... 23
-
-
3
-
2
6
Student Teachine
school & s o c i e t y .
Prin, of Guidance .......
Teaching of
Foreign Language
Religion .................
German, French, or
Soanish 74 . . . . . . . . . . . . . .
~ i r m a n French,
,
or
Spanish 90 . . . . . . . . . . . .
Speech . . . . . . . . . . . . . . . . . .
Electives ................
Cr.
3
2
Teaching Major in Music
FRESHMAN
I Sem.
P
r
-A.
.............
Basic Bible
2
Freshman English
3
History or Sociology ...
3
Foreign Language
4
Natural Science
3
Physical Activities ......
%
Applied Music .......... l. or 2
......
.......
........
JUNIOR
I1 Sem.
Cr.
2
3
3
4
3
2
'l
1 or 2
I Sem. I1 Sem.
CT
Cr.
3
3
0
................
Religion
Education 71, 72 . . . . . . . .
Education 73. 74 . . . . . . . .
Music Theory 55, 56 . . . . .
Conducting . . . . . . . . . . . . .
Choral or Instrumental
Technique . . . . . . . . . . . . .
Teaching of Grade School
Music . . . . . . . . . . . . . . . . .
Health and First Aid . . .
Applied Nusic ......... 1
4
SOPHOMORE
I Sem. I1 Sem.
Cr.
Cr.
Religion 3, 4
2
2
14 oreien Ln!li?un~e
3
3
3
~ e n e y a l I'syct~olbby ....
3
Natural S r j c i ~ c e ..,
Music Theory 1. 2 . . . . .
4
4
Historv & it: of
Music .................
2
2
Applied Music . . . . . . . . . 1 or 2
1 or 2
...........
......
.....
-
SENIOR
I Sem.
Cr.
Education 76 . . . . . . . . . . . .
Education 78
Education 97 . . . . . . . . . . . . Literature or Philosophy
3
Beginning Speech
2
Relieion . . . . . . . . . . . . . . . .
3
~ e a L h i n gof High School
Music . . . . . . . . . . . . . . . . . 2
Twentieth Century Music
2
Applied Music . . . . . . . . . . 1 or 2
4
Electives . . . . . . . . . . . . . . . .
............
-
Sem.
Cr.
2
2
6
.......
2
2
-
or 2
-
-
1 or 2
Major in Art
FRESHMAN
I Sem. I1 Sem.
Drawing I ..............
Basic Design ............
Basic Bible .............
Freshman English .......
Foreign Language .......
Western Civilization
Physical Activities
Elective
....
.....
.................
Cr.
2
2
3
4
3
%
2
Cr.
-
SOPHOMORE
I Sem. I1 Sem.
Cr.
Cr.
Oil Painting I ...........
3
Sculpture I ........... , . .
3
Print Making I
3
Relieion 3. 4
2
2
Fore>gn ~ a n g u a g e.......
3
3
Social Science ........... 3
Natural Science ........ 3 or 4
3 or 4
Electives
3
3
.........
............
................
I Sem. I1 Sem.
JUNIOR
Composition . . . . . . . . . . . .
Art History . . . . . . . . . . . .
Religion . . . . . . . . . . . . . . .
Beginning Speech . . . . . . .
Social Science or History
Natural Science . . . . . . .
Electives . . . . . . . . . . . . . . . .
Cr.
Cr.
3
3
3
3
2
3
3
3
5
-
3 or 4
2
1 Sem. I1 Sem.
Cr.
Cr .
3
3
SENIOR
Oil Painting I1 . . . . . . . . . .
Sculpture I1 . . . . . . . . . . . . .
Independent Study . . . . . .
Printmaking I1 . . . . . . . . . .
Literature or Philosophy
Electives . . . . . . . . . . . . . . .
-
-2
12
-
3
3
8
History Major
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr.
..............
2
......
3
... 3
.......
4
........
3 or 4
..... %
Basic Bible
Freshman English
Western Civilization
Foreign Language
Natural Science
Physical Activiities
2
3
3
4
3 or d
%
I Sem. I1 Sem.
Cr.
Cr
3
3
JUNIOR
ReUnIon .................
Bcgfa~aingSpeecll
......
.......
................
Fnrliign Lrmgrln~c
HIS~L!I'Y
A m ~ r i c a nQovcrnment . .
Literature or Philosophy
.
-
SOPHOMORE
I Sem, I1 Sem.
Cr.
Cr.
Religion 3, 4 . . . . . . . . . . . . 2
2
Foreign Language ......
3
3
U.S. History . . . . . . . . . . . .
3
3
Natural Science . . . . . . . .
3
General Psychology . . . . 3
Sociology 1, 2 ...........
3
3
Prin. of Economics . . . . .
3
3
SENIOR
...............
3
I Sem.
Cr.
3
3
History . . . . . . . . . . . . . . . . . .
Literature or Philosophy
Fine Arts
Electives
-
Sem.
Cr.
3
-
................ 11
6
3
3
Combined Social Science Major for Teaching
FRESHMAN
.............
Basic Bible
Freshman English
Western Clvllixalion
Foreign Language
Natural Science
Physical Activities .....
I Sem. I1 Sem.
Cr.
Cr.
2
2
3
3
3
3
4
4
3 or 4
3 or 4
%
%
......
...
......
........
JUNIOR
I Sem.
I1 Sem.
"..
Cr.
Lr,
Religion ................
Educational Psych. .....
Teaching in Secoildnry
Schools . . . . . . . . . . . . . . .
Group Activity .........
History ..................
Health & First Aid . . . . . .
American Government
Speech . . . . . . . . . . . . . . . . . .
Electives in Minor
.
.....
3
0
3
3
2
6
3
SOPHOMORE
I Sem. I1 Sem.
Religion 3, 4 ............
Foreign Language ......
U.S. History .............
Natural Science ........
General Psychology ...
Sociology 1, 2 ...........
Economics 15, 16 ........
SENIOR
Cr.
2
3
3
Cr.
2
3
3
3
-
3
3
3
3
-
I Sem.
Cr.
Religion .................
3
Student Teaching . . . . . .
6
Guidance . . . . . . . . . . . . . . . .
2
School and Society .....
2
Methods . . . . . . . . . . . . . . . . .
2
Literature or Philosophy Human Geography . . . . . History . . . . . . . . . . . . . . . . . . Fine Arts . . . . . . . . . . . . . . . Electives in Minor . . . . . . -
3
Sem.
Cr
-
.
-
3
3
3
3
5
Major in Sociology in Preparation for Social Work
A rapid expansion of the field of social work during the past
twenty years .has created an acute need for trained social
workers. Positions are available in public agencies on federal,
state, county, and municipal levels; in private agencies sponsored by churches or other community organizations; in group
work, case work, or community organization.
In response to this need, Augsburg College has developed a
curriculum designed to do two things: (a) equip graduates
for immedate employment in social work positions that do
not require post-graduate training, and (b) prepare students
for further study in graduate schools of social work.
Augsburg College is an active member of the Minnesota Conference on Social Work Education and the National Council
on Social Work Education. During recent years graduates of
Augsburg have secured positions in both public and private
welfare, in probation work, child welfare, group work and
case work.
The following courses are recommended for students interested in Social Work. The courses which are italicized should
be taken by all such students.
In consultation with the department head, students may obtain a sociology major without the social-work sequence.
I Sem. I1 Sem.
Cr.
Cr.
FRESHMAN
Basic Bible . . . . . . . . . . . .
Freshman English . . . . .
Western Civilization ....
Foreign Language . . . . .
Introduction to Sociology
Social Problems ........
Physical Education 3, 4
2
2
3
3
4
3
. %
I Sem. I1 Sem.
Cr.
Cr.
Religion . . . . . . . . . . . . . . . . . 3
Soc. 57, 59. Fields of
3
Social Woyk ..........
Soc. 58, 60, Methods of
Social Work ........
Fine Arts
Beginning Speech
2
Intro. to Statistics
3
Social Research .........
Electives
5
JUNIOR
.............. .....
.....
.
I Sem.
Cr
SOPHOMORE
Religion 3. 4 . . . . . . . . . . .
American Government . .
Natural Science . . . . . . . .
General Psychology . . . . .
Principles of Economics
Rural Sociology . . . . . . . .
Urban Sociology . . . . . . .
Foreign Language . . . . . .
2
3
3
2
3
3
3
3
I Sem.
Cr.
SENIOR
Sem.
Cr.
-
Religion . . . . . . . . . . . . . . . . .
Crinainology . . . . . . . . . . . . 3
Social Psychology . . . . . . .
3
Psycla. 62, Abnornanl . . . Public Welfare . . . . . . . . . .
Electives in Upper Division
Courses ...............
10
-
Sem.
Cr.
3
+
+
3
3
................
Major in Psychology
FRESHMAN
I Sem. I1 Sem.
Cr
Cr.
2
2
3
3
3
3
4
4
.
..............
Basic Bible
Freshman English
Western Civilization
Foreign Language
General Zoology
Physical Activities
......
.....
......
........
......
JUNIOR
4
%
I Sem. I1 Sem.
Cr.
Cr.
3
3
3
3
3
Religion . . . . . . . . . . . . . . . .
Intro, to Statistics
Psych. of Personality ...
Experimental Psych. ...
Psych. of Measurements .
Electives
.....
4
%
................
7
3
3
4
SOPHOMORE
Relieion 3. 1 ............
~ o r z g nLanguage ......
General Psychology
Chemistry or Physics
Sociology 1. 2
Beginning Speech
Logic ....................
Fine Arts
I Sem. I1 Sem.
Cr.
Cr.
2
3
3
....
... 4
...... -32
............... ...........
2
3
4
3
3
2
I Sem. I1 Sem.
SENIOR
History of Psych. .......
Social Psychology
Topics in Psych.
Seminar in Psych. .....
Electives
Cr.
3
..... 3
........ -
................
10
Cr.
-
+
1 to 2
2
12
Elementary Education
Students planning for elementary school teaching are required
t o complete the following curriculum. Except where a choice
is indicated, substitutions can be made only upon the approval
of the Director of Elementary Education. As with other students, certain exemptions are possible. Since the optional
subjects and free electives are so limited, the program must
be followed carefully from the first year. The major in this
program is Elementary Education; each student is required to
take a minor in a t least one of the subject matter fields taught
in the elementary schools. Variations in the requirements of
the minor from those described by the department may be permitted subject to special departmental approval.
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr.
2
2
3
3
3
3
Basic Bible ..............
Freshman English ......
Western Civilization ....
Modern Foreign
Language . . . . . . . . . . . . .
Physical Science . . . . . . . 3
Selected from Physics,
Astronomy, Chemistry 5,
Physical Activities
.....
4
or 4
6)
?h
a
4
or 4
%
I Sem. I1 Sem.
JUNIOR
.
-
Cr
Religion .................
American Government . .
3
Ed. 51, Orientation . . . . . .
4
Ed. 53, Human Growth &
Development .........
3
Ed. 54, 56, Meth. & Mat. 0
Group Activity ..........
Basic Design . . . . . . . . . . . . 3
Intro, to Music . . . . . . . . . Foundations of Arith. .. 4
Electives in Minor . . . . .
Cr.
3
3
4
0
-
2
2
3
SOPHOMORE
Religion 3. 4 .. ,. .. , .....
General Rlology ........
General Fs'r;ycholOgy
Human Geography ......
U.S. History . . . . . . . . . . . .
Modern Foreign
Language . . . . . . . . . . . . .
Health and First Aid ...
Electives in Minor
I Sem. I1 Sem.
Cr.
Cr.
2
2
....
.....
3
3
-
3
3
3
3
3
3
3
-
-
3
I Sem, I1 Sem,
SENIOR
Religion . . . . . . . . . . . . . . . .
Ed. 61, Meth. & Mat.
Ed. 62. Meth. & Mat. . . .
Ed. 63. Tchg. of Reading
Children's Literature . . .
Ed. 66, Seminar in
Teaching . . . . . . . . . . . . .
Ed. 68, Directed Tchg.
Literature ..............
Beginning Speech .......
Electives in Minor . . . . . .
...
Cr.
3
2
3
3
3
3
Cr.
-
2
-
2
B
2
-
High School Teaching
Each state sets certain requirements for obtaining a teacher's
certificate. The course outlined below satisfies the requirements
for a certificate for teaching in Minnesota a t the junior and
senior high school level. The same prgram will meet the demands set by most of the neighboring states. The student
should apply to the Department of Education for admission
t o the Education curriculum during his sophomore year. Admission will be determined by a committee on the basis of
scholarship and other qualifications. Except with special majors such as music, home economics, combined natural science,
and business education, students should usually prepare
for competency in at least two subject-matter fields in which
high schools offer work. Areas in which they may obtain
teaching majors or minors include English, German, Spanish,
French, speech, music, art, history, social science, business
education, home economics, biology, physics, chemistry,
natural science, mathematics and physical education. 'Minors
are also offered in Scandinavian language and literature,
political science and library science.
I Sem. I1 Sem.
Cr.
Cr.
2
2
Basic Bible
Freshman English ......
3
History or Sociology
3
Foreign Language
4
Natural Science
3 or 4
Physical Activities
%
FRESHMAN
.............
...
.....
......
........
SOPHOMORE
I Sem. I1 Sem.
Cr
Cr
Religion 3, 4
2
2
Foreign Lzulglt~ge
3
3
General Psycholum
,,
3
Natural Sctcl~cc
3 or 4
Fine Arts . . . . . . . . . . . . . . . Health and First Aid ,
3
Electives ................
5
.
............
......
.. .
..
.........
-
.
JUNIOR
Religion .........
Education 71. 72 .
Education 73, 74
Beginning Speech
Electives in Major
or Minor ......
Sem.
Cr.
-
..
I Sem. I1 Sem.
SENIOR
Cr.
Cr.
Religion ................. 3
Education 76 ............
2.
Education 76 . . . . . . . . . . .
2'
4S ~ e c i a lMethods . . . . . . . . 2 or
-
Cr.
3
3
0
ducatio ion
97
-
...........
6.
-
Literature or Philosophy
Electives in Major
or Minor . . . . . . . . . . . . .
'May be taken I1 Sem.
-
3
Students preparing for secondary school teaching whose programs prevent the completion of the full requirements in the
regular four years, may be allowed certain modifications in
the general education requirements. They are required to complete courses in general psychology, 3 credits, and health,
3 credits. On the recommendation of their registration adviser
and the approval of the Committee on Admissions and Student
Standing, they may secure exemption from one or more of
the following, not to exceed a total of 9 credits: Freshman
English, 3 credits; literature or philosophy, 3 credits; speech,
2 credits; fine arts, 2 credits; natural science, 3 credits; social
science, 3 credits; foreign language, 6 credits. (At least one
year of foreign language must be taken in college, unless the
student completed four years of a language in high school.)
To be valid, approval of exemption must be filed in the Registrar's office prior t o registration for the junior year.
Major in Business Administration
FRESHMAN
I Sem. I1 Sem.
-.
.
2
Pr
Basic Bible . . . . . . . . . . . . .
Freshman English ......
3
Foreign Language . . . . . .
4
History or Sociology ...
3
3
Principles of Accounting
Physical Activities ..... %
JUNIOR
P
r
-a.
2
3
4
3
3
I Sem. I1 Sem.
Cr.
Cr
Intermediate Accounting
3
3
Religion . . . . . . . . . . . . . . . .
3
3
3
Economics 57, 58 ........
3
Intro. to Statistics ......
Science .................2 or 4
Fine Arts ............... Z or 3
Auditing or Cost Acc.
3
Electives ................ 3 to 5
3
.
-
r Sem.
Cr
SOPHOMORE
Religion 3, 4 ............
2
Foreign Language .......
3
Prin. of Economics .....
3
Natural Science ........3 or 4
......
Beginning Speech
Electives
................
I1 Sem.
Cr.
2
3
2
3
I Sem. I1 Sem.
Cr.
Cr.
3
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
Religion
Auditing or Cost Acc.
Business Law ..........
3
Literature or Philosophy Electives ................ 15
SENIOR
-
-
Major in Economics
FRESHMAN
I Sem. I1 Sem.
--.
2
.............
3
......
...... 34
Cr
Basic Bible
Freshman English
Foreign Language
History or Sociology . .
Principles of
Accounting ..........
Physical Activities .....
3
%
C r.
2
3
4
3
3
I12
SOPHOMORE
I Sem. I1 Sem.
Cr.
- Cr.
Religion 3, 4
2
2
Foreign Language
3
3
Prin. of Economics .....
3
3
Natural Science ........ 3 or 4
3 or 4
Beginning Speech .....
2
................
Electives
3
6
............
......
-
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
- .
Religion .................
3
Literature or Philosophy 3
Economics 57 58 . . . . . . .
3
3
Intro. to Statistics . . . . . 3
Natural Science ......... 3 or 4
Intro. to Math. Analysis
4
4
Electives . . . . . . . . . . . . . . . . 3
3
SENIOR
I Sem.
R e l i ~ i n n .................
Anal. Umm. nnd Calculus
-6
Cr.
--
..............2 or9 3
Sem.
Cr.
3
5
Fine Arts
Electives ................
Recommended elective fields: Psychology, Sociology, Political Science, History.
Major in Business Education
in Preparation for Teaching in Secondary Schools
E
FRESHMAN
Basic Bible ...........
Freshman English
Foreign Lnnguagf ...
History or Sncinte~y
Physical Acilr+lllcu ...
Elem. Typewriting
Natural Science
....
Sem. I1 Sem.
Cr.
Cr.
.
......
JUNIOR
.......
.....
................
.....
I Sem. I1 Sern.
Cr.
Cr.
2
2
.
...
Prin. of .Economics . . . . .
Adv. Shorthand .........
Educational psycho log^ ,
Teaching in Secondary
Schools ...............
Group Activity ..........
Business Law ..........,
Fine Arts ...............
Adv. Typewriting
Health & First Aid
Electives
SOPHOMORE
Religion 3, 4 .......
Gen. Psychology ...
Prin. of Accounting
Elem. Shorthand ...
Foreign Language
Natural Science . . . .
Beginning Speech .
Office Machines
.
...
I Sem. I1 Sem.
Cr.
Cr.
3
3
4
3
0
3
-
-
-
SENIOR
.......
I Sem. I1 Sem.
Cr.
Cr.
Student Teaching
Speclnl Methods
Prln. of Guidance
School and Society
Rcll~Inn
Lllerniura or Phflnao~hy
Sectmctnrlal Prncttce ....
~ u s l l l r ! ~ Seminar
n
......
E1cr:Hves
........ 26
......
..... 22
................ -3
................
-
-
-
-
3
Home Economics
Work in the Department of Home Economics is intended to
equip students for the teaching of home economics in high
school, to prepare them $forhomemaking, and to give them the
first two years of the training required for such vocations as
dietetics, institution management, home economics and journalism, and home economics in business. Each student who
plans for a vocation in this field should consult members of
the home economics staff about the details of the program
when she begins her college work.
A curriculum for a home economics education major is given
below. A graduate who completes this curriculum qualifies
for certification by the Minnesota State Board for Vocational
Education to teach in federally-aided secondary school home
economics departments (Smith-Hughes) . Courses in italics
are not required for a general home economics major.
I Sem. I1 Sem.
Cr.
Cr.
2
2
%
'12
FRESHMAN
..............
Basic Bible
Physical Activities
Freshman English
Soclolo~ry ...............
RLoIop!: 1-2, or 4 or
18-14'
0
A r t i n Daily Living ....
Nutrition . . . . . . . . . . . . . .
Clothing Selection
Clothing Construction
Chemistry 5 or 5, 6 or
5, 32' .................
.....
......
................
......
.
3
3
3
3
....
.
1 Sem.
Cr.
2
........
........
3
2
-
Sem.
Cr.
2
3
4
3
.........
or 4
3
3
4
I Sem. I1 Sem.
Cr.
Cr.
3
3
JUNIOR
Religion .................
Foreign Language .......
Beginning Speech .......
Prin. of Economics
Color and Design ........
Home Planning &
Furnishing . . . . . . . . . . . .
Family Health . . . . . . . . . .
Textiles .................
Educational Psycholog?/
Teachina i n Secondaru
Schools . . . . . . . . . . . . . . . .
Group Activity .........
Clothing Construction . . .
SOPHOMORE
Religion 3, 4 ..........
Gen. Psychology
Foreign Language ......
Prin. of Physics
Marriage & Family
Relationships
Child Development .....
Food Preparation &
Management ..........
Electives ................
2
3
3
2
3
0
2
4
2
-
SENIOR
I Sem. I1 Sem,
Religion . . . . . . . . . . . . . . . . .
Literature or Philosophy
Microbiology . . . . . . . . . . .
Education 76,78 . . . . . . . . .
Education 92 . . . . . . . . . . . .
Student Teclclting . . . . . . .
Home Management Prob.
Home Management Lab.
Consumer Educ. .........
Teaching of Home E c . 2
-
Cr.
Cr.
2
2
2
3
3
4
6
2
3
2
2
3
0
-
"Recommended for students planning to do graduate work in
nutrition, foods, textiles or equipment, as well as for any who
plan to transfer to institutions offering special training in
dietetics. These students may take the biology course in the
sophomore year.
Students preparing for secondary school teaching whose program prevent the c~~mpletion
of the full requirements in the
regular four years, may be allowed certain modifications in
the general education requirements.
Biology Major
The following course o'f study is recommended for a major
in biology. Physics 6 and Chemistry 54 are strongly recommended for students who plan on graduate work in biology.
I Sem. I1 Sem.
FRESHMAN
.............
......
Basic Bible
Freshman English
History or Sociology ...
General Zoology
Foreign Language ......
Physical Activities
........
Cr.
3
3
4
4
'12
.....
JUNIOR
Cr.
2
f Sem. I1 Sem.
Religion . . . . . . . . . . . . . . . . .
Chemistry 5, 6 or 15, 16
Literature or Philosophy
Genetics .................
Biology 64 or 68 . . . . . . . .
Fine Arts . . . . . . . . . . . . . . .
Electives . . . . . . . . . . . . . . . .
Cr.
Cr.
3
3
4
4
4
3
2
3
-
-42
SOPHOMORE
f Sem. I1 Sem.
Religion 3 , 4 . . . . . . . . . . . .
Beginning Speech ......
General Botany .........
Human ~ n a t o m y. . . . . . . .
Intro. to Math. Analysis
Foreign Language . . . . . .
Electives . . . . . . . . . . . . . . . .
SENIOR
Cr.
2
2
4
-
Cr.
2
4
4
3
-
I Sem, I1 Sem.
Cr.
Taxonomy . . . . . . . . . . . . . The Cell ................
4
General Entomology .... Physics 5 , 6 or
Chemistry 53, 54 . . . . . .
4
Biology Seminar . . . . . . .
%
Electives (upper division) 8
Cr.
3
Biology Major for Secondary School Teaching
I Sem. I1 Sem.
Cr.
Cr.
2
2
3
3
3
3
FRESHMAN
.............
Basic Bible
Freshman English ......
History or Sociology
General Zoology ........
Foreign Language ......
Physical Activities .....
....
4
4
4
4
=/2
JUNIOR
Biology 64 or 68 .........
Genetics ................
The Cell
Educational Psych.
Tchg. in Sec. School ...
Biology Seminar
Group Activity ..........
Health and First Aid
,
Beginning Speech
Electives
I Sem. I1 Sem.
Cr.
Cr.
-
................
.....
........
4
4
3
0
.. .......
.................. 6
4
3
%
0
3
2
5
SOPHOMORE
I Sem. I1 Sem.
- ----.
Cr.
Cr.
2
Religion 3, 4 . . . . . . . . . . . .
2
4
General Botany . . . . . . . .
Human Anatomy ....... Foreign Language
3
General Psychology ....
3
Chemistry 5. 6 or 15. 16
4
Electivcs ................ 3
......
I Sem. I1 Sem.
Cr
3
SENIOR
Cr.
.................
3
............... -
Religion
Flne Arts
........ -
Biology 58 or 66
Tch~:. of Nnttlrnl ScIcnces
Fl'iti. CII
Guldance
Sclhool & Society
.....
.......
2
2
2
Slkldcnl Teocl~ing .......
6
Litcrnturc nr Philo~ophs Birsloay Scrnltlr~r'
'/2
Elcctlvt*
........
................ -
.
3
3
-
3
'/a
4
Chemistry Major
The following course of study meets the requirements for
the Bachelor of Arts degree a t Augsburg College and is approved by the American Chemical Society for students who
plan t o do graduate study in chemistry.
Students who satisfactorily complete this curriculum are
exempt from the graduation requirement of a course in the
biological science and the second year of a foreign language.
FRESHMAN
I Sem.
C r.
Chemistry 15. 16 . . . . . . . .
Intro. to Math. Analysis
Basic Bible . . . . . . . . . . . . .
Freshman English . . . . .
History o r Sociology
Physical Activities
...
.....
JUNIOR
I1 Sem.
4
4
2
3
3
2
3
3
%
'
/
2
I Sem. I1 Sem.
Cr.
Cr.
3
4
Chemistry 61, 72 . . . . . . .
Physical Chemistry (82)
Chemistry Seminars
(93. 94)
Beginning German
'Advanced Calculus ....
'Physics 53, 63, 52 ....
Fine Arts . . . . . . . . . . . . . . .
'Recommended
..............
.....
-
4
0
0
4
3
3
4
3
4
3
I Sem.
SOPHOMORE
Cr.
4
4
-
PW
Organic Chemistry (53, 54)
Anal. Geom. & Calculus
General Physics (5, 6) .
Religion 3, 4 . . . . . . . . . . . .
Beginning Speech . . . . . .
Literature or Philosophy
.
-4'
5
4
2
2
-
I1 Sem.
-.4 .
P
.
.
5
4
2
3
SENIOR
I Sem. I1 Sem.
Cr.
Cr.
Physical Chemistry (83. 86) 4
3
Adv. Anal. Chemistry (88) 3
$dv. Inorg. Chemistry (91) 4
Chemistry 97. 98 . . . . . . . . Arr.
Arr.
Chemistry Seminars
(95. 961 ..............
0
0
Religion ................ 3
3
German or French . . . . 3 or 4
3 or 4
-
The summer following the junior year is frequently spent on
chemical research under departmental sponsorship.
Physics Major
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr.
2
2
3
3
3
3
Basic Bible . . . . . . . . . . . . .
Freshman English . . . . . . .
History or Sociology . . . .
Intro. to Math. Analysis
General Physics (5. 6) .
Physical Activities . . . . .
4
4
1/2
4
4
'h
I Sem. I1 Sem.
Pr
Cr.
2
SOPHOMORE
--.
Religion 3, 4 . . . . . . . . . . . .
2
Anal. Geom. and Calculus 5
Intro. Atom. &
Nuclear Phys. . . . . . . . . Electr. & Magnetism
153. 54) . . . . . . . . . . . . . . .
3
.Optics . . . . . . . . . . . . . . . . . .
3
German or French
4
.....
I Sem. I1 Sem.
Cr.
Cr.
JUNIOR
Fine Arts ..............
Differential Equations . .
Mechanics ...............
Adv. Physics Lab.
(63, 64) ...............
Literature or Philosophy
German or French . . . . . .
Chemistry 5 , 6, or 15, 10
Beginning Speech .......
3
3
1
3
3
4
-
I Sem.
SENIOR
Cr.
3
3
3
Advanced Calculus .....
Religion .................
*Heat & Thermodynamics
Adv. Physics Lab.
(73. 74) . . . . . . . . . . . . . . .
Mathematical Physics . . .
Electives . . . . . . . . . . . . . . . .
Sern.
Cr
3
3
.
1
6
*Offered alternate years
Combined Science Major for Teaching: 46 credits, including Chemistry
5, 6 (or 15, 161, 32, 61; Biology 13-14 and 25; Physics 5, 6, and 6 credits
in upper division courses.
Science minor for elementary school teaching: 3 credits each of physics,
astronomy, chemistry; 6 credits of biology; and 9 additional credits
in one area of science, at least 3 of which must be in upper division
courses.
Mathematics Major
The following course of study meets the requirements for the
Bachelor of Arts degree and is recommended for students who
plan to do graduate work in Mathematics.
X Sem. I1 Sem.
Cr.
Cr.
4
4
Intro. to Math. Analysis
Freshman English . . . . . . .
3
3
Beginning German .....
4
4
Basic Bible . . . . . . . . . . . . . . . 2
2
History or Sociology . . . .
3
3
Physical Activities
!/z
%
FRESHMAN
.....
JUNIOR
I Sem. I1 Sem.
Cr.
Cr.
Modern Algebra . . . . . . . .
Probability and Statistics
Basic Concepts of Math.
Religion .................
Biological Science . . . . . . 3
Literature or Philosophy
Electives ................
3
3
3
3
3
3
or 4
-
4
3
4
-
I Sem.
SOPHOMORE
Cr
5
4
3
2
Anal. Geom. & Calculus
General Physics . . . . . . . .
Intermediate German . . .
Religion 3, 4 . . . . . . . . . . .
Fine Arts ...............
Beginning Speech . . . . . . .
.
2
-
I1 Sem,
Cr.
5
4
3
2
2
I Sern. I1 Sem.
SENIOR
Advanced Calculus .....
Differential Equations
Modern Geometry .....
Electives . . . . . . . . . . . . . . . .
..
Cr.
3
Cr.
3
Mathematics Major for Secondary School Teaching
FRESHMAN
I Sem.
Cr.
4
3
4
2
3
Intro. to Math. Analysis
Freshman English . . . . . . .
Foreign Language . . . . .
Basic Bible . . . . . . . . . . . . .
History or Sociology . . .
Physical Activities .....
JUNIOR
'/2
I1 Sem.
Cr.
4
3
4
2
3
%
I Sem. I1 Sem.
Modern Algebra ........
Advanced Calculus . . . . .
Religion . . . . . . . . . . . . . . . .
Educational Psych. . . . . . .
Teaching i n Sec. Schools
Group Activity . . . . . . . . .
Electives . . . . . . . . . . . . . . . .
Cr.
3
3
3
0
7
Cr.
3
3
3
3
0
4
I Sem. I1 Sem.
SOPHOMORE
Cr.
Anal. Geom. & Calculus
Natural Science . . . . . . . . .
Foreign Language ......
Religion 3. 4 . . . . . . . .
General Psychology
Beginning Speech
5
4
3
2
....
......
SENIOR
3
-
Cr.
5
4
3
2
2
1 Sem. I1 Sem.
Student Teaching . . . . . . .
Teaching of Mathematics
School and Society ....
Prin. of Guidance . . . . . .
Religion . . . . . . . . . . . . . . . . .
Basic Concepts of Math.
Modern Geometry ......
Natural Science . . . . . . . .
Fine Arts . . . . . . . . . . . . . . .
Health and First Aid . . .
Electives . . . . . . . . . . . . . . . .
Cr.
6
2
2
2
3
-
Cr.
Health and Physical Education Major
The following course of study is designed to prepare students
for teaching health and physical education in the secondary
schools, for working in the related fields of health and
recreation, and to assist in qualifying them for the field of
corrective therapy.
T Sem. I1 Sem.
FRESHMAN
Basic Bible . . . . . . . . . . . . . .
Freshman English
Historv or Socioloav
-- . . . .
~ e n e r a lzoology . . . . . . . .
Physical Activities . . . . .
Health and First Aid ....
Individual & Dual Sports
.....
Cr
-- .
2
3
3
4
%
3
-
Cr.
2
3
3
4
=/2
3
I Sem. I1 Sem.
Cr .
Cr.
Religion ................ 3 .
3
Foreign Language
3
3
*Educational Psychology
3
'Teachina in Sec. Schools
3
*Group Activity ........
0
0
Swimming and Aquatics
1
1
Kinesiology & Adapted P.E. 3
Hist. & Prin. of P.E. 3
Electives in Maior
or Minor ..............
4
4
JUNIOR
......
-
*Not required for non-teaching majors.
I Sem. I1 Sem.
Cr.
SOPHOMORE
2
4
3
-
~ e g i n n i n g Speech ....
Human Anat. &
Physiology . . . . . . . . . .
Team Sports . . . . . . . . . . .
Rec. Act. & Rhythms .
Electives in Major
or Minor . . . . . . . . . . . .
SENIOR
I Sem. I1 Sem.
Cr.
Cr.
3
Literature or Philosophy
2
'Prin. of Guidance
2
'School and Society
6
*Student Teaching . . . . . .
P.E. Program in Sec. Sch.
3
School Health Educ. . .
1
Instructor's First Aid . .
s e l f - ~ e s t i n g Activities
*Methods in P.E.
and Minor
Fine Arts
......
....
.........
.............
Medical Technology
Students may complete a course leading t o the Bachelor of
Arts degree with a major in Medical Technology by completing
three years of work a t Augsburg College and twelve months at
General Hospital or Swedish Hospital, Minneapolis. The
following program prepares them for examination for certification in Medical Technology, and it includes the requirements
for the degree. Students planning to enter this program should
take higher algebra in high school.
FRESHMAN
Basic Bible . . . . . . . . . . . . .
Freshman English . . . . . . .
Chemistry 5, 6, or 15, 16
History or Sociology . . . .
Intro. to Math. Analysis
Beginning Speech
Fine Arts . . . . . . . . . . . . . . .
Physical Activities
Sem.
Cr.
2
Sem.
Cr.
2
3
4
3
.......
......
JUNIOR
I Sem, I1 Sem.
Cr .
Cr.
3
Relieion
................. 3
~~Microbiology ............ 4
3
Foreign Language .......
3
Quant. Anal. Chem. (61)
4
~ i o l o g yElective . . . . . . . .
4
6
'Electives . . . . . . . . . . . . . . . 3
*Physics strongly recommended. Other
sciences, arts, humanities.
-
I Sem. I1 Sem.
Cr
Cr.
SOPHOMORE
Religion 3, 4 ...........
Elem. Organic Chem. 32
General Zoology
Foreign Language . . . . . . .
Literature or Philosophy
'Electives ...............
........
-
2
4
4
4
3
3
4
2
4
SENIOR
Lectures, laboratory and practical
work at General or Swedish Hospital
for 12 months
........................32
recommended
electives:
English,
social
In the senior year, students taking this program must register
at Augsburg as well as a t the affiliated hospital.
Medicine
Most medical schools require a minimum of three years of
college education, but premedical students usually find it
advantageous to complete their college work before entering
the medical school. The following program will meet the
requirements of most medical schools, but it is advisable for
the student to study the requirements of the medical scho'ol
to which he plans to apply.
FRESHMAN
I Sem. I1 Sem.
Basic Bible . . . . . . . . . . . . .
Freshman Enalish . . . . . .
Chemistry 15; 16 . . . . . . .
Intro. to Math. Analysis
Physical Activities . . . . .
History or Soc. Science
JUNIOR
.................
Religion
Intermediate German . . .
Quant. Anal. Chem. (61)
General Physics (5, 6)
L~terature or Philosophy
Chem. Seminars (93, 94)
Elective
Pr
Pr
2
2
3
3
4
4
%
3
4
4
'h
.................
-
-
0
3
I Sem. I1 Sem.
......
....
3
I Sem. I1 Sem.
Cr.
Cr.
3
3
3
3
4
4
4
3
3
0
SOPHOMORE
Religion 3, 4 ............
Beninnina German
~ e i e r a -zoology
l
.......
Organic Chem. (53, 54)
*Mathematics 41. 42
SENIOR
Pr
Pr
2
4
2
4
4
4
5
4
4
5
I Sem. I1 Sem.
Cr
Cr
3
3
3
Social Science or Hist.
Fine Arts
Beginning Speech .......
Genetics ................
General Psychology
,
Electives ................
Chem. Seminars (95, 05)
'Physical Chem. (83) ,. ,
.
.
............... -
.. .
2
4
7
0
-
'Recommended
Dentistry
Students planning to enter the pre-dental curriculum should
take geometry, trigonometry, and higher algebra in high
school. Courses in physics and chemistry are highly desirable.
Preparation for the study of dentistry can generally be
completed in two years. The following schedule will meet the
requirements for admission t o most dental schools. Prospective
dental students, however, should inquire of the dental schools
in which they are interested about specific requirements. The
Department of Chemistry is prepared to offer assistance in
placing qualified students in dental school.
FRESHMAN
......
Freshman English
Basic Bible ..............
Intro. Chem. &
Qual. Anal. (5, 6)
Intro. to Math. Anal. ..
General Zoology
Physical Activities
...
........
.....
I Sem. I1 Sem.
Cr.
Cr.
3
3
2
2
4
4
4
%
SOPHOMORE
I Sem. I1 Sem.
Cr.
Cr.
2
Religion 3, 4 . . . . . . . . . . . . 2
General Physics (5, 6) .
4
'Organic Chem. (53, 54)
4
.
4
4
4
%
'Chem. 61, 32 may be substituted for Chem. 53, 54, but the latter is recommended.
Nursing
Many hospitals prefer that applicants to their school of nursing
have a t least one year of college. In many instances two or
more years of college work are desirable. The following
pre-nursing curriculum is suggested for those planning to enter
a four-year school of nursing. Those who plan on a three-year
nursing program should try to select courses in college which
will not duplicate the courses they will study in the school
of nursing which they plan to attend.
FRESHMAN
I Sem.
Cr.
Basic Bible .............
Freshman English .......
Foreign Language
Sociology ...............
Chemistry 5
Psych. or Geography
Art or Music ............
.......
.............
...
2
3
4
3
4
Sem.
Cr.
2
3
4
3
-
Students enrolled in the Schools of Nursing at
Deaconess, Swedish, Fairview, and Methodist
Minneapolis, take some of their course work a t
College. Applications for admission to this program
made directly to these hospitals.
Lutheran
Hospitals,
Augsburg
should be
Law
Most law schools require, for admission, at least three years
of prelegal education a t the college level. The student is advised
t o select a broad program of study including courses in the
humanities, the social sciences, and the natural sciences. A
suggested three-year curriculum is given below:
Sem. I1 Sem.
Cr.
Cr.
FRESHMAN
Basic Bible . . . . . . . .
Freshman English .
Foreign Language
Western Civllization
Natural Science . . . .
Physical Activities
2
3
.
JUNIOR
2
3
4
4
3
4
'12
3
4
'/z
SOPHOMORE
............
I Sem.
Cr.
R c l l ~ l o n3. 4
&nR!isll 2:. '10 ...........
Foreign Language
Logic . . . . . . . . . . . . . . . . . . . .
Social Science ..........
Natural Science ........
Electives ................
2
3
3
Sem.
Cr.
2
....... 3
3
3
I Sem. I1 Sem.
Rallglnn ................
Beginning Speech ......
...............
Plnc Arts
Electives ................
Cr.
3
Cr.
3
12
10
-
2
2
Engineering
A student may take two years of pre-engineering a t Augsburg
before transferring t o a school of engineering. The following
curriculum is recommended. Students planning to enter this
program should have completed four years of high school
mathematics and qualified by the Mathematics Placement Test
to enter Mathematics 41.
FRESHMAN
I Sem. I1 Sem.
Cr.
Cr .
Basic Bible . . . . . . . . . . . .
Freshman English . . . . . .
Anal. Geom. & Calculus
General Physics . . . . . . . .
Social Science . . . . . . . . . .
Physical Activities ......
SOPHOMORE
I Sem. I1 Sem.
Religion 3, 4 . . . . . . . . . .
English 40. 42 . . . . . . . . . . .
~ d i a n c e d Calculus . . . . .
Physics 52, 53 . . . . . . . . . .
Differential Equations . .
Inorg. & Qual. Chemistry
rr.
rr
Students who plan to transfer to the Institute of Technology
a t the University of Minnesota will also need, in some cases,
a course in Rigid Body Mechanics (Statics) and Engineering
Graphics. It is recommended that these be taken in summer
session a t the U. of M.
Secretarial Work
The first year of the following program provides preparation
for certain office positions. Completion of the second year
provides more advanced training. A student who has had
similar courses in high school may be admitted to advanced
classes on the basis of his proficiency in the subject. An outline
of the requirements for teaching business subjects in high
school appears under Business Education.
A Secretarial-Work Certificate is awarded on completion of the
two-year program.
FIRST YEAR
I Sem. I1 Sem.
Cr .
Cr
2
2
3
3
1
3
Basic Bible ..............
Freshman English ......
Elementary Typewriting
Office Machines . . . . . . . .
Elementary Shorthand . .
Physical Activities .....
Electives ................
.
-
3
%
8
3
1/2
6
SECOND YEAR
1 Sem. I1 Sem.
Religion 3, 4 ............
Beginning Speech
Advanced Typewriting .
Advanced Shorthand ....
Prin. of Accounting . .
Secretarial Practice .....
General Psychology .....
Electives ................
Cr.
2
.... 4
3
3
5
Cr.
2
2
3
3
3
3
PERSONNEL
THE BOARD OF REGENTS
Officers of the Board
. .
Mr. G. S. Michaelsen . . . . . . . . . . . . . . . . . . . . . . . . . . . Chairman
Vice-chairman
The Rev. Luthard 0. Gierde . . . . . . . . . . . . . .
Mr. R. F. Pautz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Mr. R. E. Myhre . . . . . . . . . . . . . . . . . . . . . .
Term Expires 1964
Mr. Jerome Formo, Minneapolis, Minnesota
Plastics, Inc.
The Rev. Luthard 0. Gierde, Minneapolis, Minnesota
Executive Director, Lutheran Social Service
Mr. Herbert Johnson, Minneapolis, Minnesota
Investors Syndicate Life Insurance and Annuity Company
Mr. G. S. Michaelsen, Minneapolis, Minnesota
Education, University of Minnesota
116
The Rev. David Preus, Minneapolis, Minnesota
Pastor, University Lutheran Church of Hope
.Secretary
.
.Treasurer
The Rev. Harry T. Sorenson, Bellevue, Washington
Pastor, Lutheran Church of the Good Shepherd
The Rev. Erling Tungseth, Rochester, Minnesota
Pastor, Bethel English Lutheran Church
Term Expires 1965
Mr. R. F. Pautz, Minneapolis, Minnesota
Real Estate, Pautz-Franklin Realty Company
Mr. Philip C. Helland, Willmar, Minnesota
Superintendent of Schools, Willmar, Minnesota
Mr. U. W. Tervo, Rochester, Minnesota
Personnel Director, Mayo Clinic, Rochester, Minnesota
Term Expires 1966
Mr. Ruben G. Hovland, Northfield, Minnesota
Education, Northfield Public Schools, Farming
Mrs. George Nelson, Minneapolis, Minnesota
Homemaker
Mr. Cyrus Rachie, Minneapolis, Minnesota
Vice-President, Gamble Skogmo, Inc.
Term Expires 1967
Mr. R. E. Myhre, Minneapolis, Minnesota
Manager, South Side Insurance Agency
Mr. Leonard F. Ramberg, Minneapolis, Minnesota
Vice-President, Northwestern National Bank of Minneapolis
ADMINISTRATION
Oscar A. Anderson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .President
Clifford M. Johnson . . . . . . . . . . . . . . . Vice President for Development
Martin Quanbeck . . . . . . . . . . . . . . . . . . . . . . . . . . .Dean of the College
Burton P. Fosse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Business Manager
Peter Armacost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dean of Students
Gerda Mortensen . . . . . . .Dean of Women, Associate Dean of Students.
Glen W. Johnson . . . . . . . . . . . . . . . . Assistant to Dean of the College
Mildred Joel . . . . . . . . . . . . . . Registrar, Secretary of the General Faculty
Mrs. Jean Christian . . . . . . . . . . . . . . . . . . . . . . . . . Assistant
.
Registrar
Karlis Ozolins (on leave 1963-64) . . . . . . . . . . . . . . . . . . . . . . .Librarian
Mrs. Mariorie Sibley . . . . . . . . . . . . . . . . . . . Acting
.
Librarian 1963-64
Carl R. Hammarberg . . . . . . . . . . . . . . Director of Placement and Testing
S. V. Hielmeland . . . . . . . . . . . . . . Associate Director of Development
Donald Sorlien . . . . . . . . . . . . . . . . . . . . . . . . Director of Public Relations
Jeroy Carlson . . . . . . . . . . . . . . . . . . . . . . . .Director of Alumni Relations
Donovan Lundeen . . . . . . . . . . . . . . . . . . . . Director of Admissions
Mark Johnson . . . . . . . . . . . . . . . Assistant Director of Admissions
Arthur Nelson . . . . . . . . . . . . . . . . . . . . . . Supervisor of Plant Services
Richard 1. Berg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comptroller
Mrs. Elaine Swanson . . . . . . . . . . . . . . . . . .Director of Food Services
Bjarne Landa . . . . . . . , . . . . . . . . . . . . . . . . .Curator of the Museum
Agnes Tangjerd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Archivist
.
Vernon Chilgren . . . . . . . . . . . . . . . .Manager of Housing Service
Eugene Ecklund . . . . . . . . . . . . . . . . . . . . . . Manager of Special Events
Mrs. Ruth Gamm . . . . . . . . . . . . . - . . . Director
.
of News Bureau
Mrs. Jacquelyn Gimse . . . . . . . . . Director of Women's Residences
Frank A. Gruver, M.D. . . . . . . . . . . . . . . . . . . . . . . .College Physician
COMMITTEES OF THE FACULTY
President's Cabinet: 0.Anderson, C. Johnson, M. Quanbeck, Armacost,
Fosse, Miss Mortensen, Miss Joel, Mandsager
Educational Policies: M. Quanbeck, 0. Anderson, Miss Joel, P. Quanbeck, Thorson, Chrislock, Nash, Hanwick, R. Anderson, Halverson,
Miss Pederson, Armacost
Admissions and Student Standing: Miss Joel, Lundeen, M. Quanbeck,
Saugestad, Miss Cole, P . Thompson, Budge
Student Personnel: Armacost, Miss Mortensen, Torstenson, P. Quanbeck,
Mrs. Hinrichs
Teaoher Education: E. Johnson, Dahlen, Agre, Miss Mattson, Miss
Segolson, Miss Cole, Savold
Library: Mrs. Sibley, Sateren, Colacci, Mrs. Jensen, Alton, Benson
Athletics: Soberg, Kleven, Mickelberg, E. Anderson, Savold
*Convocations: Urdahl, E. Johnson, Miss Pederson, Thut, Ecklund
Faculty Personnel Policies: Budge, Sonnack, Mrs. E. Olson, Thompson,
Fosse, Holum
Institutional Studies: Holum, Pearson, Mrs. Anderegg, G. Johnson,
Chrislock
*Religious Life: Mandsager, Sonnack, Gisselquist
Social Functions: Mrs. L. Peterson, Miss Mortensen, Miss Lillehei, Miss
Sonsteng, Hatchek
*Student Activities: Armacost, Miss Mortensen, M. Quanbeck, Follingstad, Mickelberg
*Student Conduct: E. Nelson, Mrs. K. Peterson, Thut, Miss Lund
Nominations: Kleven, Urdahl, Hammarberg
Administrative: 0. Anderson, C. Johnson, M. Quanbeck, Armacost, Fosse
Foreign Students: Miss Joel, Hansen, G. Johnson, Miss Segolson
*Joint Student-Faculty Committees
THE FACULTY
Ruth Aaskov, A.M., lnstructor in French (on leave 1963-64)
A.B., Augsburg College, 1963; A.M., Middlebury College, 1960. Additional study: University of Grenoble, Boston University, University of
Wisconsin. Teaching: High School, 1954-60. At Augsburg 1960-63.
Courtland L. Agre, Ph.D., Professor of Chemistry
B.Ch.E., University of Minnesota, 1934; Ph.D., University of Minnesota,
1937; Research Chemist, 193740; U.S. Army, 1940-41; Research Chemist,
1941-46. Teaching: St. Olaf College, 1946-58; University of California,
Berkeley, Visiting Professor, National Science Foundation Fellowship,
1958-59. At Augsburg since 1959.
Earl Alton, Ph.D., Assistant Professor of Chemistry
A.B., St. Olaf College, 1955; M.S., University of Michigan, 1958; Ph.D.,
1961. Teaching: Teaching Fellow and pre-doctor instructor, University
of Michigan, 1955-58. At Augsburg since 1960.
Lyla Mae Anderegg, A.M., lnstructor in Education
A.B., University of Minnesota, 1945; A.M., Northwestern University,
1947. Additional study: Minnesota, Chicago, California. Teaching and
Counseling, High School, 194546, 1951-53 ; Teaching : E a s t Washington
College, 1948-49; University of Minnesota, 1950-51; Oakland Junior
College, 1954-56; San Francisco State College, 1957-58; St. Olaf College,
1958-59. At Augsburg since 1959.
Ernest W. Anderson, M. Ed., Professor of Health and Physical Education,
Basketball Coach
A.B., Augsburg College, 1937; M.Ed., University of Minnesota, 1947.
Teaching: High School, 193741. U.S. Army, 194146. At Augsburg since
1946.
Oscar A. Anderson, LL.D., President of the College
A.B., St. Olaf College, 1938; B.D., Luther Theological Seminary, 1942;
LL.D., Concordia College, 1963. Additional study: Union Theological
Seminary. Pastoral work, 1942-48, 1954-63; Executive Secretary, Young
People's Luther League (ELC), 1948-54. At Augsburg since 1963.
Raymond E. Anderson, Ph.D., Associate Professor of Speech
B.S., University of Minnesota, 1946; A.M., 1950; Ph.D., University of
Minnesota, 1959. Teaching: University of Vermont, 1949. U.S. Navy,
1946. At Augsburg since 1949.
Peter H. Armacost, Ph.D., Assistant Professor of Psychology and Dean
of Students (on leave 1961-63.)
A.B., Denison University, 1957. Ph.D., University of Minnesota, 1963.
Additional study: Union Theological Seminary. Teaching Assistant a t
University of Minnesota. At Augsburg since 1959.
Manmohan S. Arora, M.A., Instructor in Economics
B.S., Ranja's College, India, 1957; M.A., Delhi School of Economics,
India, 1959; Additional study: University of Minnesota. Teaching Assistant, University of Minnesota, 1962-63. At Augsburg since 1963.
Leroy A. Baker, A.B., lnstructor in Physics
A.B., Northwest Nazarene College, 1960. Additional study: University
of Minnesota. Research Physicist, Minneapolis Honeywell. At Augsburg
196&62 and since 1963.
Emil Balz, Akad. Geprufter Ubersetzer, lnstructor in Spanish
Abitur, Friedrich Schiller Oberschule, Germany, 1937; Akad. Geprufter
Ubersetzer, Heidelberg University, 1949. Additional study: University of
Minnesota. Teaching: Prof. Language School, Germany, 1949-50. At
Augsburg since 1963.
Waltraud Balz, Akadem. Ubersetzer, lnstructor in Modern Languages
Abitur, Victoria Oberschule, Germany, 1942; Akadem. Ubersetzer,
Heidelberg University, 1947. Teaching: private lessons, 1960-63. At
Augsburg since 1963.
Merrilyn Belgum, M.S.W., Instructor in Sociology
A.B., University of Minnesota, 1946: W.S.W., UnlveiUsityof Denver, 1956.
Qlisago County Welfare, 1948-49; Lutheran W ~ l f n r eSociety, Iowa, 194952; Depnrtmcnt of Public Welfare, Anchmbage, A I ~ s k a ,1952-54; University of Denvcr, Field Inaiructor, 195657; Denver Public Schools
Social Worker, 1957-60,At Augshurg since 1960.
John Benson, M.A., lnstructor in Religion
B.A., Augsburg College, 1955; B.D., Luther Theological Seminary, 1959;
M.A., Columbia University, 1961. Additional study: Columbia University.
At Augsburg since 1963.
William Bergstrom, M.A., lnstructor in English
B.A., University of Minnesota, 1950; M.A., University of Minnesota, 1952.
Additional study: University of Minnesota. Teaching: Bethel College,
1950-55, University of Minnesota, 195563. At Augsburg since 1963.
Nelly T. Blackburn, B.A., lnstructor in French
B.A., Earlham College, 1949. Additional study: Oberlin College. Teaching: Macalester College, 1962-63. At Augsburg since 1963.
Oscar Blegen, Jr., B.A., Assistant Football Coach and Head Wrestling
Coach
B.A., Augsburg College, 1961. Teaching: High School, 1961-63. At Augsburg since 1963.
Bruce P. Budge, M.S., Assistant Professor of Business Administration
B.S., University of Idaho, 1953; M.S., 1957. Additional study: University
of Minnesota. Teaching: University of Idaho, 1955-57. Weyerhauser
Company, 1953-55, 1957-60. At Augsburg since 1960.
Harold Cannon, B.A., B.S., lnstructor in Spanish
B.A., B.S., University of Minnesota, 1962. Additional study: University
of Minnesota. Teaching: High School, 1961-62. At Augsburg since 1962.
Jacqolyn L. Cherne, A.B., lnstructor in English
A.B., Augsburg College, 1958. Additional study: University of Minnesota.
At Augsburg 1960-62 and since 1963.
Carl Chrislock, Ph.D., Professor of History and Political Science
A.B., Augsburg College, 1937; A.M., University of Minnesota, 1947;
Ph.D., 1955. Teaching: High School, 193944; Tracy Junior College,
194748; Augustana College, Sioux Falls. S. Dak., 1948-51. At Augsburg
since 1952.
120
C. Winston Chrislock, M.A., Instructor in History
B.A., University of Minnesota, 1962; M.A., Indiana University, 1964.
At Augsburg since 1964.
Bernhard Christensen, Th.M., Ph.D., Professor of Christian Education
(on leave 1962-64)
A.B., Augsburg College, 1922; Augsburg Theological Seminary, 192225; Th.M., Princeton Theological Seminary, 1927; Ph.D., Hartford
Seminary Foundation, 1929. Additional study: Columbia, Chicago, Berlin
G~ttingen. Teaching: Oak Grove Seminary, Fargo, N. Dak., 1925-26.
Pastoral work, 1928-30. At Augsburg since 1930. President 1938-61.
Gracia Christensen, A.M., lnstructor in English
A.B., Hunter College, 1932; A.M., Radcliffe College, 1935. Additional
study: University of Chicago. At Augsburg 1959-60, 1961-62, and since
1963.
Nadia Christensen, B.A., lnstructor in Spanish
B.A., Augsburg College, 1959. Additional study: University of Minnesota,
University of San Carlos, Guatemala. At Augsburg since 1963.
Mario Colacci, Th.D., D.Litt., Professor of New Testament Greek and
Latin
Pontificium Atheneum Roman Major Seminary, Th.D., 1932; Pontificium
Institutum Biblicum de Urbe, Rome, L.R.B., 1934; University of Naples,
D.Litt., 1940. Teaching : Regional Seminary, Benevento, Italy, 1935-40 ;
Mario Pagano College and Normal Institute, Campobasso, Italy, 194149. At Augsburg since 1952.
Ailene Cole, A.M., Associate Professor of Speech
A.B., Gustavus Adolphus College, 1936; A.M., University of Minnesota,
1949. Additional study: University of Minnesota. Teaching: High Schools,
1936-56. At Augsburg since 1956.
K. Berner Dahlen, A.M., Associate Professor of English
A.B., Augsburg College, 1931; A.M., University of Minnesota, 1940. Additional study: Minnesota. Teaching: High School, 1931-39; CrosbyIronton Junior College, 194041. U.S. Army Air Forces, 1942-45. At
Augsburg since 1941.
Kenneth L. Davenport, M.M., lnstructor in Strings
B.M., Hamline University, 1932; M.M., Minneapolis College, 1938.
Teaching: St. Olaf College, Carleton College, Gustavus Adolphus College;
St. Paul Public Schools; Anoka Public Schools since 1953. Member of
the Minneapolis Symphony Orchestra for 14 years. At Augsburg since
1962.
Sheldon Fardig, M.M., Associate Professor of Education
B.A., Carleton College, 1940; M.M., Northwestern University, 1952.
Additional study: University of Minnesota; Dalcroze School of Music,
New York. Teaching: High School, 1940-46; Olivet College, 1949-54;
Moody Bible Institute, 1954-56; Bethel College, 1956-62. At Augsburg
since 1962.
Henry G. Follingstad, B.E.E., C.D.T. diploma, lnstructor in Mathematics
B.E.E., University of Minnesota, 1947; C.D.T. diploma, Bell Telephone
Laboratories, Inc., 1950. Additional study: Rutgers University, University of Minnesota. Teaching: University of Minnesota, 194748; U.S.
Armed Forces Institute, 194546; Bell Telephone Laboratories, Inc.,
1948-62. At Augsburg since 1962.
Burton P. Fosse, B.B.A., B.M.E., Business Manager
B.B.A., B.M.E., University of Minnesota, 1949. U.S. Army, 194346.
Industrial Engineering work, 1949-53. At Augsburg since 1953.
Stephen Gabrielsen, B.A., Director of Male Chorus
B.A., Augsburg College, 1963. Additional study: University of Minnesota.
At Augsburg since 1963.
Daryl Gibson, Ph.D., Associate Professor of Music (Brass Instruments)
B.S., University of Minnesota, 1934; A.M., 1941; Ph.D., University of
Iowa, 1947. Member of Minneapolis Symphony Orchestra, 1934-44. Teaching: University of Iowa, 1943; University of Montana, 194748; Gustavus
Adolphus College, 1948-52. At Augsburg since 1954.
Jacquelyn L. Gimse, B.S.N., Director of Women's Residence and Social
Coordinator
R.N., Moline Public Hospital, 1957; B.S.N., Gustavus Adolphus College,
1960, Moline Public Hospital, 1957-58; Gustavus Adolphus College, Assistant Dean of Students, 1960-61. At Augsburg since 1961.
A. Malcolm Gimse, B.A., Instructor in Swimming
B.A., Macalester College, 1962. Additional study: University of Minnesota. At Augsburg since 1961.
Orloue Gisselquist, A.M., Assistant Professor of History
A.B., University of Minnesota, 1943; A.M., University of Minnesota, 1956.
Teaching: Bethel College, 1954-56. Additional study: Minnesota. At
Augsburg since 1956.
Frank A. Gruver, M.D., College Physician and Assistant Professor of
Psychology
B.S., University of New Mexico, 1954; M.D., University of Utah, 1959;
PARS Certificate, Union Theological Seminary, 1963. Private practice,
1960-62. At Augsburg since 1963.
Donald R. Gustafson, A.M., lnstructor in History (on leave 1963-64)
A.B., Gustavus Adolphus College, 1955; A.M., University of Wisconsin,
1956. Additional study: Indiana; California, Berkeley; Minnesota; Wisconsin. Teaching: Gustavus Adolphus College, 1960-61. At Augsburg
1961-63.
William H. Halverson, Ph.D., Associate Professor of Philosophy and
Religion
A.B., Augsburg College, 1951; B.Th., Augsburg Theological Seminary,
1955; Th.M., Princeton Theological Seminary, 1957; A.M., Princeton
University, 1959 ; Ph.D., 1961. Teaching : Princeton Theological Seminary, 1957-59. At Augsburg 1955-56 and since 1959.
Carl R. Hammarberg, A.M., Assistant Professor of Psychology and
Director of Placement and Testing
A.B., Gustavus Adolphus College, 1932; A.M., University of Minnesota,
1948. Additional study: Minnesota. Teaching: Bethany College, Lindsborg, Kan., 1948-53. At Augsburg since 1953.
Leif E. Hansen, A.M., lnstructor in Modern Languages
A.B., Concordia College, 1947; A.M., University of Min~esota, 19%.
Additional study: Michigan, Stetson University. Wisconsin. Teachjng :
High School, Norway, 1959-60; University of Wiscot~sin, I9GO-61. At
Augsburg since 1961.
lrene Hanson, M.S. in Ed., Assistant Professor of Elementary Education
B.S. in Ed., Temple University, 1946; M.S. in Ed., Temple University,
1948. Additional study: University of Minnesota. Teaching: High School,
194649, 1957-59; University of Minnesota, 1960-63. At Augsburg since
1963.
Theodore J. Hanwick, Ph.D., Professor of Physics
B.E.E., Polytechnic Institute of Brooklyn, 1933; M.S., Polytechnic Institute of Brooklyn, 1937; Ph.D., New York University, 1950. Teaching:
Polytechnic Institute of Brooklyn, 1937-38; New York University, 193%
42; U.S. Naval Academy, 194246; Rutgers University, 1946-56. At
Augsburg since 1956.
George W. Hatchek, LL.D., lnstructor in Modern Languages
LL.D., Law School of Vienna, Austria, 1938. Additional study: University of Minnesota, Middlebury College. Interpreter a t United States
Surplus Depot, France, 194446; Teaching: International Institute and
YWCA, 195460. At Augsburg since 1960.
Ruben G. Haugen, M.M., lnstructor in Woodwinds
B.M., MacPhail School of Music, 1950; M.M., MacPhail School of Music,
1951. Additional study: University of Kyoto, Japan. Teaching:
Minneapolis Junior Academy, 1950-52; Breck Military Academy, 1952-55;
MacPhail School of Music since 1950. At Augsburg since 1958.
Orvald B. Haugsby, A.B., Assistant Professor of Mathematics
A.B., Wisconsin State College, 1952. Additional study: Minnesota. Teaching: High School, 1953-56; Wisconsin State College, 1956-59; University
of Minnesota, Teaching Assistant, 1959-61. At Augsburg since 1961.
Melvin A. Helland, S.T.M., Ph.D., Professor of Religion (on leave 1960-63)
A.B., Augsburg College, 1915; C.T., Augsburg Theological Seminary,
1918; S.T.M., Hartford Seminary Foundation, 1919; Ph.D., 1930. Addiional study: Grenoble, Chicago. Educational Missionary in Madagascar,
1921-38; Professor of New Testament, Lutheran Theological Seminary,
Ivory, Madagascar, 193&10 and 1960-63. At Augsburg since 1941.
A. Robert Hemmingson, A.M., Assistant Professor of Economics and
Business Administration (on leave 1963-64)
A.B., Dana College, 1953; A.M., University of Nebraska, 1957. Additional
study: University of Minnesota. Teaching: University of Nebraska,
1956-57. At Augsburg since 1957.
Grace Hinrichs, Ph.D., Assistant Professor of Psychology
B.A., University of Minnesota, 1957; Ph.D., University of Minnesota, 1963.
Teaching: Wisconsin State College, 1960-62. At Augsburg since 1962.
John R. Holum, Ph.D., Associate Professor of Chemistry
A.B., St. Olaf College, 1950; Ph.D., University of Minnesota, 1954. Additional study: California Institute of Technology. Teaching: University
of Minnesota, 1950-52; University of Maryland, 1956; Pacific Lutheran
College, 195SF9. U.S. Armed Forces, 195557. At Augsburg 1957-58
and since 1959.
lrene Khin Khin Jensen, Ph.D., lnstructor in History and Political Science
A.B., Rangoon University, Burma, 1949; A.M., Bucknell University,
1951; Ph.D., University of Wisconsin, 1956. Teaching: Rangoon University,
Burma, 1949-50. At Augsburg 1 9 5 5 5 6 and since 1959.
John Jensen, A.M., Assistant Librarian
A.B., Augsburg College, 1955; A.M., University of Minnesota, 1957.
U.S. Navy, 1957-61. At Augsburg 1956-57 and since 1961.
Mildred V. Joel, A.M., Registrar, with rank of Assistant Professor
A.B., Augsburg College, 1940; A.M., University of Minnesota, 1947.
Additional study: Saskatchewan, Minnesota, Denver. Teaching: High
School, 1941-46. At Augsburg since 1947.
Clifford Johnson, C.T., Vice President in Charge of Development
B.A., Augsburg College, 1934; C.T., Augsburg Theological Seminary,
1939. Pastoral work, 1939-1953, 1954-1962. At Augsburg 1953-54 and
since 1962.
Einar 0.Johnson, Ph.D., Professor of Education
A.B., Concordia College, 1938; A.M., University of Wnsklngtnn, 1950;
Ph.D., 1961. Additional study: University of Oslo, Nalsvny. Teaching:
Elementary and High School, 193M0; Universil,y of Washin@on. 1953-9;
Luther College, 1954-56. At Augsburg since 1956.
Glen W. Johnson, B.S.E., B.D., lnstructor in Mathematics and Philosophy
B.S. Engr., University of Nebraska, 1952; B.D., Luther Theological
Seminary, 1959. Additional study: University of Minnesota. At Augsburg
since 1961.
James Johnson, A.M., lnstructor in Piano
A.B., University of Minnesota, 1956; A.M., Julliard School of Music,
1958. At Augsburg since 1961.
Mary E. Johnson, M.A., lnstructor in French
B.A., Smith Collw~,1947; M.A. in Christian Education, Columbia University, 1950. Additional study: Michigan, Oslo, Minnesota. Teaching:
High School, 19G2. Dean of Women, Luther College, 1954-55. At Augsburg
since 1963.
Winfield Johnson, A.M., lnstructor in Religion
A.B., St. Olaf College, 1939; C.T., Luther Theological Seminary, 1943;
A.M., New York University, 1954. Additional study: University of
Minnesota. At Augsburg since 1961.
Donald E. Jorenby, MS., lnstructor in Chemistry
B.A., Augsburg College, 1959; MS., University of Minnesota, 1962. At
Augsburg since 1962.
Robert Karlen, A.M., lnstructor in Music
B.M., New England Conservatory, 1950; A.M., University of Minnesota,
1959. Additional study: Berkshire Music Center, Massachusetts; Morzarteum, Salzburg, Austria; Conservatoire Nationale, Paris, Nadia Boulanger. Teaching: Public Schools, 1950-53; St. Agatha's Conservatory, 1958-59;
University of Minnesota, 1957-59. At Augsburg since 1959.
124
Mimi B. Kingsley, A.M., Associate Professor of Spanish
A.B., Maryville College, 1936; A.M., University of Mexico, 1944. Additional study: Columbia, Minnesota. Teaching: Wagner College, Staten
Island, N.Y., 1941-42; Friends School, Brooklyn, N.Y., 194647. At Augsburg since 1947.
Bernhardt J. Kleven, Ph.D., Professor of History and Political Science
A.B., Augsburg College, 1922; A.M., University of Minnesota, 1930;
Ph.D., 1941. Additional study: Harvard. Teaching: High School, 1922-35;
Wheaton College, 194647. At Augsburg 1937-46 and since 1947.
Bjarne E. Landa, Ph.D., Professor of Germanic Languages
A.B., Voss State College, Norway, 1925; A.B., University of Southern
California, 1928; A.M., 1930; Ph.D., University of Minnesota, 1952. Teaching : High School, 1930-31 ; University of Minnesota, 1938-42 ; Fisk University, 1945-47. U.S. Office of Censorship, 1942-45. At Augsburg since
1947.
Dennis Lane, B.S., lnstructor in Organ
B.S., University of Minnesota, 1943. Additional study: University of
Minnesota. Teaching: High School, 1943-46; University of Minnesota,
1942-43; MrcPhail School of Music, 194551; private organ and piano
instructor. Church organist and choirmaster. At Augsburg since 1960.
Richard Laue, M.A., lnstructor in History
B.A., University of Minnesota, 1950; M.A., 1955. Additional study:
University of Minnesota. Teaching: Huron College, 1961-63. At Augsburg
since 1963.
Frederick Z. Lesher, M.A., lnstructor in English
B.A., Carthage College, 1958; M.A., State University of Iowa, 1962.
Teaching: Luther College, 1961-63. At Augsburg since 1963.
Bertha Lillehei, A.M., lnstructor in English
A.B., Augsburg College, 1934; A.M., University of Minnesota, 1960.
Additional study: Minnesota, Columbia. At Augsburg 193740 and since
1957.
Lorraine K. Livingston, A.M., lnstructor in English
A.B., University of Minnesota, 1930; A.M., 1932. Additional study: Minnesota. Teaching: University of Minnesota, 1932-35; 1952-60. At Augsburg
since 1960.
Gertrude
S. Lund, A.M., Assistant Professor of Business Education
A.B., Augsburg College, 1936; A.M., University of Minnesota, 1951.
Teaching : High School, 194345; West Central School of Agriculture,
Morris, 194547; Duluth Business University, 1947-48; High School,
194849. At Augsburg since 1950.
Orlin L. Mandsager, B.D., Campus Pastor and lnstructor in Religion
B.A., St. Olaf College, 1956; B.D., Luther Theological Seminary, 1961.
Teaching: High School, 1959-61; Pastoral work: 1956-58, 1961-62. At
Augsburg 1960-61 and since 1962.
Martha M. Mattson, A.M., Associate Professor of Education
A.B., Augsburg College, 1928; A.M., University of Minnesota, 1932.
Additional study: Boston University; University of Wisconsin. Teaching :
Elementary Schools, 1922-36; Elementary Supervisor, 1939-60. At Augsburg since 1960.
Erwin D. Mickelberg, A.B., Assistant Professor of Biology
A.B., Augsburg College, 1954. Additional study: Columbia, Minnesota.
Teaching: High School, 1954-56. At Augsburg since 1956.
August Molder, LL.M., Artist in Residence and lnstructor in Art
Graduated, University of Tartu, Estonia, 1935; Master of Law, University of Tartu, 1944. Teaching: University of Tartu, Estonia, 1942-44. At
Augsburg since 1963.
Ernesto E. Moreno, Dr. en Pedagogia, Instructor in Spanish
Diploma, Escuela Normal P a r a Maestros, Cuba; Dr. en Pedagogia,
University of Havana, 1945. Additional study: University of Minnesota.
Teaching: Rural school, Cuba; Chandler College, Cuba, 1947-59; Havana
Military Academy, 1951-60; High School, 1961-63. At Augsburg since
1963.
Gerda Mortensen, A.M., Dean of Women, Associate Dean of Students
with Rank of Professor
B.S., University of Minnesota, 1923; A.M., Columbia University, 1928.
Additional study: Minnesota. Teaching: Junior High School, 1917-21;
Hankow Private School, Hankow, China, 1934-35, At Augsburg since
1923.
Arthur Nash, Ph.D., Professor of Biology
A.B., Augsburg College, 1922; Ph.D., University of Minnesota, 1938.
Additional study: Minnesota; Seminar to Australia, 1934-35. U.S. Army
Air Force, 1942-46, Dean, Augsburg College, 1946-50. At Augsburg since
1922.
Emma L. Nashan, A.M., lnstructor in German
A.B., Duke University, 1953; A.M., Indiana University, 1963. Teaching : Sweet Briar College, 1956-57. At Augsburg since 1964.
Edor C. Nelson, M.Ed., Associate Professor of Physical Education and
Coach of Football and Baseball
A.B., Augsburg College, 1938; M.Ed., University of Minnesota, 1948.
Teaching: High School, 1938-41. U.S. Army, 1941-46. At Augsburg since
1946.
Glenn I. Nelson, A.M., lnstructor in Sociology
A.B., St. Olaf College, 1955; A.M., University of Minnesota, 1960.
Additional study: Minnesota. At Augsburg since 1961.
Grier Nicholl, A.M., lnstructor in English
A.B., Wesleyan University, 1951; A.M., Columbia Teachers College,
1956. Additional study: University of Minnesota, University of London.
Teaching: High School, 1954-55; Southern Oregon College, 1955-57;
University of Minnesota, 1958. At Augsburg since 1960.
David Nordlie, A.B., lnstructor in Sociology
A.B., Augsburg College, 1960. Additional study: Minnesota. At Augsburg
since 1961.
Esther J. Olson, Ph.D., Associate Professor of Speech
B.S., University of Minnesota, 1945; A.M., 1945; Ph.D., 1956. Teaching:
University of Minnesota, 194556; Luther College, 1956-60; Luther
Theological Seminary, 1960-62. At Augsburg since 1960.
126
lver B. Olson, A.M., S.T.D., Professor of Scandinavian
A.B., Augsburg College, 1935; Th.B., Augsburg Theological Seminary,
1936; A.M., University of Minnesota, 1945; S.T.D., Chicago Lutheran
Theological Seminary, 1957. Teaching: Oak Grove Seminary, 1936-39;
University of Minnesota, 1945-46. Pastor, Sand Creek, Wisconsin, 193944. At Augsburg since 1945.
Karlis Ozolins, A.M., Th.B., Librarian with rank of Assistant Professor
(on leave 1963-64)
A.B., Augsburg College, 1951; B.Th., Augsburg Theological Seminary,
1952; A.M., University of Minnesota, 1961. Additional study: University
of Marburg, Germany. At Augsburg since 1955.
Patricia A. Parker, A.M., lnstructor in Library Science
B.S., Eastern Michigan College, 1949; A.M., University of Michigan,
1952. Teaching: University of North Dakota, 1949-51; University of
Michigan, 1951-52; University of Minnesota, Librarian, 1954-56;
Minneapolis Public Library, 1956-59. At Augsburg since 1960.
Howard E. Pearson, A.M., Assistant Professor of Physical Education
A.B., Augsburg College, 1953; A.M., University of Minnesota, 1957. At
Augsburg since 1956.
Anne Pederson, A.M., Professor of English
A.B., Augsburg College, 1932; A.M., University of Minnesota, 1945.
Additional study: Minnesota, Columbia, Pennsylvania. Teaching: High
School, 194546; San Mateo Junior College, California, one semester,
1946. At Augsburg 193244 and since 1946.
Katherine Peterson, MS., Assistant Professor of Home Economics
B.S., South Dakota State College, 1936; M.S., State University of Iowa,
1939. Additional study: University of Minnesota. Teaching: High Schools,
1936-38; University of Minnesota, 1940-56. At Augsburg since 1956.
LaVonne Peterson, A.M., Assistant Professor of Physical Education for
Women
A.B., Augsburg College, 1950; A.M., University of Montana, 1953. Additional study: Universities of North Dakota, Minnesota, and Montana;
MacPhail School of Music. At Augsburg since 1950.
Martin Quanbeck, Ph.D., Professor of Education and Dean of the College
A.B., Augsburg College, 1929; A.M., University of Minnesota, 1933;
Ph.D., 1952. High School administration, Mantorville, Minnesota, 1929.36. Teaching: Waldorf College, 1936-38. Registrar, Augsburg College,
1939-46; Dean, 194246 and since 1950. At Augsburg since 1938.
Philip A. Quanbeck, Th.D., Associate Professor of Religion
h.~.
Augsburg
,
College, 1950; Th.B., Augsburg Seminary, 1951; Th.M.,
Princeton Theological Seminary, 1954; Th.D., 1958. Pastoral work,
1951-53. Teaching Fellow, Princeton Theological Seminary, 1951-57.
At Augsburg since 1957.
Lawrence Rogers, Laboratory lnstructor in Astronomy
University of Minnesota, 1942. Diploma, Cal Aero Technical Institute,
1948. At Augsburg since 1962.
Leland B. Sateren, A.M., Professor of Music
A.B., Augsburg College, 1935; A.M., University of Minnesota, 1943.
Additional study: Composition with Donald Ferguson (Minneapolis),
1941-43. Teaching: High School, 1935-39. Music Director, Radio Station
KUOM, University of Minnesota, 1940-43. Educational Director, Civilian
Puhlic Service, 1944-46. At Augsburg 194143 and since 1946.
Edwin J. Saugestad, A.B., Instructor in Physical Education and Biology
A.B., Augsburg College, 1959. Additional study: Minnesota. At Augsburg since 1959.
A. Mayo Savold, M,Mus. Ed., Associate Professor of Muslc
A.B., Luther College, 1911: M.Mus. Ed,, MncPhail School nf Music,
l9t;l. Additiont~l study: M f i r t l ~ Unkola, Minncsota. Tenchina: Renson
County Ag~*icult
urc! :mtI Training School, hrlridtlock, N, Diilc., 1934-37';
L a m h ~ r t u n Public Schools, 194142 and 3 9.IB4S. U.S. Arrncd Fol*ces
J94%45; GIcnwond Pul,lic Schools, 194R-52. At Augshwg since 7952.
Donna L. Schlorf, A.B., lnstructor in Physical Education
A.B., Augsburg College, 1954; Additional study: Minnesota, Colorado,
Oslo. Teaching: Junior and Senior High School, 1955-61. At Augsburg
since 1961.
Ruth Segolson, M.S., Professor of Home Economics
B.S., '- University of Minnesota, 1925; M.S., 1938. Additional study :
Minnesota, Syracuse University. Teaching : High School, 192528;
University of Minnesota, 192844. At Augsburg since 1944.
Marjorie H. Sibley, A.M., Assistant Librarian (Acting Head Librarian,
1963-64)
A.B., Unfversity of Illinois, 1942; A.M., 1943. Additional study: Minnesota.
T c a c h i n ~ :Elementn~~y,
3840-41; University of Illinois, 1945-46; Acquisitions Librm-iun, Macalcster College, 1959-61. At Augsburg since 1961.
George Soberg, A.B., C.T., Professor of Mathematics
A.B., Augsburg College, 1926; C.T., Augsburg Theological Seminary,
1950. Additional study: Minnesota. At Augsburg since 1926.
Ruth Sonsteng, A.M., lnstructor in Home Economics
A.B., Ausburg College, 1954; A.M., University of Minnesota, 1960. Additional study: University of Oslo. Teaching: High School, 195556; Graduate Assistant, University of Minnesota, 1956-57. At Augsburg 1957-60
and since 1961.
Merton P. Strommen, Th.B., Ph.D., Lecturer in Religion
A.B., Augsburg College, 1943; C.T., Augshurg Theological Seminary,
1944; Th.B., 1951; A.M., University at Mlnncsdn, 3955: Ph.D., 1960.
~ , 1944-60;
Pastor : Mora, Minnesota, 194447. Yooth D i ~ r c l o (~LFC)
Director, Lutheran Youth Research 1961-. At Augshurg since 3947.
Olaf H. Swenson, A.M., Assistant Professor of Sociology
A.B., Gustavus Adolphus College, 1943; A.M., University of Minnesota,
1950. Teaching: Gustavus Adolphus College, 194749, 1950-51. Probation
Office, Hennepin County, 1951-. At Augsburg since 1953.
Agnes B. Tangjerd, A.M., Archivist
A.B., St. Olaf College, 1920; B.S. in L.S., University of Minnesota, 1939;
A.M., 1944. Additional study: Minnesota. Zion Society for Israel, 192228. Teaching: High School, 1929-36. Eau Claire Public Library, 1936-38.
Librarian, Augsburg College, 1940-1960.
Joyce Tester, A.M., lnstructor in Home Economics
B.S., University of Minnesota, 1955; A.M., 1959. Teaching: High School,
195557; University of Minnesota, 1957-59 and spring quarter, 1963.
At Augsburg since 1963.
128
Phillip J. Thompson, M.F.A., Assisfan?Professor of Art
A.R., Concordia Collcg~,1955: M,F.A., Sfnle University of Town, 1958.
Teaching: Stntc University fif Iowa, 1957-58; Kokoma Rxlenslbn of
Xncliann University, 1958-59. A t Augshtlrg sincc 1959.
Paul G. Sonnark, Th.B., A.M, Frofesfor of RellgTen
A.R., Augslwg Col
I g42; C.T., Augshitrg Theoln~icalSminnrgr, 1945;
Th.B., 1$187; h , M . , Univmily of Chicago, 1960. P R S L O
M~m, ~ eLalce, Mime-
Gerald H. Thorson, Ph.D., Professor of English
A.B., Augsburg College, 1943; A.M., University of Minnesota, 1948; Ph.D.,
Columbia University, 1957. U.S. Army, 1943-46. Additional study:
Grenoble, Oslo, Wisconsin. Teaching: Wagner College, 1951. Visiting
Professor, University of Raykjavik, Iceland, 1961-62. At Augsburg
since 1946.
John Thut, A.B., M.Mus., Associate Professor of Music
A.B., Goshen C~Ilege,1923: R,Mus., AInPric~nConservatory of Music,
1929: M.Mus., 1936. Addilionnl sturly: Minnesota, Northwestern University, Privnte work in singing wilh Rollin Pensc, Charles LaBerge, Eksel
Schioiolz. Special studlcs with Theodore Hnrrison and Martial Singher.
Teaching: Bethel College, 1924-27; American Conservatory of Music,
1931-44; Colorado State College of Education, 1946-47. YMCA War
Prisoners Aid, England and Belgium, 1944-46. At Augsburg since 1947.
Vera Thut, B.Mus., lnstructor in Piano
B.Mus., American Conservatory of Music, 1927. Additional study:
American Conservatory of Music, and Minnesota. Master Class Work
with Silvio Scionti, Robyn Normal Teachers Training Course; studied
under Kurt Wanieck. Teaching: American Conservatory of Music, 192646; Colorado State College of Education, 194647. At Augsburg since 1947.
Joel S. Torstenson, Ph.D., Professor of Sociology
A.B., Augsburg College, 1938; A.M., University of Minnesota, 1940;
Ph.D., 1959. Director of Education and Public Relations, Midland
Cooperative Wholesale, 194547. At Augsburg 193S42 and since 1947.
E. Margaret Trautwein, A.M., lnstructor in English
A.B., Augsburg College, 1937; A.M., University of Minnesota, 1953.
Teaching: High School, 1937-47. At Augsburg 1950-54 and since 1961.
Erling J. Urdahl, A.M., Associate Professor of Biology
A.B., Concordia College, 1930; A.M., University of Minnesota, 1940.
Additional study: Minnesota. Teaching: High School, 1931-35. Principal, Cannon Falls, Minnesota, 1935-41. At Augsburg since 1943.
Jesus Zarandin, A.M., lnstructor in Economics
B.S., University of Negros Occidental, Philippines, 1956; A.M., University of Minnesota, 1961. Additional study: University of Minnesota.
Teaching: University of Negros Occidental, Philippines, 1957-59; University of Minnesota, 1962-63. At Augsburg since 1963.
Wauneta Blackburn, A.M., Assistant Professor of English
A.B., Milton College, 1930; A.M., University of Wisconsin, 1942. Additional study: Pennsylvania State University. Teaching: High School,
1930-46; Stout State College, 1946-61. At Augsburg 1961-63.
Mary A. Hinderlie, A.M., lnstructor in English
A.B., St. Olaf College, 1935; A.M., University of Minnesota, 1937. Additional study: University of Oslo, Norway. Teaching: St. Olaf College,
1937-39. At Augsburg 1961-63.
Kathryn Jurkovic, B.S., lnstructor in Logic
B.S.,St. Olaf College, 1957. Additional study: Northwestern University,
Drake University, University of Minnesota. At Augsburg 1962-63.
1:
Harold M. Kambak, A.B., Director of Public Relations
Augsburg College, 1959. Additional study: University of
Minnesota; American Academy of Art; Graphic Arts Institute of
Illinois. Director of Public Relations, Augustana College, 1956-58. At
Augsburg 1958-63.
A.B.,
Benjamin T. McClure, Ph.D., lnstructor in Physics
B.A., University of Minnesota, 1945; A.M., University of Minnesota, 1947;
Ph.D., Harvard University, 1952. Teaching: Research Assistant,
Harvard; Teaching Assistant, Minnesota. At Augsburg 1962-63.
Rod Myers, M.A., Assistant Professor of Education
A.B., University of California, 1955; M.A., Reed College, 1960. Additional Study : University of Minnesota. Teaching : Elementary schools,
195461. Research Assistant, University of Minnesota, 1961-62. At
Augsburg 1962-63.
Kristoffer F. Paulson, M.A., lnstructor in English
A.B., St. Olaf College, 1956; M.A., University of Minnesota, 1963. Additional study: University of Oslo, Norway; University of Heidelberg,
Germany; George Washington University; Minnesota. At Augsburg
1960-63.
Jack Ross, M.S., lnstructor in Sociology
B.S., University of California, 1949; M.S., George Williams College,
1954. Additional study: University of Minnesota. Teaching Assistant,
Minnesota, 1960-61. Teaching: University of Minnesota, 1961-62. Social
work, 1952-60. At Augsburg 1962-63.
Robert T. Sandin, Ph.D., Lecturer in Philosophy
B.A., Bethel College, 1949; B.D., Bethel Theological Seminary, 1954;
M.A., University of Minnesota, 1956; Ph.D., 1963. Teaching: Bethel
College, 1952-55; Teaching Assistant, University of Minnesota, 1955-57;
University of Minnesota, 1957-58. At Augsburg 1958-59 and 1962-63.
Donald G. Shamblin, A.M., Assistant Professor of Spanish
A.B., Marshall University, 1952 ; A.M., Universidad Nacional, Mexico,
1957. Additional study: University of Minnesota. Teaching: High School,
1954; Colegio Mexico, 1955; University of Minnesota, 1958-61; Macalester
College, 1961-62; NDEA Institute, summers 1961, 1962. At Augsburg
1962-63.
John M. Stensvaag, Ph.D., Professor of Religion
A.B., Augsburg College, 1936; B.Th., Augsburg Seminary, 1939; Ph.D.,
Hartford Seminary Foundation, 1941. Additional study: Johns Hopkins
University. Teaching: Augsburg Seminary, 194Z59; Dean, 1953-59;
Northwestern Lutheran Theological Seminary, 1945-46. At Augsburg
1942-62.
Talvryn Tischer, B.A., Teaching Fellow in Physical Education
B.A., Augsburg College, 1959. At Augsburg 1962-63.
Harold Tollefson, A.B., M.Th., lnstructor in Religion
A.B., Augsburg College, 1950; B.Th., Augsburg Theological Seminary,
1953; M.Th., Princeton Theological Seminary, 1955. Additional study:
University of Heidelberg. At Augsburg 1959-63.
A. Bruce Wrightsman, B.S., lnstructor in Mathematics and Religion
B.S., University of Wisconsin, 1958. Additional study: Luther Theological
Seminary. Teaching: University of Wisconsin, 1957-58. At Augsburg
1960-63.
GRADUATES
AUGSBURG COLLEGE, 1 962
With the Degree of Bachelor of Arts
Aadland. Marlin Bennie Stronafield.
Sask.
.
.
~ n d e r s o n ,Barbara E. .......... Roseau
Anderson, Garry B. . . . . . . . . Minneapolis
Anderson, Mercia Joy . . . Rockford, 111.
Anderson, Robert W.
Elroy, Wis.
Arneson, Frederick W. . . . . . Minneapolis
......
Baker, Jerrold W. . . . . . ,,. . Minneapolis
Barney, Jerome C. ............. Stewart
Bauman, Philip Quentin . Minneapolis
Anoka
Bengtson, Judith Anne
Minneapolis
Bergly, Richard N.
Bostad, John Clayton
Minneapolis
Minneapolis
Brown, Wendell John
Brude. Joanne ............. Minneapolis
Brynildson, Donald E. .. New Richland
.
..........
....
.....
.........
....... Minneapolis
Carlson, Bonnie Mae
Christensen, John W.
Cleven, Harry Thomas
......... St.
. DeForest,
Paul
Wis.
Coltvet, Sherman P.
Cook, Barbara Helen
Dyrud, Loiell
Estherville, Iowa
........ Newfolden
0. . . . . . Thief River Falls
..
Minneapolis
Yvonne Lerfald
James F . ........... St. Paul
Marilyn Ann
Brainerd
Marjorie Adele
Gatzke
rickso on', Kenneth Neil
Cambridge
Evavold, Earle Roscoe
Battle Lake
Egertson.
Ekstrand,
Ellingson.
Engevik
......
......
......
.....
......
Fellrath, Mary Lee
Fisher, Roger LeRoy
Whitehall, Wis.
. . . . . . . Minneapolis
....
Geldert, Daniel Thomas
Minneapolis
Gildseth, Bruce L. ........... Hoffman
Grover. Paul Ralph . . . . . Rochelle, Ill.
unders son, Paul ~ e r t r a n d
Sioux City, Iowa
1
Haack, Harlin H. ........... Minneapolis
O'Brien, Sharon K. . . . . . . . . . . . . Milaca
Haglund. Lyle W. . . . . . . . . . . Minneapolis
Olsen, Diane Lee . . . . . . . . . . Minneapolis
Halverson, Frederick S . .... M i n ? + f c ~ ~ ~ o l lOlson,
s
Kenneth H. . . . . . . . . . . . . Watson
Hanenburg. Kay L. ............... IWnfr~ Olson. Marilyn Carol .. Lacrosse, Wis.
Hanse, Bonnie Jean . , . . . . . . . . . . Morris
Olson, Roger C. . . . . . . . . . . . . Minneapolis
Hanson, Dale Edward ...... Minneapolis
Oppegard, Milo M. ......... Albert Lea
Hanson, Patricia K. . . . . . . . . . . . . . Aitkin
Osberg, J o h n Wilson . . . . . . . Minneapolis
Hassing, Joan Eileen
Minneapolis
Ose, Julia E . . . . . . . . . . Thief River Falls
Heikkila Alice J. ........ Pelkie. Mich.
Ost, David H. ........... Parkers Prairie
Helgeson, Rodney A. . . . . . . La?nbel.ton
Overmoen, Sonia R. . . . . . . . Minneapolis
Helland, Claire Elaine ...... Minneapolis
Ovikian, Michael 0. Jerztsalem, Israel
Hoversten. Lorna Lavonne
Radcliffe, Iowa
Patton, Jeanne A. . . . . . . . . . . Minneapolis
Hovland, Peter C. ............... Morn
Paulson, Betze Karen . . . . . . . . . . . Halls
Hugo. John Robert
Minneawolis
Paulson. Kermit Earl .. Claziton. Wis.
New ~ r i i h t o n Pedersen, Elaine Ruth . . . . . ~ i n n i a ~ o l i s
Hunt, Duane R.
Peterson, Donna M. ........ Minneapolis
Ilstrup, Robert J .
Minneapolis
Pierson, Waldo Allen . . . . . . Minneapolis
Pommerenke, James Warren . . elg grade
Jacobsen, Cynthia Ann
Scarsdale, N.Y.
Johannsen, Clair A.
Hzintley
Quitno, James Charles . . . . . Minneapolis
Johnson, David William Manitowoc, Wis.
Johnson, Jennelle Kay . . . . . . Minneapolis
Ring A n Louise . . . . . . . . . . . Wanamingo
Johnson, Judy D. . . . . . . . . . . . Minneapolis
~ o l l d f f%lizabeth
,
I. . . . . . . . . . . . New Ulm
Joing, Roger Harry . . . . . . . . Minneapolis
Ronholdt, Tamara A.
Murdock
......
.........
..........
..........
..
...........
...........
King. Charles W . . J r . . . . . . . Minneanolis
~ n G s o n ,Lois ~ n .n. . . . . . . . . . .~ u n i u r g
Korsmo, Gayler Leland
Northwood, N. Dak.
Kronstad, Ingolf Berge . . . . . Minneapolis
Kubota, Cynthia . . . . . Gun Chiba, Japcin
Kuszler, Karen R. . . . . . . . . . . Minneapolis
Kuyper, Jerrold E. ......... Northfield
Kyllo, Eunice . . . . . . . . . . . . . . Wanamingo
Sather. Arne C. ............ Minneanolis
~ c h m i d t ,Marilyn F. ........... ~ a k w i n
Scholten, Harold Bernard ...... Holland
Schwartz, Roger Dudley ...... St. Paul
Scott. Ronnie Lee . . . . . . . . . . Minneawolis
soberg, George, J r . . . . . . . . ~ i n n e h o l i s
Sorensen. Mary Ann E. . . . Hutchinson
Sorenson, John David . . . . . . Eleva, Wis.
Stahlke, Richard D. . . . . . . . Minneapolis
Stierna, Gale Melodie
Bloomfield Hills, Mich.
Stockman, Earl Allyn
Stewart
Strand, Eugene Mathias ........ Braham
Stuber, Sally Marie . . . . . . . . Manneapolas
Sundquist, Lewis J .
Minneapolis
Minneawolis
Svendsen. Karen Elizabeth
Swanson, Paul Steven ...... ~ e r k h b v e n
Larson, Budrow C. . . . . . . . . . Minneapolis
Larson, Dean Ernest . . . Fargo, N. Dak.
Larson, Marilyn Virginia . . . . . . St. Paul
Lasley, James George . ...., Faarmont
Lerstad, Judith Ann
Mi~tlrenpnlis
Lindeman. Ronald ............. F1oz)kfnr
~ l n d s t r o m ,Richard Milton ...... I;lre#cll
Lorents. Olivia Gordon . . . . . Minnenpolls
Lystig, J . David . . . . . . Minnecc~~olis Taylor, Kathleen Ann Shell Lake. Wis.
Willmar
Tengwall, Sandra Joan
Tjon, Twylah Ann ... Rugby, N. Dak.
Madison, Ina J o . . . . . . . . . . . . Donnelly
Tracy, Kay Frances . . . . . . . . . Hutchinson
Malmsten, Theodore R. .... Minneapolis
Tveite. Allan Peter ......... Minneapolis
Matson, Elizabeth Joyce . . . . . . Virginia
Tweiten, Roger Allen . . . Fargo, N. Dak.
Mattison, Phillip LeRoy . . . Lamberton
Molldrem, Ariel Robert . . . . Minneapolis
Veien, Richard D. ........... Ellendale
Mortenson, Gerald W. .... Minneapolis
Vomhof, Daniel W.
Tucson, Ariz.
Nelson. Kendall Peter . . Minot. N. Dale.
Nelson, Ronald C. ......... ~ i n n e a p o l i s Wallin, Mary Ann C. ...... Minneapolis
Newsum, Edwin L. . . . . . . . . Minneapolis
Nordin, Rose Marie . . . . . Lake Lillian
Zahl, Carol J e a n
Minneapolis
........
.......
......
.
........
.....
...........
graduates
AUGSBURG COLLEGE, 1963
With the Degree of Bachelor of Arts
Almlie, Vernon Edward . . . Minneapolis
Alstead, Jerry A. . . . . . . . . . . . . . . Excelsior
Amundsen, Duane George . . Minneapolis
Anderson. A. Lois Grossman . . St. Paul
~ n d e r s o n ; Carol J e a n . . . . Minneapolis
Anderson, Helen Elizabeth ...... Clzmax
Anderson, Luther Alfred . . . . . . Hoffman
Anderson, R. Charles . . . . . . Minneapolis
Apold, Carol Ann D. . . . . . . . . . . . . Austin
Arndt, Charles Fred . . . . . . . . . . . Cosmos
Bagley, Carol J e a n
Bailey, David Arnold
........Zimmerman
...........
St. Paul
Bakken, Faith Elizabeth . . . . . . St. Paul
Batalden, Joyce Ann . . . . . . . . . Lamberton
Batalden, Paul B. . . . . . . . . . . Minneapolis
Beckman, Ronald R. . . . . . . . Minneapolis
Beglinger, Barbara J o y . . . . . . . . Moorhead
Berglund, Kenneth Lee . . . . . Minneapolis
Bevis, Roger A. . . . . . . . . . . . . . . . Excelsior
Bjurlin, Morris A. . . . . . . . . . . . . Farwell
Bloomfield, Nancy Helen . . . . . . . . . lsanti
Botten, Einar Nelvin . . . . . . . Minneapolis
Brecht, Dwayne Elwood . . . Minneapolis
Brown, Earlene L. . . . . . . . . . . Minneapolis
Bryan, Constance Jean Wicklund
Minneapolis
Carlson, Kenneth Joseph . . . . . . Willn~nr
Carlson, Richard Melvin ....... Willmcir
Carlson, Wendell E. . . . . . . . . . . . . . Colcnlo
Carlstedt. Linda Marie ..... Minnenpolis
Christensen, Mary Thorynne Minnecil~olis
Christiansen. Wayne G. . . . . Minneapolis
Clauson. Reta R. . . . . . . . . . Yorkville, Ill.
Cowan. William Owen . . . . . Miitneapolis
DeBar, Bernard Edwin ......... St. Pa111
Deen, Erinon Louis .........Mi?uaeopolis
Detjen, Ronald Dean .............. Wells
Donald, James Marr
Minnecipolis
Droegemueller. Beryl D. ... Mi?anenpolis
Dygert, Robert V. .......... Min?aeapolis
.......
Farmer, Lannell J o h n ... Madiso?~,Wis.
Franzen, Richard Keith . . . . Minneapolis
Marks, Myra . . . . . . . . . . . . Lestev Pl'nirie
Meena. Joshua Sisia . Moslti. Tnngrn~?lilia
Meffert. Robert Lee . . . . . . . . . . . Ga?llord
Meister. Jerelvn Hovland . . . . . . St. Paul
Mjo~iess, ~ l l e ;Orlaine
~
.... Minneapolis
Monson. Paul S. ............... Savage
Mortrud. David Lloyd . . . . Minneapolis
Nelson, Andre Jon . . . . . . . . . . . . St. Pan1
Nelson, Carol Ann Erickson . Mi~zi~eripolis
Nelson. Dallas S. . . . . . . . . . . Minneapolis
Nelson. Lola Mae ............. Roseall
Nelson. Richard Cris . . . . . M i n n c a ~ ~ o l i . ~
Noe. Ronald LeRoy ....... ~ i n n e a i ~ o l i f i
Nygaard. Jon I. . . . . . . . . . . Minneal~olis
Olson, Gordon Hanley . . . . . Minneapolis
Olson, LaVonne Marie C I L I I L ~ L 'Wis.
~~~~L~L~,
Olson. Robert James . . . . . . . Minneapolis
Osterberg, Russell D. . . . . . . . . Watkins
Pankuch. Leonard Edward .. Minnea]~olis
Paulson, Gary Ward ........ Minnenpolis
Garvin
Peterson. Glenn D.
Peterson, Jeffrey Gordon
Minneapolis
Peterson. Marilyn R. ....... Kerkhovela
Petrik, Diane Marie ........ Minnenpolis
Petroskey. Yvonne Marie . . . . . Virginia
Min?aeawolls
Petterson. Jerome Glendoa
Proctor. David D. .......... Minneapolis
.............
...
Gabrielsen, Stephen ............. Fcrvtilt?
Gans, Carl W. ............. Mi!u~{!ctpciliu
Gilomen, C. nonnld ........ filinrrru~rt>lls
Gjerde. Phlllr, 0,............. Sul~rll~nrrl
GjcstJcld. Donald Milton SF. Pit117Prrl'l:
Rasmussen. Paul E. C~lnaberl<t?td.Wis.
Grululer. David C. Blaitcl~nrlll)illt!. Il'is,
Raymond. Lloyd Edward . . . . . . . . Jasper
Gultlcn, Dean B. ............ MI~~!IC?I~IDI.I.Y'
Reynolds. Susan Loclre . . . . . . St. Paril
c
Gustafson, Joyce Marion . . U ~ r m i f P-nlFs
Rinde. Richard Andrew Wlaite Bear Lake
Rnlmck, Jnmcs D. . . . . . . . . . . . fi~i1irmatswtIs
Hagen, Joyce Marilyn ...... Minnenpolis
Rcrchlrt:, Lclir~td M. . . . . . . . . . . . . . St. P<ltrf
Hagenson, Ronald Thomas
110th. Rlch:lrtl I. . . . . . . . . . . . . . . . . Hlrfl~ton
St. Louis P a r k
ntvl, Jert1111c M ~ v l f i. . . . . . . . nfknric.rrfwfis
Halvorst~n. Sara J a n e . . . . . . Rucl~cstc~. Rt~!rl?. D11roJd C. . , . . . . . . . . . - , . . . T'fr~l'!~
Hanson, G c o r ~ eOrdean . . . . . . Srn~~lyd! Rtiurl, Hullr A I ~ ~ I P. . . . . . . . . M+n~lc~(~lri)ll!i
Hanson. Harlan E. . . . . . . . . . Mlftltcoin~lls Rgstri, dctlun F. . . . . . . . . . . . . . . . . . . Cl~nskfl
~ a n s o . 1 ; Mary M. ...... P a ~ k e r sPI.-ciirie
Heggen, Gaylen K. .. Estherville. IozUct
Sandbo. Hans Knutson . . . . . Minneapolis
Helmstetter, David W. ......... Newport
.
Minneapolis
Sandgren. Carol Ferris
Henrickson, Brenda Joyce . Htitclainson
Sandgren, David Peter ..... Mii~nenpolis
Hermstad, Richard P. . . . Ar~rovn, Colo.
Sather, Ruth L. ............... Franklin
Heryla. Peter T. . . . . . . . . . . . . Minnec~polis Satter. Allen A. ............ Min?~errpolis
Hess, J u d i t h A. . . . . . . . . . . . . . . .N o ~ t l ~ l i e l d Schober, Albert G. . . . . . . . . . Robbinsdale
Holm, Paul B. .............. St. Pnzll
Schroeder. Arvid C. . . . . . . . . Mznnaapolis
Holt, Bradley Paul
W i l l m n ~ Sch\valm. Clair Jerome .... Minneapolis
Howe, Lauralee Kathleen ... St. Pnzll
Sidncy. Philip Oliver . . Graflo~a.N. Dak.
Hughes, David Lester ...... Mi?~?leupolis Soice, Virginia Mabel ...... Mi?znenpolis
Humphrey. Linda Elaine
Minneclpolis
Soli, Robert Francis . . . . . . . . Minneapolis
Spjut, Paul Leander ........... Roseau
Jeckell. Carol Nancy . . . . . . Lanabe~ton Staff, Clarice . . . . . . . . . . New York, N.Y.
Jensen, Harold C. . . . . . . . . . . . . . . Vining
Starkey, Ronald Harry .... Minneapolis
Jerve. Rochelle Francene . . . . . . Watson
Steenson, David K. . . . . . . . . Minneapolis
Minneclpolis
Jiran, William Rudolph
Stinson, Patricia Louise Colunabia Heights
Johnson, Carolyn E. ........ Alexandl'ia
Stromberg. Paul William . . Minneapolis
Johnson. Grace Hilma . . . . . . Sandstone
Szepanski. Donald Michael . Minneclpolis
Johnson, Linda Margaret ... Beloit. Wis.
Johnson, Trudy Ilean . . Shavon, N. Dak.
Tangen, Karen M.
.Mi?aneclpolis
Jones, Carolyn Margrethe ... Minneapolis
Taylor, LaVonne Helen
Minneapolis
Joubert, Nancy M. . . . . . . . . . Mi?~neapolis Teppen, Frederick A.
Minneapolis
.
.
.
............
...
....
Kallestad, William Bruce . . . Minneapolis
Keller, Lee Elmer . . . . . Neillsville, Wis.
Koss, Kenneth Francis . . . . . . Minnec~polis
Lading. David William . . . . . Robbi?asclclle
Lapham, James Sigurd . . . Flushing. N.Y.
Larson, J e a n R. . . . . . . A?nherst Jct., Wis.
Larson, Wallis N. . . . Cunaberland, Wis.
Lassila. Bonnie Elaine , . . Minneapolis
Lee, LeRoy Edward . . . . . . . Minneapolis
Legaarden, Elaine Louise . . Montevideo
Leverentz, Alice J. . . . . . . . . . Minneapolis
Lielkoks, Anna J. . . . . . . . . . . Minneclpolis
Lillestol, Judith C. . . . . . . . . Mi?uaenpolis
Lindberg, Diane L. . . . . . . . Minneapolis
Linden, Charles L. . . Gvantsbzirg, Wis.
Lindquist, Sheryl J o y . Pnrkers Prnivie
Lower, Mary Margaret . . . . Minneclpolis
.
......
.....
......
Ross ...... Minneapolis
Thompson. Alan
Thompson, Steven John .... Minneapolis
Torstenson, Ordean L. ........ Dawson
Triden, Karen Gayle ........... WfLyZata
Tufford, Robert David, J r . .. Minneapolis
.
Vaala. John Leland Stuart . Minneclpolis
Velde, Ellen Ida . . . . . . . . . . Granite Falls
Wagner, Christopher Ross
La Mirnda, Calif.
Wanglie, Ruth Martine Katherine
Minneapolis
Wanner, John E. . . . . . . . . Almena. Wis.
Weigman, Roland Charles, J r .
Minnenpolis
Wilkins, Doris May
Rochester
Wilsey, Duane N. .............. St. P a u l
Wockenfuss, Lois Irene .... Minneapolis
.........
Augsburg Theological Seminary, 1962
With the Degree of Bachelor of Theology
Almquist, Paul Hempel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Spicer
.
Shizuoka-Ken, Japan
Ichiyama, Ken . . . . . . . . . . . . . . . . . . . . . . . .
Moen, Thomas Harold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Minneapolis
Nelson, Hubert J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Minneapolis
Nystuen, Joseph Philip . . . . . . . . . . . . . . . . . . . . . . . . Northfield
With the Degree of Graduate in Theology
Peterson, Eugene S. . . . . . . . . . . . . . . . . . . . . . . . . Jackson
.
.
Svanoe, Rennard Gale . . . . . . . . . . . . . . . . . . . . . . . . . . . Minneapolis
Augsburg Theological Seminary, 1963
With the Degree of Bachelor of Theology
Haller, James Howard . . . . . . . . . . . . . . . . . . . . . . . . . .Wanamingo
Husfloen, Richard Lowell . . . . . . . . . . . . . . . . . . . . . . Fargo, N. Dak.
. . . . . . . . . . . . . . . . . . . . . . . . . . . Cloquet
Juntunen, Wayne Roger
Ose, Roger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Thief River Falls
Parker, Keith Clyde . . . . . . . . . . . . . . . . . . . . . . . . . . . . Seattle, Wash.
Pederson, Wallace Dennis . . . . . . . . . . . . . . . . . . .,... . . . . . . . . Willmar
With the Degree of Graduate in Theology
Christianson, Harlan Charles . . . . . . . . . . . . . . . . . . . . . .Minneapolis
Hatland, Kenneth Howard . . . . . . . . . . . . . . . . . . . . . . .Minneapolis
Peterson, Philip Thomas . . . . . . . . . . . . . . . . . . . . . . . . . . . Minneapolis
Stevens, Robert Clark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .St. Paul
Summary of Graduates
Seminary
Graduates
Graduates
Graduates
-
1870-1961 . . . . . . . . . . . . . . . . . . . . . . . . . . . 693
1962 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
1963 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
710
College
Graduates
Graduates
Graduates
Total
-
1870-1961
..........................
1962 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1963 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................
281 1
130
171
31 12
. . . . . . . . . . . . . . . . . . . . 3822
enrollment summary
Augsburg College. 1962-1 963
Class
FIRST SEMESTER SECOND SEMESTER
Men Women Total Men Women Total
Senior . . . . . . . . . . . . . . . . . . .
Junior . . . . . . . . . . . . . . . . . . . . .
Sophomore . . . . . . . . . . . . . . . .
Freshman . . . . . . . . . . . . . . . . .
Special . . . . . . . . . . . . . . . . . . . .
Fr Nurse (D.H.) . . . . . . . . . . . . . .
Fr Nurse (F.H.) . . . . . . . . . . . . . .
Fr Nurse (M.H.) . . . . . . . . . . . .
Fr Nurse (S.H.) . . . . . . . . . . . . . .
Total . . . . . . . . . . . . . . , . . . . . . .
102 50
115 83
162 134
207 204
44
29
0
44
0
47
0
27
0
76
630 703
.
.
.
.
--
Total Academic Year
Class
Men
Women
Senior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Junior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sophomore . . . . , . . . . . . . . . . . . . . . . . . . . . . .
Freshman . . . . . . . . . . . . . . . . . . . . , . . . . . . . .
Special . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . .
Fr Nurse (D.H.) . . . . . . . . . . . . . . . . . . . . . . . .
Fr Nurse (F.H.) . . . . . . . . . . . . . . . . . . . . . . . . .
Fr Nurse (M.H.) . . . . . . . ., . , . . . . . . . . . . . . .
Fr Nurse (S.H.) . . . . . . . . . . . . . . . . . . . . . . . .
102
124
167
224
54
0
0
0
0
-
60
86
137
210
40
45
49
27
76
-
671
730
.
.
.
.
Total
. . . . . . . . . . . . . . . . . . . ..
.. . . . . .
Total
162
210
304
434
94
45
49
27
76
1401
Augsburg Theological Seminary. 1962-1 963
SEM. I SEM. I I TOTAL
Men
Men
Men
Third Year . . . . . . . . . . . . . . . . . . . . . . . . . . .
Second Year . . . . . . . . . . . . . . . . . . . . . . . . .
Firstyear . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Special . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total
..............................
10
13
4
5
32
9
12
3
4
28
10
13
4
5
32
Total Student Enrollment. 1962-1 963
COLLEGE
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 671
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 730
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.. . . . . . . . . . 1401
1
SEMINARY
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Total Enrollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1433
.
Deducting those counted more than once . . . . . . . . . . . . . . . . . . . 4
Augsburg College. 1963-1 964
FIRST SEMESTER SECOND SEMESTER
Men Women Total Men Women Total
Class
Senior . . . . . . . . . . . . . . . . . . . . . 91
Junior . . . . . . . . . . . . . . . . . . . . . . 148
Sophomore . . . . . . . . . . . . . . . . . . 136
Freshman . . . . . . . . . . . . . . . . . . . . 226
Special . . . . . . . . . . . . . . . . . . . . .
45
Fr Nurse (D.H.) . . . . . . . . . . . . . . .
0
Fr Nurse (F.H.) . . . . . . . . . . . . . . .
0
Fr Nurse (M.H.) . . . . . . . . . . . . . .
0
Fr Nurse (S.H.) . . . . . . . . . . . . . . .
0
73
101
134
183
38
42
46
40
92
Total . . . . . . . . . . . . . . . . . . . . . . . 646
749
.
.
.
.
- -
Total Academic Year
Class
Senior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Junior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sophomore . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Freshman . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Special . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fr Nurse (D.H.) . . . . . . . . . . . . . . . . . . . . . . . .
Fr Nurse (F.H.) . . . . . . . . . . . . . . . . . . . . . . . .
Fr Nurse (M.H.) . . . . . . . . . . . . . . . . . . . . . . . .
Fr Nurse (S.H.) . . . . . . . . . . . . . . . . . . . . . . . . .
Men
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
683
.
.
.
.
Women
Total
166
74
260
106
281
138
424
186
98
42
43
43
46
46
40
40
92
92
.
767
92
154
143
238
56
0
0
0
0
-
Total Student Enrollment. 1963-1 9 6 4
Men Students .
Women Students .
.
.
.
. . . . . . . . . . .
. . . . . . . . . .
Total . .
. . . . .
..........
Deducting those counted more than once
.
.
683
767
1450
Academic Administration . . . 47
Accounts. Payment of . . . . 18
Accreditation . . . . . . . . . . . . 2
. . . . . 117
Administration
Admission . . . . . . . . . . . . . . . 27
Advanced Placement . . . . . . 28
Advanced Standing . . . . . . . . 28
Affiliation . . . . . . . . . 2. 8. 98
Aims and Obiectives . . . . . . . 8. 9
Alumni Association. The . . . . 10
Archives. The . . . . . . . . . . . 12
Art. Department of . . . . 71. 103
Athletics . . . . . . . . . . . . . . 39
Attendance. Chapel .
.
. 31
Attendance. Class . . . . . . . . 49
Audio-Visual Center
. . . . . 13
Awards . . . . . . . . . . . . . . . . 41
Biology. Department of
89. 109
Board. Cost of . . . . . . . . . . 16
Board of Regents . . . . . . . . 116
Bookstore . . . . . .
. 10
Buildings . . . . . . . . . . . . . . . . . 10
Business Administration . 83. 107
Business Education . . . . . 85. 108
Calendar . . . . . . . . . . . . . . . 4. 5
.
. . . 31
Campus Life
Cancellation . . . . . . . . . . . 47
Chapel Service. The . . .
31
Chemistry . . . . . . . . . . . . 91. 110
Church Workers . . . . . . . . . 100
Classification of Students . . . 48
Clubs . . . . . . . . . . . . . . . . . . . 28
Coaching Endorsement . . . 96
36
Co-curricular Program . . . .
Committees of the Faculty . 118
Comprehensive Examinations . 50
Conditions . . . . . . . . . . . . . . 50
Convocation . . . . . . . . . . . . . . 34
Corrective Therapy . . . . . . . 98
Costs . . . . . . . . . . . . . . . . . . . 15
Counseling . . . . . . . . . . . . . . 42
55
Courses of Study . . . . . . . . .
Credits . . . . . . . . . . . . . . 55
Curriculums . . . . . . . . . . . 99
Art . . . . . . . . . . . . . . . . . . 103
Biology . . . . . . . . . . . . . 109
Business Administration . . . 107
Business Education
. . . . 108
Chemistry . . . . . . . . . . . . 110
Church Workers . . . . . 100
Dentistry . . . . . . . . . . . . 113
Economics
. . . . . . 107
Elementray Education . . . 106
Engineering . . . . . . . . . 114
English . . . . . . . .
. 101
French
. . . . . . . . . . . . . 103
General Liberal Arts . . . 99
German . . . . . . . . . . 103
Greek-Latin . . . . . . . . . . 101
Health and Physical Ed
112
High School Teaching
106
History . . . . . . . . . 104
Home Economics . . . . 108
Law . . . . . . . . . . . . . . . . . 114
Mathematics . . . . . . . . . . . 111
Medical Technology . . . 112
Medicine . . . . . . . . . . . .
113
Ministry . . . . . . . . . . . . . 100
Music
. . . . . . . . . . . . 103
Nursing . . . . . . . . . . . 114
Parish and Church Workers 100
Philosophy
. . . . . . . 101
Physics . . . . . . . . . . . . . . 110
Pre-Seminary . . . . . 100
Psychology . . . . . . . . 105
Secretarial . . . . . . . . . . . . . 115
Social Science Combined . . 104
Sociology
. . . . . . . . 104
Spanish . . . . . . . . . . . . . . 103
Speech . . . . . . . . . . . 102
.
Degree . . . . . . . . . . . . . 51
. . . . . . . . . 2, 140
Development
Dentistry. Pre-Dental Courses . 113
Discipline . . . . . . . . . . . . . . . . 32
Distinction. Degree with . . . 53
56
Divisional Organization . . . .
Dramatics . . . . . . . 37. 65
I
index
Economics . . . . . . . . . . . . 84. 107
Education. Department of . . 79
Education. Elementary . . . 79. 105
Education. Secondary . . . 81. 106
Electives . . . . . . . . . . . . . . . . . 53
Eligibility Requirements . . . . . 40
Employment . . . . . . . . . . . 25. 45
Engineering. Pre-Engineering
Course . . . . . . . . . . . . . . . . 114
English. Department of . . 62. 101
Enrollment . . . . . . . . . . . . . . . 135
Entrance Requirements . . . . . 27
Examinations . . . . . . . . . . .
49
Expenses . . . . . . . . . . . . . . . . . 16
Home Economics . . . . . . . 86. 108
Honor Points . . . . . . . . . . . . 50. 53
Honors . . . . . . . . . . . . 41. 53. 98
Hospital Affiliation . . . . . . . . 98
Housing . . . . . . . . . . . . . . . . . 44
Humanities. Division of the . . 61
Incompletes . . . . . . . . . . . . . . 50
Intercollegiate Athletics. Purpose
and Philosophy of . . . . . 39
Journalism . . . . . . . . . . . . . . . 63
Junior Year Abroad . . . . . . 98
Faculty. The . . . . . . . . . . . . . 119
Fees . . . . . . . . . . . . . . . . . . .16. 17
Financial Assistance . . . . . . . . 18
Financial Information . . . . . . 15
Fine Arts . . . . . . . . . . . . . . . . . 34
Food Service . . . . . . . . . . . . . . 44
French . . . . . . . . . . . . . . 68. 103
Laboratories. Natural Science 13
Latin . . . . . . . . . . . . . . . . . 62. 101
Law. Pre-Law Courses . . . . 114
Liberal Arts Curriculum . . . . . 99
Library . . . . . . . . . . . . . . . . . 10
Library Science . . . . . . . . . . . 83
Loan Funds . . . . . . . . . . . . . . 18
Location . . . . . . . . . . . . . . . .2. 3
General Education
Requirements . . . . . . . .
General Information . . . .
Geography . . . . . . . . . . . .
German . . . . . . . . . . . . . .
Grade Values . . . . . . . . . .
Graduates . . . . . . . . . . . .
Graduates-(1 870-1963).
Summary of . . . . . . . .
Graduation Requirements
Grants-in-aid . . . . . . . . . .
Greek . . . . . . . . . . . . . . . .
Guaranteed Tuition Plan .
Majors . . . . . . . . . . . . . . . . . 52. 99
Mathematics . . . . . . . . 95. 111
Medical Technology . . . . . 98. 112
Medicine. Pre-Medic Courses . 113
Membership in Educational
Associations . . . . . . . . . . . .
2
Ministry. Preparation for the . 100
Minors . . . . . . . . . . . . . . . . . . . 52
Modern Languages.
Department of . . . . . . . . . . 66
Music. Department of . . . 69. 103
Music Fees . . . . . . . . . . . . . . . 16
Musical Organizations . . . 38. 71
.
Health and Physical Ed . 96.
Health Service . . . . . . . . . . .
High School Teaching
Curriculum . . . . . . . . . . . . .
Historical Sketch . . . . . . . . . .
History and
Political Science . . . . . . 73.
112
43
106
7
104
Natural Sciences and Mathematics.
Division of . . . . . . . . . . . . . 89
Norwegian . . . . . . . . . . . . . . 67
Numbering of Courses . . . . . . 55
Nursing. Affiliation with
Schools of . . . . . . . . . . . . . 98
Nursing. Pre-Nursing Courses 114
index
Objectives and Aims . . . . . .
9
Organizations. Student . . . . . 36
Orientation . . . . . . . . . . . . . 43
Parish Work. Curriculum . . . . 100
Part-time Students . . . . . . . 16. 48
Payment of Accounts . . . . . . . 18
Personnel Services. Student . . 41
Philosophy. Department of 59. 101
Physical Education . . . . . .
39
Physics. Department of . . . 93. 110
Placement Service for
Graduates . . . . . . . . . . . . 45
Plant. The Physical . . . . . . . . 10
Political Science . . . . . . . . . . . 75
Pre-Seminary Curriculum . . . . 100
Prizes and Scholarships . . . . . 20
Probation . . . . . . . . . . . . . 48
Psychology. Department of 78. 105
Publications . . . . . . . . . . . . . . 36
Purposes . . . . . . . . . . . . . . . . . 8
Records . . . . . . . . . . . . . . . .
43
Recreation . . . . . . . . . . . . 32. 34
Refunds . . . . . . . . . . . . . . . . . . 17
Regents. Board of . . . . . . . . . 116
Registration . . . . . . . . . . . . . . 47
Registration. Change of . . . . . 47
Religion and Philosophy.
Division of . . . . . . . . . . . . . 57
Religious Program . . . . . . . . 33
Residence Requirement . . . . . 53
Room Costs . . . . . . . . . . . . . . 16
Scandinavian Language and
Literature . . . . . . . . . . . . . . 67
Scholarships and Prizes . . . . . 20
Secretarial Courses . . . . . 85. 115
Seminary. Summary of
Graduates . . . . . . . . . . . . . 134
Social and Recreational
Activities . . . . . . . . . . . . . . . 34
Social Sciences, Division of the 73
Social Sciences . . . . . . . 76, 104
Sociology, Department of 76, 104
SPAN . . . . . . . . . . . . . . . . 98
Spanish . . . . . . . . . . . . . 68, 103
Special Programs of Study . . 98
Speech, Department of . . 65, 102
Student Activities,
Coordination of . . . . . . . . . 34
Student Government . . . . . . 35
Student Personnel Services . . 41
Suspension of Students . . . . 48
Symbols . . . . . . . . . . . . . . . . 55
Teacher's Certificate . 79. 81. 106
Teaching Curriculums . . . . . . 106
Testing . . . . . . . . . . . . . . 43. 50
Transfer and Advanced
Standing . . . . . . . . . . . . . 28
Tuition and Fees . . . . . . . . . 16
University Courses . . . . . . . . . 48
Upper Division Requirements . 53
notes
Augsburg College is now in the
"centennial phase" of its development
program, pointing toward the 100th
anniversary of the college in 1969. The
centennial phase program, covering the
years 1964-1969, is the second phase of
a 20-year development program begun in
1959 in which objectives are timed to
five-year phases.
The college has the following centennial
goals for the current five-year period:
Facilities - TO construct an art building,
a 600-bed high-rise dormitory and a college
center; to remodel Science Hall, Old Main,
and Memorial Hall; to complete Si Melby
Hall and to acquire additional athletic
field space.
Enrollment - To increase enrollment to
1600 students.
Faculty - To increase by ten the number
of full-time faculty members.
Tuition - To maintain tuition a t levels
judged to keep the cost of education a t
Augsburg within the range of its
constituency.
Library - To increase the holdings of
George Sverdrup library by 50%.
-
Budget
To increase the educational
budget to $2,000,000.
Student aid - To increase expenditures
for scholarships and grants to $209,000.
Endowment - To establish a fund of
$50,000 per year for endowed scholarships.
DEVELOPMEN1
PROGRAM
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AUGSBURG
COLLEGE
INTERIM 1991
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AUGSBURG
COLLEGE
INTERIM 1991
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Augsburg Courses
UMAIE Courses
Other Courses
Augsburg Lifetime Sports
Introduction to Interim
Interim is an integral part of the school year at Augsburg College. The
College follows a 4-1-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is particularly intended to be a time for both students and faculty to employ styles of
teaching and learning and to investigate questions and topics in places and ways
not possible during the regular term.
Because one Interim course equals a full-time load, students should plan to
spend the same amount of time in class and preparing for class as they would for
a four-course load during Fall and Spring semesters. Students can register for
only one course credit during Interim. There is no tuition refund for a student
who chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students
generally have the option to register on a Pass/No credit basis. A few Interim
courses are graded only on the P/N system; this is indicated in the course
description.
Some courses are offered with either upper or lower division standing. Such
Interim courses have two numbers listed and the student must select. Students
registering for upper division standing should anticipate additional assignments
and a more rigorous grading standard.
To graduate, an Augsburg student is required to complete 35 courses of
which at least three must be Interim courses (or one Interim less than the number
of years of full-time enrollment at Augsburg; e.g., a transfer student enrolled full
time for two years is required to complete one Interim for graduation).
For More Information
Interim Office Memorial 230)
Interim*tary,
Kay Thoat =lo25
Interim Dimtor, Dr. Don Gustafsonat 330 - 1119 Memorial 114b)
It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origin, age,
marital status, sex or handicap as required by Title 1Xof the 1972 Educational Amendments or Section 504 of
the Rehabilitation Act of1973, as amended, in its admissions policies, educational programs, activities and
employment practices.
Interim Calendar 1990
.............................................................Interim Registration
...........................................................................
Late Interim Registration
.........................................................................................
First Day of Interim
October 29 -November 2
December 3
January 2
Class I 9:00 a.m.
Class I1 1:00 p.m.
........+..C..H...U
.....................................U..U...Y.m..r..La~tDay for CanceYAdd
...................Last Day for Determining Grading System with Registrar
January 3
January 16
January 18
January 30
February 4
..................................................Last Day for Withdrawing from Courses
....................................................................................................
Interim Ends
................................................................................ Spring Semester Begins
The time and number and length of meetings as well as the beginning time will
be arranged the first day of class. The daily schedule for Interim is divided into
two blocks of time:
Time I: 8:00 a.m. to Noon (on the first day of classes Time I classes will begin at
9:00 a.m.)
Time 11: 1:00 p.m. to 5:00p.m.
Note: Martin Luther King Day will be observed at Augsburg with a special
convocation on Monday, January 21, at 1:00p.m.
About This Catalog
The catalog lists courses by departments. Departments are listed in alphabetical order. At the end of the book are listings of other courses not offered by
Augsburg but recognized by the College for Interim credit. Further descriptions
and information about these courses are available in the Interim Office, Memorial
230. Students may also register for one of the lifetime sports listed at the end of
the Catalog.
Options
International Interim - Students are invited to be part of one of the 27
international Interims offered by the Upper Midwest Association for International Education (UMAIE). These course opportunities are listed near the end of
this catalog.
Independent or Directed Study - Studentsmay elect a progt-am of independent
study (upper division 499) or directed study (lower division 299) for Interim.
Faculty members are strongly discouraged from accepting responsibility for
more than one independent study per Interim. Students choosing to pursue
independent or directed study must:
1. Meet departmental requirements.
2. Present to the registrar for approval a copy of the proposed study plan approved by the supervising faculty member. This proposal must be submitted at
least one week before registration and no later than December 3. Appropriate
study proposal forms can be obtained in the Interim Office.
Interims at Other Schools - Augsburg students may enroll at any other 4-14 institution which offers a reciprocal Interim arrangement. Catalogs of these
Interims can be consulted in the Interim Office. The Interim Secretary will help
students in applying for registration at other schools.
Registration for Interims at the other Twin Cities colleges will be at Augsburg during the regular registration period. Note that Interim Courses at
Macalester, Hamline and St. Thomas begin on January 7 .
Most courses taught during the Interim at other 4-14 schools are accepted
for credit by Augsburg, but may not necessarily be accepted as meeting
Augsburg's distribution requirements. This qualification particularly affects
courses offered for the Religion requirement.
Visiting Students
Augsburg College welcomes students from other 4-14 schools for the
January Interim without tuition charges provided the student's home institution
agrees not to charge tuition to Augsburg students for the January term. The
waiver of tuition does not include special fees, housing or board costs. Other
students will be charged $708 for the Interim course.
Students interested in registering for an Augsburg Interim should write to
the Interim Director for application fonns or use the forms provided by the
Interim Office at their own school. There is an application processing fee of $10.
Students are welcome to stay on campus but are not required to do so.
Requests for Interim housing should be made to the Interim Office.
Courses
The Florida Keys: Marine Biology
of the Florida Keys and Writers of The Florida Keys
This interdisciplinay program will involve about two weeks of study i n southern
Florida. It will be based at the Newfound Harbor Marine Institute on Big Pine Key
during most of this period but there will also be a brief trip to the Everglades. Two
distinct course offerings are availablefor credit, taught by Ralph Sulerud and John
Mitchell. Descriptions for these courses can be found in the appropriate departmental
sections of this catalog (Biology and English.)
The interdisciplinay component will involve several days of field trips conducted by
the personnel of the institute. Unique communities such as coral reefs and mangrove
swamps will be studied. There will be plenty of opportunity for snorkeling, and scuba
diving is available for those who are certified. Students will also make several visits to
Key West, and will study some of the writings of Key West authors (see page 12). All
students will participate in these activities and i n certain classes i n addition to completing the specific requirements of the course for which credit will be given. It is intended
that relationships will become apparent between the biology of the Florida Keys and the
writing which has emerged from this interesting environment.
A fee of approximately $1,200 will be charged for transportation (including airfare),
lodging, most meals and the services (field trips, lab facilities, classes, etc.) of the
Newfound Harbor Marine Institute.
Marine Biology of The Florida Keys
BIO 140-41048; 340-41049
Instructor: Ralph Sulerud
The Florida Keys provide an excellent site for the study of marine organisms
and marine ecology. Most of approximately two weeks in Florida will be spent at
the Newfound Harbor Marine Institute located on Big Pine Key. The institute offers
laboratory facilities and field trips in addition to housing and a dining hall. Field
trips will pennit the study of diverse habitats such as those of coral reefs, shallow
bays, mangrove swamps, seagrass communities and tide pools. Organisms from
these communities and others will be investigated onsite and in the laboratory. A
marine biologist from the institute will be available to lead field trip and conduct
specialized classes. Upon termination of the program at the institute there will be a
short trip to the Everglades to experience yet another interesting environment.
Preparation for the excursion to the keys will be made during the week prior to
the trip. This will include an introduction to marine biology utilizing a variety ol
audiovisual materials. The final week will be devoted primarily to study and the
completion of course requirements.
The course will have an interdisciplinary component. Biology students will
interact with students from John Mitchell's Key West Writers course. Further
information concerning this component will be found listed under The Florida
Keys in the Interdisciplinary section of this catalog.
Evaluation will be based on overall participation in the program, a journal
based on daily experiences, and one or two exams. Upper division students will
also do a special research project which will be the basis of a paper.
Prerequisites: Permission of instructor. For upper division credit, Biology 111
and 112 or equivalent.
Distribution: BiologyIChemistry
Time: I
Room: Science 213
Molds, Mushrooms and Humans
BIO 141-41047
Instructor: Esther McLaughlin
The course will make familiar the "fifth kingdom1' of o'ganisms, fungi,often
neglected in undergraduate curricula. 'Ihe biology and classification of fungi,their mle ir
the ecosystem (rotting and other activities),and their medical, industrial and commedal
importance will all be covered in ledures, student pmentationsand field trips.
Evaluation will be via tests,quizzes, and graded presentations. Some classroom
demonstrationsof fungal typesand forms will be included.
Distribution: BiologylChemistry
Time: I1
Room: Science 205
Chemistry for Changing Times
CHE 100-41001
Instructor: Arlin Gyberg
'Ibis is a non-labontorychemistry course W on the popular book by JohnW. Hill
of the s m title. It is not a traditional chemistry come and does not assume a science
backgod. Basic science and math are introdud early and taught as needed for
understandmgthe various topics and implications. 'Ihemumedoes assumethe studentis
in-ted
in and concerned about the relationshipof chemistry to life and living.
Chemistryhas been intimately a part of liberal eduation for centuries. The early
scientists we= considered to be philosophersand their societies were philosophical
societies. In recent decades the human seeking of pemnal independem has led to
chemistrybecorning a part of everyday life to the point of actual dependare on chemistry. We live in a world of pesticides, fertdkm, plastics, "thepill", food additivesand
processed foods, vitamin supplements, the energy crisis, chemical dependency, biocides,
pollutants, drugs, searching for life on other planets, genetic manipulation, and it goes on
and on. Emotions and mental disorders can often be traced to chemical imbalance. The
common bgged out, grumpy feeling after an afternoon nap is a mult of a chemical
imbalance. The nature of a hangover is the result of a complex systemof alked body
chemistry. Even learning appears to be the mult of chemicalreaction to forma
"memory molecule". Most of the problems we face are molecular in nature. What then
but chemistry can better help us to understand ourselves, our society, our world, and our
universe? Come pin us as we take a molecular look at the hummamWion
This course will be offered in a lecture/discsussion format Films will supplementthe
lechm/discsussion periods. Daily quizzes willbe used for evaluation This course meets
a distributionneed but does not satisfy prerequisitesfor Chemistry 106or 116.
Prerequisite: High School Algebra
Distribution: Biology-Chemistry
Time: I1
Room Science 315
A Labaatory Intro&m
to Chemisty
<31M113.41002
Instructar: JoanKunz
Substances changed into new materials; colors change; solids v t e from
solution a m i stry is Lhe scimcc which trim to dcrstand these and many other
c h a n p wmning in the ma ttm around us. An intemting way to become introduced to
&anistry and to problem solving in the sciences is to do laboratory q x r h e n t s . 'Ihis
muse presents an introduction to chemistry using the laboratory as the chief arena for
instruction Studentswillbe introduced to measurements, reactions, synthesesand
chanical problem solving such as idcntifiation of simple m p u n d s in solution and
dekmination of amounts of matuials prrscnt in a sample Pmpr attention to techniques and safe practices in the laboratoryis scpeded. The course will meet each week
day fot thm hours. Course grades will be based on the quality of the laboratmy work,
tl-e I a h t m y reports ~summri;jngeach eqmimk),and an e m at the end of tlw
murse.
Distributiom Biology/Chemistry
Time:I
Room Science 315
COBOL
CSC 27141003
Instructo~:LanyRagland
A study of the COBOL progmning languagefor studentswith someprevious
howledge of pmgrammhg. This course will expand a student's knowledge of p r e
gramming and pmgmmkg languagesthrough pmentation of the features of COBOL
together with programming techniques for using those features. Thiscourse will include
lechms and programmingassignments in COBOL. Evaluation will be based on the
progaming assignments and examinations.
Pnsequisite: One course with a study of computer language (eg, CSC 170)
Time:I
Room: Science 112
Puinciples of Miaaeconornics
ECO 1l%4100Q
Instrudo~Satva Guvta
~n introdkon bmicroeconomics: the theory of the household, firm, market
structuresand income distribution the^ willbe an applicationof elementaryeconomic
theory to market policy. Grades will be based on tests in class.
Distribution: Economics/Political Science
Time:I
Room: Library 1
C 0 n ~ o r a . EcommicRelatim
y
Betzueen East and West
ECO 319-41037
Instructo~Magda Palemy-Zapp
In this course,we'll explore motivations for ecommic cooperation between countries
with different political and economic system 'Ihis will be followed by the analysisof thc
conditionsfor East-West economic cooperation and its pattans. We'll focuson m t
developmentsin pint economic and indusbial cooperation. Students will share an
understandingof economic relations at the national level and see how nations with
diffemt economic and political systems employ the principles of politics and economics
in their own domestic and international affairs. Using compamtivemeans,institutions
and systems that drive cornmaw and g o v m c e will be explored and explained,
including recent institutionalchanges in the dm&& of foreign trade in centrallyplanned economics. Then, at the global level, the effects of GAlT, EEC, and OMEA on
East-West economic dations will be examhed. At the end of the course, we'll try to
identify trends and alternativesin the 1980s. 'Ihere will be a mid-term test, a final scam
(takehome),and a
paper.
Prerequisite: Economics 112(Macro)
Time: I
Room: Old Main 21
EcrmomicMysis ofHumanActz*~~l~
and Orgm'mtbns
ECO 31%41038
Instrudac Milo Schield
Objective: To use thetoolsof modernmicm-emnomics to analyze a wide variety of
humanactionsand hurrranoqpizati011~
Issues Understandinginvestmentsin human capital (education,marriage, familyIsocial
clubs, charities, etc.) Undastanding the n a W I growth and mnsequencesof pmperty
rights (an economic theory of law, an economic theory of Western history, an economic
theory of capitalism,etc.) Understandingthen a W , growth and consequences of public
choices (publicopnizations and economicefficiency, voting, politicians, an economic
theory of bureaucracy and an economic theory of the State).
Textbooks: Henri LePage: ' T o m m w Capitalism1', RadniRadnitzkyand Bemholz: "Emnomic
ImperMsm".
Math Level: No calculus;some geometry. Rimarily vehd reasoning.
I quizzes,paper and final.
Approach: Readhgs, lechmsI~ o n sweekly
Evaluation: Quizzes (3at 100/0),final(200/0),book wviews (20%0),paper (20'31)and attendance/parlicipation (~WO).
Prerequisites Uppewlass standing or an upper-divisioncourse in Political Science,
Sociology, Philosophy or Economics, or else the permission of the Instructor.
Time: I1
Room: Science319
For more Economics listings, see Page 36
Human Relations
EDS 38841050
Instructor: Carolyn Clemmons
This class provides valuable insight into the values, communication techniques, cultural mores and other unique characteristicsof major minority groups
in Minnesota. This class is taught from a perspective of minority group members
with interaction from class members.
How do you blend and honor the diverse cultures in a classroom setting?
How might you gain more knowledge of our global society?
Students will develop interpersonal relation skills applicable to teaching and
other professional vocations. This is a one-half credit course.
Prerequisites: Passing of PPST and admittance to Education program in process.
Time: II Tuesdays, Thursdays and alternate Fridays
Room: Old Main 10
Discovery Leaming in ihe World of I(mdergmten
EDE 37541005
Instructor: Bruce Drewlow
This class
students for the unique experiencesand rrsponsibilitiesof a
kindergarkmcla~~~~~)m~classwill:
A. Stms key adult/child relationships.
B. S~RSScurriculum developmentand instructionalsystems which are supportedby
current mearchand practices in education settings.
C. Stress key adult/child relationships.
D. Stress process - '%ow to learn".
E. Sharemearchhsed findingsabout developmentally appropriateclassmom organizational plans.
ER
mntinuities and discontinuities in development (characteristicsof the
kindergarten child).
G. Examine appropriatedevelopmental instructionpractices.
H. Examine appropriatecurriculumdesign and instructionalpmgrams meeting the
needs of the kindergarten student.
I. Explore current methodologies in the instruction of the kindergarten child.
J. Include guest speakem and field trips.
Objectives of the class: At the completionof thisclass the studentwillbe able to
iden*
1.Developmental needs of the kindergarten
2. Discuss the diffe~ntapproachesto kindergarten educationand the theories
behind these approaches.
3. Organizea classroomenvironment to meet the learning needs of students.
4. Identify and create a curriculumplan for teaching kindergarten that meets both t h
students1needs and the teaching style of the teacher.
Grades willbe based on projectsIdiscussion and examination. This is a one-half credit
COum.
Pmequlsites: Passing of PPST and admittance to Educationprogram in pmcess.
Time:I Mondays, Wednesdays and alternate Fridays
Room: Library 4
wtiw o f t h r n w q s
ENG 13641051
Instructo~JohnMitchell
This course offers a study of literatureas it relates to setting, in this case an environment that willbe studied and experienced biologically, ecologically, and culturally in
with the mading of essays, poetry, and fiction. 'Ihe study of the environment
co-(E
itself will involve an interdisciplina~~
program based at the Newfound H a h r Marine
Instituteon Big Pine Key about 30 miles from Key West. The main text will be The Key
WestRtnder: l'he Best ofthe Key West Writers,18B1990; in addition, studentswill read
one novel from a variety of choices. It is said that at any given time there are about 50
writas living in Key West. They have included Stephen c1-ane,John Dos Passos, Wallace
Stevens, Ernest Heminpay, Wbeth Bishop, Robert Frost, TennesseeWilliams,
Thomas Sanchez, Thomas McGuane, and nunemus others. Field trips during the twe
week stay will involve excursions into the culturally and racially diverseArt Deco District
of Miami Beach; snorkelingin the coral reefs; trips to the "back country"of the mangrove
islands; visits to the homes of writem like Emest Haningway and TennesseeWilliams;
and an excursion into the Evqlades. A wonderful interplayof environment, culture,
and literaturewill result and the student will be an informed y c e rather than a men?
tourist. Studentswillbe scpected to keep a journal and to write a final paper about 1G12
pages in length, based upon the use of environment as literary setting.
This interdisciplhq program will involveabout two weeks of study in southern
Florida. It willbebased at the Newfound Harbor Marine Institute, Big Pine Key during
most of this period but the^^ will also be a brief trip to the Everglades. Two distinct
course offerings m availablefor d t , taught by Ralph Sulerud and John Mitchell.
Descriptions for these c o r n can be found in the appropriate deparhental sections of
this catalog (Biology and English)
The interdisciplinarycomponent will involve several days of field trips conducted by
thepemmnel of the institute. Unique communitiessuch as coral reefs and mangrove
swamps will be studied. Them will be opportunity for snorkeling, and scuba diving for
thosewho are certified. Studentswill also make several visits to Key West, and will
study writings of Key West authors. All students will participate in theseactivities and
in catain classes in addition to completingthe specificr e y h m m t s of the course for
which d t will be given. It is intended that mlationships willbecome apparent
between thebiology of the Florida Keys and the writing which has emerged from this
interesting environment.
A feeof approximately$1,2mwillbe dmged for bansportation (includinga m ) ,
lodging, most meals and the services (field trips, lab facilities, classes, etc.)of the
Newfound Harbor Marine Institute.
Pm.requisites:Permission of instruct01
Distribution: EnglishISpeech
Time: I
Room: Old Main l2
The S h a t Stay -Elements of Fidm
1
I
mG~1007/MW10a)
Instructoc Kathryn Swanson
What is fiction? What is good fiction? What elements of fiction should be considered
,in making an evaluation? In this course, students will find answersto thesequestionsby
mding a variety of fictional works and by writing their own fiction.
Although the course will not involvea systematic analysisof the history of the form of
the short story, we willbegin with tales and fables and we will &a sufficientnumber of
classics for the student to appnxiate the historical developmentfrom Poe to Beattie. 'Ihe
c o w willinvolve practice in ways of aplitaature and will include study of the
basic critical terminollogy, so it would be an appmpriatecourse for studentswho have not
yet studied literatureat thecollegelevel.
Students are scpectedto readthe storiesand novel, participate in class discussions,
write an analysisp a p on a selected short story, write an original short story, and take
several quizzes and a finalscam
Students talang thiscourse for upper division d t will m d an additional novel and
p~epw
a substantialpapg/class presentation bsed on it.
All students will be asked to contniute$5 to enable printing and distributionof sel&
original fiction from theclass.
Prerrquisite: Effective Writing
Distriiution: EngIiWSpeech
Time: I
Room: Music 22
Speech Communi*:
W
m Mimniiiie, Social C h ,and their
VioftheEnglishLanpge
ENG ZL9-4l057
Instructm JohnSchmit
'Ihe speech that we use, as much as theclothes that we wear, marks us as members of
a p u p . We adopt the laripage of thecommunity to which we wish to belong, and,
conversely, by njeclingthe languageof a community we are seen to reject the community
itself. Speech communitiesare delineated linguistically, but are definedas culW units.
'Ihe l a n m of each must encompass those conceptsand name those things that the
c
u
m
l holds to be important. 'Ihiscourse will conduct an emmination of issuescentralto
analysis of the speech communitiesof women, minorities and socialstrata. Students willlx
asked to focustheir individual study on an issue of pasonal intevst.
'Ihe come will combine ledme and student-initiated discusion Each student will be
evaluated on thebasis of two examinationsand a short (8 page) p a p .
Distribution: Urban Studies,or Women's Studies, or Minarity Studies
Time: II
Room: Old Main 27
ReSisi0n.s: ConternpmaryDmma in English (1975-pment,l
ENG 24941009
Instructm Douglas Gram
Questions of ethnicity, class, language, gender, and sexuality pervade recent
drama in English. These issues are revitalizing both contemporary drama and
productions of classic texts. We will examine how dramatic works of the late '70s
and the '80s, written in English, have been shaped by and have addressed issues
ranging from racial tension and interaction to sexual preference. (We sometimes
survey cumnt drama on several such topics, like class, gender, and language in
1989, and sometimes concentrate solely on plays about one issue, like sexual orientation in 1990.) For comparativepurposes, we will also view a few films on related
topics and try to attend at least two productions in the Twin Cities. There will be
moderate fees for the local productions.
Students will keep a journal, write two in-class essays, and one short paper.
(Theremay also be occasional quizzes.) A series of group projects, which include a
long paper and some performance, will conclude the course.
Prerequisite: ENG 111(Effective Writing) is strongly recommended
Distribution: EnglishISpeech
Time: I1
Room: Old Main 18
Recreational Rhythms and Activities
HPE 232-41042
Instructor: Carol Enke
Theory and practice in teaching and performing American heritage and intemational folk dances. Exposure to New Games concepts and activities.The majority of
the course grade is based on participation in class activities, a teaching assignment,
and a written test. This is a one-half medit course.
Time: I1 Mondays, Wednesdays and alternate Fridays
Room: Melby 202
Administration and Supemision of the
School Health Program
HPE 410-41043
Instructor: Richard Borstad
Historical background, legal bases, school health services, and relationships to
community health program and resources. Methods and materials in health education with laboratory experiencein classroom and community.
Periodic exams covering lecture and textbook assignments; written summaries
of professional journalarticles; in-class activities, including a presentation on a
teaching method.
Pmequisik HPE 320 (School Health C m i d u m )
Time: I
Room: Murphy Place2
CoachingofBasketbaZ1
HPE 477-41090
Instruchm Brian Ammann
?heory, tdmique and administrativeaspects of mchingbas-.
Exams, on-thefloora>aching~~es,danduscoutingreportdbethemethodsofevaluation
Thisisa
&f
cradit catrse.
Time I, Tuesdaysand Thursdaysand alternateFridays
Room: Melby 111
Coachingof Volleyball
HPE 48341054
Instructo~:Marilyn Florian
This c o r n deals with the theory, technique and administrative aspects of coaclng
volleyball. A small part of the grade willbe based on completed assignments; the mapr
portion of the grade will be based on tests.This is a one-half credit course.
Time: I, T and Th and alternate Fridays
Room: Melby 111
Officiating of Basketball
HPE---- 41041
Instructor: A1 Kloppen
This course will focus on learning the rules and mechanics of the game of
basketball. There will be practical experience on the floor. Students completing
the course should be ready for certification by the Minnesota High School
Association. Grade evaluation will be based upon tests, papers prepared and
performance on the floor. While there are no prerequisites, it is highly advisable
that students have some basketball playing experience. This is a one-half credit
course.
Time: 11, Tuesdays and Thursdays and alternate Fridays
Room: Si Melby 202
The 18SOs:Ameuica'sWatershed
HIS 33841056
1nstrucl.o~JohnJenswold
lkpmion! War! b b r wiolerm! Ruml mlution! Psycholo@ccrisis! mal
dislmkion! Political comption! Racial conflict!Thc 18% was a dynamicdecade of
crisis and challmge in almost every a s p 3 of American life. This rmwrlcable landmark
d d e pmvidcs a window through which we a n examine a n u m b of nwpr t h m
and W s taking s h a p in d m American d e t y , p l i tics, economics, culture, and
fordp @icy.
We'U appmach thederade thmgh the mdqpof such contemporary writers as
JaneAddams, ATbert Bevcridge, E u p e V. Debs, Theodoxv Dr&, The People's Party,
Jacob Riis, Frederick Jackson Turner, Thontein Veblen, and Booker T. Washington.
These readings - and their historical contacts- will provide the basesof ledures and
discussionson the rcIwant topics of the dmde under study.
Evaluation will be b a s d on short papers on tlac m d i n p and on one essay exarnination, as well as on classdiscussionsof the assigned material.
Prerequisites: HIS 221 or HIS 222, (US. Survey)or consent of instructor
Time: I
Room Old Main l3
The capstone of the Augsburg First Year Experience (FYE)Program is a special
interdisciplinary Interim course with places reserved for first year students. For the 1991
Interim there will be a single course with three sections, each taught by a difierent faculty
member. The course will provide fill credit and will satisfy the Fine Arts distribution
requirement. A few students who are not freshmen will be permitted in the course.
Art and Idea: The Baroque in Europe
INS 191-41011
Instructors: Julie Bolton, Merilee Klemp, Kristin Anderson
How do we see? How do we listen? How do we respond to theater? What is
the nature of art? How m ideas conveyed in art forms? What do the visual arts,
music, and theater have in common? How do they reflect the society in which they
were created? Is art timebound or timeless? All art forms are linked to a particular
time and place. We see that the visual arts, music and theater always reflect the
spiritual and intellectual climate of its time. Using examples of music, art and
theater created in Europe in the Baroque period, the course will explore how to
appreciate and understand the various art forms, e e e the relationships among
the arts, and consider the expression of enduring themes and ideas at different
points in time.
Students will participate in the course through various readings, including
reading plays, studying scores and listening to recordings, and reading primary
source material connected to the art pieces considered. Using the resources of the
College and the city, students will also attend a special performance of the Augsburg
Faculty Artist Series, visit art collections, including the Minneapolis Institute of Arts,
and attend music performances, including the Minnesota Orchestra or the St. Paul
Chamber Orchestra. Students will be expected to attend all required performances
and museum visits, write analyses of the art works or performances, and write a
paper integrating the different arts and time periods studied. There will also be
quizzes.
Costs for tickets to performances should not be more than $15.
Distribution: Fine Arts
Time: I The class will normally meet during Time I, but students will be expected to
attend a limited number of off-campus events (someevenings andlor weekends)as a part
of the class work.
Room: Tjomhom - Nelson Theater
The Paideia Approach: Thinking and Talking
About What You Read
I N S 120-41055
Instructors: Marie McNeff, Vicki Olson
Students will participate in a series of seminars, following the Paideia
seminar format as developed by Mortimer Adler and Paideia Associates.
Students will read selected readings, which will then be discussed in Paideia
seminars. One seminar will use Charlie Chaplan's "Modern Times" for viewing
and then seminar. Open to students with an interest in learning through and
about the Paidcia Program.
Students will read selected readings and view selected films for seminar
discussions, develop and/or hone habits of mature, intellectual talk; observe
seminars conducted in Minneapolis and St. Paul Public Schools; study the
Paideia Proposal; design their own rules and norms for effective seminars;
evaluate their own behaviors during seminars; lead seminars.
Methods of evaluation will include interviews with students and observations of students participating in seminars. Reflective writing will be a part of
the evaluation methodology. The evaluation of the course will be based, in part,
on seminar participation: "The good seminar participant (1) is neither too
impulsive nor overly hesitant in responding, (2) checks periodically on the
purpose and direction of the talk, (3) allows people to be heard, (4) is an active
listener, (5)spreads out the discussion, (6) is considerate, (7)criticizes a point
thoughtfully, (8)makes room for productive silence, (9)is well prepared." (From
"%minar Strategies": portion of essay by Grant Wiggins, Coalition of Essential
Schools, Brown University.)
Time: I
Room: Science 319
Social Change: The Ultimatum of
Community Development in India
I N S 241-41053
Instructor: Vincent Peters
Life in the global community of today's world demands an understanding of
many issues from perspectives not easily achieved without intimate study from a
viewpoint far different than one's own. This course seeks to challenge many
common assumptions regarding the differences between "rich" and "poor,"
"East!' and 'West," while examining the process of social change in the context
of an emerging nation.
South India provides a rich experience of lives in transition, as reformation
sweeps through the culture on every level, bringing socio-economic develop
ment, political empowerment, and redefinition of social and gender roles.
Students immerse themselves in the culture of South India through dialogue,
homestays, and cultural events, and as a result will find their own world view
greatly challenged and enhanced.
We will spend time in Madras, the smaller city of Vellore and villages near
it, in Bangalore and finish with four days in New Delhi which will coincide with
the colorful celebration of Republic Day.
There will be some assigned readings. Evaluation will be based on participation in discussion and field activities, maintenance of a journal and two tests.
The comprehensive fee of $2,695 includes air and surface transportation,
accommodations (half in hotels and half with families), breakfast daily and two
group dinners in addition to the twelve dinners with families.
Registration for this Interim must be made before October 26 at the Office of
International Programs.
W m k LifeTransitions
INS24541010
Instructar: Diane Busico
Are YOU so~~dbyyourfeelingsandconcemedaboutlifechoicesfacing
you? Would you like to have a betterundmtanding of y o d and others?
?he course will explore the process of adultpsychologid development from age 18
on. 'Ihroughbooks and articles, students will see the life come unfold and followvarious
passages through thelife mume Questionswhich naturally arise during the bansition
periods conaming,for example, carem, marriage, and family, will be bein the
context of the life course. StudentswiUbe expeckd to develop a journal andbe involved in
teamwork Upper class students will be scpected to assume team leadershiproles.
Distribution: Women's Studies
Time: I
Room: Old Main 10
Histimj of &eRomrmce Languages
LIN 3124UlZ
Instrue. Donald Steinmek
?he Romance languageshave played and continue to play a mapr mle in history.
Most people are familiarwith the names of the mapr R o m languages: Portuguese,
Spanish,Fm&, Italian,Romanian,but~arealsootherlesshmlanguagesinthis
p u p , such as Galidan, Catalan, P r o v d , l
,
Sardinian,Rom,and others. This
coursewillbe concerned why theselanguagesare so similar and why they&.
Basidy, the similarities stem from the fad that theselanguagesall have the same
source, the poplar Latin speech (oftenmked to as Vulgar Latin) which was spokenby
ordinary people - traders and rmrchants, soldiersand sailors, ruraland &an settlers of all
kinds - within the Roman Empire at its greatest extent. They differin part because
differences in dialect traditionally tend to grow with the passage of time and, very
importantly, these languages have all experienced the influences of various other
languages - such as Arabic in the case of Spanish, Celtic and German for French,
Slavic for Romanian, etc.
'Ihe length of thecoursewill not permit going into great detail regall these
changes,but the mapr developmentswill be emmined mthlly, particularly in thetheof
SpanishandFd
By the end of the c o r n , the student will have seen samplesof almost all theabove
Romance languagesand should be familiar with the basic aspects of thepopular (or
Vulgar) Latin which result in the similarities and alsobe aquainted with m y of the
factos which account for the diffenmm.
Grading for thecourse will be based on the studenfsg e n d pqaration for all
assignments, on specific performance for two tumin assignments, and on a final
examination
Pnmquisites: at least thee terms of some Romance Language or a linguisticscourse
Time:I
Room Old Main 22
Math and Ifs Applications: SSucceed Wth Math
MAT 1324013
I n s t r u e . Suzanne Do&
Are you a math avoider? Do numbers and symbols s<rare you? Do you wonder why a
student mapring in socialscience or h d t i e s needs to know some math?Would you
like to irrgroveyour math SHS,
be mom at ease wib math, and maybe even learn to like
math (a little)? If you answered "yes" to any of the above, thiscourseis for you.
In thismuse we will wok on solving problem and puzzles to help you be comfortable when dealing with numbers and to generally impmw your quantitativem n i n g
skills. W e w i l l s e e m a n y ~ o f m ~ t i c s i n b u s ~ a n d d s c i ~ .
Evaluation willbe based on homework problems, a pmblansolvingjournal, and
several short papes. kwillbe no quizzes or tests.
Time 11
Room Science212
Ma& ofbrterest
MAT 173-41014
Instrum Ken Kaminsky
Have you ever wondenxi why women have been charged more thanmen for
annuities and &ved
lower p e n s i o n ~ tthan
s men? Or why women have paid less
than men for life irmmme?Or how life inspremiums calculated? Or how
instalhmt loan payments are figured out? Or how much money to invest in order to
accumulate a certain lump sum or annual payment at a certain date in the fuhm? Then
thisc o r n may be meant for you. Theseand other interestingand usefultopics in the
mathematics of financialkmsadions willbe c o d .
'Ihisc o r n should be usefulfor studentsin businessand ecomrnics or for any
students intemtd in cawen in finmedated fields. Evaluation willbe based on classmom participationand quizzes.
Prerequisites Group III on math placement test ar equivalent
Distnlution. Mathematicsmhysics
Time I
Room Science 212
Creative Arts Therapies: A Clinical Overview
MUS ll(F41017
Instntctor: Roberta Metzler
An introductory course for students interested in interdisciplinary approaches of the various arts therapies, emphasizing the individual contributions
of dance, drama, music, art and other arts to the therapeutic process. The class
will visit clinical treatment facilities in the area. Evaluation will be based on
three tests and field trip reports.
Special fee to cover transportation: $15.
Time: I1
Room: Music 24
Electronic Music Composition
MUS 23&41063/430-41015
Instructor: Robert Karlen
An opportunity for students to explore, experience, and create some of the
sounds found in 20th Century music. Through a "hands+nl' approach, participants
will be involved in:
1.Making multi-track recordings on half-track, quarter-track, and cassette decks
through an eight-track mixer.
2. Individually creating, modifymg and mixing sounds from traditional sound
sources as well as from analog and computercontrolled synthesizers.
The study and application of practical electronic technology used in the production of music today will be combined with aesthetic considerations necessary for the
creative aspects of the art.
Much of the work in this course will be done in small groups. Lower division
students will work with up to four channel-four track recording involving techniques of speed changing, splicing, reversing tape direction and filtering using
primarily traditional and non-traditionalsound sources. Upper division students
will also use electronicallysynthesized sound sources including computer controlled
keyboard, overdubbing and overlaying up to seven tracks.
Students must have the use of a portable cassette recorder, and provide themselves with a 7-inch reel of blank recording tape and a blank cassette tape.
Prerequisite: Music theory or permission of instructor for upper division status.
Distribution: Art-Music
Time: I1
Room: Music 5
Beginning Nonoegian I
NOR 111-41018
Instructor: Frankil Shackelford
Course 111is for students with no previous background in Norwegian. The
course aims to develop basic skills in speaking, listening, reading, writing, and
cultural understanding. Classroom practice focuseson both presentation of vocabulary and structures and the use of the language in everyday contexts.
The finalgrade is derived from daily assignments, quizzes, and a final exam.
Distribution: Foreign Language
Time: I
Room: Old Main 25
What Do You Think Of That?
PHI 250-41019
Instructor: Kenneth C.Bailey
There are many puzzling issues in our lives and world which deserve some
clear and careful thought. What shall we think and say about such contemporary issues as "Freedom of the Will"; "Can Computers Think?"; and 'What are
the Grounds of Moral Responsibility?". In this course we will discuss these and
other concerns that confront our age, in an attempt to understand them more
clearly.
Discussions will be based upon readings from a wide selection of authors,
some traditional (such as John Locke, Rene Descartes, and William James); and
some very much in the forefront of contemporary discussion (such as Ayn Rand,
B.F. Skinner, Sidney Hook, and John Hospers). Their views are provocative, to
say the least, and they will challenge you to ask, again and again, 'Well, Now.
What Do You Think of That?".
Grades will be based upon a mid-term examination, a final examination, and
class discussions.
Distribution: History/Philosophy
Time: I1
Room: Music 22
Introduction to Weather
PHY 106-41020
Instructor: Noel Petit
A study of the science of meteorology which will provide a working knowledge of the principles of atmospheric science. Attention will be given to four
basic areas observing the weather changes and understanding the world's
climate. Related topics to be included are: hydrology (study of the earth's water
cycle), pollution, economic effects of the weather, and weathefs impact on world
events. This course is designed to be an elective or satisfy the MathematicsPhysics distribution requirement for the liberal arts student.
The course will have two weeks of class lecture and laboratory followed by a
two-week trip through the Southeast United States visiting major weather
facilities. The itinerary will include stops at Kansas City, Missouri; Oklahoma
City, Oklahoma; Vicksburg and Gulfport, Mississippi; Tampa, Miami, Cocoa
Beach, Daytona Beach and Gainesville, Florida. At each site there will be a tour
and explanatory program for the functions of that facility. Topics of the visits
will be severe storms, control of the water in the Mississippi River basin, automated weather observation at sea, television station weather facilities, hurricane
tracking, weather satellites, and agricultural weather.
During the trip the student will maintain a journal of weather and site visits.
Daily weather maps will be created using portable weather satellite reception
systems carried on the trip. This trip will not only allow visits of operational
weather facilities, but also will allow the student to experience the full range of
climates across the U.S. from north to south.
Daily quizzes and lectures will be given during the travel. Grades will be
based upon the journal, two hourly examinations and an individual project
completed during the trip. The cost will be approximately $700. Initial deposit
due by October 26.
Prerequisites: High School Algebra
Distribution: MathematicsRhysics
Time: I
Room: Science 28
Introduction to Space Science
PHY 320-41021
Instructor: Ken Erickson
This course is designed for students in science and engineering who are
interested in acquiring a basic knowledge of the major topics required for further
study in the field of space science.
The course will provide a survey of the earth's space environment including
solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics.
Topics include solar flares, solar corona, the solar wind, the bow shock, rnagnetopause, radiation belts, plasma sheet, magnetic storms, and magnetosphereionosphere coupling with special emphasis on magnetospheric substorms,
current systems, particle precipitation, and aurora. Evaluation will be based on
assignments, two exams and a paper.
Prerequisites: PHY 245 or consent of instructor
Time: I
Room: Science 205
Spreadsheet Physics
PHY 15141022
Instructor: Jeff Johnson
Spreadsheets (e.g., Lotus 123)have been used extensively in business for
years. However, it is also possible to use spread sheets to solve physics problems
without using "high-powered" mathematics. Spreadsheets allow the student
who is not an expert in mathematics to experience physics on a more intuitive
level. We will use Lotus 123 to solve problems in a wide variety of physics areas
including planetary and projectile motion. Some of the problems investigated
might be in areas other than physics. Grading will be based on spreadsheet
projects, homework, and a final exam.
Prerequisites: Math level lII
Distribution: Mathematics/Physics
Time: I
Room: Science 30
Understanding the Middle East Through Literature
POL 241-41062
Instructor: Renee Taft
Literature in the Middle East can be a sensitive barometer of the manner in
which individuals have sought to cope with the challenges and crises experienced by their societies and have defined themselves within and against societies
which an? themselves in the process of change and redefinition. In this seminar,
students will examine a number of novels as well as expository prose in English
from Egypt and the Arab world, Israel and Iran. Because the theme of common
concern in our time is the Arab-Israeli conflict, emphasis will be placed on gaining a
better understanding of its ramifications. The seminar will emphasize close reading
and analysis of texts, classroom discussion and essay writing. No prerequisite
required although some basic knowledge of the Middle East is preferable. Final
examination and one paper comparing two or more authors read.
Distribution: Economics/Political Science
Time: I
Room: Music 23
Alternative Politics
PoLW1058
Instructm RandallKindley
'Ihe qanding role of alternativepolitical movements is one of themost fascinating
socialphenomena of the last quarterof thecentury. Politid plies, inhest p u p s and
~ m tmovanenk
s
that will fit our conventional view of left and right are becoming
significantpolitical playersat the national and local level in the United States and abmad.
'Ihe Gram, for example, have become parbmentary contendersin many Empean
countries. Youth and c h d mowmats have figured prominently in thepolitical changes
that swept EasternE m p e in 198P1990. Inbhremb, en-talist,
anti- nuclear,
religious and anti-tion
p u p s are gaining in memkrship and activism while
traditional competitionbetwemDemocl.at and Republicanwanes. Will the politics of the
21st Century be based on these new political cleavages?
In thiscourse, we will scarnine the phenomenon of alternative political m m t s
from a menational, national and local pmpective. Seved issues will be I-aised:What
accountsfor the pmpagation of thesenew political foms? What are the visions and goals
of these p u p s ? How are thesevisions and goals tramlabed into pragmatic political action?
How do their ideals, as w d as thepolitical systems in which thesegroups m embedded,
shaped#emms in objectivesand strategies? Finally, what does their growth mean for the
way politia will be conducted at thelocal, national and intemational level in the years to
come?
Essentially,thiscourse will be exploratoryand we hope to developa practical scheme
for comparing and analyzing theemergenceand behavior of thesealtemative political
p u p s . Reawillbe a mixtureof theoretical literature and publicationsof some of
thesepups. Thegreateremphasiswillbemthelatters~themaprityofclasstimewill
be devoted to presentations by prominent individualsin local alternativemovenwnts and
discussionsabout their political goals and strawes. Grades in the course willbe based on
class participation, a termpaper and a final exam
h q u i s i t e x 1Political Science course or permissionof instructor.
Time:I1
Room Murphy Place 3
TheLegalRights oftheAm&
Employee and
E m p l o y e r h a~llatmeandJudkialPempecttve
POL 37641099
Instruclor. Phil Fishman
This new course will scarnine the currentpolitical and legal rights and responsibilities
of theAmerican employeein the contempmy labor market Various forms of employment issues, including contra3rights, wrongful tamination, workers compmsationfor
pbrelated injuries, safety in the work place, protection against legal dkrhination on the
job, drug and alcoholtesting and rights of the employee to "whistle-blow!' Whemer
possible, the oppositeposition of theemployer willbe pmented. The role of theAmerican
labor union movement and employer's political action p u p s will be a d M where
devant. M willbe field trips to observeadual court and/or administrativelaw
pI.ocRedings. Students will alsomeet with employment la-.
Studentswill p q m e s p e d mini-termpaper and final examination.
h q u i s i t e s Junioror Senior status; 1course in Political Science or Economics.
Time: Wednesday Jan.2,6304k3and each Monday and Wednesdaythereafber.
Room Old Main 16
Psychobgy ofthe Legal System
PSY 3354024
Nancy Steblay
l l w US. legal system will be investigated from the perspectiveof psychologicaltheory
andpradice A ~ c f o c u s w i l l b e o n ~ s o c i a l p s y ~ l o g y o f m
with d d m a t i o n of such topics as jury selection, eyewitness evaluation and jury decision
Instru-
Class mdingsand discussionwill also a v e r suchW e r a m s as morality,justice,
ethics and victimization. Guest-1
will include members of the legal and psychological communities.
Evaluationn-ethods include test and w r i b work; studentswill alsobe mponsible
for contributionto classmomdiscussion.
Prerequisites: a general psychology course
Time: 11
Room: Old Main16
The Self as Revealed in Myths and Symbols
PSY 340-41023
Instntdotr Norm Ferguson
This course will explore concepts of self from psychological, cultural, and
theological perspectives. A variety of myths and symbols will be examined with the
intent of gaining knowledge about how they function as representationsof "the
self."
The objective of the course is to gain a deeper understanding of one's individual
self and of how the conceptualizationsof your self have been molded by a variety of
social, cultural, and historical influences. The content of the course will include
topics as: the impact of science on myth; the mythologies of romantic love, war, and
peace; the process of individuation; and metaphors of psychological transformation.
Class time will be devoted mainly to the discussion of the assigned readings.
Students will be expected to be prepared for class by doing the readings and to be
actively involved in the class discussions. Students will be given some of the
responsibility for leading discussions. Evaluation will be based on: (1) class partiapation, (2) a course journal, and (3)four or five short (60@-800word) papers.
Prerequisites: PSY 105(GeneralPsychology)
Time: I
Room: Murphy Place 2
Idealism and the Adolescent
PSY 3704025
Instructor: Duane E.Johnson
Inquiry into the nature and presence of idealism in the life of the adolescent person.
Theoretical bases for such idealism will be considered. Idealism W e d toward other
persons and society will be the main focus.-This course will be conducted as a seminar
with a high level of student contributionand prticiption. Attendance at each class
session is requhd.
Procedures will include class discussion, frequent short papers, and frequentoral
reports. Each student will be r e q M to seek out and interview pmons in the adolescent level of development. Typewritingor equivalent word processing will be required.
Studentsare required to read TheMoral Life of Children by Robert Colesbefore the start of
the Interim Thisbook will be available in the Augsburg Bookstore by November 1.
Content of the book will be discussed in the first few class sessionsand will provide a
base for further learning in the course.
This course is offered only on PIN basis.
Prerequisites: PSY 105, General Psychology
Time: I
Room: Old Main 23
The Bz%k, h p a g e and Intqmtation
REL 445 41006
Instructor: Philip Quanbeck
A study of theuse and funciton of language in the Bible. The importance of recognizing the varied character of language for understanding thebiblical text. Grades will be
based on class prticipation, a presentation to the class and an examination.
Prerequisites:REL 111 or REL 221
Distribution: Religion (only one Interim Religion course may be used toward graduation requirements.)
Time: I
Room: Old Main 11
The Theology of Mm'age
REL,34341026
Instructor: Cathy Paulsen
Mamiage has been described in terms of a free fall, a decision which we often make
with a portion of our brain and all of our heart. This course will take nothing from the
1
I
I
heart, whether you are manied or not, but it will inaxme your sureness and the possibility for meaning/intimacy in your life with a significant other. Within the context of
Christian tea*,
many theories, with particular attention given to the work of C. G.
Jung willbe studied and applied to the marital relationship and secondarilyto the
family.
discussion, and visiting resourcepersons. Evaluationwill be
Thew willbe,-l
based on class participation, one paper, and two tests. Two books willbe required.
Prerequisites:REL 111 or REL 221 or permission of instructor.
Distribution: Religion (only one Interim Religion course may be used toward graduation requirements.)
Time: I
Room Music 24
Biblical T
&
i
Then andNow
REL4354060
Instructor:~~-en
An opportunity for students to mearch s@c Biblical texts to examine their place
in Scriand how it has been interpwtd by theologians down through the centuries,
including current interpwlations by feminist, process and liberation theologians.
Each student will mearch and pment findings to the class on one specific text.
Evaluation is based on class participation and the mearch paper. No exams.
Prerequisites REL 111 or REL 221.
Distribution: Religion (only one Interim Religioncourse may be used toward
graduationrequirements.)
Time: II
Room Old Main 23
A t m , God and Money: How SciencP,
Religion a n d E c m i c s M k
REL 43641061
Instructors: Mark Engebretson,JohnBenson, and Tom M q a n
Science, theology and economic thought are intricately intertwined and reflect
one another in the development of Western Civilization. "Atoms, God and Money
will examine three historical periods: Medieval, 18th Century and 20th Century, to
show how the three areas of thought change together and influence one another.
Course content will be drawn from texts and video series by James Burke and from
writings of Kenneth Boulding. Class time will be divided among a variety of
activities including: discussion, lecture, presentations, small group tutorials and
simulation games. Drawing from the ideas developed in the course, participants
will work as teams to construct Space Colonies.
Course evaluation will be based upon: Midterm and Final exams, group project
presentation, and a final paper on a topic in the area in which one is taking the
course for credit.
Prerequisites: Junior or Senior status and one prior religion course
Distribution: Religion (only one Interim Religion course may be used toward
graduation requirements.)
Time: I1
Room: Science 123
Exploring Human Services
SWK 25741027
Instructor: Mary Lou Williams
Students will volunteer 20 hours per week under the direction of an agency
representative. In addition, students will attend a specific small group seminar 3
hours per week during which agency experiences will be shared and readings
discussed. Evaluation will be based on performance in agency, written subjective
summary, brief journal summary, exam on readings.
Time: I
Room: Murphy Place 1
Exploring Human Services and Social Work
in Great Britain (lanuay 2-26,1991)
SWK 34611028
Instructor: Rosemary Link
Experience the excitement of a changing Europe through British eyes. Explore
modern social policies in the context of ancient culture. Join British students and
faculty and meet a variety of human service professionals in health, corrections,
family and child welfare. Encounter the breadth of the nation's traditions through
visits to galleries, museums, theaters and historic sites, such as Canterbury, and
Stratford. In London we visit a wide range of agencies and explore this lively city
with the help of English social work students. We visit the West coast port of Bristol
and benefit from University faculty expertise in advocacy and child welfare. We mix
practical experience, observation and dialogue to understand how the country's
social services reflect culhual values. The fee ($2,295) includes travel and accomrnodations, breakfast daily, two lunches, six dinners and two theater tickets.
Registration for this Interim must be made before October 26 at The Office of
International Programs.
Field Work LU
S W K 466-41030 (fullcourse)
S W K 466-41029 (l/2 course)
Instrudar: Francine Chakoli
Course content w
i
l
lbe continuation of Field Work I. - educationallyfocused
field placement in a social service agency.
Students will spend 15 (or 30) hours per week in field placement, plus one hour
per week in a faculty facilitated supportive seminar held on campus. Evaluations
will be made in writing by the field instructor using previously developed contract
and social work evaluation forms.
Prerequisites: S W K 462 (Field Work II)
Time: To be arranged
Principles of Sociology
(with emphasis a the Health Care Systnn)
SOC 121-41031
Instructor: Barbara Johnson
Sociology is a unique way of understanding the world. As an academic discipline and a profession, sociology provides insights into culture, roles, groups,
interaction, inequality and social structure. It is an essential tool for discovering the
world and one's place in it.
The emphasis for illustrationsand exercises will be directed to the health care
system. Crosscultural comparisons will be drawn. The course will be useful for
future health care providers and related professionals and for consumers as well.
This course covers the same concepts and meets the same objectives as the
regular term course. Therefore students can expect daily written and/or reading
illbe given.
assignments. Three exams w
Distribution: Psychology/Sociology
Time: II
Room Library 1
Racial and Minority Group Relations
SOC 265-41032
Instructor: Jerry Gerasimo
This course considers the dimensions of racial and minority group relations.
Major attention is focused upon prejudice, racism, and the role of self- understanding.
The course format will include lectures, films,readings, and an opportunity for offcampus participant observation. Members of the class can expect evaluation to be based
on a combination of class participation, a research project, and a final examination. The
course is offered only on a P/N basis.
Distribution: Minority-Urban
Time: I
Room Old Main 18
Beginning Spmdsh
SPA 1114(B3
Instructo~Staff
Beginrung Spanish I is the first half of the beginning sequence, the goal of which is to
introduce the student to the most basic vocabulary and grammar in order to prepat him
or her either to go on to additional study of Spanish or to use it at an elementary speaking-understanding level at the end of the m n d course. The emphasisis on spoken
Spanish, but secondarygoals to develop reading and writing skills as well. After
Inkdm, students will be prepared to continuewith Spanish 112in the spring.
The approach used in class will be proficiency oriented and grammar explanations
willbe given as needed to clan@thosein the text. Evaluation will include class participation, a test on each chapterand a written and an oral final scam
Distribution: ForeignZanguage
Time: I
Room Old Main 29
Evaluating Continental Literatrwe
SPA 250-41034
~ I ' I S Gu*
~ ~ E
ROZ4?tlt&
The objective of the course is to enable studentsto discuss continentalliterature
through theuse of valid critical tools. It will involve both theory and subsequent evaluation of the reading selectionsfrom different points of view. We shall read half a dozen
short stories, severalplays, one novel and a number of poems.
Studentevaluation willbe based on thw written repork, participation in class
discussions, and a finalscam This course is designed for foreign language studentsbut
anyone with an interest in European continental literatureis welcome to m 1 1 . Students
interested in Spanish350 (Introductionto Literam for Language Students)should see
the instructor for special arrangements.Offered in English.
Prerequisites: Sophomore standing or consent of instructor
Distribution: English-Speech
Time:I
Room: Old Main27
Documentary Video
SPC 347-41035
Instructor: Deborah Bart
Documentary video is a video production course which integrates lecture
and criticism with hands-on experience dealing with non-fiction subjects.
Students will work in production teams, gaining experience in field production
and editing. The production teams will produce a 30-minute documentary piece.
Evaluation will be based upon student journals, critiques and a paper.
This course requires additional lab time for editing.
Time: I
Room: Foss A-V Seminar
Theater Crafts
SPC 495-41036
Instructor: Michael Burden
Theatei Crafts will introduce students to several methods used in producing
props and costume accessories for the stage. Class time will be project oriented.
Projects will include felt hats, masks, jewelry, mold casting, hand props and a
final project to be selected by the student. The class will also include theater
tours and attendance at a prop-oriented show.
Prerequisites: SPC 222 or 228 (Intro to Theatre or Technical Production) or
permission of instructor.
Time: I1
Room: Tjornhom-Nelson Theater
Augsburg is part of a consortium called UMAIE, Upper Midwest Association
for Intercultural Education, which offersoverseas learning experienm during the
Interim. Further information about the following courses can be obtained from
Kathleen Lutfi at the InternationalPrograms Office, 2018 Eighth Street (330.16551 or
from the Interim Office. Registration for these Interims ends October 26,1990. These
courses a~ offered on a P/N basis only and generally carry a lower division number.
Ancient and Modern Maya of the Yucatan
Archaeology in Yugoslavia
Art in France and Italy
Australia's Business Climate
The British School and Family
The Culture, Heritage and Diversity of Eastern Europe
Ecology and Natural History of The Yucatan
E m t in Transition
Europe and the Rise of Modern Science
-- Exploring Human Services and Social Work in Great Britain
Greece Art and Artifact, Myth and Drama
Guatemala: Centuries of Tradition- Century of Change
Hawaii: Mu1ti Cultural Communication in Organizational Settings
Intermediate German. 2,000 Years in Trier
Literary Landscapes of England and Ireland
Modern European Business and Worklife
Molart to Brahms: Music in Germany and Austria
Museums, Music and Monuments (Germany,Austria, Italy, Hunga y)
Peace Studies: Nonviolent Revolution in Europe
Social Change: The Ultimatum of Community Development in India
The Soviet Union and Eastern Europe in the Gorbachev Era
Southeast Sea Adventure: Tropical Ecology in Malaysia and Bali
Spain. 1492 to 1992 and Beyond
Theatre in Britain
This is New Zealand
Towards Peace an Conflict Resolution. Study in Ireland
Translating All That Business About lapan
*
These courses are offered by institutions or groups not connected with Augsburg College but have been approved for credit by the college. Most cany a tuition
cost plus other expenses which are the responsibility of the student. They are
offered only on a P/N basis. Fuller descriptions and details for registering are
available in the Interim Office.
Sailing in the Virgin Islands (January8-24 1991)
HPE 455-41039
Instructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested in the art and
practice of sailboat cruising. The course will take the participant to a competent
level of sailboat handling (anchoring, mooring, helming and crewing). The
student will live aboard a 43-46 foot fixed keel sailboat with five/six other people
and will function as an active crew member. Actual on-the-water instruction will
be the major part of the course. Sailing will include cruises to the various islands
and cays in the British and American Virgin Islands. Snorkeling and
windsurfing will be available on an optional basis. No smoking is allowed.
The course cost is $2,400, which includes airfare, for Augsburg day students
and qualifying 4-14 students. Others will have to pay regular Interim tuition in
order to receive academic credit.
Prerequisite: Permission from Marilyn Florian or Carol Enke of the Health
and Physical Education department.
Total payment is due October 31,1990.
Distribution: Lifetime sport (also one course credit).
Outward Bound
HPE 21241067
Check for informationin the InterimOffice for material on dog sledding and snowshoeing
on the Minnesota-Canadianborder or for white water cImoeingand desert campingon the
Rio Grande in theDecembeT27 through January27period.
l'hereis a cost of approximately$1,275 (theOutward Bound o ~ a r b t i o has
n some
scholarshipsavailable).
LPaders o n L e a i p : The NatimlAgendu
POL39841065
Washington, D.C.: News Cap;tolof The Wmld
POL 39841066
These Interims begin December 30and continue until January19,1991. Information
on either of the above pmgrams, housing and financial assistanceis available from Dr.
Milda Hedblom in Memorial 117k
ThefOllming&hity 1s d & I e fo shdcnb during Inhim and s h r h f s may rqisbjbr this
as(orn w
l
n
r mum. This &fy dm not mwy @cia! d i t , Inrf dm ma+ fhe
lfdirnesports requiremenffmgmduntim. Sludmk mnyprticipk in fhis c b ~uithuulr&tEn'ng
fw thewutse,Imt will tx qwtd fa F/mjfmw h e h or mf ll~esludent+tmfor the colme.
class as&I
American Karate
HPE 002-41045
Instructor: Mike Teitelbaum
The form, basic techniques and practical usage of American Karate, taught
by a certified Third Degree MKA Black Belt instructor. Fee of $25.00.
Distribution: Lifetime Sports
Time: 120&1:00 MWF
Room: Melby
Racquetball
HPE 002-41044
Instructor: Brian Ammann
Distribution: Lifetime Sports
Time: I; M,W and alternate Fridays
Room: Melby
Hisotry of Economic Thought
ECO 219-41406
Instructor: Richard Herzog
A chronological study of the major economic thinkers in the context o
the political, economic and social settings of the time. Emphasis will be or
tracing long-term secular trends in economic thinking in an attempt to
provide a framework for understanding and analyzing current social
problems.
I.
Ancient Economic Thinking
11.
The Medieval Period
111.
Mercantilism
IV .
Classical
V.
Socialist/Utopian
VI.
Modern
Primarily lecture/dimssion depending on class size. If small class
(less than 101, seminar style may be more appropriate. A major research
paper (minimum of 10 pages) would be required. Final exam would be
essay on three of five topics.
Distribution: Economics/Political Science
Time: I1
Room: Old Main 11
NEW COU'RSE
A I S 290-41069
ART 290-41068
S. Chapman
TRIBAL ARTS & CULTURE
An o v e r v i w of the v i s u a l arcs of the he'rfcan Indians v i t h i n r h e United
S r a t e s v i t h some a t t e n t i o n rtl Canada, Gntral and South America. In
addition to the visual arcs of the Eastern Woodland, P l a i n s , Pacific a d
Southwest fndians, some c o n t e n t w i l l hclude drama, d a c e , p o e t t y ,
mythology, r i t u a l s and r e l i g ~ o n . Scu&zsts -1
produce art work such ar
weaving, baskecs , p o t t e r y , jewelry, sedqture or p.rinrs. This wurst
is c r o s s f k i t e d v i t h the Arr Department.
Objectives, Content. aad Procedzres a m & s e e d on page 2 bf this
Proposal.
Evaluation w i l l be done fn amjuoctien w i t h t h e A r t
Department. A complete syllabus w i l l be developed v i t h the assistance
of che A r t D e p a r a e a t . Herhods of e v a l w c i w ill be Included.
Distribution: Fine A r t s
HPE 271-41070
Time: X I
Room:
OFFICIATING FOOTBALL
I.
~ e v e i o pknowltdgt mu s k i l l s mctizary t o ~m a' reglsttted
official nith the Hinnesota State Ugh School League.
2.
Develop appreciation far the fole of t h e official i n the total
aducational prrrcess.
Cmtenr:
OM4
Will k based an the rules mb -its
set f0M
the national
Federation for Swru and rules and r~gularlomsof tne Hinnesota
State High Schcvl League.
Procedures: Lectures, dermnstrat~ons.film. simlated 9-
situations
Evaluation: Written tcst
-
T h i s i s a one-half credit course.
H I S 140-41964
EAST EUROPE
Time: 11, M,W, a l t . Fri.
UNDER THE HAPSBURGS
-
Room: S i Melby
R.D. Zehnder
the East C e n ~ d
f u r c ~ e= a h of the rabs'hqs and itr
inheritors f o e z i n g on three themes: 1) %acfrgrpu..xd, 4 e v t l ~ * n tand -=ent
~nditzon
of t \ e peoples o f East Cent-d. E u m p t
thc Balkans w i t h
eye .to
fallowin; c ~ z t n events
t
in Erst Europe ~ ' p l - Q
an ricotic but &-
He w i l l lccir a t
vacation for tilose b e a d y bared with PEZLS and O s l o 2 ) The i..ceniws instltutlons of the & k e g s t k a t d b w c d them b m e w i a
t!!e c ! a l l e r . q e of Refgration, Libera-,
Hati-,
always as t h vsi+'-q
~
t e a m in Lke s t - ~ g g l e uith Gutavus Admf;.=s,
H z w l m n , and .
&-B
3) The brZLizn+ raltrt-al ac3ievemenrs of
s
f mt&e
.. t??es%h t ~ b d e r miles
ocean at t h e hterfaca of Geman, kt3, and SLavic s ~ c ~ e ~ fe s , HEZFreud.
W t will visit Vienna ~JI 1776 L!mgb *e fib ha2eus unless t h e
ma<*=
is realp by class. By t . ? e end of te= e v e r n n e ulll be q e c t e d to aiscuss
Easr !C==?e Fntelligently mer ccffee md m i l l do an fn-depa prrrjecr paper on
an East Europe s m e r vacatien w i t % r h s t o r i c a l f02 tome aspect, of th.
Habsbur: tultural or institutional e~::=ibution thaf you f k d psf-iF21uly
iatorescL7q. mare w i l l also be some farm of an -ma#.
Distribution: Hi rtory/Philosaphy
Time: I 1
Room: OM13
J, Shackel ford
- --
-- - - - - -
~ 1 1 1be p r e ~ r a t ~ - ~ ~ ' ~ & icjectim
~ - & t ef g e o c e ~ i r~ oi ~s - 1 ~ by a
SuceeasiW of u i e n t i l u from copemit o I-ton;
~ d l u r=forn
l
d the
discovery af the ~ t ~ m l a t t oofn t h e b l e d ;
-cgenm of a*pcrirntal
e t h o d s ; tbt o r p ~ a i ~ t l nofn the scl*ntlEi~*Oterprbe. and c-n
for t h e
&act o f science on rrligiow and mr.1 P t t t r s . shy'wr+ tb* t b - t t s t c d
theerlrs a t tb meitnta W o n mat in
perid? my dld t h e nrv Ideal
i ~ these quntiuar v ~ l require
l
er
aftto r c t w l t b opp~zitirn? c o ~ i d e t a t of
c ~ f i t l d c rthe r o c i a l llrd a f e 1 l e - l
a f r r t o f Rtfor-tion AM Cauntcrold nytb about t h e
b f o t m t ? o n m o p e . In the V r o u ¶ s we rill d b p c l
proqrtsstvc ~ t u c mof sciemtific d * q e l o ~ n tand c~let o ra ~ d c r r t m d i n go f
memr of tP. macept=l changes mt form gut of om tnttllactual h*rft.qr.
~lrrtrrretioa'vill Laclde lectnres and dlrelusia.
Bud en e x a d ~ t l o m(short W * r a rml -yrl
&
r
,
Prerequisite: 3 History course
m l m t l m u11l k
plpcr.
Time: ? I
Room: OM13
MATHEMATICS OF CHANCE
Zheng
The goal of this course I5 t o discuss with students a b u t various f i n i t e
mathematics t o p i c s , including Sets, counting Thcturfques. Probbil l t y md
S t a t i s t i c s . f lass sessions Include I r c t u e s , dCscussions and small grgup
rxercises. Course evaluatjon will be based on class-particlpatlvn,
hmemrrk, a midtrm exam and f i n a l exam. (Studmts who have hhd Probability
and Statistics fraR other courses shoutd contact the instructor before
n g i s t c r i n g far this tovrsc),
Students who have taken MT 121 aay n o t take t h i s course; however, students
who take thls course may l a t ~ rregister for HAT 121.
Prerequisites: MAT 104 or Group TI1
Distribution:
I N S 401-41071
Time: I1
Room: 5212
Math/Physics
THE C I T Y AS MYTH & METAPHOR:
& THE WILDERNESS
THE GARDEN
3. G r i f f i n
This course will l o o k a t t h e c i t y a s a garden and wilderness, e x p l o r i n g these
metaphors i n the broadest sense. Not only w i l l we look a t the c i t y per re,
but we w i 11 consider how these metaphors affect perceptions o f women L minorities.
The course w i l l approach the t o p i c primarily by way o f the humanities. Thus
there w i l l be a focus on the discussion o f t e x t s , but these texts w i l l be
supplemented by the resources of the Twin C i t i e s themselves.
Prerequisite: SENIOR HONORS STUDENT
INTERNSHIPS:
Time: I
Room: FC 42
For information on January Interim internships please contact
the Internship o f f i c e i n Murphy Place, Rm. 8, by December 14.
OTHER CHANGES:
HPE 232
REC'L RHYTHMS & ACTlVITlES meets Time: I , M,U, & a l t . F
Cancelled courses:
HIS 338, THE 1890s: AMERICA'S WATERSHED
MAT 132, MATH AND ITS
APPLICATIONS
INTERIM
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lntroductlon
Calendar
About Thls Catalog
optlons . . . . . .
Vlsltlng Students
lnterlm Courses
UMAlE Courses
Other Courses
Augsburg Ufetlme Sports
...............................................42
Contents
Interim is an integral part of the school year at Augsburg
College. The College follows a 41-4 calendar, with Fall and
Spring semesters of approximately 14 weeks separated by a
four-week January Interim. Interim is particularly intended to
be a time for both students and faculty to employ styles of
teaching and learning and to investigate questions and topics
in places and ways not possible during the regular term.
Since one Interim course equals a full-time load, students
should plan to spend the same amount of time in class and
preparing for class as they would for a four-courseload during
Fall and Spring semesters. Students can register for only one
course credit during Interim. There is no tuition refund for a
student who chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale.Students generally have the option to register on a Pass/
No Credit basis. A few Interim courses are graded only on the
PIN system; this is indicated in the course description.
Some courses are offered with either upper or lower division
standing. Such Interim courses have two numbers listed and
the student must select. Students registering for upper division standing should anticipate additional assignments and a
more rigorous grading standard.
To graduate, an Augsburg student is required to complete 35
courses of which at least three must be Interim courses. The
number of required Interim courses is adjusted for transfer
students. Transfer students should refer to their transfer credit
evaluation form, or consult the registrar.
It is the policy of Augsburg College not to discriminate on the
basis of race, creed, national or ethnic origin, age, marital
status, sex or handicap as required by Title D( of the 1972
Educational Amendments or Section 504 of the Rehabilitation
Act of 1973,as amended, in its admissions policies, educa tional
programs, activities and employment practices.
Interim Office (Memorial 230) - Interim Secretary, Kay
Thomsen, 330-1025; Interim Director, Dr. Diane Pike, 3301025.
October 26 - October 30 ............................Interim Registration
November 30 ...................................Late Interim Registration
t
Day of Interim
January 4 .............................................
Class 1990 a.m. (first day only)
Class I1 1:00p.m.
Last Day for CancellAdd
January 5 .
Last
Day
for
Determining
Grading System
...........
January 15
with Registrar
January 15 ..............Last Day for Withdrawing from Courses
A Ends
January 27 ....................
February 1...................
S P M Semester Begins
February 5 ..............................................
Interim Grades Due
The time and number and length of meetings as well as the
beginning time will be arranged the first day of class.The daily
schedule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to Noon (on the first day Time I classes will
begin at 9:00 a.m.)
Time 11: 1:00 p.m. to 590 p.m.
Note: Martin Luther King Day will be o b d at Augsburg with a
special convocation on Monday,January 18, at 1:OOp.m. Check with
your instructor for class scheduling on this day.
I
The catalog lists courses by departments. Departments are
listed in alphabetical order. At the end of the book are listings
of other courses not offered by Augsburg but recognized by
the College for Interim credit. Additional descriptions and
information about these courses are available in the Interim
Office,
Memorial 230. Students may also register for one of the
lifetime sports listed at the end of the catalog.
International Interim -Students are invited to be part of one
of the 24 international interims offered by the Upper Midwest
Association for InternationalEducation(UMAlE).Thesecourse
opportunitiesare listed near the end of this catalog.
Internships: Deadline: Friday, December 11.January Interim
internships must be planned in advance. Students electing an
internship must meet departmentalrequirements and present
a signed internshiplearning agreement plan to the Internship
Office (Murphy Place, Rrn. 8) no later than the last day of Fall
classes (Friday, December 11).The Learning Agreement forms
are available in the same office. Internships during Interim
must involve full-time work placements for approximately
four weeks. Assistance for planning your internship is available in the Internship and Cooperative Education Office.
Independent or Directed Study -Students may elect a program of independent study (upper division 499) or directed
study (lower division 299) for Interim. Faculty members are
strongly discouraged from accepting responsibility for more
than one independent study per Interim.Studentschoosing to
pursue independent or directed study must:
1. Meet departmental requirements.
2. Present to the registrar a copy of the proposed study plan
approved by the supervising faculty member and the
Introduction
I
direded/independent study registration form. These forms
must be submitted by November 30. Appropriate study proposal and registration forms can be obtained in the Interim
Office.
Interims at Other Schools -Augsburg students may enroll at
any other 4-1-4 institution which offers a reciprocal Interim
arrangement. Catalogs of these Interims can be consulted in
the Interim Office. The Interim Secretarywill help students in
applying for registration at other schools. Registration for
Interims at the other ACTC colleges will be at Augsburg
during the regular registration period. Most courses taught
during theInterim at other 4-1-4 schools are accepted for credit
by Augsburg, but may not necessarily be accepted as meeting
Augsburg's distribution requirements. This qualification particularly affects courses offered for the religion requirement.
Augsburg College welcomes students from other 4-1-4 schools
for the January Interim without tuition charges provided the
student's home institution agrees not to charge tuition to
Augsburg students for the January term. The waiver of tuition
does not include special fees, housing or board costs. Other
students will be charged $825 for the Interim course. Students
interested in registering for an Augsburg Interim should write
to the Interim Director for application forms or use the forms
provided by the interim office at their own school. There is an
application processing feeof $10. Students are welcome to stay
on campus but are not required to do so. Requests for Interim
housing should be made to the Interim Office.
I
Introduction
1
Alt 247-A
lnstructoc Norman Holen
A study of undraped figures for art students and non-art
students.
The figure will be depicted in various settings. The poses will
extend from 3minutes toan hour.You willbe introduced to the
2B and 4B pencils, colored pencils, and the felt tip pen.
Grades will be based upon quality and improvement.
There will be a fee of $35 to be paid on the first day of class.
Dlstrlbution:Alt/Muslc
General Educatlon Perspectlve:Aesthetics
Maxlmum Enrollment:25
77me: I
Room: Old Maln 17
610 102-A
lnst~ctocErwln Mlckelberg
A discussion of the many contributions and impacts made by
plants in almost every area of society. Historically, plants have
influenced explorationof the planet, militarycampaigns,health
care, religious beliefs, crime, and many other areas. We will
look at everything from the spice trade to the Lindbergh
kidnapping and the influence of plant life on each occurrence.
Two multiple choice examinations will be the evaluative
instruments.
Dlstrlbutlon: Blology/Chernbtry
General Educatlon Perspectlve: Natural World I or 2
Madmum Enrollment: 30
lime: 1
I
Room: Sclence 205
BIO 105-A
Instructor Esther McLaughlln
This class will develop an increased understanding of the
current environmental and health implications of such topics
as nuclear power (fission and fusion), genetic engineering,
waste disposal, biological warfare, carcinogens, agricultural
fertilizers, and pesticides. Additional topics of class interest
may also be discussed.
Three written examinations, of equal point value, will be
required. A four to six page referenced research paper on a p r e
approved topic may be substituted for one examination. The
papers will be evaluated on style and content, reflecting a
thorough understanding of the subject. Photocopy fee of $10.
Dlstrlbutlon: Blology/Chemlstry or Urban/Women/
Mlnorlty
General Educatlon Perspective: Natural World-2
Madmum Enrollment:20
lime: I
Room: Sclence 2 13
BUS 22GA
Instructor: Stuart Sfoller
Extensive use of the board game Monopoly to introduce nonbusiness students to the fundamentals of accounting and
finance. The game is somewhat modified, requiring students
to record Monopoly transactions on double entry accounting
ledgers. Financial statements must be prepared to obtain
money from the banker, and a banking committee must r e
view these financial statements to approve all loans.
The outcomes of this course will provide non-business majors
with the basics to: record business transactions, understand
and use financial statements and communicate effectively
with financial institutions.
Evaluation by quizzes, assignments to be handed in, and a
final.
Madmum Enrollment:25
Tlme:1
I
Room: Old Maln 10
BUS 30 1-A
Instructor Mllo Schleld
An analysisof ethical arguments which uphold the morality of
a market-based economy. The course has three components: a
review of critical thinking (with emphasis on ethical concepts),
an indepth review of two author's arguments, and a review of
market failures, their causes and their remedies.
Students will complete worksheets on critical thinking, prepare written analysis of each authors' arguments, take three
quizzes, prepare a final report, and take a final comprehensive
exam. Since class participation is necessary to demonstrate
verbal fluency with this subject, attendance is a factor in
grading. Students will not be judged on their individual beliefs
or ideologies. Students will be judged on how well they can
analyze, defend, and attack the arguments.
Prerequlsltes: One course In ethlcs or upper class status
or Instructor's permlsslon
General Educatlon Perspectlve: Crltlcal ThlnklngSklll
Madmum Enrollment:20
Tlme:1
I
Room: Old Maln 23
BUS 368-A
Instructor Steven LaFave
An examination of current Japanese business practices using a
cultural perspective. A multimedia approach will be em-
ployed, involving film, television documentaries, radio
speeches, and readings from current periodicals in addition to
text material. A seminar model will be used, with substantial
participation expected on the part of students.
Students will be evaluated based on a paper, two 20 minute
sessions of seminar leadership, class participation, and a midterm and final examination.This class should be of interest to
anyone majoring or minoring in International Business or any
field of Business Administration, as well as anyone with an
interest in Japan.
Prerequlsltes: BUS 242 or consent of Instructor
Madmum Enrollment:20
Time: I
Room: Muslc 22
INTRODUCTION
TO COBOL
CSC 27 1-A
Instructoc Noel Petlt
A study of the COBOL programming language for students
with some previous knowledge of programming. This course
will expand a student's knowledge of programming and
programming languages through presentation of the features
of COBOL together with programming techniques for using
those features. This course will include lectures and programming assignments in COBOL. Evaluation will be based on the
programming assignments and examinations.
Prerequlslte: One course wlth a study of computer
language (e.g., CSC 170)
Madmum Enrollment:20
rime: I
Room: Foss 42
Computer Science
ECO 112-A
lnstructoc Jeanne Boeh
An introduction to macroeconomics, national income analy-
sis, monetary and fiscal policy, international trade and economic growth. Application of elementary economic theory to
current economic problems.
Dlstrlbutlon: Economlcs/Polltlcal Science
General Education Perspectlve:
Maximum Enrollment:25
rime: I
Room: Fos 43
ECO 1 13-A
lnstructoc Ed Sabella
An introduction to microeconomics, the theory of the house-
hold, firm, market structures and income distribution. Application of elementary economic theory to market policy.
Dlstrlbutlon: Economlcs/Polltlcal Sclence
General Educatlon Perspectlve: Soclal Wodd
Maximum Enrollment: 25
77me: 1
I
Room: Old Maln 29
ECO 495-A
Instructoc Magdalena Paleczny-Zapp
Students will critically review the failures and successes of the
Soviet Planned Economy from 1917-1985. The main focus of
the coursewillbe Perestroika-restruduringtheSoviet economy
- and evaluating Gorbacheds economic program in terms of
economic growth, income distribution, consumer welfare,
technological performance, military power and environmental quality. The historic events of August 1991and their impact
on the future of the Soviet Union will be discussed in an
interdisciplinary manner.
Method of evaluatlon: Actlve class parflclpatlon; flnal
take-home research essay.
Prerequlslte: ECO 1 12 or consent of Instructor
Madrnum Enrollment: 15
Tlme:I
Room: Foss 43
EDE 375A
Instructor: Bruce Drewlow
This class prepares students for the unique experiences and
responsibilities of a kindergarten classroom. The course will
stress issues associated with adult/child relationships, curriculum design and development, classroom organization,
research plans, and developmental instruction practices. Fieldwork is a key component of this course. Guest speakerswill be
included to share their unique experiences and perspectives.
Grades wlll be based on projects, dlscusslon, and
examlnatlon.
Thk; Is a one-half credlt course.
Madmum Enrollment:20
nme: I
Room: Ubrary 1
EDU 353-A
lnstructoc Rlch Germundsen
This seminar style course presents an examination and comparison of selected Western and non-Western educational
systems as well as an investigation of possible careers in
international education. Special attention will be directed
toward Scandinavian and Central American models. There
will be lectures, discussions, presentations by students, and
guest speakers. Student evaluation will be based on class
presentations and investigative projects.
Madmum Enrollment: 15
Time: I
Room: Ubrary 12
EDU 388-A
lnstructoc M.I.K. (Mlke) Mueller
This course is the study of prejudice, discrimination, and
oppression as it affects persons of color, the handicapped,
limited English speakers, and females. Topics include racism,
sexism, homophobia, and economic issues.Emphasis is placed
on preparing potential (or practicing) teachers for classrooms
which will include minority students, different religious backgrounds, the less abled and students at risk. Students will be
expected to summarize readings, view appropriate films, and
complete a project. This coursesatisfies the Minnesota Human
Relations requirement for teachers and social workers. This is
a onehalf credit course. It is offered only on PIN basis.
Prerequlslte:Passlng of PPST and admlttance to
Education Dept. In process.
Madmum Enrollment:25
lime: I1
Room: Llbrary 1
ENG 2 19-A
Instructor: John Schrnlt
Language plays an important role in our socialization and
acculturation. The way we speak tells others who we are and
tells us who others are. Our speech is a reflection of our social
and economical standing and our cultural background. For
this reason we should expect women to speakdifferently from
men. And yet somehow we do not. We should expect anyone
from a different background to have differences of language.
Even more importantly, we must understand these differences
in order to make sure that we understand speakers from
different language communities.
This course will examine the dialects of various Englishspeaking communities and attempt to describe and understand their rules of speech:their grammatical rules, phonological rules, and their rules of discourse. It will include lectures,
student presentations, and student-led discussions. Besides
presenting a topic, students will write a paper on the presentation topic and take a final exam.
Dlstrlbutlon: Urban/Women/ Mlnoriiy
General Education Perspective: Intercultural
Awareness
Madmum Enrollment:25
rime: 1
I
Room: Old Maln 27
ENG 249-A
Instructor: Douglas Green
Questions of ethnicity, class, language, gender, and sexuality
pervade recent drama in English. These issues are vitalizing
both contemporary drama and productions of classic texts. We
will examine how dramatic works of the late '70s, the '80s, and
the '90s, written in English, have been shaped by and have
addressed issues ranging from racial tension to sexual preference. (We sometimes survey current drama on several such
topics, like class, gender and language in 1989, and sometimes
concentrate solely on plays about one issue, like homosexuality in 1990 and 1991.)For comparative purposes, we will also
view a few films on related topics and try to attend at least two
productions in the Twin Cities.There will be moderate fees for
the local productions.
I
Students keep a journal, write two in-class essays, and one
short paper. (There may also be occasional quizzes.)A series of
group projects, which include a long paper and some performance, conclude the course.
Prerequlslte:Engllsh I I I (Effectlve Wrltlng)Is strongly
recommended.
Dlstrlbutlon: Engllsh/Speech
General Education Perspective:Aesthetics
Madmum Enrollment:20
Tlme:1
I
Room: Old Maln I8
ENG 282-A
ENG 482-A
Instructor: John Mltchell
This course will provide an introductory survey of contempo-
rary American poetry by poets whose work has come into
prominence since World War IIor mid-century. Emphasis will
be given to the vision and sensibility of each poet and to the
themes of their poems, especially those images and statements
that concern philosophical, historical, psychological and cultural values. Through comparison and contrast, students will
be expected to formulate reasonableinterpretationsof selected
poets and poems and to express their discoveries in class
discussion and short papers. A final examination will be given,
and two interpretivepapers about three to five pages in length
will be assigned. For upper division credit, the student must
also read and give a written class report on a book that
discusses contemporary poetry; this choice must be approved
by the instructor.
Prerequlsltes: lntro to Uterature - for students enrolling
for upper dlvlslon credlt
Dlstrlbutlon: Engllsh/Speech
Madmum Enrollment: 15
Tlme: I
Room: Old Maln 21
English
I
ENG 282-8
Instructor Joan GrlftYn
An introduction to the mythology, heroic literature, and poetry of fifth to fourteenth century Ireland and Wales, this
course will also be an excursion into the Celtic culture that
produced works like the Tain and Mabinogion, stories that
influenced later Arthurian literature and modem fantasy. We
will consider how Celtic literature preserves ancient IndoEuropean traditions and how those traditions were changed
by the coming of Christianity. Finally, we will consider Celtic
contributions to medieval civilization.
Course grades will be based on participation in class discussion (and attendance), papers, and two exams.
Dlstrlbutlon: Englkh/Speech
Madmum Enrollment:25
Tlme:1
I
Room: Fos 42
THEATREINAND AROUND
LONDON
ENG 269-A
InslTuctoc Ron Palosaad
A study of live theatre in London. Students see at least ten
performances and visit museums, galleries, historical sites,
and other attractionsof London and s m u n d i n g areas including Stratford, Stonehenge, and Oxford. Evaluation will be
based on attendance at required plays, participations in discussions, three short papers, and a short final exam. Cost
includes travel, accomodations, breakfast daily, ten theatre
performances and four group dinners.
Dlstrlbutlon: Engllsh/Speech
Madmum Enrollment: 30
FRE 243-A
lnst~ctocRuth Aaskov
What is the attraction of French literature, its human and
artistic significance for the reader? With these questions in
mind we will read and analyze 8-10 shorter French literary
works available to us in English translation.
What will we be reading? A bit of Rabelais and Montaigne, of
Descartes and Pascal. We will explore the classical theater, the
social critic Voltaire, and the 19th century novel. Twentieth
century authors like Gide, Codeau, Sartre, and St. Exupery
will reveal concerns of life that supersedenational boundaries.
We will sample one piece of francophoneliterature from West
Africa, reflecting the struggle between indigenous and Westem culture. At mid-point each student will choose another
short work for personal study and presentation for the class.
Evaluation of your work will be based upon your active
participation in class, your timely reading and discussion
preparations, four quizzes, your independent study project,
and an endaf-the course discussion of the papers.
This literature course is intended to help you in further reading, critical thinking, and communication about literature.
Prerequlsltes:Sophomore standlng orpemlsslon of
lnst~ctor
Dlstrlbutlon: Uterature
Madmum Enrollment:25
77me: I
Room: Old Maln 27
GER 2 B A
lnst~ctocDon Stelnmelz
What do the works of Sholem Aleichem (which inspired
"Fiddler on the Rool"), Isaac Singer (Nobel Prize for Literature), and several other great writers have in common? They
were written in Yiddish. How did expressionslike "chuspe,"
"shnook," "klutz," "kitch," "schmaltz," and "shitik" get into
English? Again, the answer is Yiddish. Yiddish is closely
related to German and in this Interim you can learn to read
Yiddish as well as you can read German.
w77y 7'1 ~7ySl i t c 013
Grades wlll be based on performance and at least two
tests.
Prerequlsltes: One year of college German or pemlsslon of lnst~ctor
Madmum Enrollment: 15
nme: I
Room: Foss 2 1B
HPE 232-A
Instructoc Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. Exposure to New
Games concepts and activities. The majority of the course
grade is based on participation in class activities, a teaching
assignment, and a written test.
This is a one-half credit course.
Tlme: I Mondays, Wednesdays,and alternate Fridays
Room: Melby 202
HPE 475A
Instructor:Ed Saugestad
The purpose of this class is to equip students with theskillsand
knowledge needed to assist in the prevention and caring for
trauma associated with physical activity. Content includes: the
identification and care of common injuries related to various
sports, procedures for preventing injuries, taping and wrap
ping, therapeutic measures, medical resources and legal considerations. Ledure, discussion, demonstration, and A-V r e
sources are utilized. Students will practice various training
techniques. Evaluation includes both written and practical
skill examinations. Small fee for taping materials.
This is a one-half credit course.
Prerequlslte:BIO 103
Madmum Enrollment:20
Time:I Tuesdays,Thursdays, and alternate Frldays
Room: Melby 1 1 1
HPE 477-A
lnstructoc Brian Ammann
Theory, technique and administrative aspects of coaching
basketball. Exams, on-the-floor coaching techniques, and a
scouting report will be the methods of evaluation.
This is a one-half credit course.
Time:I Tuesdays, Thursdays, and alternate Frldays
Room: Melby l l l
HPE 483-A
lnstructoc Marllyn Florian
This course deals with the theory, technique, and administrative aspects of coaching volleyball. A small part of the grade
will be based on completed assignments; the major portion of
the grade will be based on tests.
Thls Is a one-half credlt course.
Time:1
I Mondays, Wednesdays,and alternate Fridays
Room: Melby l l l
neurrn urla rnysrcur taucurrorl
UPâ¬48 I-A
Instructor: A1 Kloppen
This course will focus on learning the rules and mechanics of the
game of basketball.Therewillbe practicalscperienceonthe floor.
Students completing the course should be ready for certification
by the MinnesotaHigh SchoolAssociation. Gradeevaluationwill
be b a d upon tests, papers prepared and perbrmance on the
floor. While there are no prerequisites, it is highly advisable that
students have some basketball playing experience.
This is a one-half credit course.
rime: I1 Mondays, Wednesdays,and alternate Fridays
Room: Melby 202
UPâ¬47CFA
Instructor: A1 Kloppen
This course will focus on developing a philosophy toward
sports officiating. Students will acquire a knowledge of: proce
dures in umpire certification, rules of slow pitch softball
(Federation), rules of fast pitch softball (Federation), the m e
chanics of pmper position in umpiring one and two umpire
systems, and procedures in securing assignments. Students
will apply knowledge in practical game type experiences.
There will be a written evaluation and quizzes on rules and
mechanics of umpiring softball.
Thk Is a one-half credlt course.
Madmum Enrollment:20
Time: I Tuesday, Thursdays,and alternate Fridays
Room: Melby 202
UPE 487-A
lnstructoc Jeff Swenson
The Coaching of Wrestling course is designed for individuals
who aspire to become wrestling coaches at the elementary,
junior high, high school or college level. Philosophies, techniques, strategies, nutrition and weight control, weight training, mental toughness training, and complete organization of
program will be covered.
This is a one-half credit course.
Time:1
I Tuesdays, Thursdays, and alternate Frldays
Room: Melby 203
HIS 22GA
HIS 32GA
Instructoc Khln Khln Jensen
This course will focus on Asian immigration to the United
Statesin themid-19th centuryand turn of the 20th century. The
Chinese, Japanese, Korean, and Filipino experience will r e
ceive special attention. The course concludes with a component on the changes in the U.S.immigration laws in the postWorld War I1 period. Students will study the pattern of Asian
immigration, the areas they settled in, the contributions made
by these ethnic groups to the American economic scene, and
the mle of "new Asian immigrants" since the end of the
Vietnam war. The course will highlight the politics of the
immigration laws and the gradual opening of the United
States to some Asian immigration. Inter-active videos will be
used.
There will be a mid-term and a final project (a paper, topic to
be selected the first week of the term in consultation with the
instructor) due the last day of the term.
Upper division students will be required to complete a longer
paper than for lower division credit. They will also be expected
to complete a book review on a book related to the course theme
and provide an oral progress report of their paper to the class.
Prerequlsltes: None for lower level; more requirements
for upper level.
History
Dlstrlbuiion:Hlstory/Phllosophy
Madmum Enrollment:25
lime: I
Room: Old Maln 13
TOPICS IN U.S. HISTORY:
A HISTORY
OF
HIS 33 I-A
lnstructoc Chris Mmball
Thepoet Walt Whitmanoncecalledbaseball"Americalsgame."
In the century since Whitman uttered those words, baseball
has occupied a pmminent (and permanent) place in American
life in some ways equivalent to business, politics, religion and
race. In this course, then, we will examine the relationship
between the United States and its national pastime.
Our focus will not be on the game between the lines, the great
players and teams. Instead, we will take up several topics
which can illuminate the historical evolution of this country.
Some of these include: pmfessionalization and its impact on
amateur baseball, the mle of ethnicity and ethnic rivalry, the
color line, the emergence of the "big" leagues at the expense of
the "minor" leagues, women's baseball, labor relations and the
empowerment of the players, the impact of television, and the
ballpark as an urban place. Special attention will be paid to
baseball in the Twin Cities and students will be asked to do a
short research paper on some aspect of baseball history in this
region.
Grading will be based on the research paper, class participation and a final exam.
Prerequisites: One (I) hktory course or consent of
Instructor
Dlstrlbutlon: Hlsto~y/Phllosophy
Madmum Enrollment: 30
lime: I
Room: Old Maln 29
I
History
INS 12GA
lnstructoc Ann neener
Students will participate in a series of seminars, following the
Paideia seminar format as developed by Mortimer Adler and
Paideia Associates.Studentswill read selected readings, which
will then be discussed in Paideia seminars. Students will also
view selected films for seminar discussions; develop and/or
hone habits of mature, intellectual talk; observe seminars
conducted in Minneapolis and St. Paul Public Schools; study
the Paideia Proposal; design their own rules and norms for
effective seminars and evaluate their own behaviors during
seminars and lead seminars.
Method of evaluation will include interviews with students and
observation of students participating in seminars, reflective
writing related to seminar content, and seminar participation.
Madmum Enrollment:20
lime: 1
Room: Sclence 3 19
INS 210A
lnstructoc Wlllam D. Green
This course introduces college students to the experiences of
first year law students. We will examine the nature of American jurisprudence and legal theories that law students study in
their first year, discuss the academic and emotional pressures
that first year students typically face, and explore ways to cope
with these pressures.
Madmum Enrollment: 15
lime: I
Room: Muslc 23
Interdisciplinary
INS 225A
I n s ~ c t o rAmln
:
Kader
This course is designed by a practicing Muslim to present his
perception of Islam to non-Muslims. The course will cover the
ideological foundations of Islam, its basic concepts and tenets,
Islamic law (Shari'ah), Islamic economicand political systems,
and Islamic patterns of life. There will also be a consideration
of the differences between the Islamic sects (Sunnis, Shi'its,
Sufis, etc.). There will also be some effort to deal with the
similaritiesand differences between Islam and both Christianity and Judaism, and a visit to one of the mosques in the Twin
Cities.
Dlstrlbutlon: Mlnorlty/Urban Studles
Madmum Enrollment: 30
Time:1
I
Room: Foa 20
INS 245-A
lnstructoc Dlane Budco
Women assume multiple roles within the work and family
domains in contemporary society; for example, the roles of
executive, wife, and mother. Each role has related expectations
for behavior, presents an opportunity for personal growth and
also exerts pressure. When the roles are considered jointly,
they may competefor time and energy and require conflicting
types of behavior.
The subject of this course is the interaction of the work and
family roles of women. To investigate this topic, students will
read several books related to women's roles in the work and
family domains. The assessment of this component of the
course is based on written responses to questions assigned for
small group discussion. A second component of the course is
a group project on the work and family roles of women. The
assessment of this project is based on the group's presentation
of their work to the class. Examples of past student projects
include an historical overview of the work and family roles of
women, an overview of the possible choices for the combination of the work and family roles over the life course, a
summary of issues related to the work-role, a summary of
issues related to the family-role, a survey of the work and
family issues most important to women in different age brackets, and an indepth case study of the lives of three women.
Dlstrlbutlon: Women/ Mlnorlty /Urban
Madmum Enrollment: 30
Time: I
Room: Old Maln 10
INS 275A
Instructor: Bruce Relchenbach
The conquering Spaniards discovered in the Americas highly
developed and intricately structured cultures. We will study
three of these ancient cultures from the viewpoint of the
anthropological archaeologist, analyzing their history, religion, government military codes, agriculturaltechniques, and
daily life.
The course will be taught with lectures, slides, and student
presentations. Evaluations will include objective tests and a
paper.
Madmum Enrollment: 30
Time: 11
Room: Music 22
Interdisciplinary
MAT 173-A
lnstructoc Ken Kamlnsky
Have you ever wondered why women have been charged
more than men for annuities and received lower pension
benefits thanmen? Or why women have paid less than men for
life insurance? Or how life insurance premiums are calculated? Or how installment loan payments are figured out? Or
how much money to invest in order to accumulate a certain
lump sum or annual payment at a certain date in the future?
Then this course may be meant for you. These and other
interesting and useful topics in the mathematics of financial
transactions will be covered.
Evaluation will be based on classroom participationand quizzes.
This course should be usehl for students in business and
economics or for any students interested in careers in financerelated fields.
Prerequlslte:Math Placement Level 111
Dlstrlbutlon: Mathematlcs/Physlcs
Madmum Enrollment:20
Vine: I1
Room: Old Maln 16
MAT 253-A
Insfructor: Bev Durkee
Our objectives are the explorationof
this new geometry of fractals, its
rules, its visuals, how it reveals the
beauty of mathematics, how to create images of such complex forms
and experience it as a form of artistic
expression via computer graphics.
Mathematics
The class will observe the pattern of self-similarity and consider the transformationsused to construct fractals such as this
fern and the existence of self-similarityregardless of the power
of magnification used in examining it. The class will also
consider the well known Mandelbrot set and Julia sets in color
and in three dimensional rendition.
Class lectures will provide introduction to the mathematics,
and computer programs will provide students with the opportunity to construct their own visuals.
Studentswill be tested on themathematicsthrough a midterm
exam. Students will create a portfolio of visuals similar to the
one above and from pieces of the Mandelbrot or Julia sets
which display the mathematical character of thosevisuals and
including a major creative project. Finally students will keep a
journal noting their reflections on the interconnections between mathematics and the artistic creations being studied or
created.
Prerequislte: Math Placement Group 111 or higher
Dlstrlbutlon: Mathematics/Physlcs
General Education Perspectives:Aesthetics
Madmum Enrollment: 15
Tlme: I
Room: Science 1 12
MUS 204-A
lnstructoc 0.
Nlcholas Raths
An introductionto the fundamentalsof music and musicology
as they occw within the context of Rock's inception (1950s)and
maturation (1960s) periods. This course will examine the
historical background, musical content and methods of selected artists and their work.
Evaluation will be based on class participation, a comprehensive term paperexam and a group performance project. For
Music
non-music majors.
Dlstrlbutlon:Art/Muslc
Mcudmum Enrollment: 30
77me: I
Room: Choral Room M-2
MUS 129
Instructors: Stephen Gabrlelsen
l'Improvisationin Music" meets everyday for three hours, and
each student will improvise daily at class meetings, using a
variety of improvisational techniques and styles.
Prerequlslte:Mlnlmal ablllty on a muslcal Instrument or
the Instructor's pemlsslon.
Madmum Enrollment:Permlsslon of Inslructor requlred
to enroll
77me: I
Room: Muslc 4
MUS 394-A
Instructor Cynthla Lohman
"How can I use my creativity when I sing?" "How can I stop
feeling tense and inhibited when I perform?" "How can I reach
my full potential as a singerlactor?" These are common questions voiced by performers.
To answer these questions it is necessary to acknowledgethat
performing is a holistic activity, involving mind, body, and
spirit. Because all people possess a creative spirit which can
directly empower their performing, this course focuses on
exploring each participant's unique ability for selfsxpression.
Through exercises, designed to acquaint them with their own
performing power, students learn and practice the basic pro-
cess of singing/ading, and apply it to the study and performance of scenes from opera and musical theatre.
Students will participate in the course through study and re
hearsal of the assigned literature, completion of reading and
listening assignments, daily inclass experience of singinglacting
exercises, and participation in a final paformance of all scenes.
Prerequlsltes:Pennlsslon of prlvate volce Instructor, or
audlllon.
Dlstrlbution: Flne Arts
Madmum Enrollment:20
Tlme: I
Room: Muslc 10 (Cholr Room)
NOR 1 I 1-A
Instructor: Frankle Shackelford
This course is for students with no previous background in
Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for
understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary and structures and
the use of the language in everyday contexts. Evaluation will
be based on participation, daily assignments, quizzes, a midterm, and a final exam.
Dlstrlbutlon: Modern Languages
General Education Perspecthe: InterculturalAwareness
Madmum Enrollment:25
Tlme:I
Room: Old Maln 25
PHI 175A
lnstructoc Davld Apollonl
We will begin by studying some common conceptions and
misconceptions of romantic love, and look at some philosophers' definitions of it. We will try to decide what it is to be in
love with someone, and how this differs from just being
friends, liking that person, and desiring that person sexually.
In the remainder of the course, we will consider the following
ethical issues concerning sex: (a) Sex and morality -Is there
such a thing as ethics for sex? Is there such a thing as sexual
immorality? (b) Sex and marriage -Is the use of birth control
moral? Is promiscuity bad? What strengths and weaknesses
does the institution of monogamy have? Is adultery immoral?
(c)The morality of alternative sexual preferences and lifestyles
-Is sexual perversion a viable concept? Are homosexuality
and lesbianism sexual perversions? Or are they merely alternative sexual preferences?
Dlstrlbutlon: Hlstory/Phllosophy
General Educatlon Perspective: Human ldentlty
Madmum Enrollment:30
Tlme: I
Room: Old Maln 16
PHI 2 W A
Instructor Mark Fuehrer
This course aims to provide an analysisof the natureof human
sleep and dreams and relate this analysis to states of waking
consciousness. We shall read philosophical texts on these
topics by Aristotle, Freud and Malcolm.
Evaluation shall be by final examination and reports. Student
discussion will also be a factor.
Prerequlslte: 1 course In Phllosophy
Madmum Enrollment: 15
Tlme: 1
Room: Old Maln 22
mrrosopny
PHY 151-A
lnstructoc Jeff E. Johnson
Spreadsheets (e.g., Lotus 123) have been used extensively in
business for years. However, it is also possible to use spread
sheets to solve physics problems without using "high-powered" mathematics. Spreadsheetsallow the student, who is not
an expert in mathematics, to experience physics on a more
intuitive level. We will use Cotus 1-2-3 to solve problems in a
wide variety of physics areas including planetary and projettile motion. Some of the problems investigated might be in
areasother than physics. Grading willbebased on spreadsheet
projects, homework, and a final exam.
Prerequlslte: Math Level 111
Dlstrlbutlon: Mathematlcs/Physlcs
Maximum Enrollment:20
7ime: I
Room: Sclence 30
PHY 325A
Instructor Stuart Anderson
From the realm of subatomic particles to molecular clusters
and beyond, the study and manipulation of matter often
demands the nearly total absence of the atmosphere in which
we live and breathe. This is the realm of high vacuum, without
which most of what we know as modern high technology
would be impossible. This course will acquaint the student
with the tools and techniques employed to produce, control
and monitor high vacuum environments, and allow students
to use these to study the behavior of gases and surfaces under
these conditions. Experiments will exploit a variety of chambers, pumps and gauges as well as a quadruple mass spectrometer. Considerable emphasis will be placed on laboratory
experiences;only one-third of the class period will be used for
formal lectures and discussion. Grades will be determined on
the basis of weekly evaluation of laboratory notebooks, two
exams, and a formal research paper.
Prerequlsltes:PHY 121, 122,245 (or equh~~lent),
MAT
124/ 125 (or 145/ 146),224 (or 245).
Madmum Enrollment: 10
lime: 1
I
Room: Sclence 30
POL 359-A
Instructor: Maya G. Pankratova
The former Soviet Union was, among other things, a huge
experiment showing the possibilities and failuresof a totalitarian government to change at will people's traditions, values,
and customs.
Numerous peoples living in the territory of the former Soviet
Union had differing beliefs and customs which influenced
women's lives. In the early stages after the revolution, the
Bolshevik authorities sought to destroy all the institutions
supporting the old regime, including the family and religion.
Accordingly, they encouraged women's independence and
denied their family obligations. In a later stage, the policy was
reversed and family values positively stressed. But, objective
situations contradicted the policy in both cases.
Students will be expected to read several books, plus some
articles. There will be discussion and some written assignments. A final paper will be assigned.
Prerequlsltes:Sophomore status; one course deallng
wM FSU or number of Department
Dlstrlbutlon: Polltical Sclence
Madmum Enrollment:20
lime: 1
I
Room: Muslc 24
PSY IOSA
lnstructoc Grace Dyrud
An introduction to the methods and approaches used in
psychology for the purpose of understanding behavior. The
field of psychology, including its major sub-areas is emphasized. Lectm, lab, and discussion. Evaluation by tests, lab
reports, computer exercises, and class participation.
Dlstrlbution: Psychology/Soclology
Madmum Enrollment:20
nine: 1
I
Room: Murphy Place I
PSY 20 1 -A
lnsfructoc VlctortaUhYeileld
The methods of Psychology are used to study behavioral and
socialinfluencesonhealth,includingtheinteractionof though ts,
emotions, and biological systems. Consideration will be given
to life styles, health system policies, stress management, and
illness prevention and treatment.
Prerequlslte: PSY 105
MaAmum Enrollment:25
Tlme:I
Room: Old Maln 23
REL 343-A
Instructor: Cathy Paulsen
Marriage has been described in terms of a free fall, a decision
that we often make with a portion of our brain and all of our
heart. This course will take nothing from the heart, whether
you are married or not. It will, however, increase your certainty and the possibility for meaning and intimacy in your life
with a partner. In the context of Christian teachings, many
theories will be studied, with particular attention given to the
work of C.G. Jung, and will be applied to the marital relationship primarily, and to the family secondarily.
There will be lectures, discussions, and visiting resource persons. Evaluation will be based on class participation, one
paper, and two tests. Two books will be required.
Prerequlsltes:REL I I I or REL 22 1 or permlsslon of
Instructor
Dlstrlbuifon: Rellglon (only one lnterlm course may be
used to meet rellglon requlremenis)
Madmum Enrollment:25
77me: I
Room: Muslc 24
REL 345A
lnstructoc Eugene Sklbbe
The Lutheran Church is the largest Protestant church in the
world. We will not only examine the Lutheran Church as it is
at the present time, but also study its origin in the 16thcentury,
its development over about 450 years, and its cultural influence. An anthology including several monographs and the
professor's lectures, together with reserve reading, will provide an overview. Ledure and class discussion will deal with
examples of Lutheran witness to the Gospel in art, music,
philosophy, sociology, and theology. Requirements include
four exams.
Prerequlsltes REL I I 1 or REL 22 1
Dlstrlbutlon: Rellglon (only one lnterlm course may be
used to meet rellglon requlremenis)
General Education Perspecifve: Chrlstlan Falth
Maxlmum Enrollment:25
rime: I
Room: Old Maln I8
REL 366-A
lnstructoc Brad Holt
This course will focus on two regions of Africa: the West and
the South. Students will be introduced to traditional African
culture and religion, the introduction of Christianity, and the
present development of indigenous churches in West Africa.
The new "Independent African Churches" will be studied, as
well as attempts to formulate "African Christian Theology." A
major &ion of the course will focus on contemporary r e
sponses of churches in South Africa to the apartheid system of
racial segregation.
Prerequisite: REL I I I or REL 22 1
Distrlbutlon: Religion (only one lnterlm course may be
used toward graduation religion requirements)
Madmum Enrollment:25
Tlme:1
I
Room: Music 23
REL 445
lnstructoc Phil Quanbeck
A study of the use and function of language in the Bible. The
importance of recognizing the varied character of language for
understanding the biblical text. Grades will be based on class
participation, two presentations to the class and an examination.
Prerequisites: REL I 1 I or REL 22 1
Distrlbutlon: Religlon (only one Interim course may be
used toward graduation rellgion requirements)
Madmum Enrollment:25
Tlme: I
Room: Old Main I I
SWK315A
Instructor: Blanca-Rosa Egas
This course introduces students to a health system in a developing country.It helps to realize that people in Ecuador prefer
holistic health care and facilitates students to develop awareness regarding Ecuadorians' values, attitudes and belief system. The course allows students to experience environmental
and psychosocial contrasts in rural and urban settings in the
coastal and highland regions of Ecuador. Students witness
modem health delivery and folk practices and different health
conditions. The visit to Vilcabamba, the world's well-known
sanctuary of longevity, allows interaction with individuals
over 100 years old. The assessment of the historic and current
Ecuador's worth provides a creative perspective, a positive
attitude, and abetter understanding of Latinos in the USA. The
cost of $2,395 includes travel, accommodations, breakfast
daily, two lunches and two group dinners. For more information contact Blanca-Rosa Egas at 330-1713. For registration
contact Kathy Lutfi at 330-1655.
Students are evaluated on course participation, one final examination and four reflection papers.
SOC 23 1-A
Instructor: Rlta Wekbrod
The human family is examined as a social system within
alternative contexts in American society and crosscultural
variants. Students will select one crosscultural or subcultural
variant for special study and analysis. Family problems are
seen within their cultural and institutional contexts.
Prerequlslte: SOC 121 prefened
General Educatlon Perspective: Intercultural
Awareness
Madmum Enrollment:25
lime: 1
I
Room: Old Maln 13
SOC 265-A
Insiiuctoc Gordon Nelson
This course examines the nature of human groups who, for
reasons of birth, accident, appearance, or behavior, have been
"set aside" and viewed as "different" by the larger society.
Members of the class are encouraged to reflect on the extent to
which suchgroups havedevelopedmeaningful cultures which
have made or could make significant contributions to the selfunderstanding of persons who are part of the larger society. In
addition to lectures and films presented in class, the course will
include an opportunity for off-campus participant observation during which members of the class will be asked to focus
on a particular cultural group other than their own. This
observation will become the basis for a class presentation by
each member, either individually or as part of a group. Members of the class can expect evaluation to be based on a
combination of class participation, their respective class p r e
sentations, and a final examination.This course is offered on a
P/N basis only.
Dlstrlbutlon: Mlnorlty./Women/Urban
General Education Perspective: intercultural
Awareness
Madmum Enrollment:25
lime: I
Room: Fos 20
socrorogy
I
BEGINNINGSPANISHI
SPA I1 1-A
Instructoc GabfielaSweet
Beginning Spanish I introduces the student to basic vocabulary and grammar. The emphasis is on spoken Spanish, but
secondary goals are to develop reading and writing skills as
well. After Interim, students will be prepared to continue with
Spanish 112 in the spring.
The approach used in class will be proficiency oriented, and
grammar explanationswill be given as needed to clarify those
in the text. Evaluation will include class participation, a test on
each chapter, and a written and oral final exam.
Dlstrlbutlon: Modern Languages
General Educaffon Perspective: Intercultural
Awareness 11
Madmum Enrollment:25
nme: 1
I
Room: Old Maln 25
SPC 226-A
lnstiuctoc Martha Johnson
This course will explore principles and styles of movement
used in the art of acting. The goal will be to increase the
student's ability to communicate through movement, by examining the principles of discipline, spontaneity, clarity, timing, concentration, and rhythm. Movement exercises will be
based on short scenes, monologues, and poems. Some principles of Asian theatrical movement will be introduced.
Course requirements will include assigned readings, exercises, a written play review of a live, professional performance
students will attend, two graded movement pieces, and one
final reflective paper.
The class is designed for those who desire to increase their
skills as actors, and also for those preparing for any field
involving public presentation: teaching, law, ministry, etc.
Maximum Enrollment:20
lime: I
Room: ?j'ornhom-Nelson Theatre
SPC 32 1-A
lnstructoc James Hayes
This "hands-on" course will give students the opportunity to
refine their public speaking skills in a contest format.Students
will be required to enter three different forensics events at
three interscholastic tournaments held during the month of
January. In addition, the class will prepare a videotaped
program of their work as an instructional aid for future forensics contestants. Evaluation will be based on peer and instructor critiques of written and oral work, selfevaluation, and, to
some degree, competitive success.
Prerequlsltes:SPC 1 1 1 or consent of Instructor
Madmum Enrollment:25
lime: 1
I
Room: Foss 2 1a/2 1b
SPC 495-A
Instructor: Anne Holmquest
The focus of this semintir is Conflict Resolution. The purpose
is to consider conflict theories which are competing answers to
the question: what causes conflict in communication and how
should it be resolved? We will simulate small group conflicts
in an attempt to study the application of resolution methods.
e
q
wreading (onebook and
Students will be evaluated on r
articles), a paper, small group performance and occasionally
Speech, Communication & Theatre
I
will be asked to give an oral report on research.
Madmum Enrollment: 20
Tlme:I/
Room: Foss 43
UMAIE
Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, which offers
overseas learning experiences during the Interim. Additional
information about the following courses can be obtained from
Kathleen Lutfi at the International Programs Office,620 21st
Avenue South. (330-1655) or from the Interim Office (3301025). Registration for these Interims ends October 23,1992.
These courses are offered on a P/Nbasis only and generally
carry a lower division number.
Australia's Business Climate
Brtaln: Focus on the Evolution of Ow Modern World
Vlew
The Caribbean:A Reglon of Cultural and Natural
Diversity
Communicaffon and CuRure in Japan
An Ecological Study of Coral Reefs in The Philippines
and Hawall
Ecuadoc A Study of Hoilsffc Health Attltudes and
Services
Europe and The Rise of Modern Science
Family In Focus: Policy and Servlces in Sweden and
Denmark
Field Blology In the Galapagos Islands and Mainland
Ecuador
Geography of the Baltic States
A Greek Odyssey
Hawaii: MuWCuHural Communicaffon in Organizational
Settings
The lndustrlal Revolution in England and Scotland
International Business and Culture in a European
Environment
Law In London
Uteraw Ireland
Museums, Muslc, and Monuments In the Great Cltles of
Europe
In Search of the Anclent Romans
South Afrlca: Cultural Plurallsm and Soclal Change
Speclal Programs for Speclal Chlldren In The United
Kingdom
Theatre In and Around London
Thls Is New Zealand
2000 Years In Trier:lntermedlate Geman
Vamonos:Spanlsh Language and Culture In Venezuela
These courses are offered by lnstltutlons or groups not
connected wlth Augsburg College,but have been
approved for credlt by the College. Most carry a tultlon
cost plus other expenses whlch are the responslbllliy of
the student. They are offered only on a P/N basis. Fuller
descr/ptlonsand details for registering are available In
the Intertm Offlce.
HPE 455-A
Instructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cnrising. The course will take
the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will
live aboard a 43-46 foot fixed keel sailboat with fivelsix other
people and will function as an active crew member. Actual on
the water instruction will be the major part of the course.
Sailing will include cruises to the various islands and cays in
the British and American Virgin Islands. Snorkeling and
windsurfing will be available on an optional basis. Some
classes will be held in December prior to leaving for the Virgin
Islands in January.
The course cost is $2,600, which includes airfare, for Augsburg
day studentsand quahfymg4-1-4 students.Others will have to
pay regular Interim tuition in order to receive academic credit.
Total payment is due October 31,1992.
Prerequlslte: Pennlsslon from Joyce Pfaff of the Health
and Physlcal Education Department (6 12) 330 1247.
Dlstrlbuiion: Ufeffme Sports: also one course credk
HPE 2 12-A
Check for information in theInterimOfficefor material on dog
sledding and snowshoeing on the Minnesota-Canadian border or for white-water canoeing and desert camping on the Rio
Grande in the December 26 through January 26 period. There
is a cost of approximately$1,275 (the Outward Bound organization has some scholarships available).
POL 398-A
POL 398-A
Information on either of the above programs, housing, and
financial assistance is available from Dr. Milda Hedblom,
Memorial 117A, 330-1197.
Other Courses
lrls
@ Printed on recycled paper.
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..............................~....................................
Introduction
2
Calendar.
3
About This Catalog ...................
4
Options
..,.
4
Visiting Students
5
Interim Courses
6
UMAIE Courses
47
Other Courses
48
Augsburg Lifetlme Sports ..........-.............l...I. .....,.51
A... Show more
..............................~....................................
Introduction
2
Calendar.
3
About This Catalog ...................
4
Options
..,.
4
Visiting Students
5
Interim Courses
6
UMAIE Courses
47
Other Courses
48
Augsburg Lifetlme Sports ..........-.............l...I. .....,.51
Additional Courses
52
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I
Contents
I
Interim is an integral part of the school year at Augsburg
College. The College follows a 4-14 calendar, with Fall and
Spring semesters of approximately 14 weeks separated by a
four-weekJanuary Interim. Interim is particularly intended to
be a time for both students and faculty to employ styles of
teaching and learning and to investigate questions and topics
in places and ways not possible during the regular term.
Since one Interim course equals a full-time load, students
should plan to spend the same amount of time in class and
preparing for classas they would for a fourcourse load during
Fall and Spring semesters. Students can register for only one
course credit during Interim. There is no tuition refund for a
student who chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale. Students generally have the option to register on a Pass/
No Credit basis. A few Interim courses are graded only on the
P/N system; this is indicated in the course description.
Some courses are offered with either upper or lower division
standing. Such Interim courses have two numbers listed and
the student must select. Students registering for upper division standing should anticipate additional assignments and a
more rigorous grading standard.
To graduate, an A u g s b q student is required to complete 35
courses of which at least three must be Interim courses. The
number of r e q w Interim courses is adjusted for transfer
students. Transfer students should referto their transfer credit
evaluation form, or consult the registrar.
It is the policy of Augsburg College not to discriminate on the
basis of race, creed, national or ethnic origin, age, marital
status, sex or handicap as required by Title D( of the 1972
Educational Amendments or Section 504 of the Rehabilitation
Act of 1973,as amended, in its admissions policies, educational
programs, activities and employment practices.
Introduction
I
Interim Office (Memorial 230) - Interim Secretary, Kay
Thomsen, 330-1025; Interim Director, Dr.David Gabrielson,
330-1025.
Interim Registration
October 28 - November 1 .................................
December 2 ......................
...............Late Interim Registration
.
.
..........J
t Day of Interim
January 6 ..........................
Class I 9:00 a.m. (first day only)
Class I1 1:00 p.m.
.
.
.
.
.
.
January 7 .......................
................Last Day for Cancel/Add
January 17 ..................Last Day for Determining Grading System
with Registrar
January 17 .....................Last Day for Withdrawing from Courses
January 29 .....................................................................Interim Ends
Semester Begins
February 3
Interim Grades Due
February 7 ............................................
.....
The time and number and length of meetings as well as the
beginning time wiIl be manged the first day of class. The daily
schedule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to Noon. (Onthe firstday of classes Time
1classes will begin at 9:00 a.m.)
Time 11: 1:00 p.m. to 5:00 p.m.
Note: Mattin Luther King Day will be OM
at Augsburg with a
special convocation onMondayIJanuary20,at 1.UOp.m.Check with
your instructor for class scheduling this day.
I
Introduction
I
The catalog lists courses by departments. Departments are
listed in alphabetical order. At the end of the book are listings
of other courses not offered by Augsburg but recogruzed by
the College for Interim credit. Additional descriptions and
information about these courses are available in the Interim
Office, Memorial 230. Studentsmay also register for one of the
lifetime sports listed at the end of the Catalog.
- Students are invited tobe part of one of
International In*
the 23 international interims offered by the Upper Midwest
AssociationforInternationalEducation(UMAIE).Thesecourse
opportunities are listed near the end of this catalog.
Internships:Deadline: Friday, December 13. January Interim
internships must be planned in advance. Students electing an
internship must meet departmentalrequirementsand present
a signed internship learning agreement plan to the Internship
Office(Murphy Place, Rm. 8) no later than the last day of Fall
classes (Friday, December 13).The LearningAgreement forms
are available in the same office. Internships during Interim
must involve full-time work placements for approximately
four weeks. Assistance for planning your internship is available in the Internship and Cooperative Education Office.
Independent or Directed Study - Students may elect a p m
gram of independent study (upper division 499) or directed
study (lower division 299) for Interim. Faculty members are
strongly discouraged from accepting responsibility for more
than one independent study per Interim. Students choosingto
pursue independent or directed study must:
1. Meet departmental requirements.
2. kesent to the registrar for approval a copy of the proposed
study plan approved by the supervisingfaculty member. This
Introduction
1
proposal must be submitted at least one week before registration and no later than December 2. Appropriate study proposal forms can be obtained in the Interim Office.
Interims at Oher Schools- Augsburg studentsmay enroll at
any other 414 institution which offers a reciprocal Interim
arrangement. Catalogs of these Interims can be consulted in
the Interim Office.The Interim Secretary will help students in
applying for registration at other schools. Registration for
Interims at the other ACTC colleges will be at Augsburg
during the regular registration period. Most courses taught
during thehterim at other 4-14 schools are accepted forcredit
by Augsburg, but may not necessarilybe accepted as meeting
Augsburg's distribution requirements. This qualification particularly affects courses offered for the religion requirement.
Augsburg Collegewelcomes students from other 414schools
for the January Interim without tuition charges provided the
student's home institution agrees not to charge tuition to
Augsburg studentsfor the January term. The waiver of tuition
does not include special fees, housing or board costs. Other
students will be charged $768for the Interim course. Students
interested in registering for an Augsburg Interim should write
to the Interim Director for application forms or use the forms
provided by the interim office at their own school. There is an
application processing fee of $10. Studentsare welcometo stay
on campus but are not required to do so. Requests for Interim
housing should be made to the Interim Office.
1
ART 107-42040
ART 1 18-42041
ART 35542042
Instructor:Phlllp Thompson
Course options Include Drawlng, Palnting I and Palntlng 1
I
107 Drawing - Drawing projects in pencil, pen and wash
surveying the fundamentals of visual theory, composition,
and descriptive methods with a focus on the south Florida
environment. Activities will include referenceto historical and
contemporary examples of coastal landscapes.
118 Painting I - Painting projects with a focus on the south
Florida environment in water or oil based media against a
concern for fundamentals of visual theory, composition, and
descriptive methods. Studyof the significance of coastal landscapes in the light of historical and contemporary examples.
355 Painting II - (Prerequisite: ART 118 or equivalent) Advanced study of oil and water based painting with emphasis on the south Florida environment.
Each course of study will include some interdisciplinary activities with "morida Keys Marine Biology" and "Writers of
the Florida Keys" classes. Evaluation will be based on the
quality of work, participation, and artistic growth factors.
The course fee will be about $1,200 which will include air fare,
lodging, and most meals for about two weeks in south Florida.
The primary residence will be at the Newfound Marine Institute on Big Pine Key. The Interim will include stays at Miami
Beach and trips by van to the Everglades and Key West.
DlsMbvtlon:Art/Muslc
General Educaiion Perspectives:Aesthetics
Maodmum Enrollment: 12
Tlme:I
Room: Old Maln 4 & 17
Arf
I
ART 290-42043
Insfructor: Steve Chapman
An overview of the visual arts of the American Indians within
the United States with some attention to Canada, Central and
South America. In addition to the visual arts of the Eastern
Woodland, Plains, Pacific, and Southwest Indians, some content may include drama, dance, poetxy, mythology, rituals, or
religion. Students will produce art work such as weaving,
baskets, pottery, jewelry, sculpture, or prints. This course is
pintly listed as Indian Studies or Art, and is one of the c o r n
available to those interested in an American Indian Studies
minor.
Dlslnbutlon:Art/Muslc
Maxfmum Enrollment:20
77me: 1
I
Room: Old Maln 17
BIO 14042044
810 34042045
Insfructor: Ralph Sulerud
The Florida Keys provide an excellent site for the study of
marine organisms and marine ecology. Most of the approximately two weeks in Florida will be spent at the Newfound
Harbor Marine Institute located on Big Pine Key. The Institute
offers laboratory facilitiesand field trips in addition to housing
and a dining hall. Field trips will permit the study of diverse
habitats such as those of coral reefs, shallow bays, mangrove
swamps, seagrass communities, and tide pools. Organisms
from these communitiesand others willbe investigated on site
and in the laboratory.A marinebiologist from the Institutewill
be available to lead all field trips and conduct specialized
classes. Upon termination of the program at the Institute, there
will be a short trip to the Florida Evergladesto experienceyet
another interesting environment.
Preparation for the excursion to the Keys will be made during
the week prior to the trip. This will include an introduction to
marine biology utilizing a variety of audiovisual materials.
The final week will be devoted primarily to study and the
completion of the course requirements.
The course will have an interdisciplinary component. Biology
studentswillinteractwith studentsfromJohnMitchell'scourse,
"Writers of the Florida Keys",and Phil Thompson's drawing
and painting courses.
Evaluation will be based on overall participation in the pm
gram,a detailed journal based on daily experiences, and a final
examination. Upper division students will also do a special
research project which will be the basis of an extensive paper.
Dlslrlb~on:Blology/Chemlslry
Prerequlsltes:Blology 1 1 1, 1 12 for upper dMslon credlt
Madmum Enrollment: 10
Tlme:I
Room: ScIence 205
610 102-42046
Instructor EWn Mlckelberg
A discussion of the many contributions and impacts made by
plants in almost every area of society.Historically, plants have
influencedexplorationoftheplanet,militarycampaigns,health
care, religious beliefs, crime, and many other areas. We will
look at everything from the spice trade to the Lindbergh
kidnapping and the influence of plant life on each occurrence.
Two multiple choice examinations will be the evaluative instruments.
Dlslrlbvtlon: Blology/Chemlslry
Maxlmum Enrollment:30
Tlme:1
I
Room: Sclence 205
BIO 10542047
Instructor: ThomasHehst
This class will develop an increased understanding of the
current environmental and health implications of such topics
as nuclear power (fission and fusion), genetic engineering,
waste disposal, biological warfare, ccarcinogens, agricultural
fertilizers, and pesticides. Additional topics of class interest
may also be discussed.
Three written examinations, of equal point value, will be
q u i d .A fourto six page referencedresearch paper on a p r e
approved topic may be substituted for one examination. The
papers will be evaluated on style and content, r e f l b g a
thorough understanding of the subject. Photocopy fee of $10.
Dlstrlbvtlon: Blology/Chemlslryor Uhan/Women/
Mlnotify
General Education Perspecfive:Ncrtural World-2
Madmum Enrollment:20
77me: I
Room: Sclence 2 13
BIO 141-42048
Instructor:Esther McLaughlln
This course will introduce the "fifth kingdom" of organisms:
fungi. The importance of fungi in history, religion, culture,
medicine, agriculture, and industry, as well as their role in the
ecosystem (as decomposers and symbionts)will be explored.
The course will use lectures, student premtations, field trips,
audio-visual resources, and some classroom demonstrations.
Evaluation will be via weekly tests and graded presentations.
Dlslrlbvtlon: Blology/Chemlstry
Madmum Enrollment:25
lime: 11
Room: Sclence 2 13
Biology
I
BUS 499-42049 (IndependentStudy)
Instructoc John Cedto
Congruent with the mission of Augsburg College, this course
will be of service to the urban community by providing
research assistance to both nonprofit and profit organizations.
Students enrolled in the class will have the opportunity to
conduct field-based research projects for community-based
organizations requesting and requiring marketing research
assistance. Students should contact the instructor to obtain an
outline of the expected research methodology.
Prerequlsffes: BUS 352 or SOC 363 or completion of
another research course approved by the I ~ c t o r .
Madmum Enrollment: 10
lime: Independent Study
Room: Contact the Instructorpriorto Interim reglslraflon
CHM 100-42050
Instructor: Ariln Gyberg
This is a non-laboratory chemistry course based on the very
popular book by John W. Hill of the same title. It is not a
traditional chemistry course and does not assume a science
background. Basic science and math are introduced early and
are taught as needed for understanding various topics and
implications.The course does assume the student is interested
in and concerned about the relationship of chemistry tolifeand
living.
Chemistry has been intimately a part of liberal education for
centuries. The early scientists were considered to be philosophers and their societies were philosophical societies.In recent
decades the human seeking of personal independencehas led
to chemistry becoming a part of everyday life to the point of
adual dependence on chemistry. We live in a world of pesticides, pills, plastics, processed foods, pollutants, and it goes on
and on. Emotional and mental disorders can often be traced to
chemical imbalance and wen learning appearsto be the result
of chemicalreaction to form a "memory molecule". Most of the
problems we face are molecular in nature. What then but
chemistry can better help us to understand ourselves, our
society,our world, and our universe? Come, pin us as we take
a molecular look at the human condition.
This course will be o f f d in a lecture/discussion format.
Article handouts and films will supplement the ledure/discussion periods. Daily quizzeswillbe used for evaluation. This
course meets a distributionneed but does not satisfyprequisites for Chemistry 106,110, or 116.
Dlstrlbvtlon:Blology/Chernlstry
General Educdon Pmpectlve: Natural World2
Madmum Enrollment:25
Tlme:I/
Room: Sclence 3 15
CSC 27@42051
Instructo~Lamy Ragland
A study of the Fortran programming language for students
with previous knowledge of computer programming. This
course will expand a student's knowledge of programming
and programming languages through presentation of the
features of Fortran together with programmingtechniques for
using those features. Studentsare expected to know how to do
computer programming in someprogramminglanguage(such
as Pascal) before entering this course.
This course will involve lectures and several programming
assignments in Fortran. Evaluation will be based on the successful completion of assignments and examinations.
Prerequlslte:One course which Includes programming
I
Com~uterScience
In a programrnlng language (e.g.,CSC 170).
Madmum Enrollment:25
Time: I
Room: Foss 42
ECO 1 1M2052
Instructor Ed Sabella
Study of economic implications of many problems facing a
metmurban environment. Some of the topics to be discussed
are:population "crisis", crime prevention, ecologyand income
distribution, distributing free bread, mass transit systems, etc.
Fundamental miroeconomic tools will be introduced to facilitate discussion of the above topics.
Final grade in the course will be based on three subjective
examinations.
Dlsf~ibvtlon:
Emer Economlcs/Pd~cal
Sclence or Uban
Concerns
Madmum Enrollment:25
rime: 1
I
Room: Sclence 2 12
ECO 1 12-42053
Instructor:Satya Gupta
An introduction to macroeconomics; national income analysis, monetary and fiscal policy, international trade, and em
nomic growth. Application of elementary economic theory to
current economic problems.
Dlstdbvtlon: Economlcs/Polltlcal Sclence
Madmum Enrollment:25
Time: I
Room: Muslc 22
ECO 32342054
Instructor: Jeanne Boeh
An introduction to the field of health economics. Application of
elementary economic theory to the m t players in our health
msyjtem- hoqitals, physichs, and payas.Thedstriiutive
effects of these programs will be considered. Also, comparisons
will be drambetweenour health care system and those of other
countries.
Prerequlslte: ECO 1 12 or 1 13 or consent of the Instructor.
Maximum Enrollment:25
Tlme: I
Room: Muslc 23
ECO 49542055
lnstructoc Magdalena Paleczny-Zaw
Students will critically review the failures and successes of the
Soviet Planned Economy from 1917-1985. The main focus of
the course will be Perestroika - restructuring the Soviet
economy - and evaluating GorbacheVs economic program
in terms of economic growth, income distribution, consumer
w e k , technological performance, military power and environmental quality. The historic events of August 1991 and
their impact on the future of the SovietUnion willbe discussed
in intadisciplinaxy manner.
Method of evaluation: Active class putidpation; finallake
home research essay.
Prerequlslfe:ECO 1 12 or consent of lnslructor
Dlstrlb~on:
Economlcs/Polltlcal Sclence
Maximum Enrollment: 15
Tlme: I
Room: Memorlal Hall 323
EDU 353-42056
Instructor:Rlch G m u n d m
This course presents an examination and comparison of s e
lected Western and non-Western educational systems as well
as an investigation of possible careers in international education. Specla1 attention will be directed toward Scandinavian
and Central American models. There willbe lectures, discussions, presentations by students, and guest speakers. Student
evaluation will be based on class presentations and an investigative project.
Prerequisite: Sophomore standlng. or permlsslon of
Instructor.
Madmum Enrollment: 15
rime: I
Room: Ubraty4
EDU 37G42057
Instructor: Mary Ann BaV,es & Carolyn Clemmons
This course will provide future teachers with insights and
strategies that will enable them to create positive learning
environments that will enhance achievement and build selfesteem in their students.
Prerequlsltes:EDU 265, SWK250,some M d work
expedence
Madmum Enrollment:25
Time: 1
I
Room: Ubraty 4
EDE 37542058
Instructot B ~ c Drewlow
e
This class prepares students for the unique experiences and
Education
responsibilities of a kindergarten classroom. The course will
stress issues associated with adult/chiId relationships, curriculum design and development, classroom organization
researchplans, and developmentalinstructionpractices. Guest
speakers will be included to share their unique experiences
and perspectives.
Grades willbe based on projects, discussion, and examination.
This is a onehalf credit course.
Prerequkltes: PPST Dam and EDU 255
Madmum Enrollment:20
Tlme:I
Room: Ubrary l
EDU 388-42059
Instructor:Mlldred Mueller
This course is the study of prejudice, discrimination, and
oppression as it affects persons of color, the handicapped, the
limited English speakers, and females. Topics include racism,
sexism, homophobia, and economicissues.Emphasisis placed
on preparing potential (or practicing) teachers for classrooms
which will include minority students, different religiousbackgrounds, the less abled, and students at risk. Students will be
expected to summarize readings, view appropriate films, and
complete a pro@. This coursesatisfiesthe Minnesota Human
Relations requirement for teachers and social workers. This is
a onehalf credit course.
This course is offered only on PIN basis.
Prerequlsttes:Passlng of PPSl and admntance to
Education program In process.
Madmum Enrollment:25
Tlme:I1 Tuesdays,7hursdays and alternate Fddays
Room: Ubrary l
Education
ENG 2 1942060
Instructor: John Schmlt
Language plays an important role in our socialization and
acculturation. The way we speak tells others who we are and
tells us who others are. Our speech is a reflection of our social
u
l
w background. For
and economical standing and our c
this reason we should expect women to speakdifferentlyfrom
men. And yet somehow we do not. We should expect anyone
from a different background to have differences of language.
Even more importantly, we must understand these differences
in order to make sure that we understand speakers from
different language communities.
This course will examine the dialects of various Englishspealang communities and attempt to describe and understand their rules of speech: Their grammatical rules, phone
logical rules, and their rules of discourse. It will include
ledures, student presentations, and student-led discussions.
Besides presenting a topic, students will write a paper on the
presentation topic and take a final exam.
Dlstrlbvtlon: Urban Siudles, or Women's Studies, or
Mlnom Siudles
General Education Perspective: InterculturalAwareness
Maximum Enrollment:25
Time: 11
Room: Old Maln 27
ENG 2404206 1
ENG 342-42062
Inslructor: Kaihy Swanson
What is fiction? What is good fiction? What elements of fiction
should be considered in making an evaluation?In this course,
students will find answers to these questions by mding a
variety of fictional works and by writing their own fiction.
Although the course will not involve a systematic analysis of
the history of the form of the short story, we will begin with
tales and fables and we will read a sufficient number of classics
for the student to appreciate the historical development from
Poe to Beattie. The come will involve practice in ways of
approachingliteratureandwill include studyof thebasic critical
terminology, so it would be an appropriate course for students
who have not yet studied literature at the college level.
Studentsare acpected to read the storiesand novel, participate
in class discussions, write an analysis paper on a selected short
story, write an original short story, and take several quizzes
and a final exam.
Students taking this course for upper division credit will read
an additional novel and prepare a substantial paperlclass
presentation on it.
All students will be asked to contribute $5 to enable printing
and distribution of selected original fiction from class.
Prerequlsltes: Completion of Effectlve WMng
Dlsfrlbvtlon:Englkh/Speech
General Educaiion Perspective:Aesthetics
Maximum Enrollment:25
Tlme:I
Room: Old Maln 27
ENG 136-42063
Inslrvctor John Mttchell
This course o k r s a study in the literary use of setting, in this
case an environment that will be studied aesthetically, ecologically, and culturally in concurrence with the reading of selected essays, poetry, and fiction. The study of the environment itself will involve an interdisciplinary program based at
the Newfound Harbor Marine Institute on Big Pine Key about
30 miles from Key West. The main text will be The I(ey West
Reader: The Best of the Key West Wrifers,1830-1990. In addition,
students will read three novels: Ernest Herningwafs To Hime
and ToHaw Not,Thomas McCuane's Ninety-Two in the Shade, and
Thomas Sanchez's Mile Zero, which will give a historical and
diversely cultural overview of the Keys'literary significance.
The interdisciplinary component of this course will be coordinated with two other courses:''Drawing" or 'Tainting" taught
by Phil Thompson and "Marine Biology" taught by Ralph
Sulerud. Field trips during the two-week stay will involve
excursions into the culturally and racially diverse Art Deco
District of Miami Beach; snorkeling in the coral reefs; trips to
the ,'back country" of the mangrove islands; visits to the
Hemingway house and other places of literary interest; and a
brief tour of the Everglades. A stimulating interplay of environment, culture, and literature will result; the student will be
an informed presence rather than a mere tourist.
There will be one week of introductory study on campus,
about two weeks of study in southern Florida, and about a
week to complete the course requirements back on campus.
Studentswill be expeded to keep a journal of observations and
impressions,to compose a verbal and visual sketch of a chosen
writef s house, and to write a final paper of about 10 pages in
length, based upon analysis and comparison of seleded writers' uses of environment as literary setting, especially in view
of what has been learned first-hand.
A fee of approximately$1,200 will be charged for transportation (including airfare), lodging, most meals, and the services
(field trips, lab facilities, classes, etc.) of the Newfound Harbor
Marine Institute.
Prerequlsltes:Petmlsslon of lnsfructor
Dlsiribution:Engllsh/Speech
Maximum Enrollment: 10
77me: 1
Room: Sclence 205
English
FRE 24342064
Insfructoc Ruth Aaskov
What is the attraction of French literature, its human and
artistic significance for the reader? With these questions in
mind we will read and analyze 810 shorter French literary
works available to us in English translation.
What willwe be reading? A bit of Rabelais and Montaigne, of
Dexartes and Paxal. We will explore the classical theater, the
social critic Voltaire, and the 19th century novel. Twentieth
century authors like Gide, Codeau, Sartre, and St.-Exupery
will meal concernsof life that supercedenational boundaries.
We will sample one piece of francophone literature from West
Africa, reflecting the struggle between indigenous and Western culture. At mid-point each student will choose another
short work for personal study and presentation for the class.
Evaluation of your work will be based upon your active
participation in class, your timely reading and discussion
preparations, four quizzes, your independent study pmject,
and an endaf-the- course discussion of the papers.
This literature course is intended to help you in further reading, critical thinking, and communication about literature.
Prerequisites: Sophomore standing or permission of
Instructor
Dlsfrlbvtlon: Uterafure
Madmum Enrollment: 25
lime: I
Room: Old Main 12
HPE 11542065
Instrvctoc Richard Borstad
A course req& for all students majoring in education.
Students will gain knowledge of various chemicals and their
)
French/Health and Physical Education
effectson the mind and body; acquire an awareness of school
and community based resources available for assisting students with health-related problems; appreciate the teacher's
role in the school health program; and examine their own
attitudes and practices relative to chemicaluse. Topicsinclude:
legal, cultural, and historical asp& of chemicals; p h m c o l ogy; the school health program; community health programs;
epidemiology; and defining the drug problem. Lechmdiscussion format.Studentswillwrite a paper on a topic of their choice
and there will be periodic quizzes on lecture and reading
materials.
This is a onehalf credit course.
Maximum Enrollment: 20
Tlme:I1 Tuesdays, Thursdays,and akmate Fridays
Room: Melby 1 1 1
HPE 232-42066
Insiructor: Carol Enke
A course designed for Physical Education majors. Students
will develop an appreciation for rhythmic activities within
Physical Education; identify and perform various dances corresponding to a variety of musical forms; and develop and
practice strategies for teaching creativity in movement. Content
includes: fundamental movement patterns (hopping,skipping,
and leaping), dances (folk, squaw, social), and creative movement. Students will practice fundamental movements and a
variety of dance h s ; develop a dance and movement notebook; teach creative movement. Evaluation will be based on
attendance, participation, and a written and practical final
exam.
Thisis a onehalf credit course.
Maximum Enrollment:25
Tlme:I Mondays, Wednesdays,and alternate Fridays
Room: Melby ZW2
Health and Physical Education
HPE 47542067
Instructor: Ed Saugestad
The purpose of this class is to equip students with the skills and
knowledge needed to assist in the prevention and caring for
trauma associated with physical activity. Contentincludes: the
identification and care of common injuries related to various
sports; procedures for preventing injuries; taping and wrap
ping; therapeutic measures; medical resources; legal considerations. Lecture, discussion, demonstration, and A-V resources
are utilized. Students will practice various training techniques.
Evaluation includes both written and practical skill examinations. Small fee for taping materials.
This is a onehalf credit course.
Prerequlslte:610 103
Madmum Enrollment:20
Tlme:I Tuesdays, 7hursdays,and alternate Fn'days
Room: Melby l l I
HPE 478-42068
Instructoc Ed Saugestad
This courseis designed to prepare students to become coaches
of ice hockey. Includes fundamentals of skating, stick handling, shooting, passing, position play; principles of team
defense and offense; motivation of players; public relations;
scouting procedures; and care of equipment. Activities include
ledure/discussion, demonstrations, guest spakers and A-V
materials. Some on-ice activity. Evaluation includes examinations and development of a coaching notebook
This is a onehalf credit course.
Madmum Enrollment:25
Tlme:I Mondays, Wednesdays and alternate Fridays
Room: Melby I I I
I
Health and Physical Education
I
HIS 220-42069
HIS 320-42070
Inslructor: Khln Khln Jensen
This course will focus on Asian immigration to the United
Statesin themid-19th centuryand turnof the 20th century. The
Chinese, Japanese, Korean, and Filipino experience will receive special atkmtion. The course concludes with a component on the changes in the U.S. immigration laws in the postWorld War I1period.Studentswill study the pattern of Asian
immigration, the areas they settled in, the contributions made
by these ethnic groups to the American economic scene, and
the role of "new Asian immigrants" since the end of the
Vietnam war. The course will highlight the politics of the
immigration laws and the gradual opening of the United
States to some Asian immigration.
There will be a mid-term and a finalproject (a paper, topic to
be selected the first week of the term in consultation with the
instructor) due the last day of the term.
Upper division students will be m p h d to complete a longer
paper than for lower division credit.They will also be expected
to completea book review on a book related to the course theme
and provide an oral progress report of their paper to the class.
Dlsfrfbutlon: Hlsto~y/Phllosophy
Mcudmum Enrollment:25
Tlme: I
Room: Old Maln 13
HIS 440-4207 1
Inslructor: Don Gust&n
Gandhi and King m monumental personalities of our century,
individuals whose names carry an aura of saintliness and
whose lives and actions are now held up as pointing to the
higher levels of living that humans might reach. They are
worthy of study because of their impact on our times, but also
as a means of discovering what the passage of time may do to
the record and image of prominent figures.
In this month we will begin by looking at the contemporary
popular portrayal of both Gandhi and King as shown by the
films "Gandhi" and "Eyes On The Prize"and then by reading
materials contemporary with these men as well as later biographies and studies which attempt to assess the real persons
behind the p m t myths.
Grading will be based on papers, class participation, and a
h a l exam.
Prerequlsltes:Sophomore sta-h.~~
or above and at least
one college hlstory or polka1 sclence course.
Maximum Enrollment: 15
Tlme:11
Room: Old Maln 1 1
INS 22542072
Insfructor: Amln Kader
This course is designed by a practicing Muslim to p m t his
perception of Islam to non-Muslims. The course will cover the
ideological foundations of Islam, its basic concepts and tenets,
Islamic law (Shari'ah), Islamic economic and political systems,
and Islamic patterns of life. There will alsobe a consideration of
the differences between the Islamic sects (Sunnis, Shi'its, Sufis,
etc.).Therewillalsobesomeefforttodeal withthe similaritiesand
differences between Islam and both Christianity and Judaism, and a visit to one of the mosques in the Twin Cities.
Dlstrlbutlon:Mlnortty-Urban Studies
Maximum Enrollment:30
Tlme:1
I
Room: FC 42
INS I W 2 0 7 3
Instructors: WcM O b n and Ann Reener
Students will participate in a series of seminars, following the
Paideia seminar format as developed by Mortimer Adler and
Paideia Associates.Studentswillread selected readings, which
will then be discussed in Paideia seminars. Students will also
view selected films for seminar discussions; develop and/or
hone habits of mature, intellectual talk; observe seminars
conducted in Minneapolis and St. Paul Public Schools; study
the Paideia Proposal; design their own rules and norms for
effective seminars; evaluatetheir own behaviors during seminars and lead seminars.
Methods of evaluation will include interviews with students
and observation of students participating in seminars; reflective writing related to seminar content; and seminar participation.
Maximum Enrollment:20
lime: I1
Room: Sclence 3 19
INS 299-42074
sOC299-421 I I
Instructors: Gamy Hesser and Lds Olson
Learnfrom and about your experiences. Discover new ways to
learn by observing, collaborating, and subjectingyour acperiences to critical reflection.The course is designed to help you
connect your experiences to the liberal arts.
The actanship is a modified intanship designed for studmts
already placed in Cooperative Education positions, for studmts
Interdisciplinary
working part time in jobs related to their mapr or m r interests,
and for students actively engaged in community service. The
assumptionis that all students will be involved in appmximately
20 hours per week of placement activity during the month of
January (check with instructors if you have questions).
All students will design an individual learning plan and are
scpected to actively participate in a seminar that will meet
twice a week at times to be determined after the participant's
worklservice schedules are determined. Evaluation will be
based upon the overall quality of participation in the seminar,
which will include organizational analysis and critical assessment reflected in journals, seminar participation, and collaboration. The course is offered on a PIN basis.
Prerequlsltes:Placements secured during or prior to the
Fall semester whlch wlll contlnue during the Intefim and
pemlsslon of the Instructors.
Dlstribvflon:Urban Concerns
Maximum Enrollment: 15
Tlrne: I1
Room: Murphy Place 2
MAT 173-421 12
See Addiional Courses,page 52.
MAT 253-42075
Instructoc Bev Durkee
Our o b j j v e s are the exploration
of this new geometry of fractals, its
rules, its visuals, how it meals the
beauty of mathematics, how to create images of such complex forms
and exprience them as an art form
via computer graphics.
I
Mathematics
The class will observe the pattern of self-similarity and consider the transformations used to construct fractals such as this
fernand theexistence of self-similarity regardless of the power
of magnification used in examining it. The class will also
consider the well known Mandelbmt set and Julia sets in color
and in three dimensional rendition.
Students will be tested on the mathematics through a midterm
and finalexam.Studentswill create a portfolio of visuals similar
to the one above and from pieces of the Mandelbrot or Julia sets
which display the mathematical character of those visuals.
F i y , students will keep a pumal noting their reflections on
the intemmedions between mathematics and the artistic creations being studied or created.
Prerequlsltes:M d h Placement Group 111 or hlgher
Dlsiributlon: Mathemaiics/Physlcs
General Educaiion Pmpectlves: Aahetics
Maximum Enrollment:20
77me: I
Room: Sclence 1 12
MUS 129-42076
Instructor: Stephen Gabrlebn
"Tmprovisationin Music" meets everyday for three hours, and
each student will improvise daily at class meetings, using a
variety of improvisational techniques and styles.
Prerequlsltes: Mlnlmal abl11Yy on a muslcal Instrument or
h e Instructor's pemlsslon.
Maximum Enrollment: P m M o n of Instructor requlred
to enroll
77me: I
Room: Muslc 4
MUS 179-42077
Instructors:Robert Karien and Roberta MeMer
Much of American history and culture is derived from that of
continental Europe and the cities of Amsterdam, Paris,
Munich, and Vienna. This course provides an opportunityto
visit and experience important cultural centers that provided
theimpetus for development of culturallife in the New World.
Studentswill gain an appreciation of the role of art and music in
the history of the Netherlands, France, Austria, and Germany.
Evaluation is based on full participation in all comerelated
group activities, a daily journal, artlmusic critique sheets, and
exams (oral and written). No prerequisites, and no previous
experience in art or music is required.
Fee: $2,895 includes all air and surface travel, accomrnodations, several cultural performances, continental breakfast
daily, and five group dinners.
Regktmtion for this interim must be made before October 25 at
the InternationalPrograms Office,620 21st Avenue S., Minne
apolis, MN55954.Phone: 330-1655. O f f d onaP1Nbasis only.
Maximum Enrollment: 30
MUS 204-42078
Instructor: 0.
Nlck Raths
An introductionto the fundamentalsof music and musicology
as they occur within the context of Rock's inception (1950s)and
maturation (1%0s) periods. This course will examine the
musical content, methods, and historical background of s e
leded artists and their work.
Evaluation will be based on class participation, a comprehensive exam and a short term paper that includes a critical
analysis of a chosen song. For non- music majors.
Dlslrlbutlon: Art/Muslc
Maximum Enrollment:30
Tlme: I
Room: MUSIC5
NOR 1 1 1-42079
Instructor: Frankle Shackelford
This course is for students with no previous background in
Norwegian. It aims to develop basic skills in spealung, listening, reading, and writing as tools for communication and for
understanding Norwegian cultwe. Classroom practice focuses on both presentation of vocabulary and structures and
the use of the language in everyday contexts. Evaluation will
be based on participation, daily assignments, q&,
a midterm, and a final exam.
Dlsfribvflon: Forelgn Language
General Educaflon Petspeciive: Intercultural Awareness
Madmum Enrollment: 25
77me:I
Room: Old Maln 25
PHI 17542080
Instructor: Davld Apollonl
We w
i
l
l begin by studying some common conceptions and
misconceptions of romantic love, and look at some philosophers' definitions of it. We will try to decide what it is to be in
love with someone, and how this differs from just being
friends, liking that person, and desiring that person sexually.
In the remainder of the course, we will consider the following
ethical issues concerning sex: (a) Sex and morality -Is there
such a thing as an ethics for sex?Is there such a thing as sexual
irnmox.ality? (b) Ssc and maniage -Is the use of birth control
moral? Is promiscuity bad? What strengths and weaknesses
does the institution of monogamy have? Is adultery immoral?
(c) The morality of alternative sexual preferences and lifestyles - Is sexual perversion a viable concept? Are homosexuality and lesbianism sexual perversion? Or are they merely
alternative sexual preferences?
Teaching methods: ledure/discussion. Evaluation:two-thirds
of total grade will derive from weekly quizzes, and one-third
from a final term paper of five to ten typewritten pages. (Iwill
require that students turn in a rough draft of this paper for my
comments and criticisms.)
DlstribuHon: Hlstory/Phllosophy
General Educaflon Perspecifve: Human Idenmy
M d m u m Enrollment:30
77me: I
Room: Sclence 2 12
PH141W2081
Instructor:Mark Fuehrer
John the Scot was a ninth century Celtic philosopher who was
also a mystic. We shall study his commentary on the Prologue
to St.John's Gospelto learn how he uses philosophyto develop
a mystical reading of Sacred Scripture. I.&um will be combined with class discussions.Studentswillprepam dailyanalyses of the reading, prepare a term paper, and take a final exam.
Prerequlslte: One course In Philosophy
Dlsfrlbuiion:Hlstory/Phllosophy
Madmum Enrollment:20
Tlme: I
Room: Old Maln 10
PHY 10642082
instructor Noel Pelit
"Introduction to Weathef' is a study of the science of meteorology to provide a working knowledge of the principles of
atmospheric science. Attention will be given to four basic
areas: the physics of the atmosphere, weather observing,
man's interaction with the atmosphere and oceanI and under-
Philosophy/Physics
standingthe world's climate. Related topics to be included a:
hydrology (study of the earth's water cycle), oceanography,
pollution, economic effeds of the weather, and weathds
impact on world events.
The course consists of three weeks of lecture and laboratory
sessionsin Minneapolisfollowedby a one week trip to Florida
to visit major weather facilities. The trip itinerary includes:
Kennedy Space Center, Cape Canaveral Air Forre Base, the
National Weather Service Office in Melbome, South Florida
Water Management DistrictHeadquartersinWest PalmBeach,
the National Hurricane Center in Miami, and WTVT-TV in
Tampa. At each site there will be a tour and explanatory
program. Topics discussed in the visits include: tropical
weather, upper air soundings, hurricane tracking, fresh water
management in Florida, weathersatellites,agricultural weather,
and broadcast weather.
During the course, the student maintains a journal of weather
observed and sites visited. Daily weather maps will be used at
the visited sites to monitor conditions and aeate our own
forecasts. Daily quizzes and ledures will be given during the
travel. Grades will be based upon the journal, two examinations given during the classroom period, and an individual
project completed during the trip. Cost will be approximately
$750. Initial deposit of $100 due by the end of Interim registration. Contact Professor Petit for additional information.
PrerequMe: H/gh SchoolAlgebra,MaitternatlaLevel I1
DlsMbvtlon: Mathematics/Physlcs
General Education PerspecWe: Natural Worid
Enrollment: 15
Tlme:I
Room: Sclence 723
PHY 1 17-42083
Instructors: Mark Engebrelson and Bruce Relchenbach
The course will focus on contemporary problems which arise
from our developing technological capabilities. We will consider the causes and effects of global warming, the irnplications of developing nuclear energy, the prospects and problems of genetically engineering both our foodstuffs and humans, and the urban implications of developing a light rail
system. To get a satisfactorygrasp on how to approach these
problems we will first explore what science and the scientific
methods are, how science (knowing) relates to technology
(doing), the structures used for ethical evaluation, and the
resulting interactions between the three.
Grading will be based on two tests, two short papers, and
group work. See the complete description for more details.
Prerequlslte:Mathematla Level 111
Dlsiributlon:Mathematlcs/l7Iyslcs
General Education Perspective: Natural World if2
Madmum Enrollment: 40
77me: I
Room: Foss21a& b
PHY 151-42084
Instructor Jeff Johnson
Spreadsheets (e.g., Lotus 123) have been used extensively in
business for years. However, it is alsopossible to usespreadsheets
to solve physics problems without using "high-powered'' mathematics. Spreadsheetsallow the student who is not an expert in
physics on a more intuitivelevel. We
mathematicsto +ence
will use Lotus 123to solve problems in a wide variety of physics
areas including planetary and p r o w e motion. Some of the
problems investigated might be in areas other than physics.
Gradingwill be based on spreadsheet pro*,
homework, and a
hal scam.
Prerequlslte: Math Level 111
Dlsiributlon:Mathematlcs/~ysIcs
Madmum Enrollment: 20
77me:I
Room: Sclence 30
PHY 337-42085
InsIructor:StuartAnderson
The quest to understand how light and matter interact is at the
heart of modem physics, and l a m are probably the most
ubiquitous technical product of these ideas. This course will
begin with an overview of optics needed for understanding
imaging,beam control and dispersion, includingthe nature of
light, reflection, refraction, and interference.This setsthe stage
for tmting the physics of superradiant devices and lasers, and
the impact of cavity design on output characteristics. The
course will conclude by applying these concepts to the study
of atoms and simple molecules by the emission, absorption,
and scattering of light. Considerable emphasis will be placed
on laboratory experiences; only onethird of the class period
will be used for formal lectures and discussion, with the
balance spent in the laboratory. Grades will be determined on
the basis of weekly evaluation of laboratory notebooks, two
onehour exams, and a formal research paper.
Prerequlsltes:PHY 12 1, 122,245 (or equhfalent),
MAT 124, 125,224
Madmum Enrollment: 10
Tlme: I1
Room:Sclence 30
POL 29542086
lnstructoc Elkabeth Anderson
Contrary to American popularbelief, Canada is not just a colder
version of the United States. Canadian national identity is alive
and well, and currently a much debated topic - in Canada.
In this new course, we will examine Canadian identities (thm
Ph ysics/PoliHcal Science
I
is at least one for every pmvince) through cultural forms produced in the last 30 years. Emphasizing the c u l t d studies
approach to history, we will draw from various "texts1' (stories,
poetry, non-fiction, film,music, W, newspapers, art and architecture)and events (the Quiet Revolution and the Refemdurn
in Quebec, theMeech lake Accords, thestandoff at Oka,the FIR
Trade Agreement between the U.S. and Canada, the arrival of
new immigrants, the Persian Gulf War)in ordm to q l o r e
Canada from Canadian perspectives. Our focus will mainly be
&an, and centend on the cities of Monkall Toronto, and
Vancouver. Our methods of analysis will be interdisciplinary
and comparative (Canada-U.S. border studies).
Grades will be based on active participation in class discussions, one oral presentation, and a final written project.
Mcudmum Enrollment:20
77me: I
Room: Old Maln 2 1
POL 37 1-42087
Instrvctor: Phll Ushman
This course will examine the c m t political and legal rights
and responsibilitiesof the American employee in the contemporary labor market. Various forms of employment issues,
including contract rights, wrongful termination, workers compensation for pb-related injjes, safety in the work place,
protection against illegal discrimination on the pb, drug and
alcohol testing, and rights of the employee to "whistle-blow''
will be studied. Wherever possible, the opposite position of
the employer will be presented.The role of the American labor
union movement and employel's political action groups will
be addressed where relevant.There will be field trips to o b
m e actual court and/or administrative law proceedings.
Students will also meet with employment lawyers and repre
sentatives of industry.
Students will prepare a specla1 mini-term paper and take a
final examination.
PrerequlsRes:Junlor or Senlor status; One course In
Pdmcal Sclence or Economics.
Dlsfrlbvtlon: Economlcs/Pollflcal Sclence
Madmum Enrollment: 35
77me: Monday and Wednesday evenlngs, 6:309:30p.m.
Room: Old Maln 16
POL 42 1-42088
Instructor: Wllllam Mods
This course will examinethe impact of American films on U.S.
citizens' perceptions of politics. Films will be selected whose
principal themes deal with particular political practices and/
or institutions. The class will evaluate the accuracy of these
images by considering the films in light of the scholarly
literature and other information available on each subject.
Close attention will be given to an exploration of the ethical
situation and dilemmas of decision-making in politics.
As part of the course, students will submit written analyses
and evaluationsof the political context or "image" of politics
in the films shown in class. These, plus additional articles and
portions of books from the social sciences and other literature
paralleling some of the films' themes, will serve as the basis for
class discussion. The papers, two tests on assigned readings
establishing the framework for the class, and class participation will determine final grades.
Students will be assessed a specialfee to cover the rental of the
films and viewing equipment.
Prerequlsttes: POL 121, 122,or 158
Dlsfrlbvtlon: Economlcs/Pollflcal Sclence
Political Science
Madmum Enrollment: 20
Tlme:1I
Room: Old Maln 2 1
PSY 10542089
Inslructor: Wendy VanLoy
An introduction to the methods and approaches used in
psychology for the purpose of understandingbehavior. Applications of psychological concepts to everyday situations are
emphasized.
Dlslnbvtbn: Psychology/Soclology
General Educaffon Perspective: Human Identity
Madmum Enrollment: 25
77me:1I
Room: Old Maln 25
PSY 32 1-42090
Instructors:Nancy Stebkry and Dlane Plke
The purpose of this course is to examine law from both a
sociological and psychological perspective. Designed for u p
per division social science students, the course explains various aspects of law and the legal system, including police,
lawyers, the courtmom, deterrence,and law and corporations.
Thew is a midterm and final examination plus two written
assignments.
Note: Students who have completed PSY 335should not enroll
in this course.
Prerequlsltes:SOC 12 1 or PSY 105
Madmum Enrollment:20
Tlme: I
Room: Old Maln 18
PSY34CM2091
Instructor: Norm Ferguson
This course will explore concepts of self from psychological,
cultural, and theological perspedives. A variety of myths and
symbols will be examined with the intent of gaining knowledge about how they function as representations of "the self."
The objective of the course is to gain a deeper understanding
of one's individual self and of how the conceptualizations of
your self have been molded by a variety of social, cultural, and
historical influences. The content of the course will include
topics such as the impact of science on myth; the mythologies
of romantic love, war, and peace; the process of individuation;
and metaphors of psychological transformation.
Class time will be devoted mainly to the discussion of the
assigned readings. Students will be scpeded to be p r e p 4
for class by doing the readings and to be actively involved in
the class discussions. Students will be given some of the
responsibilityfor leadingdiscussions.Evaluationwillbe based
on class participation and five short (600-800 word) papers.
Prerequlslte:PSY 105
Madmum Enrollment: 16
Time: I
Room: Old Maln 1 1
PSY 370-42092
Inslrvctor: Duane Johnson
Inquiry into the nature and presence of idealism in the life of
the adolescent person. Theoretical bases for such idealism will
be considered. Idealism direded toward other persons and
society will be the main focus.
-
Psychology
This course willbe conducted as a seminar with a high level of
student contribution and participation. Attendance at each
class session is required. Procedures will include class discussion, fmpent shirt papers, and hequent oral reports.Each
student will be required to seek out and interview persons in
the adolescent-level of development. Typewriting or equivalent word processing skill will be required.
Students are required to read The Moral Life of Children by
Robert Coles before the start of the interim. This book will be
availablein the Augsburg Bookstoreby November 1.Content
of the book will be discussed in the first few class sessions and
will provide a base for further learning in the course.
This course is offered only on PIN basis.
RerequlsRes: PSY 105
Madmum Enrollment: 15
Tlme:I
Room: Old Maln 29
REL 24 1-42093
Instructor Brad HoH
Off the beaten track of American tourists, this journey focuses
on meeting African faith communities,observing their rituals,
listening to their music, and observing their art. We encounter
the three basic religious traditions of Africa: African Traditional Religions, Christianity, and Islam. Each of these faiths
brings intriguing surprises as they reflect African culture in a
variety of ways. Our access to the Christian communities will
exceed that of the other two, but Christianity in Africa can only
be understood in the context of "ATR" and Islam. Each of these
has influenced the others. Both the mission-founded and the
"independent' churches have developed creatively in music,
theology, and spirituality.At the same time, political tensions
characterizethe relations of the churches and Islam, as Nigeria
prepares for a return to civilian rule in 1992.Our learning will
Religion
include various kinds of input: reading, lectures, interviews,
visits to sites, observation of worship, and discussions.
Through it all, we live simply, encountering life in a Third
World country which is strugglingto find appropriateblends
of African and Western culture. We will travel light, study
hard, and experiencethe taste, the markets, and the worship of
one of Africa's most energetic nations. The course is designed
for students seriously interested in religion who are in good
health. A visa is required for Nigeria.
Fee: $3,495 includes travel, accommodations, breakfast daily,
one group dinner in London, all dinners (22) in Nigeria.
Dlsfrlbuiion:Rellgbn (Only one Interim course may be
used to meet rellgon requlremenls)
Madmum Enrollment: 15
REL 32842094
Instructor: John Benson
There is nothing more familiar to us than parties, sports, and
games. Yet most take them for granted. It may come as
something of a surprise to us, then, that the festival, play, and
"game theory" have been of keen interest, not only to anthropologists, sociologists, and psychologists, but also to students of religion and Christian theology. In this course we will
use lectures, small group discussions, and field trips to look
into some of this fascinating material. There will be two essay
tests, several special preparations related to discussions, and a
final project.
Prerequlsltes:REL 1 1 1 or REL 22 1
Dlsfrlbuiion:Rellgbn (Only one Interim course may be
used to meet rellglon requirements)
Madmum Enrollment: 30
Tlme:1
I
Room: Old Maln I8
Religion
REL 34342095
Instructor Cathy Paulsen
Marriage has been described in terms of a free fall, a decision
that we often make with a portion of our brain and all of our
heart. This course will take nothing from the heart, whether
you m manied or not, but it will increase your certainty and
the possibility for meaning/intirnacy in your life with a significant other. Within the context of Christian teachings, many
theories will be studied with particular attention given to the
work of C.G. Jung, and will be applied to the marital relationship primarily, and secondarily to the family.
There will be lectures, discussions, and visiting resource persons. Evaluation will be based on class participation, one
paper,andtwotestsTwobookswillbe~.
PrerequMes: REL I I I or /?EL22 I orpemlsslon of Insiructor
Dlstrbution: Rellglon (Only one Interim course may be
used to meet rellgon requirements)
Mdmum Enrollment:25
Tlme: I
Room: Muslc 24
REL 345-42096
Inslructoc Eugene S k b b e
The Lutheran Church is the largest Protestant church in the
world. We will not only examine the Lutheran Church as it is
at the present time, but also study its origin in the 16th century
and its development, and cultural influence during 950 years
of history. An anthology including two monographs and the
professox's lectures, plus reserve reading will provide an
overview.L.&m and class discussion will deal with examples
of Lutheran witness to the Gospel in art, music, philosophy,
sociology, and theology. Requirements include three exams
and one short paper.
Prerequlsltes:REL 1 I 1 or 221
DlsfrlbWon: Rellgbn (Only one Interim course may be
used to meet rellglon requlrements)
General Educatlon Perspecffve: Chrlsffan F a l h
Maximum Enrollment: 30
Tlme:I
Room: Old Maln 16
REL 44 1-42097
INS 49542098
Insiructoc Lynne Loremen
This course will consider the central ideas of Christianity and
feminism, and how they might be compatible. Attention will
be given to religious influences on societal roles for women
and men, feminist interpretationof the Bible, and the implications of feminism on Christian theology, especiallyin terms of
language and metaphor. There will be daily reflection papers
on the assigned readings which include questions for class
discussion. Evaluation will be based on the papers, class
participation, and a final exam.
Prerequlsltes:REL 1 I 1 or REL 22 1
DlsMbWon: Rellgbn (Only one Interim course may be
used to meet rellglon requlrements)
General Educatlon Perspecffve: ChrlsflanFaM
Mcudmum Enrollment:20
Tlme:1
I
Room: Old Maln 23
SWK 25742099
Instructoc Mary Lou Wlllam
Experientiallearning occurs as studentsvolunteer 80 hours of
service (in a senices agency or institution which students
Re/igion/Socia/ Work
I
select).The placementmust be approved by course faculty and
supervised by agency staff. In the context of .this volunteer
experience, students have the opportunity to interact with
human service professionals, clients, and communities of
diverse culture/ethnic heritage and special c o n m s (age,
socioeconomic status, lifestyles, developmental/physical
abilities, gender, etc.). The course is designed to help students
learn about themselves in relation to a possible major or future
career in the human services.
The three hour weekly seminar is devoted to discussions
which assist students in integrating agency experiences and
readings which explore the historical development of social
welfare as an institution and the nature and value system of
social work as a profession. 9udents will also examine and
critique the manner in which social, economic, and political
strudures impact diverse groups in society. Students will
focus on their own responsibilitiesin society, as well as examine their personal value system in relation to special concerns,
such as poverty and the "isms".
This course is required for the Social Work major; open to all
students.
General Educcrtlon Perspective: The Clty
Maximum Enrollment: 30
Tlme: I
Room: Muphy Place 1
SWK 3 m 2 100 (fv11COUM)
SWK 3D42/09(1/2 course)
Instrvctor Marla Brown
Is violence really "as American as apple pie" (Stokely
Carmichael)? Is family violence just a reflection of society's
violent attitude? Why does family violence occur,and when,
and to whom? Today, identified violence in families has
Social Work
reached what many professionals consider epidemic proportions.This courseis intended to be an overview of the phenomenon of family violence, including contributing factors and
consequences for the family and the broader society. Students
will research various forms of family violence. Classroom
speakers will include professionals who are involved in curm t policy-making and program delivery in family violence.
Onehalf d i t option: classroom discussions, readings and
the development of an annotated bibliography on area of
interest in family violence.
Full credit option: q u i r e s writing and presenting of research
on a m of interest in family violence, in addition to the above
work
Prerequlslte: Introductory coum work In soclal work,
psychology or sociology
Maximum Enrollment:25
Tlme: I
Room: Old Maln 23
SWK 339-42 101
Instructor: Edwlna Hertzberg
An historical overview of homelessness in the U.S. provides a
base for understanding the current situation in the U.S.and in
the Twin Cities. Ledures, films, discussions, field trips, guest
lectures, a research paper, and volunteer work with homeless
people in the field provide opportunities for participants to
learn the &ties of the situation of homelessness - needs,
resources, and causatives. Evaluation will be based on class
participation, volunteer work, and a research paper.
Specla1fee: $30 per person. Checkpayable to Augsburg
College to be glven to lnsfructor on flrst day of class.
Prerequlslte:Deslre to learn about homelessness
General Education Perspective: The CHy
Madmum Enrollment: 15
Tlme: I
Room: Old Maln 22
Social Work
SWK 4.6642 102 (lull course)
SWK 4.6642 1 10 (1/2 course)
Insiructor:Rosemary Unk
Course content will be continuation of Field Work 11 -educationally-focused field placement in a social service agency.
Students will spend 15 (or 30) hours per week in field place
ment, plus one hour per week in a faculty-facilitated supportive seminar held on campus. Evaluations will be made in
writing by the field instructor using previously developed
contract and social work evaluation forms.
Prerequlslte:SWK 462 (FleM Work II)
Madmum Enrollment: 30
Tlme:I
Room: To be arranged
'Note: Thls Is the depahent's new fitb for Sociology
265, which was previously Lted as Raclal and Mlnorfty
Group Relations.
SOC 26542 103
lnsiructoc Gordon Nelson
This course examines the nature of human p u p s who, for
reasons of birth, accident, appearanceIor behavior, have been
"set aside" and viewed as "different" by the larger society.
Members of the class are encouraged to reflect on the extent to
which such groups have developed meaningful cultures which
have made or could make significant contributions to the selfunderstanding of persons who m part of the larger society. In
addition to lectures and films presented in class, the course will
include an opportunity for off-campus participant observation
during which members of the class will be asked to focus on a
particular culturalp u p otherthan their own. Thisobservation
will become the basis for a class pmentation by each member,
either individually or as part of a group. Members of the class
can scped evaluation to be based on a combination of class
participation, their respective class presentations, and a final
examination. The course is offered on a P/Nbasis only.
Dlslrlbuiion:Mlnorfty/Uiban
General Educdon Petspeciive: Intercultvral Awareness
Madmum Enrollment:25
Tlme:I
Room: Sclence 3 15
SOC321-42104
Inslructor:Dlane Plke and Nancy Steblay
The purpose of this course is to examine law from both a
sociological and psychological perspective. Designed for u p
per division social science students, the course explains various aspects of law and the legal system, including: police,
lawyers, the courtmom, deterrence, and law and corporations.
There is a midterm and final plus two written assignments.
Students who have completedPSY 335should not enroll in this
course.
Prerequlsffes: SOC 12 1 or PSY 105
Maximum Enrollment:20
Time: I
Room: Old Maln 18
SPA 1 1 1-42105
lnslructoe Anffa nsher
Beginning Spanish I introduces the student to basic vocabulary and grammar. The emphasis is on spoken Spanish, but
secondary goals m to develop reading and writing skills as
well. After Interim, students will be prepared to continuewith
Spanish 112 in the spring.
The approach used in class will be proficiency oriented, and
grammar explanationswill be given as needed to clanfy those
in the text.Evaluation will include class participation, a test on
each chapter, and a written and oral final exam.
Dlstrlbutlon: Forelgn Language
General Education Perspective: InterculturalAwareness
Mawlmum Enrollment:25
Tlme:1
I
Room: Old Maln 29
SPC 32 1-42106
Insfructor James Hayes
This "handsan" course will give students the opportunity to
refine their public speaking skills in a contest format. Students
will be q u i d to enter three d h t forensics events (irnpromptu speaking, a public address, and oral interpretation of
an event of their choice) at three interscholastic tournaments
held during the month of January. In addition, the class will
prepare a videotaped program of their work as an instructional
aid for future forensicscontestants. Evaluation will be based on
p e r and instructor critiques of written and oral work, selfevaluation, and, to some degree, competitive success. Students
should contact the instructor at the time they register to obtain
an information packet that will help them get off to a "running
s W in January.Those who milmust be available to participate in tournaments outside of regular class time on the following dates: January 17-18, January 2425, and January 28.
Prerequlsltes:SPC I 1 1 or consent of instructor
Madmum Enrollment: 15
Tlme: I1
Room: Foss 2 1a/21b
Lnnnrh r m m d & m t i n n
&' Thnntrn
SPC 340.42107
Instructor: David Lapakko
We all encounter deception and exploitation in politics, advertising, selling, and personal relations. How can one decide
whether to conceal information from a customer, to use subliminal persuasion, to "blow the whistle" on one's employer,
to use photographs or body language to give a misleading
impression? How can one sort out and weigh the various
ethical considerations?
In this course we will use case studies and a variety of ethical
perspectives to analyze ethical problems in such fields as
advertising, public relations, sales, and politics. We will also
consider issues in subliminal persuasion, nonverbal communication, and interpersonal communication. The main objective is to improve our ability to make ethical decisions.
Activities will include ledures, readings, case studies, interviews, oral reports, papers, debates, and two examinations.
The emphasis will be on case studies involving situations
encountered in everyday life.
Prerequlsltes:A course In philosophy or consent of
Instructor
Madmum Enrollment:20
Tlme:1
I
Room: Fos 43
SPC 347-42 108
Instructor: Deborah Bart
A video production course which integrates ledure and criticism with hands-on video experience. This course addresses
non-fiction subject areas. Studentswill view several d m e n taries in class and will work in production teams to produce
short documentaries of their own. Additional time will be
S ~ e e c h .Communication.
'
& Theatre
I
required for editing.
Prerequlsltes:Junior or Senlor
Madmum Enrollment: 15
77me: I
Room: Foss 175
Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, which offers
overseas learning experiences during the Interim. Further
information about the following comes can be obtained from
Kathleen Lutfi at the InternationalPrograms Office, 620 21st
Avenue S. (330- 16.5)or from the Interim Office (330-1025).
Registration for these Interims ends October 25,1991. These
courses are offered on a PIN basis only and generally carry a
lower division number.
The Carlbbean and Its People Through Literature
Chlna In Transltlon
Contemporary European Buslness
Contemporary Theatre & Soclety In Brltaln
Cultural Confllct In Renaissance Italy
Down-Under In New Zealand
Egypt In Transltlon
E~erlenclngIndla: Past and Present
Famlly In Focus: Pollcy and Programs In Sweden, Denmark,
and England
Fleld Blology In Ecuador: Raln Forest and Galapagos Islands
The Greek Bperlence
Hapsburg Herltage: Central Europe after The Fall of the Wall
Hawoll: Culture and Hlstory
Hope and Glory: ChristIanHyIn England, France and G e m n y
Iberla: A Fuslon of Cultures
Law In London
Literary Landmarks: England, Scotland, Wales
The New European CommunHy: Economics and Culture In a
Post- 1 992 Europe
Reconqulsta to Emplre: Medleval & Early Modern Spaln
Rellglon & Grassroots Movements for Soclal Change In Brazil
Rellglon In Afrlca: Creatlvliy and Confllct
Russian Language In Moscow
Sounds and Sights of Europe
Sovlet Unlon and Eastern Ewope: Gender Issues
UMAIE
These courses are offered by institutions or groups not connected with Augsburg College, but have been approved for
credit by the College. Most cany a tuition cost plus other
expenses which arethe responsibility of the student.They are
offered only on a PINbasis. Fuller descriptions and detailsfor
registering are available in the Interim Office.
4-
SAILINGIN THE VIRGIN~SLANDS(January7-23,1992)
HPE 455421 14
Insfructo~Joyce Hal7
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cruising.The course will take
the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will
live aboard a 43% foot fixed-keel sailboat with fivelsix other
people and will function as an active crew member. Actual onthe-water instruction will be the major part of the course.
Sailing will include cruises to the various islands and cays in
the British and American Virgin Islands. Snorkeling and
windsurfing will be available on an optional basis. No smoking is allowed.
The course cost is $2,600, which includes airfare, for Augsburg
day students and qualifying4-1-4 students.Others willhave to
pay regular Interim tuition in order to receive academiccredit.
Total payment is due October 31,1991.
Prerequisite: Pemlsslon from Joyce Pfatf of the Heah
and Physlcal Education Depahent (6 1 2 / W 1247).
Dlslrlbutlon:Metlme Sports: also one course cred/t.
HPE 2 12-421 15
Check for informationin the Interim Office for material on dog
sledding and snowshoeing on the M i ~ e s o t a b d i a nborder or for white-water canoeingand desert camping on the Rio
Grande in the December 26 through January26 period.There
is a cost of approximately $1,275 (the Outward Bound organization has some scholarships available).
AGENDA
(December 29 - January 10,1992)
P O L 398-421 16
This is a two-week seminar which enables undergraduate
students to explore their own leadership styles in workshops
which use instructional resources such as Myers-Briggs PersonalityInventory. In addition, the students examinepersonal
styles of leaders from government and politics, the media,
education, and business, who address such topics as values,
ethics, risk-taking, decision-making, management theories,
and organizational structures.The seminaris a blend of readings and research on leadershiptheory, ampleopportunityfor
question-and-answer sessions with national leaders, small
group discussions, and workshops that help students practice
leadershiptechniques. SitevisitscanincludetheU.S. Chamber
of Commerce, the International Monetary Fund, and foreign
embassies in Washington.
AND THE
MEDIA
(December 29 - January 10.1992)
A
POL 398-421 17
This two-week seminar for undergraduate students features
Washington's media personalities, who are readily available
Other Courses
I
to The Washington Center. This popular topic attracts students in many fields, e.g., communications, journalism, political science, and English. Sample topics include the role of the
press in a democratic society; the press, politics, and public
policy; and how Washington journalists view national and
world leaders and issues. Site visits include mapr network
studios, the Pentagon, and foreign embassies. Guest speakers
have included nationally renowned print and broadcast purnalists, political media consultants and managers, and political-govement officials, such as former Republican National
Committee Chair Frank Fahrenkopf, ABC newsman David
Brinkley, MacNeil/Lhrefs compondent Judy Woodruff,
and Linda Edwards, Executive Director, National Association
of Black Journalists.
CAMPAIGN
1992: INPURSUIT
OF THE
PRESIDENCY
(January 12-17.1992)
POL 398-42 1 18
This oneweek seminar will introduce participants to the
politics and mechanics of running a presidential campaign.
h g r a m sessionswill be designed to familiarke studentswith
the presidential election process and its impact on American
politics. Topics will include the organization and procedures
of the Democratic and Republican parties, the primaries and
conventions, media coverage of the campaign, and current
campaignissues.Sitevisitswill include the headquarters of the
Democratic and Republican National Committees and the
Washington offices of presidential candidates. Campaign
workshops will be offered to give students hands-on skills in
grass-root organizing and managing campaigns. The seminar
will assist participants in developing the knowledge and
making connections to become involved in the presidential
campaign when they return to their campuses. Studentswho
plan to attend the summer convention programs are encour-
Other Courses
aged to attend IT
' n Pursuit of the Presidencf' as an intmiuction to the campaign process.
These Interims begln December 29 and conffnue unffl
January 18, 1992,Infotmaffon on either of the above
programs, houslng and flnanclal asslstance Is avallable
from Dr. Wllllam Monjs In Mernorlal Hall, 1 1 1B, or Brenda
Elllngboe, Memorial Hall, 1 17A. 33G 1 197.
The following actMnes are avallable to students during
Interim and students may reglster for these class6 as
well as for a regular course. These acff W do not carry
course credlt.but do meet the llfeffme spods requlre
ment for gradualion.
HPE 002-421 19
lnslructoc Mlke Teltelbaum
The form, basic techniques, and practical usage of American
Karate, taught by a certified Third Degree MKA Black Belt
instructor. Fee of $25.
Dlsfrlbutlon: Ufeffme Sports
Maximum Enrollment: Controlled by lnsfructor
Tlme: 12:W1:00p.m. Mondays, Wednesdays and Fridays
Room: Melby Gym
HPE 002-42120
lnslructoc Brian Ammann
Practice and playing of badminton.
Dlstrlbvtlon:Ufeffme Sports
Madmum Enrollment: 15
Tlme:I Tuesdays.Thursdaysand alternate Fridays
Room: Melby Gym
I
Lifetime S ~ l o r t s
HPE 002-42 12 1
Instructor: Bdan Ammann
Practice and playing of racquetball.
Dlstrlbvtlon: Ufetlme Sports
Madmum Enrollment: 10
Time: I Mondays, Wednesdays and attemate Fddays
Room: Melby Gym
HPE CK)2-42122
Instructor: Carol Enke
Designed for students who may q u i r e special, modified
physical activity.Enrollment in this class requires consultation
with the instructor.
PrerequlsHe: Consent of Instructor.
Dlstrlbvtlon: Ufeiime Sports
Madmum Enrollment: Controlled by Instructor
lime:Ananged
Room:Ananged
EDU49542113
Instructor: Ted Welcher
This course will provide you with an introduction to issues
related to deafness and the modes of communication used by
deaf people. We will examine the language, education, social
and political aspeds, and cultural issues within the deaf com-
munity. Lectures, guest lechms, viewing of videotapes, and
reading assignments will include information pertaining to
the following areas: anatomy and physiology of the hearing
mechanism, etiology of deafness, hearing evaluation and
amplification issues, the grieving/adjustrnent process associated with having a deaf child or family member, education of
hearing impaired childm, oral versus manual comrnunication controversy, linguistics of American Sign Language, Pidgin Sign English and manual English communication systems,
historical/political perspectives of deafness (including legislation affecting deaf people), accessibility issues, deafness and
cognitive functioning and interpreting issues.
General Educdim Pmpectlve:Approval pendlng for
IntercuItvralA warenesf, cat ego^^ I.
Madmum Enrollment:25
Tlme:I
Room: Foss Center 43
INS 2 1G42 124
Insfructor BIII Green
This course introduces college students to the experiences of
first year law students. We will examine the nature of American jurisprudence and legal theories that law students study
in their first year, discuss the academic and emotional pressures that first year students typically face, and explore ways
to cope with these pressures.
Madmum Enrollment: 15
rime: 1
I
Room: Muslc 23
MAT 1 73-421 72
Instructor:Mathew Foss
You buy a car and have monthlypayments. Would you liketo
know how to figure out if your payments are fair? Or would
I
Additional Courses
'
you liketo be ableto determinehow much to save everymonth
so your kids can go to college?Or if you're paying a fair rate for
life insurance? If so, Math of Interest may intemt you. This
course will be of interest to students in business or economics
or anyone "interested" in exploring compound interest.Evaluation will be based on quizzes and classroom work.
Prerequlsttes: Math Placement Group 111 or equivalent
DlsMbvtlon: Mathematlcs/Physlcs
Madmum Enrollment:25
lime://
Room: Sclence 1 12
SOC 121-42123
Instructor: Rlta Webbrod
This course is designed to help studentsbetter understand the
social world they live in. The objectives of the course are to (1)
teach sociological concepts for analyzing society, (2) develop
skills in evaluating sociologicalarguments and issues, and (3)
acquaint students with the state of knowledge in areas of
sociological study.
Students will participate in a panel discussion on a current
social issue. Written assignments will include a short paper
focusing on the supplementary reading.
DlsMbvtlon: Psychology/Soclology
General Educdon Perspecfive: Soclal Wodd
Madmum Enrollment:25
lime: I1
Room: Old Maln 13
Additional Cor rrs.es
1
Show less
A Greeting
from the
President
On behalf of the entire college
community, I welcome you to
Augsburg College. It is a pleasure
to introduce the College to
prospective students and to use
this opportunity to welcome new
and returning students.
Augsburg has earned a reputation
as an affordable... Show more
A Greeting
from the
President
On behalf of the entire college
community, I welcome you to
Augsburg College. It is a pleasure
to introduce the College to
prospective students and to use
this opportunity to welcome new
and returning students.
Augsburg has earned a reputation
as an affordable, quality liberal arts
college of the church. The mission of
the College, its academic programs
and its metropolitan location attract a
wide variety of students, a diversity
which is actively encouraged.
Whether from a small town, a large
city or another country, all students
enjoy the sense of community here
at Augsburg.
The College continues to grow,
building on a tradition of excellence
in its programs, f a d t y , students
and facilities. It is a place where
community, national and world
leaders meet to discuss issues
and ideas.
I invite you to become part of this
tradition of excellence -Augsburg
is an exciting and challenging place
to prepare for your future.
I look forward to meeting you
on campus.
Charles S. Anderson
President
- AUCSBURC LOLLECE FACTS AND FIGURES
Location -Augsburg College was
founded in 1869 in Marshall, Wis. The
College moved to Minneapolis in 1872.
Religious Affiliation - The Evangelical
Lutheran Church in America (ELCA).
Although a strong plurality of students
are Lutheran, 18 percent represent other
Protestant denominations and 21
percent represent the Roman Catholic
Church.
Accreditation -North Central
Association of Colleges and Schools,
National Council for Accreditation of
Teacher Education. Approved by the
American Chemical Society, Council on
Social Work Education, National
Association for Music Therapy, Inc.,
National Association of Schools of
Music, and National League for Nursing.
Member -Associated Colleges of the
Twin Cities, Lutheran Education
Council in North America, Minnesota
Private College Council. Registered
with the Minnesota Higher Education
Coordinating Board, as described on
page 11.
Enrollment (1993-'94) - 2,964 students
from 26 states and 26 nations.
I Graduates - 11,839 undergraduates
from 1870 through July 31,1993.
StudentIFaculty Ratio - 13.84 to 1.
Undergraduate class size averages 20-25.
Campus - 16 major buildings. Major
renovations in 1979-'80 with special
emphasis on accessibility.
Accessibility - Augsburg is now one of
the most accessible campuses in the
region. A skyway-tunnel-elevator
system provides access to 10 major
buildings without going outside.
I Financial Aid -Over
90 percent of the
students receive some form of financial
aid from the College and many other
sources.
I Library -Over 175,000 items, access to
over 7,000,000 through CLIC, the Twin
Cities private college library consortium
and Minitex, the regional library
network.
School Year - Semesters from September to May, 4-1-4 calendar, with January
Interim. Two summer school sessions.
Augsburg Weekend College -trimesters, September to June. Augsburg
Graduate Program - trimesters,
September to June.
Majors -More than 40 majors in 22
departments.
Off Campus Programs - Center for
Global Education, Student Project for
Amity Among Nations (SPAN), Higher
Education Consortium for Urban
Affairs (HECUA),International
Business Program, Upper Midwest
Association of Intercultural Education
(UMAIE)and extensive cooperative
education and internship programs.
Athletic Affiliation - Minnesota Intercollegiate Athletic Conference (MIAC),
and National Collegiate Athletic
Association (NCAA), Division 111.
I Policy - Augsburg College does not
discriminate on the basis of race, creed,
national or ethnic origin, age, gender,
sexual preference, marital status or
handicap as required by Title IX of the
1972 Educational Amendments or
Section 504 of the Rehabilitation Act of
1973, as amended, in its admission
policies, educational programs, activities and employment practices.
A
ugsburg College
in
- is grounded
traditions - the traditions of its founders,
of the church and of higher education in
the liberal arts. From this framework
springs a dynamic, challenging and
evolving institution that rises to the
challenges of today's - and tomorrow's changing world.
Germany, in 1530. Augsburg opened in
September, 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872. The
first college stude,ntswere enrolled in 1874
and the first graduation was in 1879.
Augsburg is committed to educating
the whole person, encouraging and
respecting diversity and serving the larger
community. Through education, understanding and service, Augsburg faculty,
staff and students can affect the future in
positive ways.
Early Leaders Establish a Direction
The phrase, "Think globally, act
locally" rings true at Augsburg. The
College's location in the heart of the Twin
Cities provides rich opportunities for
experiential education, volunteer service,
internships and cultural enrichment. In a
sense, the cities are an extended campus
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
College motto, "Education for service,"
and to the Mission of the College:
To developfuture leaders of service to the
world by providing high quality educational
opportunities which are based in the liberal arts
and shaped by the faith and values of the
Christian Church, by the context of a vital
metropolitan setting, and by an intentionally
diverse campus community.
A College of the Church
Augsburg was the first seminary
founded by Norwegian Lutherans in
America, named after the confession of
faith presented by Lutherans in Augsburg,
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 over one hundred years.
Education for Service
Keeping the vision of the "non-elitist"
college, Georg Sverdrup, Augsburg's
second president (1876-1907),required
students to get pre-ministerial experience
in city congregations. Student involvement
in the community gave early expression to
the concept of Augsburg's motto, "Education for Service."
In the 1890s, Augsburg leaders formed
the Friends of Augsburg, later called the
About Augsburg 7
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. But the college division was still
important primarily as an attachment to
the seminary.
The Focus Changed
This attitude began to change after
World War I. In 1911, Georg Sverdrup, Jr.,
became President. He worked to develop
college departments with an appeal to a
broader range of students than just those
intending to be ministers. Augsburg
admitted women in 1922 under the
leadership of Gerda Mortensen, Dean of
Women. She spent the next 52 years at the
College as a teacher and administrator.
The College's mission assumed a
double character -ministerial preparation
together with a more general education for
life in society. In 1937, Augsburg elected
Bernhard Christensen, an erudite and
scholarly teacher, to be president (19381962). His involvement in ecumenical and
civic circles made Augsburg a more visible
part of church and city life.
After World War 11, Augsburg leaders
made vigorous efforts to expand and
improve academic offerings. Now the
College was a larger part of the institution
than the seminary, and received the most
attention.
Accreditation for the College
Augsburg added departments essential
to a liberal arts college, offering a modern
college program based on general education requirements and elective majors.
With curriculum change came a long effort
to become accredited.
The College reached full accreditation
in 1954, although many alumni had entered
graduate schools and teaching positions
long before that time.
A study in 1962 defined the College's
mission as serving the good of society first
and the interests of the Lutheran Free
Church second. The Seminary moved to
Luther Theological Seminary (now Luther
Northwestern Seminary) in St. Paul in 1963.
A College in the City
President Oscar A. Anderson (19631980) continued Augsburg's emphasis on
involvement with the city. He wanted to
reach out to non-traditional student
populations, ensuring educational opportunity for all people. During his years of
leadership the College became a vital and
integral part of the city. Also in these years,
Augsbwg added the Music Hall,Mortensen
Tower, Urness Tower, the College Center,
Ice Arena and Murphy Place.
Dr. Charles S. Anderson has led the
College since 1980. He guides 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.
Augsburg continues to grow under his
leadership. Some of the accomplishments
during his tenure include instituting three
graduate degree programs, hosting
national and international figures at
College-sponsored forums and events,
increased accessibility and the addition of
the Foss Center for Worship, Drama and
Communication.
- About Augsburg
Augsburg continues to reflect the
commitment and dedication of the
founders who believed:
An Augsburg education should be
preparation for service in community and
church;
Education should have a solid liberal
arts core with a practical dimension in
order to send out productive, creative and
successful citizens;
The city, with all its excitement,
challenges and diversity is an unequaled
learning laboratory for Augsburg students.
Augsburg is a quality liberal arts
institution set in the heart of a great
metropolitan center. There are now more
than 11,800 Augsburg alumni. In a world
that has changed much since those first
days of the College, Augsburg still sends
out graduates who make a difference
where they live and work.
CAMPUS LOCATION
Augsburg's campus is located in the
heart of the Twin Cities, surrounding
Murphy Square, the first of 155 parks in
Minneapolis, the "City of Lakes." The
University of Minnesota West Bank
campus and one of the city's largest
medical centers - Riverside Medical
Center - is adjacent to the campus, with
the Mississippi River and the Seven
Corners theater district just a few blocks
away. Downtown Minneapolis and St.
Paul, home to a myriad of arts, sports,
entertainment and recreation opportunities, are just minutes west and east via
Interstate 94, which forms the southern
border of the campus. (See map in back.)
Convenient bus routes run throughout
the city and connect with the suburbs.
Reaching the Twin Cities is easy. Most
airlines provide daily service to Minneapolis-St. Paul International Airport and bus or
train connections can be made from all
areas of the United States.
FACILITIES AND HOUSING
Instruction facilities and student
housing at Augsburg are conveniently
located near each other. A tunnel/ramp/
skyway system connects the two tower
dormitories, the fi;e buildings on the
~ u a d r i ~ lplus
e , Music Hall, Murphy
Place, and the Foss, Lobeck, Miles Center
for Worship, Drama and Communication.
Admissions Office -The central
admissions office is located at 628 21st
Avenue South and provides offices for the
admissions staff and a reception area for
prospective students and their parents.
American Indian Support Program
and Black Student Affairs Program
Offices - Located at 620 21st Avenue
South, these programs provide support
services and information to American
Indian and Black students.
Anderson Hall -Named in honor of
Oscar Anderson, president of Augsburg
College from 1963 to 1980, this residence
hall is the newest building on campus.
Located at 2016 S. Eighth Street, Anderson
Hall contains four types of living units and
houses 192 men and women. (1993)
Anderson-Nelson Athletic Field - The
athletic field, located at 725 23rd Avenue
South, is the playing and practice field of
many of the Augsburg teams. An air
supported dome covers the field during the
winter months, allowing year-around use.
Christensen Center - Center of nonacademic activity, with spacious lounges
and recreational areas, dining areas,
About Augsburg 9
bookstore and offices for student govemment and student publications. (1967)
program and two admissions representatives.
College Relations House - Located at
709 23rd Avenue South, provides offices for
College Relations staff, who oversee public
relations and publications for the College.
Ice Arena -Two large skating areas
for hockey, figure skating and recreational
skating for Augsburg and the metropolitan
community. (1974)
Center for Global Education Located at 609 22nd Avenue South,
provides offices for the Global Center staff
and a resource room for those interested in
global issues. It is also the office for the
Coordinator of Academic Programs
Abroad.
Melby Hall -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,
chapel services and general auditorium
purposes. (1961)
East Hall -Houses the Minnesota
Minority Education Partnership (MMEP)
and the Center for Atmospheric Space
Sciences at 2429 S. Eighth Street.
Foss, Lobeck, Miles Center for
Worship, Drama and Communication Establishes a new "front door" for the
College on Riverside Avenue. The Foss
Center is named in recognition of the gifts
of Julian and June Foss and was built with
the additional support of many alumni and
friends of the College. The TjornhomNelson Theater, Hoversten Chapel and the
Amold Atrium are also housed in this
complex, which provides space for the
Campus Ministry program, drama and
communication offices. Augsburg's
computer lab, the Karen Housh Tutor
Center and the John Evans Learning
Laboratory are located in the lower level
of this facility. (1988)
The JeroyC. Carlson Alumni Center Named in 1991to honor Jeroy C. Carlson,
senior development officer and former
alumni director, upon his retirement from
Augsburg. Located at 2124 S. 7th Street, the
center houses the offices of Alumni/Parent
Relations, the Augsburg Fund, Community
Relations, the Hispanic/Latino support
Mortensen Tower - Named in honor
of Gerda Mortensen, dean of women from
1923 to 1964, has 104 one and two-bedroom
apartments that house 312 upper-class
students, plus conference rooms and
spacious lounge areas. (1973)
Music Hall - Contains a 217-seat
recital hall, classroom facilities, two
rehearsal halls, music libraries, practice
studios and offices for the music faculty.
(1978)
Old Main -Home for the Modem
Language and Art Departments, with
classrooms used by other departments.
Extensively remodeled in 1980, Old Main
combines energy efficiency with architectural details from the past. It is included on
the National Register of Historic Places.
(1900)
Science Hall ,- Houses classrooms,
well-equipped laboratories, a mediumsized auditorium and faculty offices. In
1960 the Lisa Odland Observatory on the
roof was completed. (1949)
South Hall and Annex Houses -All
are located in or near the campus area and
provide additional housing accommodations for students, faculty and staff.
Iu
-
About Augsburg
George Sverdrup Library -Named in
honor of Augsburg's fourth president, it
contains reading rooms, seminar rooms,
work rooms, an audio-visual center, the
Augsburg archives, classrooms and faculty
offices. (1955)
Sverdrup-Oftedal Memorial Hall Named in honor of Augsburg's second and
third presidents, it provides space for
administrative and faculty offices. (1938)
2222 Murphy Place -Houses offices
for Weekend College, Graduate and Special
Programs, Cooperative Education and
classroom space. (1964)
Urness Tower -Named in honor of
Mr. and Mrs. Andrew Umess, who have
given several generous gifts to the College.
The tower provides living quarters for 324
students. Each floor is a "floor unit,"
providing 36 residents, housed two to a
room, with their own lounge, study and
utility areas. (1967)
W ASSOCIATED SUPPORT
ORGANIZATIONS
Augsburg College has a commitment to
lifelong learning and to programs which
increase both individual and group
understanding and achievement. In
addition to the programs listed below, the
College is also home to Elderhostel and
College of the Third Age programs.
Inter-Race: The International Institute
for Interracial Interaction- Inter-Race
facilitates interracial understanding in
families, schools, places of work, communities and society. The Institute provides
training and consultation, research,
education, resource centers, publications,
public policy and legal study in five
centers. Inter-Race is located at 600 21st
Avenue South.
Minnesota Minority Education
Partnership (MMEP) -The Minnesota
Minority Education Partnership, Inc., is a
non-profit membership organization that
works closely with students, the communities of color and representatives from
education, business, government and nonprofits to develop programs that help
students of color succeed academically. By
drawing on the talents and resources of
others concerned with the success of
students of color, MMEP creates collaborative, workable approaches to complex
problems. MMEP believes that concentrating on the needs of students of color helps
them move from thinking to doing, from
wanting to having, and from dreaming to
achieving. The MMEP office is located in
East Hall.
Nordic Center - The Nordic Center
promotes interest in contemporary Norden,
encourages the pursuit of Nordic studies
and nurtures intercultural relations
between the United States and the five
Nordic nations of Denmark, Finland,
Iceland, Norway and Sweden. The Nordic
Center is located at 2400 Butler Place.
Augsburg Youth and Family Institute
- The Institute is designed to help
churches better serve the changing needs of
youth and families. The Institute at 2011
South Seventh Street offers academic
programs at both undergraduate and
graduate levels, as well as seminar/
workshops, a resource center and counseling senices.
W POLICIES
It is the policy of Augsburg College not
to discriminate on the basis of race, creed,
national or ethnic origins, age, gender,
sexual preference, marital status or
handicap as required by Title IX of the 1972
About Augsburg Ir
Educational Amendments or Section 504 of
the Rehabilitation Act of 1973, as amended,
in its admissions policies, educational
programs, activities and employment
practices. Inquiries regarding compliance
may be directed to the coordinators listed
in the directory in the back of this catalog,
or to the Director of the Minnesota Department of Human Rights, Bremer Tower,
Seventh Place at Minnesota Street, St. Paul,
MN 55101.
The College and its faculty subscribe to
the Statement of Principles on Academic
Freedom as promulgated by the American
Association of University Professors and
the Association of American Colleges.
ACCREDITATION AND MEMBERSHIPS
Augsburg College is accredited by the
North Central Association of Colleges and
Schools and the National Council for the
Accreditation of Teacher Education
(Secondary and Elementary). Our programs are approved by the American
Chemical Society, the Council on Social
Work Education, National Association for
Music Therapy, Inc., and the National
League for Nursing. Augsburg College is
an institutional member of the National
Association of Schools of Music (NASM).
We are a member of the Associated
Colleges of the Twin Cities (ACTC),
Lutheran Education Council in North
America and Minnesota Private College
Council.
Augsburg College is registered with the
Minnesota Higher Education Coordinating
Board. Registration is not an endorsement
of the institution. Registration does not
mean that credits earned at the institution
can be transferred to other institutions or
that the quality of the educational programs
will meet the standards of every student,
educational institution or employer.
For Freshmen - 14
Early Admission of Freshmen - 15
For Transfer Students - 15
For Former Students - 15
For Special Students - 15
International Student Services - 16
- ADMISSIONS
A
ugsburg College is looking for
students with intelligence and character.
We want people who can benefit from and
contribute to their community, the College
community and the community at large.
Because firsthand appraisal of programs, facilities and academic atmosphere
is valuable, freshman and transfer applicants are encouraged to visit the campus
and meet with an Admissions Counselor.
Arrangements may be made to meet with a
member of the faculty and to attend classes
when school is in session.
Augsburg's admissions staff is ready
to help students and parents with college
planning. Call the Admissions Office any
weekday between 8:00 a.m. and 430 p.m.
- (612) 330-1001 or toll-free (800) 788-5678.
We'll answer your questions and arrange
a tour for you (including Saturday momings during the school year). Our office is
on the northwest comer of Seventh Street
and 21st Avenue South in Minneapolis.
(Please call first.)
Selection of students for Augsburg
College is based upon careful consideration
of each candidate's academic achievement,
personal qualities and interests, participation in activities and employment, and
potential for development as a student and
as a graduate of Augsburg College. The
College selects students on individual merit
without regard to race, creed, disability,
national or ethnic origin, sex or age.
.
.
1 FRESHMEN
Application for Admission -Applicants should complete the application for
admission and the essay and return them
to the Admissions Office together with the
non-refundable $20.00 application fee.
Transcripts - An official transcript
from the high school is required of freshman applicants. Freshman applicants who
are still high school students at the time of
application should have their most recent
transcript sent, followed by a final transcript upon graduation. General Education
Development scores (G.E.D.) may be presented instead of the high school transcript.
Test Scores - Freshman applicants are
required to submit results from the college
entrance examination. The American
College Test (ACT) is preferred. Results
from SAT or PSAT are also accepted. It will
suffice if test scores are recorded on the
official high school transcript.
Additional Information- If there is
personal information that may have
affected the applicant's previous academic
performance, it may be included with the
application or discussed personally with an
Admissions Counselor. Academic recommendations may be required by the
Admissions Committee before an admissions decision is made.
On occasion, the Admissions Committee may also defer a decision on a
candidate's admission until other information has been received. For example, more
recent test scores, results of the present
semester's course work, additional letters
of recommendation or writing samples
may be requested by the Committee. If any
additional credentials are needed, the
Admissions Office will inform the candidate.
Notification of Admissions Decision Augsburg College uses a "rolling" admissions plan. Students are notified of the
admissions decision, usually within two
weeks after the application file is complete
and has been evaluated by the Admissions
Committee.
Admissions
Confirmation of Admission - Accepted students who are applying for
financial aid are asked to make a $loo*
tuition deposit within 30 days of their
financial aid notification. Extensions may
be requested in writing to the Director of
Financial Aid.
Accepted students who are not applying for financial aid are asked to make a
$loo* tuition deposit. Those students who
wish to live in College housing must also
submit a $100 housing deposit.
*Non-refundableafter May 1.
Early Admission of Freshmen
Students of exceptional ability who
wish to accelerate their educational
program may be granted admission to
begin full-time work toward a degree
following completion of their junior year or
first semester of the senior year of high
school. Applicants for early admission
must complete the normal procedures for
freshman applicants, submit two academic
recommendations from the high school
faculty and arrange a personal interview
with the Director of Admissions.
Students from Minnesota who are
interested in the possibility of enrolling at
Augsburg under the auspices of the
Minnesota Post Secondary Enrollment
Options Act should contact the Admissions
Office for specific information.
I TRANSFER STUDENTS
Augsburg College welcomes students
who wish to transfer after having completed work at other accredited colleges or
universities. College credit is granted for
liberal arts courses satisfactorily completed
at accredited institutions. The College
reserves the right not to grant credit for
courses where it considers the work
unsatisfactory, to grant provisional aedit
for work taken at unaccredited institutions
and to require that certain courses be taken
at Augsburg.
Augsburg College limits transfer course
work from two-year colleges once a student
has reached junior status. If all transfer
work has been taken at a two-year college
as a freshman or sophomore, a maximum
of 17 Augsburg courses, or 96 quarter
credits, will be accepted toward the
number of Augsburg course credits
required for the baccalaureate degree.
A cumulative grade point average
(GPA) of 2.0 (on a 4.0 scale) or better is
required on previous college work.
Admission to a major, as well as
admission to the College, is sometimes
necessary. Please check with the Admissions Office and departmental section of
this catalog to see if admission to the major
is necessary.
I FORMER STUDENTS
Students who have intempted attendance at Augsburg College without
requesting a leave of absence and who
wish to return must apply for re-admission
through the Registrar's Office. Students
who have attended any other institution(s)
during the 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.
I SPECIAL STUDENTS (NON-DECREE)
In some circumstances, people may be
admitted as special students (non-degree)
and granted the privilege of enrolling in
courses for credit. Usually part-time
l3
- Admissions
students, they may subsequently become
candidates for a degree by petitioning
through the Registrar's Office.
Students regularly enrolled at another
college may take course work at Augsburg
College as a special student (non-degree).
A transcript must be sent to the Admissions
Office by the student's home institution.
An application form for special student
(non-degree) status is available from the
Admissions Office.
Augsburg welcomes students from
countries around the world. International
students from more than 50 countries have
attended Augsburg since 1954.
Students should contact the Admissions
Officefor an International Student Application and information on the application
procedure. Applications must be received
two months prior to the start of the
semester: July 1for Fall, November 1for
Spring.
,
For additional information, call
(612) 330-1001, or 1-800-788-5678 (toll free),
or write to:
International Student Admissions
Augsburg College
2211 Riverside Avenue
Minneapolis MN 55454
College Costs
Tuition and Fees - 1
Room and Board - 1
Special Fees - 18
Deposits and Payments - 19
1
Financial Policies
Refunds - 20
I
Financial Aid
How and When to Apply - 21
Kinds of Aid
I
1
a
I
.I
I
I
I
Merit Scholarships - 22
Gift Assistance - 23
Loan Assistance - 23
Student Employment - 24
Sponsored Scholarships - 25
X OUR LDUCATION
A
11students receive financial help
indirectly, since a quality liberal arts
education costs more than tuition and fees
cover. The College raises that difference in
gifts -from alumni, faculty, staff, parents,
church, friends, foundations and endowment income.
Audit Fee
(for part-time students)
per course
However, the primary responsibility for
paying for a college education rests on
students and their families. Financial aid is
intended to supplement those resources.
Room Rent
(includes telephone
and basic service)
The Board of Regents has approved the
costs listed below for the 1994-'95 academic
year. The Board reviews costs annually and
makes changes as required. The College
reserves the right to adjust charges should
economic conditions necessitate.
TUITION, FEES, ROOM AND BOARD
Tuition
(full-time enrollment)
..................$485.00
Full-time students may audit a course
without charge. Part-time students taking
Lifetime Sports are charged the audit rate
for that course.
.......... $2,234.00
(Room rates and housing options are available through the Office of Residence Life.)
Full Board
(19 meals a week)
......... $2,138.00
Other board plans are available as defined
in the housing contract booklet available
from the Office of Residence Life.
Partial board
(14 meals a week)
Flex 5 point plan
Fees
......... $2,076.00
..........
$1,890.00
....................... $112.00
..... $ 11,902.00
This rate applies to all full-time students
attending in September, 1994. Students are
considered full-time when they take three
or more courses during the semester terms.
The charge includes tuition, general fees,
facility fees and admission to most Collegesupported events, concerts and lectures.
The amount is payable in two equal
installments at the beginning of each
semester.
Tuition
(part-time enrollment)
per one-credit course ....... $1,270.00
This rate applies to students taking fewer
than three courses in a semester and/or an
Interim only. Part-time students taking
Lifetime Sports are charged the audit rate
for that course.
OTHER SPECIAL FEES
(NON-REFUNDABLE)
Fees Billed on Student Account
ACTC Bus (full-time
students only) ............... $12.00
Late Registration (per day
after classes begin) ...........$25.00
Registration Change after first five
days (cancelladd/ change/grade
option, or combination
at one time) .................. $5.00
Music Therapy Internship
(one-half course credit) ...... $485.00
Private Music Lessons, per
semester (14 lessons) ........ $270.00
Student Teaching (per course
for full-time students) ........ $50.00
Student Teaching (per course
for part-time students) ....... $100.00
Financial Information Is
Study Abroad (in approved
non-Augsburg programs) .... $193.00
Student Activity Fee ............. $100.00
Student Activity Fee
(part-time students) .......... $50.00
Fees Payable by Check/Cash
Application (new and/or
special students) ............. $20.00
$128.00
Nursing Credit Validation Tests
Nursing Comprehensive Exam .... $16.00
Nursing Name Pins ............... $5.00
Locker Rental (commuters) ........ $26.00
Student Parking Lot Permit
- car ....................... $81.00
-motorcycle ................ $41.00
Transcript Fee (per copy
after first, which is free) ........ $2.00
Special Examinations,
Cap & Gown Costs
(Schedule on file in Registrar's
Ofice)
..
BOOKS AND SUPPLIES
These costs are estimated to be $500.00
per year.
DEPOSITS
Enrollment Deposit
(non-refundable)
........ $100.00
Required of all new students after
acceptance. The Enrollment Deposit is
credited to the student's account only when
his/her enrollment is terminated. Any net
credit balance (after all charges and/or
fines) will be refunded upon request of the
student. For more information, contact the
Admissions Office.
Housing Damage Deposit
..... $100.00
Required of all resident students at the
time of signing a contract, to reserve a
housing assignment. This deposit is
retained against damages and/or fines and
is returned to the student account (less all
charges for damages and/or fines) at the
end of the occupancy period covered by the
contract. New contracts may be terminated
for Fall or Spring Term by following the
conditions delineated in the housing
contract. The resident will be responsible
for all costs incurred due to late cancellation or lack of proper notification. If the
new contract is cancelled prior to July 1for
Fall Semester or January 1for Spring
Semester, $50 will be forfeited from the
$100 deposit as a service charge. The entire
deposit will be forfeited if cancellation is
after these dates.
I PAYMENTS
Semester Fees - Prior to the start of
each semester a Statement of Estimated
Charges showing basic charges and
financial aid credits designated by the
Student Financial Services Office is sent to
the student from the Business Office.
Payment Options - (1)Annual
payments, due August 15 as billed;
(2) Semester payments, due August 15 and
January 15 as billed; (3) Payment Plan upon application and after College
approval, a three-month plan is available
each semester. Details are included with
the Estimate of Charges letter; (4) 10-month
Payment Plan -upon application, College
approval, and payment of a $50 administrative fee, the annual charges may be paid
in 10 equal installmentsbeginning June 15
and ending March 15. No finance charge
will be assessed on accounts which are
current. An application will be sent upon
request.
-
Financial Information
A finance charge is applied at a simple
rate of 1percent per month on any account
with an open balance of 30 days or more or
on a 10-month payment plan in which
payment is not current.
Tuition is set on an annual basis,
payable in two equal installments at the
beginning of each semester.
Registration is permitted only if the
student's account for a previous term is
paid in full.
Augsburg College will not release
academic student transcripts until all
student accounts are paid in full or, in the
case of student loan funds administered by
the College (Perkins Student Loan and the
Nursing Student Loan), are current
according to established repayment
schedules and the loan entrance and exit
interviews have been completed.
REFUNDS
Students fill out Withdrawal from
College forms available in the Advising
Center or Registrar's Office. They must be
filled out completely, signed and turned in
to the Registrar's Office. Students who
properly withdraw, change to part-time,
are dismissed or are released from a
housing contract will have their accounts
adjusted for tuition and room (except for
the minimum deduction of $100.00 to cover
administrative costs) according to the
following schedule:
100% - through the first five days of
classes (less $100 administrative
fee)
90% - from the 6th through 10th day
of classes
80% - from the 11th through 15th day
of classes
70% - from the 16th through 20th day
of classes
60% - from the 2lst through 25th day
of classes
50% - from the 26th day of classes
through the mid-point of the
term
No refund will be made after the
middle class day of the term. Board refunds
are made on a proportionate basis.
If a student is forced to withdraw due
to illness or an accident, the refund will
include the normal percentage plus onehalf of the percentage adjustment, upon
submission of a report from the attending
doctor stating the inability or inadvisability
of continued e ~ o h e n t .
Students who elect to omit an Interim or
to graduate in December are not entitled to
a refund of Interim tuition, room and board
charges. Students who participate in an
approved off-campus Interim are eligible to
apply for a board refund and room sublease. Details and request forms are
available in the Office of Student Life.
All refunds of charges will be applied to
the account of the student and all adjustments for aid, loans, fines and deposits, etc.
will be made before eligibility for a cash
refund is determined.
REFUNDS FOR NEW STUDENTS FIRST TERM AT AUCSBURC
Refunds will be calculated on a pro-rata
basis (using federal government guidelines) for students attending Augsburg for
the first time. The refund will be a portion
of tuition, fees and expenses equal to the
period of enrollment up to the 60 percent
point in time of the period of enrollment.
The federal statute guidelines and requirements for refunds are more stringent for
Financial Information 21
first-term new students. Students may
appeal refund decisions through the
Petition Committee.
Financing higher education could be the
most significant investment a person or
family makes in a lifetime. So, proper
planning and wise choices are important,
not only in choosing a college, but also in
the methods used to pay for it. Augsburg
College, through its Office of Student
Financial Services, will help students and
their families with both monetary and
advisory assistance to protect access to a
quality education in spite of increasing
costs.
Financial assistance awarded through
Augsburg is a combination of scholarships,
grants, loans and part-time work opportunities. The College cooperates with federal,
state, church and private agencies in
providing various aid programs. For the
1993-'94 academic year, nearly 9 out of 10
students at Augsburg received scholarships,
grants, loans and part-time employment.
The primary responsibility for financing
a college education rests upon the student
and family. Financial aid is intended to
supplement student and family resources.
The Free Application for Federal
Student Aid (FAFSA) and the Augsburg
Financial Aid Application help determine
the amount of assistance for which a
student is eligible. This analysis estimates
the amount a student and family can be
expected to provide for college expenses,
taking into account such family financial
factors as current income, assets, number of
dependents, other educational expenses,
debts, retirement needs and special
considerations.
HOW AND WHEN TO APPLY
New Students - Regular Admission
1. Apply for admission to Augsburg
College. No financial aid notification is
made until the student has applied and
been accepted for admission.
2. Obtain the Free Application for
Federal Student Aid (FAFSA)from a high
school or college financial aid office.
Complete the application, enter the
Augsburg College Code 002334, and send
the application to the processing agency
after January 1but before April 15 for
priority consideration.
3. Complete the Augsburg Financial
Aid application and submit it to Student
Financial Services.
4. After Augsburg receives the analysis
and you are accepted for admission, the'
Financial Aid Committee will meet and
review your eligibility for all the programs
available. A letter will be sent to you
detailing your financial aid.
5. Acceptance of this financial aid
package is required within the deadline
stated. If necessary, the appropriate loan
forms and/or work applications will be
sent to you.
6. Transfer students must submit a
financial aid transcript from each postsecondary institution previously attended
before financial aid will be offered. The
financial aid transcript forms are available from the Admissions or Financial Aid
offices.
7. All applicants (and parents of dependent students) are required to provide a
copy of their most recent federal tax form.
Returning Students
Eligibility for assistance must be re-
:L
Financial lntormation
established each academic year by filing
the Augsburg Application for Financial Aid
and the Renewal Free Application for
Federal Student Aid (FAFSA). Renewal is
based on the family's financial eligibility,
the student's satisfactory academic
progress and fund availability.
KINDS OF AID
A student applying for aid from
Augsburg applies for assistance in general
rather than for a specific scholarship or
grant (except as noted). The various forms
of aid available are listed here for information only.
In addition to aid administered by
Augsburg College, students are urged to
investigate the possibility of scholarships,
grants and loans that might be available in
their own communities. It could be 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 meeting their requirements. In addition to these sources, some
students are eligible for aid through Vocational Rehabilitation, Education Assistance
for Veterans, Educational Assistance for
Veterans' Children and other sources.
Merit Scholarships
President's Scholarships - President's
Scholarships, which assure gift assistance
equal to tuition, are awarded annually to
the most academically qualified full-time
freshmen students. These scholarships are
awarded without regard to need. The
awards are renewable for three years based
on academic performance at Augsburg.
Because this is a unified program, full
tuition is assured; that is, the College
guarantees the difference between non-
Augsburg grants and scholarships (such as
state scholarships, Pell grants, etc.) and full
tuition. Special application is due February
15. Details are available from the Admissions Office.
Transfer Scholarships - Transfer
Scholarships up to $5,000 are available to
full-time students in the day schedule who
are direct transfers to Augsburg College
following two years of full-time study at a
community college or other approved twoyear college. Students must have maintained at least a 3.3 GPA on a 4.0 point
scale. Scholarships are awarded without
regard to need and will be renewed for a
second year given satisfactory academic
performance. Special application is due
April 1.Details are available from the
Admissions Office.
Regents' Merit Scholarships -The
Regents' Merit Scholarships are awarded to
incoming full-time freshmen of high
academic achievement. Depending on high
school class rank or college entrance test
score, Augsburg will award scholarships of
$1,000 to $4,000 each, renewable each year,
regardless of financial need.
Performing Arts Scholarships -These
recognize student excellence in music or
theater. Students with talents in music
(vocal and instrumental), acting, stage
design or production are qualified for this
$1,000 annual award. Selection is based on
individual performance auditions, good
academic standing and letters of recommendation. These scholarships are renewable as students maintain involvement with
a co-curricular performance group.
Hoversten Peace Scholarships Recognize students who have demonstrated a commitment to peace, service and
community. Examples of involvement of
recent scholarship recipients include
Financial Information z!
Amnesty International, Habitat for
Humanity, community service and church
activities.
Lutheran Leader Scholarships These scholarships recognize incoming
freshmen of high academic achievement
with a demonstrated record of leadership
within their congregations. Students
eligible for the $1,000 annual renewable
award are those who rank in the top 30
percent of their high school class and have
the recommendation of their pastor.
Paired Resources in Ministry and
Education (PRIME) Awards - Augsburg
College will match the first $500 a year of a
student's scholarship or grant from a
Lutheran congregation. The scholarship or
grant check from the congregation must be
received at Augsburg by October 1.
Gift Assistance (Need Based)
Augsburg Tuition Grants - Available
to students who have shown academic
potential and have financial need. A
student's academic performance, financial
need, and high school and community
involvement are taken into consideration.
Minnesota State Scholarships and
Grants - Awarded by the state to Mimesota residents who have financial need. For
1993-'94, these ranged from $100 to $5,889.
All applicants from Minnesota are expected
to apply.
Federal Supplemental Educational
Opportunity Grants - A federal program
administered by the College. To be eligible,
a person must: (1) be a U.S. citizen or
permanent resident; (2) have exceptional
financial need as defined by the program;
(3) be capable of maintaining satisfactory
academic standing at the College; and
(4) be accepted for admission.
Federal Pell Grants - Federal Pell
grants are awarded to students attending
eligible institutions of higher education and
are based on financial need as defined by
program guidelines. The maximum grant
eligibility for each student for 1994'95 was
$2,300. Application is made by filing the
FAFSA.
Bureau of Indian AffairsITribal and
State Indian Scholarships -Bureau of
Indian Affairs/Tribal and State Indian
Scholarships and Augsburg American
Indian Scholarships are available to Indian
students (both full- and part-time) who
meet specific criteria. For Bureau of Indian
Affairs/Tribal and State Indian Scholarships, students must be of 1/4 degree
Indian ancestry and be enrolled with a
federally recognized tribe. Eligibility
criteria for Augsburg American Indian
Scholarships vary; contact the American
Indian Support Program office. Indian
grants supplement all other forms of
financial aid. Questions may be directed to
the American Indian Support Office or to
your local BIA, Tribal or State Indian
Education Office.
Loan Assistance
Federal Perkins Student Loan -A
joint Augsburg College-federally funded
program administered through the College
for students who demonstrate financial
eligibility. Loans are interest-free during
your education. No interest accrues nor do
payments have to be made on the principal
at any time you are enrolled at least halftime. Simple interest of 5 percent and
repayment of the principal (at the minimum of $40 a month) begin nine months
after you leave school. Repayment may
extend up to 10 years. The loan cames a
teacher cancellation clause. The maximum
which may be borrowed for undergraduate
- Financial Information
L4
study is $15,000 ($30,000 including graduate school).
Federal Stafford Student Loans Subsidized and Unsubsidized Stafford
Loan funds are obtained directly from a
local lender or state agency in states which
provide such programs. Subsidized
Stafford Loans are need-based loans which
the federal govenunent subsidizes by
paying accrued interest while in school and
during the grace period. Therefore, the
borrower is not responsible for interest
accrued while in school or during the sixmonth grace period.
Interest begins accruing on the date of
disbursement for the Unsubsidized
Stafford Loan 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 be capitalized (added to the balance of
the loan).
The interest rate for new borrowers
through the Subsidized and Unsubsidized
Stafford Loan is variable and changes
annually based on the 91-day Treasury Bill.
For students with existing loans, the
interest rate will match the interest rate on
their existing loans (7%,8%, 9% or
S%/lO%).
The following borrowing limits apply
to the Stafford Loan program after July 1,
1994:
Freshmen: $6,625 annually (Combined
Subsidized & Unsubsidized Stafford)
Sophomores: $7,500 annually (Combined Subsidized & Unsubsidized
Stafford)
Juniors/Seniors: $10,500 annually
(Combined Subsidized and
Unsubsidized Stafford)
Aggregate maximum: $46,000
Federal Nursing Student Loan -A
federal program with provisions similar to
the Perkins Student Loan program, but
restricted to applicants accepted or
enrolled in our program leading to the
baccalaureate degree in nursing. Recipients
must have financial need and be registered
at least half-time. The maximum loan is
$4,000 per year.
Federal Parent Loan Program (PLUS)
- PLUS is a loan program to help parents
meet college costs of their dependent
childreri. Parents may borrow up to the cost
of attendance (minus other aid). Repayment
begins within 60 days of check disbursement at a variable interest rate not toexceed
10 perceni and a minimum payment of $50
per month. Application forms are available
at Augsburg College or the lending institutions. Applications are normally filed with
the bank or thrift institution with which
your family has an account.
The Student Educational Loan Fund
(SELF) - SELF is administered through
the Minnesota Higher Education Coordinating Board. Applications are available
from the Office of Student Financial
Services.
Undergraduates may borrow up to
$6,000 per year minus any other student
loan indebtedness. Maximum undergraduate borrowing is $25,000. The minimum
loan amount per year is $1,000. The interest
rate is variable. Interest payments begin 90
days after the loan is disbursed and
continue quarterly thereafter, while the
student is enrolled. Principal payments
b e p the 13th month after you leave
school. There are no deferments.
Student Employment
Augsburg College provides work
opportunities for students with proven
Financial Information 2s
financial need who are at least one-half
time students. Assignment is made on the
basis of need and potential competence
in performing the duties assigned. Parttime work provided by the College is
considered financial aid, just like scholarships, loans and grants. A maximum of 15
hours of on-campus employment per week
is recommended.
All on-campus work is governed by
policies stipulated in the work contract
issued to the student employee for each
placement. Payment is made monthly by
check to the student employee. Students
should make application to both the
Financial Aid and Personnel offices for
work study positions.
Federal College Work Study Program
and Minnesota State Work Study
Program - Under these programs the
federal or state government supplies funds
on a matching basis with the College to
provide some part-time work opportunities.
Augsburg College, through generous
gifts from alumni, faculty, staff and friends
of the College, offers more than 175
sponsored scholarships. For more detailed
information about sponsored scholarships,
contact the Student Financial Services
Office or your admissions counselor.
Sponsored scholarships are available in
the following categories: general scholarships, special scholarships, minority/
international student scholarships, and
departmental scholarships.
Social, Cultural, Recreational- 28
Fine Arts - 29
IntercollegiateAthletics - 29
Intramurals - 29
Student Affairs - 29
Academic Skills Enrichment - 29
Program for Students
with Disabilities (CLASS) - 30
Support Programs - 30
American Indian - 30
Asian American - 31
Black Students - 31
Hispanic/Latino - 32
Career Services - 32
'1
' I
1
Center for Counseling and
Health Promotion - 32
Health Service - 33
Id
First Year Experience - 33
,
Student Activities - 33
International Programs - 33
I
Food Service - 34
(
Residence Life Program - 35
(Housing)
I
I ,
'1
L
Student Standards of Behavior,
Complaints, Records - 36
2g 3TUDENT LIFE
I bxperiences in the classroom are an
important part of college life, but learning
and development also occur in formal and
informal activities of the College and the
metropolitan area. Whether students are
residents or commuters, the climate for
leaming and living at Augsburg will add
dimension to their education.
Christian heritage, which will be the basis
for the kind and quality of life that reaches
beyond their years at Augsburg.
As a college of the church, we are
concerned about spiritual as well as
academic and social growth. Our concern
for spiritual growth is evident in the
opportunities we encourage and provide for
students to explore their own faith.
Through student government students
secure a closer relationship with and better
understanding of the administration and
faculty, and provide input into the decisionmaking process at Augsburg. Student
govemment also sponsors and directs
student activities, protects student rights
and provides the means for discussions and
action on all issues pertaining to student life
at Augsburg.
Because our campus is comprised of
individuals from many different religious
and cultural backgrounds, our worship life
is characterized by a similar diversity and
richness of tradition. Bible studies, growth
groups, outreach teams and community
outreach opportunities, retreats, peace and
justice forums, concerts and gatherings are
examples of the wide variety of activities
on campus.
This ministry finds its most visible
expression in chapel worship where
students, faculty and staff gather each day
to give thanks and hear the Gospel proclaimed by a number of speakers and
musicians. Each Wednesday night students
gather for Holy Communion. On Sundays,
Trinity Lutheran worship services are held
on campus, with many other churches
within walking distance.
We seek to develop a free and open
environment where people are encouraged
to use and discover the gfts and sense of
call and vocation that God has given them.
As a college of the church, we encourage
students to form values guided by our
The College Pastor and Campus
Ministry staff have offices in the Foss,
Lobeck, Miles Center and are available for
spiritual guidance, counseling, support or
information.
Student govemment is organized into
the executive branch, the legislative branch
and the judicial branch. Elections are held in
the spring for the next year. Freshmen elect
their representatives in the fall of their first
year. Many kinds of involvement are
possible -program planning, writing,
editing or service opportunities.If you want
to get involved, contact the president or vice
president of the Student Body in their
offices in the lower level of the Christensen
Center.
Throughout the year, a variety of social
and cultural activities take place on campus
as well as in the Twin Cities. These activities
include dances, films, theme events, name
entertainment and visiting personalities in
various fields.
The Christensen Center is the focus of
Student Life
leisure-time activity on campus. The
Gameroom and Student Lounge, popular
hang-outs, are located in the lower level.
Many of the clubs that unite classroom and
non-classroom related interests meet here.
Student offices in this area include the
College newspaper, the Augsburg Echo; the
yearbook, The Augsburgian; Student
Government and the Augsburg Student
Activities Council. KCMR, a studentoperated non-profit radio station serving
the needs of Augsburg and the surrounding
Cedar-Riverside community, is located in
Urness Tower.
Students have many opportunitiesto
participate in music and drama. In addition
to appearing on campus and in the city, the
Augsburg Choir, Concert Band and
Orchestra perform on national and intemational tours. Many other ensembles are
available to cover the entire range of
musical styles and previous musical
experience. Students stage several plays on
campus each year under the direction of the
Theatre Arts Deparbnent and have the
opportunity to attend a series of on-campus
v,&shops
with visiting arts professionals.
I INTRAMURALS
Every student is urged to participate in
some activity for recreation and relaxation.
An intramural program provides competition in a variety of team sports as well as
individual performance activities. Broomball has been an especially popular coed
sport. Check schedules for times when there
is open use of the gymnasium and ice arena.
The Student Affairs Division is comprised of a variety of programs, services and
activities dedicated to complementing and
enhancing students' educational experience
and the academic programs of Augsburg
College. These programs, services and
activities provide students with an enriched
collegiate experience which celebrates our
rich diversity of student needs and interests;
attends to the social, cultural and career
development of students; and enhances
students' academic performance through
direct intervention and environmental
management. The following information
provides a brief introduction to the major
efforts of the Student Affairs Division.
I ACADEMIC SKILLS ENRICHMENT
INTERCOLLEGIATEATHLETICS
Augsburg is affiliated with the Minnesota IntercollegiateAthletic Conference
(MIAC) and is a member of the National
Collegiate Athletic Association (NCAA)
Division LII. Men annually compete in
football, soccer, cross country, basketball,
hockey, wrestling, baseball, tennis, track and
field and golf. Women annually compete in
volleyball, cross country, soccer, basketball,
track and field, softball and tennis.
The Academic Enrichment Program is
designed to offer students study skills
assistance so that they may achieve their
best from their studying. The program
includes four components: the Learning
Center, the Tutor Center, the Learning
Laboratory and the Center for Learning and
Adaptive Student Services (CLASS).
The Learning Center, located in
Memorial Hall, Room 119 and Foss Center,
Room 18, assists students in improving their
skills in such areas as time management,
30 Student Life
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notetaking, textbook reading and comprehension, test-taking, and concentration and
memory improvement. Diagnostic testing
is also available to assess skills in reading,
vocabulary, spelling, study strategies and
learning styles. The staff will assist students
in developing effective and efficient study
skills.
The Karen M. Housh Tutor Center,
located in Foss Center, Room 18, arranges
for students to meet with tutors for content
tutoring in most freshman and sophomorelevel courses. The Center also notifies
students of tutoring labs available, as well
as supplementary instruction sessions, in
which tutors attend the classes and lead
discussions after class on major concepts of
the courses.
The JohnEvans Learning Laboratory,
located in Foss Center, Room 18, offers
students the opportunity to improve skills
in reading, writing and mathematics
through the use of computer software.
Tutors are available to demonstrate the uses
of the software, and students are able to
monitor their progress.
W PROGRAM FOR STUDENTS WITH
DISABILITIES (CLASS)
The Center for Learning and Adaptive
Student Services (CLASS) serves over 150
students and is recognized nationally as a
leader in the field of educating students
with diagnosed learning and physical
disabilities. The CLASS program is a logical
outgrowth of the College's commitment to
provide a high quality liberal arts education
for students with diverse backgrounds,
experiences and preparation. Augsburg has
a commitment to recruit, retain and
graduate students with learning and
physical disabilities who demonstrate the
willingness and ability to participate in
college-level learning.
The staff includes three licensed learning
disabilities specialists, a physical disabilities
specialist, and an accommodationspecialist,
who supervises work-study students and
coordinates accommodation services for
students. One-on-one meetings between
students and specialists are the centerpiece
of the program model. Accommodations
include individualized academic support,
advocacy with faculty and staff, special
testing arrangements, taped textbooks, peer
tutors, securing notetakers, access to and
training on computers, and adaptive technology, such as a Braille printer, dictation
and voice recognition software, and adaptive keyboard equipment. Modified and
accessible dormitory rooms are available.
During the 1980s Augsburg spent nearly
one million dollars to make the campus
accessible to persons with physical disabilities by constructing a skyway-tunnelelevator system that connects 10 major
buildings. Augsburg has the oldest and
most extensive learning disabilities program
among the private colleges in Minnesota.
For more information, please contact the
CLASS office at 612/330-1053 to request a
copy of the CLASS brochure and/or
schedule an ~nformationalappointment
with a specialist.
W AMERICAN INDIAN SUPPORT
PROGRAM
The American Indian Support Program,
located at 621 21st Avenue South, is a
multifaceted office established in 1978 to
recruit and retain American Indian students. It is a national model of success and
continues to have one of the highest
retention and graduation rates of Indian
students in the state of Minnesota.
Student Life
Components of the program are as
follows:
American lndian Support Services:
Assistance in admissions procedures,
financial aid procedures including BIA,
Tribal and Minnesota Indian State Scholarship applications, orientation and registration, course work selection, individual education plans, academic advising, career
counseling, employment, community and
professional referrals, internships, student
housing and crisis intervention. It advises
and supports the Intertribal Student Union
(ITSU).
Intertribal Student Union: ITSU serves
as a peer support group for incoming and
currently enrolled American Indian
students. ITSU also organizes and cosponsors cultural events.
Minnesota Indian Teacher Training
Partnership:MNITTP is a cooperative
effort between Augsburg College and the
Minneapolis Public School District, intended to increase the number of American
Indian teachers in the Minneapolis public
schools. Funded by the Minnesota State
Legislature in 1990, this project is designed
as a special grant and loan forgiveness
program. Students who are awarded state
teaching licensure may then apply for loan
forgiveness for each year the student
teaches, one fifth of the loan will be forgiven.
American lndian Studies Minor: An
academic component encompassingthe
range of American Indian contributions to
North American culture. Courses offered
include art, religion, history, literature,
Ojibwe language and women's issues. For
more information, contact Dr. Virginia
Allery, 612/330-1385, or see course listings
under Interdisciplinary Studies in the
academic section of the catalog.
Anishinabe Library Project: Over 1,000
books, a variety of journals and scholarly
publications, research materials, American
Indian magazines and newspapers and over
125VHS videos are housed in the Sverdrup
Library and at the American Indian Support
Program Office. The library project offers
both a historical and contemporary perspective on the cultures of various tribal nations
in the United States.
H ASIAN AMERICAN SUPPORT
PROGRAM
The Asian American Support Program
was created in 1992 to recruit and retain
Asian American students and to enhance
the quihty of their total experience while at
Augsburg College. The program seeks to
create opportunitieswhere Asian American
students can be involved in and contribute
to all aspects of academic and student life.
The Program provides assistance in the
admissions and financial aid application
procedures, orientation, registration and
course work selection, career development,
academic and non-academic difficulties,
and employment and placement referrals.
The Asian American Association is
affiliated with the Support Program. The
Association carries out various activities
during the acadeinic year to increase the network of friendship and support for Asian
American and other students at Augsburg.
BLACK STUDENT SUPPORT PROGRAM
The Black Student Affairs Office (BSA) is
committed to enhancing the education and
personal development of students of
African descent, and to promote cultural
and historical awareness, academic achievement and social interaction. BSA sponsors
31
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32
Student Life
events and activities, such as celebrating
Martin Luther King's birthday, Afrikana
History Month, the Each One Reach One
mentoring program and Augsburg Black
Alumni Council gatherings.
The Pan-Afrikan Student Union (PASU)
provides support to students, including a
schedule of social and cultural activities.
The headquarters is in the BSA Office, as is
the Pan-Afrikan Center.
HISPANIC/LATINO SUPPORT
PROGRAM
The Hispanic/Latino Support Program
offers students individualized attention in
many areas, including academic support,
counseling and advocacy.
Students find assistance in: admissions
and financial aid procedures, orientation
and registration, academic planning, career
counseling, housing, internships and
employment and placement referrals.
The program advises the Latino Student
Association and supports academic, social,
cultural events, and other activities that
improve the academic and personal
development of Hispanic/Latino students
and provides awareness of the unique
aspects of the Hispanic culture.
CAREER SERVICES
The Career Services Department is
committed to assisting all students with
their career planning. This process is an
important part of a student's development
while attending college. To aid students in
this process, Career Services offers students
the opportunity to actively participate in
career seminars, career assessments, oneon-one counseling, self-paced computer
career planning modules, and use of the
Alumni Resource Network for informational interviews.
S e ~ c eare
s available to all students, but
some programs are sponsored especially for
seniors. Seniors are encouraged to attend
one of three annual job fairs with recruiters
representing business, education or
nonprofit and government sectors. There is
also an annual graduate and professional
school fair for seniors to explore educational
options after graduation.
CENTER FOR COUNSELING AND
HEALTH PROMOTION
Counseling
Counseling provides a supportive
environment where students have many
opportunitiesto gain self-awareness
through personal exploration with the
assistance of trained, experienced counselors. Counselors serve as advocates providing support and assistance with direction.
Services include individual counseling,
group counseling, psychological testing,
assessment and referral, workshops, and
consultation and outreach.
Through the relationship with a skilled
counselor, a student may discuss personal
issues such as stress, depression, roommate
problems, intimacy and sexuality, drug use,
family problems, motivation, transitions,
breaking away from family, self-image,
difficult decisions, eating concerns, etc.
Counseling is an educational process in
which students learn to think objectively
about themselves and learn methods of
understanding themselves and others.
Professional counseling can make a
substantial contribution to the educational
experiences of the student by providing the
opportunity for increased self-understanding and personal growth.
Student Life 3:
Health Promotion
Health Promotion offers a wide spectrum of activities and events that increase
awareness of health issues and assist
students in adapting new behaviors for a
healthier lifestyle. Health Promotion also
works with various campus agencies to
foster positive change within the campus
environment.
Professional staff offer private consultations, individual assessments and group
workshops to accommodate the needs of all
students. Topics include varied health
issues such as fitness, nutrition, weight
management, stress reduction, alcohol and
other drug use, sexuality, etc. Students
interested in health issues can combine
learning and practice through involvement
with Health Promotion services. Academic
and practicurn opportunities are also
available to students from a variety of
academic disciplines.
HEALTH SERVICE
Riverside University Family Practice
Clinic serves as the Augsburg College
Health Service and is a family practice
residency clinic affiliated with the University of Minnesota. The clinic is located one
block from campus at 2615 Franklin Avenue
South. Office visits for illness and injury are
free for all Augsburg students.
Students must check family health
insurance coverage to determine if they are
included. If not, contact the Vice President
for Student Affairs Office for information
regarding student health insurance.
FIRST YEAR EXPERIENCE PROGRAM
(FYE)
The FYE program assists students in
their first Augsburg registration, provides
orientation events before classes begin, and
also includes a seminar series.
FYE reflects the College's commitment
to a meaningful introduction to college for
our students - an enriching beginning for a
college career. To provide focus for this
introduction, the ME seminar is centered
on a series of themes. These themes are
reflected in and expanded upon in readings,
discussions and other activities. Diversity,
tradition, change, ways of knowing and
what it means to be an educated person are
all themes associated with the program.
STUDENT ACTIVITIES
The Student Activities program creates
opportunities for students to enhance their
leadership skills through active involve
ment in developing events, activities and
organizations which serve the student community. Hundreds of major programming
effortsand targeted activities for specific
student interests are generated through
these efforts and make Augsburg a dynamic
and enjoyable interactive environment.
INTERNATIONAL PROGRAMS
The International Student Services Office
focuses on the needs of international
students. It also serves as a resource for
those interested in international events and
global issues.
International Students -International
students receive assistance in meeting their
educational objectives through advising on
academic concerns, immigration and visa
problems, financial matters, practical
matters (taxes, insurance, housing, daycare)
and personal concern.
New international students participate
in an orientation program before the
beginning of the term which provides
14
Student Life
practical information on housing, banking,
using local transportatiod and course
registration. Students also learn about the
U.S. educational system and adjusting to
life at Augsburg.
Study Abroad -An increasing number
of Augsburg students are taking advantage
of the opportunity to gain academic credit
for an overseas experience. Through study
abroad students may meet with grassroots
women's organizations in Mexico, work in a
small business or artisan program in Kenya,
examine Scandinavian perspectives on
world peace in Norway, or thrill to the
sounds of "The Magic Flute" at the Viennese
state opera house. Study abroad provides
opportmities to develop critical thinking
skills, strengthen language competencies,
further career paths, experience different
cultures and gain knowledge about the
increasingly interdependent world.
Students interested in studying offcampus receive advice on selecting programs which best fit their academic, career
and personal objectives. Assistance is given
with program application, course registration, financing and travel arrangements.
Orientation and re-entry programs are
offered to assist students in integrating the
experience abroad into their course work
and personal lives.
The deadline for application is
December 15 for off-campus study the
following year.
All students in good academic standing
at Augsburg may apply for permission to
study off-campus. The cost for many
programs is equivalent to full tuition, room
and board for a semester on-campus.
Financial aid is granted on the same basis as
on-campus study.
Students normally receive the same
number of course credits abroad as they
would if studying on-campus. Courses
abroad can fulfill major, distribution/
general education and graduation requirements when approved by academic advisers
and the Study Abroad Adviser before
departure.
Augsburg Community -The International Programs Office works to utilize the
cross-culturalperspectives of its intemational students and students with experience overseas to educate the college community on world issues. This is done
through faculty, staff and student
development programs which include
activities sponsored by the Cross-Cultural
Club and the International House, forums
on world issues sponsored by the Global
Community and Amnesty International
student groups, and seminars focusing on
issues of cross-cultural communication for
faculty and staff.
FOOD SERVICE
The Commons -Situated on the top
floor of the Christensen Center, this is the
main food service facility for students,
faculty and staff. %s pleasant, spacious
room features small table units for easy
conversation and overlooks the College
Quadrangle and Murphy Square. The
portions are generous and modestly priced.
Students on board plan who live in residence halls eat their meals in the Commons.
Murphy's - Located on the ground
floor of the Christensen Center, Murphy's
features grill items, pizza, soups and salads,
desserts and beverages. -
Augsburg provides a variety of board
Student Life
plan options for those living in College
houses or nearby apartments.
RESIDENCE LIFE PROGRAM
Augsburg recognizes the importance of
the residence experience during the college
years. Research indicates that students who
live on campus will be more likely to
complete their college degree successfully.
Augsburg provides a diverse and dynamic
residence program which fosters the
development of community, and supports
and enhances the academic experience.
Live-in staff assist students by providing
social and educational programming,
facilitating conflict resolutions and assisting
in emergencies.
Each complex contains 24hour study
rooms, computer services, laundry and
vending services and access to security staff.
Augsburg expects all freshmen and
sophomores, not living at home, to live in
college-operated housing. Housing for
married students and students with families
is available.
Students rent a room at the beginning of
the Fall term for the entire academic school
year. New students receive room assignments the summer before they arrive at
Augsburg. Upper-class students make
housing arrangementsin the Spring. All
resident students must sign room and board
contracts.
Freshmen and transfer students are
urged to make the tuition deposit by June 1
in order to secure housing. Students who
deposit after June 1will be provided
housing only if space is available.
All students living on campus must pay
a $100 deposit when they sign the housing
contract. The fee is credited to the student's
account when he or she moves out.
The College houses approximately 700
students in residence hall rooms, apartments, floor houses, and townhouses. A
wide variety of options are available,
including single rooms.
Urness Tower -All new students and
some upper-class students live in Urness
Tower. This 11-story high-rise houses 324
students. Each floor is considered a house
unit providing 36 students (two to a room),
with their own lounge, study and utility
areas. In Urness Tower, rooms are furnished
with a bed, dresser, desk and chair. Linens
are not provided.
Mortensen Tower -This building is a
13-story high-rise apartment building. It
contains 104 onebedroom and twobedroom apartments to accommodate 312
upper-class students. Mortensen Tower is
carpeted, air conditioned and contains
kitchen units. It is otherwise unfurnished.
Anderson Hall - Opened in Fall 1993,
this is the newest residence hall. It contains
four types of living units: two-bedroom
apartments, two-room suites, floor houses
and townhouses. This residence houses 192
men and women. All rooms are furnished
with beds, dressers and desks. It is
equipped with telephones, cable TV and
computer hook-ups.
Special Interest Housing -Students
may submit proposals in the Spring for a
program which allows them to live as a
group with a special educational contract.
Examples of programs include Campus
Ministry, healthy living options and
international floors.
3!
-
l6
Student Life
STUDENT STANDARDS OF BEHAVIOR,
COMPLAINTS, RECORDS
The C O 1 l e ~
a statement of
standards for student behavior and has provided for due process in matters of disciplinary action, grievances and grade appeal.
The College operates in compliance with
the Family Rights and Privacy Act. Students
have the right to inspect certain official
records, files and data which pertain to
them and which are maintained in the
Officeof the
and the Placement
Office, and to challenge inaccurate or
misleading information.
Persons seeking additional information
on these topics should contact the Vice
President for Student Affairs Office.
General Information - 3,
Degrees Offered - 38
Academic Calendar - sa
,
Computer Resources - 39
Academic Advising Center - 39
I
Academic Organ'mtion and Programs
Divisions and Departments - 40
Majors and Minors - 40
Teaching Licensure - 42
Pre-Professional Programs - 42
Honors Program - 43
Inter-Institutional Programs - 44
Study Abroad - 45
Experiential Education - 48
Weekend College -50
Graduate Programs - .
Other Programs - 51
Academic Policies and Procedures - 5
Registration- 51
Withdrawal from College - 52
Leave of Absence - 52
General Education Curriculum - 53
Quick Check Summary of
Graduation Requirements - 53
Graduation Requirements - 55
Students Entering 1993 and After Students Who Entered Prior to 1993 Students Entering Under Distributio
Curriculum Requirements - 64
Skills Component - 57
Liberal Arts Perspectives - 58
Rationale for Perspectives - 63
Evaluation and Grading - 66
Assessment of Previous
Learning Program - 68
Academic Progress, Probation
and Dismissal - 70
Four Year Assurance Program - 71
- ACADEMIC INFORMATION
A
ugsburg College constructs its
curriculum upon the premise that students
must be educated as fully human persons
-intellectually, spiritually and physically.
To act effectively, human beings must have
a broad grasp of the of the world from
which they have come as well as the world
in which
live.
providing courses in
the humanities, natural sciences and social
sciences, the general education curriculum
introduces students to the breadth and
complexity of knowledge and culture.
Required courses in religion are designed to acquaint students with the
Christian tradition and encourage them to
reflect upon the importance and meaning of
spirituality in their lives. Recreation courses
offer students the opportunity to develop
skills for participation in exercise and
sporting activities.
Students choose from over 40 major
areas of study to gain a depth of knowledge
in a discipline and to prepare for a career or
further study. Thus, through a balance of
curricular activities supported by full
programs in student life and religious life,
an Augsburg College education strives to
educate its students in a real world for the
real world.
DECREES OFFERED
Augsburg offers the Bachelor of Arts, the
Bachelor of Music and the Bachelor of
Science undergraduate degrees. Augsburg
also offers the Master of Arts in Leadership,
the Master of Arts in Education-Leadership
and the Master of Social Work graduate
degrees.
ACADEMIC CALENDAR
Augsburg follows the 4-1-4 calendar,
with Fall and Spring semesters of approximately 14 weeks separated by a 4-week
January Interim. Full-time students normally take four course credits each semester
and one course during Interim. A maximum
of three course credits can be earned in the
two annual summer sessions, one of four
weeks and one of six weeks.
fiecalendar is coordinated with
of the four other colleges of the Associated
CoU,ges of the Twin Cities, so students can
t&e courses on another
during the
regular term. (SeeRegistration on page 51
and Calendars on page 269 and 270.)
January Interim is~&cularly intended to
be a time for both students and faculty to
employ different styles of teaching and
learning and to investigate questions and
topics in places and ways not possible
during the regular term.
The Interim catalog, published in the fall
of each year, is distributed to all students
and is available by contacting the Interim
Office. In addition to classes offered on
campus, Augsburg offers a variety of travel
opportunitieswithin the United States and
abroad. Augsburg offers two Summer
School sessions. The Summer School catalog
is published in the winter of each year, is
distributed to all students, and is available
by contading the Summer School Office.
Augsburg Weekend College and
Graduate Programs follow a trimester
calendar (see Augsburg Weekend College
and Graduate Programs, pages 50 and 51).
FACULTY
The heart of any educational institution
is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. ~ o sfaculty
t
hold the
dodorate or other terminal degree and all
consider teaching to be the focus of their
activity. Faculty are involved in social,
professional and a variety of research
activities, but see these activities as supporting their teaching. They are actively
involved in an exciting faculty development
program which introduces them to current
thought in many fields but especially in
teaching techniques and theories.
Augsburg's size and small classes
encourage its tradition of close involvement
between professors and students. Faculty
act as academic advisers and participate
regularly in campus activities. Every
freshman is assigned a First Year Experience
(FYE) adviser and, later, chooses a major
adviser. In this close interaction, faculty act
as both mentors and models for students.
tapes and films, and supplies media
equipment free of charge for instructional
use. Audio and video tape duplication
within the limits set by copyright law is
available. Fees are charged for the production of transparencies and posters as well as
for lamination. The Center supplies
television sets, VCRs, video cameras, video
editing, tape recorders, microphones, slide,
overhead, filmstrip, opaque and movie
projectors as well as screens and carts. Film
bibliographies and advice on materials
selection are available. Facilities for classes
in broadcasting are located in the Center.
I COMPUTER RESOURCES
I LIBRARY AND AUDIO-VISUAL
SERVICES
A relaxed atmosphere, a helpful staff
and friendly student library assistants make
the library a favorite place to study and do
research. The main library houses over
175,000 books, journals, records and
microforms. Music, chemistry and art
history slide libraries are located within
departmental areas.
A se~ce-orientedstaff provides
students with assistance to meet diverse
information needs including instruction in
the use of the library, reference service and
guidance in pursuing research. Students
have access to a wide variety of local,
regional, national and international
databases. Arrangements are made for
access by students with physical limitations
and special needs.
Students have access via a computerized
online catalog and daily courier service to
all the library holdings of the seven private
liberal arts colleges of the Twin Cities and
the James J. Hill Reference Library.
The Library Audio-Visual Center houses
a large collection of sound recordings, video
The recent completion of a new computer classroom and lab in the Foss Center
was an important addition to the growing
list of computer resources accessible to
Augsburg students and faculty.
Computing clusters -located in the
residence halls, the Foss Center computer
lab, the Library and the Science Building are connected via a campus-wide network
that offers a full range of network services.
Students also have 24-hour access seven
days a week to more than 30 computers in
the Mortensen/Umess study lounge.
Augsburg College, a member of the
National Science Foundation's Internet since
1990, is connected to hundreds of universities and other institutions in the U.S. and
around the world. Internet access and a
renewed focus on educational technology is
allowing Augsburg to integrate these
electronic resources into many different
areas of the learning process.
I ACADEMIC ADVISING CENTER
The Academic Advising Center advises
transfer students and students with
undeclared majors, provides information on
- Academic lntormation
matters of general education, administers
and tracks all entry level skills assessments,
interprets catalog and graduation skills
requirements, and advises both students
who have been placed on academic
probation and re-entering suspended
students regarding GPA requirements. The
Center also coordinates summer advising
for the orientation program and provides
in-service training and development for
f a d t y advisers.
DIVISIONS AND DEPARTMENTS
The College curriculum is offered by 22
departments which are grouped into four
divisions for administrative and instructional purposes.
Humanities -Catherine Nicholl
(Chair).Art, English, Modern Languages,
Philosophy, Religion, Speech, Communication, Theatre Arts, College Librarians.
Natural Science and Mathematics Mark Engebretson (Chair).Biology,
Chemistry, Mathematics, Computer Science,
Physics.
Social and Behavioral Sciences Richard Nelson (Chair).Business Administration, Accounting, Economics, History,
Management Information Systems (MIS),
Political Science, Psychology, Sociology.
Professional Studies -Vincent Peters
(Chair).Education, Health and Physical
Education, Music, Nursing, Social Work.
MAJORSAND MINORS
Majors, or concentrations of study, may
be within one department, within one
division or cross academic disciplines. Some
students decide on a major or majors before
they enter college. Others test a variety of
disciplines before deciding. Normally a
major should be elected by the end of the
fourth semester and earlier in some
disciplines. Details of majors and minors are
in the course description section. Unless
otherwise indicated, majors are part of the
Bachelor of Arts degree.
Students may contact the Registrar
about creating a unique major.
Accounting
General Accounting
Managerial Accounting
Public Accounting
Art
Art History
Studio Art
Biology
Business Administration
Business Administration/Economics
Business Administration/Finance
Business Administration/Intemational
Business
Business Administration/Management
Business Administration/Marketing
Chemistry (B.A. or B.S.)
Communication
General CommunicationStudies
Mass Communications
Organizational Communication
Computer Science (B.A. or B.S.)
East and Southeast Asian Studies'
Economics
Applied Economics
Economics
Economics/Business Administration
Education
Kindergarten-Elementary
Secondary (non-major, licensure only)
Engineering2
Academic lntormatlon -
English
Health Education
History
International Relations
Management Information Systems
Mathematics
Applied Mathematics
Mathematics
Metro-Urban Studies
Modem Languages'
French
German
Norwegian
Spanish
Music
Music (B.A.)
Music Education (B.M.)
Music Performance (B.M.)
Music Therapy (B.S.)
Nordic Area Studies
Nursing (B.S. -Weekend College only)
Philosophy
Physical Education
Physics (B.A. or B.S.)
Space Physics (B.S.)
Political Science
Psychology
Religion
Russian, Central and East European Area
Studies
Social Science
Social Work (B.S.)
Sociology
Speech
Theatre Arts
Transdisciplinary
Women's Studies
Accounting
American Indian Studies
Art
Art History
Studio Art
Biology
Business Administration
Chemistry
Communication
Computer Science
East and Southeast Asian Studies
Economics
English
Health Education
History
International Business
International Relations
Linguistics
Management Information Systems
Mathematics
Metro-Urban Studies
Modern Languages '
French
German
Norwegian
Spanish
Music
Nordic Area Studies
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Social Welfare
Sociology
Russian, Central and East European Area
Studies'
Special Education
Speech
Theatre Arts
Theatre Arts
Theatre History and Criticism
Women's Studies
It is possible for students to complete
other majors through the Associated
Colleges of the Twin Cities (ACTC).
- Academic lntormation
'L
Students who wish to complete a major
offered at one of the other ACTC colleges
must apply through the Augsburg
Registrar's Office.
Cooperative Program of the Associated Colleges of
the Twin Cities and agreements with the University of
Minnesota. It is possible for students to take beginning1
intermediate/advanced courses not available at consortium colleges in Arabic, Chinese,Hebrew, Japanese,
Russian, and other infrequently taught languages.
Students register directly with the ACTC ofice.
*Dualdegree programs with the University of
Minnesota Institute of Technology, Washington
University School o f Engineering and Applied Science
and Michigan Technological University.
W OTHER STUDY PROGRAMS
Teaching Licensure
Teaching Licensure programs are
offered at Augsburg in KindergartenElementary Education and the following
fields in Secondary Education: EnglishLanguage Arts, French, German, Health,
Life Science, Mathematics, Physical Science
(Chemistry or Physics), Science (grades 5-91,
Social Studies, Spanish, Speech, Theatre
Arts, and in the special areas of Art (K-121,
Band (K-12) and Classroom Music (grades
5-12), Orchestra (K-12) and Classroom
Music (grades 5-12), Vocal and Classroom
Music (K-9), Vocal and Classroom Music
(grades 5-12), and Physical Education
(K-12).
Students planning to teach on the
secondary level have advisers both in the
Education Department and the area of their
academic major($
Pre-Professional Programs
Students who plan to enter the fields
of law, medicine, dentistry, the ministry,
veterinary science, pharmacy or engineering can profit from a liberal arts education
at Augsburg.
It is recommended that requirements for
admission to graduate schools or seminaries
be reviewed and the course of study at
Augsburg planned accordingly. A faculty
adviser is available in each field to assist
students in their planning. Students who
want to plan a pre-professional program
should contact the Assistant to the Dean for
Academic Advising early in their freshman
year to arrange for help from the appropriate faculty adviser.
Pre-Dentistry - These courses are
recommended to fulfill the minimum
requirements of the School of Dentistry at
the University of Minnesota: ENG, two
courses; BIO 113,114; PHY 121,122; CHM
115,116 (or 105,106), 351,352; MAT 124;
PSY 105. Requirements at other universities
may vary.
Pre-Engineering-This program
provides a course of study which enables
students to complete introductory core
requirements in mathematics, science and
the liberal arts necessary for engineering.
Some students in the program choose to
transfer after two years to an institution
granting degrees in engineering, while
others elect to participate in a dual
degree program.
Augsburg College has cooperative
arrangements with three universities to
allow the student to earn a Bachelor of Arts
degree from Augsburg College and an
engineering degree from either the University of Minnesota Institute of Technology,
Minneapolis; Washington University School
of Engineering and Applied Science, St.
Louis, Missouri, or Michigan Technological
University, Houghton, Michigan. The dual
degree programs afford students the opportunity to combine a strong background in
the liberal arts, including an elected major,
with the study of engineering.
Academic Information
Pre-Law - Students considering a
career in law should examine the handbook
published by the Association of American
Law Schools. Students may wish to take
the course POL 170 (Law in the United
States) to help determine their interest in
law. Pre-law students should major in a
discipline of their own choosing and will
satisfy most law school entrance requirements with a record of solid achievement in
the liberal arts.
Pre-Medicine-Many medical schools
are encouraging a liberal arts education to
prepare for study in medicine. At
Augsburg, the Biology and Chemistry
Departments have majors which can fulfill
the academic requirements for pre-medical
students. Both require CHM 115,116 (or
105,106),MAT 145,146;and PHY 121,122.
The chemistry major also requires CHM
353,361, one advanced course, seminar and
two or more biology courses. The biology
major also requires BIO 113,114,201,491
and at least one from each of five groups (BIO 367,386,471), (BIO 355,474), (BIO 351,
353,473), (BIO 361,440), (BIO476,481) with BIO 353 and 355 especially recommended for medical school. Designed to
meet the University of Minnesota ( M i m e
apolis) requirements, both programs also
encourage courses in the behavioral sciences
and humanities, including psychology and
sociology. The University of Minnesota
(Minneapolis)requires two years of English.
Requirements at other medical schools may
vary. Students are encouraged to consult
with their faculty adviser early in the
freshman year.
Pre-Occupational Therapy, PrePhysician's Assistant and Pre-Physical
Therapy - Course work in preparation
for these training programs should be
discussed with a faculty member in the
Biology Department.
Pre-Pharmacy -Augsburg has a
program designed to fulfill minimum
requirements of the College of Pharmacy at
the University of Minnesota: BIO 113,114;
CHM 115,116,351,352; ECO 112 or 113;
ENG 111and a second course; MAT 145,
146; PHY 121,122; electives from hurnanities, literature and the arts to fulfill the
semester hour requirements. Requirements
at other universities may vary.
Pre-Seminary -A student may enter a
theological seminary with any of several
different majors, such as history, philose
phy, English, psychology, sociology or
religion. Recommended preparation
includes REL 111,221; at least two semesters of history (WesternCivilization);one or
more courses in the history of philosophy
and Greek in the junior and/or senior year.
Pre-Veterinary Medicine -To meet
minimum requirements of the College of
Veterinary Medicine at the University of
Minnesota, these courses are recommended:
ENG, two courses; MAT 145; public
speaking, one course; CHM 115,116 (or 105,
106),351,352,353; BIO 113,114; PHY 121,
122; economics, one course; two courses in
art, literature, music, humanities, theatre, or
Upper Division modem languages; and
anthropology, economics, geography,
history, political science, psychology or
sociology courses to fulfill the rest of the
curriculum requirements. Requirements at
other universities may vary.
Honors Program
The Honors Program is designed to
challenge and encourage the most academically distinguished students at Augsburg.
The program combines academic and
cultural components with social activities.
Members of the program normally enter as
freshmen, with opportunities for transfers
-
4:
14
Academic Information
and others. Students graduate from the
Honors Program upon successful completion of the program, which is noted on
the transcript and which provides a n
advantage for both employment and
graduate school application.
During the freshman and sophomore
years, students take a four course honors
sequence that satisfies four Perspectives.
They also participate in a Monday Forum
program that affords an opportunity to hear
outside speakers, assess films, and pursue
course sequence topics in greater depth. The
First-Year Experience (FYE) is also integrated into the freshman sequence.
During the junior and senior years,
students take four mini-seminars (one full
course credit upon completion),one each
semester and participate in a six week
Monday Forum program each term. Seniors
take a Senior Seminar during Interim, which
satisfies a Perspective requirement, and are
obliged to complete an approved Honors
project. Some seniors satisfy this requirement by serving on the Augsburg Honors
Review, a yearly journal which publishes
outstanding student papers.
Requirements center on full participation in the program and the maintenance of
at least a 3.3 GPA the freshman year, a 3.4
the sophomore year, and a 3.5 the last two
years. Please direct enquiries to Dr. Joan
Griffin, Director of Freshman and Sophomore Honors, or Dr. Larry Crockett,
Director of Junior and Senior Honors.
INTER-INSTITUTIONAL PROGRAMS
Augsburg cooperates with other colleges
and institutions in the Twin Cities area on
several programs.
Library and Media Center -Through
CLIC, the Twin Cities private colleges
library consortium, and MINITEX, the
regional library network, the Augsburg
community has access to over 5,000,000
volumes.
Associated Colleges of the Twin Cities
(ACTC) -Full-time weekday students at
Augsburg and the St. Paul colleges and
universities of Hamline, Macalester, St.
Catherine and St. Thomas may elect a
course each semester at one of the other
campuses. No additional fee is required for
such an exchange, except for private
instruction in music and some independent
studies. See Independent Study for additional details. Students may elect to
participate in the cooperative program to
gain new perspectives, to get better
acquainted with the other schools or to
undertake a specific course or major not
offered on the home campus. The colleges
have coordinated calendars. The Interim
term may also be taken on another campus.
A regularly scheduled bus shuttles students
between the campuses.
Augsburg College also cooperates with
other colleges in planning study opportunities for the January Interim.
Higher Education Consortium for
Urban Affairs (HECUA) -Augsburg, in
cooperation with 17 other colleges and
universities in Minnesota, Wisconsin, Iowa
and South Dakota, develops and offers offcampus study semesters in Scandinavia,
South and Central America and the Twin
Cities. All HECUA programs are interdisciplinary and address the critical issues
associated with social change, inequality
and the human community. The consortium
also facilitates innovative curricular endeavors, an interchange and sharing among
faculty, cooperative research, international
and experiential education and conferences
on planning and metro-urban studies.
Academic Information 4!
Chemical Dependency Program -A
cooperative effort between Augsburg
College and Minneapolis Community
College in downtown Minneapolis has
resulted in the establishment of a four-year
program in social work, sociology or
psychology with a chemical dependency
specialty. The program is designed to train
specialists to help professional people in
dealing with chemical dependency problems. Courses are taken on both campuses.
Air Force ROTC -Augsburg students
may participate in the Air Force ROTC program at the University of St. Thomas under
the ACTC consortium agreement. Students
are eligible to compete for two and three
year AFROTC scholarships. For more information, contact the Office of the Registrar.
Note: A maximum of one full Augsburg
course credit of military science studies may
apply toward the total credits required for
graduation. Additional military science
credits beyond the one credit allowed will
be classified as non-degree credits.
Naval ROTC -Augsburg students
may participate in the Naval ROTC program at the University of Minnesota under
an agreement between Augsburg, the
University of Minnesota, and the program.
For more mformation, contact the Office of
the Registrar.
Note: A maximum of one full Augsburg
course credit of military science studies may
apply toward the total credits required for
graduation. Additional military science
credits beyond the one credit allowed will
be classified as non-degree credits.
OPPORTUNITIES FOR STUDY ABROAD
An increasing number of Augsburg
students are taking advantage of the
opportunity to gain academic credit for an
overseas experience. Through study abroad,
students may find themselves exploring the
ancient Mayan ruins in Mexico, meeting
with women's groups in Namibia, examining Scandinavianperspectives on world
peace or hilling to the sounds of music at a
Viennese opera house.
International Study at Augsburg College
is intended to motivate students to act
responsibly and effectively in society
by expanding their awareness of other
cultures, deepening their understanding
of the human condition on a global scale,
and helping them to understand the
connections between social justice and
global interdependence.
Eligibility and Application
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off-campus.
Although foreign language skills are an
asset to students studying abroad, they are
not required. Since it takes some time to
prepare for studying abroad, students
should start planning during their freshman
and sophomore years. Students must apply
by December 15 for study off-campus for
the next academic year.
Costs and Financial Aid
The cost of many programs is equivalent
to full tuition, room and board for a
semester on-campus. Financial aid is
granted on the same basis as on-campus
study. Cost estifnates are drawn up to assist
the Financial Aid Office in awarding aid to
students studying overseas.
Academic Requirements and Credit
Study abroad is an integral part of
several majors at Augsburg, but will add an
international dimension to any academic
- Academic
16
Information
program. Students majoring in a variety of
disciplines, from the natural sciences and
mathematics to the humanities, are among
those who study abroad each year. Students
normally receive the same number of course
credits abroad as they would if studying oncampus. Courses abroad can fulfill major,
distribution/general education and
graduation requirements when approved by
academic advisers and department chairs
before departure.
A sample of study programs is highlighted below. For information on these or
other programs overseas, contact the
Coordinator of Academic Programs Abroad.
Also see the International Studies section of
the Department and Programs section of
this catalog for full course descriptions of
the programs listed below.
The Center for Global Education
The Center for Global Education
facilitates cross-cultural learning experiences which prepare people to think more
critically about global issues and to work
toward a more just and sustainable world.
The Center's programs explore a diversity
of viewpoints and are grounded in the
perspectives of the poor and of others
struggling for justice and human dignity.
The Center's study programs are
conducted in Mexico, Namibia, Norway and
Switzerland. Students experience three
distinct types of living situations, which
include living with other participants in a
community house, spending several days in
a rural setting and several weeks living with
host families. They also travel together on
two-week seminars -in Mexico to Central
America, in Namibia to South Africa, and in
Switzerland to Italy and Germany. The cost
of these programs is equivalent to full
tuition, room and board for one semester on
campus plus airfare.
Augsburg College/OstFold, Norway
Semester or Academic Year
Augsburg, in cooperation with the
University of North Dakota and the city of
Moss, offers this semester or year-long
exchange program in Moss, Norway.
Students are taught in English. Courses
offered may meet perspectives for general
education requirements, or count as
electives in communication, international
business and Nordic Area Studies. Students live with host families on the island
of Jeby. Application deadline: April 15.
Women and Development: Latin American Perspectives - Fall
This program explores the experience of
women in Latin America, focusing on their
roles in economic development, social
change strategies, and the connections
women are drawing among issues of
gender, race, class and global economics.
The course offers credit in areas such as
religion, political science and Spanish.
Application deadline: April 1.
Social Policy and Human Services in Latin
America - Fall
This program introduces students to the
central issues currently facing Latin
America by focusing on new models of
political organizing, popular education and
human services. Credit may be earned in
social work, sociology, education, political
science and Spanish. Application deadline:
Apnl 1.
Southern Africa Societies in Transition
- Fall
This intensive progrim of study and
travel is designed to introduce participants
to the central issues facing Southern Africa.
Namibia is a nation that has recently gained
independence and is making a transition
Academic Information 43
from colonialism to independence. Students
will explore the complex political, social and
economic dynamics of building a new
nation. Credit may be earned in history,
political science and religion. Internships
are available with development agencies.
Application deadline: April 15.
Contemporary Issues in Mexico and
Central America - Spring
This program examines the history of
political change, the dynamics of social
justice and the role of the church in Latin
America. Students explore the importance
of community and the role of U.S. citizens in
social and political change. Credit may be
earned in areas such as history, religion and
Spanish. Application deadline: October 15.
International Development and Human
Rights in Latin America - Spring
This program focuses on the themes of
international development and human .
rights. It includes coursework in human
rights, international development, Hispanic
literature and Spanish composition and
conversation. Credit may be earned in
Spanish, Latin American studies, international relations, political science, economics,
peace studies, anthropology and pre-law
studies. Internships in human rights
organizations are available. Application
deadline: October 15.
Women and Development: A Southern
Africa Perspective - Spring
This intensive study and travel program
is designed to introduce participants to the
central issues facing Southern Africa, with
emphasis on the experience of women. The
program introduces students to the struggle
of women in Southern Africa, to the history
of their role in society, and to the situation
that exists for women in Africa. Students
may earn credit in political science, religion
and sociology. Internships are available
with agencies providing special services to
women. Application deadline: October 15
Global Issues and World Churches Summer
This intensive program of study and
travel is designed to introduce participants
to the workings of international nongovernmental organizations, especially ecumenical
church agencies. The program will focus on
justice issues (international responses to the
challenges of humans rights, refugees and
relief, and social and economic development); peace issues (international responses
to conflict);and the integrity of creation
(international responses to environmental
and ecological travel).
The Higher Education Consortium for
Urban Affairs (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in three different full
semester programs in Norway,
Ecuador or Colombia. AU programs
emphasize the impact of the social change
and cross-cultural factors on the human
community. HECUA programs emphasize
intense language experience, internships
and field trips.
For more information on international
HECUA programs, see the listings under
International Studies, and for non-international programs, see Metro-Urban Studies
under Interdisciplinary Studies.
Scandinavian Urban Studies Term:
Norway - Fall
This interdisciplinary program focuses
on contemporary Scandinavian society,
culture and language, and the development
'8
Academic Information
of cities, urban problem solving and urban
life. Local, regional, and international field
study and site visits in Copenhagen,
Stockholm, Helsinki, and the former Soviet
Union, will provide comparative perspectives on welfare states and global politics.
Application deadline: March 15.
Community Internships in Latin America:
Ecuador - Fall or Spring
This interdisciplinaryprogram enables
the student to combine intense involvement in a community-based organization
with study of the community development
process and increasing language skills.
Students study philosophical and ideological perspectives of a variety of community
agencies or groups working with or for
low-income and other disenfranchised
populations in Latin America. Application
deadlines: November 1for Spring Term
and March 15 for Fall Term.
Literature, Ideology and Society in Latin
America: Colombia or Ecuador - Spring
This interdisciplinary program focuses
on development and social change in Latin
America through the study of ideology, as
reflected in literature, the arts and the
ways in which ideologies shape perceptions of social realities. Application
deadline: November 1.
Student Teaching Abroad
Selected Education Department
students may participate in the International Student Teaching Abroad program
coordinated through Moorhead State
University or the University of Minnesota,
Morris. Students have options for student
teaching in dozens of countries through
the International Independent School
Network. Students who teach abroad will
also do part of their student teaching under
direct Augsburg faculty supervision.
For additional information, contact the
Education Department.
Interim Abroad
Each January, 25 to 30 courses are
offered around the world by Augsburg
professors and through the Upper
Midwest Association for International
Education (UMAIE).Course registration is
held during the Spring and Fall terms for
the following January. Application
deadline: October 25.
EXPERIENTIAL EDUCATION
PROCRAMS
Through Internships, Cooperative
Education and Community Service,
Augsburg students integrate and expand
their liberal arts education by embracing
the worlds of work and service. Each work
or community service placement is closely
related to a student's major, course work or
career interest. Augsburg's Internship,
Cooperative Education and Community
Service programs link employers, community organizations and the academic
program in a way that enriches and
expands a student's educational experience
and personal development. An underlying
assumption is that a liberal arts education
is an effective preparation for careers and
citizenship. The integration of "knowing
and doing" adds breadth and depth to the
liberal arts curriculum and assists students
in making more informed academic, career
and personal decisions.
The College's metropolitan location
makes possible a wide range of opportunities. Students have gained valuable
learning experiences in small and midsize
companies, large corporations, non-profit
organizations, schools, government agencies and community-based organizations.
Academic Information 4
Academic Internships
An academic internship is a carefully
planned work-based learning experience
where a student focuses on specific academic and individual learning objectives. A
learning agreement plan, negotiated with a
faculty supervisor and work supervisor,
outlining the internship objectives, strategies and evaluation methods is required.
An academic internship is approved,
supervised and evaluated by a faculty
member in the department in which the
student wishes to earn the Internship credit.
Upper Division Internships are numbered
399 and Lower Division Internships are
numbered 199.
Registration for Internships consists of
the following steps:
1.Obtain the Internship registration
permission form from the Internship and
Cooperative Education Office and secure
the signatures of the faculty supervisor and
Director of Internships and Cooperative
Education.
2. Register for a 199 or 399 Internship
during the registration period. The signed
permission form must be turned in at the
time of registration. (Students may preregister without a placement secured, but a
suitable internship must be found by the
end of the registration or drop/add period.)
3. A learning agreement (forms are
available from the Internship and Cooperative Education office) must be negotiated
with the faculty member responsible for
grading the experience and the work
supervisor. The completed original is
turned in to the Internship and Cooperative
Education Office, with copies made for the
faculty, supervisor and student.
Internships are available in all majors
and can be taken during a semester (or
Weekend College trimester), Interim or
summer session. For extension of an
Internship beyond one term see Evaluation
and Grading on page 66.
A maximum of four courses of Internship may count toward the total courses
required for the degree.
Cooperative Education
Cooperative Education is a college
supported and monitored, paid, worklearning experience that is closely related to
a student's major or career objective. The
goal is to combine theory with practice in
work or servicebased settings.
Students also earn money to help defray
educational costs while gaining important
on-the-job experience. Job placements
typically are part-time during the academic
year and/or full-time summer. Co-op jobs
are flexible and can begin and end anytme.
Co-op Ed is not credited in and of itself, but
a non-credit Cooperative Education
transcript entry is available during the
academic terms the student is employed.
Co-op Ed students are encouraged to
complete at least one Internship for credit in
conjunction with their Cooperative Education participation. Co-op Ed is available to
Augsburg students who have completed
their freshman year and are in good
academic standing.
Service-Learning
Augsburg's Service-Learningprogram
combines respoke to human needs in the
community with a conscious awareness and
understanding of issues, reflection and
educational growth. Augsburg students
learn from and about the community and
society in which they live by participating in
orientation sessions, direct servicelearning
activities and seminars or class discussions.
-
Academic Intormation
Through direct service, such as volunteering
at a homeless shelter, tutoring, building
housing for low income people or working
with environmental groups, students
engage in a dynamic and interactive educational approach which employs reciprocal
learning between the student(s) and the
community. Service Learning includes
course-imbedded community service,
tutoring, internships, cooperative education
and a wide range of volunteer options.
The Service-LearningProgram works
with community organizations and
organizes specific projects to enhance
student involvement and also assists with
and supports the integration of servicelearning into departmental courses. The
program works closely with the student
directed Augsburg LINK program and
campus ministry.
WEEKEND COLLEGE
Augsburg Weekend College provides an
educational alternative for adult students
who work or have other commitments
during the week. It is a means by which
men and women may earn a college degree,
complete a second major or pursue a
personal interest or skill.
Weekend College classes meet on
alternate weekends. There are three
trimester terms during the early September
through June academic year. Students may
take from one to four classes each term.
Although the Augsburg Weekend
College program involves the same courses
as the day school program, the curriculum
is limited to selected liberal arts courses and
the following majors: Accounting, Business
Administration (specializationsin finance,
international business, management and
marketing), Communication (concentrations
in general communication, organizational
communication and mass communication),
Computer Science, Economics, Elementary
and Secondary Education, English, Management Information Systems, Nursing,
Psychology, Religion and Social Work.
1 GRADUATE PROGRAMS
Augsburg College offers three
graduate degree programs: the Master of
Arts in Leadership, the Master of Arts in
Education-Leadership and the Master of
Social Work.
Designed for working adults, the
Augsburg Graduate Program operates on
alternate Saturdays and alternate Thursday
evenings. There are three trimester terms
during the early September through June
academic year.
The Master of Arts in Leadership
program is based on the subject matter and
approaches of the traditional liberal arts.
This cross-disciplinaryprogram directs its
academic content and pedagogical approaches at situations, issues and problems
relevant to organizational leaders.
Augsburg's program recognizes that
today's leaders need broad-spectrum abilities to provide them with a more comprehensive understandinn
., of their world.
The Master of Arts in EducationLeadership program values the role that
good educators play in the lives of students,
and operates from the belief that educators
need to exercise leadership within the
workplace without relinquishing the role of
teacher. The program promotes leadership
as a process, promotes productivity within
and beyond the organization and works
toward progress.
The Master of Social Work at Augsburg
offers two concentrations: Family Practice
and Program Development, Policy and
Academic Information
Administration. In the Family Practice concentration, students concentrate on empowering the family nurturing systems from a
developmental and holistic perspective.
Milda K. Hedblom, Canadian Program
Coordinator.
The Program Development, Policy and
Administration concentration has been
developed in response to the growing
demand for creative leadership and
administration of policies and services that
respond to human need.
Augsburg College has a commitment to
lifelong learning and is host to both
Elderhostel and College of the Third Age
programs. For more information, contact the
Academic Dean's office.
Both concentrations are founded on the
assumptions that analysis of complex social
issues and solutions must be based on solid
research, and that the world is interdependent in all areas, including human needs
and the services to address them.
These programs bring working adults to
the campus. They are complemented by the
College's Cooperative Education Program
(begun in 1984) that places Augsburg
students into paid work experiences.
OTHER PROGRAMS
Continuing Education Program
Augsburg College offers selected
courses through Continuing Education.
Inquiries should be addressed to the Office
of the Associate Dean for Academic Affairs.
Canadian Program
The Canadian Program was inaugurated
in 1985with endowment from the
Mildred Joel Bequest for Canadian Studies.
The program supports special events and
conferences as well as student internships
and faculty activity in Canadian studies.
The goals of the program include community involvement, increased awareness
of the importance of Canadian/U.S. relations, and provision of opportunities to
learn directly from Canadians through visits
and exchanges.
Elderhostel and College of the Third Age
REGISTRATION
A student must be registered for a
course to receive credit for it.
Full-time students normally register for
four course credits per semester and one
course during Interim. Students registered
for three or more course credits in a
semester are classified as full-time students. To register for more than 4.5 course
credits, students must contact the
Registrar's office to petition the Committee
on Student Standing for permission.
Although a student may register up to
five days after the semester begins,
registration is encouraged at the regularly
scheduled time. Special fees are charged for
late registration. Special fees also are
charged for cancelling or adding courses or
changing grading option after the first five
days of a semester.
A joint class schedule is published each
Spring by the Associated Colleges of the
Twin Cities, listing courses and their location at the five colleges for the following
academic year. As some courses are offered
only in alternate years, students should
also consult with Departmental advisers
when planning their academic program.
Separate catalogs of courses are
published by the Interim Office, Summer
-5'
- Academic Information
iz
School Office, Weekend College Office
and Graduate Program Office for those
sessions at Augsburg, listing registration
times and procedures.
Specific information on registration and
help with registration on another campus
are available from these offices:
Office of the Registrar -Science Hall
114, for Fall and Spring Terms
Interim Office -Memorial Hall 230
Summer School Office -2222 Murphy
Place
Weekend College Office -2222
because this may result in a failing grade
on their official academic record. Cancellation of courses or withdrawal from College
must be completed in the Office of the
Registrar. A Leave of Absence/Withdrawal
from College form may be obtained in the
Advising Center or in the Office of the
Registrar. Withdrawal from College cannot
occur during final examination week unless
a petition is approved by the Student
Standing Committee. Withdrawal from
College and any consequential adjustments
in accounts are effective as of the date the
Withdrawal from College form is returned
to the Office of the Registrar.
Murphy Place
Graduate Program Office -2222
Murphy Place
Pre-Registration
Freshmen and transfer students may
pre-register during summer for courses in
the Fall. All currently enrolled students
may pre-register during the Fall for the
Spring term and during the Spring for the
Fall term.
Class Confirmation
All students must confirm their registration with a signature and final payment
arrangements prior to the start of classes.
Students who do not confirm their
registration before the first day of classes
(unless special arrangements have been
made) will lose all classes. They may
register and confirm during the first five
days, but special late fees are assessed and
added to their account.
Withdrawal from College
Students are urged not to abandon
courses for which they are registered
Leave of Absence
Students may request a Leave of
Absence for academic or personal reasons.
A Leave of Absence/Withdrawal from
College form must be picked up in the
Advising Center or the Office of the
Registrar. It must be signed by Advising
Center staff or authorized representative.
The completed form must be submitted to
the Office of the Registrar.
A leave of absence may be granted for
one term or one academic year. If an
extension is needed, an updated Leave of
Absence form must be submitted to the
Office of the Registrar prior to the expiration of the previous leave of absence
period or an application for readmission
will be required.
A student on leave of absence is
responsible for keeping the Office of the
Registrar informed of his or her mailing
address. All deadlines for financial aid and
housing must be observed by the returning
student. A leave of absence does not defer
payment of loans or extend incomplete
course deadlines.
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i4
Academic Information
Satisfy entry level skill requirements in
writing.
Demonstrate proficiency in two
different Lifetime Sports.
Achieve a Math Placement Group score
of III.
Complete 33 course credits. Of these:
Complete courses that fulfill the
following Perspective Requirements:
Two Christian Faith perspectives
(One Christian Faith perspective
for transfer students entering with
24 or more course credits)
One City perspective
11 must be Upper Division (numbered 300 or above)
Two must be Interim courses
One Western Heritage perspective
No more than 13 courses may be in
any one department, with the
following exceptions:
Accounting (B.A. ) . . . . . . . . . . . . . .14
Music Education (B.M) . . . . . . . . . .17
Music Performance (B.M.) . . . . . . .20
Music Therapy (B.S.) . . . . . . . . . . . .17
Social Work (B.S.) . . . . . . . . . . . . . . .15
One Social World perspective
Other maximums are described on
page 57.
Completion of a major.
Maintain minimum grade point
average.
One Human Identity perspective
One Aesthetic perspective
One Intercultural perspective
Two Language perspectives, in other
than your native language
One Natural World perspective
Complete courses that fulfill the
following Graduation Skills with a
minimum grade of 2.0 or P. (These
requirements may be met with courses
in the major or perspectives.)
One course with a writing component within the major
One course with a critical thinking
component
One course in speaking
One course in quantitative reasoning
GRADUATION REQUIREMENTS
The responsibility for seeing that all
degree requirements are satisfied rests with
the student. Academic Advisers, Department Chairpersons, the Assistant to the
Dean for Academic Advising and the
Registrar are available for counsel and
assistance in program planning. Students
who enter an academic program with a
baccalaureate or higher degree should
contact the Registrar's Office about specific
requirements for a second baccalaureate
degree or for the equivalent of a major.
Each student must apply for graduation. Students should apply at the start of
their last academic year to confirm remaining graduation requirements. Application
forms are available in the Registrar's Office.
All degree and course requirements
must be completed and verified in the
Registrar's office prior to the anticipated
date of graduation (there may be no
incompletes or open courses on the
academic record).
See the separate section on Graduation
with Distinction to learn about requirements for these honors, page 71.
Degree requirements include completion of a minimum number of credits, a
major, the First Year Experience (FYE), a
minimum GPA, residence, and general
education courses. Because the College is in
transition during the change from Distribution to Perspective graduation requirements, the minimum number of credits
required may vary depending on date of
matriculation, as follows:
Students Entering After January1, 1993,
Under Perspectives Curriculum Requirements For Graduation:
1. Completion of 33 course credits At least 11course credits must be Upper
Division, numbered in the 300s and 400s.
Not more than 13 course credits may be in
one department, except in certain approved
majors: Accounting (B.A.) - 14; Music
Education (B.M.) - 17; Music Performance
(B.M.) -20; Music Therapy (B.S.) - 17;
and Social Work (B.S.) - 15.
The course total must include two
Interims for students whose complete
academic work is at Augsburg.
For transfer students, the course total
must include one less Interim course than
the number of years at Augsburg (but no
more than two Interim courses are required). This is calculated on each transfer
student's evaluation of transfer credits.
No more than these maximums may be
applied toward the 33 total course credits
required: two Interim courses; two courses
by independent/directed study; four
courses of internship; and eight course
credits with a grade of Pass (P). Nontraditional grading (P) also has these limits:
two in the major except Elementary
Education (two in the major plus student
teaching) and Nursing (no PIN grading is
permitted); one in the minor if approved by
the department chairperson. Interim
courses taken that are not counted among
the credit total for graduation requirements
(extra interim courses) may still be counted
for meeting perspective or graduation
skills requirements.
2. Completion of a Major - Requirements for each major are listed under the
departmental headings.
3. First Year Experience (FYE) - All
students who enter the College as freshmen
in the weekday schedule program must
complete satisfactorily the FYE Fall
Orientation and Seminar. See the program
- Academic Information
section on the First Year Experience for a
full description.
4. Grade Point Average -2.0 for
most majors. A grade point average of 2.0
is required over all courses taken and
specifically in all courses which apply
toward the major. Some majors, licensure
and certification require higher grades in
each course or a higher grade point average. (For example, see licensure in education, music education, music performance,
music therapy, nursing, social work.) See
the departmental section for details.
5. Residence - The last year of fulltime study or equivalent (no less than 7 of
the last 9 credits) must be completed at
Augsburg or within an approved ACTC
exchange program. No less than a total of 9
credits are to be taken at Augsburg College.
Contact the Registrar if an official interpretation is needed.
Students Entering Prior to January1,
1993, Under Perspectives Curriculum Requirements For Graduation:
1. Completion of 34 course credits At least 11course credits must be Upper
Division, numbered in the 300s and 400s.
Not more than 13 may be in one department, except in certain approved majors 14 (Accounting)for the Bachelor of Arts
degree, 17 (Music Education) or 20 (Music
Performance) for the Bachelor of Music
degree, 15 for the Bachelor of Science
(Social Work), and 18 for the Bachelor of
Science (Music Therapy) or Bachelor of
Science (Nursing) degree. The course total
must include two Interims for students
whose complete academic work is at
Augsburg. For transfer students, the course
total must include one less Interim course
than the number of years at Augsburg (but
no more than two Interim courses are
required). This is calculated on each trans-
fer student's evaluation of transfer credits.
No more than these maximums may be
applied toward the 34 total course credits
required: three Interim courses; two
courses by independent/directed study;
four courses of internship; and eight course
credits with a grade of Pass (P). Nontraditional grading (P) also has these limits:
two in the major except Elementary
Education (two in the major plus student
teaching) and Nursing (no P/N grading is
permitted); one in the minor if approved
by the department chairperson. Interim
courses taken that are not counted among
the credit total for graduation requirements (extra interim courses) may still
fulfill perspective or graduation
skills requirements.
2. Completion of a Major -Requirements for each major are listed under the
departmental headings.
3. First Year Experience (FYE) -All
students who enter the College as freshmen
in the weekday schedule program must
complete satisfactorily the FYE Fall
Orientation and Seminar. See the program
section on the First Year Experience for a
full description.
4. Grade Point Average - 2.0 for most
majors. A grade point average of 2.0 is
required over all courses taken and
specifically in all courses which apply
toward the major. Some majors, licensure
and certification require higher grades in
each course or a higher grade point average. (For example, see licensure in education, music education, music performance,
music therapy, nursing, social work.) See
the departmental section for detalls.
5. Residence - The last year of fulltime study or equivalent (no less than 7 of
the last 9 credits) must be completed at
Augsburg or within an approved ACTC
Academic Information
exchange program. No less than a total of 9
credits are to be taken at Augsburg College.
Contact the Registrar if an official interpretation is needed.
Note: Students completing under
Distribution Curriculum Requirements, go
to page 64. A definition of students who
fall under the Distribution Curriculum or
prior catalog requirements is on page 64.
SKILLS COMPONENT
Entry Level Skills Requirements
The entry level skills tests are inventory
assessments in:
Reading
Word processing
Writing
Mathematics
Critical thinking
Placement in writing courses, math
courses and critical thinking courses
is determined by the assessments. (See
page 68.)
Freshmen (all students entering
Augsburg with fewer than seven college
credit courses) and Sophomore Transfer
Students:
Take entry level skills assessments
and satisfy requirements.
If skill levels are deficient, students
will be enrolled in the appropriate course
or advised on preparation for retaking the
respective tests. Students are required to
take the assessments before registering for
the second term and to have demonstrated
removal of deficiencies by the end of their
first year at Augsburg.
Effective Writing or its equivalent is
required. Students who do not satisfy the
entry level skill in writing will be required
to take ENG 101Developmental Writing
before ENG 111Effective Writing. Fresh-
men should complete the writing requirement before the beginning of their Sophomore year.
Those with demonstrated word
processing skills; e.g. recent verifiable work
experience, are exempt from the word
processing inventory.
Students who have college credit for a
critical thinking or logic course are exempt
from the critical thinking inventory.
Freshman and Sophomore transfer
students will be required to satisfy all the
graduation skill course requirements.
Juniorand Senior Transfer Students
Transfer students who enter as juniors
and seniors in 1993-'94 or after are exempt
from word processing, reading, critical
thinking and quantitative assessments.
Those who have not taken the ENG
111Effective Writing course must take the
entry level test in writing. If they do not
achieve exemption from the writing
requirement, they must take ENG 111
Effective Writing at Augsburg.
Junior and Senior transfers (who enter
1994'95 or after) are required to satisfy all
the graduation skill course requirements,
except that only the writing component
course within the major is required.
Math Requirement
In order to graduate, students must take
the Math Placement exam and achieve a
score placing them in Group I11 (college
algebra skills).
Students with an acceptable transfer
mathematics course will have their
placement level determined by the
Registrar's Office. Students who have
passed the College Board Advanced
Placement Exam should consult the
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- Academic Information
Mathematics Department. Math placement
is indicated on the Evaluation of Transfer
Credit form for students who have transfer
courses in college-level math.
All students are required to have their
Math Placement Group determined. The
exam is given during college registration
sessions and at other announced times
during the year. Students needing to
advance their Math Placement Group may
take the appropriate MAT course or study
on their own and retest. Additional
information about the Math Placement
Exam is available from the Director of
Testing in the Academic Dean's Office.
Please note that all students majoring in
Accounting, Business, Economics, Elementary Education, and Management Information Systems and all students under the
current General Education Perspective
Curriculum Requirements must attain a t
least Math Placement Group 111. In
addition, many courses have Math Placement Group requirements. In particular,
MIS 379,479; CSC 170,210; SOC 362; PHY
103; all MAT courses; and all courses with
a Graduation Skill Component in Quantitative Reasoning have at least Math Placement Group I11 as a prerequisite. In
addition, MIS 175 and introductory Physics
courses have at least Math Placement
Group I1 as a prerequisite. Students should
refer to the course descriptions to check the
Math Placement Group prerequisites for
courses that they are interested in taking.
Graduation Level Skills
General Education includes enhancement of certain skills during the years in
college. Skills related to writing, critical
thinking, speaking and quantitative
reasoning are deliberate components of
certain courses. Completion of the requisite
courses with a miriimum grade of 2.0 or P
is required for graduation. Students are
required to have two courses with writing
components (at least one within the major)
and one course each with critical thinking,
speaking and quantitative reasoning
components. These courses can simultaneously satisfy skill requirements and
graduation requirements for the major or
general education perspectives.
Lifetime Sports
Demonstrated proficiency in two
different Lifetime Sports is required.
Lifetime sports are no-credit courses and
are not included in the 35,34, or 33 course
credit requirement.
W LIBERAL ARTS PERSPECTIVES
The General Education Liberal Arts
Perspectives have the primary goal of
providing the basis for beginning to
understand what it means to be a human
being at this time. The goals of the Perspectives are achieved through a variety of
courses which have been approved as
meeting the criteria established for each
Perspective. Although courses approved
for each Perspective meet the General
Education requirements, not every course
meets all the goals of each Perspective.
Students will choose from a list of
courses meeting the Liberal Arts Perspectives, available from the Office of the
Registrar. These choices are controlled by
the following policies:
1. A student will choose a minimum
of one course from each required perspective category.
2. No single course cim fulfill the
requirements in two or more categories.
3. No student will be permitted to
count more than three courses from
Academic Information
the same department in meeting perspective requirements.
4. No student may count more than one
course from the same department in
meeting the requirements of any single
perspective emphasis area except:
Up to three courses in religion may be
used to meet the perspective, "The Character and Mission of Augsburg College: The
Christian Faith."
Up to two courses in a year-long
sequence (biology, chemistry or physics)
may be used to meet the perspective, "The
Natural World."
Up to two courses of the same foreign
language may be used to meet part of the
perspective, "Intercultural Awareness."
THE EIGHT PERSPECTIVE
REQUIREMENTS
Christian Faith (CF 1, 2 and 3)
Emphasizes the college's affiliation with
the Lutheran Church. Area 1 is biblical
studies, Area 2 covers Christian theology
and area 3 includes the study of values or
religions outside the Christian faith. Three
course credits are required to meet this
Perspective except for the following:
Transfer students entering with 14-23
course credits will be required to take two
courses in the Christian Faith Perspective
while registered at Augsburg.
Transfer students entering with 24 or
more course credits will be required to take
one course in the Christian Faith Perspective while registered at Augsburg.
The City (C)
This Perspective emphasizes the
College's location in the heart of a metro-
politan area, and its mission of education
for service. One course credit or experience
is required to meet this Perspective.
Western Heritage (WH 1 and 2)
Reflection on western themes from
politics, art, literature and other disciplines
that have shaped our own society. Two
course credits from different departments
are required to meet this Perspective. One
course is required to meet this Perspective
for transfer students entering with 14 or
more course credits.
Human Identity (HI)
An opportunity for self discovery and
the study of what it means to be a person.
One course credit is required to meet this
Perspective.
Aesthetics (A)
Emphasizes creativity, beauty and selfexpression, and how these enhance the
human experience. One course credit is
required to meet this Perspective.
Social World (SW 1 and 2)
The study of social, economic or
political systems and how individuals exist
within society. One course must focus on
current theories.and methods of a social
science. Two course credits from different
deparbnents are required to meet this
Perspective. One course is required to meet
this Perspective for transfer students
entering with 14 or more course credits.
InterculturalAwareness (IA 1)
The study of a specific, non-Western
culture and how that culture has shaped
the world. One course credit is required to
meet this part of the Intercultural Awareness Perspective.
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60 Academic Information
(IA 2 and 3)
Study of a modem language other than
the native tongue. Up to two course credits
of a beginning language or one at your
placement level is required. Students with
previous language study should contact an
admissions counselor or the Registrar's
Office for placement information. Students
whose native language is not English
should contact their admissions counselor
or the Registrar's Office.
Natural World (NW 1 and 2)
The study of the self in relation to the
physical world. One course must cover the
scientific method through laboratory
experience. The other reflects history of
science, the difference between science and
technology and the importance of symbols.
Biology, chemistry, physics and other
natural sciences may satisfy this requirement. Two course credits from different
departments are required to meet this
Perspective unless a two-year sequence is
taken. One course is required to meet this
Perspective for transfer students entering
with 14 or more course credits.
THE EIGHT PERSPECTIVES:
EXPLANATION
Perspective: The Character and Mission
of Augsburg College: The Christian Faith
This Perspective focuses on Augsburg
as a College of the Evangelical Lutheran
Church in America. As a college of the
Church, Augsburg accepts as a basis for its
educational program the doctrines of the
Christian faith as revealed in Scripture and
the creeds affirmed by the Lutheran
Church. It consciously affirms that all
students should reflect upon the Christian
Scriptures, theological concepts, ethical
values, their own faith and values, and
religious concepts outside of the Christian
faith as part of becoming educated.
From this perspective, students should
gain an understanding of and critically
reflect on:
1. The Bible (for example, its origins,
structures, content or interpretation).
2. Christian theological and religious
concepts and their own religious beliefs.
3. Religious concepts and practices
found in religious traditions outside the
Christian faith.
4. Their own and others' values, their
relation to Christian values, the possible
grounds for these values, how these values
might be critiqued and defended and the
role values play in the issues that confront
our society.
Perspective: The Character and Mission
of Augsburg College: The City
This Perspective focuses on the
College's location in the heart of a metropolitan area. From this Perspective,
students should gain an understanding of
and critically reflect upon the city with its
diverse populations, cultural, governmental and economic institutions, and opportunities and challenges. In addition, students
should experience the community and
should explore opportunities for service in
the community.
This requirement must be covered
either by specific courses, by internship
and education experiences or by designated or college approved non-credit
experiences (such as volunteer service or
college programs). Experiences that satisfy
the requirement must be accompanied by
seminars related to the experience.
Academic Information
Perspective: Western Heritage
Perspective: Aesthetics
This Perspective is intended to help
students critically examine themes (found,
for example, in literature, philosophy and
the arts) and events that have historically
shaped Western civilization. Attention
should be paid to the contributions of and
to critiques of Western thought by women
and ethnic minorities.
Aesthetic creations convey fundamental
insights and values, express beauty and
enhance life. This Perspective focuses on
aesthetic qualities in artistic expressions by
oneself and others.
From this Perspective, students should
gain an understanding of and critically
reflect on:
1. Central ideas, texts or works of art
that historically have been significant for
Western society and the relation of these to
present world views.
From this Perspective, students should
gain an understanding of and critically
reflect on:
1. Forms of artistic expression.
2. Historical development and variation
in aesthetic taste and performance across
cultures and how different cultures have
expressed themselves through various
aesthetic forms.
3. Different theories of aesthetics.
2. Specific historical themes, trends,
events and persons and their roles in
shaping both the past and the present.
4. Their own creation or performance of
a work of art.
3. Historical and literary methods of
ascertawg and conveying the past.
Perspective: The Social World
This Perspective is intended to help
students view themselves as persons, men
and women with unique abilities, values,
beliefs, experiences and behaviors.
This Perspective is intended to help
students learn to identify, examine and
critique social, economic or political
systems: to understand how and why such
systems develop, to see the connections
among these systems and to use this
knowledge as a participant in society.
From this Perspective, students should
gain an understanding of and critically
reflect on:
From this Perspective, students should
gain an understanding of and critically
reflect on:
1.Methods and approaches that attempt
to explain how individual persons think,
feel and act.
1.The characteristics and dynamics of
human organization at the group and
societal level.
2. Scientific or humanistic interpretations of their own development as persons.
2. Current theories and methods for
understanding social, political or
economic systems.
Perspective: Human Identity
3. Questions of faith, ethics and
moral choice in their personal and professional lives.
4. Factors involved in physical and
mental health.
3. The historical development of selected
social, economic or political structures.
4. The relationship between various
social, political or economic systems and
61
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Academic Information
the student's own responsibilities
in society.
5. The ways that social, economic or
political structures differ across cultures
and affect diverse groups in society.
Perspective: Intercultural Awareness
This Perspective is intended to comple
ment the Western Heritage Perspective by
expanding students' awareness of other
cultures. One course is required in which
students critically reflect upon ways their
own cultural biases operate when confronting other cultures. They should become
better able to communicate with persons of
other cultural backgrounds partially by
being introduced to a specific culture other
than European or mainstream North
American cultures.
In addition, students are to gain entry
into another culture by learning to speak
and read a language other than their
native language. For this part of the
Perspective, students are required to have
demonstrated proficiency in a modern
language or American Sign Language for
hearing students.
The modem language requirement will
be determined by assessing previous
experience and subsequent placement:
Modem Language
Course Placement
Experience
or Requirement
College level - none
(0-2 semesters in High School)
111,112
College level - 111
(3-4 semesters in High School)
112
College level - 112
(4-6 semesters in High School)
211
College level -211
(7 semesters in High School)
212
College level -212
(8 or more semesters in High School) No
course required
Students who are required to complete
two semesters of modern language must
complete the requirement with sequential
courses in the same language. Hearing
students who have demonstration compe
tence in American Sign Language by
passing an approved course sequence will
have fulfilled IA-2 and IA-3 Perspectives.
Perspective: The Natural World
This Perspective is intended to help
students understand themselves in relation
to the physical world. Their active role as
observers, explorers and moral agents will
be emphasized. Sufficient technical training
in scientific knowledge, concepts and
methods will be provided to equip students for critical and intelligent participation in public debates on technical issues.
From this Perspective, students should
gain an understanding of and critically
reflect on:
1. Selected aspects of the natural world.
2. The characteristics, strengths and
limitations of science and the scientific
method, and the complex relations between
data and theories, at least in part through
practical laboratory experience.
3. The history of science, its relations to
other historical/social development and
the variety of ways persons and civilizations have approached the natural world.
4. The relations and differences between
science and theology; the mutual influences
of technology, values, and the natural/
physical environment; the limits imposed
on humans by the natural environment and
the interconnectednessof all living systems.
5. The importance of symbol systems
such as mathematics in attempting to
describe, classlfy and model objects
and events.
Academic Information
H THE EIGHT PERSPECTIVES:
RATIONALE
The Augsburg faculty has designed
a cohesive academic program incorporating general education, major courses,
supporting courses and elective courses
leading to the bachelor's degree. The
core of the Augsburg curriculum is found
in the liberal arts as expressed in the
General Education component of the
college curriculum.
Augsburg, in its Mission Statement,
declares the College exists "To develop
future leaders of service to the world by
providing high quality educational
opportunities which are based in the liberal
arts and shaped by the faith and values of
the Christian church, by the context of a
vital metropolitan setting, and by an
intentionally diverse campus community."
One way which the College seeks consciously to realize this Mission is through
its General Education curriculum, which
Augsburg has divided under two headings:
liberal arts perspectives and skills.
The term "perspective" assumes that
not only are we engaged in the search for
truth, but that this requires the searcher to
consider questions from a variety of
viewpoints, each of which has something
valuable to contribute to the whole. These
perspectives are not strictly identified with
traditional disciplines, but are understood
in ways which encourage multi-disciplinary reflections on the questions at issue.
They combine concerns about content with
those of process and approach, directed
ultimately to making the student a more
effective learner and participant in society.
The following requirements reflect the
way in which Augsburg has chosen to view
the liberal arts. Two of the four features of
the Mission Statement are embodied in the
General Education Perspectives: "The
Character and Mission of Augsburg
College: The Christian Faith and the City."
These Perspectives emphasize that the College's affiliation with the Lutheran Church,
its insistence on the value of knowing the
approach which derives from the Christian
roots of the College and its location in the
city, deserve special consideration in
Augsburg's educational program.
The third feature - that Augsburg is a
liberal arts institution - is also emphasized in the other General Education
Perspectives. Certain dimensions of human
life -of what it is to be human - form
the core of the required liberal arts experience. These overall perspectives on what it
is to be human can themselves be studied
from the vantage points of the various
academic disciplines.
Students need to learn about themselves, about what it is to be a person.
Hence, the Perspective on Human Identity.
But the person exists in both a social
community and a natural world. Hence,
the importance of the Perspectives on the
Social World and the Natural World.
Because the way in which we understand
ourselves derives largely from our Western
heritage, students need to learn about and
reflect on significant aspects of this
heritage. Thus, the Perspective on the
Western Heritage. At the same time, to
focus on the West alone would be ethnocentric: We live in a global society. Hence
the Perspective on Inter-Cultural Awareness. Attention to moral values is found not
only in the Perspective on the Character
and Mission of the College: the Christian
Faith, but throughout the other perspectives as well. The Perspective on Aesthetic
Values enables students to focus upon
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6:
54
Academic Information
aesthetic works created by themselves or
others, which convey fundamental
insights, express beauty and enhance life.
Finally, the Mission Statement emphasizes that we are concerned with academic
excellence. This has a number of features,
including the way we teach all the courses
in General Education. Beyond this,
academic excellence presupposes that
students have the requisite skills to do
college-level work. The General Education
Requirements are couched in a context
which pays attention to the skills of both
incoming and graduating students. Entrylevel skill requirements in a number of
critical areas, including reading, writing,
mathematics and critical thinking, will be
assessed and help given to students who
need it. Graduation-level skills are also
emphasized, so that students not only
maintain but develop their skills during
their Augsburg experience.
The General Education Requirements
provide a coherent way to address the
Mission of Augsburg College. They are not
the only way, neither do they guarantee
that students who graduate from
Augsburg possess the desired knowledge
and character traits. What they do is
provide a coherent description of the
context in which we liberally educate
students, a clear statement of expected
outcomes and an opportunity for students
to see and understand the complexity of
what it is to be human and Christian in an
urban setting.
STUDENTS ENTERING UNDER
DISTRIBUTION CURRICULUM
Former Students
Former Augsburg students, readmitted
to complete a degree, have a choice
between using the catalog in effect when
they first enrolled, if possible, or using the
catalog in effect at the point of readmission
provided that they have been away from
college for at least one calendar year.
Regular Students Enrolled Before June,1991
Students enrolled before June, 1991,
have a choice of using all graduation
requirements in effect when first enrolled
or changing to the graduation requirements
in effect beginning in September 1991. No
combination of requirements may be made.
Students Entering Augsburg September,
1991, or Later
Students entering under the following
classifications will follow the Distribution
Requirements as outlined below.
Transfer students who entered in
1991-1992 as sophomores, juniors or seniors;
Those entering in 1992-1993classified
as juniors or seniors;
Those entering in 1993-1994 classified
as seniors.
All other students entering Augsburg
September, 1991, or later will follow the
requirements listed in the section titled
"The Augsburg General Education
Curriculum" (see page 55).
REQUIREMENTS FOR GRADUATION DISTRIBUTION CURRICULUM
1. Completion of 35 course credits At least 11course credits must be Upper
Division, numbered in the 300s and 400s.
Not more than 13 may be in one department, except in certain approved majors 14 (Accounting) for the Bachelor of Arts
degree, 17 (Music Education) or 20 (Music
Performance) for the Bachelor of Music
degree, 15 for the Bachelor of Science
(Social Work), and 18 for the Bachelor of
Academic Information 6:
Science (Music Therapy) or Bachelor of
Science (Nursing) degree. The course total
must include three Interims for students
whose complete academic work is at
Augsburg. For transfer students, the credit
total must include one less Interim course
than the number of years at Augsburg. This
is calculated on each transfer student's
evaluation of transfer credits.
No more than these maximums may be
applied toward the 35 total course credits
required: two courses by independent/
directed study; four courses of internship;
and eight course credits with a grade of
Pass (P). Non-traditional grading (7)also
has these limits: two in the major except
Elementary Education (two in the major
plus student teaching) and Nursing (no P/
N grading is permitted); one in the minor if
approved by the department chairperson.
2. Completion of a Major -Requirements for each major are listed under the
departmental headings.
3. First Year Experience (FYE) -All
students who enter the College as freshmen
in the weekday schedule program must
complete satisfactorily the ME Fall
Orientation and Seminar. See the program
section on the First Year Experience for a
full description.
4. Grade Point Average -2.0 for most
majors. A grade point average of 2.0 is
required over all courses taken and
specifically in all courses which apply
toward the major. Some majors, licensure
and certification require higher grades in
each course or a higher grade point average. (For example, see licensure in education, music education, music performance,
music therapy, nursing, social work.) See
the departmental section for details.
5. Residence - The last year of fulltime study or equivalent (no less than 7 of
the last 9 credits) must be completed at
Augsburg or within an approved ACTC
exchange program. No less than a total of 9
credits are to be taken at Augsburg College.
Contact the Registrar if an official interpretation is needed.
Writing
A course in writing (English 111) or
certification of demonstrated proficiency
by the Department of English. Exemption
tests are given during the summer and fall
orientation periods and periodically
throughout the year.
Liberal Arts
An approved course from each of these
seven areas:
Mathematics/Physics
Psychology/Sociology
Chemistry/Biology
Economics/Political Science
English/Speech, Communication
History/Philosophy and Theatre
Arts (devoted to the study of
literature)
Art/Music
A list of approved courses is available
from advisers and the Registrar's Office.
Modem Languages
Two courses (111and 112) of one
language at Augsburg. Students who place
above the 111level of a language will take
one additional course at placement level in
that language or two courses (111 and 112)
of another language. International students
should consult with the Registrar.
Religion
Three approved courses in religion, of
which not more than one may be an
Inte* course, are required. The number
- Academic Information
of religion courses required for graduation
is adjusted for transfer students. Transfer
students should check their Evaluation of
Transfer Credit form, or consult the
Registrar's Office.
Urban Concerns or Women's Studies
or Minority Studies
One course. Courses approved to
meet this requirement are published each
term. Information is available at the
Registrar's Office.
Lifetime Sports
Demonstrated proficiency in two different lifetime sports is required. Lifetime
sports are no-credit courses and are not
included in the 35-course requirement.
EXPLANATION OF GRADES
Student achievement in courses is
measured primarily by final examinations.
Shorter tests, written papers, oral reports
and other types of evaluation also are used.
Most courses are offered with grading
options -traditional grading on a 4.0 to
0.0 scale or the Pass/No Credit system,
in which P means a grade of 2.0 or better
and N means no credit and a grade of less
than 2.0.
PassINo Credit
Students who choose the P/N option
are cautioned:
In order to receive a grade of P, a
student must achieve at least a grade of 2.0.
Some graduate and professional
schools do not look favorably on a large
number of P-graded courses, or rank
each as a "C".
P-graded courses do not count
toward the requirement that 14 traditionally graded course credits be earned at
Augsburg in order to be considered for
graduation with distinction. Transfer
students should be especially aware of
this requirement.
See P/N limitations under Graduation Requirements, pages 55 and 56.
Certain courses have restrictions and
are offered on one grading system only
(i.e. Lifetime Sports are graded only PIN).
In courses where there is a choice,
students will be graded on the traditional
system unless they indicate on their
registration that they wish to use the
P/N grading option. Any changes in choice
of grading system must be made according
to dates published each term. A fee is
charged for any changes after the first five
days of classes.
Number Grades
Number grades are used with these
definitions:
4.0
3.5
3.0
2.5
2.0
Achieves highest standards of
excellence
Achieves above basic course
standards
Meets basic standards for the
course
1.5
1.0 Performance below basic course
standards
0.5
0.0 Unacceptable performance (no
credit for the course)
Grades of P (Pass) or N (No credit) are
not computed in the grade point average.
Academic lntormation
An incomplete grade (I) may be given
only in the case of extreme emergency. To
receive an incomplete grade, a student
must receive permission of the instructor of
the course; must file a form stating the
reasons for the request, the work required
to complete the course, the plan and date
for completing the work, and comments
from the instructor; and must gain the
approval of the Registrar. If permission is
granted, the necessary work must be
completed in enough time to allow
evaluation of the work by the instructor
and filing of a grade before the final day of
the following semester. If the work is not
completed by that date, the grade for the
course becomes a 0.0.
Internships, Independent Studies and
Directed Studies may sometimes last
longer than one term. When this is the case,
they must be completed by the grading
deadlines within one year from the
beginning of the first term of registration.
A grade of X is given by the instructor to
indicate that the study is extended. It is
expected that students given X extensions
will continue to communicate with their
instructors and demonstrate that satisfactory progress is being maintained. A final
grade will be issued at the end of the term
in which the work is completed and
evaluated (but not longer than one year).
An instructor reserves the discretion of not
giving an X where satisfactory progress is
not demonstrated.
A course in which a grade of 0,0.5,1.0,
1.5, or N has been received may be repeated for credit. Courses in which higher
grades have been earned may not be
repeated for aedit and a grade, but may be
audited. All courses taken and grades
earned each term remain on the academic
record. Only the credits and grades earned
the second time, for legitimately repeated
courses, are counted toward graduation
and in the grade point average.
A course is given a grade of W when it
is dropped after the deadline for dropping
classes without a notation on the record.
Auditing Courses
Students who wish to take courses
without aedit or grade may do so by
registering for Audit (V). Full-time
students may audit a course without
charge. The charge for part-time students is
listed under College Costs in the Financing
Your Education section on page 18. The
signature of the instructor is required to
register an audit. Students who audit a
course should confer with the instructor
within two weeks of the beginning of the
term to determine expectations, attendance
and any other requirements. If expectations
have been met, the course will be listed on
the transcript as having been audited. If
expectations have not been met, the
course will be listed with a grade of W
(Withdrawn).
Grade Point Average
The grade point average (GPA) is
based on final grades for all work at
Augsburg. It does not include credit and
grade points for work transferred from
other colleges. Courses taken on the P/N
grading option are recorded, but not
computed in the GPA. The formula for
computing the GPA is:
GPA = Total grade points divided by
number of courses taken.*
*Courses with 0 to 4 grade assigned
Classification
Students are classified in August and at
the end of the Fall and Interim terms.
6;
Academic Information
Sophomores - Seven courses
completed.
Juniors - 16 courses completed.
Seniors - 24 courses completed.
International Baccalaureate Program (IB)
Courses earned from the International
Baccalaureate Program will be considered
by the College for advanced placement and
appropriate credit. Departmental guidelines are available at the Registrar's Office.
ASSESSMENT OF PREVIOUS
LEARNING (APL) PROGRAM
Augsburg College recognizes that
learning can and does take place in many
life situations. Some of this learning may
be appropriate for credit recognition
within the disciplines that compose the
academic program of a liberal arts college.
The APL program (Assessment of
Previous Learning) at Augsburg provides
a means by which a student's previous
learning, other than that which is transferred from another accredited institution,
may be presented for examination for
possible credit toward the completion of
a baccalaureate degree.
Not all learning from life experience,
however, is appropriate for aedit recognition at a liberal arts college. Such learning
must meet two essential criteria: 1)it is
relevant to course work in a field of study
within the Augsburg liberal arts cumculum and 2) it can be objectively demonstrated either by comprehensive examination or committee evaluation.
The APL program at Augsburg
provides several means by which
students may have their previous learning assessed for credit recognition. f i e
following is a brief description of each
of these means of assessment:
Advanced Placement Program
Test (AP) - Advanced placement in
courses beyond the beginning level is
granted to students with scores of 3,4
and 5 on the CEEB Advanced Placement
Program Test. Additional credit or placement is at the discretion of the department.
Inquiries should be addressed to the Office
of the Registrar.
The College Level Examination
Program (CLEP) -This is a series of
standardized tests which have been
developed by the College Board and are
offered to students for a small fee at
regional testing centers. (The regional
testing center for this area is the University
of Minnesota.) Students who score at or
above the 65th percentile on a subject
examination may receive academic credit
for that subject at Augsburg College.
Additional information about CLEP tests is
available from the Office of the Registrar.
Departmental Comprehensive Exams
- These are available for students to use in
obtaining credit for previous learning if the
following conditions are met:
There is a departmental instrument
available for the subject area in question.
There is a faculty member designated
by the department to administer the exam.
The Registrar approves the student's
request to take the exam. Credit for
departmental exams is available on a pass/
no credit basis only, and there is a charge
per exam of $485.00 for a full course aedit.
The Credit Assessment Program
(CAP) - This is a aedit assessment
alternative in which a faculty committee
completes a credit evaluation of a learning
portfolio submitted by the student. The
faculty committee is composed of the
Registrais Office representative and two
faculty members from fields of study
Academic Information 6!
directly related to the student's previous
learning. Informational meetings and
consultation are provided for students who
wish to prepare a portfolio of previous
learning for credit assessment. This may
include a personal meeting with the CAP
committee. In completing the evaluation of
a student's previous learning, the CAP
committee applies the following criteria:
There is documentable evidence of a
cognitive component in the previous
learing experience that involved prescribed
and/or systematic study of content material found within liberal arts course work.
The learning has been objectively
verified by individuals in addition to the
presenting student.
The learning lends itself to both
qualitative and quantitative measurement.
The learning relates well to the
student's educational goals.
The learning and skills involved
are current and could be used at the
present time.
Students may apply for the credit
assessment process after completing at
least four courses of academic work at
Augsburg College with a cumulative
Augsburg GPA of at least 2.5. It is strongly
recommended that the process not be used
when four or fewer courses remain for
graduation. There is an application deposit
to initiate the credit assessment process,
and a charge for each semester credit
applied to the student's transcript if credit
is approved.
Transcript credit will be granted on the
basis of semester credits, and the total
number of credits granted will be divided
by four to determine the number of course
credits applied to graduation. These credits
will be recorded with the course number of
CAP 2xx. Application of this credit toward
distribution requirements, Upper Division,
and academic majors and minors may be
subsequently addressed by the departments involved in response to a formal
request by the student.
Maximum Credit Accepted for
Previous Learning -While Augsburg
College recognizes the validity of
learning that takes place outside the
traditional classroom, this learning must be
placed in the context of formal study in
campus-based liberal arts courses. Therefore, Augsburg places a maximum of eight
courses (about one-fourth of a baccalau'Ieate degree) on transcript credit that is
obtained through previous experiential
learning. In compiling the eight courses of
credit for previous experiential learning,
the student may use any combination of
the four assessment processes available
in the APL program: AP exams, CLEP
exams, departmental comprehensive
exams and credit granted through CAP
Committee assessment.
English as a Second Language (ESL)
Program
Students who declare a language other
than English to be their primary language,
or who are citizens of another country,
must take the ESL placement test in
conjunction with the English writing
placement test at orientation. Students'
placement in ESL, ENG 101Developmental
Writing or ENG 111Effective Writing will
be determined by their scores on the
Michigan test (80-100 range for exemption
from ESL) and by a writing sample.
Near the end of each term of the English
as a Second Language course, an objective
test will be administered to all students in
the class. The score on this test and the
grade earned in the class will determine
- Academic Information
'O
whether additional ESL course work is
required. Usually a score of 80 to 100 and a
course grade of 3.5 or 4.0 will fulfill the
student's ESL requirement.
If students do not meet the ESL
requirement, they will remain in ENG 2171
218 until they meet the criteria stated
above. Academic credit toward the degree
will normally be granted for no more than
two courses.
Students who fulfill the ESL requirement, by examination or by course completion, have completed the modem language
requirement for graduation.
ACADEMIC PROGRESS, PROBATION
AND DISMISSAL
The College requires that students
maintain the following cumulative grade
point averages (GPA):
Freshman -A student who has taken
fewer than seven courses with a cumulative GPA of 1.6 or higher
Sophomore -A student who has
taken fewer than 16 courses with a cumulative GPA of 1.7 or higher
Junior-A student who has taken
fewer than 24 courses with a cumulative
GPA of 1.9 or higher
Senior - A student who has taken 24
or more courses with a cumulative GPA of
2.0 or higher.
It should be noted that a minimum
GPA of 2.0 is required for graduation with
certain majors requiring a higher minimum GPA.
Students whose academic achievement
falls below these guidelines will either be
placed on scholastic probation at the end of
the term or will be continued on probation
or will be dismissed from the College. In
addition, a freshman who receives two zero
grades or a sophomore who receives three
zero grades will be considered for probation or dismissal. However, dismissal from
the College is not automatic. Each case is
reviewed by the Committee on Student
Standing. Evidence of the student's
commitment to academic progress is the
major consideration in deciding whether or
not to dismiss a student. Students who
have a poor academic record may be
strongly advised to withdraw before the
end of a term. Those on probation who
voluntarily withdraw from the College, as
well as those who are dismissed, must have
special permission to re-enroll.
Students may be removed from
probation when the cumulative GPA
reaches the minimum levels stated above.
Students placed on probation as freshmen
for having earned two zero grades may be
removed from probation if their classification changes to sophomore, if they have not
earned additional zero grades, and if their
cumulative GPA reaches 1.7. Students
placed on probation as sophomores for
having earned three zero grades may be
removed from probation if their classification changes to junior and their cumulative
GPA reaches 1.9.
The College reserves the right to
dismiss any student who does not meet the
guidelines stated above. Once a student is
dismissed, he or she may appeal the
decision within 10 days to the Committee
on Student Standing.
Dean's List
The Dean's List, compiled after
each semester, lists students whose grade
point average for a semester is 3.5 or
Academic Information
better. Students must be full-time students
(a minimum equivalent of three full
course credits for a weekday schedule
student or two equivalent full course
credits for a Weekend College student),
graded on the traditional grading system,
with no incompletes in courses offered for
credit. Lf permission is given by the
student, an announcement is sent to the
hometown newspaper of each student on
the Dean's List.
Graduation with Distinction
Graduation with distinction is determined as follows:
Summa cum laude - 3.8 to 4.0
cumulative GPA
Magna cum laude -3.6 up to but not
including 3.8 cumulative GPA
Cum laude -3.3 up to but not
including 3.6 cumulative GPA
To quallfy for graduation with distinction, transfer students must have completed two years (14 traditionally graded
course credits) of work at Augsburg.
Veterans of Military Service
Augsburg is approved by the State
Approving Agency for Veterans Education.
Veterans should consult with the Office of
the Registrar about completion of the
enrollment certificate and the forwarding
of other information to the Veterans
Administration. Veterans will need to meet
the requirements of the Veterans Administration regarding repayment of educational
assistance funds received.
W FOUR YEAR ASSURANCE PROGRAM
This program applies to students who
enter the Day School schedule as full-time
freshmen in the fall of 1994 and thereafter.
New freshmen are assured that they will be
able to graduate,in four years -if they
maintain continuous full-time enrollment
for four years, maintain a 2.0 GPA and
follow advising guidelines - or they will
receive the needed remaining courses free
of additional tuition. A few professional
majors are excluded from this program.
Contact the Academic Advising Center in
Memorial Hall for details.
7'
- LOURSE VESCRIPTIONS WITH MAJOR AND
'4
A
s a liberal arts institution, Augsburg
College believes that knowledge and truth
are interrelated and are integrated into a
whole. The tradition of the academic
world, however, divides this unified truth
into more
Parts: the academic
disciplines. The knowledge of individual
disciplines is subdivided into courses
which make it more accessible to students.
These courses can be arranged in various
ways to construct majors, to create the
substance of a broad general education and
to give students the opportunity to study
areas of particular individual interest.
Descriptions of courses are arranged by
departments and programs. These descriptions offer a brief summary of the subject
matter to aid students in planning a
program. A syllabus containing a more
detailed explanation of content, approach
and requirements for a particular course can
be obtained from the instructor.
Department entries also contain a
narrative discussion of the educational
philosophy of each department, its goals
and its place in the College's program. A
listing of requirements for individual majors
and minors follows the narrative.
Class Schedule
Courses listed are subject to change. In
general, classes are offered FaU and/or
Spring terms unless otherwise indicated.
The Schedule of Classes published by the
Associated Colleges of the Twin Cities
(ACTC) each spring lists offerings and
locations for Fall and Spring terms.
Since some courses are offered in
alternate years, it is important that the
student review major requirements and
course offerings with an adviser to ensure
that all requirements can be met.
Descriptions and schedulesfor courses
offeredin January Interim, Summer School,
Augsburg Weekend College and the Master
of Arts in leadership, Master of Arts in
Education-Leadershipand the Master of
sSocial
Work
are published in
separate
Credits
A full course is offered for one credit. A
few fractional courses, for one-half or onequarter credit, are offered in the Division of
Professional Studies. Unless noted, all
courses are one course credit. A full course
has the approximate value of four semester
credits or six quarter hours. Most courses
meet for three 60-minute periods or two 90minute periods a week, in addition to
laboratories.
Numbering
Courses numbered below 300 are Lower
Division courses. Courses numbered 300
and above are classified as Upper Division.
In general, courses in the 100s are primarily
for freshmen, 200s for sophomores, 300s for
juniors, and 400s for seniors.
Prerequisites
Courses that must be taken before
enrolling in a higher level course are listed
in the course description. A student may
enroll in a course when a prerequisite has
not been fulfilled if thereis prior approval
by the professor teaching the course and the
academic adviser.
ACCOUNTING
See listing under Business Administration,
Accounting and Management Information
Systems.
AMERICAN
lNDIAN STUDIES
See listing under InterdisciplinaryStudies.
A
rt is important as a field of study for
our time. &survival as a culture may
very well depend on whether we are able
to create order and beauty in the design
and function of communities. Realizing
this, we have made design and sensitivity
to all aspects of visual experience central to
the art program at Augsburg.
A liberal arts college like Augsburg is
an ideal setting for the study of art because
it provides a constant possibility for the
interaction of ideas, disciplines and
attitudes. At Augsburg, art study is further
enhanced by associations with a sigruficant
number of art galleries and museums in the
Twin Cities area.
Giving and receiving visual messages is
so much a part of everyday life that it is
often taken for granted. At the same time,
however, the interchange of visual ideas is
frequently misunderstood. The task of the
artist, art teacher and art historian is to
celebrate visual experience through a
variety of media and art examples. In short,
the visual arts teach us how to see.
Cooperative Education and Internships
in studio art and art history provide onthe-job, supervised, evaluated experiences
which contribute to the student's overall
education and development. Primary goals
include improvement of art and museum
skills, production and creative strategies.
Because of the College's commitment to
the liberal arts, the visual arts, as taught at
Augsburg, draw ideas and inspiration from
all disciplines. Art as a human activity does
involve manual skill, although to become
broadly sigruficant it should interact with
the content available in other fields, such as
language, history, drama, music, literature,
philosophy, theology, business, physical
education and science.
Hundreds of specific careers exist in the
general area of art, such as teaching in
public schools and colleges, ceramics,
interior design, photography, film and
video work, painting, gallery and museum
work and design. Augsburg Art Department graduates have worked in many of
these fields.
Art Faculty
Kristin Anderson (Chair), Lynn Bollrnan,
Robert Friederichsen, Norman Holen,
Philip Thompson
'O
Art
Studio Art Major
Majors are required to begin their programs with the Studio Arts Foundations:
ART 102 Design
ART 107 Drawing
One course in two dimensional art from:
ART 118 Painting I
or ART 223 Printmaking I
or ART 225 Communication Design I
or ART 360 Watercolor Painting
One course in three-dimensional art from:
ART 221 Sculpture I
or ART 250 Ceramics I
Five additional studio arts courses
ART 240 Art History Survey
And two additional art history courses
Art History Major
Eight art history courses including:
ART 240 Art History Survey
ART 388 19th and 20th Century Art
Two studio courses from:
ART 102 Design
or ART 107 Drawing
ART 118 Painting
or ART 221 Sculpture
Honors Majors
GPA-of 3.5 in the major, general
growth and development and/or special
projects such as senior exhibition and
research. Application should be made to
the Deparfment Chair before the last term
of the senior year.
Studio Art Minor
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
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 Minnesota teacher
licensure requirements.
Five courses including ART 240, ART
107 and three additional studio courses.
Art History Minor
Five art history courses including
ART 240.
Certificate in Art
Eight art courses, including at least one
in art history. Up to four courses may be
taken in one studio area or in art history.
STUDIO ART FOUNDATIONS
Note: All studio courses require work outside of class sessions.
ART 102
Design
A study of design as the unifying foundation for the visual arts. T w e and
three-dimensional projects demonstrating the use of the basic design
elements and principles.
ART 107
Drawing
Drawing in graphite pen&, pen and pastel pencils. Subjects include stilllife, figures, building interiors and exteriors and experimentalwork.
Art
STUDIO ART
ART 100, 300 Special Topics
Occasional courses dealing with subjects not usually offered by the
Department.
ART 106
Calligraphy
Introduction and practice of calligraphic writing and designing with
emphasis on the broad-edged pen.
ART 118
Painting I
Introduction to painting media and technique in acrylic and oil.
ART 132
Photography
The camera used as a tool for visual creativity, expression and communication with attention to black and white photographic processes. Students
need access to a 35 mm, single lens reflex camera. Materials will cost
approximately $175-200. (Fall)
ART 199
Internship
A work-based learning experience in which a student, faculty member,
and site supervisor design a learning agreement which enables the
student to consider art as a major and/or explore career alternatives.
Students must consult with the Department and Internship Office before
registering for academic credit.
ART 221
Sculpture I
An introduction to sculpture. Choice of media: clay, welded steel and
bronze, plaster and plexiglass. Learn to model, carve, cast, weld and
assemble the respective media.
ART 223
Print Making I
An introduction to traditional and experimental media and methods of
printing. Intaglio, relief, stencil and mono methods are explored.
ART 225
Communication Design I
An introduction to the principles and techniques of graphic design.
Students will develop visual communication skills working with typography, symbols, logos and illustration.
ART 250
Ceramics I
An introduction to the making of pottery with an emphasis on
handbuilding and glazing.
ART 290
Tribal Arts and Culture
The rich heritage of indigenous cultures is explored through the visual
arts, particularly within the United States. Other content includes poetry,
dance, mythology, ritual, religion and drama of many American Indian
tribes. Students will produce various art projects in weaving, basketmaking, pottery, jewelry, sculpture or prints.
ART 299
Directed Study
Independent Study for Lower Division credit.
7;
-
-
Art
ART 306
Calligraphy II
Advanced work in calligraphic media and design.
ART 330
ART 351
Communication Design II
An advanced study of graphic design using various techniques and tools,
including the computer, to create visual communications for the print
medium. (Prereq.: ART 225. Spring)
Ceramics II
Advanced work in ceramics with an emphasis on throwing or
handbuilding and a continuation of glazing. (Prereq.: ART 250)
ART 355
Painting II
Advanced study of painting. (Prereq.: ART 118)
ART 360
Watercolor Painting
Design concepts using descriptive and experimental techniques in
bansparent watercolor.
ART 368
Print Making II
Advanced work with color and composition in various media, including
silk-screen, etching and woodcut, including Japanese woodcut technique.
(Prereq.: ART 223)
ART 399
Internship
A work-based learning experience in which a student, faculty member
and site supervisor design a learning agreement which links the ideas and
methods of art to the opportunities found in the placement. Students must
consult with the Department and Internship Office before registering for
academic credit.
ART 478
Sculpture II
Advanced work in sculpture. Choice of media: clay, welded steel and
bronze, plaster and plexiglass. (Prereq.: ART 221)
ART 499
Independent Study
Advanced study in area of the student's choice, intended for senior art
majors.
ART HISTORY
ART 240
Art History Survey
A survey of art of the Western world from preliistoric to modem times.
Includes reading, research, viewing of slides and visits to museums.
Note: Thefollowing courses are offered intermittently, usually two or three sections a year.
ART 352
Women and Art
A study of the creative role of women in the visual arts, including the fine
arts, the "traditional" arts and the work of Native American women.
Art 7!
ART 382
Scandinavian Arts
The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture and design.
ART 385
Prehistoric and Ancient Art
The art of the Ice Age through the Roman period to the 4th century A.D.
ART 386
Medieval Art
Early Christian through late Gothic and proto-Renaissance painting,
sculpture and architecture in Europe.
ART 387
Renaissance and Baroque Art
European painting, sculpture and architecture, from the 14th through the
18th centuries.
ART 388
19th and 20th Century Art
European painting, sculpture and architecture from Neoclassicism
through the present.
ART 389
American Art
A study of early colonial through contemporary American art, architecture and folk arts.
See listing under East and Southeast Asian
Studies.
- DIOLOGY
'"
UEPARTMENT - BIO
B
iology is the study of life and it is
natural that we, as contemplative living
creatures, seek a deeper understanding of
the living world that envelops us. This
search has led to the realization that the
earth is filled with an enormous variety of
living organisms. Since humans are a part
of the biological world, an understanding
of the basic biological processes common to
all organisms, as well as those features
which are unique to humans, is essential to
attain self-understanding and to provide a
basis for wise decisions.
Another significant insight that has
emerged from the study of life is that even
the simplest organisms are incredibly
complex and a complete understanding of
even one of these has, as yet, eluded the
grasp of biologists. This is true even though
some organisms have been subjected to
years of intensive scrutiny. Biology will
thus continue to be a fertile field for
research for many years to come.
Still, an enormous amount of knowledge regarding living organisms has
accumulated over the years. In recent
decades great strides have been made in
understanding important biological
processes, particularly those at the cellular
and molecular levels. Biological research
has also provided some extremely important benefits to humans. Most advances in
medicine, veterinary medicine, agriculture
and food science have depended on the
findings of basic biological research.
Because the biological world reveals
such variety, complexity and knowledge,
an undergraduate major in biology needs
to be broadly based. Because a complete
understanding of biological systems
depends on applications of the principles
of physics and chemistry, a firm background in the physical sciences is also
important for biologists.
For many, an undergraduate major in
biology serves primarily as a basis for
further study. In past years Augsburg
graduates have gone on to further studies
in professional schools such as medicine,
veterinary medicine and dentistry. Others
have entered graduate programs in the life
sciences, leading to careers in areas such as
college or university teaching, basic and
applied research, and public or environmental health. Other graduates have
embarked directly after graduation on a
variety of careers, including high school
teaching and laboratory technology.
Biology Faculty
Esther McLaughlin (Chair), Mary K.
Chelberg, Robert Herforth, Dale Pederson,
Ralph Sulerud
Major
Nine courses including:
BIO 113 General Biology
BIO 114 General Biology
BIO 201 Introductory Cellular Biology
and at least one from each of the five
following groups:
A. Molecular and Cellular:
BIO 367 Biochemistry
BIO 471 Advanced Cellular and
Molecular Biology
B. Cellular to Organismal:
BIO 355 Genetics
BIO 474 Developmental Biology
C. Organismic/Animals:
BIO 351 Invertebrate Zoology
BIO 353 Comparative Vertebrate
Zoology
BIO 473 Animal Physiology
D. Organismic/Plants:
BIO 361 Plant Biology
BIO 440 Plant Physiology
Biology
E. Environmental:
BIO 476 Microbiology
BIO 481 Ecology
The ninth course may be BIO 203
Principles of Nutrition or any Upper
Division biology course, including an
Interim course.
BIO 491 Seminar (non-credit) is
required of all juniors and seniors.
Required Supporting Courses
CHM 105 Principles of Chemistry
or CHM 115 General Chemistry
CHM 106 Principles of Chemistry
or CHM 116 General Chemistry
CHM 223 Elementary Organic Chemistry
PHY 116 Introduction to Physics
Math Placement Group IV
Graduate and Professional Training
Students who intend to enter graduate
school or professions such as medicine,
dentistry or veterinary medicine should
consult with the Biology Department as
schools vary in their admission requirements. These may include CHM 351/352
instead of CHM 223, PHY 121/122 instead
of PHY 116, and MAT 145/146 or one year
of calculus.
Training as a physician's assistant,
physical therapist or occupational therapist
requires specific coursework which should
be discussed with a member of the Biology
Department.
Cooperative Education
Honors Major
GPA of 3.5 in biology and 3.0 overall,
active participation in seminar, one course
of approved Independent Study with an
oral defense of the research report. Application should be made no later than the
first term of the senior year.
The Department works with the
Cooperative Education Office in identifying and defining Co-op Ed experiences in
laboratories and other settings in the Twin
Cities. Students interested should consult
with the Biology Department Cooperative
Education Coordinator.
Minor
Teaching Licensure Major
Five courses, including BIO 113,114
and three Upper Division courses; CHM
115,116 (or CHM 105,106).
The State of Minnesota has specific
licensing requirements for teachers which
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 Minnesota teacher
licensure requirements.
81
-
32
Biology
BIO 101
Human Biology
Basic biological concepts from an anthropocentricpoint of view: what
makes a human just another member of the biotic fold? Do humans have a
niche in the ecosystem? What influence do humans have on the environment? What influence does the environment, especially the urban environment, have on humans? (Three hours lecture. A student may not
receive credit for both BIO 101 and 103. Does not apply to the major or
minor. Fall)
BIO 102
The Biological World
The basic concepts of biology pertaining to both plants and animals are
emphasized. The nature of science and the approach used by scientists to
gather and analyze data and propose and test theories are considered.
(Three hours lecture, three hours laboratory. Does not apply to the major
or minor. Fall)
BIO 103
Human Anatomy and Physiology
A professional course in the structure and function of the human body.
(Three hours lecture, three hours laboratory. A student may not receive
credit for both BIO 101 and 103. Does not apply to the major or minor.
Fall)
BIO 105
Biology and Society
A consideration of the biological basis of some of the problems facing
society, such as toxic pollutants in air, water and soil, genetic engineering,
AIDS, genetic diseases and counseling, extinction, wilderness ethics,
global warming, cancer, hunger, drugs, biodiversity. (Three hours lecture.
Does not apply to the major or minor. Spring)
BIO 113, 114 General Biology
A comprehensive introduction to biological science for biology and other
science majors. The course includes an introduction to cellular biology,
genetics, developmental biology, evolutionary mechanisms, anatomy,
physiology, ecology and phylogenetic relationships of organisms. Must be
taken in sequence except by permission of instructor. (Three hours lecture,
four hours laboratory. Fall: 113; Spring: 114)
BIO 199
lnternshi~
A work-based experience in which a student, faculty member and site
supervisor design a learning agreement which,enablesthe student to
consider biology as a major and/or explore career alternatives. Students
must consult with the Department and Internship Office before registering. (Prereq.: BIO 114)
BIO 201
Introductory Cellular Biology
An introduction to function and structure in the basic unit of life, the cell.
A variety of methods are employed, including microscopy, cell culture
and various separation and analytical techniques. (Three hours lecture,
four hours laboratory. Prereq.: BIO 114. Spring)
BIO 203
Principles of Nutrition
A study of the six classes of nutrients and their digestion, absorption,
transport, metabolism, interaction, storage and excretion. A special effort
will be made to differentiatefact from fiction in this controversial
biological field. (Threehours lecture. Prereq.: BIO 114. Spring)
BIO 299
Directed Study
Independent Study for Lower Division credit.
BIO 351
Invertebrate Zoology
A study of the invertebrate groups stressing classification,morphology,
behavior, life history and phylogeny. (Three hours lecture, four hours
laboratory. Prereq.: BIO 114. Fall: alternate years)
BIO 353
Comparative Vertebrate Zoology
A comparative study dealing with the classification, organ system
structure and function, and evolution of the vertebrates. (Three hours
lecture, four hours laboratory. Prereq.: BIO 114. Spring)
BIO 355
Genetics
The principles of heredity with emphasis on recent advances in human
genetics. Laboratory work stresses Drosophila genetics. (Three hours
lecture, four hours laboratory. Prereq.: BIO 201. Fall)
BIO 361
Plant Biology
A survey of the major groups of algae, fungi and plants, including the
study of structure, physiology, life histories and phylogeny. (Three hours
lecture, four hours laboratory. Prereq.: BIO 114. Spring)
BIO 367
Biochemistry
An introductory consideration of proteins, carbohydrates, lipids and
nucleic acids including intermediate metabolism. (Three hours lecture.
Prereq.: BIO 201, CHM 223 or 352 or consent of instructor. Fall)
Internship
A work-based experience in which a student, faculty member and site
supervisor design a learning agreement which links the ideas and
methods of biology to the opportunities found in the placement. Students
must consult with the Department and Internship office before registering. (Prereq.: BIO 201)
BIO 440
Plant Physiology
A consideration of the process involved in photosynthesis, respiration,
growth, development and water relationships in plants including the
relationships of these processes to structure and life histories. (Three
hours lecture, four hours laboratory. Prereq.: BIO 201 and CHM 223 or
352. Fall: alternate years)
BIO 471
Advanced Cellular and Molecular Biology
An examination of the molecular organization of the cell, including the
nature and function of organelles, chemical communication, growth and
division, cytoskeleton and motility, the cell surface and gene expression.
- Biology
~4
(Three hours lecture, four hours laboratory. Prereq.: BIO 201 and CHM
223 or 352. Spring)
BIO 473
Animal Physiology
A study of animal function with emphasis on the vertebrates. Topics
include digestion, respiration, circulation, excretion, movement and
sensory perception as well as the neural and hormonal control of these
functions. (Three hours lecture, four hours laboratory. Prereq.: BIO 201;
CHM 106 or 116; PHY 116 or 122, or consent of instructor. Fall)
BIO 474
Developmental Biology
A consideration of the physiological and morphological changes which
occur during development, with emphasis on the vertebrate animals.
Experimental and descriptive studies are included in the laboratory.
Embryonic development, malignancy, aging and regeneration are
discussed. (Three hours lecture, four hours laboratory. Prereq.: BIO 201.
Spring)
BIO 476
BIO 481
Microbiology
An introduction to the study of microorganisms with emphasis on
bacteria and viruses. Environmental, industrial and medical issues are
discussed, with particular attention paid to human pathogens. (Three
hours lecture, four hour laboratory. Prereq.: BIO 201. Fall)
Ecology
A survey of representativebiological communities; the study of reciprocal relationsh$s between organisms and their environments. (Threehours lecture, four hours laboratory, some Saturday field trips. Prereq.:
BIO 114. Spring)
BIO 491
Seminar
(.O course)
A weekly meeting of biology majors. Active participation by juniors and
seniors is required, including an oral presentation by seniors. Guest
speakers are often invited. A noncredit requirement for the major. (Spring)
BIO 499
Independent Study
Individual laboratory, field, or library research under the direction of an
instructor. Intended for biology majors who are juniors or seniors.
(Prereq.: BIO 201 and previous arrangement with instructor.)
DEPARTMENT OF BUSINESS ADMINISTRATION,
0
ur mission is to -prepare
- students
for professional careers in business or for
graduate studies. This preparation involves
a curriculum which 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 which 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
Amin Kader (Chair, Accounting and
International Business Coordinator),John
C. Cemto (Management Coordinator),
Fekri Meziou (Marketing Coordinator),
Milo Schield (MIS Coordinator),Thomas
Morgan (Finance Coordinator), Diane F.
Busico, Steven J. LaFave, Lori L. Lohrnan,
Magdalena M. Paleczny-Zapp, Kathy
Schwalbe and Stuart M. Stoller.
Within the Business Administration
major there are four specializations:
Marketing, Management, Finance and
International Business. Within the Accounting major there are three specializations:
General Accounting, Public Accounting
and Managerial Accounting.
Graduation Requirements
To graduate without intentionally
taking courses in excess of the minimal
number required (see page 55), students
must avoid taking too many electives or
exceeding the 13-courselimit per academic
department. Courses designated as ACC,
BUS and MIS are considered as being in
the same academic department. Taking
extra electives, or choosing a particular
combination of major and minor may
require students to complete more than
the minimum number of credits required
for graduation.
Transfer Students
Transfer students must complete at
least four of the Upper Division courses
required in the major at Augsburg or
obtain an exemption from the Department.
Advising
Majors
The Department of Business, Accounting and MIS offers four majors: Business
Administration (BUS), Accounting (ACC),
Management Information Systems (MIS),
and a combined major in Business and
Economics.
Specializations
Students who plan to major in Business,
Accounting or MIS are strongly encouraged to select a departmental adviser who
teaches in their major. This should be done
by the end of the sophomore year at the
latest. In addition to advising, departmental faculty can counsel majors on their
careers, assist majors in obtaining intemships or jobs, and provide letters of
85
- Business Administration
recommendation for prospective employers
or graduate programs.
Internships
Students are strongly encouraged to
work with the Cooperative Education and
Department faculty to obtain an Internship
(BUS/ACC/MIS 399) during their junior or
T
he major in Business Administration
prepares students for professional careers
in business administration or for graduate
studies. The four specializations within this
major share a common business core. This
common core provides students with a
broad foundation so they can readily adapt
to internal changes in interests and goals
and to external changes in circumstances
and opportunities.
Business Core
10 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Miaoeconomics
MIS 175 Principles of Computing for
Business
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
BUS 301 Business Law
BUS 331 Financial Management
senior year. Although an Internship may
count against the 13-course limit, students
may petition for an exception. An Internship may satisfy the perspective on the
City. Internships can provide students with
experience that may be v~luablein
competing for jobs after graduationyour adviser on this matter.
Specialization in Marketing
Business core plus 3 courses:
BUS 352 Marketing Research and
Analysis
BUS 355 Marketing Communications
or BUS 357 Advertising
BUS 450 Marketing Management
Specialization in Management
Business core plus 4 courses:
BUS 340 Human Resource Management
BUS 440 Operations Management
BUS 465 International Management
MIS 376 Project ~ a n a ~ e m e n t
or ECO 318 Management Science
Specialization in Finance
Business core plus 4 courses:
ACC 322 Accounting Theory and
Practice I
BUS 433 Financial Theory: Policy
and Practice
BUS 438 Investment Theory
and one of the following:
ECO 311 Public Finance
ECO 312 Intermediate Maaoeconomics
ECO 313 Intermediate Microeconomics
ECO 315 Money and Banking
MIS 479 Intermediate Quantitative
Methods for Business and Economics
Specialization in International Business
Business core plus 4 courses:
BUS 362 International Business
BUS 465 International Management
BUS 466 International Marketing
and one additional Upper Division course
in either International Business or
International Economics.
I
,
GPA of 3.3 in the major and 3.1 overall
?nior thesis and comprehensive oral
.m in the major field of concentration.
Interested juniors or seniors should conta~
the Department Chair.
Minor in Business Administration
Students must also complete three
semesters of a foreign language (or
equivalent). The language requirement
may be waived for international students.
Contact the International Business Coordinator for details on language equivalents or
other configurations.
Six courses including:
ECO 112 or ECO 113, ACC 221 and 222,
BUS 242 and 252, BUS 331 or MIS 379.
Combined Major in Business
Administration and Economics
Six courses including:
ECO 112 or ECO 113, ACC 221, BUS 242 or
BUS 252, and three Upper Division courses
in International Business (or one Upper
Division course in International Economics
i ~in i ~ ~
and two upper~ i ~courses
international ~
~
~
i
~
~
~
This minor is automatically completed
while completing a major in Accounting or
MIS.
Minor in International Business
11 courses including:
ECO 112 Principles of Macroeconomics
ECO 113
of
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
and one other Upper Division Economics
course
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
MIS 379 Quantitative Methods for
Business and Economics
or BUS 331 Financial Management
and one other Upper Division Business
Administration, Accounting or MIS course
BUS 199
Students should consult the area
coordinator concerning acceptable altematives in International Economics.
Internship
Lower Division Internship
BUS 242
Principles of Management
Development of the theory of management, organization, staffing,
planning and control. The nature of authority, accountability and responsibility, analysis of the role of the professional manager.
Business Administration
BUS 252
Principles of Marketing
Principles of basic policy and strategy issues in marketing. Legal, ethical,
competitive, behavioral, economic and technological factors as they affect
product, promotion, marketing channel and pricing decisions.
BUS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and readings in the areas of
business administration. (Prereq.: consent of instructor)
BUS 299
Directed Study
Independent Study for Lower Division credit
BUS 301
Business Law
Legal rules relating to contracts, agency, negotiable instruments, property
and business organizations under the Uniform Commercial Code.
BUS 302
Business Ethics
Examines individual choices in business using various ethical standards.
Reviews critical thinking skills in relation to moral reasoning. Analyzes
and evaluates various business practices and policies. Emphasizes
conceptual precision in thinking, writing andspeaking (&ereq.: BUS 301
or PHI 120 or PHI 125, or Junior/Senior standing)
BUS 331
Financial Management
Theory of acquisition, allocation and management of funds within the
firm. Sources and uses of long- and short-term funds, cost of capital,
capital budgeting, leverage, dividend policy and related topics. (Prereq.:
ECO 113, ACC 222)
BUS 340
Human Resource Management
Personnel function in business, acquisition and utilization of human
resources; desirable working relationships; effective integration of the
worker with the goals of the firm and society. (Prereq.: BUS 242)
BUS 352
Marketing Research and Analysis
Research process as an aid to decision-making in marketing management;
research methodology; marketing research results; evaluation of the
effectiveness of research in marketing. (Prereq.: BUS 252,379, ECO 113, or
consent of instructor)
BUS 355
Marketing Communications
Integration of advertising, public relations, sales promotion and
personal selling into a coherent promotion mix. Emphasis is placed on
the design and evaluation of marketing communications programs.
(Prereq.: BUS 252) Note: Either 355 or 357 can be taken for graduation
credit but not both.
BUS 357
Advertising
An introduction to print and broadcast advertising and promotion as
important elements in modem marketing and communications. Note:
Either 355 or 357 can be taken for graduation credit, but not both.
Business Administration
BUS 362
International Business
Introduction to the problems and possibilities of doing business in an
intemational context. Appreciation of the perspective required for
successful planning and management of any enterprise operating abroad
is emphasized by foreseeing both the opportunities and the difficulties
inherent in intemational business. (Prereq.: ECO 112 or 113, and BUS 242
or 252, or consent of instructor. Spring)
BUS 364
Contemporary East-West Relations
An analysis of the conditions and motivations for East-West trade,
economic and industrial cooperation. The commercial policies will be
explained, including the changes in the organization of foreign trade in
the organization of foreign trade in Eastern Europe and Russia. The
effectsof GATT, the World Bank, IMF, and EEC on East-West relations
will be examined. (Prereq.: ECO 112 or 113)
BUS 368
Responding to the Challenge of Japan
An examination of current Japanese business practices using a cultural
perspective. A multimedia approach will be employed, involving film,
television documentaries, and readings from current periodicals in
addition to text materials. A seminar model will be used with substantial
participation expected on the part of students. (Prereq.:junior standing or
consent of instructor)
BUS 399
Internship Program
A student may receive course credits through an internship program
which is applicable to graduationbut not to the major. This program will
afford the student the opportunity to spend one full term working with
some organization. In addition, the student will write a report on his/her
activities. (Prereq.: consent of instructor)
BUS 433
Financial Theory: Policy and Practice
A system's approach to financial structure and policy. Emphasis on
decision making, presentation through literature, readings, lectures and
case material. (Prereq.: BUS 331)
BUS 438
Investment Theory
Appraisal of the risk/retum relationships of various types of securities
from the viewpoint of both individual and institutional investors.
Extensive coverage of capital markets and portfolio management.
(Prereq.: all core courses or consent of instructor)
BUS 439
Risk Management and Insurance
Analyzes exposure to accidental loss - its identification, measurement
and evaluation. Reviews techniques for loss prevention and control.
Surveys primary types of insurance. (Prereq.: BUS 331 and MIS 379)
BUS 440
Operations Management
Concepts and principles related to the management of operating functions. Taught from a managerial viewpoint with examples from various
industries and sectors. (Prereq.: BUS 242)
89
90
Business Administration
BUS 450
Marketing Management
Integration of marketing with other business functions; marketing
management and decision-making, planning marketing programs,
channels of distribution, pricing, product selling promotion policies.
(Prereq.: BUS 352 and either BUS 355 or 357)
BUS 465
International Management
To provide the student with a private sector manager's perspective on the
influence of national and international institutions on the multinational
corporation and on the strategies, sbuctures, practices and effects of the
national corporation in the world today. (Prereq.: BUS 242. BUS 362 is
recommended)
BUS 466
International Marketing
This course examines those issues and activities unique to marketing in an
international setting. Emphasis is also placed on adaptation of a marketing
mix according to the international marketing environment. (Prereq.: BUS
252,362)
BUS 495
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
BUS 499
Independent Study
The student may earn Independent Study credits through individually
supervised projects designed to afford him/her the opportunity to
analyze some topic or issue in depth. (Prereq.: consent of instructor)
ACCOUNTING - ACC
T
ACC 221 Principles of Accounting I
he major in accounting
- prepares
ACC 222 Principles of Accounting I1
students for professional careers in a wide
MIS 379 Quantitative Methods for
variety of accounting-related positions.
Business and Economics
This major has two tracks: General
BUS 301 Business Law
Accounting and Professional Accounting.
BUS 331 Financial Management
The General Accounting specialization is
4
-2E-35adequate for a wide variety of positions.
Practice I
The Professional Accounting track includes
ACC 323 Accounting Theory and
two specializations: public accounting and
Practice I1
managerial accounting. The public accountACC 324 Managerial Cost Accounting
ing specialization is recommended for
ACC 425 Advanced Accounting
positions with CPA firms. The managerial
accounting specialization is recommended
(It is recommended that students take
for positions with large or rapidly-growing the courses in the sequence given above.)
companies.
Specialization in General Accounting
The two professional specializations
No
additional courses required.
relate to two professional designations: the
-
CPA and the CMA. A Certified Public
Accountant (CPA) focuses on external
reporting; a Certified Management
Accountant (CMA) focuses on internal
reporting. The public accounting specialization includes the materials emphasized
on the CPA exam; the managerial specialization includes the materials emphasized
on the CMA exam. Both the CPA and CMA
designation have an experience requirement in addition to passing the national
exam. Under the rules of the Minnesota
State Board of Accountancy, Accounting
majors in the Public Accounting specialization are qualified to sit for the CPA
examination during their last semester.
Accounting Core
14 courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
MIS 175 Principles of Computing
for Business
BUS 242 Principles of Management
BUS 252 Principles of Marketing
Specialization in Public Accounting
Accounting Core (14 courses) plus ACC 326
Tax Accounting and 423 Auditing.
Specialization in Managerial Accounting
Accounting Core (14 courses) plus ACC 424
Internal and Operational Audit and MIS
375 Management Information Systems in
the Organization.
Honors Major
GPA of 3.5 in the major and 3.1 overall;
a senior thesis and comprehensive oral
exam in the major field of concentration.
Interested juniors or seniors should contact
the Department Chair.
Minor in Accounting
Six courses including:
ACC 221,222, BUS 331 or ACC 324, ACC
322,323
and one of the following: MIS 175,379,
ECO 112 or 113.
This minor is recommended for majors
in MIS and Finance.
Accounting
ACC 199
Internship
Lower Division Internship
ACC 221
Principles of Accounting I
Introduction to business activities, basic concepts and fundamentals of
accounting, the accounting cycle and preparation of financial statements.
ACC 222
Principles of Accounting II
A continuation of 221. Introduction to business activities, accounting for
corporations. Basic concepts and fundamentals of managerial accounting,
planning and controlling processes, decision-making and behavioral
considerations. (Prereq.: ACC 221)
ACC 295
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and readings in the areas of
business administration. (Prereq.:consent of instructor)
ACC 322
Accounting Theory and Practice I
An analysis of financial accounting with emphasis on accounting theory
pertaining to financial statements, income concepts, valuation concepts,
FASB statements and other relevant issues as applied to assets. (Prereq.:
ACC 222)
ACC 323
Accounting Theory and Practice II
A continuation of 322. An analysis of financial accounting with emphasis
on accounting theory pertaining to financial statements, income concepts,
valuation concepts, FASB statements and other relevant issues as applied
to liabilities and stockholders' equity. (Prereq.:ACC 322)
ACC 324
Managerial Cost Accounting
Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well
as other quantitative and behavioral topics. (Prereq.: ACC 221,222, BUS
242,252, MIS 379, or consent of instructor)
ACC 326
Tax Accounting
The more common and important provisions of planning and compliance
for income taxes. (Prereq.: ACC 221, BUS 331, ECO 112,113, or consent of
instructor)
ACC 399
Internship Program
A student may receive course credits through an internship program
which is applicable to graduation but not to the major. This program will
afford the student the opportunity to spend one full term working with
some organization.In addition, the student will write a report on his/her
activities. (Prereq.:consent of instructor)
Accounting 93
ACC 423
Auditing
Internal and external auditing procedures. Emphasis on the CPA's role to
form the basis of opinion on a set of financial statements. (Prereq.: ACC
323)
ACC 424
Internal and Operational Audit
Integrating the business arts of accounting, finance, management, marketing and MIS to incorporate and learn the techniques of internal and
operation auditing. Also integrated are the professional skills of oral and
written communications, problem-solving in an unstructured environment and team projects. (Prereq.: ECO 113, ACC 221,222, BUS 242,252,
331, MIS 175,379)
ACC 425
Advanced Accounting
Accounting for business combinations, consolidations, governmental
accounting, partnership accounting and fund accounting. (Prereq.:
ACC 323)
ACC 495
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor)
ACC 499
Independent Study
The student may earn Independent Study credits through individually
supervised projects designed to afford him/her the opportunity to
analyze some topic or issue in depth. (Prereq.: consent of instructor)
v4
IVIANAGEMENT INFORMATION 3YSTEMS - MIS
T
he major in Management Information
Systems prepares students for professional
careers in information systems. MIS studies
information systems as both a resource and
a tool for decision-making. Students learn
to analyze and evaluate existing systems
and to design and program new systems.
MIS is an extensive major (16 courses) and
includes courses from Computer Science,
Mathematics, Economics, Business and
Accounting, as well as from MIS.
Management Information Systems Major
16 courses including:
A. Six courses in Economics, Business and
Accounting:
ECO 113 Principles of Microeconomics
BUS 242 Principles of Management
BUS 252 Principles of Marketing
BUS 331 Financial Management
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
B. Three courses in Mathematics and
Computer Science:
CSC 170 Structured Programming
MAT 121 Finite Mathematics
or MAT 171 Discrete Mathematics
and one of the following: '
CSC 210 Data Structures
CSC 270 FORTRAN
CSC 271 COBOL
CSC 272 UNIX and C
C. Seven courses in MIS:
MIS 175 Principles of Computing
for Business
or CSC 160 Introduction to
Computing and
Communications
MIS 370 Advanced Computing for
Business, Accounting,
Economics and MIS
or CSC 352 Data Base Management
and Design
MIS 375 Management Information
Systems in the Organization
MIS 379 Quantitative Methods for
Business and Economics
MIS 475 Systems Analysis and Design
MIS 476 Information Systems Projects
and one of the following;
MIS 376 Project Management
MIS 479 Advanced Quantitative
Methods for Business and
Economics
ECO 318 Management Science
CSC 340 Introduction to Networking and
Communications
Honors Major
GPA of 3.5 in the major and 3.1 overall;
a senior thesis and comprehensive oral
exam in the major field of concent~ation.
Interested juniors or seniors should contact
the Department Chair.
Minor in MIS
Seven courses including:
MIS 175 or CSC 160, ACC 221, BUS 242 or
BUS 252, MIS 370 or CSC 352, MIS 375,
ECO 113 and one of the following: MIS 376,
475,479 or ECO 318
Mathematics Placement Croup (MPC)
Requirements
MIS 175,370,379,479, CSC 170,210 and
all 100 level Math courses have Placement
Group requirements. Since all majors in
Business, Economics and MIS must take
MIS 379, they all must have at least MPG 111.
MIS 95
-
MIS 175
Principles of Computing for Business
An introduction to microcomputer-based information systems. Introduction to business applications, operating systems, computer hardware and
languages. Strong emphasis on spreadsheets (basic commands, functions,
graphics and database.) Lesser emphasis on database. Emphasis on
concepts and relation to business. (To test out of MIS 175, pass either a '
comprehensive exam or MIS 370.) (Prereq.: MPG I1 or a Pass in MAT 103.)
MIS 199
Internship
Lower Division Internship (see MIS 399).
MIS 295
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and readings in the area of
Management Information Systems.
MIS 299
Directed Study
Independent study for Lower Division credit (see MIS 499).
MIS 370
Advanced Computing for Business
An investigation of p~ogrammablesystems using personal computers.
Examine basic algorithms and associated flow charts. Apply these
concepts by programming various applications (spreadsheets, word
and database) and application-oriented languages such as
Visual Basic. (Prereq.: MPG I11 or a Pass in MAT 105. Also, MIS 175 or
CSC 170, or, with permission of instructor, extensive experience with
spreadsheets and personal computers. Fall)
MIS 375
Management Information Systems in the Organization
Use of a systems approach in analyzing the role of information systems in
organizations. Analyze various kinds of information systems in terms of
their computer components and their benefits to staff and management.
Introduction to a CASE tool such as Excelerator. (Prereq.: ACC 221, BUS
242 or 252, and one computer course such as MIS 175,370, CSC 160 or
170. Recommended: ECO 113, ACC 221, BUS 242, MIS 379, BUS 331.
Spring)
MIS 376
Project Management
Develops project management skills needed to define, plan, lead, monitor, and complete projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical
and communications skills needed to manage inevitable changes and
problems associated with project management. (Prereq.: ACC 221, BUS
242, MIS 175 or 370.)
MIS 379
Quantitative Methods for Business and Economics
An introduction to quantitative reasoning to assist students in reading
and interpreting data. Topics include descriptive measures, probability,
sampling distributions, estimation and hypothesis testing. Emphasis on
their use in applied problems in business and economics. Computer
software may be used to analyze survey data. (Prereq.: MIS 175 and either
Math Placement Group I11 or a grade of at least 2.0 in MAT 104)
MIS 399
Internship Program
A student may receive credit through an internship program which is
applicable to graduation but not to the major. This program will afford the
student the opportunity to spend one full term working with an organization. In addition, the students prepare a written report on the activities
involved. (Prereq.: consent of instructor)
MIS 475
Systems Analysis and Design
Identify the necessary steps of systems analysis and design. Investigate
various representations for information, processes and relationships.
Utilize analytical tools such as data flow diagrams and CASE tools such as
Excelerator. Complete a rudimentary systems design. (Prereq.: MIS 375.
Fall)
MIS 476
Information Systems Projects
Using skills developed in MIS 375 and 475, generate a complete and
extensive project of systems analysis and design. (Prereq.: MIS 475.
Spring)
MIS 479
Intermediate Quantitative Methods for Business and Economics
Utilize computer packages relevant to statistical analysis. Areas of interest
include statistical descriptions, analysis of variance and statistical inference plus linear models, queuing models and Monte Carlo simulations.
(Prereq.: MIS 379. Fall)
MIS 499
Independent Study
The student may earn Independent Study credits through individually
supervised projects designed to provide an opportunity to analyze a topic
in depth. (Prereq.: consent of instructor)
c
hemistry is the science of the changes
in matter, examining those changes and
working toward an understanding of them.
Correlating the results of physics and
opening the vistas of molecular biology,
chemistry has been described as the central
science because matter includes the entire
physical world such as the things we use,
the food we eat and even ourselves.
*To provide an afmosphere 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.
Chemists as scientists must be well
versed in the science of chemistry,
knowledgeable in fact and theory for
solving scientific problems, and capable
of providing a public understanding of
their work including potential problems
as well as benefits.
*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.
Chemists as people must be broadly
educated in order to understand themselves and their society. The liberal arts
core of religion, humanities, the arts and
the social sciences is imperative if a
chemist is to be truly human and therefore
truly scientific.
The Department is on the List of
Approved Schools of the American
chemical Society (ACS) and offers a
chemisty major which meets the chemistry
background required by many fields.
Consonant with these ideas, the
Department of Chemistry has established
the following objectives to help its students
develop into mature scientists:
*To provide a course of study of
sufficient rigor and depth to enable our
graduates who complete our ACS chemistry major to compete successfully with
their peers of similar ability in graduate
school or research positions.
*To provide programs of study for
professional goals in addition to the
traditional positions as chemists.
*To encourage students to take a broad
view of their education and to seriously
study areas outside of the sciences.
Chemistry Faculty
Earl R. Alton (Chair), Arlin E. Gyberg, Joan
C. Kunz, Sandra L. Olrnsted
0
.
BACHELOR OF ARTS
Graduation Major in Chemistry
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
CHM 351 Organic Chemistry
CHM 352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar
and one additional course from:
CHM 364 Physical Chemistry
CHM 464 Advanced Organic Chemistry
- Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
CHM 483 Quantum Chemistry
BIO 367 Biochemistry
Also required:
PHY 121,122 General Physics I, II
MAT 145,146 AUGMENT Mathematics
I & I1
or one year of calculus
Because Upper Division courses have
mathematics and physics prerequisites,
students should plan to take MAT 145,146
in the freshman year and PHY 121,122 in
the sophomore year.
Teaching Licensure in Physical Science
The State of Minnesota has specific
licensing requirements for teachers which
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
identdy current Minnesota teacher licensure requirements.
Pre-Medical Chemistry Major
The same as the Graduation Major. In
addition, medical schools expect at least
two courses (and usually more) in biology.
Students should consult members of the
Chemistry Department for assistance in
planning a course program early in their
college career.
BACHELOR OF SCIENCE
American Chemical Society Approved
Major
12 courses including:
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
CHM 351,352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361,363 Physical Chemistry and
Laboratory
CHM 364,365 Physical Chemistry and
Laboratory
CHM 464 Advanced Organic Chemistry
CHM 481 Advanced Analytical Chemistry
CHM 482 Advanced Inorganic Chemistry
CHM 483 Quantum Chemistry
CHM 491 Chemistry Seminar
MAT 145,146 AUGMENT Mathematics
I & I1
or one year of calculus
MAT 245 Mathematical Structures and
Reasoning I
or approved math course
PHY 121,122 General Physics I, I1
(should be taken in sophomore
year)
Recommended: Modem Physics, additional mathematics, research experience,
reading ability in German and computer
proficiency.
Honors Major
Full ACS major; GPA of 3.5 in chemistry, mathematics and physics, 3.0 overall;
one course or summer of approved ,
research; participation in seminar.
Minor
Five courses which must include:
CHM 105,106 or CHM 115,116, CHM 353,
and two other Chemistry courses from:
CHM 223, CHM 351,352, CHM 361, or BIO
367
Note: credit will not be granted for both
CHM 105 and 115, or for both CHM 106
and 116. Other restrictions are in the course
descriptions.
Chemistry
CHM 105
Principles of Chemistry
Topics in this course include an introduction to matter, chemical change,
chemical reactions, chemical bonding, energetics and equilibrium. The
sequence, CHM 105,106, is designed for students who have not studied
chemistry in high school or who are less confident about their background
in chemistry. Students may go into CHM 351 or 353 from CHM 106 and
major in chemistry. (Three one-hour lectures, one three-hour laboratory.
Prereq.: MPG 11. Fall)
CHM 106
Principles of Chemistry
CHM 106 is a continuation of CHM 105 with more emphasis upon
equilibrium and the chemistry of the elements. (Three onehour lectures,
one threehour laboratory. Prereq.: CHM 105, MPG III. Spring)
CHM 115
General Chemistry
An intensive course for pre-medical students and future chemists.
Includes chemical equations and calculations, energetics, and bonding
theory with examples from inorganic chemistry. (Three one-hour lectures,
one three-hour laboratory. Prereq.: high school chemistry, MPG 111. Fall )
CHM 116
General Chemistry
A continuation of Chemistry 115. Emphasis on equilibrium and solution
chemistry including kinetics and electrochemistry. (Three one-hour
lectures, one threehour laboratory. Prereq.: 115. Spring)
CHM 199
Internship
A work-based learning experience at the sophomore chemistry level in
which a student, faculty member and site supervisor design a learning
agreement which links the ideas and methods of chemistry with the
opportunitiesinherent in the placement. Participatim in a mcurrent
I
seminar is expected. Prior to the b e w i n g of the ~ I BJregistrzrtim,
interested students must consult with the departmental Internship
Coordinator and the Internship Office regarding requirements and
permission to register.
CHM 223
Elementary Organic Chemistry
This onesemester course is designed for students whose professional
goals require a survey of organic chemistry. Topics covered will include
synthesis, properties and reactions of selected aliphatic and aromatic
compounds. This course will not count toward a Chemistry major, nor
will credit be given for this course if CHM 351,352 is taken, nor does it
fulfill the prerequisite requirement for CHM 352, nor does it meet Biochemistry requirements for other programs. (Prereq.: CHM 106 or 116.
Three onehour lectures, one three-hour laboratory. Spring)
CHM 299
Directed Study
Independent Study for Lower Division credit/sophomore standing.
Students interested in directed study projects should contact a faculty
member in the Chemistry Department.
- Chemistry
CHM 351,352 Organic Chemistry
Important classes of organic compounds with special emphasis on
mechanisms and multi-step synthesis. Descriptive material is correlated
by means of modern theories of chemical bonds, energy relations and
reaction mechanism. (Three one-hour lectures, one four-hour laboratory.
Prereq.: CHM 106 or 116. Fall: CHM 351; Spring; CHM 352)
CHM 353
Quantitative Analytical Chemistry
Covers gravimetric and volumetric analysis and solution equilibrium in
detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of
a variety of samples, and includes trace analysis. (Three hours of lecture,
one four-hour laboratory. Prereq.: CHM 106 or 116. MPG 111. Fall)
CHM 361
Physical Chemistry
The basic theoretical concepts of chemistry; thermodynamics, kinetics and
quantum chemistry. (Three one-hour lectures. Prereq.: CHM 106 or 116;
MAT 145,146; PHY 121,122. Fall)
CHM 363
Physical Chemistry Laboratory
(.5 course)
Physical c h e m i s e ~ a b o r a t ointroduces
j
students to techniques of data
collection and experimental application of concepts presented in Physical
Chemistry lecture. CHM 363 is to be taken in the fall and involves
experiments related to CHM 361. (One four-and-onehalf hour laboratory.
Prereq.: CHM 361 or concurrent registration.)
CHM 364
Physical Chemistry
Applications of concepts studied in CHM 361 to areas of solutions, phase
equilibria, electrolytes, molecular structure and electrochemistry. (Three
one-hour lectures. Prereq.: CHM 361. Spring)
CHM 365
Physical Chemistry Laboratory
(.5 course)
CHM 365 is to be taken the second semester and involves experiments
relating to CHM 364. (One four one-and-onehalf hour laboratory. Prereq.:
CHM 364 or concurrent registration. Spring)
CHM 399
Internship
A work-based learning experience at the junior-senior chemistry level in
which a student, faculty member and site supervisor design a learning
agreement which links the ideas and methods of chemistry with the
opportunities inherent in the placement. Participation in a concurrent
seminar is expected. Prior to the beginning of the term/registration,
interested students must consult with the departmental Internship
Coordinator and the Internship Office regarding requirements and
permission to register.
CHM 464
Advanced Organic Chemistry
Organized around the problems of identifying organic compounds in the
laboratory. Lecture topics include structure-spectra correlationsfor IR,
UV, NMR and mass spectroscopy; use of the literature (including
Beilstein); and further study of organic reactions. (Three one-hour lectures,
six hours of laboratory. Prereq.: CHM 352,353,361 or consent of instruc-
Chemistry
tor. Some reading knowledge of German recommended. Fall)
CHM 481
Advanced Analytical Chemistry
Emphasis upon advanced equilibrium theory and principles of atomic and
molecular spectroscopy as applied to analytical methods as well as
chromatographic and electroanalytical techniques of analysis. (Three o n e
hour lectures, one four-and-onehalf hour laboratory. Prereq.: CHM 353,
361 or consent of instructor. Spring)
CHM 482
Advanced Inorganic Chemistry
Correlation of inorganic reactions using the electrostatic, valence bond,
and molecular orbital models. Coordination chemistry is discussed in
terms of ligand field theory. The laboratory involves preparations of
inorganic compounds using a variety of techniques. (Three onehour
lectures, one three-hour laboratory. Prereq.: CHM 352,361 or consent of
instructor. Fall )
CHM 483
Quantum Chemistry
Presents quantum theory in terms of Schrodinger'swave equation and
uses the equation to solve the problems of the harmonic oscillator and the
hydrogen atom. Approximate solutions are introduced and used to
develop molecular orbital theory for molecules. Includes commutators,
electron spin, angular momentum and group theory. (Three onehour
lectures. Prereq.: CHM 364 or consent of instructor. Spring)
CHM 491
Chemistry Seminar
(.O course)
This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors
and seniors are expected to participate, with seniors presenting papers.
Outside visitors are also invited to participate.
CHM 497
Introduction to Chemistry Research
Chemistry majors planning research careers need research experience
before graduation which may be obtained by working on a summer
research project (not counted as a course) or by research participation
during the academic year (which may be counted as a course). Cooperative Education is an excellent opportunity to be involved in industrial
research projects. (Prereq.: junior or senior standing)
CHM 499
Independent Study
Chemistry majors who are interested in non-laboratory research such as
theoretical or historical chemistry may pursue their interest via Independent Study. (Prereq.: junior or senior standing)
See listing under Speech/Communication
and Theatre Arts.
-1'
"
LOMPUTER 3CIENCE - CSC
T
he Augsburg Computer Science
~e~artmentstrives
to give students a
sound theoretical and practical foundation
in computer science. We offer both a B.A.
and a B.S. major. The computer science
curriculum places emphasis on networks,
communications and the use of computers
as an information access tool. The course
work provides students a strong base in
computer science, with emphasis on
concepts rather than on applications. We
encourage students to strengthen their
course work by electing an Internship or
Cooperative Education experience. Our
location in the Twin Cities provides us an
excellent resource of such experiences for
students, and allows them to add practical
applications to their education.
and two courses, at least one of which is
upper division, from:
PHY 261 Electronics
CSC 270 FORTRAN
CSC 271 COBOL
CSC 272 UNIX and C
CSC 352 Data Base Management and
Design
CSC 399 Internship
CSC 440 Advanced Networking and
Communications
CSC 445 Operating Systems and
Computer Architecture
CSC 450 Principles of Programming
Languages
CSC 495 Advanced Topics in
Computer Science (may be
repeated once)
CSC 499 Independent Study
Computer Science Faculty
Larry Ragland (Chair), Larry Crockett,
Noel Petit
BACHELOR OF ARTS
Computer Science Major
11 courses including:
CSC 160 Introduction to Computing
and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 330 Theory of Computation
CSC 340 Introduction to Networking
and Communications
CSC 345 Principles of Computer
Organization
CSC 495 Advanced Topics in Computer
Science (may be repeated)
MAT 145 Augment Mathematics I
BACHELOR OF SCIENCE
Computer Science Major
15 courses including:
CSC 160 Introduction to Computing
and Communications
CSC 170 Structured Programming
CSC 210 Data Structures
CSC 320 Algorithms
CSC 330 Theory of Computation
CSC 340 Introduction to Networking
and Communications
CSC 345 Principles of Computer
Organization
CSC 440 Advanced Networking and
Communications
CSC 495 Advanced Topics in Computer
Science
MAT 145 Augment Mathematics I
MAT 146 Augment Mathematics I1
MAT 245 Mathematical Structures and
Reasoning I
MAT 246 Mathematical Structures and
Reasoning II
Computer Science 1
and two courses, at least one of which is
upper division, from:
PHY 261 Electronics
CSC 270 FORTRAN
CSC 271 COBOL
CSC 272 UND( and C
CSC 352 Data Base Management and
Design
CSC 399 Internship
CSC 445 Operating Systems and
Computer Architecture
CSC 450 Principles of Programming
Languages
CSC 495 Advanced Topics in
Computer Science (may be
repeated)
CSC 499 Independent Study
CSC 145
CSC 160
Honors Major
GPA of 3.5 in computer science and
mathematics, GPA of 3.1 overall, and an
independent study project.
Minor
Six courses including CSC 160,170,210,
345, MAT 145, and one Upper Division
Computer Science course.
Computing for the Liberal Arts
An introduction to computers, programming, and computer applications,
as well as some of the social and philosophical issues associated with
computers. Primarily for students in non-science areas. Does not apply
toward a computer science major or minor.
Introduction to Computing and Communications.
Basic computer applicationsusing word processing, spreadsheets and
databases; files and disks; using the computer as an information accessing
tool through remote access to the library; use of e-mail, Internet, news,
and information services; simple programming. (Prereq.: MPG 111)
CSC 170
CSC 210
Structured Programming
An introduction to problem-solving, algorithm development and programming using Pascal. (Prereq.: MAT 114 or MAT 122 or BUS 279 or
MPG Iv)
Data Structures
Data structures such as linked lists, stacks and queues; recursion; objects,
classes and methods. (Prereq.: CSC 170)
CSC 270
FORTRAN
Study of the FORTRAN programming language. It is assumed that the
student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course
with a study of a programming language)
- Computer Science
CSC 271
COBOL
Study of the COBOL programming language. It is assumed that the
student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course
with a study of a programming language)
CSC 272
UNIX and C
Study of UNIX operating system and the C programming language. It is
assumed that the student has a knowledge of programming methods and
has done programming in some other language. (Prereq.: CSC 170 or
another course with a study of a programming language)
CSC 320
Algorithms
A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The limitations of
algorithms, the classes P and NP, NP-complete problems and intractable
problems. (Prereq.: CSC 210 and MAT 145)
CSC 330
Theory of Computation
Basic theoretical principles embodied in formal languages, automata and
computability. Topics include regular and context-free languages, finite
automata, Turing machines, the halting problem and unsolvability.
(Prereq.: CSC 170 or 345; MAT 145)
CSC 340
Introduction to Networking and Communications
Principles and methods of data communications, information theory,
distributed processing systems, network protocols and security, standards, network management and general computer interfacing. (Prereq.:
csc 345)
CSC 345
CSC 352
Principles of Computer Organization
An introduction to computer architecture, processors, operating systems,
instruction sets and assembly language programming. (Prereq.: CSC 160)
Database Management and Design
Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC
210)
CSC 399
Internship
A work-based learning experience in which a student, faculty member,
and site supervisor design a learning agreement which links the ideas and
methods of computer science to the opportunities found in the placement.
Students must consult with the Computer Science Department and
Internship Office before registering for academic credit.
CSC 440
Advanced Networking and Communications
Network management; client/se~erdatabases and workstations; TCP/IP,
IPX, Appletalk networks. (Prereq.: CSC 340)
Computer Science
CSC 445
Operating Systems and Computer Architecture
Elements of operating systems, memory and process management,
interactions among major components of computer systems, and a
detailed study of the effects of computer architecture on operating
systems. (Prereq.: CSC 345)
CSC 450
Principles of Programming Languages
Principles that govern the design and implementation of programming
languages. Topics include programming language syntax and semantics,
parsing, compilers, interpreters, data structures, control structures and the
run-time environment. (Prereq.: CSC 210)
CSC 495
Advanced Topics in Computer Science
Study of advanced topics from areas of computer science not included in
other courses. This course may be repeated when the topics vary. (Prereq.:
consent of instructor)
CSC 499
Independent Study
Topics defined through consultation between student and Department.
-
EASTAND SOUTHEASTASIANSTUDIES
A
major in East Asian Studies is
offered through Augsburg and the other
Associated Colleges of the Twin Cities
(ACTC). This is an inter-college, interdepartmental program which is available
as a result of the cooperation and crossregistration possibilities among Augsburg
College, Hamline University, Macalester
College, The College of St. Catherine and
the University of St. Thomas. The program
pools the resources and expertise within
the five institutions. This major enables
students to acquire a broad knowledge of
Japan, China and other East Asian nations
and to gain a functional knowledge of the
language of one country.
Career opportunities for those who
attain a liberal arts degree in East Asian
Studies are diverse. Majors have the
opportunity to be involved in government
service, international business, journalism,
language instruction, Asian arts and
intercultural communication. The major
provides a foundation for graduate
work in various fields such as anthropology, economics, history, international
relations, business, law, political science,
sociology and theatre. This major is also
recommended for those interested in
education and work with social and
recreational agencies.
East and Southeast Asian Studies Faculty
Martha Johnson, Director
courses, two of which must be Upper
Division (strongly recommended that one
of these be a history course on China or
Japan); and an East Asian Studies Seminar.
A term of study abroad and the completion
of a minor in a discipline are strongly
recommended.
Study abroad opportunities for the
semester or a year are available in Hong
Kong, Japan, Korea and the People's
Republic of China. Study abroad strengthens the East Asian studies major by
offering a cross-cultural experience in the
country of specialization.
Language Courses
Elementary and intermediate courses in
Chinese are offered at Hamline University.
Elementary and intermediate courses in
Japanese are offered at Macalester College
and the University of St. Thomas. There is a
contractual arrangement with the University of Minnesota to take Chinese or
Japanese languages (without extra tuition
charges); see campus adviser. Non-majors
are also eligible to take the Chinese and
Japanese language courses.
Minor in East Asian Studies
Five courses, no more than two of
which may be in the language. A minor in
East Asian studies provides exposure to an
area of East Asia which would complement
other disciplines.
Minor in East a'nd Southeast Asian
Studies
Major in East Asian Studies
The requirements for the major consist
of nine courses. Courses in the major must
be approved by the campus adviser, and
are distributed as follows: four courses in
an East Asian language; four additional
A minor in East and Southeast Asian
Studies is an area of concentration at
Augsburg College that does not include a
language component. It is designed to be
useful for a variety of careers when
combined with other majors.
East and Southeast Asian btudies -
Five courses including one from:
PHI 355 Oriental Philosophy
REL 356 History of Religions
SOC 336 Introduction to Cultural
Anthropology
and one course from:
HIS 474 The World and the West
POL 351 Topics in Communist/Post
Communist Systems
POL 363 Foreign Policy: China and
Russia
and one course from:
HIS 226 Asian and Asian-American
Women in Public Life
HIS 399 Internship
HIS 495 Seminar
Recommended:
HIS 104 The Modem Non-Western
World
Note: Interim courses or new courses
related to the East and Southeast Asian
Studies Program may be substituted when
appropriate, with the consent of the
campus adviser. Faculty advising is
recommended at all stages of the major to
plan a coherent and effective program.
Each campus has a member on the
ACTC East Asian Studies committee who
can assist students. The current advisers
are: Augsburg College -Khin Khin Jensen
330-1193, Hamline University -Richard
Kagan 641-2433, Macalester -Yue-him
Tam 696-6262, St. Catherine -Martha
Hardesty 690-6189, St. Thomas -Robert
Werner 962-5565.
Approved Augsburg College courses
for the East Asian Studies Program (consult
program director for ACTC listing of
approved courses):
BUS 368 Responding to the Challenge
of Japan
HIS 104 The Modem Non-Western
World
PHI 355 Oriental Philosophy
POL 363 Foreign Policy: China and
Russia
REL 356 History of Religions
THR 245 Introduction to Asian American
Theatre
- tCONOMlCS DEPARTMENT - ECO
T
he Economics Department at
Augsburg offers s t u d e k a program which
stresses a strong theoretical background,
quantitative analysis and an emphasis on
both national and international issues.
Students who graduate with a major in
the Economics Department are well prepared to continue their education in a
variety of fields or to work successfully in
the business world and government
because of the strong liberal arts emphasis
within the major.
Currently, three Economics majors are
offered to students. The Economics major is
designed primarily for students who are
planning graduate or advanced professional studies. The Applied Economics
major generally leads to careers in the
business world or government. Finally, the
combined Economics/Business Administration major is designed for those who
wish to have more flexibility in planning
their program of study.
As graduates, students will face a world
in constant change. Students have to
prepare themselves to take advantage of
whatever opportunities become available.
The study of Economics provides a firm
foundation for confronting change because
it presents a disciplined way to analyze
and to make choices. Some reasons for
studying economics are: economics deals
with current problems; economics is a
successful and prestigious social science;
economics employs theoretical models and
the scientific method; an economics major
prepares students for community leadership; and an economics major leads to a
great diversity of career opportunities.
These include careers in business, law,
teaching, journalism, politics, banking and
finance, service in government, educational
administration, both private and public
international service and industrial
relations. A degree in Economics may
prove to be a valuable credential. We
encourage students who major in economics to learn to be somebody rather than to
simply learn to do something.
Students are also able to combine an
economics major with other disciplines
such as business administration, international relations, mathematics, computer
science, management information systems
(MIS), political science, history and Nordic
Area Studies.
Internships are available and
highly recommended. Students must
consult with the Department chair and
the Internship office before registering for
academic credit.
Economics Faculty
Satya P. Gupta (Chair), Jeanne Boeh,
Edward Sabella.
Maior in Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Maaoeconomics
ECO 313 Intermediate Microeconomics
ECO 414 Welfare Economics
and three other Upper Division Economics
courses:
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
MAT 114 Elementary Functions
or MAT 121 Finite Mathematics
or MAT 122 Calculus for the Social
and Behavioral Sciences
Economics 1(
The complete calculus sequence is very
strongly recommended for those planning
graduate study in Economics. Computer
courses are also strongly recommended.
BUS 331 Financial Management
or MIS 379 Quantitative Methods for
Business and Economics
and one other Upper Division Business
course
Major in Applied Economics
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 311 Public Finance
or ECO 312 Intermediate
Macroeconomics
or ECO 315 Money and Banking
ECO 313 Intermediate Microeconomics
ECO 360 International Economics
ECO 318 Management Science
or ECO 415 Managerial Economics
ECO 413 Labor Economics
ECO 399 Internship Program
or ECO 499 Independent Study
MIS 175 Principles of Computing
for Business
MIS 379 Quantitative Methods for
Business and Economics
ENG 223 Writing for Business and the
Professions
PHI 120 Ethics
or PHI 125 Ethics and Human
Identity
Combined Major in Economics and
Business Administration
Five Economics courses including:
ECO 112 Principles of Macroeconomics
ECO 113 Principles of Microeconomics
ECO 312 Intermediate Macroeconomics
ECO 313 Intermediate Microeconomics
And one other Upper Division Economics
course
and six Accounting/Business Adrninistration/MIS courses including:
ACC 221 Principles of Accounting I
ACC 222 Principles of Accounting I1
BUS 242 Principles of Management
BUS 252 Principles of Marketing
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers
which 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 Minnesota teacher
licensure requirements.
Honors Major
GPA of 3.5 in the major and 3.0
overall; a senior thesis and compre-hensive
oral examination in the major field of
concentration.
Minor in Economics
ECO 112,113,312,313, and one
additional Economics Upper Division
course. Other configurations may be
permitted on consultation with the
Department.
Note: Students who plan to major in the
Department are strongly encouraged to
select a Department adviser as soon as
possible in order to carefully plan their
program of study.
In addition to the courses listed on the
following pages, these topics have been
offered under ECO 295,495 Topics:
Consumer Economics, Research Methods
for Economics and Business, Advanced
Economic Theory, Decision-Making with
Finite Markov Chains and Soviet Economy.
lo
Economics
ECO 110
Economics of Urban Issues
Study of economic implications of many problems facing a metro-urban
environment. Some of the topics to be discussed are fundamental
microeconomic tools introduced to facilitate discussion of various topics,
e.g. crime prevention, education, discrimination. (This is a basic course
designed for those students who do not plan to major in Economics or
Business Administration or MIS).
ECO 112
Principles of Macroeconomics
An introduction to macroeconomics: national income analysis, monetary
and fiscal policy, international trade. Application of elementary economic
theory to current economic problems. May be taken independently of
ECO 113 or 110. ECO 112 and 113may be taken in either order. (Prereq.:
MPG 11)
ECO 113
Principles of Microeconomics
An introduction to microeconomics: the theory of the household, firm,
market structures and income distribution. Application of elementary
economic theory to market policy. May be taken independentlyof ECO
110 or 112. ECO 112 and 113may be taken in either order. (Prereq.:
MPG 11)
ECO 199
Internship
A work-based learning experience in which a student, faculty member,
and site supervisor design a learning agreement which enables the
student to consider Economics as a major and/or explore career alternatives.
ECO 219
History of Economic Thought
A chronological study of the major economic thinkers in the political,
economic, philosophical and social settings of the time. Emphasis will be
on tracing long-term secular trends in economic thinking in an attempt to
provide a framework for understanding and analyzing current social
problems. Major topics may include ancient, medieval, mercantilist,
classical, socialist/utopian and contemporary economic thought. (Prereq.:
ECO 112 or 113)
ECO 295
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and current national and
international economics problems and policies.
ECO 299
Directed Study
Independent Study for Lower Division credit.
ECO 311
Public Finance
Analysis of the principles of taxation and public expenditures; the impact
of fiscal policy on economic activity; debt policy and its economic implications. (Prereq.: ECO 113. Fall)
Economics 11
ECO 312
lntermediate Macroeconomics
Determinants of national income, employment and price level analyzed
via macromodels. Attention paid to areas of monetary-fiscal policy,
growth and the role of expectations. (Prereq.: ECO 112. Fall, Spring)
ECO 313
lntermediate Microeconomics
Theory of resource allocation, analysis of consumer behavior, firm and
industry; the pricing of factors of production and income distribution;
introduction to welfare economics. (Prereq.: ECO 113)
ECO 315
Money and Banking
Functioning of the monetary and banking systems, particularly commercial banks, the Federal Reserve System and its role in relation to aggregate
economic activity. Emphasis placed on monetary theory and policy.
(Prereq.: ECO 112)
ECO 317
Comparative Economic Systems
This course focuses on comparing the performance of various countries
that rely on different economic systems for the allocation of resources,
including systemic changes in Eastern Europe. Theoretical models are
examined and compared to real-world variants. (Prereq.: ECO 112 or 113)
ECO 318
Management Science
Provides a sound conceptual understanding of the modem techniques of
management science to prepare students to make better business and
economic decisions. Emphasis is on applications, which are taken from
the areas of transportation, marketing, portfolio selection, environmental
protection, the shortest route, inventory models, information systems, etc.
(Prereq.: ECO 113, MPG 111)
ECO 360
International Economics
A study of the underlying forces affecting the economic relations among
nations. Development of the basis for international trade; balance of
payments; exchange rate systems and commercial policy. (Prereq.: ECO
113. Spring)
ECO 399
Internship Program
A work-based leaming experience in which a student, faculty member,
and site supervisor design a learning agreement which links the ideas and
methods of Economics to the opportunities found in the placement.
(Prereq.: 50 percent completion of major or consent of instructor)
ECO 41 3
Labor Economics
Analysis of labor markets; labor as a factor of production; determination
of wage collective bargaining; labor legislation and effects upon society.
(Prereq.: ECO 313. Spring: alternate years)
ECO 414
Welfare Economics
Basic concepts and propositions; Pareto optimality, economic efficiency of
alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: ECO 313. Spring: alternate years)
'f Economics
ECO 415
Managerial Economics
Integrates economic theory and corresponding practices in business.
Among the topics considered are theories and practices in forecasting,
estimation of demand and cost functions, price and non-price competition,
production and cost considerations, and an analysis of economic problems
of relevance to management. (Prereq.: MIS 379, ECO 313. Spring)
ECO 416
Mathematical Economics
Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macro economic theory. (Prereq.: ECO
312,313, MAT 122)
ECO 495
Topics
Lectures, discussions, meetings with members of the staff or visiting
faculty regarding research methodology and current national and
international economic problems and policies.
ECO 499
Independent Study
The student may earn Independent Study credits through individually
supervised projects designed to afford hirn/her the opportunity to
analyze some topic or issue in depth.
LDUCATION DEPARTMENT - EDE,
s
tudents interested in attaining teacher
licensure or developing a background in
education as a base for advanced study in
other careers will find opportunities in the
Department of Education.
Professional education combines the
study of theory with practice, and field
experiences are an essential part of the
course offerings. The location of Augsburg
College is particularly advantageous for
field experiences because of the wide
variety of public, private and special
schools in the Twin Cities.
Classroom teaching is the career that
first comes to mind for graduates of teacher
education programs. Augsburg graduates
are found in many classrooms within the
Twin Cities area. In addition, they provide
educational services in classrooms across
the nation and abroad.
The teacher education program coupled
with the liberal arts program serves as a
solid base for graduate education. Some
teaching fields require graduate work
beyond the initial license in either elementary or secondary education. However, not
all graduates choose to teach in school
settings. Teacher education graduates are
also found in business, working in management, sales, production and service areas.
As of April 1,1988, all persons are
required to take the PPST (a set of basic
competency tests prescribed by the
Kindergarten-Elementary Major and
Licensure Requirements:
EDU 265 Orientation to Education in an
Urban Setting and Field
Experience
EDS, EDU
Minnesota Board of Teaching) in reading,
writing skills and mathematics prior to
beginning Upper Division courses.
All students must apply for acceptance
into the Education Department. Any
Education course grade below 2.0 must
be retaken.
Licensure in Kindergarten-Elementary
Education is available both through Day
School and Weekend College. Selected
secondary education programs are also
available in Weekend College.
Student Teaching Abroad
Selected Education Department
students may participate in an International Student Teaching Abroad program.
Students have options for student teaching
in dozens of countries through the international and American School network. Those
interested in further information should
contact the Education Department.
Students who student teach abroad will do
part of their student teaching in the Metro
area under direct Augsburg faculty
supervision.
Education Faculty
Rich Germundsen (Chair), Virginia
Allery, Mary Ann Bayless, Bruce Drewlow,
Mary Endorf, Joseph Erickson, Ann
Fleener, Ethelind Garetz, Gretchen Irvine,
Marie McNeff, Mildred Mueller, Vicki
Olson
EDU 341 Media Technology
EDE 351 Techniques of Teaching
Reading
EDE 352 Creating Learning
Environments: Kindergarten Elementary and Field Experience
l4 Elementary Education
-
EDE 381 Kindergarten-Elementary
Curriculm: Art, Music
EDE 382 Kindergarten-Elementary
Curriculum: Mathematics
EDE 383 Kindergarten-Elementary
Curridum: Physical Education
EDE 384 Kindergarten-Elementary
Curriculum: Social Studies,
Thematic Studies
EDE 386 Kindergarten-Elementary
Curriculum: Children's
Literature
EDE 387 Kindergarten-Elementary
Curridum: Language Arts
EDE 388 Human Relations
EDE 481,482,483 student hi^^ K-6
EDE 484 Student Teaching K-6 (optional)
HPE 115 Health and Chemical
Dependency Education
PHY 103
HPE 116 Health Concepts for Educators
SWK 260 Humans Developing
PHY 103 Conceptual Physics
or MAT 131 Mathematics for the
Liberal Arts
EDS 377 Mathematics Methods
and an academic minor
If students also desire kindergarten
licensure, EDE 375 Discovery Learning in
the World of Kindergarten is also required.
A GPA of 2.5 overall and 2.5 in the
major and grades of P in student teaching
courses is required for licensure, as well as
minimum grades of 2.0 in all Education
courses. The criteria for acceptance into the
Department Licensure
are
available in the Education Department.
Conceptual Physics
(See Physics Department for course description.)
EDU 120
EDE 199
Learning in an Urban Setting
This course provides an opportunity for students to serve as tutors in
urban educational environments. Students will be trained to understand
the importance of multicultural, gender fair education for all ages and to
understand the need to address a diversity of learning styles in urban
educational settings.
Internship
A work-based learning experience in which a student, faculty member
and site supervisor design a learning agreement which enables the
student to explore education as a major and/or consider its career
is expected. Students
alternatives. Participation in a concurrent se*ar
must consult with the departmental Internship Coordinator before
registering for academic credit. Seminar participation required.
EDU 265
Orientation to Education in an Urban Setting and Field Experience
hvestigates various aspects of the teaching profession, with opportunity
for in-school work. Open to all students. (Prereq.: sophomore standing
and ENG 111)
EDU 282
Introduction to Special Education
(See Special Education for course description.)
Elementary Education EDE 295
Topics in Education
Study of selected topics in education that are not treated extensively
through current course offerings. Specific topics will be announced.
EDE 299
Directed Study
Lower Division independent study.
EDU 341
Media Technology
(.5 course)
Psychological and philosophical dimensions of communication
through the use of instructional technology. Selection, preparation,
and evaluation of effective audievisual m&erks for teaching/leaming situations. Computer training will be included in this course.
(Prereq.: PPST)
EDE 351
Techniques of Teaching Reading
The study and utilization of a variety of teaching techniques and resources
in reading, including the diagnosis and correction of reading difficulties.
(Prereq.: PPST)
EDE 352
Creating Learning Environments: Kindergarten-Elementaryand Field
Experience
The study of strategies and methods of teaching and learning in the
contexts of educational, psychological and sociological theories.
(Prereq.: PPST)
EDU 370
Classroom Management
(.5 course)
A class for Elementary and Secondary education students. The content of
this course includes theories, issues and strategies of classroom manage
ment techniques. It is designed to empower future teachers with insights
and strategies that will enable them to create positive learning environments that will enhance achievement and build self esteem in their
students. (Prereq.: PPST. Spring)
EDU 371
Teaching the Individual Learner
(.5 course)
A class for Elementary and Secondary students designed to address the
educational needs of a diverse student body. Includes strategies for
teaching special education students in the regular classroom as well as
teaching the student at risk. Students are encouraged to take EDS 282
Introduction to Special Education prior to registering for this course.
(Prereq.: PPST. Fall)
EDE 375
Discovery Learning in the World of Kindergarten
(.5 course)
Study and utilization of a variety of techniques and resources for teaching
kindergarten. (Prereq.: PPST)
EDE 381
Kindergarten-Elementary Curriculum: Art, Music
(.5 course)
Examination and preparation of materials and resources for art and music
taught at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST)
EDE 382
Kindergarten-Elementary Curriculum: Mathematics
(.5 course)
Examination and preparation of materials and resources for mathematics
lo Elementary Education
-
at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST)
EDE 383
Kindergarten-Elementary Curriculum: Physical Education, Health
Examination and preparation of materials and resources for physical
education and health at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST)
EDE 384
Kindergarten-Elementary Curriculum: Social Studies, Thematic Studies
(.5 course)
Examination and preparation of materials and resources for social studies
and thematic teaching at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST)
EDE 386
Kindergarten-Elementary Curriculum: Children's Literature
(.5 course)
Examination and preparation of materials and resources for children's
literature at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: PPST)
EDE 387
Kindergarten-ElementaryCurriculum: Language Arts
(.5 course)
Examination and preparation of materials and r,esources for language arts
at the kindergarten and elementary levels. Laboratory experiences.
(Prereq.: PPST, EDU 265)
EDU 388
Human Relations
(.5 course)
Emphasis on the study of values, of communication techniques, and of the
major minority groups in Minnesota for the development of interpersonal
relations skills applicable to teaching and other professional vocations.
Open to all. (P/N grading only)
EDE 399
Internship
A work-based learning experience in which a student, f a d t y member
and site supervisor design a learning agreement which links the ideas and
methods of education to the opportunities found in the placement.
Participation in a concurrent seminar is expected. Students must consult
with the Department and the Internship Office before registering.
EDE 478
School and Society
(See Secondary Education for course description.)
EDE 481,482,483,484 Student Teaching K-6 and Seminar
Observing and teaching at the kindergarten and elementary levels under
the supervision of college and elementary school personnel. Membership
in one of the professional teacher organizationsis required. Students must
apply to student teach at least three months prior to enrolling for the
courses. A full term of student teaching is required for all students
pursuing an initial license. (Prereq.: All K-Elementary course work
satisfactorily completed and admission into the Education Department
Licensure program.)
EDE 491
Pradicum and Seminar in Special Education
(See Special Education for course description)
Secondary Education
EDE 495
Topics in Education
(.5 course)
Study of selected topics in education that are not treated extensively
through current course offerings. Specific topics will be announced.
EDE 498
Independent Study
(.5 course)
Study of specific areas in education as determined by candidate seeking
licensure in a teaching area. May be taken more than once for credit (by
permission).
EDE 499
Independent Study
Opportunity for advanced and specialized research projects not otherwise
provided for in the Department curriculum. A projected program must be
outlined and approved by the Kindergarten-Elementary education
faculty.
1
t is the responsibility of each student to
meet all specific requirements of the
Education Department. Secondary Education students are expected to consult with
Education faculty regarding state requirements for teacher licensure, in addition to
conferring with the student's major field
adviser.
Licensure Requirements in the state of
Minnesota for teaching in secondary
schools are met through the Augsburg
College Education Department Licensure
program: Baccalaureate degree; academic
major in an approved teaching area; and
the following courses:
EDU 210 Learning and Developing in an
Educational Setting
EDU 265 Orientation to Education in an
Urban Setting and Field
Experience
EDU 341 Media Technology
EDS 350 Reading in the Content Areas
EDS 354 Creating Learning
Environments: Secondary Field
Experience
EDU 388 Human Relations
EDS 478 School and Society
EDS 481,482,483 Student Teaching
EDS 484 Student Teaching Seminar (for
Art, Music, and Physical
Education teaching majors)
HPE 114 Health Safety Education (or
equivalent)
HPE 115 Health and Chemical
Dependency Education
HPE 116 Health Concepts for Educators
Methods course in major/minor areas
GPA of 2.5 overall, 2.5 in Education, 2.5
in academic major and P in student
teaching required. All required EDU/EDS
courses must have a grade of 2.0 or higher.
Application for and acceptance into the
Augsburg Licensure Program required.
Criteria for admission to the program are
available in the Education Department.
'1
Secondary Education
Art, Music and Physical Education
Licensure
A person preparing for licensure in one
of these areas follows the secondary
education program even though he or she
plans to teach at the elementary school
level. A person with a major in one of these
special areas will take four courses in
student teaching and do some student
teaching at both the secondary and
elementary levels. In addition to 354, the
art major will register for 361,362; the
physical education major for 365; and the
music major for 355.
Art and physical education teacher
education programs lead to licensure for
grades K-12. Music teacher education
programs lead to licensure in the following
areas: 1) Band (K-12) and classroom music
(5-12); 2) Orchestra (K-12) and classroom
EDU 120
music (5-12); 3) Vocal and classroom
music (K-9); or 4) Vocal and classroom
music (512).
Modern Language Licensure
For modern language teachers (French,
German, Spanish), see Modem Language
Department for information on the
required competency exams.
Teaching in the Minor Field
Minnesota State Rule provides for
restricted teaching in selected fields in
which a person has received a minor.
Students must be accepted into the
Education Department Licensure Program,
take the minor subject area methods
course, and student teach in the minor area
to receive licensure or be recommended for
an endorsement by Augsburg College.
Learning in an Urban Setting
(See Elementary Education for course description.)
EDS 199
Internship
A work-based learning experience in which a student, faculty member
and site supervisor design a learning agreement which enables the
student to explore education as a major and/or consider its career
alternatives. Participation in a concurrent seminar is expected. Students
must consult with the departmental Internship Coordinator before
registering for academic credit. Seminar participation required.
EDU 210
Learning and Development in an Educational Setting
A survey of educational psychology topics as applied to teaching and
learning. Special emphasis is placed on classroom applications. PSY 105
Principles of Psychology is strongly recommended.
EDU 265
Orientation to Education in an Urban Setting and Field Experience
Investigates various aspects of the teaching profession, with opportunity
for in-school work. Open to all students. (Prereq.: sophomore standing
and ENG 111)
Secondan, Education
EDS 282
Introduction t o Special Education
(See Special Education for course description.)
EDS 295
Topics i n Education
Study of selected topics in education that are not treated extensively
through current course offerings. Specific topics will be announced.
EDS 299
Directed Study
Independent Study for Lower Division credit.
EDU 341
Media Technology
(-5 course)
(See Elementary Education for course description)
EDS 350
Reading i n the Content Areas
(.5 course)
The study and utilization of a variety of techniques and resources to assist
students in teaching reading through the content areas. Major: Required
for Secondary Education. Upper Division. (Prereq.: P E T )
EDS 354
Creating Learning Environments: Secondary and Field Experience
The mastery of theories and their application for teaching in learning
settings. Laboratory experiences. (Prereq.: PPST)
EDS 355
Music Methods (K-12)
Trends and issues in music education. The development of music skills
and teaching procedures for school music K-12. Workshops and laboratory experience. (Prereq.: EDS 354 and PPST. Spring)
EDS 356, 357, 358 Music Methods: Brass and Percussion, Woodwinds, Strings
(.5 course each)
Study and application of instructional methods, materials and techniques.
Courses offered on two-year cycle. Even year: Woodwinds. Odd year:
Brass and Percussion, Strings. (Prereq.: PPST. Fall)
EDS 361
Art Methods (Elementary and Junior High School)
Procedures, materials and issues relating to the teaching of art in the
elementary, middle and junior high schools. For art teaching majors only.
(Prereq.: EDS 354 and PPST. Fall)
EDS 362
Art Methods (Senior High School)
(.5 course)
Procedures, materials and issues relating to the teaching of art in the
senior high school. (To be taken concurrently with 361. Prereq.: EDS 354
and PPST. Fall)
EDS 364
English Methods
Materials and methods suitable for students in secondary schools.
Emphasis on the preparation of lesson and unit plans. Some teaching
experience in a local high school. The study of adolescent literature is
included. (Prereq.: EDS 354 and PET. Joint day school and WEC. Fall)
HPE 365
Physical Education Methods (K-12)
(.5 course)
(See Health and Physical Education Department for course description.
Prereq.: P E T )
11
-
Secondary Education
EDS 366
Modern Language Methods
(.5 course)
World language learning theory. The theory and practice of world
language teaching. (Prereq.: EDS 354 and PPST. Consult with the Modem
Language Department. Joint day school and WEC. Fall)
EDU 370
Classroom Management
(.5 course)
A class for Elementary and Secondary Education students. The content of
this course includes theories, issues and strategies of classroom management techniques. (Prereq.: PET. Spring)
EDU 371
Teaching the Individual Learner
(.5 course)
(See Elementary Education for course description. Prereq.: PPST)
EDS 374
Natural Science Methods
(.5 course)
Course structures, goals, and procedures in science education. Consideration of ability levels of students. Survey and assessment of classroom
textbooks and materials. Development of a file of teaching materials and
references. Consult with the Education Department. (Prereq.: EDS 354 and
PET. Joint day school and WEC. Fall)
EDS 375
Social Studies Methods
(.S course)
Introduction to the teaching of social sciences and history in secondary
school classrooms. Emphasis on instructional strategies and cumculum
development. Consult with the Education Department. (Prereq.: EDS 354
and PET. Joint day school and WEC. Winter: WEC)
EDS 376
Speech and Theatre Arts Methods
(.5 course)
The teaching of basic speech, interpretative reading, discussion and
theatre, and directing of cmxn-ricular speech and theatre activities.
(Prereq.: EDS 354 and PPST. Spring)
EDS 377
Mathematics Methods
(.5 course)
Study of the basic techniques and materials for teaching secondary school
mathematics, and the consideration of trends and issues in mathematics
education. Consult with the Education Department. (Prereq.: EDS 354 and
PET. Spring)
EDU 388
Human Relations
(.5 course)
(See Elementary Education for course description.)
EDS 399
Internship
A work-based learning experience in which a student, faculty member
and site supervisor design a learning agreement which links the ideas and
methods of education with the opportunities inherent in the placement.
Participation in a concurrent seminar is expected. Prior to the beginning of
the term/registration, interested students should consult with the
departmental Internship Coordinator regarding requirements and
permission to register. Students are encouraged to seek an appropriate
placement site by registering with the Internship and Cooperative
Education Office.
S~ecialEducation
EDS 478
School and Society
Emphasis on points of view about the role of school in modem society and
final theoretical preparation to approach student teaching. (Prereq.: senior
standing, EDU 265 and P E T )
EDS 481,482,483,484
Student Teaching and Seminar
Obsenring and directing learning at the secondary level under supemision
of college and secondary school personnel. Three courses required of all 712 licensure majors. Four courses required of K-12 Art, Music, and
Physical Education licensure majors and of double majors. (Prereq.:
completion of all education coursework and admission to the Department.)
EDS 495
Topics in Education
Study of selected topics in education that are not treated extensively
through current course offerings. Specific topics will be announced.
EDS 498
Independent Study
(.5 course)
Study of specific areas in education as determined by candidate seeking
licensure in a teaching area. May be taken more than once for credit (by
permission).
EDS 499
Independent Study
Opportunity for advanced and specialized research projects not otherwise
provided for in the Departmental cumculum. A projected program must
be outlined which meets the approval of education faculty.
See Department listing for a description of the following approved electiue:
HPE 410
Administration and Supervision of the School Health Program
(See Health and Physical Education Department for course description.
Prereq.: PPST)
Minor
Minimum of six courses:
EDU 282 Introduction to Special
Education
EDE 491 Practicum and Seminar in
Special Education
PSY 351 Developmental Psychology:
Child
PSY 357 Behavior Analysis
One course chosen from:
HPE 354 Physiology of Exercise
MUS 110 Interim Course
PSY 362 Behavior Disorders
SWK 340 Interim Course
and one course chosen from:
PSY 352 Developmental Psychology:
Adolescent and Young Adult
PSY 359 Psychological Assessment
EDS 388 Human Relations
LIN 289 Introduction to Linguistics
Recommended as an additional course:
BIO 103 Human Anatomy and
Physiology
12
zZ
Special Education
EDU 110
Introduction to Deafness and Language of Deaf People
Introduction to issues related to deafness and the modes of cornmunication used by deaf people. Through lectures, guest speakers, videotapes,
reading and field trips, we examine the language, education, social
and political aspects, and cultural issues within the deaf community.
(Odd years)
EDU 282
Introduction to Special Education
Introduction to the field of special education. An examination of the
nature, causes and educational interventions for such exceptionalities as
mental retardation, physical disability, hearing and vision impairment,
learning disabilities, behavior disorders and giftedness. (Fall)
EDU 491
Practicurn and Seminar in Special Education
A supervised field placement in a facility for an exceptional population
plus on-campus seminar. (Students planning to take this course should
consult with the Special Education Coordinator about a placement prior
to registering for the course. Prereq.: completion of special courses for
Special Education minor or consent of instructor. Spring)
A
ugsburg College has cooperative
arrangements with three universities to
allow the student to earn a Bachelor of Arts
degree from Augsburg College and an
engineering degree from either the
University of Minnesota Institute of
Technology, Minneapolis; Washington
University School of Engineering and
Applied Science, St. Louis, Missouri; or
Michigan Technological University,
Houghton, Michigan. Because of the special
requirements and opportunities of these
programs, early consultation with the
Augsburg Engineering Adviser is necessary. Applications for these programs
require the recommendation of the
Augsburg Engineering Adviser.
Engineering Adviser
Stuart Anderson
University of Minnesota
The Institute of Technology and
Augsburg cooperative arrangement
provides for two dual degree engineering
programs:
Bachelor of Arts/Bachelor of Engineering
(B.A. / B.E.) enables students to receive a
Bachelor of Arts degree from Augsburg
College and a Bachelor of Engineering
degree from the University of Minnesota.
The program typically involves three years
at Augsburg and two years at the Institute
of Technology.
Students may apply for the program
after completing the sophomore year. At
that time, they will be informed of their
status in the program and any further
conditions necessary for final acceptance
into the program. Formal application to the
Institute of Technology may be completed
during the second semester of the junior
year at Augsburg.
Bachelor of ArtsIMaster of Engineering
(B.A. / M.E.) enables students to receive a
Bachelor of Arts degree from Augsburg
College and a Master of Engineering degree
from the University of Minnesota. This
program involves four years at Augsburg
and, typically, two years at the Institute of
Technology.
The curriculum is the same as the B.A./
B.E. curriculum with the addition of several
extra courses that are completed at
Augsburg during the senior year to
minimize the number of undergraduate
courses, if any, that students must take at
the University before proceeding through
the graduate curriculum. The number of
such courses varies by IT department and
area of emphasis within a department.
Application for admission into the
B.A./M.E. program should be initiated
during the second semester of the junior
year at Augsburg. Formal application for
the program may be completed during the
senior year. Those admitted will receive
special counseling from the Institute of
Technology staff regarding courses that
should be taken during the senior year at
Augsburg. Participants in the B.A./M.E.
program are not guaranteed admission to
the Institute of Technology.
Washington University (Three Year Plan)
Michigan Technological University (Dual
Degree Plan)
These two programs enable students to
receive a Bachelor of Arts degree from
Augsburg and a Bachelor of Engineering
degree from Washington University School
of Engineering and AppEed Science or
Michigan Technological University in a
five-year period.
24
Engineering
The first three years are spent at
Augsburg followed by two years at the
affiliated university. Students accepted into
the program will be considered for
admission to the engineering school if they
will complete course requirements, have
the requisite cumulative grade point
average and are recommended by the
Engineering Adviser of Augsburg College.
Minimum course requirements for
admission to the Dual Degree or ThreeTwo Programs:
CHM 115 General Chemistry
CHM 116 General Chemistry
CSC 170 Structured Programming
ENG 111 Effective Writing
PHY 121 General Physics I
Students are also encouraged to explore PHY 122 General Physics II
Four Mathematics courses from A or B:
opportunities for graduate work at
A.
Washington University and Michigan
Technological University. Further informa- MAT 145 AUGMENT I
tion on these and other graduate programs MAT 146 AUGMENT II
is available from the Augsburg Engineering MAT 245 Mathematical Structures and
Reasoning I
Adviser.
MAT
247
Mathematical
Structures and
Financial Aid: Students receiving
Reasoning
II
financial aid who are participants in these
B. (For WEC students. See WEC catalog for
dual degree programs will be encouraged
course
descriptions.)
to apply to the engineering school of their
MAT
124 Calculus I
choice for continuing support. Their
MAT 125 Calculus II
applications will be evaluated using need
MAT
224 Calculus 111, Differential
and academic performance as criteria.
Equations
MAT 226 Calculus III, Differential
Equations
Additional courses to meet general
education requirements and a total of 27
courses at Augsburg. Normally MAT 124,
125 or 145,146 and PHY 121,122 are taken
in the freshman year. Students interested in
Chemical Engineering also should take
CHM 351,352.
- ENC
T
hose who study
- English
- believe that
an intense concern for words, ideas and
images helps people understand who they
are and who they can become. Writing
helps all of us clarify and share our
thoughts. Literature helps us contemplate
the pains and joys of human existence.
Through the study of English we see life's
complexity, experience life as others do and
better understand the world in which we
live and work.
English relates closely to other majors.
With the other arts, English is concerned
with the pleasure that comes from artistic
creation and with the contemplation of
works of art. With psychology and sociology, English is concerned with individual
and group behavior. With philosophy,
English is interested in ideas and in the
relation between meaning and language.
With science, English is interested in
discovering order and determining
structures. With speech and communication, English studies the effective use of
language. With history and the other social
sciences and humanities, English studies
the way people have acted and thought at
different times and in different cultures.
ism, government, law, the ministry, library
science, medicine, advertising, public
relations, publishing, writing and other
professions and businesses.
English Faculty
Kathryn Swanson (Chair), Barbara
Andersen, Cathleen Dalglish, Douglas
Green, Joan Griffin, John Mitchell,
Catherine Nicholl, Ronald Palosaari,
John Schmit
Major
The Augsburg English Department
integrates its program with the cultural
opportunities of this vital urban area.
Augsburg students can walk to assigned or
recommended plays, films and readings
available near the campus. English majors
have the opporhmity to use and refine their
skills through working in Internships on
and off campus, tutoring English as a
Second Language (ESL) students, tutoring
in the Writing Lab or participating in the
Cooperative Education Program.
Nine courses above 111, including:
ENG 225 Intermediate Expository
Writing
ENG 245 Introduction to Literature
One course in European literature:
ENG 271 European Literature: Homer to
Dante
or ENG 272 European Literature:
From the Renaissance to the
Modem Period
Two survey courses in British literature
from:
ENG 331 British Literature, Medieval to
Elizabethan
ENG 336 British Literature, 17th and
18th Centuries
ENG 337 British Literature, the
Romantics and the Victorians
One Upper Division course in American
literature:
ENG 350 American Literature to 1920
or ENG 351 American Literature
Since 1920
One 400 level course
Two additional electives
Students with an Augsburg English
major pursue careers in elementary,
secondary and college education, journal-
Majors are encouraged to consult their
Departmental adviser regularly. A student
with a double major or special program
12
-
26
English
that involves considerable work in the
English Department should also work
closely with an adviser in the Department.
Note: Transfer majors must take at least
three of their English courses at Augsburg.
10 courses, including those listed under the
major, and:
ENG 345 Introduction to the English
Language
ENG 399 Internship in Teaching Writing
EDS 364 English Methods
and one course with a component in nonWestern literature (for example, ENG 361).
In addition, the ACTC courses, Communication Skills in the English Classroom
and Teaching Mass Media, are required.
Courses in early American literature,
Shakespeare and film are recommended.
Students are encouraged to take courses
toward their major during the freshman
and sophomore years, and apply for
teacher education no later than the spring
of their junior year.
Minor
Five courses above ENG 111, including
ENG 245; an upper~ i ~literature
i ~ i
course; and an additional writing course.
Transfer Students
Transfer students with a B.A. in English
from another college must take at least two
of their English courses at Augsburg
(preferably Upper Division). These courses
must be taken before the Department can
recommend a student for student teaching.
The English Placement Test
A writing sample is required of
students to determine their placement in
an appropriate writing class. Students who
do not show competence in composition
skills - such as stating and supporting a
thesis, organizing clearly, and constructing
paragraphs and sentences - are required
to enroll in ENG 101 Developmental
Writing where thev receive more individual instruction than is possible in
ENG 111Effective Writing. These students
must pass ENG 101Developmental
Writing before enrolling in ENG 111
Effective Writing.
V
Students in this program must work
with advisers in the English Department
and the Education Department in order to
meet the professional requirements within
the Education Department as well as the
requirements for the major.
Prerequisites
Honors Major
GPA of 3.5 in the major and 3.0 overall;
submit proposal to Department Chair by
October 15 in senior year for Department
approval. Submit and defend paper before
faculty committee. Honors project may be
an Independent Study program (refer to
Departmental guidelines).
ENG 111Effective Writing is strongly
recommended but not a prerequisite for a
Lower Division literature course. Prerequisite for an Upper Division literature course
is ENG 245 Introduction to Literature and/
or consent of the instructor.
~
Enalish
ENC 101
DevelopmentalWriting
A preparatory course for ENG 111Effective Writing, this course is
required of students identified by a writing sample (the English
Placement Test) as needing additional preparation in composition.
Students receive course credit, but this does not fulfill the graduation
requirement in writing. The minimum passing grade for this course is 2.0.
ENC 111
Effective Writina
Emphasis is on exposition, including learning research techniques and
writing critical reviews. Attention is given to increasing students' effectiveness in choosing, organizing anddeveloping topics, thinking critically
and revising for clarity and style. A Writing Lab is provided for those
needing additional help. The minimum passing grade is 2.0.
ENC 216
American Indian Literature
A study of poetry and fiction by selected American Indian writers.
Discussion and analysis will focus on ways in which literature reflect and
illuminate American Indian culture and traditions. (Spring)
-
ENC 217,218 English as a Second Language
Understanding spoken American English, speaking, reading college-level
materials and writing are the skills emphasized in these two courses.
Testing will determine placement in these courses, and testing, as well as
c o ~ r s ~ ~ e r f o r m a nwill
c e , determine whether the ESL requirement is met.
Students will continue in ESL until the requirement is completed. (Fall:
ENG 217; Spring: ENG 218)
ENC 223
Writing for Business and the Professions
A practical course designed to improve writing skills for those preparing
for business and professional careers. The writing of reports, letters and
proposals is emphasized. Students are encouraged to use material from
their own areas of specialization. (Prereq.: ENG 111.Spring)
ENC 225
Intermediate Expository Writing
This course builds on the practices and methods of Effective Writing,
ENG 111.Its workshop format stresses style and organization, the process
of revision, self and peer evaluation and the relationship between reading
and writing. (Prereq.: ENG 111)
ENC 226
Introduction to Creative Writing
The purpose of the course is to introduce students to the process of creative
writing and to various genres, emphasizing poetry and short fiction, but
including journal keeping and creative prose. (Prereq.: ENG 111.Fall)
ENC 227
Journalism
An introductory newswriting course with emphasis on writing for the
print media, including practice in writing for radio and television.
Students consider how to recognize news, gather and verify facts, and
write those facts into a news story. Basic copy preparation, editing
12
28
Enalish
practices and an introduction to legal and ethical questions are included.
(Prereq.: ENG 111)
ENC 241
Introduction to Cinema Art
An investigation of the cinematic qualities, theoretical principles and
historical evolution of the film medium. The emphasis is on film as an
audiovisual language. The course includes the viewing and analysis of
both feature length and short films illustrating the international development of film form and selected esthetic movements. (Spring)
ENC 245
Introduction to Literature
An initiation into the formal study of fiction, poetry and drama, drawing
on works from several periods, different cultures and races, and male and
female writers. As the prerequisite for all upper level courses in literature,
Introduction to Literature aims in particular to develop students' critical
and analytical skills in reading literature and writing about it.
ENC 251
Readings in American Literature
An introduction to representative works that yield an understanding of
the Western heritage and American world views. Themes could include
the emergence of national identity, the relationship between humankind
and God, the nature of nature, definitions of the American self, individuality, the place of women and of racial and ethnic minorities in the
development of American thought and the continuity of Western culture
in America. (Fall)
ENC 271
European Literature: Homer to Dante
Study of major works of Greek and Roman literature, including works by
such authors as Homer, Virgl, Aeschylus, Sophocles, Euripides,
Aristophanes, Ovid and Dante. These works are studied with reference to
their mythological foundations, their cultural background, their influence
on later literature and their enduring relevance. (Fall)
ENC 272
European Literature: From the Renaissance to the Modern Period
study of masterpieces of literature, chiefly European, from the medieval to
the modem period, including such authors as Moliere, Cervantes,
Rabelais, Voltaire and Ibsen. (Spring)
ENC 282
Topics in Literature
Individual courses designed to investigate specific themes, movements,
authors or works. The subjects selected for study in any year are listed in
the class schedule for that year. Recent offerings have included Contemporary Poetry and Women and Fiction.
ENC 299
Directed Study
Directed study for Lower Division credit. Supervised but largely independent study of a topic not normally offered among course selections.
Instructor's and Department Chair's consent required. Students are
responsible for proposing topics before the term in which they wish to
undertake the study.
English 11
ENC 327
Advanced Journalism:Interviewing and Editing
Emphasis is on interviewing, organizing and writing the story, editing the
work of others and learning layout and design. Includes workshop
sessions during which students conduct interviews and critique the
interview skills of others and laboratory sessions devoted to layout and
design. (Prereq.: ENG 227. Alternate years)
ENC 331
British Literature, Medieval to Elizabethan
A study of Chaucer and the medieval milieu, as well as the development
of English poetry and drama in the English Renaissance. (Prereq.: ENG
245 or consent of instructor. Fall)
ENC 336
British Literature, 17th and 18th Centuries
Reading, analysis and discussion of works of selected writers from the
metaphysical poets to Blake, with attention to the historical, intellectual
and social influences and the major literary movements. (Prereq.: ENG 245
or consent of instructor. Fall)
ENC 337
British Literature, the Romantics and the Victorians
A study of major writers of the 19th century, emphasizing Romantic and
Victorian poetry, Victorian prose and two or three novels of the period.
Relationships among these writers are emphasized, as well as their
relationship to their own age and their lasting contribution to the forms of
poetry and prose. (Prereq.: ENG 245 or consent of instructor. Spring)
ENC 341
Advanced Creative Writing
The purpose of this course is to help the experienced student improve
creative writing in a single genre, as announced in the class schedule.
(Prereq.: ENG 226 or consent of instructor on the basis of submitted work.)
ENC 345
Introduction to the English Language
A structural and historical overview of theoretical and social issues
concerning the English language, including theories of language acquisition. Students will be introduced to the primary components of linguistics,
the development of the English language and the social impact of language. (Prereq.: ENG 245 or consent of instructor)
ENC 350
American Literature to 1920
Reading and analysis of selected American writers from colonial times to
WWI. Attention is given to issues relating to race, class and gender.
Conceptions of the individual in relation to society, the nature of nature
and regional differences are also studied. The approach is historical as
well as topical. (Prereq.: ENG 245 or consent of instructor. Fall)
ENC 351
American Literature Since 1920
A study of some recent and contemporary works. Writers are selected to
represent the literary variety and the regional, ethnic and racial diversity
of the men and women who have responded significantly in literary
works to the changing conditions of modem American life. (Prereq.: ENG
245 or consent of instructor. Spring)
ENC 361
Studies in Modern Fiction
Emphasis is on sigruficant works of selected prose writers, chiefly nonWestern, of the 20th century. (Prereq.: ENG 245 or consent of instructor.
Fall)
ENC 399
Internship
The Department offers on-campus Internships in teaching writing and
English as a Second Language, and various off-campus Internships in
writing and editing. Interns meet with faculty advisers or seminar groups.
Interested students should consult the Department Chair.
ENC 423
Studies in the British Novel
A survey of the development of the novel in England from its 18th century
beginnings to the 20th century. Novels studied are selected from the
works of such authors as Defoe, Richardson, Fielding, Sterne, Austen,
Dickens, Bronte, Eliot, Joyce and Woolf. (Prereq.: ENG 245 or consent of
instructor. Alternate years)
ENC 438
Shakespeare
Study of major plays -comedies, histories and tragedies. Additional
plays are assigned for reading analysis. (Prereq.: ENG 245 or consent of
instructor. Spring)
ENC 445
Creative Non-Fiction: Advanced Expository Writing
Designed for the self-motivated writer, the course emphasizes the
conventions of professional writing, including appropriate styles, voice,
subjects and techniques for gathering information. (Prereq.: ENG 225 and
consent of instructor. Alternate years)
ENC 480
Criticism
The course focuses on a variety of recent critical theories and approaches
with which graduate programs in English expect some familiarity. In a
seminar setting, students read and discuss original theoretical essays and
experiment with applications to a small group of literary and cinematic
texts. (Prereq.: ENG 245 or consent of instructor. Alternate years)
ENC 482
Topics in Language and Literature
Individual courses designed to investigate specific themes, movements,
authors or works. The subjects selected for study in any year are listed in
the class schedule for that year. Sample topics include Contemporary
Poetry and Women and Fiction. (Prereq.: consent of instructor)
ENC 499
Independent Study
Open to junior or senior English majors with an overall GPA of 3.0 or
consent of Department Chair. Designed to enable advanced students to
pursue a topic not covered by course offerings. The student must define a
topic and a tentative reading list, then seek a faculty member willing and
able to supervise the project. Department chair approval required.
See Department listing for a description of the following approved elective:
THR 325
Playwriting
See listing under Interdisciplinary Studies.
T
he initial months after entering
college as a freshman are a period of
transition. The faculty and staff wish to
assist students in making a successful
transition to being college students and to
help them become part of this academic
community. Students are introduced to the
character of the College, its heritage as an
urban liberal arts college of the church, the
process of learning in a community where
ideas are valued and treated seriously, and
the logstics of being college students.
The First Year Experience (ME)is
composed of four parts: Summer Registra-
CST 005
FYE Seminar
tion, Fall Orientation, ME Seminars and an
optional FYE Interim Term Course.
Participation in the Fall Orientation
program and in the ME Seminars is
required of all students who begin
Augsburg College as freshmen in the day
schedule program. Students who meet the
requirement satisfactorily by attendance at
and participation in an FYE Seminar will
receive a notation of a passing (P) grade for
ME 005 on their official transcript and a
0.25 credit. Students without a P for ME
005 will not be permitted to graduate with
an Augsburg degree.
(.25 course)
A series of Fall term meetings with an ME faculty adviser to discuss
issues related to becoming an active member of the.Augsburg College
community of learners. Discussion will be based upon readings from a
variety of disciplines and sources collected in the "Augsburg Anthology."
(P/N grading only; evaluation based on attendance and participation.)
See listing under Modern Languages.
See listing under Modern Languages.
s
ome courses help to integrate learning
around topics in ways which are different
from the more traditional disciplines. General Studies includes specialized academic
enrichment programs, an integrative proseminar created by cooperating faculty and
CST 009
Cooperative Education
offerings of the Center for Global Education.
General Studies Faculty
~~~lM
~~
~ ~warren
~ ~ ~ l ,
d
(.O course)
Placement in a Co-op Education assignment, satisfactory completion of
the evaluation process, and participation in seminars conducted by
Cooperative Education staff. No course credit.
CST 140, 141 Introduction to the Liberal Arts
(.5 course each)
An introduction to the philosophy of the liberal arts curriculum and to the
philosophy and student services available at Augsburg College. The
course also focuses on improving those skills so important to academic
success: reading rate and comprehension, notetaking and textbook
reading, time management, vocabulary, spelling, test taking, concentration and memorization, conflict management, assertiveness training,
career planning and making decisions.
GST 209
City Seminar: Experiential Education
(.O course)
Students engaged in a minimum of 50 hours of intemship/service/
cooperative education use that experience as a catalyst for learning about
the Twin Cities as an urban community system. Students do a series of 5-6
reflective assignments designed to introduce them to a systematic way of
thinking about how their particular organization functions in the larger
community. The seminar enables the student to utilize experiential
education options to meet the objectives of the City Perspective. Permission of Instructor. Non-credit.
CST 230
Cultural Issues Seminar
This seminar consists of a series of mini-courses offered in a number of
relevant topic areas related to the theme of the program. Each mini-course
consists of 12 hours. Any four mini-courses fulfill the requirements of the
seminar.
See listing under Modem Languages.
HEALTH
AND PHYSICAL
DUCATI ION
v
irtually all students at Augsburg
College will interact at some point in their
college years with the Department of
Health and Physical Education. It is the
philosophy of the Department to provide
quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the
gifted athlete as well as the occasional
participant will find ample opportunity for
athletic and developmental activities.
The Physical Education Department
provides the organizational framework for
a wide range of educational experiences,
including several major and minor programs: general education in Physical
Education; men's and women's intercollegiate athletic programs; intramural
programs for men and women; and athletic
facilities for developmental and recreational activities.
Department graduates have traditionally found employment in educational
settings. Additional career opportunities
are possible in YMCA/YWCA programs
and community services, municipal park
and recreation departments as adult fitness
instructors, and in working with people
with disabilities.
Health and Physical Education Faculty
Carol Enke and Edwin J. Saugestad (CoChairs), Brian Amrnann, Richard Borstad,
Marilyn Florian, Paul Grauer, Alvin
Kloppen, Jack Osberg, Joyce Pfaff, Jeff
Swenson.
HEALTH EDUCATION
Health Education Major
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 216 Human Sexuality
HPE 254 Introduction to Developmental/
Adapted Physical Education
HPE 320 School Health Curriculum
HPE 355 Tests and Measurement
HPE 410 Administration and Supervision
of the School Health Program
BIO 103 Human Anatomy and
Physiology
BIO 114 General Biology
PSY 105 General Psychology
PSY 351 Developmental Psychology:
Child
or PSY 352 Developmental
Psychology: Adolescent and
Young Adult
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
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 Minnesota teacher
licensure requirements.
14
Health and Physical Education
Teaching Minor
Students interested in the Teaching
Minor should consult with the Department Chair.
PHYSICAL EDUCATION
Physical Education Major
HPE 101 Fitness for Life
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 210 History and Principles of
Physical Education and Sport
HPE 220 Motor Learning
HPE 223 Team Sports
HPE 231 Individual and Dual Sports
HPE 232 Dance
HPE 254 Introduction to Development/
Adaptive Physical Education
HPE 340 Organization and
Administration of Physical
Education Programs
HPE 350 Kinesiology
HPE 351 Physiology of Exercise
HPE 355 Tests and Measurement
HPE 473 Physical Education Curriculum
HPE 475 Prevention and Care of Athletic
Jnjuries
BIO 103 Human Anatomy and
Physiology
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
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 Minnesota teacher
licensure requirements.
Major with Specialization in Adapted
Physical Education
Students interested in this program
should consult with the Department Chair
for individual program planning.
Minor
HPE 101,115,210 223,231,232,351.
There is no PE teaching minor in Minnesota
Public Schools.
Coaching Endorsement (not a major)
HPE 310 Psychology of Sport
HPE 351 Physiology of Exercise
HPE 475 Prevention and Care of Athletic
Injuries
HPE 486 Organization and
Administration of Coaching
HPE 489 Practicum
One course from:
HPE 476 Coaching of Football
HPE 477 Coaching of Basketball
HPE 478 Coaching of Hockey
HPE 479 Coaching of Track and Field
HPE 480 Coaching of Baseball/Softball
HPE 483 Coaching of Volleyball
HPE 487 Coaching of Wrestling
(Interim only)
Internship in Athletic Training
BIO 103 Human Anatomy and
Physiology
HPE 110 Personal and Community
Health
HPE 114 Health and Safety Education
HPE 350 KineSiology
HPE 351 Physiolggy of Exercise
HPE 475 Prevention and Care of Athletic
Injuries
And advanced athletic training (ACTC
schools)
Also required: 1500 hours of practical
experience under the direction of a
Certified Athletic Trainer.
Health and Physical Education 1
HEALTH EDUCATION
HPE 110
Personal and Community Health
Modem concepts and practices of health and healthful living applied to
the individual and the community.
HPE 114
Health and Safety Education
(.5 course)
Principles and practices of safety education in school and community life.
National Safety Council First Aid and CPR certification.
HPE 115
HPE 116
Health and Chemical Dependency Education
(.5 course)
An analysis of chemical abuse and what can be done for the abuser.
Includes information about school health education and services.
Health Concepts for Educators
(.5 course)
A course to prepare future teachers for their role in the school health
program. Includes common childhood health problems with an emphasis
on prevention.
HPE 199
1
HPE 216
Internship
A work-based learning experience in which the student, faculty member
and site supervisor design a learning agreement which enables the student to explore health or physical education as a major and consider its
career alternatives. Students should consult with the departmentalIntemship Coordinator regarding requirements and permission to register.
Human Sexuality
A study of the psychological, social and biological components of human
sexuality. Open to all students.
HPE 254
Introduction to DevelopmentalIAdapted Physicat Education
(.5 course)
A general overview of developmental/adapted physical education from
early childhood to grade 12 and the role of school-based health and
physical education programs for special needs and handicapped students.
HPE 299
Directed Study
Independent Study for Lower Division credit.
HPE 320
School Health Curriculum
Techniques for developing a course of study based upon growth and
development for grades K-12. Special work units in nutrition and diseases.
(Prereq.: HPE 110)
HPE 355
Tests and Measurement
(.5 course)
Survey of basic statistical procedures and evaluation of tests in health and
physical education.
HPE 399
Internship
A work-based learning experience in which the student, faculty member
and site supervisor design a learning agreement which links the principles
- Health and Physical Education
of health or physical education with the opportunitiesinherent in the
placement. Students should consult with the departmental Internship
Coordinator regarding requirements and permission to register.
HPE 410
Administration and Supervision of the School Health Program
Historical background, legal bases, school health services and relationships to community health program and resources. Methods and materials in health education with laboratory experience in classroom and
community. (Prereq.: HPE 110)
HPE 499
Independent Study
Independent Study for Upper Division credit.
PHYSICAL EDUCATION
HPE 002, 003 Lifetime Sports
(.O course)
Three hours per week. Two Lifetime Sports meet the General Education
requirements. (Part-time students should consult with Department Chair.)
No course credit.
HPE 101
Fitness for Life
A course designed to provide the knowledge and skills to mod~fypersonal health and fitness.
HPE 199
Internship
A work-based learning experience in which a student, faculty member
and site supervisor design a learning agreement which enables the
student to consider Health/Physical Education as a major and/or explore
career options.
HPE 210
History and Principles of Physical Education and Sport
(.5 course)
History, principles and philosophy of physical education and sport.
HPE 220
Motor Learning
(.5 course)
The study of the processes associated with developing motor skills
relative to physical activity.
HPE 223
Team Sports
Theory and practice in team sports including history, rules and skill
development.
HPE 231
Individual and Dual Sports
Theory and practice in skills, teaching, and officiating individual and dual
sports including history, rules and skill development.
HPE 232
Dance
(.5 course)
Theory and practice in performing American heritage and international
folk dances. Practice in teaching and performing selected social dances.
HPE 254
Introduction to Developmental/Adapted Physical Education
(.5 course)
(See Health Education for course description.)
Health and Physical Education 1:
HPE 299
Directed Study
Independent Study for Lower Division credit.
HPE 310
Psychology of Sport
(.5 course)
The application of psychology to athletes and athletic situations. Psychology of Sport deals with the effect of psychological factors on behavior in
sports, and the effect that participation in sport or physical activity has on
the performer.
HPE 340
Organization and Administration of Physical Education Programs
(.5 course)
A survey of management, leadership and decision making for Physical
Education and athletic programs. (Prereq.:HPE 210)
HPE 350
Kinesiology
(.5 course)
Mechanics of movement with special emphasis upon the muscular system
and analysis of movement. (Prereq.: BIO 103)
HPE 351
Physiology of Exercise
The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training.
HPE 355
Tests and Measurement
(-5 course)
(See Health Education for course description.)
HPE 365
Physical Education Methods (K-6)
Procedures, materials and issues for teaching physical education in
grades K-6.An in-depth view of all aspects of teaching physical education to elementary aged children. (Consult with Department Chair
for prerequisites)
HPE 368
(.5 course)
Physical Education Methods (7-12)
Procedures, materials and issues for teaching physical education in
secondary schools. (Consult with Department Chair for prerequisites)
HPE 399
Internship
A work-based learning experience in which the student, faculty member
and site supervisor design a learning agreement which links the principles
of health or physical education with the opportunitiesinherent in the
placement. Students should consult with the departmental Internship
Coordinator regarding requirements and permission to register.
HPE 473
Physical Education Curriculum
(.5 course)
Examination and preparation of materials and resources for physical
education with laboratory experience. (Prereq.: HPE 210)
HPE 475
Prevention and Care of Athletic Injuries
(.5 course)
Preventing and treating common athletic injuries. Practical experience in
taping and training room procedures. (Even years. Interim)
HPE 476
Coaching of Football
(.5 course)
Theory, technique and administrative aspects of coaching football.
(Odd years)
- Health and Physical Education
HPE 477
Coaching of Basketball
(-5 course)
Theory, technique and administrative aspects of coaching basketball.
(Odd years)
HPE 478
Coaching of Hockey
(.5 course)
Theory, technique and administrative aspects of coaching hockey.
(Odd years)
HPE 479
Coaching of Track and Field
(.5 course)
Theory, technique and administrative aspects of coaching track and field.
(Odd years)
HPE 480
Coaching of Baseball/Softball
(.5 course)
Theory, technique and administrative aspects of coaching baseball and
softball. (Odd years)
HPE 483
Coaching of Volleyball
(.5 course)
Theory, technique and administrative aspects of coaching volleyball.
(Odd years)
HPE 486
Organization and Administration of Coaching
(.5 course)
Principles of athletic administration at the interscholastic level. (For
non-physical education majors seeking coaching endorsement.)
HPE 489
Pradicum
HPE 499
Independent Study
Directed intensive study in an area of physical education. Open only to
junior or senior majors.
HISTORY
- HIS
H
istory is to society what memory is
to an individual; it brings to a civilization
an understanding of its identity. The
distinguished medievalist J.R. Strayer
expressed it this way: "No community can
survive and no institution can function
without constant reference to past experience. We are ruled by precedents fully as
much as by laws, which is to say that we
are ruled by the collective memory of the
past. It is the memory of common experiences which makes scattered individuals
into a community."
A society's history is also a storehouse
of human experiences that enables us to
deal more knowledgeably with the
continuities and changes in current issues.
Established disciplines, as history long has
been, train the mind by developing
concepts and skills that enable one to deal
with masses of information. Many have
found that history is an entree into the
richer enjoyment of travel, cultural events
and the broad reading enjoyed by the
educated person. Accordingly, history has
long held a major role in the liberal arts.
This is true at Augsburg.
The Department has strength in, and
requires of its majors, work in four main
areas: ancient and medieval, modem
Europe, United States and the non-Western
world. The Department's graduates are
well represented among professional
historians; at present, some are in graduate schools preparing for such careers.
More have distinguished themselves as
social studies teachers in elementary and
secondary schools and current projections
indicate that there will be growing opportunity in that field for history majors. For
most of our students, however, the study
of history provides one of the better
undergraduate liberal arts experiences,
valuable both for a wide variety of career
choices and personal enrichment.
History Faculty
Richard Nelson (Chair), William Green,
Donald Gustafson, Christopher Kimball
Major
Eight courses plus one seminar. At least
four of these courses must be Upper
Division. A major must have at least one
course (either survey or upper level) from
each of the four areas: ancient and medieval; modern Europe; U.S.; and nonWestern.
Teaching Licensure
The State of Minnesota has specific
licensing requirements for teachers
which 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 Minnesota teacher
licensure requirements.
Minor
Five courses, at least three of which
must be Upper Division.
Honors Major
GPA of 3.6 in the major and 3.0 overall;
except in special instances, application
before the end of the first term of the junior
year; two years of a foreign language at the
college level (or its equivalent); an honors
thesis (equal to one course credit) to be
defended before a faculty committee.
- History
Prerequisites
First year students should enroll in
one or more of the 101-104 courses. 200level courses are normally reserved for
sophomore or Upper Division students.
Upper Division courses are numbered
300 and above.
Satisfactory completion of a Lower
Division course is normally required before
enrolling in an Upper Division course. See
instructor for permission.
Transfer Students
Transfer students planning a major
must normally take at least three of their
courses at Augsburg. A minor normally
requires two courses taken at Augsburg.
HIS 101
The Beginning of the Western Culture
An analysis of the primary civilizations in the Near East, the classical
world of Greece and Rome, and the Middle Ages of Europe into the 13th
century.
HIS 102
The Shaping of Western Civilization
A consideration of European institutions and values from the waning of
the Middle Ages through the remodeling of Europe by Napoleon.
HIS 103
The Modem World
A study of the main currents in Western civilization from the time of
Napoleon to the present.
HIS 104
HIS 199
The Modern Non-Western World
An introduction to various centers of cultural and political power in Asia
and Africa of the last 200 years.
Internship
A limited number of work-based Lower Division experiences may be
available to qualified students in which the student, faculty member and
site supemisor design a learning agreement which enables the student to
consider history as a major while exploring career alternatives. Consultation with the Department and Internship Office is required before
registration.
HIS 220
America to 1815
The historical evolution of America to 1815beginning with the contact of
American, African and European cultures, then turning to the political,
religious and racial diversity of colonial life. After treating independence
and the creation of a new republic, the course will conclude with examination of the expansion and democratization of that republic.
HIS 221
19th Century U.S.
An historical survey of the United States during the 19th century, empha-
sizing the social changes brought about by immigration, expansion,
sectionalism and the slavery debate. After considering the Civil War and
History 14
Reconstruction, the course will conclude with an examination of political,
economic, and cultural changes influenced by industrialization and
urbanization.
HIS 222
20th Century U.S.
An historical survey of the United States in the 20th century, focusing on
the nation's adjustment to industrialization and urbanization, the emergence of the U.S. as a world power, the rise of a strong federal government, the implications of inaeasing racial and ethnic diversity, and the
impact of affluence.
HIS 225
History of the Twin Cities
A local history course using the Minneapolis/St. Paul metropolitan area
as a case study for examining large themes and issues in U.S. urban
history. Topics considered include frontier urbanism, industrialization
and economic change, transportation, immigration and ethnicity, and
urban politics and reform.
HIS 241
Topics in African-American History
Selected topics in African-American history including the history of civil
rights, African-Americans in Minnesota, contributions to world culture
and leadership. The specific topics to be offered will be announced prior
to registration.
HIS 242
History of African-American Civil Rights, 1619-1915
An examination of the historical development of civil rights for African-
Americans from the appearance of black slaves brought to Jamestown to
1915, focusing on the legal, economic and political issues stemming from
race and class, with special consideration of perception, emancipation and
integration of slaves and former slaves.
HIS 243
History of African-American Civil Rights, 1915-1972
A continuation of the examination of the historical development of civil
rights for African-Americans for the period 1915-1972,with special
emphasis placed on the contributions of W.E.B. DuBois, Marcus Garvey,
A. Philip Randolph, Charles Houston, Thurgood Marshall and Martin
Luther King, Jr.
HIS 2451345
The American and Scandinavian Shared Heritage
An exploration of key aspects of the cultural history of the United States
and Scandinavia from the 19th century to the present. Emphasis is placed
on the Atlantic migration and the similarities and differences between
these cultures, especially in their movement from agrarian to industrial
society. (Offered only in the Augsburg College/lZlstfold, Norway program. See International Studies)
HIS 299
Directed Study
An opportunity for the student to do readings or study on topics not
covered in the scheduled courses. The proposed study must be approved
by the directing faculty member and the chair of the department before
registration. A maximum of one course in directed study may be applied
to the major.
wL
History
HIS 326
American Indian History
A study of the native people of North America from the pre-Columbian
period through European exploration and settlement to the present,
emphasizing American Indian contributions to world culture, tribal
structure and inter-governmental relations.
HIS 331
Topics in U.S. History
In-depth exploration of selected topics in U.S. history not regularly
examined in other departmental offerings. The specific topics to be offered
will be announced prior to registration.
HIS 332
History of U.S. Foreign Relations
A survey of U.S. foreign relations from the American Revolution through
the Cold War. Attention will be paid to changing definitions of war and
peace, tensions between internationalismand isolationism, the emergence
of the U.S. as an economic and military power, and the making of diple
macy in the nuclear age.
HIS 335
American Urban History
A study of urban development from colonial and frontier beginnings
through the age of industrialization to the present, including the dynamics
of urban growth and planning, politics and reform, and the growth of
urban culture.
HIS 346
Namibia and South Africa: An Historical Perspective
An historical overview of Manibia and South Africa including the
experience of indigenous peoples, the impact of South African occupation,
the war for independence, and the roots of apartheid and its institutionalization. (For offerings see International Studies)
HIS 347
MesoAmerica: Legacy of the Conqueror
Four specific mini-courses together provide an overview of Mexico's
historical development from pre-Columbian times to the present day.
(For offerings see International Studies)
HIS 360
The Ancient Near East and Greece to 338 B.C.
The development of civilization in the Near East from earliest times
through its extension and elaboration by the Greeks. Emphasis is placed
on cultural borrowing, achievement in the arts, religion and political
institutions.
HIS 361
Hellenistic Greece and Rome to 330 A.D.
A study of the development of Alexander's ~ m ~ i rthe
e , Hellenistic
kingdoms and the rise of Rome as the world's greatest power. Emphasis is
placed on personalities, the arts and Rome's contributions in law and the
political process.
HIS 370
The Late Middle Ages to 1560
A study of the scholastic tradition and the role of the Church and state,
eniphasizing modifications of these institutions by the Italian Renaissance
and the early years of the Reformation.
History 1'
HIS 399
Internship
A limited number of work-based Upper Division learning experiences are
often available to qualified history majors in which the student, faculty
member and site supervisor design a learning agreement which unites the
study of history with opportunitiesfound in the placement. Consultation
with the Department and Internship Office is required before registration.
HIS 440
Topics in World History
This course will investigate topics in world history which are not included
in regular course offerings. The specific topics to be offered will be
announced prior to registration.
HIS 474
The World and the West
This course begins with Europe's discovery of the rest of the world,
considers cultural interaction and conflict, the building of European
empires in Asia and the Americas, and concludes with the breakdown of
these imperial systems at the end of the 18th century.
HIS 495
Seminar
This course is required for the major and enrollment is normally restricted
to students who have nearly finished their course work. Selected topics
will be announced prior to registration. Permission of the instructor is
required. (Offered at least once each year, during the Fall term.)
HIS 499
Independent Study
Majors with an average of 3.5 GPA or above in history courses are
encouraged to apply for Independent Study. The proposed study must be
approved by the directing faculty member and the chair of the Department before registration. A maximum of one course in Independent Study
may be applied to the major.
1
nterdisciphary Studies covers a
broad specof experience and course
work. Through Interdisciplinary courses,
students gain greater insight and understanding of cultures and perspectives
different from their own. Through these
experiences students are better prepared
to become contributing members of the
global community.
Courses listed in these areas may be
used to fulfill the Urban Concerns,
Women's Studies or Ethnic Studies
requirements under the General Distribution Requirements. Consult the General
Education list for courses which fulfill the
specific perspectives.
Augsburg also offers students the
opportunity to major and minor in
Women's Studies, and to minor in American Indian Studies.
For other Interdisciplinary course
listings, see International Studies.
INS 105
AMERICAN INDIAN STUDIES
The American Indian Studies minor
offers nine courses that encompass the
range of American Indian contributions to
North American culture including art,
religion, literature and history. Also offered
are two beginning courses in Ojibwe
(Chippewa), the original language of one of
Minnesota's native people.
Approved electives from other departments include Women, a Cross-Cultural
Perspective; Contemporary American
Indians; and American Indian Women.
Coordinator
Virginia Allery
Minor
Five courses including INS 105 and at
least one Upper Division course. Indian
Studies courses may also be taken as part
of majors or minors in other academic
subjects or to meet distribution/general
education requirements.
Introduction to American Indian Studies
This course is a n introduction to the content areas of the American Indian
Studies curriculum, including an ovemiew of American Indian history,
American Indian literature, federal Indian policy, land issues, reservation
and urban issues, cross-cultural influences, art, music and language.
(Required for American Indian Studies minor.)
OJB111, OJB112 Beginning Ojibwe
(See Modem Languages for course description.)
ENC 216
American Indian Literature
(See English Department for course description.)
INS 233
Women: A Cross-Cultural Perspective
This course examines a variety of issues concerning the biological,
evolutionary and historical origins of women's roles and status in society.
Interdisciplinary Studies Comparative roles of women are examined in tribal contexts across
various indigenous cultures. Studies include the role of women in Native
American and African tribes, peasant societies of eastern Europe, Mexico,
the Middle East and China. (Cross-listedwith the Women's Studies
Department.)
INS 260
Contemporary American Indians
This course examines the situation of American Indians in the United
States since the Indian Reorganization Act (1934). Emphasis is on such
current issues as tribal sovereignty, treaty rights and education. The
tension of cultural change and religious, traditional persistence among
selected American Indian tribes today is highlighted.
ART 290
Tribal Arts and Culture
(See Art Department for course description.)
INS 320
American Indian Women
The focus is on the roles played by women in the tribal cultures of North
America. It explores the continuity of women's roles over time, as well as
changes in these roles, precipitated by the influence of Western colonialism. It examines the life histories of Indian women and assesses their
contributions to Indian community life today. (Prereq.: one course in
Women's Studies or American Indian Studies or consent of instructor.
This course also applies to Women's Studies.)
HIS 326
American Indian History
(See History Department for course description.)
REL 370
American Indian Spirituality and Philosophical Thought
(See Religion Department for course description.)
ETHNIC STUDIES
REL 231
Religion in African-American History
(See Religion Department for course description.)
INS 232
The African-American Experience in America
An overview of the major issues related to the African-Americanexperience, focusing on historical, sociological, economic, legal and psychological aspects of that experience.
HIS 241
Topics in African-American History
(See History Department for course description.)
METRO URBAN STUDIES - INS
Metro-Urban Studies is a
transdisciplinaTy major and minor
by faculty in sociology, economics, history,
political science, psychology and other
related disciplines. The Metro-Urban
Studies program seeks to blend classroom
and field experience, theory and internships which focus the content of liberal
learning On the
community
and the process of urbanization.
The Metro-Urban Studies major and
Interdisciplinary Studies
graduate preparation for postgraduate
studies in planning, architecture, law,
public administration, environmental
studies, social welfare, government,
community organization and theology. The
program and General Education City
requirement introduce students to the wide
variety of developing careers related to
urban and metropolitan affairs and equip
students with the analybcal and theoretical
tools required to understand the metropolitan communitv.
Internships, Community ServiceLearning and Cooperative Education are
available as ways to enhance the quality of
the major and make fuller use of the
extensive metropolitan opportunities
afforded by the College's location. The
Higher Education Consortium for Urban
Affairs (HECUA) and Associated Colleges
of the Twin Cities (ACTC) enrich the
overall program.
Metro-Urban Studies Faculty
Garry Hesser (Director, SOC), Andrew
Aoki (POL), Jeanne Boeh, (ECO),Robert
Clyde, Norman Ferguson (PSY), Chris
Kimball (HIS)
Major
13 courses including:
POL 122 Metropolitan Complex
POL 421 Topics in American Politics
PSY 356 Environmental Psychology
SOC 211 Human Communities and the
Modem Metropolis
SOC 381 The City and Metro-Urban
Planning
HIS 225 History of the Twin Cities
HIS 335 Urban American History
MIS 379 Quantitative Methods for
Business and Economics
or SOC 362 Statistical Analysis
POL 484 Political Analysis Seminar
or SOC 363 Research Methods
INS 399 Internship
Plus three additional approved urbanrelated coursees. (Courses fulfilling the
City Perspectives generally meet the urbanrelated requirement.)
HECUA off-campus programs are
highly recommended, especially the MUST
Twin Cities program. Students interested in
graduate school are encouraged to take
ECO 113 Principles of Microeconomics.
Minor
POL 122, SOC 211, HIS 225 and two of
the following: POL 421, PSY 356, HIS 335,
SOC 381 or INS 399.
The Internship, INS 399, is highly
recommended where appropriate. Other
combinations ate feasible if approved by
the Director of the Program.
INS 199
Internship
A work-based learning experience in which a student, faculty member
and site supemisor design a learning agreement which enables the
student to explore Metro Urban Studies as a major and consider its career
Interdisciplinary Studies
alternatives. Participation in a concurrent seminar is expected. Students
must consult with the Department and Internship and Cooperative
Education Office prior to registration.
INS 299
Directed Study
Independent Study for Lower Division students (Prereq.: consent of
instructor and POL 122 or SOC 211)
INS 399
Internship
A work-based learning experience in which a student, faculty member
and site supervisor design a learning agreement which links the ideas and
methods of Metro Urban Studies with the opportunities inherent in the
placement. Participation in a concurrent seminar is expected. Students
must consult with the Department and Internship and Cooperative
Education Office prior to registration.
INS 498
Independent Study - Metropolitan Resources
An independently designed course which a student (or group of students)
develops, which utilizes resources available in the metropolitan community, e.g., lectures, symposia, performances, hearings. The course is
designed in consultation with and evaluated by a Department faculty
member. (Prereq.: POL 122 or SOC 211 and consent of instructor)
INS 499
Independent Study
Student must present a written proposal containing rationale, objectives
and methodology of the proposed study according to Department
guidelines. (Prereq.: POL 484 or SOC 363 and consent of instructor)
I URBAN STUDIES OPTIONS THROUGH
HECUA
Augsburg co-founded and plays a
leading role in the Higher Education
Consortium for Urban Affairs (HECUA), a
consortium of 18 colleges and universities.
Through HECUA, Augsburg students have
access to five interdisciplinary field
learning programs of exceptional quality,
located in Scandinavia, South America,
Central America and the Twin Cities.
For information on the international
HECUA progams, see International
Studies listings.
I. Metro-Urban Studies Term (MUST)
This "Semester in the Cities" program focuses upon the Twin Cities metro area.
INS 358
Reading Seminar: Diversity and Unequal Urban Development
Interdisciplinaryreadings connect experiences and direct observation
with theory and research on the impact of race, class and gender on social
inequality and unequal urban development. Competing theories and
strategies for urban and neighborhood development are examined in the
context of dominant ideology and perspectives of people who challenge it.
14
18
Interdisciplinary Studies
INS 359
Field Seminar: Urban Inequality and Social Change
Concrete conditions of life and community issues in different neighborhoods provide varying -at times competing -views on the Twin Cities
"civic ideology." Field observations, dialogue with residents, interviews
and oral history provide data to identify inequality and to assess theories
and strategies for explaining and overcoming it.
INS 399
Internships
(2 course credits)
Internships place students with sponsoring organizations that provide
supervised work experience for a minimum of 24 hours a week.
Coursework also includes readings, seminar discussion, field assignments
and writing to meet the objectives of the internship.
II. City Arts
This program studies the politics of artistic expression and the relationship between
emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the
program.
INS 330
Field Seminar: Emerging Art and Urban Cultures
Exploration of the life experiences and works of artists, cultural workers
and community organizers for understanding the differences between
formal institutional art and community-based art forms. Interviews and
participant observation at a variety of arts performances and cultural
events.
INS 331
The Politics of Artistic Expression
Study of the social and cultural history of urban art, the role of art and
culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films and discussions
integrate aesthetic theory and artistic expression with issues of social
change and activism.
INS 399
Internships
(2 course credits)
Internships involve participation in an ongoing project with an individual
artist, community organizer, art group or organization for the purpose of
learning about life and work in that setting. The form and placement
varies with each student's goals, needs and experiences.
NORDIC AREA STUDIES - NAS
(Formerly Scandinavian Area Studies)
Nordic Area Studies is an interdisciplinary program drawing on the combined
resources of the ACTC schools and the
Nordic Center at Augsburg College. The
curriculum treats Norden (Denmark,
Finland, Iceland, Norway and Sweden) not
only as a geographical area, but as an
integrated cultural region with a shared
history, common values, and a high degree
of political, social, and economic interdependency. Courses in Nordic Area Studies
postulate a Nordic regonal identity as a
context in which to appreciate the differences between the five individual countries
and to understand the complexity of their
interactions among themselves and the
global community.
Interdisciplinary Studies 14
Advisor
Frankie Shackelford
Major
Eight Upper Division courses.
Minor
Four Upper Division courses.
Note: At least four of the Upper
Division courses required for the major
must be Augsburg courses. The remainder
NAS 330
may be transfer credits included in the
major on approval of the program adviser.
Students graduating with a major or minor
must also present the equivalent of
intermediate level competence in a
Scandinavian language. See Norwegian
language course listings under the Modem
Language Department.
Recommended supporting preparation:
Study in Denmark, Norway, Sweden,
Finland or Iceland (see International
Studies Department - Qstfold Program,
Metro-Urban Studies, SUST or Oslo Year
Program), and elective courses or a second
major such as Norwegian, History, Political
Science, Urban Studies, Business Administration, International Relations, Sociology
or Social Work.
Contemporary Norden
A broad survey of Nordic culture with special emphasis on conditions and
developments in the 20th century. Knowledge of Scandinavian language
not required. (Fall: altemate years)
NAS 351
The Modern Nordic Novel
Lectures illustrate the development of the Nordic novel. Class discussion
based on reading of selected works in translation, including masterpieces
from all five Nordic countries. Norwegian majors will be required to do
appropriate readings and written work in Norwegian. (Spring: alternate
years)
NAS 352
The Modern Nordic Drama
Readings include dramatic works by Ibsen, Strindberg, and selected 20th
century dramatists. Lectures provide a context for understanding the
development of the Nordic drama. Norwegian majors will be required to
do appropriate readings and written work in Norwegian. (Spring:
altemate years)
NAS 372
Norwegian Language and Culture
(See International Studies, Scandinavian Urban Studies Term.)
NAS 377
Scandinavia in the World
(See International Studies, Scandinavian Urban Studies Term.)
- Interdisciplinary Studies
ART 382
Scandinavian Arts
(See Art Department.)
NAS 393
Norwegian Art and Literature: Perspectives on Social Change
(See International Studies, Scandinavian Urban Studies Term.)
NAS 394
Urbanization and Development in Scandinavia
(See Intemational Studies, Scandinavian Urban Studies Term.)
NAS 399
Internship
A work-based learning experience in which the student, a faculty member
and the site supervisor design a learning agreement that enables the
student to apply theoretical knowledge of Nordic culture in a professional
context and to explore career possibilities related to the major. Consult
with the departmental Internship Coordinator and the Internship and
Cooperative Education Office.
NAS 499
Independent Study
In consultation with a faculty member, the student selects a specific topic
for study.
H WOMEN'S STUDIES
The program in Women's Studies
provides students with the oppormn~vto
examine critically women's contributions
and experiences in various historical and
cultural contexts. This is an inter-college
program with course offerings at Augsburg
College, Hamline University, the College of
St. ~aiherineand the University of St.
Thomas. Courses are drawn from many
disciplines and combine theoretical,
practical and research components that
focus not only on gender, but also acknowledge that race, class and sexual identity are
crucial aspects of women's experiences.
The Women's Studies Program offers
both a major and a minor, and provides
students with academic preparation for
careers in human services, education, and
social work as well as graduate study.
Women's Studies Faculty
Maria Woroby (Coordinator),Kristin M.
Anderson, Maria Brown, Grace B. Dyrud,
Mary G. Endorf, Milda Hedblom, Victoria
Littlefield, Lynne Lorenzen, Mildred
"Mike" Mueller, Catherine Nicholl, Beverly
J. Nilsson, Norma Noonan, Nancy K.
Stebla~f
,
,
J. Stratton
, ,,
, ,,
1
f
Major
Ten courses which must include INS
201 Foundations in Women's Studies, INS
495 (Seminar),and INS 199 or INS 399
(Internships).The remaining seven
electives are to be selected from approved
Women's Studies courses. At least three
courses must be Upper Division courses.
Students may take courses at any of the
colleges participating in the Women's
Studies Program. However, at least three
courses must be completed at Augsburg.
The writing component of the Graduation
Skills Requirements for the Women's
Studies major must also be completed at
Augsburg. Each student's program must
Interdisciplinary Studies 15
have the written approval of the Women's
Studies Program Coordinator.
Minor
Upper Division; and INS 495 or 499.
Courses may be taken from the other
ACTC colleges as well as Augsburg. Each
student's program must have the written
Five courses which must include INS
201; three electives, one of which must be
INS 199
of the
Studies Program
Internship
Must be approved by Women's Studies Program Coordinator.
INS 201
Foundations in Women's Studies
This multidisciplinarycourse introduces students to the contributions of
women in history, religion, literature, philosophy, sciences and the arts,
and how the questions and methodologies of these disciplines differ when
seen from women's perspectives. Students will also study the diversity of
women's experiences in terms of race, sexual orientations and class, and
other contemporary issues.
INS 233
Women: A Cross Cultural Perspective
This course will examine a variety of issues concerning the lives of women
in non-Western societies, including their economic, political and social
contributions, familial roles, and status in society. Emphasis will be placed
on the comparative roles of women in different cultures.
INS 265
Women in American Culture
Through a discussion of works by women historians and selections from
women's journals, speeches, literature and other aesthetic creations, the
class analyzes the position of women in American culture. Emphasis will
be placed on the perspectives of women of color and other women
minority groups.
INS 281
Topics in Women's Studies
INS 311
The Development Process
(See International Studies, Women and Development.)
INS 320
American Indian Women
(See American Indian Studies for course description.)
INS 325
African American Women: Social, Historical and Creative Perspectives
This course examines the historical roots of African American women
from Africa to locations in the United States and other parts of the African
Diaspora. The effects of slavery and its resulting effect on African women
are examined in depth, as well as past and current contributions by
African American women to government, business and family.
INS 399
Internship in Women's Studies
(Must be approved by the Women's Studies Program Coordinator.)
bL
Interdisciplinary Studies
INS 481
Topics in Women's Studies
INS 495
Women's Studies Seminar
This advanced course will include student research and presentations that
incorporate feminist theory. The seminar is required of all majors and
minors who do not elect to do an Independent Study (499). It is offered at
a different college each year.
INS 499
Independent Study
The student must present a written proposal containing rationale,
objectives and methodology of the proposed study according to program
guidelines. (Must be approved by the Women's Studies Program Coordinator.)
See department listings for descriptions of the following approved electives:
ART 352
Women and Art
ENC 282 or 482 Topics in Literature: Women and Fiction
POL 421
Topics in American Politics
POL 459
Topics in Comparative Politics
PSY 371
Psychology of Gender
REL 441
Feminism and Christianity
1
ntemational Relations is an interdisciplinary major which offers the student both
breadth and depth. The student may focus
on a discipline or geographic area of the
world. The program consists of a core of
seven courses and six electives chosen from
a wide list of courses offered at Augsburg
and other colleges. Students are encouraged to consider foreign study for an
Interim or semester. Competency in one
language is required, and some students
study two languages.
The goal of the program is to give
students a broad exposure to international
studies with considerable freedom to
choose options for specialization. Students
in the recent past have focused their
studies on Latin America, the Middle East,
Western Europe, Russia and East Central
Europe, the Far East, Southeast Asia, etc.
Recent students have had double
majors in History, Political Science,
International Business or a foreign language. Numerous combinations of majors
and minors are possible with the Intemational Relations major.
Director
Norma Noonan
POL 490 Seminar in International
Relations
Two of the following:
HIS 332 History of U.S. Foreign
Relations
POL 363 Russian and Chinese Foreign
Policy
POL 461 Topics in International Politics
Also, the equivalent of four terms of college
work in a modem language
Required electives
Six of the following (not more than three
from any one discipline may be counted
toward the major):
BUS 362, 465,466
ECO 314; 317,360
HIS 440,474
PHI 355
POL 350,351,359,382,459
REL 356,420
SOC 336
SPC 329
FRE 332, GER 332, NOR 331, SPA 331, SPA
332, SCA 330 (See Modem Languages.)
Interim courses, seminars, Independent
Study, topics courses and courses at other
colleges/universitiescan be considered
here with the approval of the Program
Director, as well as a fourth term or higher
of college work in a second language.
Honors Major
Major
Required courses:
ECO 112 Principles of Macroeconomics
or ECO 113 Principles of
Microeconomics
HIS 103 The Modem World
or HIS 104 The Modem Non-Western
World
POL 158 Political Patterns and Processes
or POL 160 World Politics
GPA of 3.6 in the major; 3.0 overall.
In addition to fulfilling the requirements
for the major, the student must complete
an Honor's Thesis no later than March 1 of
one's senior year and must defend the
thesis before a faculty committee. Students should declare their intention to
complete an Honor's Major by the end of
their junior year.
International Studies
Minor
ECO 112 or 113, HIS 103 or 104, and
POL 158 or 160. One course from HIS 332,
POL 363 or 461. One year of modem
language. Three courses from the list of
required electives for the major. Not more
than two courses from any department can
count toward the minor.
I
ntemational Study at Augsburg College
is intended to motivate students to act
responsibly and effectively in society by
expanding their awareness of other
cultures, deepening their understanding
of the human condition on a global scale,
and helping them to understand the
connections between social justice and
global interdependence. The Center for
Global Education administers international study opportunities available
to Augsburg students.
Study abroad is an integral part of
several majors at Augsburg, but will add
an international dimension to any academic program. Students majoring in a
variety of disciplines, from the natural
sciences to mathematics, study abroad each
year. Students normally receive the same
number of course credits abroad as they
would if studying on-campus. Courses
abroad can fulfill major, distribution/
general education and graduation requirements when approved by the Coordinator
of Academic Programs Abroad and
appropriate faculty before departure.
Note: Only the fourth or higher term of
languages 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.
All students in good academic standing
(a minimum GPA of 2.5) at Augsburg may
apply for permission to study off-campus
through the Center for Global Education.
Students must apply by December 15 for
study off-campus for the next year. The
cost for many programs is equivalent to
full room, board and tuition for a semester
on-campus. Financial aid is granted on the
same basis as on-campus study.
International study programs approved
through Augsburg are listed below. For
information on these or other programs,
contact the Coordinator of Academic
Programs Abroad.
THE CENTER FOR GLOBAL
EDUCATION
The Center for Global Education
facilitates cross-cultural learning experiences which prepare people to think more
critically about global issues and to work
toward a more just and sustainable world.
The Center's programs explore a diversity
of viewpoints and are grounded in the
perspectives of the poor and of others
International Studies
struggling for justice and human dignity.
The Center's study programs are
conducted in Mexico, Namibia, Norway
and Swiberland. Students experience Ulree
distinct types of living situations, which
include living with other participants in a
community house, spending several days
in a rural setting and several weeks living
with host families. They also travel
together on two-week seminars: in Mexico
to Central America, in Namibia to South
Africa, and in Switzerland to Italy and
Germany.
WOMEN AND DEVELOPMENT: LATIN AMERICAN PERSPECTIVES - FALL
This program explores the experience of women in Latin America, focusing on their
roles in economic development, social change strategies, and the connections women are
drawing among issues of gender, race, class and global economics.
Courses are offered for credit in the disciplines as listed. INS 311 and POL 359 are also
approved for credit in Women's Studies. POL 495 may be taken as a course in Women's
Studies, depending on the mini-courses chosen.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four
weeks at the beginning of the semester. Instruction is geared to individual
competency levels and is taught by Mexican instructors. (Required course.
Placement level determined by Program Director.)
INS 31 1
The Development Process
An integrative seminar providing opportunity to rdkct critically on issues
of development, hunger, injustice, and human rights, with special
emphasis given to the experience of women. Latin American development
and educational theories and practices are examined, as well as social
change strategies.
POL 359
Topics: Women in Comparative Politics -Women in Latin America
A n examination of critical global issues affecting Latin America and the
impact these factors have on women: diminishing resources and sustainable development, refugee issues, foreign debt and international trade,
political ideologies and revolution.
REL 366
The Church and Social Change in Latin America
This course focuses on the relationship of the church to poverty, political
oppression and social injustice in Latin America. Central to the course is
an examination of the emerging "Theology of Liberation" as articulated by
prominent Latin American theologians as well as by people directly
involved in local parishes and development projects in Cuemavaca.
Special attention will be given to the complex interactionsbetween
women and religious institutions.
13
j6
-
International Studies
1 SOCIAL POLICY AND HUMAN SERVICES IN LATIN AMERICA - FALL
This program introduces students to the central issues currently facing Latin America
by focusing on new models of political organizing, popular education and human services.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four
weeks at the beginning of the semester. Instruction is geared to individual
competency levels and is taught by Mexican instructors. (Required course.
Placement level determined by Program Director.)
POL 295
Latin America: Development Issues
A survey of global issues affecting the human condition in a rapidly
changing and increasingly interdependent world: modernization and
development, economic change and international trade, diminishing
resources, war and revolution, peace and justice and cultural diversity.
Emphasis on the development of a global perspective which recognizes
human commonalities as well as diversity in perceptions, values and
priorities.
SWK 361
International Models of Social Work
Social Work is social policy in action. Currently social workers are
involved at many levels of a nation's social system -with natural helping
networks, families, community groups, volunteer organizations, formal
government services and private initiatives. Through a series of four minicourses, the course explores the different approaches to social work in
several countries in order to compare methods and service and to analyze
the current response to human needs in Latin America.
SWK 399
Internship
A supervised learning experience in an agency setting with emphasis on
acquiring an overview of how the agency functions and how populations
are served. The placement will be for 80 hours during the Fall term. There
are a limited number of internship placements. Preference will be given to
Social Work majors. One-and-one-half years of Spanish study (or demonstrated proficiency) is required for placement.
EDE/EDS 412 Latin American Models of Education
A comparative approach to learning methods of educational models being
developed in Latin America. Students will apply their knowledge of
educational concepts used in the U.S. to an understanding of basic
processes employed by Latin American educators in teaching critical
-&inking, con&iousness-raising and cooperative problem-solving.
Exploring the transferability of these learning models to North America
wzl be a focus throughout the course.
SWK 465 or 468, or SOC 271 Social Policy and Social justice
(Social Work - Upper Division, or Sociology - Lower Division)
Social policy related to the health, education and well-being of members
of Mexican and Central American societies. The course will examine the
International Studies
distances between policy and reality, particularly for the poorest groups,
the impact of international economics and politics, and movements that
have emerged dedicated to bridging the gaps between needs and policies.
(Note: Augsburg students majoring in Social Work can take this course as
SWK 465 if they agree to take a .5 Independent Study to supplement the
North American legislative procedure and mini-policy study they do on
the Augsburg campus.)
SOUTHERN AFRICA SOCIETIES IN TRANSITION - FALL
This intensive program of travel and study is designed to introduce participants to the
central issues facing Southern Africa. Namibia is a nation that has recently gained
independence and is making a transition from colonialism to independence. Students will
explore the complex political, social and economic dynamics of building a new nation.
INS 312
The Development Process - Southern Africa
This course will provide the opportunity to reflect critically on issues of
development, hunger, injustice and human rights. The course will
examine basic theories of development as well as particular strategies of
development that are being implemented in Namibia and South Africa.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students will meet with
people representing a variety of religious perspectives and roles within
churches and religious organizations. Readings include selections of
biographies and personal accounts of some key religious leaders in
Southern Africa who played important roles in the anti-apartheid
struggle.
HIS 346
Namibia and South Africa: An Historical Perspective
This course is an overview of the history of Namibia and South Africa,
including the experience of indigenous peoples, the impact of occupation
by South Africa and the war for independence. An exploration of the
historical roots of apartheid and the process by which it has been institutionalized during the 20th century is an integral component.
POL 353 or SOC 304 Political and Social Change in Namibia: A Comparative
Perspective
This course is an integrative seminar for the semester. The Namibian
situation is a case study for exploring the process of political and social
change occurring in Southern Africa during the second half of the century.
The legacy of apartheid in Namibia will be examined with particular focus
on the social and political movements that have evolved in the struggle
for independence. The structure and process of Namibian politics will be
compared to those of South Africa and Zimbabwe.
INS 399
Internship
A limited number of Internships will be available to provide students with
opportunities to gain hands-on work experience in a development agency.
13
58
International Studies
W
AUCSBURC COLLEGE OSTFOLD, NORWAY - SEMESTER OR ACADEMIC YEAR
Augsburg, in cooperation with the University of North Dakota and the city of Moss,
offers this semester or year-long exchange program in Moss, Norway. Twenty U.S.
students and 20 Norwegian students join to explore the cross-cultural dimensions of a
variety of fields.
NOR 1111112 Beginning Norwegian
This course aims to develop the four basic language skills of speaking,
listening, reading and writing. Special emphasis will be placed on helping
students learn to use Norwegian in their daily lives, including at school,
with host families and in the community of Moss. Television, radio,
movies, newspapers, magazines and visits by native Norwegians are
incorporated into class sessions. (Intermediateand advanced Norwegian
courses can be arranged for students who have already completed a year
of Norwegian language study.)
NAS 1991399 Internships
Students are placed in local businesses, institutions, or organizations in
the Moss area where they work approximately 8 to 10 hours per week. In
addition, students complete the academic component of the internship,
which usually includes reading appropriate books and articles, keeping a
journal, writing a paper, and participating in seminars with other interns.
Students, faculty, and work supervisors cooperate to develop learning
contracts which spell out the work and study obligations of the students.
HIS 2451345
The American and Scandinavian Shared Heritage
An exploration of key aspects of the cultural history of the United States
and Scandinavia from the 19th century to the present. Emphasis is on the
Atlantic migration and the similarities and differences between these
cultures, especially in their movement from agrarian to industrial society.
NAS 250
Comparative Social Structures in Scandinavia and the United States
This course examines concepts basic to the study of sociology, including
group interaction, social institutions and culture. It also explores the
development and current status of social structure in Scandinavia and the
United States.
NAS 2991499 Directed Studyllndependent Study
(Some of the Lower Division courses may also be taken for Upper
Division credit.)
SPC 332
Intercultural Communication
This course will explore both the opportunities and the problems associated with communication between people from different cultural backgrounds. Factors such as ethnocentrism, stereotyping, prejudice, role
expectation, values and non-verbal symbols will be examined. The
Western cultures of Norway and the United States will be examined as
well as the non-Western culture of Asian foreign workers.
SPC 346
Theories of Communication and Media
This course will explore the relationship between communication and
International Studies
media by examining texts, ideas, media products and technical facilities.
Special attention will be given to the social, psychological, ethical and
demographic issues from American and Scandinavian cultures, which
have resulted in the development of two distinct media traditions.
SPC 349
Interactive Communication and Media
This course will explore interactive communication and media. In this
context, interactive communication refers to a two-way exchange of
messages, and the media most commonly used for this purpose are
computers, television and interactive video systems. Scandinavian and
American media systems and their interactive media products will serve
as the framework for this study.
ART 382
Scandinavian Art
(See Art Department for course description.)
INTERNATIONAL DEVELOPMENT AND HUMAN RIGHTS IN LATIN AMERICA - SPRING
This program examines approaches to development in Latin America and the relationship of these approaches to achievement of basic human rights.
SPA 116, 216, 316 Intensive Individualized Spanish
Intensive, individualized instruction for several hours a day for four
weeks at the beginning of the semester. Instruction is geared to individual
competency levels and is taught by Mexican instructors. (Required course.
Placement level determined by Program Director)
ECON 495
Topics of Economic Development in the Third World
Study the models of economic development implemented in Latin
America during the past 50 years. Examine the economic strategies
utilized in Mexico and Central America during the past decade, as well as
the impact of U.S. economic policies in the region. Learn about the current
debate on economic development as well as the irhplications of the North
American Free Trade Agreement for Latin America. (Prereq.: ECO 112 or
equivalent)
POL 495
Seminar on Human Rights in Latin America
Examine the philosophical foundations and contemporary definitions of
human rights, including international standards and covenants. Become
familiar with the work of international agencies, grassroots organizations
and churches in promoting respect for human rights. Concentrate on the
ways in which human rights affect women, children and other
marginalized groups. Study international humanitarian law and the
relationship of human rights to both international development and U.S.
foreign policy.
CST 230
Cultural Issues Seminar
Look at aspects of Latin American culture, history and contemporary
realities. Through a series of mini-seminars gain an understanding of
Mexican cultural identities and develop a cultural framework for understanding contemporary issues.
15
- International Studies
HIS 347
Mesoamerican Legacy of Conquest
Obtain a comprehensive view of Mexico's development from preColombian times to the present day. Through a series of mini-seminars
trace the roots of pre-Colombian civilization in Mexico, study the turmoil
of the Mexican revolution and its effects on modem Mexican society, and
investigate the strategies of current revolutionary movements in Mexico,
Nicaragua and El Salvador.
REL 366
The Church and Social Change
Learn about the role of religion past and present within situations of
political oppression and social injustice. Focus on the role of women in the
church and emerging theologies of liberation.
INS 399
Internship
Gain hands-on work experience in a human rights organization or
development agency located in Cuernavaca, Mexico. Provide 80 hours of
service to the agency, attend field placement seminars, and report to
fellow students about experiences.
WOMEN AND DEVELOPMENT: A SOUTHERN AFRICA PERSPECTIVE - SPRING
This intensive travel and study program is designed to introduce participants to the
central issues facing Southern Africa, with emphasis on the experience of women. The
program introduces students to the struggle of women in Southern Africa, to the history
of their role in society and to the situation that exists for women in Africa.
SOC 236
Family Systems and Social Policy in Southern Africa
Using a cross-cultural approach, this course will examine the family as a
social institution in Namibia and South Africa. A family stay will serve as
a laboratory for students to observe various aspects of family life in
Namibia, including kinship, child-rearing, courtship and the marriage
relationship. The course will also examine formation of social policy
responses to family issues in post-independent Namibia.
INS 312
The Development Process - Southern Africa
This course will provide the opportunity to reflect critically on issues of
development, hunger, injustice, and human rights, with special emphasis
given to the experience of women. The course will examine basic theories
of development as well as particular strategies of development being
implemented in Namibia and South Africa.
REL 346
The Church and Social Change in Southern Africa
This course examines the changing role of the church in the midst of the
political transformations of Southern Africa. Students will meet with
people representing a variety of religious perspectives and roles within
churches and religious organizations. Readings include selections of
biographies and personal accounts of some key religious leaders in
Southern Africa who played important roles in the anti-apartheid
struggle.
International Studies It
POL 359
Topics: Women in Comparative Politics - Southern Africa
This course is an integrative seminar focusing on the participation of
women in struggles for liberation in Southern Africa and on their emerging role in newly independent Namibia. The experience of Namibian
women in the political process will be compared to that of women in
South Africa and Zimbabwe.
INS 399
Internship
A limited number of internships will be available to provide students with
the opportunity to gain hands-on work experience in a development
agency working with or providing special services to women.
GLOBAL ISSUES AND WORLD CHURCHES - SUMMER
This intensive program of study and travel is designed to introduce participants to the
workings of international nongovernmental organizations, especially ecumenical church
agencies. The program is focused on peace and justice issues and the integrity of creation.
Based in Geneva, Switzerland, the program will also include seminars in Italy and a
family stay in Eastern Germany.
POL 356
International Organizations and Religious NCOs
A study of the functional organization and role of nongovernmental
agencies, with emphasis on world church agencies, and their relationship
to other voluntary agencies and to intergovernmentalorganizations
(United Nations committees) responding to global issues.
REL 379
Ecumenism in the Contemporary World
A study of the policies and programs of world church agencies with
attention to the ethics, theology and socio-political assumptions on which
their work is grounded.
i2
International Studies
THE HIGHER EDUCATION CONSORTlUM FOR URBAN AFFAIRS (HECUA)
Augsburg, in consortium with other
colleges and universities, offers programs
through HECUA in three different full
semester programs in Norway, Colombia
and ~cuadorAll programs emphasize the
impact of social change and cross-cultural
factors on the human community. FIECUA
programs include intense language
experience, internships and field trips. The
cost of HECUA programs is equivalent to
full tuition, room and board for one
semester on-campus plus airfare.
For non-international HECUA courses,
see Interdisciplinary Studies (INS), MetroUrban Studies.
SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)
- FALL
This interdisciplinaryprogram focuses on the contemporary Scandinavian societies
and issues of the development of cities, urban problem solving and urban life. Local,
regional and international field study and site visits in Scandinavia and the former Soviet
Union.
INS 372
Norwegian Language
Intensive language instruction at beginning or intermediate levels, with .
emphasis on conversational listening and speaking skills. Students with
advanced Norwegian language proficiency have the option of studying
Norwegian literature. Students should consult with the Chair of the
Modem Language Department for language credit.
INS 377
Scandinavia in the World
Exploration of Scandinavian viewpoints as small power nations in a world
of super powers and their role in issues of peace, conflict resolution and
arms control, East-West relations, European security, trade and the Third
World. Includes field travel to other capitals for discussionswith advocates of competing perspectives.
INS 393
Scandinavian Art and Literature: Perspectives on Social Change
Social change and issues of change and development in Norway as
reflected in its art and literature. Selected works for survey of Norwegian
history with emphasis on the contemporary period. Field study, site visits
(theaters, museums, galleries) and discussions with artists active in a
variety of media.
INS 394
Urbanization and Development in Scandinavia
Examination of urban economic, social and cultural policies and practices
as a reflection of issues of the modem welfare state and social democracies. Includes historical survey of transformations from rural and regional
cultures to urbanized and advanced industrialized nations. Emphasis on
Norway, with field travel to other capitals for a comparative view.
International Studies It
INS 499
Independent Study
Students with advanced Norwegian language proficiency have the option
of conducting Independent Study research, using Norwegian language
skills, on a topic approved by the SUST Program Director and the
appropriate home college faculty adviser,
SOUTH AMERICAN URBAN SEMESTER: COLOMBIA OR ECUADOR (SAUS)
- FALL
This semester in the city program is located in either Bogota, Colombia or Quito,
Ecuador. This interdisciplinary program focuses on the relationships between Third
World development and the consequences of urbanization, especially inequality in Latin
America. Analyses of competing theories of development are integrated with field study
in the host city and outlying regions.
INS 261
Spanish Language
All students take Spanish at the intermediate level or conduct an Independent Study if they are at an advanced level (see below). Language
emphasizes acquisition of skills for maximum participation in SAUS
program and field work.
INS 361
Introduction to Latin America
Overview of Latin American geography, history, economy, politics,
culture and arts with emphasis on program sites as case studies. Focus is
on economic development issues, theories and models applicable to Latin
America.
INS 362
Urbanization in Latin America
The development of cities and implications for social change in Latin
America. Topics include history of cities, rural-urban migration, industrialization, environmental issues, govenunental policies and urban elites.
Models and theories of urbanization and development are compared and
applied to Latin America.
INS 363
Wealth, Poverty and Community Development
The plight and prospects of the urban poor in Latin America. Emphasis
on field study in barrio communities and site visits to public and private
agencies dealing with urban problems.
INS 499
Independent Study
Students with advanced Spanish are required to prepare an Independent
Study research paper. Depending on the topic and resources required,
supervision is by a professional at a local college or research institution or
by SAUS faculty.
COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA) - FALL OR SPRING
This interdisciplinary program enables the student to combine intense involvement in
a community-based organization with the study of community development process and
the increase of language skills.
i4
International Studies
LITERATURE, IDEOLOGY, AND SOCIETY IN LATIN AMERICA: COLOMBIA OR
ECUADOR (LISLA) - SPRING
This interdisciplinary propam focuses on developments and social change in Latin
America through the study of ideology, as reflected in literature, the arts and the ways in
which ideologies shape social realities.
INS 360
Latin American Literature: Perspectives on Social Change
Study of selected literary works that illustrate social realities and express a
variety of perspectives on Latin American societies and social change.
Historical survey of the dominant trends in Latin American thought as
manifested in major artistic periods.
INS 364
Latin American Arts and Society
Introduction to theoretical frameworks for examining the relationships
among art, ideology and society. Intensive readings include works by
theorists from Europe, the U.S. and Latin America.
INS 367
Ideologies of Social Change in Latin America
Theories of ideology and overview of Latin American ideologies related to
development and social change. Emphasis on current debates and their
implications, with special attention to ideologies of diffusion, dependence
and Marxism.
INS 499
Independent Study
All students prepare an Independent Study paper on a topic and design
approved in advance. Topics can include Latin American literature and
others appropriate for Spanish language credit.
See listing under Business Administration,
Accounting and Management Information
Systems.
A
t least since Soaates, scholars have
appreciated the value of mathematics in
developing the skills of a-itical thinking,
understanding abstract concepts, and
analyzing and solving problems. Coupled
with the more modem needs of quantitative reasoning, these skills are still essential
for any liberally educated person. Mathematics courses at Augsburg are intended
to help develop these skills.
Mathematical ideas have had a formative impact on the development of civilization. Since a liberal education should
include a variety of perspectives on our
culture and heritage, a study of mathematics and its influences is an important part
of a liberal arts education.
The Department aims to provide its
majors with skills necessary to serve the
larger community through a variety of
careers. Mathematics majors are prepared
for graduate school or work in industry or
service professions. Students may pursue a
concentration in applied mathematics or
the more traditional major. Internship and
Cooperative Education options help
students take advantage of Augsburg's
proximity to the many technically-oriented
enterprises in the city.
Additionally, an increasing number of
academic disciplines require a working
knowledge of the tools of mathematics.
This Department serves students majoring
in a wide variety of fields. Toward the goal
of serving students with a diversity of
needs, the Department uses an integrated
curriculum that introduces mathematics
and science majors to modern mathematical developments and a wide variety of
concepts in the first two years, not just
calculus. A major federal grant supported
the development of this AUGMENT
curriculum.
Mathematics Faculty
Larry Copes (Chair), Suzanne Dorge,
Beverly Durkee, Ken Kaminsky, Beverly
Stratton
Major
Eight courses including:
MAT 145 AUGMENT Mathematics I
MAT 146 AUGMENT Mathematics I1
MAT 245 Mathematical Structures and
Reasoning I
MAT 246 Mathematical Structures and
Reasoning I1
MAT 314 Abstract Algebra
MAT 324 Analysis
MAT 491 ~ a t h e m a t i c s / ~ o m ~ uScience
ter
Colloquium (junior and senior
years)
CSC 170 Structured Programming
or CSC 270 FORTRAN
And three electives from MAT courses
above 200, at least two of which are above
300.
Note: At least two mathematics courses
above 300 must be taken at Augsburg.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
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 Mimesota teacher
licensure requirements.
-
Mathematics
Mathematics Major with concentration in
Applied Mathematics
Ten courses including:
MAT 145 AUGMENT Mathematics I
MAT 146 AUGMENT Mathematics I1
MAT 245 Mathematical Structures and
Reasoning I
MAT 246 Mathematical Structures and
Reasoning I1
MAT 247 Introduction to Applied
Mathematics
MAT 324 Analysis
MAT 491 Mathematics/Computer Science
Colloquium (junior and senior
years)
PHY 121 General Physics I
PHY 122 General Physics I1
CSC 170 Structured Programming
or CSC 270 FORTRAN
And three electives from:
PHY 327 Special Functions of
Mathematical Physics
MAT 328 Complex Analysis
MAT 355 Numerical Analysis
MAT 373 Probability and Statistics I
MAT 374 Probability and Statistics I1
MAT 481 Topics (must be approved)
Note: At least two mathematics courses
above 300 must be taken at Augsburg.
Honors Major
GPA of 3.5 in the major, 3.1 overall, and
Independent Study at an advanced level.
Mathematics Minor
MAT 145 AUGMENT Mathematics I
MAT 146 AUGMENT Mathematics I1
MAT 245 Mathematical Structures and
Reasoning I
MAT 246 Mathematical Structures and
Reasoning I1
or MAT 247 Introduction to Applied
Mathematics
And one elective above MAT 300.
At least one of the MAT courses above
200 must be taken at Augsburg.
Math Placement Croup (MPC)
Before enrolling in any mathematics
course, the student must have appropriate
math placement. All students are required
to have their Math Placement Group
(MPG) determined. In some cases, students
who have transferred in a college-level
mathematics course taken at another
college may have their Math Placement
Group determined by the Registrar's
Office. Students who have passed the
College Board Advanced Placement Exam
should consult with the Mathematics
Department. All other students must take
the Augsburg Math Placement Exam. The
exam is given during college registration
sessions and at other announced times
during the year. Students who need to
advance their Math Placement Group may
take the appropriate MAT course or study
on their own and retest. Additional
information about the Math Placement
Exam is available from the Director of
Testing in the Academic Dean's Office.
Prerequisites
A course must be completed with a
grade of 2.0 or higher to count as a prerequisite for a mathematics course.
MAT 103
Basic Mathematics
A review of arithmetic and an introduction to algebra. Topics include
integers, fractions, decimal numbers, ratios, percents, exponents, radicals
and evaluation of algebraic expressions. Successful completion advances
the student to Math Placement Group 11. P/N grading only. Counts as one
course in semester's load but does not give credit toward graduation.
(Prereq.: MPG I. Fall, Spring)
MAT 104
Intermediate Algebra
A review of basic algebraic skills and concepts. Topics include polynomials and rational expressions, exponents and radicals, solving and graphing
linear and quadratic equations, and inequalities. Successful completion
advances the student to Math Placement Group 111. P/N grading only.
Counts as one course in semester's load but does not give credit toward
graduation. (Prereq.: MPG 11. Fall, Spring)
MAT 105
Applied Algebra
An exploration of applications of algebra to the social and natural
sciences, business and everyday life using linear, exponential, logarithmic
and other models. Use of calculator, estimation and graphs are stressed.
Successful completion advances students to MPG 111. Students in Math
Placement Group III or IV should consult the Mathematics Department.
Students preparing for MAT 114 should consult the Mathematics Department. (Prereq.: MPG 11 and a year of high school algebra)
MAT 114
Elementary Functions
A study of algebraic, exponential, logarithmic and Mpnometric fmctions. For students planrung to take MAT 145 or calculus. Studens who
h a w completed MAT 145 or l r l d u s may register for credit only wiLh
consent of instructor. S u c c ~ ~ fcompletion
ul
advances student to Math
Placement Group IV. (Prereq.: MPG I11 and two years of high school
algebra. Spring)
MAT 121
Finite Mathematics
Topics of finite mathematics including combinatorics, probability,
matrices, linear programming and graph theory. Students who have
completed MAT 145 may not register for credit. (Prereq.: MPG III. Fall:
odd years)
MAT 122
Calculus for the Social and Behavioral Sciences
Differential and integral calculus with applications in the social and
behavioral sciences. Students who have completed MAT 145 may not
register for credit. (Prereq.: MPG In. Offered occasionally)
MAT 131
Mathematics for the Liberal Arts
An examination of the interaction between the development of mathematics and that of civilization. Primarily for students not intending further
study in mathematics. Students who have completed MAT 145 may not
register for credit. (Prereq.: MPG 111. Offered occasionally)
Mathematics
MAT 145, 146 AUGMENT Mathematics 1 & 11
An exploration of mathematical ideas, paying attention to historical and
philosophical connections and to reading, writing and thinking in
mathematics. Includes calculus concepts such as limit, continuity, derivative, anti-derivative, integral, sequences and series; and selected topics
from linear algebra, abstract algebra, number theory, probability, geometry, topology, graph theory and combinatorics. (Prereq.: MPG IV for
MAT 145; MAT 145 for 146. Fall: 145; Spring: 146)
MAT 173
Math of Interest
An introduction to actuarial mathematics. Topics include life insurance,
annuities, mortgages, loan payments, and other topics in the mathematics
of financial transactions. Offered occasionally. (Prereq.: MPG 111)
MAT 245
Mathematical Structures and Reasoning I
Further exploration of topics introduced in hL4T 145-146 including
calculus, vectors, matrix theory, graph theory and set theory. Emphasis is
on mathematical thinking, including logical reasoning and understanding
algorithmic procedures and proof formats. Part of the AUGMENT
curriculum. (Prereq.: MAT 146 or a year of college calculus. Fall)
MAT 246
Mathematical Structures and Reasoning II
Emphasis on mathematical thinking continues from MAT 245 with
conjecturing, generalizing, abstracting and communicating mathematics
in both written and oral forms. Topics include ideas from linear algebra,
dynamical systems, analysis, number theory and abstract algebra. Part of
the AUGMENT curriculum. (Prereq.: MAT 245. Spring)
MAT 247
Introduction to Applied Mathematics
Designed primarily for applied mathematics, pre-engineering and
physical science majors. Includes topics from calculus, differential
equations, discrete mathematics and applied algebra. Emphasis is on
modeling and reading mathematics. Part of the AUGMENT curriculum.
(Prereq.:-MA~245 orthree semesters of college calculus. Spring)
MAT 314
Abstract Algebra
An introduction to modern abstract algebra: a rigorous study of the basic
structures of modem abstract algebra, such as groups, rings, integral
domains and fields. (Prereq.: MAT 246 or three semesters of calculus and
one course in linear algebra. Fall)
MAT 324
Analysis
An introduction to mathematical analysis: a rigorous study of major
concepts used in the calculus and their application to more abstract
situations. (Prereq.: ENG 111, MAT 246 or 247 or three semesters of
calculus and one course in linear algebra. Spring)
MAT 328
Complex Analysis
A study of complex numbers, functions, limits, derivatives, integrals,
series, analytic functions, conformal mapping and applications. (Prereq.:
MAT 246 or 247 or three semesters of calculus and one course in linear
algebra. Fall: even years)
Mathematics
MAT 351
Modern Geometry
A study of transformational geometry including complex number representations and applications to fractal geometry. (Prereq.: MAT 246 or three
semesters of calculus and one course in linear algebra. Spring: even years)
MAT 355
Numerical Analysis
A study of approximation methods and an analysis of the computational
algorithms used. Topics include approximating solutions of nonlinear
equations, linear systems of equations and differential equations, interpe
lation, extrapolation, curve fitting, numerical differentiationand integration, and error analysis. (Prereq.: MAT 245 or three semesters of calculus,
CSC 170. Fall: odd years)
MAT 373
Probabilitv and Statistics I
A study of modern probability, enumeration techniques, discrete and
continuous probability distributions with applications to statistical problems, mathematical expectation, ~ h e b ~ s h e vinequality
's
and the central
limit theorem. (Prereq.: MAT 245 or three semesters of calculus. Fall)
MAT 374
Probability and Statistics II
A study of sampling distributions associated with the normal and other
distributions, methods of estimation, hypothesis testing, regression, analysis of variance and nonparametric statistics. (Prereq.: MAT 373. Spring)
MAT 399
Internship
A work-based learning experience that links the ideas and methods of
mathematics to the opportunities found in the Internship. Presentation at
a departmental Colloquium is expected. Students must consult with the
Department and Internship Office before registering.
MAT 441
Foundations of Mathematics
A rigorous investigation of some of the foundations of mathematics
including set theory, logic, axiomatic method and development of the real
number system. (Prereq.: MAT 314, Coreq.: MAT 324. Spring: odd years)
MAT 481
Topics in Mathematics
Study of an advanced topic. (Prereq.: MAT 246 or 247 and consent of
instructor. Spring)
MAT 491
Mathematics/Computer Science Colloquium
(.O course)
This colloquium, which has no course credit, meets weekly to keep
students informed about contemporary developments, career opportunities, and other interesting ideas in Mathematics and Computer Science.
Junior and senior majors must attend. Others are welcome. Sessions are
presented by students, faculty members or outside visitors. (Fall, Spring)
MAT 499
Independent Study
The student, with the guidance of a faculty member, selects and studies an
advanced topic. (Prereq.: consent of instructor)
PHY 327
Special Functions of Mathematical Physics
(See Physics Department listing for a description of this approved elective)
1'
See listing under InterdisciplinaryStudies.
See Ethnic Studies listing under Interdisciplinary Studies.
T
he Modem Languages
- - Department at
Augsburg College contributes in many
ways to realizing the College's mission of
providing liberal arts education for service
in today's world. The Department is
committed to the view that education
should go beyond career preparation. So
viewed, second language study goes
beyond the development of new communication skills to foster an abiding awareness
that the splendid diversity of human
languages, literatures and cultures represents a rich historic legacy developed in
different ways by many nations to be
shared by all in common. The Departmental faculty believes that familiarity with the
language and culture of another people is
an essential step in the development of a
global perspective and hence is indispensable in the education of Augsburg students.
The Modem Languages Department
offers language, literature, and culture
courses leading to majors in French,
German, Norwegian and Spanish. Intre
ductory courses in Qibwe and Russian are
offered at Augsburg, and courses in
Chinese, Japanese, Latin and Greek are
available to Augsburg students through the
College's affiliation with ACTC, a consortium of Twin Cities colleges.
In addition to courses in language and
culture, the Department offers linguistics
courses in which students may go beyond
the study of individual languages to
investigate the general principles that
operate in and shape all languages. In this
way the study of linguistics provides a
unique view of one of the most intriguing
and central facets of the human mind.
Knowledge of several languages,
perhaps combined with the study of
linguistics, is essential in preparing for
careers in second-language education and
translation, but also represents a valuable
special qualification in many other professions. Students anticipating careers in
international business, social work, the
diplomatic corps, the health professions, or
the ministry may wish to take a second
major or minor in modem languages. In
addition, a minor in languages or linguistics is a valuable research tool for those
intending to pursue graduate study in most
academic disciplines.
Modem Languages Faculty
Frankie Shackelford (Chair), Nancy Aarsvold,
Ruth Aaskov, Mary Kingsley, Randi
Quanbeck, R o d n Soto, Donald Steinmetz
Modern Languages Transfer Students
Major Requirements
Majors must take nine Upper Division
courses, five to seven of them at Augsburg
and two to four on an approved studyabroad program.
The major must include the following:
350; two courses in culture; two courses in
language (311 or above); two courses in
literature; two electives (from any of the
three areas above).
Minor
Minors must take at least two Upper
Division courses at Augsburg. 311 is a
prerequisite to all other Upper Division
courses.
The minor must include four courses
above 212, including one each in language,
literature and culture.
Honors Major
Majors seeking Departmental honors
must apply in the junior year. Requirements: 3.3 GPA in the major, 3.0 GPA
overall and honors thesis demonstrating
ability in Independent Study for one course
credit. Consult Department Chair for
details.
Transfer students intending to major or
minor in languages must take a minimum
of one Upper Division course per year at
Augsburg. See Department faculty for
limits on non-Augsburg courses.
Study Abroad
Study abroad is required of all language
majors (minimum of one semester) and
highly recommended for minors. An
advanced-level Internship in the major
language (399) or an interdisciplinary
internship (INS 199), linking language
skills with community service and career
exploration, is strongly encouraged.
Teaching Licensure
Teacher candidates in French, German
and Spanish must consult with the Department of Education for specific information
and enrollment in the program as well as
for information on Special Methods
courses. All transfer teacher candidates,
including those who have completed a
college language major elsewhere, must
take at least two courses in language,
literature, or culture at Augsburg. A 3.0
average in Conversation and Composition
(311) is a Departmental requirement for
teaching majors. Licensure requires
successful completion of the Competency
Exam prior to student teaching. See
requirements for State of Minnesota
Licensure for Teaching in Secondary
Schools under Department of Education.
I CHINESE (CHN)
Chinese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian Language
Department. See East and Southeast Asian Studies Director for more information.
'2
Modern Languages
FRENCH (FRE)
FRE 111, 112
Beginning French
Aimed to develop communication skills of understanding, speaking,
reading and writing. Through conversations, classroom practice and
readings, these courses work toward the discovery of French culture and
way of life. Four class meetings per week. Laboratory work is an integral
part of the course. (Fall: 111; Spring 112)
FRE 21 1,212
Intermediate French
Selected articles, interviews and literary readings are the basis of practice
in communication, vocabulary building and developing greater ease in
reading and writing French. Review of basic structures and grammar.
Laboratory work. (Fall: 211; Spring: 212)
FRE 243
French Literature in Translation
Major representative works of French literature are read in English
translation. Through assigned readings, class discussion and written
reaction, students become acquainted with artistic qualities and culturalhistorical significance of these works. Sophomore standing. Does not
count toward a French major or minor. (On demand)
FRE 299
Directed Study
Independent Study for Lower Division credit.
FRE 31 1
Conversation and Composition
Explores topics of current interest in both oral and written form to build
fluency, accuracy and facility of expression in French. Emphasis on
vocabulary enrichment, grammatical refinements, effective organization
of ideas. Laboratory assignments. A prerequisite to other Upper Division
courses. (Fall)
FRE 312
French Expression
A two-pronged approach to coherent and correct expression in speaking
and writing. Attention to grammatical structures, French turns of phrase
and elementary stylistics for business and personal use. French phonology
and speech group practice, study of spoken models from the media.
(Prereq.: FRE 311 or consent of instructor. On demand)
FRE 331
French Civilization: Historical Perspective
A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of
French intellectual, political, social and artistic self-awareness. Readings,
reports, extensive use of audio-visual materials. In French. (Prereq.: FRE
311 or consent of instructor. Spring: on rotational basis)
FRE 332
French Civilization Today
Topics in 20th-century problems, ideas. Cultural manifestations that
promote understanding of French-speaking people and their contribution
to the contemporary scene. Readings, reports, extensive use of audiovisual materials and periodicals. In French. (Prereq.: FRE 311 or consent of
instructor. Spring: on rotational basis)
Modern Languages 1;
FRE 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approaches to literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works.
(Prereq.: FRE 311 or consent of instructor. On demand)
FRE 351, 353
Survey of French Literature I, II
The study of major French authors and literary movements in France
through the reading of whole literary works where possible. Lectures,
discussion, oral and written reports in French. (Prereq.: FRE 311 or
consent of instructor. Spring: on rotational basis)
FRE 355
20th Century Literature
A survey of the major French literary movements since World War I,
including the novel, the theater, poetry, the essay, and criticism. Classes,
oral and written reports and laboratory texts in French. (Prereq.: FRE 311
or consent of instructor. Spring: on rotational basis)
FRE 399
Internship
A work-based learning experience in which the student, a faculty member,
and the site supervisor design a learning agreement that enables the
student to apply advanced French skills in a professional context and to
explore career possibilities related to the major. Consult with the departmental Internship Coordinator and the Internship and Cooperative
Education Office.
FRE 41 1
Advanced Conversation and Composition
By means of reading, speaking and writing on topics of intellectual, social
or political interest, the student acquires extensive training in the four
skills at an advanced level. Attention to accuracy and effectiveness,
characteristiclevels of expression, refinements in style and organization as
individual needs indicate. Laboratory assignments. (Prereq.: FRE 311 or
consent of instructor. Fall)
FRE 450
French Seminar: Novel, Drama, Poetry, Short Story
In-depth study of a topic or genre in French literature. Student presentations in French. For advanced students. (See also Interim Catalog. Prereq.:
FRE 311 or consent of instructor. On demand)
FRE 499
Independent Study
Individual pursuit of a topic, movement or genre at an advanced level.
Designed to complete a balanced program, enhance research, or meet
individual interests. In literature a major paper and its defense are
included. (Consultationswith French teachers required. Junior standing.
Subject and plan to be clarified early with study adviser.)
GERMAN (CER)
CER 111, 112 Beginning German
Aims at developing basic skills. Classroom practice in speaking, under-
- Modern Languages
'*
standing and reading basic German. Goals: ability to read extended
narratives in simple German, insights into German culture and participation in short conversations.Laboratory materials available. (Fall: 111;
Spring: 112)
GER 21 1, 212 Intermediate German
For students with two tenns (or four to five semesters high school) of
previous German. Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending
range of vocabulary and idiomatic expression through reading and
discussion of materials representing contemporary German life and
literature. (Fall: 211; Spring: 212)
GER 244
German Literature in Translation
Principal works of German literature representing Medieval to modem
periods (including Mann, Hesse, Grass, Kafka, Brecht) are read and
discussed in English. Readings are considered in the context of German
cultural history as well as in context of the universal human condition.
Credit for this course does not apply to a German major or minor.
(Sophomore standing. On demand)
GER 299
Directed Study
Independent Study for Lower Division credit.
GER 311
GER 331
Conversation and Composition
Aims at developing facility in the use of grammatical structures, vocabulary and idiomatic expressions most common in colloquial German.
Intensive practice in speaking is supplemented with exercises in written
composition. (Fall)
German Civilization and Culture I
Follows the cultural and social development of the German-speaking
peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to
the Thirty Years War (1643),with emphasis on the impact of Roman
civilization, the re-emergence of German cultural self-awareness in the
Middle Ages and the upheavals of the Reformation. In German. (Prereq.:
GER 311 or consent of instructor. Spring: on rotational basis)
GER 332
German Civilization and Culture II
Survey of significant currents of development which have shaped presentday Germany, Austria and Switzerland since the Age of Enlightenment.
The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic and scientific history of the German-speaking
peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on
rotational basis)
GER 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) beats the basic principles of literature, literary genres and
different approaches to literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works.
(Prereq.: GER 311 or consent of instructor. On demand)
Modern Languages
CER 351
German Literature through the 18th Century
Survey of heroic, courtly, Reformation, Baroque, Enlightenment, Storm
and Stress, Classic and Romantic literature. Readings in German supplemented by lectures on the history of German literature in its cultural and
geopolitical context. Class discussions help improve students' ability to
express ideas in German. (Prereq.: GER 311 or consent of instructor.
Spring: on rotational basis)
GER 352
German Literature: The 19th Century
Study of later Romanticism, Yowg-Germany, Poetic Realism, Naturalism
and Impressionism. Lectures include the literary reaction to the decline of
idealistic philosophy and the rise of technology and science. Readings in
German. Class discussions help improve students' ability to express ideas
in Gennan. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis)
CER 353
German Literature: The 20th Century
Literary responses to the crises and upheavals of our time. Writers of
international stature are discussed: Kafka, Hesse, Mann, Brecht. Readings
in German with class discussions are designed to aid students' selfexpression in Gennan. (Prereq.: GER 311 or consent of instructor. Spring:
on rotational basis)
CER 399
Internship
A work-based learning experience in which the student, a faculty member
and the site supervisor design a learning agreement that enables the
student to apply advanced German skills in a professional context and to
explore career possibilities related to the major. Consult with the departmental Internship Coordinator and the Internship and Cooperative
Education Office.
CER 41 1
Advanced Conversation and Composition
Aims at developing and refining the student's use of.German as a vehicle
for expressing his or her own ideas and opinions. Emphasis on written
composition including control of style. Oral practice through use of
German as classroom language. (Prereq.: GER 311 or consent of instructor.
Fall)
CER 451
German Prose
Reading and discussion of German prose masterpieces from Goethe to the
present. Lectures treat the development of the epic genre as a mirror of
cultural and geopolitical history. (Prereq.: GER 311 or consent of instructor. On demand)
GER 452
German Drama
Representative dramatic works from late 18th century to the present are
discussed and read as symptomatic of perennial human concerns.
Lectures treat the historical development of the drama. (Prereq.: GER 311
or consent of instructor. On demand)
CER 499
Independent Study
Independent Study for Upper Division credit.
1;
'6
Modern Languages
JAPANESE (JPN)
Japanese language studies are possible through a contractual arrangement with the
ACTC East Asian Studies Program and the University of Minnesota East Asian Language
Department. See East and Southeast Asian Studies Director for more information.
1 LINGUISTICS (LIN)
LIN 289
Introduction to Linguistics
An introduction to linguistic analysis and general linguistic principles,
with focus on linguistic universals and psycholinguistics. Theoretical
questions will be approached by studying samples of various languages.
No prerequisite. Recommended for all language majors and minors.
(On demand)
LIN 299
Directed Study
Independent Study for Lower Division credit.
LIN 311
Theories of Grammar
Comparative analysis of various views of language represented in current
linguistic research with the aim of distinguishing underlying philosophical assumptions, investigational criteria and explanatory goals. The
theories will be contrasted with those of adjacent disciplines (anthropology, psychology, logic and communication theory). (On demand)
LIN 499
Independent Study
Independent Study for Upper Division credit.
NORWEGIAN (NOR)
Two courses in Norwegian are also offered as part of the 0stfold Program, listed
under International Studies.
NOR 111, 112 Beginning Norwegian
Introduction of the four basic language skills: speaking, listening, reading
and writing. Stress is on spoken rather than literary Norwegian. Laboratory work expected. (Fall: 111;Spring: 112)
NOR 211
Intermediate Norwegian
Continued acquisition and refinement of communication skills (speaking,
listening, reading, writing). Emphasis is on social or cultural contexts and
integrated vocabulary clusters. Selected readings in Norwegian are used
as a basis for class activities and writing exercises. Includes grammar
review. Laboratory work expected. (Prereq.: NOR 112 or equivalent. Fall)
NOR 299
Directed Study
Study for Lower Division credit.
NOR 311
Conversation and Composition
Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Some attention given to regional
dialects and to differencesbetween the two official languages of Norway.
Modern Languages
Readings in history, social science and literature form a basis for
class activities and frequent writing practice. (Prereq.: NOR 211 or
equivalent. Spring)
NOR 331
Norwegian Civilization and Culture
A two-tiered approach allows students to place contemporary cultural
developments, such as Norway's changing role in the global community,
into an historical context. Readings in history are supplemented by
newspaper articles and video tapes. Readings, lectures, class discussion,
writing assignments and periodic oral reports in Norwegian. (Prereq.:
NOR 311 or consent of instructor. Fall: alternate years)
NOR 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approaches to literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works.
(Prereq.: NOR 311 or consent of instructor. On demand)
NOR 353
Survey of Norwegian Literature
Selected readings in contemporary Norwegian literature provide a
basis for the study of major works from earlier periods, including several
in nynorsk. Readings, lectures, discussion, journals, essays and oral
reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall:
alternate years)
NOR 399
Internship
A work-based experience in which the student, a faculty member and the
site supemisor design a learning agreement that enables the student to
apply advanced Norwegian skills in a professional context and to explore
career possibilities related to the major. Consult with the Departmental
Internship Coordinator and Internship and Cooperative Education Office.
NOR 41 1
Advanced Conversation and Composition
Extensive practice in spoken and written Norwegian, based on literary
and cultural readings. Some attention is given to the historical develop
ment of the Norwegian language. Students serve as peer-tutors for those
registered in NOR 311. Readings, journals, discussion, role-playing,
written and oral reports in Norwegian. (Prereq.: NOR 311 or consent of
instructor. Spring)
NOR 499
Independent Study
Independent Study for Upper Division credit.
OJlBWE(OJB)
Two courses in Qibwe (Chippewa)are offered at Augsburg, both as part of the
Modem Language Department and as part of the American Indian Studies minor.
OJB111, 112 Beginning Ojibwe
An introduction to the language and culture of the Ojibwe (Chippewa).
-
-
- Moaern Languages
Emphasis is on vocabulary, reading, writing and conversational skills.
Classroom practice will include linguistic patterns and oral interaction.
The second course extends vocabulary usage, reading, writing, oral skills
and cultural studies, with increased emphasis on comprehension.
RUSSIAN (RUS)
One year of Russian is offered at Augsburg. Russian language studies may be continued in the ACTC Russian, Central and East European Studies Program, which requires
two years of language for the major. See Russian, Central and East European Studies
Program Campus Coordinator for more information.
RUS 111, 112 Elementary Russian
Aimed 'to develop reading, writing, understanding and conversational
skills through oral classroom practice, elementary readings, short compositions and a growing acquaintancewith Russian culture. Extensive use of
the language lab. (Fall: 111;Spring: 112)
SPANISH (SPA)
Courses in addition to those below are offered through various programs listed under
International Studies.
SPA 111, 112 Beginning Spanish
Aims to develop the four basic skills: understanding, speaking, reading
and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Laboratory work is an integral part of the course. (Fall:
111;Spring: 112)
SPA 21 1, 212 Intermediate Spanish
Through the reading of selected Latin American and Spanish texts that
stimulate intellectual growth and promote cultural understanding,
students review all of the basic structures of Spanish and build conversational skills through class discussions. Designed for students with four
to five semesters of high school Spanish or its equivalent. (Fall: 211;
Spring: 212)
SPA 249
Selected Works of Spanish and Latin American Literature in
Translation
Major works of Spanish and Latin American literature representing
various periods and movements are read in English translation. Through
background reading and class discussion in English the student is
acquainted with the salient artistic qualities and cultural-historical
significance of the readings. Credit for this course does not apply to a
Spanish major or minor. (On demand)
SPA 299
Directed Study
Independent Study for Lower Division credit.
SPA 311
Conversation and Composition
Thorough oral and written practice in correct expression with the aims of
Modern Languages fluency and facility. Enrichment of vocabulary. Laboratory work. This
course is a prerequisite for all Upper Division courses. (Prereq.: SPA 212
or equivalent. Fall)
SPA 312
Spanish Expression
Intended for students who have a basic command of writing and speaking
skills in Spanish and wish to expand them. Intensive practice to improve
oral and written expression with emphasis on conversational facility,
stressing idiomatic usage and the finer points of grammar. Conducted in
Spanish. (Spring: on rotational basis)
SPA 331
Spanish Civilization and Culture
Study of the Spanish character and of Spanish contributions to world
civilization through historical, intellectual, literary and artistic movements. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on
rotational basis)
SPA 332
Latin American Civilization and Culture
A study of the cultural heritage of the Spanish American countries from
the pre-Colurnbian civilizations to the present. In Spanish. (Prereq.: SPA
311 or consent of instructor. Spring: on rotational basis)
SPA 350
Introduction to Literature for Language Students
Theory and practice of literary studies. A theoretical component (in
English) treats the basic principles of literature, literary genres and
different approaches to literary analysis. Students apply the elements of
theory through reading, analyzing and discussing selected works of
literature. (Prereq.: SPA 311 or consent of instructor. On demand)
SPA 352, 353 Survey of Spanish Literature I, II
A study of representative authors in Spanish literature, supplemented by
lectures on the literary movements and development of Spanish literature.
Lectures, discussion, written and oral reports in the language. (Prereq.:
SPA 311 or consent of instructor. Spring: on rotational basis)
SPA 354
Representative Hispanic American Authors
An introduction to Spanish-American literature. Lectures, discussions,
written and oral reports in the language. (Prereq.: SPA 311 or consent of
instructor. Note: Students who have taken SPA 356 [taught in Mexico]
may not take 354. Spring: on rotational basis)
SPA 399
Internship
A work-based leaming experience in which the student, a faculty member
and the site supervisor design a learning agreement that enables the
student to apply advanced Spanish skills in a professional context and to
explore career possibilities related to the major. Consult with the departmental Internship Coordinator and the Internship and Cooperative
Education Office.
SPA 411
Advanced Conversation and Composition
Emphasis on increasing facility and correctness of written and oral
expression through conversations, discussions, reports, debates, written
Modern Languages
compositions and grammatical exercises. (Prereq.: SPA 311 or consent of
instructor. Fall)
SPA 456
Spanish Drama
Study of the masterpieces of dramatic literature in Spain. Oral and written
reports in the language. Emphasis on the Golden Age and the Modern
Period. (Prereq.: one survey course. Spring: on rotational basis)
SPA 457
Spanish Novel
Study of the outstanding novelists of the 19th and 20th century in Spain.
Oral and written reports in the language. (Prereq.: one survey course.
Spring: on rotational basis)
SPA 499
Independent Study
Independent Study for Upper Division credit.
MUS
M u s i c has the power to move and
change us. Whether we experience music
as a listener, teacher or performer, it adds
a significant and satisfying dimension to
our lives.
The Music Department at Augsburg
College offers courses in music and music
performance to give students access to this
essential aspect of human history and
culture. In addition, all students of the
College community have the opportunity
to participate in choral and instrumental
ensembles which perform locally, nationally and internationally.
Augsburg College is an institutional
member of the National Association of
Schools of Music. The Music Department
serves the general education needs of
students and offers professional training in
music. The Music major combines a broad
education in the liberal arts with preparation for a wide range of graduate and
professional opportunities. Students may
choose from among four majors in three
degree programs: Bachelor of Arts -Music
Major; Bachelor of Music - Performance
Major; Bachelor of Music - Music Education Major, and Bachelor of Science - Music
Therapy Major.
In addition to opportunities as professional musicians, teachers of music and
music therapists, graduates have access to a
wide variety of careers. Leaders in the
professions and business regard a liberal
arts major as an excellent preparation for
satisfying and effective service in many
occupational areas.
Music Faculty
Merilee Klemp (Chair),Stephen Gabrielsen,
Robert Karlen, Roberta Metzler, John
Moye, Robert Stacke
Music Coordinator
Mary Ella Pratte
Bachelor of Arts
Freshmen will enroll in the regular
Bachelor of Arts program. Theory tests will
be required of all incoming students and
will be given the first week of class. The
petition to be accepted as a B.A. candidate
will be submitted to the Department prior
to registration for Upper Division courses.
Bachelor of Music - Education
Theory placement tests will be required
of all incoming students and will be given
the first week of class. Students wishing to
become Bachelor of Music - Education
candidates must perform (Level 11 repertoire) in their major performance medium
for a faculty panel. They may then apply,
by petition, to the Department as early as
their second semester of study. Additionally, Music Education majors must apply
to the Education Department for acceptance into the music education licensure
program. Departmental approval and a
cumulative GPA of 2.5 in all music
courses is necessary for the education
licensure program.
Bachelor of Music - Performance
Theory placement tests will be required
of all incoming students and will be given
the first week of class. Students wishing to
become Bachelor of Music - Performance
candidates must perform (Level I1 repertoire) in their major performance medium
for a faculty panel. They must then apply,
by petition, to the Department before the
end of their second semester of study.
uL Music
-
Candidate approval is necessary to register
for B.M. level performance studies. A
cumulative GPA of 2.5 in music courses
and a 3.0 in performance studies must be
maintained.
Bachelor of Science - Music Therapy
Theory placement tests will be required
of all incoming students and will be given
the first week of class. Students considering
a music therapy major should consult with
the director of the program. An equivalency program is available for those who
have a four-year college degree.
juniors with a GPA of at least 3.0 in music
courses. A faculty committee must approve
the candidate's honors project proposal
and certify successful completion. The
following possibilities are indicative of
acceptable projects: a senior thesis and its
defense; an additional senior recital of
graduate quality; composition of a work for
vocal and/or instrumental ensemble;
conducting an ensemble concert; or
combinations of the above. Consult the
Music Department Student Handbook for
more information.
Music Minor
Candidates must apply by petition to
the Department prior to registration for
Upper Division courses.
Freshman Performance Scholarships
Available to freshmen taking lessons for
credit. Consult with individual instructors
or the Music Office.
Transfer Students
Transfer students will enter the B.M.
program on probation, subject to Departmental approval of a performance hearing
and petition during their first semester in
residence. All transfer students will be
required to take the theory placement test
the first week of class.
Core Curriculum (required of all majors):
MUS 101 Materials of Music I
MUS 102 Materials of Music I1
MUS 111 Aural Skills I
MUS 112 Aural Skills I1
MUS 201 Materials of Music 111
MUS 211 Aural Skills 111
MUS 231 History and Literature of Music I
MUS 232 History and Literature of Music I1
Plus ensemble participation, performance
studies, and recital requirements as given
under each speafic degree and major (see A p
plied Music section).Also, French or German
study as stated in General Education Require
ments and in speafic degree requirements.
BACHELOR OF ARTS
Ensembles
Music Major
Auditions for membership in ensembles
are scheduled, following application,
during summer orientation sessions or
during the first week of the school year.
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-performancegraduate study, or desire to
enter one of the many music-related business
fields of employment, most often choose this
course of study.
Honors Major
Candidates for the honors program are
nominated each spring from among those
Music Requirements: 12 course credits
Core curriculum plus:
MUS 202 Form and Analysis
MUS 212 Aural Skills IV
One music credit elective
And two semesters chosen from:
MUS 311,312 Composition
MUS 341 Basic Conducting
MUS 342 Choral Conducting
MUS 344 Instrumental Conducting
MUS 331 Music of the Baroque Era
MUS 332 Music of the Classical Era
MUS 333 Music of the Romantic Period
MUS 334 Music of the 20th Century
Performance Studies
Eight quarter course credits in the major
instrument/voice.
Eight quarter course credits in a major
ensemble
Four semesters in a non-credit small
ensemble
Keyboard proficiency
Pass tluee Music Repertoire tests
Consult the Music Department Student
Handbook for more information on
individualized degree requirements.
Music Minor
Six course credits including:
MUS 101,102 Materials of Music I, I1
MUS 111,112 Aural Skills I, I1
MUS 231 History and Literature of Music I
or MUS 232 History and Literature of
Music I1
MUS 341 Basic Conducting
And one additional course in Music
History or Conducting
Plus four consecutive quarter courses
in a major ensemble concurrent with
four quarter courses of Performance
Studies in the student's major instrument.
Music minors also must pass one Music
Repertoire test.
W BACHELOR OF MUSIC
Music Education Major
Offers students the preparation
necessary to become teachers of music in
the public schools. This preparation
includes course work which allows the
student to become certified to teach at the
elementary through the secondary levels.
Requirements: 16.5 course credits
Core curriculum plus:
MUS 202 Form and Analysis
MUS 212 Aural Skills IV
MUS 311,312 Composition I, 11
MUS 341 Basic Conducting
MUS 342 Choral Conducting
or MUS 344 Instrumental
Conducting
Performance Studies
Two quarter course credits in the major
instrument/voice
Four half course aedits in the major
instrument/voice
Two full course credits in the major
instrument/voice
Two quarter course credits in the minor
instrurnent/voice
MUS 358 Half junior recital
MUS 459 Full senior recital
Eight quarter course credits in a major
ensemble
Four semesters in a non-credit small
ensemble
Improvisation competency on major
instrument or voice
Keyboard proficiency
Pass three Music Repertoire tests
Achieve a cumulative GPA of 2.5 in all
music courses and in the major performance medium.
Choose one area of emphasis:
Vocal emphasis - MUS 251,252,253,
254,435
Music
Instrumental emphasis - MUS 152,
155, and one course credit of music elective
Other Requirements
HPE 114 Health and Safety Education
HPE 115 Health and Chemical
Dependency Education
HPE 116 Healthy Concepts for Educators
EDU 210 Learning and Development in
an Educational Setting
EDU 265 Orientation to Education in an
Urban Setting and Field
Experience
EDS 341 Media Technology
EDS 350 Reading in the Content Areas
EDS 354 Creating Learning
Environments: Secondary and
Field Experience
EDS 355 Music Methods (K-12)
EDS 356,357,358 Music Methods: Brass
and Percussion, Woodwinds,
Strings
EDS 388 Human Relations
EDS 478 School and Society
EDS 481,482,483,484 Student Teaching
and Seminar
Consult the Education Department and
Music Department Student Handbook and
program adviser.
BACHELOR OF MUSIC
Music Performance Major
Designed for students who display
advanced competence and achievement in
music performance. This degree program is
chosen by students who wish to become
professional performers, private instructors, or who intend to pursue a graduate
degree in music performance.
Requirements: 19.5 course credits:
Core Curriculum plus:
MUS 202 Form and Analysis
MUS 212 Aural Skills IV
MUS 311,312 Composition I, I1
MUS 341 Basic Conducting
MUS 342 Choral Conducting
or MUS 344 Instrumental
Conducting
Performance Studies
Two quarter course credits and six full
course credits in the major instrument/
voice
Two quarter course credits in the minor
instrument/voice
MUS 358 Full junior recital
MUS 459 Full senior recital
Eight quarter courses in a major ensemble
Four semesters in a non-credit small
ensemble
Keyboard proficiency test
Pass three Music Repertoire tests
Achieve a cumulative GPA of 2.5 in all
music courses and 3.0 in the major
performance medium.
Choose one area of emphasis:
Vocal emphasis - MUS 251,252,253,
254,435, one course credit of music
elective. French or German to fulfill
language requirement.
Piano or Organ emphasis - MUS 301,
302,436,456, one-half course credit of
music elective.
Instrumental emphasis - MUS 301,302,
one and one-half course credits of music
electives.
Consult the Music Department Student
Handbook for more information.
BACHELOR OF SCIENCE
Music Therapy Major
Fulfills academic and clinical requirements for registration with the National
Association for Music Therapy, Inc., and
prepares students for the professional
Music
certification examination developed by the
Certification Board for Music Therapists.
This course is chosen by students who wish
to become registered music therapists.
Requirements: 16.5 course credits
Core curriculum plus:
MUS 152 Basics of Singing
MUS 155 Class Piano
MUS 158 Class Guitar
MUS 271 Music Therapy Techniques and
Materials
MUS 274,275 Music Therapy Practicums
MUS 311,312 Composition I, I1
MUS 341 Basic Conducting
MUS 372,373 Psychological Foundation of
Music I, I1
MUS 374,375 Music Therapy Practicums
MUS 472 Human Identity Through the
Creative Arts
MUS 473 Music Therapy Senior Seminar
MUS 474,475 Music Therapy Practicums
MUS 479 Music Therapy Clinical
Internship
Performance Studies
Eight quarter course credits in the major
instrument/voice
MUS 458 Half senior recital
Four quarter course credits in major
ensemble
Four semesters in major (credit) or small
(non-credit) ensemble
Four semesters in small ensemble (no
credit)
Keyboard proficiency, guitar proficiency
Pass three Music Repertoire tests
Achieve a minimum grade of 2.5 in each
music therapy course
Additional required courses:
EDS 282 Introduction to Special
Education
EDS 356,357,358 Music Methods: Brass
and Percussion, Woodwinds,
Strings
PSY 105 General Psychology
PSY 362 Behavior Disorders
BIO 103 Human Anatomy and
Physiology
SOC 362 Statistical Analysis
or PSY 230 Research Methods:
Design, Procedure and Analysis I
Graduates are eligible to take the
National Association for Music Therapy
certification examination.
APPLIED MUSIC
Ensembles (MUE)
One quarter course credit per semester
is granted to members of major ensembles
(MUE 111,112,121,141). Other ensembles
carry no credit. Traditional grading is
required for music majors and minors in
ensemble courses. The general student way
register for credit with either traditional or
P/N grading, or may choose no credit
status with audit (V) designation. A
maximum of two course credits in ensemble may be counted toward graduation
requirements.
Performance Studies for Credit
Four elements are required of music
majors/minors - lessons, jury examination at end of each semester, mandatory
attendance at performance workshop and
attendance at off- and on-campus performances. See Music Department Student
Handbook for details.
Areas of Concentration
The music major/minor student must
declare an area of concentration. A
secondary area, required of Music Educa-
18
Bd
Music
tion students, necessitates additional
lessons, jury examination and performance.
Lessons: Private instruction in voice,
piano, organ and any instrument is
available for all students in the following
categories:
No credit - one half-hour lesson and
three hours of practice per week.
One-quarter course credit - one halfhour lesson and four hours of practice per
week.
One-half course credit -two halfhour lessons and eight hours of practice
per week.
One course credit -two half-hour
lessons and 12 hours of practice per week.
Performances: All students registered
in Performance Studies for credit must
perform each year in a general student
recital, at the end of each semester for a
faculty panel (jury examination), and
additional performances as required by the
instructor.
Listening: All music majors/minors
registered in Performance Studies for
credit are required to attend designated
music events during each semester
(recommended:four on-campus and four
professional off-campus) during each
semester. Failure to attend the required
number of recitals, major ensemble
concerts, other designated events and the
Performance Workshops or student
recitals will be a factor in determining the
final grade received in Performance
Studies. Music majors must pass a total of
three Music Repertoire tests; music
minors must pass one. Consult the Music
Department Student Handbook for
contents of Music Repertoire tests and
specific degree requirements.
Recitals: A committee composed of the
student's teacher and two other music
faculty members will determine the final
grade for all recitals. A pre-recital hearing
will be mandatory for all students performing recitals that partially fulfill degree
requirements. The charge of the recital jury
shall be to determine if the recital is likely
to be adequately prepared by the recital
date for the student to receive a grade of
3.0 (B.M. Performance) or 2.5 (B.A., B.M.Education, B.S.) as specified in Department
guidelines. Concurrent registration in
Performance Studies in the major performance medium is required for recital
performance.
Students should carefully read the
Music Department Student Handbook and
consult continually with their applied
teacher. The following guidelines provide
an outline of requirements and procedures
which must be followed by all recitalists.
Departmental Sponsorship
Recitals required for the fulfillment of
the B.M., B.A. or B.S. degree requirements
or Honors Major will be sponsored by the
Music Department. Other student recitals
may be departmentally sponsored.
Duration and Repertoire Level
All departmentally sponsored recitals
must be representative of the academic
guidelines set forth in this catalog and
Repertoire Lists available in the Music
De~artment.
1.B.M. degree junior recitals (MUS 358)
will be one-half hour in duration, and will
be at repertoire Level I11 for Music Education majors and one hour in duration at
Level IV for Music Performance majors.
2. B.M. degree senior recitals (MUS 459)
will be one hour in duration at repertoire
Music l a
Level IV for Music Education majors and
one hour in duration at Level V for Music
Performance majors.
Keyboard Proficiency
B.A., B.M. and B.S. candidates must
demonstrate elementary keyboard familiarity by passing the Piano Proficiency test.
(Consult the Music Department Student
Handbook for contents of Piano Proficiency
test.)
3. B.A. and B.S. degree senior recitals
(MUS 458) will be one-half hour in duration at repertoire Level 111.
Many music courses are offered alternate years. Consult the ACTC Class Schedule or
the Music Department for course offerings in each term.
THEORY
MUS 101
Materials of Music 1
(.5 course)
Notation, scales, intervals, triads, keyboard harmony and principles of
part writing. To be taken concurrently with MUS 111. (Fall)
MUS 102
Materials of Music 11
(.5 course)
Diatonic harmony, secondary dominants and simple modulations. To be
taken concurrentlywith MUS 112. (Spring)
MUS 111
Aural Skills 1
(.5 course)
Rhyhmc and melodic dictation, interval and triad recognition, sight
singing and harmonic dictation to parallel progress in MUS 101. (Prereq.:
concurrent registration in/or completion of MUS 101. Fall)
MUS 112
Aural Skills 11
(.5 course)
Development of listening and reading skills to parallel progress in MUS
102. (Prereq.: concurrent registration in/or completion of MUS 102.
Spring)
MUS 201
Materials in Music 111
(.5 course)
Continuation of MUS 102 with chromatic harmony and modulation.
(Prereq.: MUS 102. Fall)
MUS 202
Form and Analysis
(.5 course)
Musical structures of common practice period and introduction to 20th
century practice. (Prereq.: MUS 201. Spring)
MUS 21 1
Aural Skills 111
(.5 course)
Melodic, harmonic dictation and sight singing to parallel progress in MUS
201. (Prereq.: MUS 211 and concurrent registration in/or completion of
MUS 201. Spring)
MUS 212
Aural Skills IV
(.5 course)
Further development of listening skills to parallel progress in MUS 202.
(Prereq.: MUS 211 and concurrent registration in/or completion of MUS
202. Spring)
-
Music
MUS 301
Counterpoint 1
(.5 course)
Sixteenth through 18th century contrapuntal techniques including double
counterpoint, passacaglia, fugue and canon. (Prereq.: MUS 201,211.
Alternate years: Fall 1995)
MUS 302
Counterpoint 11
(.5 course)
Study of contemporary counterpoint including works of Schoenberg,
Bartok, Hindemith, Stravinsky and Carter. (Alternate years: Spring 1996)
MUS 31 1
Composition 1
(.5 course)
Study of notational systems, score layout, calligraphy, physical basis of
sound, ranges of and arranging music for voices and instruments. Simple
forms and tonal harmonic materials are employed. (Fall)
MUS 312
Composition 11
(.5 course)
Advanced arranging for vocal and instrumental ensembles of varying
sizes and types. Contemporary techniques, atonal systems, and larger
forms are studied and used. (Spring)
MUS 341
Basic Conduding
(.5 course)
Study of fundamental conducting patterns and baton technique. Score
analysis and preparation. Rehearsal techniques. Basic nomenclature. (Fall)
MUS 342
Choral Conduding
(.5 course)
Choral literature and organization. Vocal methods and voice selection.
Advanced conducting techniques with class as the choir. (Alternate years:
Spring 1995)
MUS 344
Instrumental Conduding
(.5 course)
Preparation of and conducting instrumental literature. Advanced conducting techniques. Organization of instrumental ensembles. (Alternate years:
Spring 1996)
W HISTORY AND LITERATURE
MUS 130
Introduction to Music in the Fine Arts
Relationship between music of each period and the other fine arts. For
non-music majors.
MUS 230
Electronics in Music
Exploration and creation of sounds heard in 20th century music. The
study and application of practical electronic technology used in music will
be combined with aesthetic considerations in the creative aspects of the
art. For non-music majors.
MUS 231
History and Literature of Music I
A study of the evolution of music from antiquity to 1750. (Prereq.: MUS
112,201. Fall)
MUS 232
History and Literature of Music II
Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 112,201.
Spring)
Music
The following four half-courses are extensive studies of speaal eras in music history:
MUS 331
Music of the Baroque Era
(.5 course)
(Prereq.: MUS 231,232. Alternate years: Fall 1994)
MUS 332
Music of the Classical Period
(.5 course)
(Prereq.: MUS 231,232. Alternate years: Spring 1995)
MUS 333
Music of the Romantic Period
(-5 course)
(Prereq.: MUS 231,232. Alternate years: Fall 1995)
MUS 334
Music of the 20th Century
(.5 course)
(Prereq.: MUS 231,232. Alternate years: Spring 1996)
MUS 432
Church Music and Worship
Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and
theology student. (Alternate years: Spring 1995)
MUS 435
Voice Repertoire
(.5 course)
Interpretation, style and programming of the song literature from the 16th
century to the present, with an emphasis on literature and source materials used for teaching voice. (Prereq.: MUS 231,232. Alternate years: Spring
1995)
MUS 436
Piano Repertoire
(-5 course)
Study of the piano literature from the 17th century to the present by
listening, analyzing and performing. (Prereq.: MUS 231 and 232. Alternate
years: Spring 1995)
MUS 498
lndependent Study
(.5 course)
Advanced research and projects not otherwise provided for in the
Department curriculum. Open only to advanced students upon approval
by the faculty.
MUS 499
lndependent Study
Advanced research and projects not otherwise provided for in the
Department curriculum. Open only to advanced students upon approval
by the faculty.
W TECHNIQUE
MUS 152
Class Voice
(.25 course)
Fundamentals of tone production and singing. (Spring)
MUS 155
Class Piano
(-25 course)
Basic keyboard familiarity, including scales, chords, arpeggios, sightreading, and simple accompaniment and music reading skills necessary
to pass the Piano Proficiency Test. (Prereq.: MUS 101 or consent of
instructor. Fall)
MUS 158
Class Guitar
(.25 course)
Beginning techniques of classic guitar. (Spring)
-11
- Music
MUS 252
English Diction
(.25 course)
Fundamental course in correct standard English diction for singing.
Familiarization with the International Phonetic Alphabet. Open to all
students registered for vocal instruction. (Alternate years: Fall 1995)
The following three quarter-courses are continuations of MUS 252 with application for the
Italian, German and French languages.
MUS 251
Italian Diction
(.25 course)
Familiarization with the International Phonetic Alphabet and its application to basic Italian song literature. (Prereq.: MUS 252. Alternate years:
Fall 1995)
MUS 253
German Diction
(.25 course)
Continued use of the International Phonetic Alphabet in basic German
song and choral literature. (Prereq.:MUS 252. Alternate years: Spring
1996)
MUS 254
French Diction
(.25 course)
Continued use of the International Phonetic Alphabet in basic French song
and choral literature. (Prereq.: MUS 252. Alternate years: Spring 1996)
MUS 358
junior Recital
(.O course)
B.M. candidates only. Half recital at repertoire Level 111, Music Education
majors or full recital at Level IV, Music Performance majors. No course
credit.
MUS 456
Piano Pedagogy
(.5 course)
Principles, methods, materials and techniques for teaching piano. Survey
of various pedagogical schools of thought. (Alternateyears: Spring 1996)
MUS 458
Senior Recital
(.O course)
Half recital by B.A. or B.S. candidates at repertoire Level 111. No course
credit.
MUS 459
Senior Recital
(.O course)
B.M. candidates only. Recital must be preceded by a prerecital hearing by
faculty committee. Repertoire Level IV for Music Education majors and
Level V for Music Performance majors. No course credit.
THERAPY
MUS 271
Music Therapy Techniques and Materials
(.5 course)
Study of non-symphonic instruments, Orff-Schulwerk, applications of
recreational music activities to clinical settings. Includes on-campus
practicum with children.
MUS 272
Human Identity through the Creative Arts
A study of the aesthetic expression and experience as they relate to human
identity, with an emphasis on psychological, cultural and biological
aspects of musical behavior. An understanding of the relationships of the
creative therapies of art, music, drama and movement. (Alternateyears:
Fall 1995)
Music 19
MUS 274, 275 Music Therapy Practicums
(.O course)
Volunteer work in a clinical setting, two hours per week. No course credit.
MUS 372
MUS 373
Psychological Foundations of Music I
An objective approach to musical stimuli and response, with an emphasis
on acoustics and sociopsychological aspects of music. An understanding
of the research process and development of an experimental research
project. (Alternate years: Fall 1994)
Psychological Foundations of Music II
Implementation of group and individual research projects, emphasis on a
multidisciplinaryapproach to music therapy. Theories of learning music,
musical talent and performance. (Alternate years: Spring 1995)
MUS 374, 375 Music Therapy Practicums
(.O course)
Volunteer work in a clinical setting, two hours per week. No course credit.
MUS 472
Human Identity through the Creative Arts
(See course description for MUS 272.) Enrollment for Upper Division
credit required for music therapy majors, and will include an additional
course module. (Alternate years: Fall 1993)
MUS 473
Music Therapy Senior Seminar
Class discussions of theories and research as they apply to therapeutic
settings including discussion of professional ethics. A holistic approach to
therapy with music. (Alternate years: Spring 1994)
MUS 474, 475 Music Therapy Practicums
(.25 course each)
Volunteer work under the supervision of a registered music therapist, two
hours per week. (Prereq.: three of MUS 274,275,374,375.)
MUS 479
Music Therapy Clinical Internship
(.5 course)
Full-time placement in an NAMT internship setting for six months.
Application for Internship sites must be made nine months in advance.
Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements)
W ENSEMBLES AND PERFORMANCE STUDIES
Ensembles (MUE)
These musical organizations exist not only for the benefit of the music student, but for
any student who wishes to participate. Membership is determined by audition during the
first week of Fall semester or by arrangement with the ensemble director. Assignment to
an ensemble is then made at the discretion of the appropriate faculty. For Jazz Ensemble
membership, preference is given to Concert Band members.
While the Department strongly encourages both formal and informal ensemble
experience, only membership in Band, Orchestra, Choir or Chapel Choir will satisfy the
major, minor or Distribution/General Education Requirements. Some instruments are
available for use by students.
92
Music
MUE 111Augsburg Choir (.25 course)
MUE 131Woodwind Chamber Music (.O course)
MUE 112 Chapel Choir (.25 course)
MUE 141 Concert Band (.25 course)
MUE 113 Vocal Chamber (.O course)
MUE 142 Brass Ensemble (.O course)
MUE 114 Advent Vespers Choir (.O course) MUE 143Jazz Ensemble (.O course)
MUE 121 Orchestra (.25 course)
MUE 144 Percussion Ensemble (.O course)
MUE 122 Sbing Ensemble (.O course)
Performance Studies (MUP)
Private instruction for credit is graded traditionally. All areas of study are available to
the non-music major or minor. All lessons are adapted to the individual needs of the
student and those bearing credit are supplemented by accompanying, ensemble participation and other performances. Repertoire lists are graded I-V to indicate levels of achievement and the following expectations: No-credit study has no repertoire requirements;
Music Minor - Level I; B.A. and B.S. Majors - Enter I and attain 111; B.M. - Education
Major - Enter I1 and attain IV; B.M. - Performance Major -Enter I1 and attain V.
MUP 111-411 Voice lessons
MUP 121-421 Violin lessons
MUP 122-422 Viola lessons
MUP 123-423 Cello lessons
MUP 124-424 Bass lessons
MUP 131-431 Oboe lessons
MUP 132-432 Bassoon lessons
MUP 133-433 Clarinet lessons
MUP 134-434 Saxophone lessons
MUP 135-435 Flute lessons
MUP 137-437 Horn lessons
MUP 141-441 Trumpet lessons
MUP 142-442 Trombone lessons
MUP 143-443 Baritone lessons
MUP 1 4 - 4 4 Tuba lessons
MUP 152-452 Piano lessons
MUP 159a
Piano accompanying
MUP 161-461 Guitar lessons
MUP 171-471 Percussion lessons
MUP 181-481 Organ lessons
MUP 191-491 Harp lessons
Note carefully the following provisions:
1. Performance study registration occurs the first week of classes.
2. A semester of study is 14 weeks of lessons and coaching. Any lessons during the
Interim or Summer are arranged privately with the teacher.
3. A student who cannot attend a scheduled lesson is required to notify the teacher
at least 24 hours in advance; otherwise, except for illness immediately prior to a lesson,
the student will forfeit the right to a make-up lesson.
4. Credit is granted only for study with faculty members of the Augsburg College
Music Department.
T
he Natural Science Licensure program for teachers is designed to
strong preparation for science teaching and
satisfy Minnesota licensure requirements.
The program of courses is designed to
provide a broad, basic background in
science and allow for specialization in an
area. The following programs assume that
the student will meet the Distribution/
General Education Requirements of the
College, the requirements for appropriate
majors, the courses required in the Department of Education and, in the physical
sciences, have at least one year of calculus.
Consult with the Department of Education
for requirements in Education. Early
consultation with adviser is essential.
Coordinator
Arlin Gyberg
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers
which 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 Minnesota teacher
licensure requirements.
Broad Base Requirements
Two Earth Science (PHY 101 Astronomy,
PHY 106 Meteorology or Geology)
BIO 113,114 General Biology
PHY 116 Introduction to Physics
or PHY 121,122 General Physics I, I1
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
Biology Major
(for licensure in Life Science)
Broad Base Requirements, plus:
BIO 201 Introduction to Cellular Biology
BIO 491 Seminar
Six other Biology courses, including at least
one from each of the following groups:
BIO 351 Invertebrate Zoology
or BIO 353 Comparative Vertebrate
Zoology
or BIO 473 Animal Physiology
BIO 361 Plant Biology
or BIO 440 Plant Physiology
BIO 367 Biochemistry
or BIO 471 Advanced Cellular and
Molecular Biology
BIO 476 Microbiology
or BIO 481 Ecology
And one course in Organic Chemistry
Physical Science Broad Base Requirement
Two courses: one in Earth Science
(Astronomy, Meteorology or Geology), and
one in General Biology.
Chemistry Major
(for licensure in Physical Science)
Physical Science Broad Base Requirement
Graduation Major in Chemistry:
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
CHM 351 Organic Chemistry
CHM 352 Organic Chemistry
CHM 353 Quantitative Analytical
Chemistry
CHM 361 Physical Chemistry
CHM 363 Physical Chemistry Laboratory
CHM 491 Chemistry Seminar
MAT 145,146 AUGMENT Mathematics I, I1
or MAT 124,125CalculusI, II (WEC only)
One advanced Chemistry Course
One year of General Physics and
Two Physics courses above General Physics
(Recommended: PHY 245 Modem Physics
and PHY 261 Electronics)
- Natural Science
l4
Physics Major (for licensure in Physical
Science)
Physical Science Broad Base Requirement
Graduation Major in Physics:
PHY 121 General Physics
PHY 122 General Physics
PHY 245 Modern Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields 11
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
MAT 145,146 AUGMENT Mathematics I, 11
or MAT 124,125 Calculus I, I1
WEC only)
MAT 245 Mathematical Structures and
Reasoning I
MAT 247 Introduction to Applied
Mathematics*
or MAT 224,226 Calculus Ill,
Differential Equations
(WEC only)
Two additional Physics courses above 122
One year of General Chemistry
One course of Organic Chemistry and
One course of Analytical Chemistry
*Note: PHY 327 Special Functions of
Mathematical Physics may substitute for
MAT 247
NORDIC
AREASTUDIES
See listing under InterdisciplinaryStudies.
NORWEGIAN
See listing under Modem Languages.
I
he Augsburg Nursing Program is
designed exclusively for registered nurses
who want to increase their opportunities in
the health care field.
The scope of nursing practice is
changing and expanding. Nurses are being
called on to function in a variety of settings
that differ from those in the past. Today
nurses work in hospitals, clinics, corporations, government agencies, schools and
community organizations. Some are selfemployed, m i n g their own businesses.
All of these nurses provide comprehensive
health assessment for individuals from all
cultures and socioeconomic levels. From
helping parents have safe deliveries of
healthy infants to coordinating home care
for the dying, nurses assist people through
the entire life span.
The bachelor's degree equips the nurse
with a working knowledge of the biological, physical, social, behavioral and nursing
sciences. The nursing program at Augsburg
College also provides the educational
opportunities to increase skills in critical
thinking, clinical investigation and
decision-making that prepare nurses to
handle challenging new positions in
today's health-care field.
Augsburg's nursing program, leading
to a Bachelor of Science degree with a
major in Nursing, is accredited by the
National League for Nursing. Graduates of
the program are eligible to apply for public
health nurse registration in Minnesota.
With one additional course, they are
eligible to apply for school nurse certification.
Nursing Department Faculty
Beverly Nilsson (Chair),Marian Enos,
Lucie Ferrell, Sharon McDonald, Pamela
Weiss
Major
Nine courses including:
NUR 305 Contemporary Nursing I:
Communication
NUR 306 Contemporary Nursing LI:
Paradigms in Nursing
NUR 310 Community Health Nursing I
NUR 311 Community Health Nursing 11:
Practicum
NUR 330 Trends and Issues in Nursing
NUR 350 Introduction to Nursing
Research
NUR 403 Contemporary Nursing 111:
Families
NUR 423 Practicum in Nursing: Nursing
of the Family
NUR 431 Leadership and Management:
Theory and Practice
PHI 380 Ethics of Medicine and Health
Care
A minimum grade of 2.0 in each nursing
course and cumulative GPA of 2.5 at the
completion of Level I and Level 11 courses
of study are required. Students also must
complete Augsburg's residence and
General Education Requirements.
The program has been planned so that
the Nursing major can be completed within
two academic years, however, students
may pursue their studies at a slower pace.
Courses in the Nursing major are
offered on weekends with clinical courses
requiring additional weekday time. While
courses are designed so that the major may
be completed within two years, more time
may be required to complete the total
course of study depending on the number
of credits transferred from other collegeso r
universities. Students in nursing may take
non-nursing courses in both day school and
Weekend College. Students interested in
"- Nursing
pursuing the Nursing major should consult
with an adviser from the Nursing Department for program planning.
Honors Major
GPA of at least 3.6 in the major and 3.3
overall; application to the Department
Chairperson by November 1of the senior
year; recommendation by Nursing faculty;
honors thesis to be defended before a
faculty committee by April 15. Candidates
register for NUR 499 to complete the thesis.
*If the practicums in nursing are not
taken concurrently with their respective
theory courses, students are required to
consult with faculty prior to registration
regarding review of the theoretical content.
The following steps may be taken in
any order, but all must be completed prior
to application for admission into the
Nursing major.
1. Admission to Augsburg College:
Before you can apply for the Nursing
Program, you must first be admitted into
Augsburg College. All applicants must
present a high school diploma or equivalent and a 2.0 GPA.
2. RN Licensure in Minnesota: Applicant must be a registered nurse licensed in
Minnesota or be registered to take the State
Board Exams prior to beginning at
Augsburg.
3. Prerequisite Course Content: The
following courses must have been completed with a GPA of 2.0 or better: chemistry, anatomy and physiology, microbiology, English composition, introductory
sociology and introductory psychology.
These courses may be taken at Augsburg or
at another accredited college or university.
4. Written Entrance Exam: Applicants
must validate their theoretical knowledge
by taking the AD Comprehensive written
exam. There is a fee for this examination,
which is given at Augsburg through the
Department of Nursing. Upon successful
completion of the validation testing, credits
for up to six courses may be granted.
Scores for this test may be transferred.
5. Current Clinical Practice: Applicants
must give evidence of current nursing
clinical practice (within the past five years).
This may include: graduation from a school
of nursing (a minimum overall GPA of 2.5
is required), work experience, or completion of a nursing refresher course or an
acceptable equivalent.
Options for Completing the Degree
Augsburg recognizes that nurses have
a variety of time schedules, personal
responsibilities and work demands that
must be taken into account in any decision
to work toward a college degree. For this
reason, Augsburg offers full and part-time
alternatives for pursuing this degree.
Courses are offered at different times
throughout the year to suit various
schedules. The entire Nursing major and
the necessary prerequisite courses are
available through Augburg's Weekend
College. Classes usually meet on alternate
weekends for one three-and-one-half hour
time block.
Students also can complete their
liberal arts General Education Requirements by taking courses in day school and
Weekend College.
Nursing
NUR 305
Contemporary Nursing I: Communication
A course that introduces the components of the professional role and
begins the professional socialization process. The communicative process
is emphasized as one means by which the nurse-client relationship is
negotiated. Interactive and group theories are explored for their applicability to changing professional roles and practice.
NUR 306
Contemporary Nursing II: Paradigms in Nursing
An introduction to theories and conceptual thinking in the process of
professional development. The function of theory in piding nursing
practice is emphasized. Selected nursing conceptual models are studied
and their application to practice is examined.
NUR 310
Community Health Nursing I
This course focuses on community health delivery systems. Health care is
examined within the cultural, political, and economic diversity of the city.
Students complete an assessment of an elderly person and an urban
community and critically discuss the ethical issues of health care delivery.
NUR 311
Community Health Nursing II: Practicum'*
This course provides a clinical experience in the practice of p ~ ~ b lhealth
ic
nursing in which students give direct care to culturally diverse clients
and groups. Students will provide care to both disease and disability
and health promotion clients. Students analyze a specific community
system and the community's provision of health related services.
(Prereq.: NUR 310)
NUR 330
Trends and Issues in Nursing
This transitional course is designed to investigate the current responsibilities of the professional nurse. Current economic, social, political and
professional trends and issues are explored in relation to their implications for nursing practice.
NUR 350
Introduction to Nursing Research
The research process and methods appropriate to nursing are emphasized
in this course. Issues of ethics in nursing research are explored. Students
critique nursing research for its applicability to nursing practice and
design a research proposal.
NUR 403
Contemporary Nursing Ill: Families
This course provides a theoretical basis for nursing interventions with
culturally diverse families and explores theories related to family structure and functioning throughout the life span. Consideration is given to
the role of the nurse in family health care. (Prereq:NUR 311)
NUR 423
Practicum in Nursing: Nursing of the Family**
A clinical practicum offering the student an opportunity to provide
complex nursing care to families in a selected practice setting. (Prereq.:
NUR 403)
1!
-
Nursing
NUR 431
Leadership and Management: Theory and Practice**
This course examines the professional nurse roles of leader and manager.
Concepts of change, conflict and system dynamics are explored. Ethics,
accountabilityand advocacy in the leader-manager role are studied.
Application of theory occurs in selected practicesettings. (Prereq.: NUR
423)
NUR 432
Topics in Nursing
A course designed to provide in-depth exploration of selected topics in
nursing. The subjects studied will vary depending upon the interests of
the faculty and students.
NUR 499
Independent Study
This learning experience provides the opportunity for the student to study
a selected topic or issue in depth. Students consult with f a d t y and
submit written proposals, objectives and methods of evaluation prior to
registration.
** This course involves an additional clinical fee.
T
he Philosophy Department assists
students to understand issues raised in the
traditional areas of philosophy. To this end,
we consider problems of knowledge and
questions of truth, the nature of reality, the
basis of values and rules for correct
reasoning. Our goals are to instill in
students a love of truth, to inspire a
curiosity about the sigruficanceand
meaning of the world they experience, and
to develop the skills of critical analysis and
creative synthesis.
studies such as law, medicine or the
Christian ministry. Many enter the
marketplace, confident that the study of
philosophy has given them the ability to
think critically.
The liberal arts curriculum provides an
opportunity for students to explore
different aspects of the world from a
variety of perspectives or disciplines.
Philosophy plays a central role in the
liberal arts by encouraging students to
explore questions about themselves,
human experience, right and wrong, the
world and God. Beginning with two
Socratic principles: "The unexamined life is
not worth living" and "Know yourself," the
study of philosophy assists students in the
realization of their unique potential for
understanding and self-fulfillment.
Major
Nine courses including:
PHI 230 Logic
PHI 241 History of Philosophy I: The
Classical Philosophers
PHI 242 History of Philosophy 11:
Medieval and Renaissance
Philosophy
PHI 343 History of Philosophy 111:
Enlightenment and 19th
Century Philosophy
PHI 344 History of Philosophy lV:20th
Century Philosophy
A 400 level course (other than PHI 499)
Three elective courses in Philosphy
Note: Five courses must be Upper Division.
Four courses in the history of philosophy -beginning with the ancient Greeks
and Romans and continuing through the
Medieval and the Renaissance periods to
the present - form the core of the philosophy program. In these courses students are
taught how to read, understand and
criticize great texts of Western civilization.
In addition, students have the opportunity to explore the relation of philosophy to
other disciplines and to take advanced
seminars in special topics.
This major has been carefully planned
so that students can easily have two
majors. Though some majors go on to
graduate school in philosophy, most use
the major to prepare for other professional
Philosophy Department Faculty
Mark Fuehrer (Chair),David Apolloni,
Bruce Reichenbach.
Honors Major
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.
Minor
Five courses, including two from PHI
241,242,343 and 344.
- Philosophy
lo
PHI 110
Introduction to Philosophy
Philosophy raises some of the most basic questions that human beings can
ask about meaning, ideas, beauty and truth. The purpose of this course is
to provide the student with some experience in examining these concepts,
thereby to sharpen the critical and analytical skills required to evaluate
and construct a system of ideas and beliefs. (Fall, Spring)
PHI 120
Ethics
Ethics studies our moral beliefs, helping students to consider the bases
they use to make moral judgements. The course explores the major
philosophical approaches to evaluating moral actions, and then applies
them to contemporary personal and social moral issues. Throughout the
course Christian ethics will inform our considerations. Students taking
PHI 120 may not take PHI 125. (Fall, Spring)
PHI 125
Ethics and Human Identity
This course is a philosophical study of the role of human understanding,
feelings and action with respect to the pursuit of happiness. We begin by
asking what the end or purpose of human life is, assess the role of reason,
will and passion with respect to this end, and then decide on the moral
and intellectual virtues required to reach the end. The topic of friendship
and human love is investigated next. The course ends with an analysis of
human happiness. Students taking PHI 125 may not take PHI 120. (Fall,
Spring)
PHI 175
Philosophy of Love and Sex
We begin by studying some common conceptions and misconceptions
of romantic love and some philosophers' definitions of it. We then try
to decide what it is to be in love with someone, and how this differs
from just being friends or sexually desiring them. Finally, we consider
issues such as the ethics of sex, sexual attraction, marriage, adultery
and homosexuality.
PHI 230
Logic
Students learn to distinguish arguments from exposition. Then they learn
the rules which govern valid arguments and develop their ability to
recognize and construct sound arguments. The last part of the course
focuses on inductive reasoning.
PHI 241
History of Philosophy I: The Classical Philosophers
The writings of Plato and Aristotle are the foundations of all philosophical
thought in Western civilization. In this course students read and analyze
some of the key works by Plato and Aristotle, as well as work in Stoicism,
Epicureanism and Neoplatonism. (Fall)
PHI 242
History of Philosophy II: Medieval and Renaissance Philosophy
The Middle Ages was a period of great synthesis of elements of Christian
revelation, classical philosophy and Islamic culture. In this course
students will read writings by various Medieval and Renaissance philoso-
Philosophy 2'
phers in order to understand the process of philosophical assimilation
involved in constructing a Christian philosophy. (Suggested prior course:
PHI 241. Spring)
PHI 260
Philosophy and the Arts
What is artistic creativity?What is a work of art and what makes great
works of art great? What is it to appreciate works of art? Is one's appreciation of music or art simply a matter of taste? Does aesthetic experience
differ from other kinds of experience? We will consider answers to these
and many other related questions.
PHI 299
Directed Study
Independent Study for Lower Division credit. (On request)
PHI 343
History of Philosophy Ill: Enlightenment and 19th Century Philosophy
This course studies the major rationalists of the 17th century (Descartes,
Spinoza, Leibniz), the major empiricists of the 18th century (Locke,
Berkeley, Hume), Kant's synthesis of philosophy, and 19th century
Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche). (Suggested
prior course: PHI 241 or 242. Fall)
PHI 344
History of Philosophy IV: 20th Century Philosophy
What lies behind 20th century philosophy's love affair with language? Is
truth that which works? Can we remake philosophy as a rigorous science?
These and other issues are dealt with in a study of the major representatives of linguistic analysis, pragmatism, existentialism, phenomenology
and post-modernism. (Suggested prior courses: PHI 241,242, and 343)
PHI 350
Philosophy of Religion
What is the relation between faith and reason? Does God exist, and if so,
what can be said about God? Can we reconcile the goodness of God with
human and animal suffering? We will conduct a systematic inquiry into
these questions which form the basis of Western religious beliefs. (Suggested: one prior course in philosophy. Cross-listed with Religion Department. Offered annually)
PHI 355
Oriental Philosophy
A study of the basic concepts and philosophies which underlie Hinduism,
Buddhism, Confucianism and Taoism. (Suggested: one prior course in
philosophy. Alternate years)
PHI 360
Political Philosophy
By studying the writings of political philosophers from antiquity up to the
modem period, students will be asked to examine crucial questions
concerning the organization of human society. The relation of the nature
of the state to religion, the home and the city will be looked at through the
eyes of Plato, Aristotle, Cicero, Dante and Machiavelli. (Alternate years)
PHI 365
Philosophy of Science
The course explores what scientific knowledge is, whether the scientist's
knowledge of the world is profoundly differentand better than that of the
non-scientist, and what degrees of certainty are yielded by scientific
- Philosophy
l2
methods. Students will also work in researching and developing philosophical responses to sigruficant issues in this area. (Suggested prior
course: PHI 230 or one course in natural science. Alternate years)
PHI 370
Existentialism
Studies in the writings -both philosophical and literary -of prominent
Existentialist authors. We will examine what it means to be a being-in-theworld and explore such themes as absurdity, freedom, g d t , despair and
paradox. (Suggested: one prior course in philosophy. Alternate years)
PHI 380
Ethics of Medicine and Health Care
Application of ethical principles to problems which arise in the areas of
health care and delivery, human experimentation, genetic engineering,
abortion, care for the dying and euthanasia. (Alternate years)
PHI 399
Internship
Internship for Upper Division credit.
PHI 410
Topics in Philosophy
Advanced studies covering either an individual philosopher or a specific
area of philosophy, such as philosophical movements, the history of an
idea or specific problem, or inter-disciplinary problems. Seminar format.
May be taken more than once for credit. (Suggested prior courses: any
from PHI 241,242,343,344 or consent of instructor. Offered annually)
PHI 499
Independent Study
Jndividual study and research on some philosophical topic of interest
to the student, worked out in consultation with the faculty adviser.
(On request.)
See listing under Health and Physical
Education.
P
hysicists are not only curious about
the woild, but ambitious as well. Their aim
is to understand the fundamental principles which describe and govern all
physical aspects of the universe. Called
"natural philosophers" in previous
centuries, physicists investigate natural
systems by means of controlled experimentation and mathematical analysis. Physics
includes the study of systems ranging in
size from sub-atomic particles to the largest
of galaxies and from the relative stillness of
near absolute zero temperature to the fiery
activity of the stars. As a fascinating and
expanding area of study and as a basic
science, physics plays an important role in
many of the liberal arts disciplines and
contributes to society's understanding of
such areas as energy, weather, medical
science and space exploration.
Recognizing the importance of physics
in contemporary life and reaIizing that
keeping abreast of the rapid advances is an
ever increasing challenge, the Department
intends to bring to the students not only
basic concepts but also insights into recent
developments. In this process, the faculty
expects challenges to arise, be met and
stimulate sound thinking, perceptive
judgment and an interest in experimental
techniques.
To this end a rigorous major provides
students with the in-depth preparation
required for graduate study. More than
two-thirds of the graduates in Physics have
completed or are currently working toward
graduate degrees at a number of fine
universities across the nation. A major in
physics provides flexibility. It also serves as
a stepping stone for graduate work in
related areas such as computer science,
atmospheric science and meteorology,
astronomy, oceanography, biophysics,
environmental science, engineering and
medical and health related fields.
In addition, the Physics program at
Augsburg functions in a supportive role for
students majoring in mathematics, chemistry,biology and computer science. The
Department also supervises the PreEngineering program with degree programs available at cooperating universities
at both the bachelor's and the advanced
degree levels.
The Department maintains active
research programs through its Center for
Atmospheric and Space Sciences. Several
students work each academic year and
summer as research assistants in these
efforts, which are supported by NASA, the
National Science Foundation and other
federal agencies.
The Department also administers
Augsburg College's portion of funds
designated for the Minnesota Space Grant
College Consortium, funded by NASA.
Cooperative Education, internship and
undergraduate research programs provide
opportunities for students to apply their
physical science knowledge and problem
solving skills in practical.situations in
industrial, governmental and academic
settings. Students may participate in
alternating term Cooperative Education
programs or work part-time during two or
more academic terms. Internship opportunities alone generally involve only one
semester.
The Department serves the liberal arts
tradition by offering courses for the nonscience students that will enable them to
attain a general understanding of a
particular area of science. These courses
seek to provide the basic starting point for
further study and the opportunity to enable
students to follow new developments with
some degree of comprehension.
4 Physics
-
Physics Department Faculty
Jeffrey Johnson (Chair), Stuart Anderson,
Mark Engebretson, Kenneth Erickson,
William Monsma, Robert Stenstrom.
Physics Research Staff
Anthony Hansen, William Jasperson,
David Venne. Atmospheric Sciences
Research Group, Augsburg College Center
for Atmospheric and Space Sciences.
BACHELOR OF ARTS
Major
13 courses including:
PHY 121 General Physics I
PHY 122 General Physics II
PHY 245 Modem Physics
PHY 351 Mechanics I
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395,396 Comprehensive Laboratory
Two elective Physics courses above PHY
122
MAT 145,146 AUGMENT Mathematics I, I1
or MAT 124,125 Calculus I, I1
(WEC only)
MAT 245,247 Mathematical Structures and
Reasoning I, I1
or MAT 245 Mathematical Structures
and Reasoning I
and PHY 327 Special Functions of
Mathematical Physics
or MAT 224,226 Calculus 111,
Differential Equations (WEC
only)
BACHELOR OF SCIENCE
Major
17 courses including:
PHY 121 General Physics I
PHY 122 General Physics 11
PHY 245 Modern Physics
PHY 261 Electronics
PHY 351 Mechanics I
PHY 352 Mechanics I1
PHY 362 Electromagnetic Fields I
PHY 363 Electromagnetic Fields I1
PHY 395 Comprehensive Laboratory
PHY 396 Comprehensive Laboratory
PHY 486 Quantum Physics I
One Physics course above PHY 122
CHM 105,106 Principles of Chemistry
or CHM 115,116 General Chemistry
MAT 145,146 AUGMENT Mathematics I, 11
or MAT 124,125 Calculus I, II
(WEC only)
MAT 245,247 Mathematical Structures and
Reasoning I, I1
or MAT 245 Mathematical Structures
and Reasoning I
and PHY 327 Special Functions of
Mathematical Physics
or MAT 224,226 Calculus 111,
Differential Equations (WEC
only)
BACHELOR OF SCIENCE
Physics Major With Concentration in
Space Physics
18 course credits. It is the same as the
B.S. major, with the addition of PHY 320
and PHY 420, and the omission of the
elective Physics course.
Honors Major
A GPA of 3.5 in physics and 3.0 overall.
An independent investigation of a physics
topic with an oral defense of the written
Physics 2'
research report. Application for the honors
major should be made no later than the
first term of the senior year.
In planning their courses of study,
students are encouraged to work closely
with members of the Physics faculty.
Normally, students should have MAT 124
or 145,125 or 146, and PHY 121,122 during
the freshman year, and MAT 224 or 245
and 226 or 247 (or PHY 327) during the
sophomore year.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
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 Minnesota teacher
licensure requirements.
PHY 101
Minor
Seven courses including:
PHY 121 General Physics I
PHY 122 General Physics II
Three elective Physics courses above PHY
122
MAT 145,146 AUGMENT Mathematics I, II
or MAT 124,125 Calculus I, II
(WEC only)
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 comunity on a professional basis.
Membership in SF'S 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 3.0 in physics and overall, and rank
in the upper third of their class.
Astronomy
A descriptive course covering our solar system, stars and galaxies. In
addition the course traces the development of scientific thought from
early civilization to the present day. Night viewing and laboratory
sessions are important components of the course. (Three onehour
lectures. Prereq.: MPG 11. Fall, Spring)
PHY 103
Conceptual Physics
An introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles of physics. The
course stresses a hands-on intuitive approach to physics and is designed
to serve students in education. (Two three-hour lectures/laboratories.
Prereq.: MPG IlI. Fall, Spring)
PHY 106
Introductory Meteorology
A survey of the basic principles involved in understanding the earth's
weather and climate. Topics include winds, fronts, cyclones, clouds and
- Physics
precipitation, thunderstorms, tornados and hurricanes, climate and
climate change, global warming and ozone depletion. (Three onehour
lectures, one two-hour laboratory. Prereq.: MPG 11. Fall)
PHY 116
Introduction to Physics
An algebra-based introductory course in which the applications, problems
and experiments are selected to illustrate fundamental principles and
provide a broad survey of physics. (Three one-hour lectures, one two-hour
laboratory. Prereq.: MPG 111. Fall)
PHY 121,122 General Physics I, II
A rigorous study of classical physics including mechanics, wave motion,
thermodynamics, electricity, magnetism and optics. Designed for physics
majors, pre-engineering students and other specified majors. Must be
taken in sequence. (Three onehour lectures, one three-hour laboratory.
Prereq.: MPG IV.Fall: PHY 121; Spring: PHY 122)
PHY 199
Internship
A work-based learning experience in which a student, faculty member
and site supervisor design a learning agreement which enables the
student to consider physics as a major and/or explore its career alternatives. Students must consult with the Department and Internship Office
before registering for academic credit.
PHY 245
Modern Physics
An introduction to modem physics from a historical and experimental
basis. Relativity, quantum effects, atomic and molecular physics, nuclear
and solid state physics. This course indicates the need for, and develops
the experimentalbasis of, quantum mechanics. (Three one-hour lectures,
one oneand-one-half hour laboratory. Prereq.: PHY 122. Fall)
PHY 261
Electronics
A review of AC and DC circuits and study of analog electronics comprises
the first half of the semester. The second half includes study of digital
electronics culminating in analysis and use of microprocessors and
microcomputer systems. (Three onehour lectures, one three-hour
laboratory. Prereq.: PHY 116 or 122; and MAT 122 or 125 or 146. Spring.
Cross-listed with Computer Science Department.)
PHY 299
Directed Study
Independent Study for Lower Division credit.
PHY 320
lntroduction to Space Science
A survey of the earth's space environment including solar, planetary,
magnetospheric, ionospheric and upper atmospheric physics (solar
dynamics, the bow shock, magnetopause, radiation belts, plasma sheet,
magnetic storms, substorms, current systems, particle precipitation and
aurora). (Three onehour lectures. Prereq.: PHY 245. Spring)
PHY 327
Special Functions of Mathematical Physics
An introduction to special functions in physics and engineering (complex
numbers, partial differentiation, Fourier series, series solution of selected
Physics 2
differential equations, Legendre, Bessel and other orthogonal functions,
and functions of a complex variable). (Three one-hour lectures. Prereq.:
PHY 122 or consent of instructor, MAT 224 or 245 or equivalent. Spring.
Cross-listed with Mathematics Department.)
PHY 351, 352 Mechanics I, II
Classical mechanics in terms of Newton's laws of motion and the Lagrangian and Hamiltonian formalisms. Topics include consenration
principles, single particle motion, systems of particles, oscillatory systems,
central-force motion, dynamics of rigid bodies, gravitation, two-particle
kinematics, noninertial reference frames, thermodynamics and statistical
mechanics. (Three one-hour lectures. Prereq.: PHY 122, MAT 226 or 247
(or PHY 327). Fall: PHY 351; Spring: PHY 352)
PHY 362, 363 Electromagnetic Fields I, II
The classical electromagnetic field theory is developed using the vector
calculus throughout. Topics include electrostatics, magnetostatics,
solution of Laplace's and Poisson's equations, electric and magnetic
properties of materials, and the theory of electromagneticradiation based
on Maxwell's equations. (Three one- hour lectures. Prereq.: MAT 226 or
247 (or PHY 327). Fall: PHY 362; Spring: PHY 363)
PHY 395,396 Comprehensive Laboratory
(.5 course each)
An emphasis on independent laboratory investigations, including
participation in physics seminars. Experiments in the area of mechanics,
thermodynamics, vacuum physics, electronics, electricity, magnetism,
optics and modem physics. (One three-hour laboratory and one seminar
hour per week. Prereq.: junior or senior standing or consent of instructor.
Fall: PHY 395; Spring: PHY 396)
PHY 399
Internship
A work-based learning experience in which a student, faculty member
a learning agreement which links the ideas and
and site s u p e ~ s odesign
r
methods of physics with the opportunities found in the placement.
Students must consult with the Internship Office before registering for
academic credit.
PHY 420
Plasma Physics
A rigorous study of the fundamentals of plasma physics including plasma
parameters, plasma drifts, particle motion, electric and magnetic fields,
kinetic theory, Maxwell-Boltzmann distribution function, Boltzmam
equation, magnetohydrodynamics,plasma waves, instabilities, transport
processes and applications to laboratory and space plasmas. (Three onehour lectures. Prereq.: PHY 362,363 or concurrent registration)
PHY 486
Quantum Physics I
A development from first principles, including de Broglie's postulates, the
Schroedinger equation, operators, wave functions, expectation values,
angular momentum and approximation methods. Applications include
potential wells and barriers, the harmonic oscillator, and the hydrogen
atom. (Three one-hour lectures. Prereq.: PHY 245,351. Fall)
Physics
PHY 488
Quantum Physics II
The application of quantum mechanics to specific topics chosen from the
areas of solid state physics, atomic and molecular physics, nuclear physics
and particle physics. (Three one-hour lectures. Prereq.: PHY 486. Spring)
PHY 499
Independent Study
An opportunity for students to explore systematically a problem in
experimentalor theoretical physics, worked out in consultation with a
faculty adviser. Open to juniors and seniors with Departmental approval.
F
irmly grounded in the liberal arts
tradition, political science has roots in the
humanities, including philosophy and
history. Through its use of statistical
analysis, it relates not only to other
behavioral sciences, but also to mathematics and the sciences generally. The role and
sigruficance of authority in human affairs
establish the focus of political science;
because politics is a central and enduring
reality in the world, it affects and is
affected by many other human concerns.
As an academic discipline, political
science uses systematic inquiry and
analysis to examine political reality and to
suggest and test alternatives. The student
who majors in political science will explore
political ideas and values, investigate
political cooperation and conflict, analyze
and compare political systems and develop
perspectives on international relations. In
the process, the student will be encouraged
to relate insights from other liberal arts
disciplines such as philosophy, psychology,
economics, history and sociology to the
study of politics.
Providing work in several sub-fields of
political science, the major supplies the
breadth appropriate for graduate work in
the discipline, as well as in public administration, public policy analysis, law and
other professions. It also serves as a
foundation on which to develop careers in
public service, business, communications
and other fields. Legislative and other
Internships, as well as significant independent research projects, are within easy
reach of ~ u ~ s b uPolitical
rg
Science
students in the Twin Cities area. Combined
with broad, balanced and flexible course
offerings, these special opportunities
enhance the student's potential for graduate study and a successful career.
Augsburg Political Science students
have the benefit of an experienced faculty
that brings a balanced expertise to the
course offerings, as well as special
strengths in interpreting politics in the
contexts of the mass communications
media, communism and American public
law. The Departmental faculty is committed to the view that the study of politics,
involving as it does an understanding of
the human heritage and the importance of
informed choice in human affairs, is an
important aspect of liberal learning.
Political Science Faculty
Milda Hedblom (Chair), Andrew Aoki,
Mary Ellen Lundsten, Norma Noonan,
Myles Stenshoel
Major
Nine courses:
POL 158 Political Patterns and Processes
POL 484 Political Analysis Seminar
Required elective - one of the following:
POL 121 American Government and
Politics
POL 122 Metropolitan Complex
POL 160 World Politics
POL 170 Law in the United States
And 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.
SOC 362 Statistical Analysis
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
may differ slightly in emphasis from the
Augsburg major requirements. The state
requirements may also be subject to change
O Political Science
-
Minor
after publication of this catalog. Students
therefore should consult with the
Augsburg Education Deparlment to
identify current Minnesota teacher
licensure requirements.
Five courses, including POL 121 or 122
or 170; POL 158; and at least three Upper
Division courses in three out of five
political science areas.
Honors Major
Political Science Areas
The Honors Major in Political Science
includes the requirements listed above,
plus the following: The student's GPA
must be 3.5 in the major and 3.0 overall.
The student must take an Honors Independent Study and a seminar, and must
submit, not later than March 1of the senior
year, an Honors Thesis to be defended
before a faculty committee. Students may
work with any member of the Department
on their Honors Thesis. For specific
requirements, consult the Department
Chair. Students should apply for the
Honors major no later than the first term of
the junior year.
(I) American Government and Politics,
(11) Comparative Politics and Analysis, (III)
International Politics, (IV) Public Law, and
(V) Political Theory and Analysis. Any
course listed in more than one area may be
counted in only one area toward major or
minor requirements.
Note: Students interested in secondary
education may take a Political Science
major in combination with specified social
science courses, in compliance with state
requirements. For more information, see
the Department Chair.
See the class schedule for precise listing
of terms in which courses are offered.
I. AMERICAN GOVERNMENT AND POLITICS
POL 121
American Government and Politics
The politics of American government including the forms of political
ideas; the pattern of participation; the dynamics of congressional,
presidential and bureaucratic policy making; and current issues in
American society.
POL 122
Metropolitan Complex
Examines politics in metropolitan areas, emphasizing central cities and
focusing on actors, structures and other influences on urban public policy.
Discussion-lecture, case studies of the Twin Cities metro area, and
meetings with public officials and activists.
POL 325
Public Administration
The politics of public administration and bureaucratic policy-making in
the United States; governmental regulation, promotion and management,
emphasizing political and economic interaction. (Prereq.: one course in
political science or consent of instructor)
Political Science
POL 326
Political Parties and Behavior
The political behavior of the electorate emphasizing public opinion and
political parties in the electoral process. Field work with political parties
and interest groups and media in presidential elections (optional in nonpresidential election years). (Prereq.: one course in political science or
consent of instructor. Fall term of election years)
POL 342
Mass Communications in Society
Effects of mass communications on individual behavior; the uses and
control of mass media for political and social purposes including a study
of censorship, newsmaking, entertainment and public affairs programming. (Prereq.: junior or senior standing or consent of the instructor)
POL 370
Constitutional Law
(See Section IV for description.)
POL 371
Topics in Constitutional Law
(See Section I V for description.)
POL 375
Media Law
(See Section IV for description.)
POL 421
Topics in American Politics
Selected themes, including legislative, executive or judicial process, and
policy process in American politics; national, urban or state focus; topic to
be included in subtitle. (Prereq.: one course in political science or consent
of instructor)
W II. COMPARATIVE POLITICS AND ANALYSIS
POL 158
Political Patterns and Processes
An analysis of basic patterns in the political system and decision-making
process with some comparison of major political systems and discussion
of contemporary issues.
POL 350
Topics In European Politics
Study of the political behavior, institutions and processes of European
states. The course will focus on either European Community Law and
Politics or Domestic Politics in European states. (Prereq.: one course in
political science or consent of instructor)
POL 351
Topics In Communist/Post-Communist Systems
Analysis of the former Soviet Union and/or other communist/postcommunist states in terms of political behavior, evolution, institutions
and political processes. (Prereq.: one course in political science or consent
of instructor)
POL 359
Topics: Women in Comparative Politics
Various aspects of women in comparative politics will be explored.
Themes and countries vary. (Prereq.:one course in political science or
consent of instructor)
- Political Science
I*
POL 459
Topics in Comparative Politics
Selected themes including interpretations of political systems and
comparisons of political processes such as political participation, political
development, political change and revolution. Topic to be included in
subtitle. (Prereq.: one course in political science or consent of instructor)
Ill. INTERNATIONAL POLITICS
POL 160
World Politics
Introduction to the processes and issues of international politics, including
the dynamics of the international system, theories of international
relations, and a focus on recent problems.
POL 363
Russian and Chinese Foreign Policy
Analysis of theory and policy in the foreign policy process in Russia (and
the former USSR) and China. (Prereq.: one course in political science or
consent of instructor)
POL 461
Topics in International Politics
Selected themes including interpretations of international politics, foreign
policy decision making, simulations of international problems. Topic to
be included in subtitle. (Prereq.: one course in political science or consent
of instructor)
POL 490
Seminar in International Relations
Capstone seminar for students majoring in international relations; analysis
of some methods for studying international relations; analysis of major
trends; senior thesis. Open to other students by consent of instructor.
(Prereq.: four courses in the International Relations sequence)
IV. PUBLIC LAW
POL 170
Law in the United States
A survey of American law and legal process. Theories of law; law and
society; roles of courts, police, lawyers and juries; the United States
Constitution as "supreme" law; law as politics; historic and contemporary
legal issues.
POL 370
Constitutional Law
The legal-political-philosophicalrole of the Supreme Court in the American political system in significant decisions affecting the allocation of
powers in the national government and in the federal system. (Prereq.:
POL 170 or consent of instructor)
POL 371
Topics in Constitutional Law
Selected topics in constitutional law, especially civil rights. Content will
vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent
of instructor)
POL 375
Media Law
Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content,
Political Science
access, ethics and ownership. (Prereq.: one course in political science,
POL 342, or consent of instructor)
V. POLITICAL THEORY AND ANALYSIS
POL 158
Political Patterns and Processes
(See Section I1 for description.)
POL 380
Western Political Thought
A study of influential political philosophers, emphasizing the values,
goals and assumptions which continue to inform and to rationalize
human governance. (Prereq.: one course in political science or consent
of instructor)
POL 381
Topics in Democratic Theory
A study of democratic theories. Topics vary and may include the emergence of political democracy in comparative perspective or American
political thought. Topic to be included in the subtitle. (Prereq.: one course
in political science or consent of instructor)
POL 382
Marxist Theory
Origins and evolution of Marxist theory and movements emphasizing
Marxism as developed in Russia and China. Consideration of the political, social, and economic dimensions of the theories, with some focus on
the changing role of Marxist doctrines in society. (Prereq.: POL 158 or
consent of instructor)
POL 484
Political Analysis Seminar
An analysis of different approaches and theories in the study of politics
including an examination of the requirements of science as a model for
political study. Major research is required. (Prereq.: POL 495 or SOC 362;
POL 158 and two Upper Division courses, or consent of instructor)
VI. SEMINARS, INDEPENDENT STUDY AND INTERNSHIPS
POL 199
Internship
Lower Division internship. Consult Internship Supervisor in the Department to determine project. (P/N grading only unless Internship Supervisor grants exception.) (Fall, Interim, Spring)
POL 295
Lower Division Seminar
Special topics. Consult Department Chair concerning terms and subject
matter. (On demand)
POL 299
Directed Study
Independent Study for Lower Division students. (Fall, Interim, Spring)
POL 399
Internship
A work-based learning experience in which the student, faculty member
and site supervisor design a learning agreement which links the ideas and
methods of political science to opportunities found in the placement.
21
Students must consult with the Depariment supervisor and the Internship
and Cooperative Education Office. (P/N grading only unless Internship
Supervisor grants exception.) (Fall, Interim, Spring)
POL495
.
Seminar
Selected topics. Consult Department Chair concerning terms and subject
matter.
POL 499
Independent Study
Topics defined through consultation between instriictor and student. (Fall,
Interim, spring)
IJSYCHOLOCY DEPARTMENT - PSY
P
sychology, with its emphasis on
behavioral observation and data, provides
a perspective on human activities which is
an integral part of a liberal education. The
goal of the Psychology program is the
improved understanding of human
behavior by studying how people cope
with their environment and interact with
each other.
The Department's courses have three
basic goals: (1) to introduce the student to
the current information and methods in
psychology as well as earlier approaches to
psychological questions; (2) to develop the
ability to analyze, interpret and evaluate
behavioral research, and (3) to provide
practice in the application of these principles. The Department program provides
an emphasis on both field experiences and
the theoretical foundation for graduate
study in psychology and related areas.
Cooperative Education and Internships are
designed to provide students with practical
pre-professional experience. On-the-job
experience gives students the opportunity
to test career fields and develop professional contacts.
Psychologists use a variety of methods
to study behavior, including experimentation, observation and clinical case analysis.
Faculty members in the Department of
Psychology at Augsburg have varied
professional specializations which include
areas such as counseling, physiological
psychology, human development, personality, social, and organizational psychology
and analysis of public policy.
The Psychology program's emphasis on
the use of a problem solving approach, the
acquisition of information about human
development and interaction, and the
development of human relations skills can
be beneficial in careers in business,
education and other social services, the
church and govenunent, as well as in
careers such as research, law and medicine.
Psychology Faculty
Nancy Steblay (Chair), Grace Dyrud,
Norman Ferguson, Duane Johnson.
Victoria Littlefield
Major
10 courses including:
PSY 102 The Individual in a Social
World
or PSY 105 General Psychology
PSY 230 Research Methods: Design,
Procedure and Analysis I
PSY 330 Research Methods: Design,
Procedure and Analysis I1
PSY 399 Internship
PSY 381 Psychology in Historical
Perspective
or PSY 493 Seminar: Contemporary
Issues
PSY 354 Perception and Cognition
or PSY 355 Brain and Behavior
PSY 325 Social Behavior
or PSY 359 Psychological Assessment
Three additional Upper Division Psychology courses.
Note: A minimum of five courses must
be from Augsburg. No more than two
courses from among PSY 299,399, and 499
may be counted. It is recommended that
Psychology majors take additional course
work from other areas that will complement and strengthen their particular
interests and skills in psychology. All
Psychology majors must have an adviser in
the Psychology Department.
l8
Psychology
PSY 356
Environmental Psychology
This course uses a cultural-ecological viewpoint to study the influence
which the environment, both natural and human-made, has on behavior.
Major topics include: overcrowding and environmental stress; territoriality; defensible space and crime; and specific environments such as room,
buildings and cities. (Prereq.: PSY 102 or 105)
PSY 357
Behavior Analysis
Principles of learning. Behavior change principles and their application to
instruction. Behavior change and individualized instruction projects.
(Prereq.: PSY 102 or 105)
PSY 359
PsychologicalAssessment
Theory,principles and examples of tests of personality and intelligence.
(Prereq.: PSY 230)
PSY 361
Personality
An introduction to the field of personality study, including theory,
research, assessment and contemporary applications. (Prereq.: PSY 102
or 105)
PSY 362
Behavior Disorders
An introduction to maladaptive human behaviors from social, organic
and psychological points of view. (Prereq.: PSY 102 or 105)
PSY 371
Psychology of Gender
Psychological theory and research on biosocial aspects of behavior.
Emphasis on the social construction of gender and its impact on the lives
and behavior of individuals. Consideration of such topics as cognitive,
physical and soda1 development, social relationships, and economic and
political power. (Prereq.: PSY 102 or 105)
PSY 373
Organizational Psychology
Theoretical conceptualizationsof organizational behavior. The study of
the individual, groups, structure and change and development in
organizations. (Prereq.: PSY 102 or 105)
PSY 381
Psychology in Historical Perspective
Historical development of psychological viewpoints and theoretical
positions. (Prereq.: two PSY courses)
PSY 399
Internship
A work-based learning experience in which a student, faculty member
and site supervisor design a learning agreement which links the ideas and
methods of psychology with the opportunities found in the placement.
Participation in a concurrent seminar is required. Students must consult
with the Department and the Internship Office before registration.
(Prereq.: PSY 330)
PSY 485
Counseling Psychology
Principles, methods and attitudes involved in the counseling process.
Consideration given to goals and ethical guidelines for a counseling
relationship. (Prereq.: three PSY courses and junior class standing)
PSY 490
Current Topics in Psychology
Study of selected areas and topics in psychology that are not treated
extensively through current course offerings. Specific topics will be
published prior to registration. (Prereq.: PSY 102 or 105 and consent of
instructor)
PSY 493
Seminar: Contemporary Issues
Discussion of contemporary societal issues from a psychological viewpoint. Consideration of the approaches and methods used by psychologists in studying such issues. (Prereq.: five PSY courses)
PSY 499
Independent Study
Limited registration by special permission for advanced students in
psychology. Students must present a written plan prior to registration
including a carefully considered rationale and purpose for the proposed
study. (Prereq.: PSY 330)
- KELICION DEPARTMENT - REL
!O
A
\ ugsburg College understands itself
as a college of the church and it is persuaded that the Christian faith provides an
appropriate perspective from which to
undertake its educational task. The biblical
faith and tradition of the Christian church
have influenced the whole world and they
have affected and continue to influence
language, literature, history, values and
political structures.
The student encounters this religious
tradition in studying these and other areas.
The study of religion and theology is
intended to make such encounters more
meaningful by a better knowledge of
biblical history and that of the Christian
church and by a larger acquaintance with
theological thought.
While it is true that the fundamental
orientation of this College is to the Christian faith, it is also true that the field of
religion obviously includes more than is
represented by the Christian faith. Large
segments of the earth's population live
by religious concepts and ideas which
are different from Christianity. The
Department of Religion seeks to introduce students to some of these major
religious traditions.
It is the hope and expectation of the
Department that students will become
better acquainted with the content and
character of the Christian faith, enabling
them to reflect theologically on their own
religious commitment. Courses in religion
are not intended to be footnotes to courses
in other disciplines and departments. The
study of religion and the discipline of
theology have an integrity of their own.
The College offers both a major and a
minor in Religion. Students who wish to
work in the church as a parish or youth
worker or as a director of Christian
Education may find a major in Religion
appropriate for that purpose.
Religion Faculty
~Lynne~
Bradley ~ ~(chair),
l tJohn B
LorenZen, philip Quabeck 11, Eugene
Skibbe
BACHELOR OF ARTS
Religion Major
Eight courses including:
REL 111 Introduction to Theology
REL 221 Biblical Studies
REL 356 History of Religions
REL 481 Contemporary Theology
REL 495 Seminar
Three additional Religion courses.
Note: Seminar, especially for majors,
should be taken in the junior or senior year.
Before taking the seminar, each major must
have written one formal research paper
and placed it on file with the Department
Chair. Only one Interim course may be
applied to the major. One New Testament
Greek course may be applied to the major.
Religion Major with a Concentration in
Youth and Family Ministry
Nine courses including:
REL 111 Introduction to Theology
REL 221 Biblical Studies
REL 342 Theology of Youth and Family
Living
REL 343 Theology of Marriage
REL 358 Life and Work of the Church
REL 399 Internship
REL 481 Contemporary Theology
REL 495 Seminar
and a supervised Internship in the Youth
and Family area.
~
Reliaion
Consultation with one of the staff
members in the Youth and Family Institute
is required in order that proper preparation
in discipline areas outside the Department
of Religion may be achieved.
Honors Major
GPA of 3.5 in the major and 3.0 overall;
research project approved by the Department and colloquium with the Department.
Minor
Five courses. Not more than one Interim
course may be counted for the minor.
REL 111
Religion 111or 221 is prerequisite to all
other courses and is to be taken in either
the freshman or sophomore year at
Augsburg. Exceptions may be made for
junior or senior transfer students, but the
basic courses are still highly recommended
as preparation for Upper Division courses.
Department approval is necessary
before courses taken in other colleges can
be accepted for Religion Department credit.
All majors must consult with the
Department Chair. See also International
Studies Department: Global Issues and
World Churches.
Introduction to Theology
An introduction to the academic discipline of theology and to the dialogue
between the church and the world which concerns Christian doctrine.
REL 199
Internship
A work-based learning experience designed by the student, faculty
member and site supervisor to meet the goals of the student; i.e. exploring
career alternatives in religion. The learning agreement must be completed
before registering.
REL 221
Biblical Studies
The origin, literary character and transmission of the biblical documents.
The task of biblical interpretation. The history of Israel and the emergence
of the church.
REL 231
REL 299
Religion in African-American History
An examination of selected topics related to the Black experience, e.g.,
African backgrounds, religion under slavery and evangelicalism.
Directed Study
Independent study on Lower Division level. Limited to special cases, on
application to Chair.
REL 342
Theology of Youth and Family Living
Contemporary theories of youth and family living are examined within
the context of Christian teachings. Emphasis will be placed on individual
development at every age, how individuals relate in systems and how
Christian ideas intersect to enhance the functioning of families, particularly in relationship to current crises in teenagers and families. (Fall)
21
REL 353
Denominations and Religious Croups in America
A study of the beliefs and worship practices of the major Christian
denominations and of many contemporary American religious groups.
Some controversial religious movements will also be considered. (Spring)
REL 356
History of Religions
An introductory survey of some of the major living religions of the world,
including Hinduism, Buddhism, Confucianism, Taoism, Shinto and Islam.
Lectures plus some discussion of primary documents from these religious
communities. (Fall)
REL 357
Survey of Church History
A survey of Christian history in the early, medieval, Reformation and
modem periods. Some attention to primary sources, in addition to
interpretations of the periods in question. The expansion of the church, its
inner life, its relation to the state and the development of its doctrine will
be major elements of the study.
REL 358
Life and Work of the Church
Congregational life in its varied character with attention to Christian
education and curriculum, youth work and parish work. (Spring)
REL 360
Religion and Society
An examination of the interaction of religion and society in terms of
sociological analysis with particular emphasis on contemporary sociological research on religious movements in American society.
REL 361
The Church in the First Four Centuries
A study of the early Christian Church, including such topics as persecution and martyrdom, the development of the creeds, Christianity in
conflict with Gnosticism and mystery religions, monasticism and mysticism, early Christian worship and theology.
REL 362
Theology of the Reformers
An introduction to the theological thought of the Protestant reformers of
the 16th century. Special attention to the writings of Martin Luther and
other representative figures.
REL 363
Religion in America
A study of the history of religion in America. Special attention to the rise
of religious liberty, revivalism, denominations and the responses of
religion to the challenges of its environing culture. (Fall)
REL 370
American Indian Spirituality and Philosophical Thought
Religious beliefs, spiritual customs and philosophy of North American
Indians are studied. Within these broad areas, the subjects of medicine,
healing, shamanism, dreams, visions, myths and spiritual powers are also
included. Tribal similarities and differences are explored as are tribal
relationships with nature, religious oversight of life cycles, sacred ritual
ceremonies and beliefs in an afterlife.
Religion
REL 399
Internship
A work-based learning experience designed by the student, faculty
member and site supervisor focusing on methodology and specialties
within the field of religion. The learning agreement must be completed
before registering.
REL 420
The Russian Orthodox Church
This course will explore the history, theology and liturgical life of the
Eastern Orthodox Christian Church. Theology and history will be
considered primarily from the perspective of those Christians who live in
Greece, Turkey and Eastern Europe, with special attention to the Orthodox Church in Russia. (Spring)
REL 441
Feminism and Christianity
This course will consider the central ideas of Christianity and feminism
and how they might be compatible. Attention will be given to religious
influences on societal roles for women and men, feminist interpretation of
the Bible and the impact of feminism on Christian theology, especially in
terms of language and metaphor. (Fall)
REL 471
Jesusand His Interpreters
Consideration of the New Testament documents, particularly the
Gospels, dealing with their context, literary structure and relationships.
Attention to the variety of interpretations given the person of Jesus,
including the "quests for the historical Jesus."
REL 472
Paul the Apostle
A study of the Apostle Paul including his historical background, his
relationship to the early church and some of the themes found in his
writings.
REL 473
The Message of the Old Testament
The various types of Old Testament literature. The distinctive ideas of
Hebrew thought with emphasis on the message of the prophets.
REL 475
Judaism
A survey of the history of Judaism from the end of the Old Testament
period to modem times, with emphasis placed upon the religious
development. A special interest in such modem Jewish thinkers as Buber
and Heschel. The Jewish Chatauqua Society annually makes a grant to
Augsburg College in partial support of this course in Judaism. (Fall)
REL 481
REL 483
Contemporary Theology
An introduction to some representative trends in Christian theological
thought today, as seen from the systematic perspective, in the light of the
continuing theological task of the Christian Church. (Spring)
Christian Ethics
The bases of Christian social responsibility, in terms of theological and
sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action.
2;
Religion
REL 495
Seminar
Selected topics. Required of majors in the junior or senior year. Others by
permission of instructor. (Fall)
REL 499
Independent Study
Limited to students who are Religion majors and satisfy Departmental
guidelines.
See Department listing for a description of the following approved elective:
PHI 350
Philosophy of Religion
Coordinator
Minor
Magda Paleczny-Zapp
Six courses including:
Two courses (one year) of basic college
Russian (or equivalent competencies)
One course in Russian history
One course in Marxist theory
One course from the approved list of
electives.
Major
11 courses including:
Four courses (two years) of basic college
Russian (or equivalent competencies)
Two courses in Russian history
One course in Marxist theory
One course in Russian literature
One course in Soviet politics
Two courses from the approved list of
electives.
Each student's major program must be
approved by the Coordinator.
See Nordic Area Studies under Interdisciplinary Studies.
Central and East European Concentration
Minor
Consult the Coordinator for information.
Courses that are regularly offered in
Augsburg College are: POL 351, POL 363,
POL 382, POL 459, ECO 317, REL 356, REL
420, HIS 348, RUS 111, RUS 112.
s
tudents preparing to teach social
studies on the high school level must
complete, in addition to the professional
requirements to be met within the Department of Education, a competency-based
program designed to provide a broad
foundation in the social sciences.
Coordinator
Jerry Gerasimo
Social Studies Teaching Licensure
Seven courses:
ECO 112 Principles of Macroeconomics
or ECO 113Principles of
Microeconomics
HIS 222 20th Century U.S.
POL 158 Political Patterns and Processes
PSY 105 General Psychology
SOC 121 Introduction to Human Society
SOC 336 Introduction to Cultural
Anthropology
One course in geography (human or
cultural)
plus a major in one of five fields economics, history, political science,
psychology or sociology. Geography and
anthropology are also acceptable fields,
although they are not offered as majors on
the Augsburg campus.
Students considering a career in
social studies education should consult, as
soon as possible, the Augsburg Department
of Education and the Social Studies
Coordinator.
For students beginning in Fall, 1994 or
later: New requirements for the social
studies licensure were under consideration
as this catalog went to press. Contact
Prof. Gerasimo and the Department of
Education for information on curriculum
and requirements.
- 30CIAL VVORK UEPARTMENT - SWK
!6
T
he Social Work major
. prepares
- graduates for entry-level generalist
professional practice in the field of human
services. The program is accredited by the
Council on Social Work Education and
leads to a Bachelor of Science degree. The
program is based on a generalist model of
practice, enabling graduates to work with
individuals, families, groups, communities
and to develop and analyze social policy.
Courses within the program utilize a
student empowerment model for teaching
and learning.
of its social services. The Twin Cities, as the
hub for these services, provides both a
variety of field placements for social work
students and external experts for the
classroom. The ethnic and economic
diversity present in this metropolitan area
provides opportunities for social work
students to learn to understand, appreciate,
respect and work with people different
from themselves and to be enriched by this
opportunity to interact with diverse clients
and professionals.
The Social Work Program strives to
contribute to its environment as well as to
gain from it. Appropriately, social work
students have been involved in a wide
variety of community service efforts
including helping to develop the LINK
program
on campus, mobilizing students
The College's commitment to the liberal
to
assist
a
social service agency in their
arts is highly compatible with education for
annual
Christmas
giving program, and
professional social work practice. The
tutoring
at
a
local
neighborhood
center.
liberal arts with its emphasis on breadth of
The Social Welfare minor and electives
understanding, cultural and ethnic
in the Department allow students to
diversity, openness to new ideas, analysis
support another major while gaining
and synthesis, is an ideal foundation for
knowledge about human needs and
social work education. As Sir Richard
growth, human services and the methods
Livingston has said, "A technician is a
of effective citizenship. Students taking
person who knows everything there is to
know about his/her job except its ultimate these courses have the opportunity to
purpose and social consequence." Effective become knowledgeable about public issues
and develop and nurture a perspective that
social workers go beyond being technisees the central importance of diversity to
cians. Augsburg social work graduates are
the social fabric of this country. But beyond
entry-level professionals.
knowledge, students are encouraged to use
Augsburg College's motto, "Education
their talents and skills to address the needs
for Service," exemplifies the philosophy of
of society in the interest of the public good,
the Social Work Department. Unique
always emphasizing social justice.
learning opportunities for field work
Augsburg's social work major also
provides a strong foundation for graduate
studies in a variety of fields. Augsburg also
offers a full-time Master of Social Work
degree on a weekend schedule.
placement and cultural enrichment are
provided by a metropolitan setting known
for a humane quality of life which is
enhanced by the arts, outstanding human
services and a highly-educated populace.
Social work opportunities abound. Minnesota is known for the vitality and relevance
Social Work Faculty
Rosemary Link (Chair), Vern Bloom, Maria
Brown (BSW Program Director),Francine
Chakolis (MSW Program Director),
Anthony Bibus, Blanca Rosa Egas, Hans
Eriksson, Carol Kuechler, Sharon Patton,
Social Work
Curt Paulsen, Vincent Peters, Michael
Schock, Edward Skamulis, Mary Lou
Williams
Major
11 core courses:
SWK 361 Social Responses to Human
Needs
SWK 363 Methods and Skills of Social
Work
SWK 364 Field Work I
SWK 365 Quantitative Analysis and
Program Evaluation
SWK 461 Advanced Methods and Skills
in Social Work
SWK 462 Field Work I1
SWK 463 Community Development and
Organization
SWK 465 Social Policy: Analysis and
Development
SWK 466 Field Work I11
SWK 467 The Social Worker as
Professional
SWK 469 Field Work IV
and seven supporting courses:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
BIO 101 HumanBiology
PSY 105 General Psychology
SOC 121 Introduction to Human Society
SOC 231 Family Systems: A CrossCultural Perspective
SOC 265 Culture: Ethnicity, Gender and
Race
A minimum grade of 2.0 is required
for each course in the core program and a
2.0 average in the supporting program.
Concentration
Concentrations in Aging, Chemical
Dependency, Crime and Corrections, Social
Ministries, and Youth are possible. A
concentration consists of courses descriptive of functional, dysfunctional and
programmatic aspects, plus field work
placement in the senior year in the special
area. For Social Ministries, a minor in
Religion with specific coursework is
required. Completion of a concentration is
noted on the transcript.
Candidacy
Social Work majors must apply for
candidacy status before the beginning of
the senior year. Certain 400 level courses
list candidacy as a prerequisite. A written
self-statement, reference letters, and the
completion of all core and supporting
program courses below the 400 level is
necessary for candidacy review.
Social Welfare Minor
Six courses including:
SWK 257 Exploring Human Services
SWK 260 Humans Developing
SWK 361 Social Responses to Human
Needs
SWK 463 Community Development and
Organization
SOC 265 Culture: Ethnicity, Gender and
Race
and one course from:
SWK 465 Social Policy: Analysis and
Development
POL 121 American Government and
Politics
POL 158 Political Patterns and Processes
POL 325 Public Administration
School Social Work
State Department of Education required
coursework includes EDU 255; HPE 115,
and 400 hours in a senior year field
placement in a school setting. See adviser
for additional specifics.
2;
-
!8
Social Work
H ELECTIVE COURSES OPEN TO ALL STUDENTS
SWK 230
Global Peace and Social Development
This course offers a framework of non-violent social change and development in the "
~lobalcontext. It also identifies the focus of Social Work in
addition to many other disciplines which are vital to fostering peace,
development and enhancement of a better quality of life for all human
kind.
SWK 257
Exploring Human Services
This course is designed to help students learn about themselves in relation
to a possible major or future career in social work. Students must arrange
to perform 80 hours of work in a human service agency and must attend
the weekly seminar.
SWK 260
Humans Developing
This course provides the knowledge basic to an understanding of human
growth through the life cycle and of the interplay of sociocultural,
biological and psychological factors which influence the growth of
individuals and families in contemporary American society. Growth
related to populations and groups which represent ethnic and/or life-style
diversity or special stresses relevant to growth is also a focus. Students
will gain self-understandingthrough use of their own experiences.
SWK 299
Directed Study
An opportunity for students to do readings and study on topics of
interest. Proposed study must be approved in advance of registration.
(Prereq.: SWK 257 and consent of instructor)
SWK 361
Social Responses to Human Needs
This course describes the historical and contemporary systems of human
service and the diversity of professionals and client groups. The major
assumptions and social movements which have contributed to the
charitable and govenunental responses to human needs will be emphasized. Guest speakers and agency visits highlight the course. (Prereq.:
junior standing or consent of instructor)
SWK 399
Internship*
Provides field learning experience for the non-major and supplements the
required field work of majors (Prereq.:consent of instructor)
SWK 463
Community Development and Organization
Locality development and social change through community organization, social planning and social action. Emphasis on: 1)survey of historical
forms of community organization and social change; 2) understanding the
theories, basic issues, and strategies relevant to social protest and change;
3) examination of the role of staff and of the functions and interrelationships of community organizations; and 4) knowledge of and actual
practice in the local community in the essential principles and techniques
of organizing. (Prereq.: senior standing or consent of instructor)
Social Work
SWK 465
Social Policy: Analysis and Development
Includes the study of theories of social policy formulation and methods of
analysis associated with needs and services, and analysis of the impact of
policy on social work practice. Development and implementation will be
viewed firsthand through work with a public policy agency or official.
Readings and analytical paper integrate class concepts with practical
experience. (Prereq.: SWK 361,463 and senior standing or consent
of instructor.)
SWK 499
Independent Study
An independently designed course a student (or group of students)
develops, making extensive, systematic and integrated utilization of
resources available in the metropolitan community, e.g., lectures, syrnposia, performances, hearings. These resources become the core of the
course, supplemented by traditional college resources, and designed in
consultation with and evaluated by a faculty member of the Department.
* Can be taken in coordination with Cooperative Education, which may provide payment
for work in field sites.
W COURSES RESERVED FOR SOCIAL WORK MAJORSONLY
SWK 363
Methods and Skills of Social Work
Basic features of the helping process, theoretical foundations, principles
and techniques of social work interventative methods and practical
experience necessary for social work practice with individuals and small
groups with a diversity of professionals and client groups; development
of the student's repertoire of relationship-building skills. Includes videotaping laboratory sessions. (Prereq.: SWK 361, junior standing)
SWK 364
Field Work I*
Beginning supervised professional experience in a social work agency
which focuses on interviewing experience and relationship building. A
total of 120 hours, plus one small group supportive/discussion seminar
per week. (Prereq.: SWK 361, junior standing, concurrent with SWK 363)
SWK 365
Quantitative Analysis and Program Evaluation
Overview of commonly-used research methods, especially experimental
designs and applications to program evaluations. Consumer overview of
methods of organizing, comparing and interpreting quantitative and
qualitative information.Use of data-processingequipment for statistical
analysis. (Prereq.: MPG El)
SWK 461
Advanced Methods and Skills in Social Work
Enlargement and refinement of practice skills recognizing adaptations of
the problem-solving model to diverse populations through lecture,
classroom exercise and regular class work. Enlargement of social group
and family work skills, emphasis on development of generalist practice
skills and eclectic approaches with a focus on diversity of professionals
and client populations. (Lectures and/or laboratory exercises each week)
2:
SWK 462
Field Work II*
Progressively responsible supervised professional social work experience
including work with individuals, families, groups and/or communities
in a social service agency. A total of 120 hours, plus one supportive/
discussion seminar per week. (Prereq.: candidacy status; concurrent
with SWK 461)
SWK 466
Field Work 111
(.5 or 1.0 course*)
Continuation of field work, a total of 60 or 120 hours. (1/2 course option
during Interim. (Prereq.: candidacy status)
SWK 467
The Social Worker as Professional
Ethical practice, bureaucratic survival, professional job attainment,
affirmative action and sexual harassment issues, personnel policies and
practices, organizational theory and resource development will be studied
in the course. The field work practice becomes the laboratory for class
exercises. (Prereq.: candidacy status)
SWK 469
Field Work IV*
Continuation of SWK 466. (Prereq.: candidacy status. Concurrent with
SWK 467)
* Can be taken in coordination with Cooperative Education, which may provide payment
for work in field sites.
30CIOLOCY DEPARTMENT - soc
S
ociology is the study of society as a
whole and i f human social organization
and groups. The sociological perspective
provides a way to better understand the
social world and how individuals come to
think and act as they do.
The goal of the Department is to help
students develop their understanding of
the social order and how it affects them in
their daily lives. Sociology majors develop
an understanding of the theories of society
and social groups, leam to create and use
sociological tools of analysis, and leam
how to apply sociological concepts to the
solution of social problems.
Students are encouraged to select as
electives some of the non-traditional
learning models available, such as intemships, independent study, Interim courses
and field studies. The Department urges
students to use Augsburg's metropolitan
setting as a laboratory for learning.
Internships and Cooperative Education
enable majors to apply the theories and
research skills of sociology while they
explore career alternatives. Augsburg
alumni who have majored in sociology are
currently employed in the personnel
departments of both government and
private corporations, in industrial relations
work and in program evaluation. Others
have used their majors as preparation for
advanced study in areas such as law, the
ministry, social work, urban planning and
criminal justice.
The Department of Sociology welcomes
students who, in their quest for a liberal
education as a foundation for work and
life, are looking for new and different ways
of understanding- the often taken-forgranted aspects of our world.
Sociology Faculty
Diane Pike (Chair), Jeny Gerasimo, Gany
Hesser, Gordon Nelson, Rita Weisbrod
Major
10 courses including:
SOC 121 Introduction to Human Society
SOC 349 Complex Organizations
SOC 362 Statistical Analysis
SOC 363 Research Methods
SOC 375 Social Psychology
SOC 485 Modem Sociological Theory
and four additional Sociology courses.
Note: SOC 399 is highly recommended.
An Internship, Cooperative Education
experience, independent study or Upper
Division Interim course in Sociology is
recommended to take advantage of the
variety of learning models offered through
the Department. Consult the Department
Chair concerning areas of concentration.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers
which may differ slightly in emphasis
from the Augsburg major requirements.
The state requirements may also change
after publication of this catalog. Students
therefore should consult with the Augsburg
Education Department to identify current
Minnesota teacher licensure requirements.
Honors Major
To complete the Honors Major in
Sociology, the student must have a
minimum GPA of 3.5 in the major and
overall. In addition, she or he must: 1)
successfully complete an internship,
independent study or cooperative educa-
- Sociology
tion experience; 2) submit a portfolio of
completed papers and projects, including a
theory paper, a research methods project,
and two projects or papers of the student's
choosing which represent outstanding
work in sociology; and 3) write an acceptable reflective statement on the sociology
major and on the work included in the
portfolio.
Application for Honors Major can be
obtained from the Department Chair. A
SOC 121
letter of intent to apply for Honors should
be received by the Chair no later than Nov.
1of the Senior year. The application and
portfolio must be submitted for Department acceptance by March 1.
Minor
Five courses including SOC 121 and
two Upper Division courses (i.e., SOC 300
and above), at least one of which must be
taken at Augsburg College.
Introduction to Human Society
What is society and how does it make us who we are? As a unique way of
understanding, sociology offers insights into discovering the world and
one's place in it. Course study focuses on an understanding of culture,
social structure, institutions and our interactions with each other. (Fall,
Spring)
SOC 199
Internship
A work-based learning experience in which a student, faculty member
and site supervisor design a leaming agreement which enables the
student to consider sociology as a major and/or explore career altematives. Students must consult with the Department and Internship Office
before registering for academic credit. (Fall, Spring, Summer)
SOC 21 1
Human Communities and the Modern Metropolis
The course asks a fundamental question of our times: how is community
possible in the face of multicultural, economic and ideological forces that
are characteristic of urban life? The cultural and structural dynamics of the
Twin Cities are a basis for exploring this possibility. (Fall, Spring)
SOC 231
Family Systems: A Cross-Cultural Perspective
The human family system is explored in its variation among world
cultures and within sub-culturesin the United States. Students prepare
and deliver oral reports on topics of their choice including a world family
pattem, an American sub-cultural pattern and a family process. (Fall)
SOC 265
Culture: Ethnicity, Gender and Race
Why do we set people aside for negative special treatment? How are they
stigmatized?The people to whom we do this are often reflections of our
own fears. A sociological analysis of "self" and "other" provides a way to
examine racism, sexism and other "-isms." Offered on P/N basis only.
(Fall, Spring)
SOC 299
Directed Study
Lndependent Study for Lower Division students. (Fall, Spring, Summer)
Sociology 2.
SOC 300, 301, 302, 303, 304 Special Topics in Sociology
A variety of topics offered periodically depending on needs and interests
which are not satisfied by regular course offerings. (Prereq.: consent of
instructor)
SOC 336
Introduction to Cultural Anthropology
The concept of culture is examined in anthropology. In what way do we
see and live in the world? An analysis of basic assumptions underlying the
ideas of "nature," "primitive," "civilized and "progress." The course will
examine the person's relation to culture and conduct an analysis of
selected aspects of Western culture. (Prereq.: SOC 121 or consent of
instructor. Fall, Spring)
'
SOC 349
Complex Organizations
What is the nature of these modem organizations in which we spend so
much of our daily lives? Organizations as corporate actors are analyzed
with respect to their goals, culture, technology and structure, as well as
corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring)
SOC 360
Religion and Society
An examination of the interaction of religion and society in terms of
sociological analysis with particular emphasis on contemporary sociological research on religious movements and institutions in American society.
(Prereq.: SOC 121 recommended. Fall)
SOC 362
Statistical Analysis
The amount of quantitative information in the world is ever-increasing.
This course is an introduction to descriptive and inferential statistics in the
social sciences; as such, it provides a foundation for understanding
quantitative analysis -be it in an academic journal or a daily newspaper.
(Prereq.: MPG III. Fall)
SOC 363
Research Methods
Good research -how do you know it when you see it, can you produce it
yourself? Social science research skills are learned through the practice
and application of the basic tools of valid and reliable research design and
data analysis. (Prereq.: SOC 362 or consent of instructor. Spring)
SOC 375
Social Psychology
An examination of the ideas of group, role and self in the understanding of
the relationship between the individual and society. A look at the major
assumptions and processes underlying our everyday life using interaction
theories. (Prereq.: SOC 121 or consent of instructor. Fall, Spring)
SOC 381
The City and Metro-Urban Planning
The primary focus of the course is upon the major issues confronting the
present and future metropolis. Emphasis will center on alternative
theories and approaches to planning and shaping metropolitan areas.
Resources include extensive readings, simulations, films, outside speakers
and field trips in a seminar format. (Prereq.: SOC 121 or 211 or consent of
instructor. Spring)
- Sociology
SOC 399
Internship
A work-based learning experience in which a student, faculty member
and site supervisor design a learning agreement which links the ideas
and methods of sociology with the opportunities inherent in the placement. Participation in a concurrent seminar is expected. (Prereq.: consent
of instructor)
SOC 485
Modern Sociological Theory
An examination of the major theoretical traditions within sociology,
tracing the course of their development in the 19th and 20th centuries.
(Prereq.: two courses in sociology including SOC 121 or consent of
instructor. Fall)
SOC 498
SOC 499
Independent Study - Metropolitan Resources
An independently designed course a student (or group of students)
develops, making extensive, systematic and integrated utilization of
resources available in the metropolitan community, e.g. lectures, symposia, performances, hearings. These resources become the core of the
course, supplemented by traditional college resources. (Prereq.: SOC 121
or 211 and/or consent of instructor. Fall, Spring, Summer)
Independent Study
The student must present a written proposal containing rationale,
objectives and methodology of the proposed study according to Department guidelines. Limited registration by permission for advanced
students in Sociology. (Prereq.: SOC 121 and consent of instructor.
Fall, Interim, Spring)
SPANISH
See listing under Modern Languages.
-A
31JttLH/ LUMMUNiLAl IUN AND I H t A l K t
ur quality of life, both personally
and professionally, depends in large part
upon the quality of our communication. A
communication major at Augsburg is
designed to enhance understanding of
communication in a variety of contexts and
to ,jrnprovecommunication skills.
-
p
-
p
-
Since communication careers demand
a broad educational background, the
Department strongly encourages a second
major or two minors in fields such as
business, economics, English, history,
international relations, political science,
psychology, religion, social work or
sociology.
The Augsburg Communication major
focuses on competency in both speech and
writing, as well as effective use of media.
Since the study and practice of communication is grounded in both the humanities
and the social sciences, majors are encouraged to include such related subjects as
aesthetics, ethics, philosophy, logic,
literature, statistics and research methods
in their programs.
Prospective majors should meet with
a Departmental Adviser as early as possible to design an approved major program, preferably by the end of the sophomore year.
Speech, Communication and Theatre Arts
~aculty
David Lapakko (Chair), Deborah Bart, Julie
Bolton, Michael Burden, James Hayes,
Anne Holmquest, Martha Johnson
I BACHELOR OF ARTS
Communication Major
12 courses overall - seven required
core courses and five courses within one of
three concentrations. For transfer students,
at least six of these 12 courses must be
Upper Division courses offered at
Augsburg.
Required of all Communication majors:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
SPC 351 Argumentation
SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 355 S m d Group Communication
POL 342 Mass Communication in Society
One of the following: ENG 223,225,226,
227.
Note: Participation &I at least two
interscholastic forensics tournaments in
two different events is also required.
General Communication Studies
Concentration
Five additional electives from the
following: SPC 329,343,345,347,399,495,
499; THR 350,360; LIN 311; PSY 325,371;
3753621
Organizational Communication
Concentration
Five additional electives from the
following: ART 132,225,330; SPC 329,345,
399,495,499; BUS 340,355 or 357; PSY 325,
371; SOC 265,349,375.
Mass Communication Concentration
Five electives from the following: SPC
343,347,348,399,495,499; ART 132,225,
330; ENG 241,327; POL 375; THR 232,325,
350,360.
/--
For All Three Concentrations
Majors must participate in Augsburg's
Interscholastic Forensics Program by
attending at least two interscholastic
speech tournaments in at least two different events. Students should be aware that
the tournament season is essentially from
October through mid-March, and should
plan schedules accordingly.
Majors in dl three concentrations
should plan to include at least one Internship (SPC 399) as one of their electives.
Students may petition the Department
to include as part of their major concentration other Augsburg courses not listed
above. Such requests must be submitted in
writing to the Departmental Adviser for
prior approval. Also, students may petition
to include up to three courses from other
ACTC schools as electives, with prior
approval of the Registrar and adviser or
Department chair.
Honors Major
The Honors major is designed to
encourage overall excellence as well as
outstanding achievement on a specific
project of special interest to the student.
Honors majors must maintain a 3.5 GPA in
the major and a 3.0 GPA overall, and, as
part of their major program, complete a
substantial independent project of honors
quality (SPC 499 registration). Honors
candidates should meet with their Departmental Adviser prior to their senior year to
develop a proposal for the honors project.
Communication Minor
Six courses including:
SPC 111 Public Speaking
or SPC 112 Contest Public Speaking
POL 342 Mass Communications In
Society
SPC 351 Argumentation
or SPC 352 Persuasion
SPC 354 Interpersonal Communication
SPC 345 Organizational Communication
or SPC 355 Small Group
Communication
ENG 223,225,226 or 227
Note: For transfer students, at least
three of these six courses must be Upper
Division courses offered at Augsburg.
Prospective minors must obtain prior
approval from a Communication faculty
adviser.
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
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
idenhfy current Minnesota teacher
licensure requirements.
SPC 111
Public Speaking
Theory and practice of effective speaking and critical listening. Students
give several speeches and receive feedback from the class and the instructor. The course focuses on developing self-confidence, speech preparation
and organization, audience analysis and adaptation, effective delivery,
style and language, and critical thinking and listening. (Note: Students
may take either SPC 111and 112 for credit, but not both.) (Fall, Spring)
SPC 112
Contest Public Speaking
Theory and practice of preparing speeches for delivery in formal and
contest situations. Students are expected to attend three interscholastic
speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, Lincoln-Douglas debate, speaking to
entertain and/or communication analysis. (Note: Students may take either
SPC 111or 112 for credit, but not both.) (Fall)
SPC 329
lntercultural Communication
This course explores both the problems and potential of communication
between persons of different cultural groups. Factors such as ethnocentrism, stereotyping, prejudice, role expectations, values, language and
non-verbal symbols are examined in this course. (Fall: altemate years)
SPC 343
Broadcast Production I
Introduction to video production with an emphasis on creative concept
development, script-writing, directing and producing for video. Students
will work in production teams and will gain experience in operation of
equipment. (Fall)
SPC 345
Organizational Communication
An examination of the dynamics of communication in organizational
settings. Focuses on topics such as superior-subordinate relationships,
formal and informal communication networks, management styles, power
and authority, motivation of employees, organizational culture, performance appraisal, effective use of meetings and sources of communication
problems in the workplace. (Fall: altemate years)
SPC 347
Documentary Video
A video production course which integrates lecture and criticism with
hands-on experience dealing with non-fiction subjects. Students will work
as production teams, gaining experience in field production editing. The
production teams will produce a 30-minute documentary piece. This
course requires additional lab time for editing.
SPC 348
Broadcast Production I1
This course is an advanced television production course in which students
apply knowledge and experience gained in Broadcast Production I. This
course combines studio and field production with special emphasis on
post-production editing. Students work in production teams to create and
produce a one-hour magazine format news program.
SPC 351
Argumentation
Application of standards for sound evidence and reasoning in public
speaking, discussion and debates. Stresses skill in analyzing the quality of
argumentative claims, understanding tests for evidence and fallacies in
reasoning, and learning to apply principles of argumentation to contemporary public issues. Students enhance their skills in debate and discussion and learn to analyze and critique arguments they encounter in their
daily lives. (Fall)
SPC 352
Persuasion
Theory of how people are influenced to change attitudes and behavior.
Examines obstacles to persuasion; cultural dimensions of persuasion; the
use of logical and psychologcal appeals; empirical research in persuasion;
how persuasion is used in politics, sales, advertising and interpersonal
contexts; the nature of mass movements and campaigns; the impact of the
mass media on persuasion; and ethical issues related to persuasion.
(Spring)
SPC 354
Interpersonal Communication
A study of the dynamics of human interaction through verbal and nonverbal messages; emphasis on factors that build relationships and help to
overcome communication barriers. This course combines theory and
practice to help the student understand and manage communication
problems more effectively. (Fall, Spring)
SPC 355
Small Croup Communication
A study of group dynamics and leadership with emphasis on factors
related to decision making, styles of leadership and conflict management.
This course combines lecture with practical experiences to help the
student become a more effective and productive member of a taskoriented small group. (Spring)
SPC 399
Internship
(Consult faculty in area of emphasis)
SPC 495
Communication Topics
Selected topics in communication, with emphasis on the use of primary
sources and methodology of research.
SPC 499
Independent Study
Independent Study for Upper Division credit.
Theatre Arts
See Department listings for the following approved electives:
ART 132
ART 225
ART 330
BUS 340
BUS 355
BUS 357
LIN 311
Photography
Communication Design I
Communication Design I1
Human Resource
Management
Marketing Communications
Advertising
Theories of Grammar
(see Modem Languages)
T
he study of theatre is essential to a
liberal arts education in that theatre is a
laboratory for experiencing, experimenting
and integrating knowledge from many
disciplines. Theatre enables students to
seek, confront and experience authentic life
in its mystery, ambiguity and beauty. We
seek to create every opportunity for
students to grow as human beings by
encouraging connections between theory
and application through course study,
production work and the Artist Series.
Currently we offer a solid base in
classical, modem and contemporary
theatre and we are exploring ways of
incorporating non-Western and nontraditional theatre to support our commitment to the multicultural experience.
Augsburg is an ideal place to study
theatre as it is located in one of the major
theatre centers in the United States.
Augsburg students expand their knowledge of theatre not only by attending,
but by working with numerous local
theatre artists and professional theatre
companies. Our theatre faculty, currim-
POL 342
POL 375
PSY 325
PSY 371
SOC 265
SOC 362
SOC 375
Mass Communication in
Society
Media Law
Social Behavior
Psychology of Gender
Culture: Ethnicity, Gender
and Race
Statistical Analysis
Social Psychology
1um and program are models for other
small colleges.
At Augsburg we encourage students to
participate in all aspects of theatre production, while providing each student the
opportunity of emphasizing a specific area
of interest. We prepare students to enter
graduate school, law school, seminary,
education and various communication
fields including professional theatre,
television and film.
BACHELOR OF ARTS
Theatre Arts Major
10 courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
THR 232 Acting
THR 328 Theatrical Design
THR 361 Theatre History and Criticism I
THR 362 Theatre History and Criticism II
THR 366 Stage Direction I
2
O
Theatre Arts
Three of the following:
THR 116 Creative Dance
THR 245 Introduction to Asian and Asian
American Theatre
THR 325 Playwriting
THR 350 Voice and Diction
THR 360 Interpretive Reading
THR 365 Advanced Acting
THR 399 Internship
or THR 499 Independent Study in
Theatre
Ten production units in three or more of
the following areas: acting (two required),
technical crew work and design (four
required), and theatre management/
miscellaneous (two required).
Freshmen planning to major in theatre
arts should begin with courses THR 116,
222,232; sophomores:THR 228,245,361,
362; juniors: THR 325,328,350,360,361,
365; seniors THR 365,366.
Please Note: Several courses are offered
alternate years only.
This major should be supported by
courses in multi-cultural dramatic literature, and Shakespeare, Modem Drama and
Scandinavian Drama. Strongly recommended: courses in movement, dance, art
and media art (cinema, radio, television,
video). A capstone course is encouraged,
but not required.
Majors must participate in dramatic
productions every year. Students must
maintain an overall 2.0 GPA to have major
participation in productions.
Honors Major
Designed to encourage overall excellence as well as outstanding achievement
on a specific project of special interest to
the student. Honors majors must maintain
a 3.5 GPA in the major and a 3.0 GPA
overall and, as part of their major program,
complete a substantial independent project
of honors quality (THR 499). Honors
candidates should meet with their Departmental Adviser prior to their senior year to
develop a proposal for the honors project.
Theatre Arts Minor
Five courses including:
THR 222 Introduction to Theatre
THR 228 Introduction to Stagecraft
or THR 328 Theatrical Design
THR 232 Acting
THR 361 Theatre History Criticism I
or THR 362 Theatre History
Criticism I1
THR 366 Stage Direction I
Five production units in the following
areas: acting (one required), technical crew
work (two required), and theatre management/miscellaneous (one required).
Theatre History and Criticism Dramaturgy
Minor
Five courses:
THR 222 Introduction to Theatre
THR 325 Playwriting
THR 361 Theatre History Criticism I
THR 362 Theatre History Criticism I1
A directed studies course in dramaturgy or
theatre criticism or theatre history
Teaching Licensure Major
The State of Minnesota has specific
licensing requirements for teachers which
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
idenhfy current Minnesota teacher
licensure requirements.
Theatre Arts
THR 116
Creative Drama
A study of various forms of dramatic movement, pantomime and play
through activity, reading, observation and discsussion. Emphasis on
improvisational techniques and active participation. Development of
dramatic pieces from written, verbal, visual and audible sources. Some
fundamentals of acting are introduced. (Fall)
THR 222
Introduction to Theatre
A survey of dramatic art including major historical periods, plays, artists;
dramatic structure, principles, and values; basic concepts and techniques
of the play production process. Students attend and review live productions. Crew requirement. (Fall)
THR 228
Introduction to Stagecraft
Introduction to the backstage world of the theatre; its organization, crafts,
magic and art. Technical production experience, practical projects and
theatre tours. Open to all students. Lab required, lab fee. (Fall)
THR 232
Acting
An introduction to the art of acting. Focus on physical, mental and
emotional preparation and exploration of the aeative approach to scene
and character study in American drama. Students attend and review live
productions. (Spring)
THR 245
Introduction to Asian and Asian American Theatre
This course is a survey of the rich theatrical p e r f o m c e styles, aesthetic
theories and plays of traditional Asian culture, as well as Asian American
drama. The course will include lecture, films, videos and demonstrations
by visiting performers. Students will read and analyze selected plays and
attend and review one live production. (Fall: altemate years)
THR 299
Directed Study
Independent study for Lower Division aedit.
THR 325
Playwriting
An introductory course in writing for the stage, television and film.
Students will learn the basics of dramatic structure, methods of script
analysis and techniques for the development of playscripts from idea to
finished product. (Prereq.:ENG 111and one literature course. ENG 226
also recommended. Cross-listed with the English department. Fall:
altemate years)
THR 328
Theatrical Design
Introduction to scenery and lighting design for the stage. Each student
will execute two design projects dealing with stage design process. The
class will also take theatre tours, have visiting designers and practical
involvement with the Augsburg spring production. (Lab required, some
materials needed. Prereq.: permission of instructor. Spring)
-2,
*- Theatre Arts
THR 350
Voice and Diction
A study of vocal skills including tone production, breathing, placement,
relaxation, resonating, articulating, listening, introduction to phonetics
and the vocal mechanism. Emphasis on healing vocal vulnerabilities.
reports and papers,
Theory and practice are combined in oral
voice tapes and individual coaching. (Fall: alternate years)
THR 360
Interpretive Reading
Basic principles of oral interpretation of prose, poetry and drama. Study,
discuss, practice and perform readings in prose, poetry and drama before
small and large groups. (Spring)
THR 361
Theatre History and Criticism I
An overview of theatre history, dramatic literature and criticism from the
classical Greek through the Medieval period. The theatres of Asia are also
introduced. Reading of several plays and attendance at local theatre
productions are required. Need not be taken sequentiallywith THR 362.
(Spring)
THR 362
Theatre History and Criticism II
An overview of theatre history, dramatic literature and criticism from the
Elizabethan through the contemporary theatres. Reading of several plays
and attendance at local theatre productions are required. Need not be
taken sequentially with THR 361. (Spring)
THR 365
Advanced Acting
This course explores the elements of characterizationthrough character
analysis and extensive scene study. Emphasis is on a variety of roles from
the classics, including Shakespeare, French neoclassicism, restoration
comedy, realism and non-realism, epic and the theatre of the absurd,
culminating in preparation and presentation of a professional audition.
(Prereq.: THR 222 and THR 232. Spring: alternate years)
THR 366
Stage Direction I
Basic directorial techniques: choice of plays, play analysis, production
organization, technical collaboration, casting, rehearsals, blocking and
characterization. Direction of a short production required (one-act or
excerpt from full-length play). Permission from instructor required.
(Prereq.: THR 361, THR 362, THR 328. Spring)
THR 399
Internship
(Consult faculty in area of emphasis.)
THR 495
Theatre Topics
Selected topics in theatre.
THR 499
Independent Study in Theatre
Independent study for Upper Division credit.
Chair
Vice Chair
Rodney P. Burwell
Raymond A. Grinde
Secretary
Treasurer
Barbara C. Gage
David L. Swanson
The year in parentheses after each name is the expiration date $current fern.
President, Augsburg College, Minneapolis,
Minn.
Chairman, Xerxes Corporation/Burwell
Mr. Rodney P. Burwell (1994)
Enterprises, Minneapolis, Minn.
Chief Financial Officer, Dart Transit
Mr. Darrell J. Egertson (1994)
Company, St. Paul, Minn.
Retired
Businessman, Mesa, Ariz
Mr. Julian P. Foss (1996)
Homemaker, Long Lake, Minn.
Ms. Barbara C. Gage (1998)
Retired businessman, Roseville, Minn.
Mr. Raymond A. Grinde (1996)
Administrator, S.J. Groves & Sons Company
Ms. Carolyn T. Groves (1996)
Guelzow & Senteney, Ltd.
Mr. Thomas K. Guelzow (1998)
President, Norsen, Inc., Minneapolis, Minn.
Mr. Norman R. Hagfors (1995)
President, Papillon Airways, Inc., irkl land,
Mr. Elling 8. Halvorson (1996)
Wash.
Homemaker, Apple Valley, Minn.
Ms. Beverly J. Thompson Hatlen (1996)
President, A.A. Housh and Associates, Edina,
Mr. M e n A. Housh (1995)
Minn.
Associate
Professor and Division Head,
Dr. George 0.Johnson (1996)
Health Services Administration, University of
Minnesota, Minneapolis, Minn.
The Hon. LaJune Thomas Lange, J.D. (1995) Judge, Hennepin County Govenunent Center,
Minneapolis, Minn.
Control Data Business Advisors, Mankato,
Mr. Gary H. Lohn (1994)
Minn.
The Hon. Kenneth G. Nelson (1996)
Senior Fellow - Education, University of
Minnesota, Minneapolis, Minn.
The Rev. Maynard L. Nelson (1996)
Senior Pastor, Calvary Lutheran Church,
Minneapolis, Minn.
Ms. Roselyn J. Nordaune (1994)
Partner, Nordaune and Friesen,
St. Louis Park, Minn.
Mr. Richard A. Norling (1998)
President and Chief Executive Officer,
Fairview Hospital and Healthcare Services,
Minneapolis, Minn.
Dr. Charles S. Anderson
*as of December, 1993
Mr. Donald G. Oren (1994)
Mr. Glen E. Person (1999)
Mr. Harvey M. Peterson (1996)
Mr. Curtis A. Sampson (1995)
Ms. Inez Schwarzkopf (1998)
Mr. Ronald K. Speed (1994)
Ms. Gladys I. Strommen (1994)
Mr. Leland N. Sundet (1998)
-Mr.David L. Swanson (1996)
Mr. Michael W. Thompson (1996)
Ms. Pamela L. Tibbetts (1994)
Ms. Kathryn H. Tunheim (1998)
Mr. William A. Urseth (1998)
flo wiger, Ph.D. (1995)
Ms. May Ka-Yee Yue (1994)
President, Dart Transit Company,
St. Paul, Minn.
Retired businessman, Eden Prairie, Minn.
President, Catco Company, St. Paul, hhn.
President and Chief Executive Officer,
CommunicationSystems, Hector, Minn.
Program Administrator, Communications
Director, Region 3 - ELCA, St. Paul, Minn.
Vice President, Public Affairs,
Honeywell, Inc., Minneapolis, Minn.
Homemaker, St. Paul, Minn.
Chairman and Chief Executive Officer, Sundet
Companies, Eden Prairie, Minn.
Retired businessman, Minneapolis, Minn.
Realtor, Edina Realty, Inc., Edina, Minn.
Senior Vice President, Corporate Development, Fairview Hospital, Minneapolis, h.
Tunheim Santrios Co., Minneapolis, Minn.
President and Chief Executive Officer,
U.S. Directives, U.S. Restaurant,
Minneapolis, Minn.
Associate Professor, St. Cloud State
University, St. Cloud, Minn.
President, Financial Services Associates, Inc.,
Edina, Minn.
IN AMERICA
(ELCA)
Chair
The Rev. Stephen P. Bournan
Executive Director
The Rev. W. Robert Sorenson
Secretary
The Rev. David L. Echelbarger
Assistant Director for Finance
Ms. Beata H. Sorenson
Vice-Chair
The Rev. Karen S. Parker
Director for Colleges and Universities
Mr. James M. Unglaube
Asst. Dir. for Colleges and Universities
Ms. Naomi E. Linnell
-
48
+
.................................... .Thomas I. Be
u m m r , C q o r a t e and Foundation Relations ........................... Carol Fc
Senim Development Officer ........................................ Jeroy C. Car
Senior Development Officer ......................................... Howard 0
D i P e c t ~College
,
Relations ........................................... Forrest M
Director, Publications ...................................... Shirley Westman Safg
&rector, Sports Information ........................................ Gene McGi
Graphics S p h l i s t ............................................ .Chris Holland-T
Director,AludJParent Relations ................................... Donna McL
Associate Director, Augsburg Fund ................................. Norm Okerst
Assistant Director. Augsburg Fund .................................... Kay Helm
Enrollment Management
Vice President for Enrollment Management ........................... Richard J. Th
Secretary .............................................................
Julie Sz
Director, Admissions .................................................
Sally Dan
Associate Director of Admissions ......................................... Deb Ba
Associate Director of Admissions ........................................ Heidi B
Associate Director of Admissions ....................................... .Tom Lar
Registrar .......................................................... .Paul Simm
Associate Registrar ................................................... .Jay Phim
Coordinator, Institutional Research .................................... Kathy Ku
Admissions Coccrdinator, Weekend College .......................... .JeanetteWitt
Director, Hispanic Support Program .............................. Eloisa EchavezDirector of Studcrnt Finandal Semi=; .............................. Herald A. John
Associate Director of Student Financial Services ........................... Lois Lar
Assistant Director of Student Financial Services ....................... Sheila Ander
Assistant Direct0.r of Student Finanaal Services ........................... Paul Te
Student Loan Coordinator .......................................... Kaye Schro
Finance and Management
Vice President for Finance and Management .......................... Michael Ran
Administrative Assistant ............................................... Pat Ostr
Director, Personnel .................................................. Gaye Lind
ControlIer ......................................................... Dick Adam
Director, Administrative Information Services ...........................Steve Ter
Manager, Christensen Center .....................................Mildred A. Nel
Manager, Central Services ................................. Charles E. Christopher
Manager, Bookstore ................................................. Mark Eck
Director. Food Senrices ................................................ Tim Wag
Fireftor, Plant Services ............................................. James Wenin
Supervisor, Maintenance ........................................... .Robin A. Cu
Manager,Ice Arena ..................................................JamesJ. Ca
Managa, Telecommunications ...................................... Vivian Skord
Manager, Safe@and Senuity ....................................... Vada Ander
Dr. Courtland L. Agre, Professor Emeritus of
Chemistry. Ph.D., University of Minnesota.
Lyla M. Anderegg, Professor Emerita of
Psychology.
Ernest W. Anderson, Professor Emeritus of
Health and Physical Education.
Dr. Oscar A. Anderson, President Emeritus. B.A.,
St. Olaf College; B.D., Luther Theological
Seminary; L.L.D., Concordia College, Moorhead.
Margaret J. Anderson, Professor Emerita,
Library. B.S., M.A., University of Minnesota.
Dr. Raymond E. Anderson, Professor Emeritus
of Speech, Communication and Theatre. B.S.,
M.A., Ph.D., University of Minnesota.
Valeria Baltina, Professor Emerita of Modem
Languages. Magister der Philosophia,
University of Latvia.
Dr. Carl H. Chrislock, Professor Emeritus of
History. B.A., Augsburg College; M.A., Ph.D.,
University of Minnesota.
L. Gracia Christensen, Professor Emerita of
English.
Dr. Ailene Cole, Professor Emerita of Speech,
Communication and Theatre. B.A., Gustavus
Adolphus College; M.A., Ph.D., University of
Minnesota.
Dr. Sheldon P. Fardig, Professor Emeritus of
Education. B.A., Carleton College, M.M., Ph.D.,
Northwestern University.
Dr. Henry G. Follingstad, Professor Emeritus of
Mathematics. B.E.E., MS., University of
Minnesota.
Dr. Orloue Gisselquist, Professor Emeritus of
History. B.A., M.A., Ph.D., University of
Minnesota.
Dr. Theodore J. Hanwick, Professor Emeritus of
Physics. Ph.D., New York University.
Katherine Hennig, Artist-in-Residence - Music.
M.A., University of Minnesota.
Dr. Edwina L. Hertzberg, Professor Emerita of
Social Work. B.A., Cedar Crest College; M.S.W.,
Ph.D., University of Minnesota.
Dr. John R. Holum, Professor Emeritus of
Chemistry.
Dr. Irene Khin Khin Jensen, Professor Emerita
of History. B.A., Rangoon University, Burma;
M.A., Bucknell University; Ph.D., University of
Minnesota.
Dr. Einar 0. Johnson, Professor Emeritus of
Education. Ph.D., University of Washington.
James D. Johnson, Professor Emeritus of Music.
Ph.D., University of Minnesota.
Mary E. "Mimi" Johnson, Professor Emerita of
Modem Languages.
Edwin D. Mickelberg, Professor of Biology. B.A.,
Augsburg College; M.A., University of
Minnesota.
Edor C. Nelson, Professor Emeritus of Health
and Physical Education. M.Ed., University of
Minnesota.
Dr. Patricia A. Parker, Associate Academic Dean.
B.A., Eastern Michigan University; M.A., Ph.D.,
University of Michigan.
Anne Pederson, Professor Emeritus of English.
M.A., University of Minnesota.
Lauretta E. Pelton, Professor Emerita of
Education.
Dr. Philip A. Quanbeck, Professor of Religion.
B.A., Augsburg College; B.D., Augsburg
Theological Seminary; M.Th., Ph.D., Princeton
Theological Seminary.
Dr. Gunta Rozentals, Associate Professor of
Foreign Languages. B.A., M.A., Ph.D.,
University of Minnesota.
Marianne B. Sander, Dean of Students.
Dr. Leland B. Sateren, Professor Emeritus of
Music. L.H.D., Gettysburg College; D.Mus,
Lakeland College.
Mq-orie H. Sibley, Professor Emerita, Library.
B.A., M.A., University of Illinois; M.A.,
University of Minnesota.
Dr. Myles C Stenshoel, Professor Emeritus of
Political Science. B.A., Concordia College,
Concordia Theological Seminary; M.A., Ph.D.,
University of Colorado.
Dr. Paul T. Steen, Professor Emeritus of
Sociology. Ph.D., University of Mimesota.
John Thut, Professor Emeritus of Music. A.B.,
Northwestern University; B.M., M. Mus.,
American Conservatory of Music.
Dr. Joel S. Torstenson, Professor Emeritus of
Sociology. Ph.D., University of Minnesota.
Beginning year of service flaculty is indicated zuith parentheses.
Charles S. Anderson (1976).President. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New
York.
Ryan A. LaHurd (1985). Vice President for Academic Affairs and Dean of the College. B.A.,
Mt. Camel College; M.A., University of Chicago; Ph.D., University of WisconsinMadison.
A
Nancy I. Aarsvold (1986). Instructor of Modem Languages. B.A., Pacific Lutheran University; M.A., University of Minnesota.
Ruth L. Aaskov (1960).Associate Professor of Modem Languages. B.A., Augsburg College;
M.A., Middlebury College; Ph.D., University of Wisconsin.
Michael L. Agin (1993). Instructor, part-time, Education. B.S., Beloit College; M.A., Loyola
University; Ph.D., University of Wisconsin-Madison.
Virginia P. Allery (1993). Associate Professor of Education/Director of American Indian
Studies Minor. B.S., Viterbo College; M.S., Eastern Montana College; Ph.D., University
of Minnesota.
Earl R. Alton (1960).Professor of Chemistry. B.A., St. Olaf College; M.S., Ph.D., University
of Michigan.
Patricia K. Amo (1990).Instructor, Sociology. B.A., M.A., University of Minnesota.
Barbara L. Andersen (1969). Associate Professor of English. B.A., Northwestern College;
M.A., Northwestern University.
Edwin D. Andersen (1987). Instructor, part-time, Education. B.A., Macalester College;
M.S.T., Illinois Institute of Technology; Ph.D., University of Minnesota.
Kristin M. Anderson (1984).Assistant Professor of Art. A.B., Oberlin College; M.A.,
University of Minnesota; M.A., Luther-Northwestern Seminary.
Stuart M. Anderson (1989).Assistant Professor of Physics. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Trudi J. Anderson (1990). Studio Artist/Flute, part-time, Music. B.M., Augsburg College;
M.M., Northwestern University.
H. Janice Antholz (1983). Instructor, part-time, Education. B.S., University of WisconsinEau Claire; M.A., University of St. Thomas.
Andrew L. Aoki (1988).Assistant Professor of Political Science. B.A., University of Massachusetts-Amherst; M.A., University of Wisconsin-Madison.
David B. Apolloni (1989). Assistant Professor of Philosophy. B.A., University of Minnesota;
M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota.
Rene C. Aravena (1993). Studio Artist/Voice, part-time, Music. B.A., Whitman College;
M.M., M.A., University of Nevada; D.M.A. (A.B.D.), University of Minnesota.
Augsburg College Faculty 25
Jermaine D. Arendt (1993). Instructor, part-time, Education. B,A., M.A., Ph.D., University of
Minnesota.
Ten L. Aslakson (1993).Instructor, part-time, Economics. B.A., St. Olaf College.
Eric J. Aureille (1993).Instructor, part-time, Psychology. B.S., Georgetown University.
Matthew C. Barber (1992). Studio Artist/Percussion, part-time, Music. B.M., University of
Michigan.
Deborah L. Bart (1981).Assistant Professor of Speech, Communication, and Theatre Arts.
B.A., M.A., University of Minnesota.
Mary Ann Bayless (1990). Associate Professor of Education. B.S., University of Minnesota;
M.A., San Diego State University; Ph.D., University of Minnesota.
Eustolio Benavides, 111 (1992). Instructor, part-time, Social Work. B.A., Creighton University; M.S.W., University of Minnesota.
John E. Benson (1963).Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University.
Anthony A. Bibus, 111(1992). Assistant Professor of Social Work. B.A., University of St.
Thomas; M.A., University of Virginia; Ph.D., University of Minnesota.
Randi S. Birk (1993). Instructor, part-time, Psychology. B.A., University of Minnesota; M.A.,
University of St. Thomas; Ph.D., Minnesota School of Professional Psychology.
Beverly J. Blinde (1992). Instructor, part-time, Social Work. B.A., M.S.W., University of
Nebraska.
Vern M. Bloom (1965). Assistant Professor of Social Work. B.A., M.S.W., University of
Minnesota.
Jeanne M. Boeh (1990). Assistant Professor of Economics. B.S., M.A., Ph.D., University of
Illinois.
Lynn Allen Bollman (1991). Assistant Professor of Art. B.A., Augsburg College; M.A.,
University of Northern Colorado; M.F.A., University of Minnesota.
Julie H. Bolton (1976). Associate Professor of Speech, Communication, and Theatre Arts.
B.S., M.F.A., University of Minnesota.
Richard A. Borstad (1977). Associate Professor of Health and Physical Education. B.A.,
M.A., Ph.D., University of Minnesota.
Lisa A. Broek (1993).Instructor, part-time, Health and Physical Education. B.A., Central
College; M.A., University of Iowa.
Maria L. Brown (1980).Associate Professor of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota.
Laine Bryce (1987).Studio Artiit/Bassoon, part-time, Music. B.A., University of Minnesota.
Priscilla K. Buffalohead (1981). Instructor, part-time, Sociology. B.A., M.S., University of
Wisconsin-Madison.
- Augsburg College Faculty
Michael R. Burden (1990). Assistant Professor of Speech, Communication and Theatre Arts.
B.A., Augsburg College; M.F.A., University of Minnesota.
Diane F. Busico (1986). Assistant Professor of Business Administration/MIS. B.S., Youngstown State University; M.B.A., Kent State University.
Thomas L. Busico (1988).Instructor, part-time, Business Administration/MIS. B.S.,
Youngstown State University; M.B.A., Kent State University.
Laura V. Castor (1990). Instructor, part-time, English. B.A., Muhlenberg College; M.A.,
A.B.D., University 0f'~innesota.
John C. Cemto (1983). Assistant Professor of Business Administration/MIS. B.A., Rhode
Island College; M.S., University of Wisconsin-Stout.
Margaret (Peggy) Murphy Cemto (1991). Instructor, part-time, Business Administration/
MIS. B.A., University of Minnesota; M.A., Hamline University.
Francine Chakolis (1983). Assistant Professor of Social Work/MSW Coordinator. B.S.,
Augsburg College; M.S.W., University of Minnesota.
Steven D. Chapman (1991). Instructor, part-time, Art. B.A., Augsburg College; M.A.,
Hamline University.
Mary Knop Chelberg (1992). Assistant Professor of Biology. B.S., University of Illinois,
Urbana-Champaign; Ph.D., University of Minnesota.
Samir Cherif (1993). Instructor, part-time, Business Administration/MIS. B.A., University
of Tunis, Tunisia; M.A., University of Minnesota.
Rosalie V. Clark (1979). Instructor, part-time, Social Work. B.A.S., M.S.W., University of
Minnesota.
Carolyn S. Clemmons (1990). Instructor, part-time, Education. B.A., Talladega College;
M.A., University of Minnesota.
Robert W. Clyde (1967). Associate Professor, part-time, Sociology, Institutional Research
Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa.
Patrick J. Conge (1993). Instructor, part-time, Political Science. B.S., M.A., Arizona State
University; Ph.D., The University of Texas-Austin.
Lawrence E. Copes (1980). Associate Professor of Mathematics. B.A., Illinois Wesleyan
University; M.A., Ph.D., Syracuse University.
Robert J. Cowgill (1991). Instructor, part-time, English. B.A., M.A., A.B.D., University of
Minnesota.
Lany J: Crockett (1985).Associate Professor of Computer Science. B.A., M.A., Pacific
Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of
Minnesota.
Augsburg College Faculty
Cathleen A. Dalglish (1986). Assistant Professor, part-time, English. B.A., College of St.
Catherine; M.F.A., Vermont College.
Mary E. Dean (1990). Instructor, part-time, Business Administration/MIS. B.A., University
of Massachusetts; J.D., Suffolk University; M.L.T., Georgetown University.
Suzanne I. Doree (1989). Assistant Professor of Mathematics. B.A., University of Delaware;
M.A., University of Wisconsin.
Marilyn Doyle (1994). Instructor, part-time, Psychology. B.A., University of Minnesota;
M.A., University of St. Thomas; Psy.D., Minnesota School of Professional Psychology.
Bruce K. Drewlow (1988). Assistant Professor of Education. B.S., Moorhead State University; M.Ed., University of Minnesota.
Susan Sacquitne Druck (1993). Studio Artist/Voice, part-time, Music. B.A., Iowa State
University; M.A., University of Iowa.
Francoise duRivage (1993). Instructor, part-time, Modem Languages. B.A., Universite de
Bordeaux 111; M.A., Universite de Paris IV (Sorbonne); M.A., Ph.D., Duke University.
Beverly C. Durkee (1965). Professor of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University
of Minnesota; Ph.D., Arizona State University.
Grace B. D p d (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota.
Earl W. Eames, Jr. (1987). Instructor, part-time, Business Administration/MIS. S.B.,
Massachusetts Institute of Technology.
Rabbi Joseph A. Edelheit (1994). Instructor, part-time, Religion. B.A., University of
California - Berkley; M.A., Hebrew Union College.
Blanca-Rosa Egas (1991). Associate Professor of Social Work. M.P.H., University of M i m e
sota; Lic.Ed., M.D., University of Guayaquil, Ecuador.
Mary G. Endorf (1986). Assistant Professor of Education. B.A., Hamline University; M.S.,
State University of New York-Cortland; Ph.D., University of Minnesota.
Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther
Theological Seminary; M.S., Ph.D., University of Minnesota.
Carol A. Enke (1986). Instructor, part-time, Health and Physical Education. B.S., University
of Minnesota.
Marian S. Enos (1987).Instructor, part-time, Education. B.S.N., M.S., Ph.D., University of
Minnesota.
Heid Ellen Erdrich (1994). Instructor, part-time, English. B.A., M.A., Johns Hopkins
University.
Joseph A. Erickson (1990). Assistant Professor of Education. B.A., M.A., University of St.
Thomas; M.A., Luther-Northwestem Theological Seminary; Ph.D., University of
Minnesota.
-
Augsburg College Faculty
Kenneth N. Erickson (1964).Professor of Physics. B.A., Augsburg College; M.S., Michigan
State University; Ph.D., Colorado State University.
Lynn M. Erickson (1991).Studio Artist/Trumpet, part-time, Music. B.A., Bethel College;
M.F.A., D.M.A., University of Minnesota.
Hans G. Eriksson (1993).Assistant Professor of Social Work. B.A., Wilmington College;
M.S.W., University of Minnesota.
Jacqueline R. Fendler (1992).Instructor, part-time, Social Work. B.S., M.S.W., University of
Wisconsin-Milwaukee.
Norman B. Ferguson (1972). Professor of Psychology. B.A., Franklin and Marshall College;
M.S., Ph.D., University of Wisconsin.
Lucie K. Ferrell(1992). Associate Professor of Nursing. B.S., College of St. Catherine; M.N.,
University of Califomia-Los Angeles, Ph.D., Adelphi University.
Anita L. Fisher (1991).Instructor, part-time, Modem Languages. B.A., M.A., University of
Montana.
Phillip F. Fishman (1988).Instructor, part-time, Political Science. B.S., University of
Wisconsin-Madison; J.D., Washington University; M.S.W., St. Louis University.
Ann C. Fleener (1987).Assistant Professor of Education. B.S., M.A., University of Minnesota.
Marilyn E. Florian (1980).Assistant Professor of Health and Physical Education, Women's
Athletic Director. B.A., Augsburg College; M.A., St. cloud State University.
Bruce D. Forbes (1990).Instructor, part-time, Religon. B.A., Morningside College; M.Th.,
Perkins School of Theology; Ph.D., Princeton Theological Seminary.
Karen B. Franzmeier (1993).Instructor, part-time, Education. B.A., Concordia College;
M.A., University of Minnesota.
Robert P. Friederichsen (1971). Assistant Professor, part-time, Art. B.A., Bethel College;
M.A.,Pennsylvania State University.
Mark L. Fuehrer (1969).Professor of Philosophy. B.A., University of St. Thomas; M.A.,
Ph.D., University of Minnesota.
Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D.,
University of Minnesota.
David A. Gabrielson (1991).Associate Dean for Academic Affairs, Instructor, part-time,
Biology. B.A., Concordia College, Moorhead; M.A., Ph.D., University of North Dakota.
George M. Gaetano (1993). Instructor, part-time, Speech, Communication, and Theatre
Arts. B.A., Hunter College; M.A., University of Minnesota.
Augsburg College Faculty
Ethelind K. Garetz (1989).Assistant Professor, part-time, Education. B.A., University of
Minnesota; M.S., University of Nebraska; Ph.D., University of Minnesota.
M. Anita Gay (1987). Director, Black Student Affairs. B.S., Southern University, Baton
Rouge; M.A., Howard University.
Jerry Gerasimo (1971).Professor of Sociology. B.A., Lake Forest College; M.A., Ph.D.,
University of Chicago.
Richard A. Germundsen (1987).Associate Professor of Education. B.S., Mankato State
University; M.A., American University; Cand. Mag.,Universitet i Bergen, Norway;
Ph.D., University of Minnesota.
Peter J. Gillen (1988). Instructor, part-time, Business Administration/MIS. B.S.B., University of Minnesota.
Ronald D. Grace (1994). Instructor, part-time, Social Work. B.A., M.S.W., University of
Wisconsin-Milwaukee; J.D., William Mitchell College of Law.
Karen M. Graves (1991).Instructor, part-time, Education. B.A., St. Cloud State University;
M.A., University of St. Thomas.
Douglas E. Green (1988). Associate Professor of English. B.A., Amherst College; M.A.,
Ph.D., Brown University.
William D. Green (1991).Assistant Professor of History. B.A., Gustavus Adolphus College;
M.A., Ph.D., J.D., University of Minnesota.
Richard A. Gresczyk (1990). Instructor, part-time, Modern Languages. B.S., M.Ed., University of Minnesota.
Joan L. Griffin (1986). Associate Professor of English. A.B., Washington University; M.A.,
Ph.D., Hanard University.
Nancy J. Grundahl(1993). Instructor, part-time, Music. B.M., St. Olaf College; M.F.A.,
University of Minnesota.
Katherine A. Guenther (1993). Instructor, part-time, English. B.A., Lawrence University.
Ph.D., University of Minnesota.
Nancy G. Guilbeault (1988). Instructor, part-time, Health and Physical Education, Director
of Counseling. B.A., M.A., Ph.D., University of Minnesota.
Satya P. Gupta (1976). Professor of Economics. B.S., M.S., Agra University, India; M.S.,
Ph.D., Southern Illinois University.
Donald R. Gustafson (1961).Professor of History. B.A., Gustavus Adolphus College; M.A.,
Ph.D., University of Wisconsin.
Arlin E. Gyberg (1967).Professor of Chemistry. B.S., Mankato State University; Ph.D.,
University of Minnesota.
Brian P. Hackney (1983). Instructor, part-time, Education, Director of Audio-Visual Center.
B.A., University of Wisconsin-Eau Claire; M.A., University of Wisconsin-Stout.
-2
- Augsburg College Faculty
Paul P. Halvorson (1985). Instructor, part-time, Economics. B.A., Augsburg College; M.A.,
Ph.D., American University.
Anthony R. Hansen (1990). Instructor, part-time, Physics. B.A., University of MinnesotaMorris; M.S., Ph.D., Iowa State University.
Daniel S. Hanson (1988). Instructor, part-time, Speech, Communication, and Theatre Arts.
B.A., Augsburg College; M.A., University of Minnesota.
John A. Hanson (1991). Instructor, part-time, Psychology. B.S., University of Wisconsin-Eau
Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh;
Ph.D., University of Toledo.
M. Anaam Hashmi (1990). Instmctor, part-time, Business Administration/MIS. B.E.,
N.E.D., University of Engineering & Technology, Karachi, India; M.B.A, Ball State
University; D.B.A., Kent State University.
James T. Hayes (1991).Assistant Professor of Speech, Communication, and Theatre Arts.
B.S.E., M.S., Emporia State University; Ph.D., University of Wisconsin-Madison.
Milda K. Hedblom (1971).Professor of Political Science, Director of Canadian Studies
Program. B.A., Macalester College; M.A., Ph.D., University of Minnesota.
David A. Heitke (1993). Instructor of Computer Science. B.A., North Central College,
Naperville; M.S. (Mathematics), Brown University; M.S. (Computer Science), University of Rhode Island.
Robert S. Herforth (1967). Professor of Biology. B.A., Wartburg College; M.S., Ph.D.,
University of Nebraska.
Susanne M. Herrlin (1994).Instructor, part-time, Modern Languages. B.A., M.A., University of Linkoping, Sweden.
Garry W. Hesser (1977). Professor of Sociology, Director of Experiential Education, Director
of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary;
M.A., Ph.D., University of Notre Dame.
Norman D. Holen (1964). Professor of Art. B.A., Concordia College, Moorhead; M.F.A.,
University of Iowa.
Anne Holmquest (1991).Assistant Professor of Speech, Communication, and Theatre Arts.
B.F.A., Drake University; M.A., Ph.D., University of Iowa.
Bradley P. Holt (1981).Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University.
Marilyn N. Horowitz (1988).Instructor, part-time, Business Adrninistration/MIS. B.A.,
M.B.E., University of Minnesota.
Mary A. Budd Horozaniecki (1988). Studio Artist/Violin and Viola, part-time, Music. B.M.,
Indiana University.
Martha J. Houser (1988).Instructor, part-time, Education. B.S., M.A., University of Minnesota.
Kenneth B. Huber (1989). Studio Artist/Piano, part-time, Music. B.M., M.M., Indiana
University.
David Hudson (1990). Instructor, part-time, English. B.A., M.A., A.B.D., University of
Minnesota.
Augsburg College Faculty
Gretchen Kranz Irvine (1993).Assistant Professor of Education. B.S., College of St. Teresa;
M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota.
M. Shahidul Islam (1989). Instructor, part-time, Economics. M.B.A., Dhaka University,
Bangladesh; University of Minnesota.
Willie B. Jackson (1994). Instructor, part-time, Education. B.A., McKendree College; M.S.,
Southern Illinois University.
William H. Jasperson (1990). Instructor, part-time, Physics. M.B.A., University of M i m e
sota. B.S., MS., Ph.D., University of Wisconsin.
Duane E. Johnson (1968). Professor of Psychology. B.A., Huron College; B.A., University of
Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota.
Hamet W. Johnson (1989).Instructor, part-time, Education. B.A., University of Richmond;
M.A., University of Minnesota.
Jeffrey E. Johnson (1985). Assistant Professor of Physics. B.S., M.A., Ph.D., University of
Minnesota.
Karen E. Johnson (1993).Instructor, part-time, Social Work. B.A., Luther College; M.S.W.,
University of Minnesota.
Martha B. Johnson (1988).Assistant Professor of Speech, Communication, and Theatre.
Director, East and Southeast Asian Studies. B.A., M.A., Ph.D., University of Wisconsin.
Amin E. Kader (1974). Associate Professor of Business Administration/MIS. B.Comrn.,
University of Cairo, Egypt; M.B.A., University of Michigan.
Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers State
University.
Jane A. Kammerman (1986). Instructor, part-time, Business Administration/MIS. B.A.,
University of California; J.D., University of Minnesota.
Robert A. Karl6n (1959). Professor of Music. B.M., New England Conservatory; M.A.,
University of Minnesota.
John W. Kenny (1992). Instructor, part-time, Psychology. B.A., John Carroll University;
M.A., Ph.D., University of Illinois-Urbana.
Christopher W. Kimball(1991).Assistant Professor of History. B.A., McGill University;
M.A., Ph.D., University of Chicago.
Mary A. Kingsley (1965). Associate Professor of Modern Languages. B.A., St. Olaf College;
M.A., Middlebury College.
-2
- Augsburg College Faculty
Merilee I. Klemp (1980). Assistant Professor of Music. B.A., Augsburg College; M.A.,
University of Minnesota.
Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S.,
Augustana College; M.A., University of South Dakota.
Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College;
M.A., University of Minnesota.
Carol F. Kuechler (1994).Assistant Professor of Social Work. B.A., Marquette University;
M.S.W., University of Wisconsin-Madison; Ph.D., University of Minnesota.
Thomas L. Kuhlman (1990). Instructor, part-time, Psychology. B.A., Marquette University;
M.A., Xavier University; Ph.D., Case Western Reserve University.
Joan C. Kunz (1987). Assistant Professor of Chemistry. B.S., University of Missouri-St.
Louis; Ph.D., University of Wisconsin-Madison.
Steven J. LaFave (1991). Assistant Professor of Business Administration/MIS. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota.
Roy H. LaFayette (1972). Instructor, part-time, Business Administration/MIS.
B.S.B.,University of Minnesota.
David V. Lapakko (1986). Assistant Professor of Speech, Communication, and Theatre Arts.
B.A., Macalester College; M.A., Ph.D., University of Minnesota.
Andrew P. Lawson (1992). Instructor, part-time, Sociology. B.S., Portland State University;
M.Ed., Penn State University.
Caroline M. Lemen (1991). Studio Artist/French Horn, part-time, Music. B.A., Potsdam
College of Arts and Science, SUNY; M.M., Northwestern University.
Lynn Lindow (1985). Instructor, part-time, Education. B.S., Mankato State University; M.S.
North Dakota State University.
Rosemary J. Link (1986). Associate Professor of Social Work. B.A., University of
Southampton; M.Sc., London University; Ph.D., University of Minnesota.
Victoria M. Littlefield (1992). Assistant Professor of Psychology. A.B., University of
Michigan-Flint; M.A., Ph.D., Miami University.
Cynthia D. Lohman (1985). Studio Artist/Voice, part-time, Music. B.A., M.M., University of
Minnesota.
Lori L. Lohman (1990).Assistant Professor of Business Administration/MIS. B.A., M.B.A.,
University of Minnesota.
J. Lynne F. Lorenzen (1988). Assistant Professor of Religion B.A., University of Iowa; M.Div.,
Northwestern Lutheran Theological Semirary; M.A., The Claremont Graduate School.
Mark E. Ludwig (1993). Instructor, part-time, English. B.A., Pacific Lutheran University;
Ph.D., University of Minnesota.
Steven P. Lund (1982).Studio Artist/Trombone, part-time, Music. B.S., University of
Minnesota.
Augsburg College Faculty -2
Mary Ellen Lundsten (1977). Assistant Professor, part-time, Political Science. B.A., Smith
College; M.A., Johns Hopkins School of Advanced International Studies; Ph.D.,
University of Minnesota.
Milton H. Luoma, Jr. (1992). Instructor, part-time, Business Administration/MIS. B.S., Case
Institute of Technology; M.S., M.B.A., University of Dayton; J.D., William Mitchell
College of Law.
Ann Lutterman (1993).Instructor, Global Education. B.A., Earlham College; M. Div., Yale
Divinity School.
Janet L. MacKenzie-Polanski (1992). Instructor, part-time, Education. B.A., Macalester
College; M.Ed., University of Minnesota.
Karen M. Mateer (1984). Assistant Professor, Librarian. B.S., University of South Dakota;
M.A., University of Iowa.
John B. McAllister, I11 (1991). Instructor, Global Education. B.A., Bates College; M.A.,
University of Minnesota.
Elena McCollim-Medina (1991).Instructor, Global Education. B.A., University of California-Berkeley; M.A., Johns Hopkins University.
Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan
University; A.M.L.S., University of Michigan; M.A., Michigan State University.
Esther G. McLaughlin (1989). Associate Professor of Biology. B.A., Ph.D., University of
California-Berkeley.
Marie 0.McNeff (1968). Professor of Education, Director of Faculty Development. B.S.,
M.Ed., Ed.D., University of Nebraska.
Roberta K. Metzler (1974). Associate Professor of Music. B.A., Park College; B.Music Ed.,
M.Music Ed., University of Kansas.
Fekri Meziou (1987). Assistant Professor of Business Administration/MIS. B.A., University
of Tunis,Tunisia; M.A., Ph.D., University of Minnesota.
Ernest Miel (1993). Instructor, part-time, Education. B.A., University of Minnesota; B.A.,
M.Ed., Macalester College.
JeannetteH. Milgrom (1992). Instructor, part-time, Social Work. B.S.W., Christian Social
Academy, Groningen, Netherlands; M.S.W., University of Minnesota.
Dawn L. McDougal Miller (1993).Instructor, part-time, Music. B.A., Gustavus Adolphus
College; M.M.Ed., University of Kansas.
Jay A. Miskowiec (1991). Instructor, part-time, English. B.A., University of Minnesota;
M.A., Universite de Paris VIII, France; Ph.D., City University of New York.
Kinney G. Misterek (1989). Instructor, part-time, Business Administration/MIS. B.S.,
M.B.A., University of South Dakota; M.B.T., University of Minnesota.
John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A.,
University of Tennessee.
- Augsburg College Faculty
William B. Monsma (1987). Instructor, part-time, Physics. B.A., Calvin College; M-Div.,
Calvin Seminary; Ph.D., University of Colorado.
Thomas F. Morgan (1983). Associate Professor of Business Administration/MIS. B.S.,
Juniata College; M.B.A., University of Denver; M.S., University of Oregon; PkD.,
University of Minnesota.
William D. Morris (1987). Instructor, part-time, Political Science. B.A., Oakland University;
Ph.D., Camegie-Mellon University.
John N. Moye (1991). Assistant Professor of Music, Orchestra Director. B.M., M.A., Jacksonville University; Ph.D., Florida State University.
Mildred ("Mike")Mueller (1988). Assistant Professor of Education. B.A., M.A., Central
Michigan University; Ed.D., University of Minnesota.
Robert M. Murphy (1986). Instructor, part-time, Business Administration/MIS. B.A.,
University of Toledo.
Sharol A. Nau (1993).Instructor, part-time, Art. B.A., Carleton College; M.F.A., Michigan
State University.
Eliawira N. Ndosi (1990). Instructor, part-time, Economics. B.A., Carleton College; M.A.,
University of Minnesota.
Gordon L. Nelson (1967). Professor of Sociology. B.A., M.A., University of Minnesota; B.D.,
Luther Theological Seminary; M.A., Ph.D., University of Chicago.
Leslie D. Nelson (1993). Instructor, part-time, Mathematics. B.A., St. Olaf College.
Richard C. Nelson (1968).Professor of History. B.A., University of Nebraska; M.A., Ph.D.,
University of Minnesota.
Jack Nelson-Pallmeyer (1984).Instructor, part-time, Religion. B.A., St. Olaf College; M.Div.,
Union Theological Seminary.
Melissa R. Newman (1993).Instructor, part-time, Psychology. Ph.D., University of Mimesota.
Catherine C. Nicholl(1973).Professor of English. B.A., Hope College; M.A., University of
Michigan; Ph.D., University of Minnesota.
Beverly J. Nilsson (1977). Professor of Nursing. B.S.N., MS., PhD., University of Minnesota.
Norma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania;
M.A., Ph.D., Indiana University.
Celeste M. O'Brien (1975). Studio Artist/Piano, part-time, Music. B.A., Harnline University.
JohnJ. O'Brien (1992). Instructor, part-time, English. B.A., Augustana College; M.Phil.,
University of Dublin, Ireland; A.B.D., University of Minnesota.
Augsburg College Faculty -2
Michael E. OfNeal(1989).Instructor, part-time, Sociology. B.A., University of Missouri;
M.A., Ph.D., University of Minnesota.
Sandra L. Olmsted (1979).Assistant Professor, Chemistry. B.A., Augsburg College; M.S.,
University of Wisconsin; Ph.D., University of Minnesota.
Bettye Olson (1992). Director, College of the Third Age. B.S., M.Ed., University of Minnesota.
JeremiahOlson (1989). Instructor, part-time, Religion. B.A., Minot State University; M.Div.,
Trinity Lutheran Seminar; D.Th., Luther-Northwestern Theological Seminary.
Lila J. Olson (1990). Instructor, part-time, Music. B.M., University of Kansas; M.M.,
University of Nebraska.
Vicki B. Olson (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of
Minnesota.
Magdalena M. Paleczny-Zapp (1986). Assistant Professor of Economics. B.A., M.A., Central
School for Planning and Statistics, Warsaw, Poland; Ph.D., Akademia Ekonomiczna,
Krakow, Poland.
Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; B.Div., Bethel
Seminary; M.A., Ph.D., University of Minnesota.
Patricia A. Parker (1960). Instructor, part-time, Education. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan.
Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W.,
M.A., Ph.D., University of Minnesota.
Catherine L. Paulsen (1990). Instructor, part-time, Religion. B.A., St. Olaf College; M.A.,
Lone Mountain College.
Curtis Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W.,
University of Minnesota; Ph.D., Fielding Institute.
Richard W. Pearl (1992). Instructor, part-time, Education. B.A., M.A., University of St.
Thomas.
Dale C. Pederson (1992).Assistant Professor of Biology. B.A., Augsburg College; Ph.D.,
University of Minnesota.
Paul E. Pender (1985). Instructor, part-time, Business Administration/MIS. B.A., M.B.A.,
University of Wisconsin.
Rick Penning (1993). Studio Artist/Voice, part-time, Music. B.A., Luther College; M.M.,
University of Cincinnati.
Curtis C. Peter (1983). Instructor, part-time, Religion. B.A., Wartburg College; M.Div.,
Wartburg Theological Seminar.
Vincent Peters (1988). Assistant Professor of Social Work. B.A., Loyola College, Madras,
India; M.A., Madras School of Social Work.
- Augsburg College Faculty
Noel J. Petit (1984).Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D.,
University of Minnesota.
Ronald W. Petrich (1980). Instructor, part-time, Education. B.A., Augsburg College; M.A.,
United Theological Seminary.
Joyce M. Pfaff (1966). Associate Professor, part-time, Health and Physical Education. B.A.,
Augsburg College; M.Ed., University of Minnesota.
Glenn S. Pickering (1994). Instructor, part-time, Psychology. B.E.E., Ph.D., University of
Minnesota; M. Div., United Theological Seminary.
Diane L. Pike (1981).Professor of Sodalogy. A.B., Comecticut College; PhD., Yale University.
Alisa M. Potter (1993). Instructor, part-time, Sociology. B.A., Concordia College, St. Paul;
Ph.D., University of Minnesota.
Sandra L. Powers (1990).Studio Artist/Clarinet, part-time, Music. B.M., Eastrnan School of
Music; M.M., Northwestern University.
T. Peter Przytula (1993).Instructor, part-time, Political Science. M.A., University of Lodz,
Poland; M.A., A.B.D., University of Minnesota A.B.D., University of Poznan, Foland.
Philip A. Quanbeck (1957). Professor of Religion. B.A., Augsburg College; B.D., Augsburg
Theological Seminar; M.Th., Ph.D., Princeton Theological Seminary.
Philip A. Quanbeck, I1 (1987). Assistant Professor of Religion. B.A., St. Olaf College;
M.Div., Luther Theological Seminary.
Randi Quanbeck (1990). Instructor, part-time, Modem Languages. B.A., Concordia College;
M.A., Northwestern University.
Larry C. Ragland (1985). Associate Professor of Computer Science. B.S., M.A., Central
Missouri State College; Ph.D., University of Texas at Austin.
0.Nicholas Raths (1987). Instructor, part-time, Music. B.M., M.M., University of Minnesota.
Patricia L. Redding (1992). Instructor, part-time, Business Administration/MIS. B.A.,
Indiana University; M.B.A., University of Minnesota.
Bruce R. Reichenbach (1968).Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D.,
Northwestern University.
Cynthia D. Richards (1992). Instructor, part-time, English. B.A., Brown University; M.A.,
M. Phil., New York University.
James F. Rodde (1993). Choral Director/Instructor of Music. B.A., Augsburg College; M.A.,
D.M.A., University of Iowa.
Steven P. Rohde (1993). Visiting Assistant Professor of Speech, Communication, and
Theatre Arts (Designer and Technical Director). B.S., University of WisconsinLacrosse; M.F.A., University of Minnesota.
Augsburg College Faculty
I. Michael Romanov (1992). Instructor, part-time, Business Administration/MIS. B.A.,
Hofstra University; M.B.A., University of St. Thomas.
Glenda D. Rooney (1992). Instructor, part-time, Social Work. B.S., University of North
Texas; M.S.W., University of Illinois.
Patricia L. Rude (1990). Instructor, part-time, Education. B.A., Gustavus Adolphus College;
M.Ed., University of Minnesota.
William R. Russell (1991).Instructor, part-time, Religion. B.A., Ph.D., University of Iowa;
M.Div., Luther Northwestern Seminary.
Edward M. Sabella (1967). Professor of Economics. B.S., University of Rhode Island; Ph.D.,
University of Minnesota.
Pauline Sateren (1974). Instructor, part-time, Education. B.A., Northwestern College;
M.M.Ed., University of Colorado.
Edwin J. Saugestad (1959). Associate Professor of Health and Physical Education. B.A.,
Augsburg College; M.A., University of Minnesota.
Jack B. Schaffer (1993). Instructor, part-time, Psychology. B.A., Buena Vista College;
M.Div., Union Theological Seminary; M.A., Ph.D., University of North Dakota.
Milo A. Schield (1985). Associate Professor of Business Administration/MIS. B.S., Iowa
State University; MS., University of Illinois; Ph.D., Rice University.
John S. Schmit (1990).Assistant Professor of English. B.S., St. John's University; M.A.,
University of New Orleans; Ph.D., The University of Texas.
Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington.
Sandra Nei Schulte (1987). Costume Designer, part-time, Speech, Communication, and
Theatre Arts. B.A., M.A., M.F.A, University of Minnesota.
Robert T. Schultheis (1990).Instructor, part-time, Business Administration/MIS. B.B.A.,
College of Santa Fe; M.B.A., University of St. Thomas.
Kathryn A. Schwalbe (1991). Assistant Professor of Business Administration/MIS. B.S.,
University of Notre Dame; M.B.A., Northeastern University.
Laura Sewell (1991). Studio Artist/Cello, part-time, Music. B.M., The Juilliard School;
M.M., The Cleveland Institute of Music.
Frankie B. Shackelford (1990). Assistant Professor of Modem Languages. B.A., Texas
Christian University; Ph.D., University of Texas.
Judith E. Shevelev (1991). Instructor, Global Education. B.A., University of California at
Davis; M.A., Columbia University.
Deep Shikha (1991). Instructor, part-time, Economics. B.A., Delhi University, India; M.A.,
M.Ph., Delhi School of Economics; Ph.D., Louisiana State University.
Barbara J. Shin (1991).Instructor, part-time, Education. B.S., M.A., Ph.D., University of
Minnesota.
*(
- Augsburg College Faculty
Edward R Skarnulis (1990). Associate Professor of Social Work. B.A., Omaha University;
M.S.W., Ph.D., University of Nebraska.
Eugene M. Skibbe (1964). Professor of Religion. B.A., St. Olaf College; B.Th., Luther
Theological Seminary; Th.D., University of Heidelberg, Germany.
Gail S. Smogard (1993). Instructor, part-time, Speech, Communication and Theatre Arts.
B.A., St. Cloud State College; M.F.A., Southern Methodist University.
Yong Nam Song (1987). Instructor, part-time, Economics. B.A., Jeon Buk National University, Korea.
Roman Soto-Feliu (1993). Assistant Professor of Modern Languages. B.A., M.A.,
Universidad de Concepcion, Chile; Ph.D., The Catholic University of America.
Robert J. Stacke (1990). Assistant Professor of Music, Band and Jazz Director. B.A.,
Augsburg College; M.A.C.I., University of St. Thomas.
John J. Stangl(1991).Instructor, part-time, Education. B.S., M.A.; University of Minnesota.
Nancy K. Steblay (1988). Associate Professor of Psychology. B.A., Bemidji State University;
M.A., Ph.D., University of Montana.
John P. Stein (1992).Instructor, part-time, Economics. B.S., University of Detroit; M.A.,
University of Illinois.
Donald B. Steinmetz (1968). Professor of Modem Languages. B.A., M.A., Ph.D., University
of Minnesota.
Robert Stenstrom (1990). Assistant Professor of Physics. B.S., M.S., University of South
Dakota.
Stuart M. Stoller (1986).Assistant Professor of Business Administration/MIS. B.S., M.S.,
Long Island University.
Diane L. Strandberg (1989).Instructor, part-time, Education. B.S., M.S., Mankato State
University.
Beverly J. Stratton (1986). Assistant Professor of Mathematics. B.A., M.A., Boston University.
Marie J. Struss (1988). Instructor, part-time, Education. B.S., M.S., Mankato State University.
Mary Jo Stump (1988). Student Teacher Supervisor, part-time, Education. B.A., Ball State
University; M.A., Northern State College.
Grace K. Sulerud (1966). Associate Professor, Librarian. B.A., Augsburg College; M.A.,
University of Minnesota.
Ralph L. Sulerud (1964).Professor of Biology. B.A., Concordia College, Moorhead; M.S.,
Ph.D., University of Nebraska.
Kathryn A. Swanson (1985).Associate Professor of English. B.A., St. Olaf College; M.A.,
Ph.D., University of Minnesota.
Gabriela Sweet (1992).Instructor, part-time, Modem Languages. B.S., State University of
New York, Oneonta.
William Swenson (1989). Instructor, part-time, Philosophy. A.B., Ph.D., University of
Chicago.
Augsburg College Faculty
Philip J. Thompson (1959).Professor of Art. B.A., Concordia College, Moorhead; M.F.A.,
University of Iowa.
Sonja K. Thompson (1993).Instructor, part-time, Music. B.M., University of Mimesota;
M.M., The Juilliard School.
Mark A. Thomsen (1994).Instructor, part-time, Music. B.A., Gustavus Adolphus College;
M.M., Eastman School of Music.
Diane Thoreson (1993).Instructor, part-time Education. B.S., University of South Dakota;
M.A., University of St. Thomas.
James Trelstad-Porter (1993). Instructor, Global Education. B.A., Augustana College; M.A.,
American University.
Cynthia K. Troy (1990).Instructor, part-time, Psychology. B.A., University of California,
Santa Cruz; Ph.D., University of Minnesota.
David E. Venne (1992). Instructor, part-time, Physics. B.S., University of Mimesota; Ph-D.,
Iowa State University.
Joseph M. Volker (1993). Instructor, part-time, M.A.L. Program. B.A., University of
California-Irvine; M.A., Ph.D., University of Mimesota.
Anthony R. Wagner (1993).Instructor) part-time, Social Work. B.A., M.S.W., University of
Minnesota.
Ronald F. Walter (1988). Instructor, part-time, Modem Languages. B.A., Swarthrnore
College; M.A., Ph.D., Indiana University.
Gloria M. Warner (1988).Instructor, part-time, Biology. B.S., St. Olaf College; M.S., Ph.D.,
University of Mimesota.
Donald M. Warren (1980). Instructor, part-time, Introduction to Liberal Arts, Director of
Academic Enrichment. B.A., M.A., University of Minnesota.
Martha A. (Cary) Waterman (1991). Instructor, part-time, English. B.A.,University of
Denver; B.S., M.A., Mankato State University.
Charee M. Watters (1990).Instructor, part-time, Business Administration/MIS. B.A.,
University of Mimesota; M.&g.L., College of St. Catherine; M.B.A., University of St.
Thomas.
-2,
- Augsburg College Faculty
Mark I. Wegener (1993).Instructor, part-time, Religion. B.A., Concordia Senior College;
M.Div., Concordia Theological Seminary; M.S.Th., Christ Seminary-Seminex;Th.D.,
Lutheran School of Theology at Chicago.
Rita R. Weisbrod (1991). Assistant Professor of Sociology. B.A., M.A., University of
Minnesota; Ph.D., Cornell University.
Pamela J. Weiss (1983). Assistant Professor, part-time, Nursing. B.S.N., University of
Nebraska; M.P.H., Ph.D., University of Minnesota.
Patricia F. Weiss (1991).Associate Professor, part-time, Education, Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel
Hill.
Mary Louise Williams (1984). Assistant Professor of Social Work. B.F.A., M.S.W., University of Pennsylvania.
Theartrice Williams (1993).Instructor, part-time, Social Work. B.A., University of Illinois;
M.S.W., University of Pennsylvania.
Helen Woelfel(1993).Adjunct Faculty in Nursing, Coordinator of Nursing Center. M.S.,
Marquette University; M.S. University of Minnesota.
Maria K. Woroby (1990). Assistant Professor, Librarian, Director of Women's Studies. B.S.,
M.A., University of Minnesota.
Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part-time, Music. B.A., St.
Olaf College.
Robert D. Wykstra (1989).Instructor, part-time, Business Administration/MIS. B.k, Calvin
College; M.B.A., Western Michigan University.
R. D. Zehnder (1991). Instructor, part-time, History. B.A., Carleton College; M.A., Stanford
University, University of California, Davis; Ph.D., Kansas University.
Fall 1994
New student
orientation ..... Su. Sept.4 - Tu. Sept. 6
Freshman registration ........... summer
Upperclass validation ......... W. Sept.7
Classes begin ................ W. Sept. 7
Last day to register .......... Tu. Sept. 13
Last day to add a class. drop
a class without notation
on record ................. Tu. Sept. 13
Last day to designate
grading option .............. F. Oct. 21
Mid-term break ............... F. Oct. 21
Interim registration . M. Oct.24 - F. Oct. 28
Spring term
registration .... M. Nov . 14 - Tu. Dec. 2
Last day to withdraw
from a class ................ F. Nov . 18
Thanksgiving recess begins ...Th, Nov . 24
Classes resume .............. M. Nov .28
Classes end .................... F. Dec. 9
Final exams begin ............ M. Dec. 12
Final exams end ............. Th,Dec. 15
Interim 1995
Interim classes begin ............ T. Jan. 2
Last day to register. add a
class. or drop a class without
notation on record ............ T. Jan.3
Last day to designate
grading option. or withdraw
from a class ................. F. Jan. 13
Classes end .................. W. Jan. 25
Spring 1995
Classes begin ................ M. Jan. 30
Last day to register ............. F. Feb . 3
Last day to add a class or
drop a class without notation
on record .................... F. Feb . 3
Last day to withdraw from
a class ...................... F. Apr. 7
Mid-tern break begins ....... M. Mar.20
Classes resume .............. Tu. Mar. 27
Last day to designate
grading option .............. F. Apr. 7
Early registration
for fall .......... M. Apr.24 .F. May 5
Classes end .................. F. May 12
Final exams begin ............ M. May 15
Final exams end ............. Th. May 18
Baccalaureate/
Commencement ........... Su. May 21
Fall 1995
New student
orientation .....Su. Sept. 3 - Tu. Sept.5
Freshman registration ........... summer
Upperclass validation ......... W. Sept. 6
Classes begin ................ W. Sept. 6
Last day to register .......... Tu. Sept. 12
Last day to add a class. drop
a class without notation
on record ................. Tu. Sept. 12
Last day to designate
grading option .............. F. Oct. 20
Mid-term break ............... F. Oct. 20
Interim registration . M. Oct. 23 - F. Oct. 27
Spring term
registration .... M. Nov . 13 - Tu. Dec. 1
Last day to withdraw
from a class ................ F. Nov . 27
Thanksgiving recess begins ... Th.Nov . 23
Classes resume .............. M. Nov . 27
Classes end .................... F. Dec . 8
Final exams begin ............ M. Dec. 11
Final exams end ............. Th. Dec. 14
Interim 1996
Interim classes begin ............ T. Jan. 2
Last day to register. add a
class. or drop a class without
notation on record ........... W. Jan. 3
Last day to designate
grading option. or withdraw
from a class ................. F. Jan. 12
Classes end ..................Th. Jan.25
Spring 1996
Classes begin ................ M. Jan. 29
Last day to register ............. F. Feb.2
Last day to add a class or
drop a class without notation
on record .................... F. Feb.2
Last day to withdraw from
a class ...................... F. Apr .5
Mid-term break begins ....... M. Mar. 18
Classes resume .............. Tu. Mar. 25
Last day to designate
grading option .............. F. Apr .5
Early registration
for fall .......... M. Apr .22 .F. May 3
Classes end .................. F. May 10
Final exams begin ............ M. May 13
Final exams end ............. Th. May 16
Baccalaureate/
Commencement ........... Su. May 19
1. Admissions House
2. George Sverdrup Library
3. Science Hall
4. Old Main
5. Quad
6. Mortensen Tower
7. Umess Tower
8. Christensen Center
9. Sverdrup-Oftedal Memorial Hall
10. Music Hall
11.2222 Murphy Place
12. Si Melby Hall
13. Ice Arena
14. Stage I1 Theatre
15. College Relations
16. Nordic Center
17. Foss, Lobeck, Miles Center for Worship,
Drama and Communication
18. Center for Global Education
19. Jeroy C. Carlson Alumni Center
20. Youth and Family Institute
21. American Indian Support and Black
Student Affairs
22. Oscar Anderson Hall
23. East Hall
24. Murphy Square
25. Anderson-Nelson Athletic Field
26. Husby-Strommen Tennis Courts
Parking Lots
A. Admissions Parking
B. Faculty/Staff/Comrnuter/Residence
Parking
C. Faculty/Staff Parking
D. Faculty/Staff/Commuter Parking
E. Commuter - Street Parking
F. Resident Parking
G. Visitor Parking
H. Fairview/St. Mary's Parking Ramp
DOWNTOWN
MINNEAPOLIS
I
Directions to Campus
Public Parking
From Minneapolis on 1-94 EastTake the Riverside/25th Avenue
exit and turn left on 25th Avenue,
turn left at Riverside Avenue, turn
left at 21st Avenue South.
All posted Augsburg College faculty/
staff/commuter lots are free and open
for use from 4:30 p.m. Friday through
Sunday evening. Lots are located on
7th Street between 21st and 22nd
Avenues and north or south of 8th
Street between 24th and 25th Avenues.
Most street parking is four hour
parking, seven days a week. Additional parking is available in the
Riverside Medical Center ramp, or U
of M parking lots on the north side of
Riverside Avenue.
From St. Paul on 1-94 WestTake the Riverside Avenue exit,
turn right at Riverside, turn left at
21st Avenue South.
From the South on 35WFollow 1-94St. Paul signs, take the
Riverside/25th Avenue exit, turn
left on 25th Avenue, turn left at
Riverside, turn left at 21st Avenue
South.
Froni the North on 35WTake the Washington Avenue exit,
turn left on Washington (turns to
the right onto Cedar Avenue), turn
left at Riverside Avenue, turn right
at 21st Avenue South.
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-
.-
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-
,
-
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7
;
--
It is the policy of Augsburg
College not to discriminate
on the basis of race, color,
creed, religion, sexual or
affectional preference,
national or ethnic origin, age,
marital status, sex, status
with regard to public
assistance, or disability as
required by Title IX of the
1972 Education Amendments
or Section 504 of the
RehabilitationAct of 1973,
as amended, in i t s admissions
policies, education programs,
activities and employment
practices.
d-
About Augsburg 6, 245
Academic Advising Center 39
Academic Affairs 51, 248, 249
Academic Calendar 38
Academic Information 38
Academic Internships 49
Academic Policies and Procedures 51
Academic Progress, Probation and
Dismissal 70
Academic Skills Enrichment 29
Accessibility 4
Accounting 91-93
Accreditation 4, 7
Accreditation and Memberships 4, 11
Activities 28, 33
Administration 249
Admissions 1416
Advanced Placement Program Test (AP) 68
Alumni Center 9
American Indian Studies 31, 75, 144
American Indian Support Program 30
Anderson Hall 8, 35
Anderson-Nelson Athletic Field 8
Anishinabe Library Project 31
Annex Houses 9
Application Procedures 14
Art 75-79
Art History 78
Asian American Support Program 31
Asian Studies 106-107
Assessment of Previous Learning (APL)
Program 68
Associated Colleges of the Twin Cities
(ACTC) 44
Associated Support Organizations 10
Athletic Affiliation 4
Athletics 29
Audio-Visual Services 39
Audit Fee 18
Auditing Courses 67
Augsburg Echo 29
Augsburgian, The 29
Biology 80-84
Black Student Support Program 31
Board of Regents 246
Books and Supplies 19
Business Administration 86-90
Calendar 38
Campus Location 4, 8, 272
Campus Map 271
Campus Ministry 28
Campus Tours 14
Canadian Program 51
Career Services 32
Center for Global Education 9, 46, 154
Center for Global Education Courses
154-157
Center for Learning and Adaptive Student
Services (CLASS) 30
Chemical Dependency Program 45
Chemistry 97-101
Chinese 171
Choir 29
Christensen Center 8
Class Confirmation 52
Class Schedule 74
Classification (Class Year) 67
Coaching Endorsement 134
College Costs 1994-'95 18
College Level Examination Program
(CLEP) 68
College of the Third Age 51
College Relations 9, 249
Commons 34
Communication 235-239
Community Internships in Latin America
163-164
Community Service-Learning 49
Computer Resources 39
Computer Science 103-105
Concert Band 29
Contemporary Issues in Mexico and
Central America 47
Continuing Education Program 51
Cooperative Education 48, 49
Counseling 32
Counseling and Health Promotion 32
Course Descriptions 74243
Credit Assessment Program (CAP) 68
Credits 74
Index
Dean's List 70
Degrees Offered 38
Departmental Comprehensive Exams 68
Departments and Programs 74243
Deposits 15, 19, 35, 69
Development and College Relations 249
Directory 248
Disabled Student Program 30
Dismissal 70
Distribution Requirements 64-66
Divisions and Departments 40
Dormitories 8, 35
Dual Degree Programs 42, 124
Early Admission of Freshmen 15
East and Southeast Asian Studies 106-107
East European Studies 41, 178
East Hall 9
Echo 29
Economics 87, 108-112
Education 113-122
Education for Seniice 6
Elderhostel 51
Elementary Education 113-117
Employment 24, 32
Engineering 123-124
English 125-130
English as a Second Language (ESL)
Program 69-70
English Placement Test 126
English-Language Arts Teaching Major 126
Enrollment 4
Enrollment Deposit 19
Enrollment Management 250
Ensembles 182, 185
Entry-level Skills 64
Ethnic Studies 131, 145
Evaluation and Grading 66
Evangelical Lutheran Church in America
(ELCA) 4, 247
Experiential Education Programs 48-50
Explanation of Grades 66
Facilities and Housing 8, 35
Facts and Figures 4
Faculty 38, 252-268
Famlty Emeriti 251
Federal Work Study Program 25
Eees - 18-19
Finance and Management 250
Finance Specialization 86
Financial Aid 4, 21-25
Financial Policies 20
Fine Arts 29
First Year Experience 33, 39, 55, 56, 131
Food Service 34
Foreign Languages 59, 60, 170-180
Foreign Study 34, 35, 153-161
Former Students 15
Foss, Lobeck, Miles Center for Worship,
Drama and Communication 9
Four Year Assurance Program 71
French 172-173
Freshman Performance Scholarships 182
Freshmen 14-15
Full-time Students 18
General Education Curriculum 53-54, 5559, 64
General Education Requirements 5354, 55-59, 64
General Studies 132
German 173-175
Gift Assistance 23
Global Education Center 9, 46, 154
Global Education Program Courses 46,
154-157
Global Issues and World Churches 47, 161
Grade Point Average 67
Grading 66
Graduate Program Office 52
Graduate Programs 38, 50
Graduation Level Skills 58
Graduation Requirements 53-54, 5559, 64-66
Graduation with Distinction 71
Grants 23
Gymnasium (Si Melby Hall) 9, 29
Index
Health and Physical Education 133-138
Health Promotion 33
Health Service 33
HECUA Courses 162-164
Higher Education Consortium for Urban
Affairs (HECUA) 44, 47, '162
Hispanic/Latino Support Program 32
History 139-143
History of Augsburg College 6
Honors Program 43
Housing 8, 18, 35
Hoversten Peace Scholarships 22
Ice Arena 9
Incomplete Grade 67
Inter-InstitutionalPrograms 44
Inter-Race 10
Intercollegiate Athletics 29
Interdisciplinary Studies 144-152
Interim 38
Interim Abroad 48
Interim Office 52
International Business Minor 87
International Development and Hurhan
Rights in Latin America 47, 159-160
International Programs 33
International Relations 153-154
International Student Services 16
International Students 33
International Studies 154-161
Internships 47, 4E-50, 134
Intertribal Student Union 31
Intramural Athletics 29
Japanese 176
KCMR Radio 29
Language Courses 106, 170-180
Learning Disabilities Program 30
Learning Laboratory 29, 30
Leave of Absence 52
Liberal Arts Perspectives 58-64
Library 4, 10, 39, 44
Lifetime Sports 58, 66
Linguistics 176
Loan Assistance 23
Location 4, 8, 272
Lutheran Leader Scholarships 23
Majors and Minors 4, 40-41, 74243
Management Information Systems 9496
Management Specialization 86
Maps 271, 272
Marketing Specialization 86
Master's Degrees 38, 50
Math Placement Group (MPG) 166
Mathematics 165-169
Mathematics Placement Group (MPG)
Requirements 94, 166
Media Center 44
Melby Hall 9
Memberships 4, 11
Memorial Hall 10, 29
Merit Scholarships 22
Metro Urban Studies 145-147
Metro-Urban Studies Term (MUST) 147
Minnesota Indian Teacher Training
Partnership 31
Minnesota Minority Education Partnership
(MMEP) 10
Minnesota State Scholarships and Grants 23
Minnesota Work Study Program 25
Minority Studies 66, 144
Minors 4, 40-41, 74-243
MIS Courses 94-96
Mission Statement 6
Modern Languages 170-180
Mortensen Tower 9, 35
Murphy Place 10
Murphy's 34
Music 181-192
Music Education 183-184
Music Ensembles 29, 182
Music Hall 9
Music Performance Major 181, 184-185
Music Therapy Major 184-185
Index
Natural Science 193-194
No-Credit Grades 66
Nordic Area Studies 148-150
Nordic Center 10
Norwegian 176177
Notification of Admissions Decision 14
Number Grades 66
Numbering of Courses 74
Nursing 195-198
Off-Campus Programs 4
Ojibwe 177-178
Old Main 9
Orchestra 29
Orientation @YE) 33
Ostfold, Norway Exchange Program
46, 158-159
Paired Resources in Ministry and
Education (PRIME) 23
Part-Time Students 18
Pass/No Credit 66
Pastor 28
Payments 19
Performance Studies 183
Performing Arts Scholarships 22
Perspective Requirements 59-64
Perspectives 58-64
Philosophy 199-202
Physical Disabilities Program 30
Physical Education 133-138
Physics 203208
Piano Proficiency Test 187
Policies 4, 10, 248
Political Science 209-214
Pre-Professional Programs 42
Pre-Registration 52
Prerequisites 74
President's Greeting 3
President's Office 249
President's Scholarships 22
Probation 70
Psychology 215-219
Refunds 20
Regents 246
Regents' Merit Scholarships 22
Registrar's Office 52
Registration 51
Religion 220-223
Religious Affiliation 4
Residence Life Program 35
Residence Requirements 56, 65
Room and Board 18
ROTC 45
Russian 178
Russian, Central and East European
Studies 224
ScandinavianStudies 225, 234
ScandinavianUrban Studies 47, 162-163
Scholarships 22-23
School Year 4
Science Hall 9
Secondary Education 117-121
Secondary Education Courses 118
Service-Learning 49
Sigma Pi Sigma 205
Skills Requirements 57-58
Social, Cultural, Recreational 28
Social Policy and Human Services in Latin
America 156
Social Studies 225
Social Welfare Minor 227
Social Work 226-230
Sociology 231-234
South American Urban Semester 163
Southern Africa Societies in Transition 157
Space Physics 204
Spanish 178-180
Special Education 121-122
Special Interest Housing 35
Special Students (Non-Degee) 15
Speech/Communication and Theatre Arts
235242
Sponsored Scholarships 25
Student Activities 33
Student Affairs 29, 249
Student Educational Loan Fund (SELF) 24
Student Employment 24
Student/Faculty Ratio 4
Student Government 28
Student Life 28-36
Student Newspaper 29
Student Project for Amity Among Nations
(SPAN) 4
Student Publications 29
Student Rights 28
Student standards of Behairior, Complaints,
Records 36
Student Teaching Abroad 48
Studio Art 77
Study Abroad 34, 45, 48
Summer School Office 52
Support Programs 30
Sverdrup Library 10
Sverdrup-Oftedal Memorial Hall 10
Teaching Licensure (see also Majors) 42
Test Scores 14
Theatre Arts 239-242
Transcripts 14
Transfer Scholarships 22
Transfer Students 15, 53, 57
Tuition, Fees, Room and Board 18-19
Tuition Grants 23
Tutor Center 30
Upper Midwest Association of Intercultural
Education 4
Urban Studies 147-148
Urban Studies Options 147-148
Urness Tower 10, 35
Veterans 71
W
Weekend College 50
Withdrawal from College 52
Women and Development: A Southern
Africa Perspective 46, 160-161
Women and Development: Latin American
Perspectives 46, 155
Women's Studies 150-152
Work Study Program 25
X, Y, Z
Yearbook 29
Youth and Family Institute 10
Show less
155
I
I
AUGSBURG COLLEGE/MINNEAPOLISs MlNNESOTCl
CATALOG FOR THE ACADEMIC YEARS 1966-67 AND 1967-68
RECORD FOR THE ACADEMIC YEARS 1964-65 AND 1965-66
1
AUGSBURG
COLLEGE
-
AFFILIATION
Augsburg College is a fouryear Liberal Arts College affiliated
with
The
American
Lutheran Church. T... Show more
155
I
I
AUGSBURG COLLEGE/MINNEAPOLISs MlNNESOTCl
CATALOG FOR THE ACADEMIC YEARS 1966-67 AND 1967-68
RECORD FOR THE ACADEMIC YEARS 1964-65 AND 1965-66
1
AUGSBURG
COLLEGE
-
AFFILIATION
Augsburg College is a fouryear Liberal Arts College affiliated
with
The
American
Lutheran Church. The College
offers a broad education in a
Christian environment.
--
ACCREDITATION
Augsburg College is fully accredited by the North Central
Association of Colleges and Secondary Schools, the National
Council for the Accreditation
of Teacher Education, the
American Chemical Society, and
the American Association of
University Women.
parish work, and missions. Students may prepare for further
study in the fields o~f engineering, theology, dentistry, medicine, nursing, and law, and for
graduate study in various fields.
LOCATION
Augsburg College is located
along Interstate Highway No.
94, just 20 blocks from the
downtown loop area of Minneapolis. Students have easy access to libraries, museums, and
art collections. They also have
the opportunity t o attend lectures, musical programs and
other cultural activities in the
Minneapolis-St. Paul area.
-
MEMBERSHIPS
Augsburg College holds membership also in the American
Council o'n Education, the Association of American Colleges, the
American Association of Colleges for Teacher Education, the
National Lutheran Educational
Conference, the Association of
Minnesota Colleges, the Minnesota Private College Council and
the Association of Protestant
Colleges and Universities.
COURSES OF STUDY
Augsburg College offers a Liberal Arts education with courses leading to a Bachelor of Arts
degree offered in 28 major fields
of study. Students are prepared
for teaching, business administration, social work, medical
technology, secretarial work,
-
SETTING
The thirteen-acre Augsburg
campus is located in the heart
of Minneapolis and is adjacent
t o the University of Minnesota
West Bank campus and two of
the city's largest hospitals. In
this urban setting, Augsburg
students prepare for careers in
our increasingly urban society.
A friendly atmosphere prevails
on the Augsburg campus. Students participate in all phases
of campus community life under
the direction of a capable, wellprepared faculty.
DEVELOPMENT
A comprehensive development
program is in operation which
will, over the years, add additional land and buildings to the
Augsburg College campus.
Augsburg College is located
near the Minneapolis loop and
the University of Minnesota.
The Administrative offices are
in Science Hall a t the corner of
7th Street and 21st Avenue
South.
Prospective students and 0ther interested persons are cor-
dially invited to visit the
campus. Visiting hours are
9 a.m. to 5 P.m., Monday through
Friday; Saturday by appointment. A letter or telephone
in advance is recommended.
Write t o the Office of Admissions, Augsburg College, Minneapolis, Minnesota 55404; or
telephone 338-0501.
3
C p u ' / d-
-u-.
---A&
+-P
A
L
ACADEMIC CALENDAR, 1966-1967
9'
t
I
AUGUST 1966
A T W T F S
SEPTEMBER 1966
S M T W T F S
FEBRUARY 1967
S M T W T F S
MARCH 1967
S M T W T F S
DECEMBER 1966
S M T W T F S
I
APRIL 1967
S M T W T F S
. . . (Wed.-Mon.)
Sept. 3, 5 . . . . . . . . . (Sat., Mon.)
Aug. 31-Sept. 5
.....Freshman
MAY 1967
S
M
T
W
T
F
.... .Registration
...........(Tues.) ..........Classes begin
Oct. 2M3 ......................... Homecoming
pi
1619 . . . . . . . (Mon.-Sat.) ...... Final examinations
. . . . . . . . . .(Mon.) ..........Registration
N u 9 . . . . . . . . . . (Tues.) ..........Classes begin
eov. 28
..................... Christmas recess begins
Jan. 4, 7:45 a.m. ...(Wed.) .......... Classes resume
Feb. 20-23 . . . . . . . . (Mon.-Sat.) ...... Final examinations
Dec. 21, 9 p.m.
g Term 1966-1967
2.
,jP*'
a& 7
March
6
-
F a y 22-27
........
. . . . . . . . . . .(Sun.)
/d
, - #dl6, 7
..........(Mon.) ..........Registration
March 22, 9' p.m. .
'March 28, 7:45 a.m. (Tues.)
May 28
. . . . . . . . . . . (Sun.)
S
Welcome Week
Seut. 6
?r Term 196G1967
%-?4&.
NOVEMBER 1966
S M T W T F S
I
I
1
ANUARY 1967
( T W T F S
-.
OCTOBER 1966
S M T W T F S
Easter recess begins
. . . . . . Final examinations
........... Baccalaureate Service
. . . . . . . . . . .Commencement
ACADEMIC CALENDAR,
AUGUST 1967
S M T W T F S
1 2 3 4 5
6 7 8 9101112
13 14 15 16 17 18 19
20212223242526
27 28 29 30 31
SEPTEMBER 1967
S M T W T F S
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17181920212223
24 25 26 27 28 29 30
OCTOBER 1967
S M T W T F S
1 2 3 4 5 6 7
8 91011121314
15 16 17 18 19 20 21
22232425262728
29 30 31
NOVEMBER 1967
S M T W T F S
1 2 3 4
5 6 7 8 91011
12 13 14 15 16 17 18
19202122232425
26 27 28 29 30
JANUARY 1968
S M T W T F S
1 2 3 4 5 6
7 8 9 1 0 1 1 1 2 1 3
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
FEBRUARY 1968
S M T W T F S
1 2 3
4 5 6 7 8 9 1 0
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29
MARCH 1968
S M T W T F
1
3 4 5 6 7 8
10 11 12 13 14 15
17 18 19 20 21 22
24 25 26 27 28 29
31
APRIL 1968
S M T W T F S
1 2 3 4 5 6
7 8 9 1 0 1 1 1 2 1 3
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30
Fall Term 1967-1968
S
2
9
16
23
30
DECEMBER
S M T W 1
3 4 5 6 7
10 11 12 13 14
1719192021
24 25 26 27 2E
31
MAY 19t
S M T W T
1 2
5 6 7 8 9
12 13 14 15 16
19 20 21 22 23
26 27 28 29 30
. . . . (Wed.-Mon.) . . . . .Freshman Welcome '
Sept. 2, 4 . . . . . . . . . (Sat., Mon.) . . . . ..Registration
Aug. 30-Sept. 4
Sept. 5 . . . . . . . . . . .(Tues.) . . . . . . . . ..Classes begin
Oct. 19-22 . . . . . . . . . . . . . . . . . . . . . . . . .Homecoming
Nov. 13-18
Winter Term 1967-1968
Nov. 27
Nov. 28
. . . . . . . (Mon.-Sat.) . . . . . .Final
. . . . . . . . . .(Mon.) ..........Registration
. . . . . . . . . .(Tues.) . . . . . . . . . Classes
begin
.
Dec. 20, 9 p.m.
. . . . . . . . . . . . . . . . . . . .Christmas
.
Jan. 3, 7:45 a.m. . . . (Wed.)
Feb. 19-24
Spring Tenn 1967-1968
examinations
recess beg
..........Classes resume
. . . . . . . .(Mom-Sat.) . . . . . .Final examinations
............(Mon.) . . . . . . . . . .Registration
............(Tues.) . . . . . . . . . .Classes begin
April 10, 9 p.m. ....................Easter recess begins
April 16 . . . . . . . . . .(Tues.) ..........Classes resume
May 20-25 . . . . . . . .(Mon.-Sat.) ...... Final examinations
May 26 ...........(Sun.) . . . . . . . . . . .Baccalaureate Servic
May 26 ...........(Sun.) . . . . . . . . * . .Commencement
Mar. 4
Mar. 5
C
5
HISTORICAL SKETCH
--
Augsburg was begun as a
seminary in 1869, at Marshall,
Wisconsin. It was the first theological school founded by
Norwegian Lutherans in America. Through an arrangement with
a private institution known as
Marshall Academy, the Seminary
was at first housed in the academy building. Students who
needed further preparation in
academic subjects were to obtain this in the academy. In
the autumn of 1872 Augsburg
Seminary was removed to Min. neapolis, Minnesota, where a
build,ing had been erected for
its use. In the same year the
. school was incorporated under
the laws of Minnesota. Its aim
was t o train ministers for the
Lutheran congregations which
were being organized in grow. ing numbers in the pioneer set' tlements that were spreading
rapidly over the Northwest.
The College was established
.when it became evident that in
order to get students who were
adequately prepared for theological study a college department
was needed. In 1874 a curriculum was planned which provided
for one year of preparatory
studies and four years of college work alqng two lines, a
classical course t o prepare students for theology, and a scientific course t o prepare for other
professions. The first college
students were enrolled in 1874
and the first class was graduated in 1879.
In 1900 a high school course
covering three years was established which in 1910 was expanded to a standard four-year
course. This was discontinued
in 1933. In the years 1916-1919
the college course was thorough-
ly 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 28 majors
are offered.
Coeducation was introduced
in the College in 1922.
In February, 1963, with the
merger of the Lutheran Free
Church into The American Lutheran Church, Augsburg College became affiliated with the
latter church body. At the close
of its ninety-third academic
year, in the spring of 1963,
Augsburg Theological Seminary
merged with Luther Theological
Seminary, St. Paul, one of the
seminaries of the merged church.
Augsburg is making plans to
celebrate its Centennial in 1969.
Dr. Luthard 0. Gjerde, Executive
Director of Lutheran So'cial Service of Minnesota and vice chairman of the Board of Regents,
heads the Centennial Steering
Committee. A Centennial Commission of eminent people
around the world who are interested in Augsburg has been
formed with Dr. Theodore Blegen, Dean Emeritus of the Graduate School, University of Minnesota and distinguished alumnus
of Augsburg College, as Honorary Chairman. Actual observance
of the Centennial will take place
in the fall of 1969.
Seven presidents have served
GENERAL
INFORMA7
7
Augsburg during the course of
its history:
August Weenaas . . . . . . . . . 1869-1876
Georg Sverdrup . . . . . . . . .
Suen Oftedal . . . . . . . . . . . .
George Sverdrup . . . . . . . .
H . N. Hendrickson (Acting)
Bernhard Christensen . . . .
Leif S . Harbo . . . . . . . . . .
Oscar A . Anderson . . . . . .
1876-1907
1907-1911
1911-1937
1937-1938
1938-1962
1962-1963
1963present
the Christian college, therefore,
pursues its purposes not by indoctrination or coercion, but by
inviting teachers and students
to join in a co,mmon search for
truth and in a common attempt
to see all truth in relation to
ultimate Truth.
PRIMARY OBJECTIVES
To attract to the college stuAIMS
AND
O
B
J
E
C
T
I
V
~
dents
of high ability and genu- -ine religious concern who can
Augsburg College is a Chrisreap the maximum benefit from
tian liberal arts college of The
a program of Christian higher
American Lutheran Church. The
education.
faculty and the Board of ReTo provide a campus setting
gents of the College affirm the
that is conducive to the spiritual,
following as their understandmental, moral and physical welling omf the aims, philosophy, obbeing of its students.
jectives and character of this
To stimulate its students' ininstitution.
tellectual interest, and to assist
them to develop the habits and
ULTIMATE AIMS
skills necessary for sound acaTo contribute to the true good demic work.
of human life and society.
To acquaint its students with
To contribute to the building the spiritual, cultural and intelof free and living congregations lectual riches of mankind, both
in the community of the Chris- for the sake of the enrichment
tian Church.
of their own lives and, thro'ugh
them, for the enrichment of their
BASIC PHILOSOPHY
homes and communities.
The Christian message conTo lead its students to a deepcerning the redemptive act of er understanding and experience
G& in Christ constitutes the of the Christian Gospel in its
greatest potential for good in relati,on to every area of life
human life and society; but this and learning.
potential is realized only insofar
To aid its students in disas it is actualized in the minds covering and clarifying their
and hearts of individuals.
peculiar aptitudes and interests,
The redemption o,f the mind and t o provide training and
constitutes the unique education- counsel that will asslist them
al task laid upon the Christian in preparing for a life work apChurch; in seeking to relate all propriate thereto.
learning t o the truth of the
To aid its students in the deChristian faith, the Christian col- velopment omf Christian attitudes
lege performs its greatest serv- and Christian qualities of charice both to the Church and to acter; and to encourage each
society.
student to look upon his life
Where there is an atmosphere as a Christian vocation, and an
of free and honest inquiry, truth opportunity for service t o God
has the overwhelming advantage; and man.
To confront our students
with the problems and benefits
of living and serving in an increasingly urbanized culture.
DISTINCTIVE CHARACTER
Augsburg College is a Christian community of life and learning.
As a Christian academic community, Augsburg seeks that
high level of excellence which
is appropriate to such a community.
Augs.burg treasures its religious and cultural heritage as an
institution founded by Lutheran
immigrants from Norway who
sought t,o play a creative role
in American life and society,
and seeks to preserve th$ enduring values of this hekitage
in the life of the college community today.
As a metropolitan college,
Augsburg attempts to relate its
faculty and students to an urban
culture by utilizing the educational, social, cultural and religious resources of the growing
metropolitan
community
in
which it is located.
THE PHYSICAL PLANT
Instructional facilities and student housing a t Augsburg are
conveniently located in relation
to each other.
Old Main, erected in 1900, contains a large number of classrooms and offices.
Science Hall, erected in 194849, includes the general administratio'n offices; well-equipped
laboratories for chemistry, physics, and biology; the bookstore;
a medium-sized
auditorium;
and several classrooms and faculty offices. The Lisa Odland 0.bservatory, on the roof of Science
Hall, was completed in the sum-
mer of 1960.
The George Sverdrup Library,
named in honor of Augsburg's
fourth president, was erected
and dedicated in 1955. Adjacent
to Science Hall and of similar
contemporary architectural design, it contains spacious reading rooms, seminars, work
rooms, a visual-education center,
the Augsburg Archives, classrooms, and a number of faculty
offices. There is stack space for
approximately 100,000 volumes.
Theta, previously a small dormitory house, was remodeled in
the summer of 1965 and contains
a number of offices.
Si Melby Hall, the new auditorium-gymnasium, was completed in 1961. This building,
named in honor of Professor J. S.
Melby, dean of men from 1920
to 1942, basketball coach and
head of the Christianity department, provides excellent facilities for the health and physical
education program, intercollegiate athletics, chapel services and
general auditorium purposes.
The Music Hall was acquired
by purchase in 1947 and has
been remodeled t o serve the
needs of the music department.
The Speech and Drama Building was acquired in 1959 and remodeled to make an extremely
functional building for dramatic
and other speeoh activities.
The Art Building was acquired
in 1963 and remodeled to provide excellent space for t,he art
program. It has one large classroom and studio and laboratory
facilities for drawing, painting,
and sculpture in the rooms on
the ground and first floor. The
second floor of the building
houses the Development Offices.
Sverdrup-Oftedal
Memorial
Hall, erected in 1938, is a dormitory affording living quarters
9
for about 130 men. On the
ground floor of this building is
the college cafeteria and dining
hall.
Gerda Mortensen Hall, erected
in 1955, provides housing for
about 175 women students, as
well as apartments for the resident head and her assistant. The
dormitory incorporates the former Sivertsen Hall, remodeled
as a wing of the larger dormitory.
The Studio Building was erected in 1964-65 as temporary Student Center. It will house the art
department after completion of
the college center.
Alpha Pi, Beta Phi, Chi, Delta,
Edda, Epsilon, Iota, Kappa,
Lambda, Miriam, Omega, Omicron, Pi Mu, Rho, Sigma, Tau, Xi
Phi and Zeta are small dormitory houses, each accommodating from 8 to 20 women
students. A large number of
dwellings have also been acquired in recent years in the expanded campus area, and are in
use for faculty, staff, men students, and married student housing.
The President's Home, an attractive colonial residence, is
located on the West River Road.
=
=
-
-
THE ARCHIVES
The Augsburg Archives seeks
to gather and make available
for use documents, books, and
other articles of historical value.
The George Sverdrup Library
provides adequate, fire-proof
quarters for the archives. Here
are found a large collection of
periodicals, manuscripts, letters
and pictures, affording extensive
resources for scholarly research.
--
-
--
-
LIBRARY FACILITIES
The beautiful and spacious
George Sverdrup Library provides a central study-workshop
for both faculty and students.
It contains ab'out 65,000 volumes, exclusive of pamphlets,
and is adding approximately
5000 new volumes each year.
Students and faculty working in
either o~f the two large reading
rooms find the atmosphere conducive to quiet study and research materials close at hand.
All boo~ks are kept on open
shelves. Reference service, provided by an able and welltrained staff, is available to
students.
Special collections have been
developed in the Music Library,
the Chemistry Library, the Curriculum and Library Science Libraries, and in the Audio-Visual
Center. Additional conveniences
include conference rooms for
larger groups or small classes. A
typing corner is provided in the
first floor reading room.
The library subscribes to
about 500 of the best periodicals
dealing with a large variety of
subjects, as well as a number
of serials devoted to the interests of special fields. Current
issues are displayed in a pleasant browsing area.
The library plays an active
role in promoting general reading, presenting regular book displays, and sponsoring monthly
book discussions for faculty,
staff, and students.
In the Twin City area are
other libraries which make their
holdings available to Augsburg
students, notably, the St. Paul
and Minneapolis public libraries,
the latter of which issues library
cards to out-0.f-town students
for each school year.
NATURAL SCIENCE
LABORATORIES
-The laboratories of the Natural Sciences are located in the
Science Hall. Four laboratories
and storeroom and office space
for biology are located on the
second floor; three larger laboratories and two special research
laboratories for chemistry and
two laboratories for physics are
located on the third and fourth
floors. A chemistry library is
located near the research facilities. Storerooms and faculty offices are also located here.
11
INANCIAL
IRMATION
A considerable part olf the income on which Augsburg operates
is derived from endowments and from gifts. Therefore, the fees
charged the student do not constitute the whole cost of his education, for he enjoys the benefits of the gifts of those who believe
in and support the work of the schoo'l.
TUITION
I
1'ci
3'
,Q,
The tuition charge for freshman students enrolling at Augsburg f n 1
the fall of 1966 will be $1,250. In order that students and t
parents may plan their expendsitures for tuition with certainty, the
college will guarantee the tuition rate a t $1,250 for each year the
student is enrolled up t o five years from the date of enrollment.
With normal progress the student can expect to complete his work
in four years. However, the plan has been extended to five years
to guarantee the tuition rate in the event that the student may
lose un to a vear for illness, accident, or other causes.
A Student Union fee of $15 a year is required of all full-time students. Part-time students are charged on a proportionate basis.
Personal expenses, such as books, clothing, entertainment, and
transportation, vary from student to student. In planning a yearly
budget, a student should add $300.00 to $400.00 for such items.
BOARD AND ROOM RATE FOR 1966-67
WOMEN
MEN
Room (September through May)
Board (September through May)
Key and breakage deposit (refundable)
TOTAL ROOM AND BOARD
:': The charges for board, indicated above, are minimal charges. For
those students who take most or all of their meals in the cafeteria:
it may co'st up t o $325 for women and $450 for men.
SPECIAL FEES
$ l.0C
Locker (per term)
Application fee
l0.0a
Change of registration (after first three days of c l a s ~ ~ ~3 nr
~
Graduation fee
15.00
Improvement of reading course
25.00
Final examination taken a t an hour other than the one
scheduled
5.00
Examination making up a n incomplete on a condition
5.00
Transcript of credits (after first one, which is free)
1.OO
Student teaching
20.00
Comprehensive examination, per credit, for students
enrolled
5.00
Com~rehensiveexamination.. per
- credit, for students not
10.00
currently enrolled
,fl ,'
7
A
,
MUSIC FEES PER TERM
A
'
3
1
Music majors: See under Department of Music
Private leslsons d $ e r term)
Organ rental (one hour per day)
Piano or voice studio rental (one hour per day)
.-4/d~o
0
12.00
5.00
METHODS OF PAYMENT
Each student's charges for the academic year are determined in
advance of the fall registration with deposits, scholarships, grants,
and loans credited against the total bill. The remaining balance is
paid as follows: 1/3 a t the time of fall registration, 1/3 a t the beginning of the winter term, and 1/3 due a t the beginning d the spring
term.
A time-payment plan is available for those who prefer more frequent and smaller payments. On this plan, after depas,its, scholarships, grants, and loans have been deducted from the total charges
for the year, 20% of the remaining balance is due by September 2.
The remaining 80% is due a s follows: 10% on October 1 and
10% on the first of each subsequent month with the balance due
May 1. The service charge for this plan is $15. There is a fee of
$1.00 for late payments.
A student's transcript of credits and diploma are issued only after
all bills are paid. Registration for a term is not permitted if there
is a balance due from a previous term.
REFUNDS
If a student must cancel his registration, refunds of term fees,
tuition and room charges are allowed as fdlows: during the first
week of classes, 80%; during the second week, 70%; during the
third week, 60%; during the fourth week, 50%; and during the
fifth week, 40%. No allowance is given after the fifth week. Refunds for board are made on unused meal-book couponls.
If a student is forced to cancel his registration because of accident
or illnes's during the first five weeks emf the term, the charge is
one-half ,of the rate indicated above.
Students required to enter military service will receive a full re-
13
fund of fees and a proportionate refund on board and room charges.
FINANCIAL ASSISTANCE
Financial aids in the form of loan funds, scholarships, and parttime employment are available at Augsburg College.
Augsburg participates in the College Scholarship Service (CSS) of
the College Entrance Examination Board. Participants in CSS subscribe to the principle that the amount of financial aid granted a
student should be based upon financial need. The CSS assists the
college's financial aid officer in determining the student's need for
financial assistance. Entering students seeking financial assistance
are required to submit a copy o'f the Parents' Confidential Statement
(PCS) form to the College Scholarship Service, designating Augsburg College as one of the recipients, by March 15. The PCS form
may be obtained from a secondary school or the College Scholarship
Service, P.O. Box 176, Princeton, New Jersey.
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 preparing for theological study.
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 Theological Student Loan Fund
is available to students who are preparing for the ministry.
The Student Aid Fund of the Zion Lutheran Hour, established by
the Zion Lutheran Church of Minot, North Dakota, likewise extends
loans to students preparing for the ministry.
National Defense Student Loans, established by the National Defense Education Act of 1958, are available to students capable of
maintaining good standing in their chosen course of study. Special
consideration will be given to all students with a superior academic
background. Loans will normally be granted for the academic year,
September through June, or the remaining balance thereof. Reapplication will be necessary for each succeeding loan period.
United Student Aid Funds is a program of enddrsing loans made
by local banks to college students requiring financial assistance.
A grant to the College by the Gamble and Skogmo Foundations provided the funds to establish the initial reserves required.
--"
.,.-
I..
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15
'
SCHOLARSHIPS
Arrangements for the loans are made through a conference with
the Dean of Students, chairman of the faculty committee on financial aid. 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. Freshmen are not eligible for this program.
SCHOLARSHIPS AVAILABLE TO FRESHMEN
Foundation Fellowships are offered to students with outstanding
high school records and high scores on the Scholastic Aptitude Test
of the College Entrance Examination Board. Recipients are guaranteed enrollment in hon'ors course work. These awards range in
amount from $100 to full tuition and are renewable for four years
for students with a grade point average of 3.0 (B average). To
qualify for a Foundation Fellowship a student should rank in the
upper five percent of his high school class and have a combined
score of 1200 or higher on the Scholastic Aptitude Test. The scholarship committee also considers an individual's interests, abilities,
and character.
Honor Scholarships are offered to good students who have strong
potential for academic success at Augsburg College. These awards
range in amount from $100 to full tuition and may be renewed for
four years for students with a grade point average of 2.75 (B minus
average). Students who rank in the upper fifteen percent of their
high school class and have above average scores in the Scholastic
Aptitude Test are eligible for Honor Scholarships.
Chemistry Scholarships and Research Awards are offered each year
by the Department of Chemistry t o students strongly interested in
chemistry or medicine. The six awards vary in amount from $2,000
to $4,000 over four years. A student qualifies for a Chemistry
Scholarship on the basis of his high school perfomrmance, a special
chemistry examination, financial need, and vocational osbjective.
Summer Research Awards are also available to students in chemistry. With this award a stipend of $600 is provided for each student
to do research under the guidance of the chemistry department.
Academic Grants are awarded to students on the basis of financial
need as demonstrated by the College Scholarship Service. Students who are admitted to Augsburg College but do not qualify
for a scholarship may be considered for an academic grant or financial award. These awards range in amount from $100 t~ $600 and
may be renewable for four years with a grade point average of 2.0
(C average).
SCHOLARSHIPS AVAILABLE TO UPPERCLASSMEN
Departmental Scholarships of variable amounts are awarded each
year to students who are highly recommended by the chairman of
their major department. These scholarships are renewable if the
student maintains a scholastic average of 2.75 or better.
Upper-class Schohrships of $300 are awarded each year to selected
students with a grade point average of 3.4 or better who apply to
the Student Personnel Committee.
Alumni Achievement Scholarships are awarded to outstanding students in the freshman, s,ophomore, and junior classes for use the
following academic year. The scho'larship fund, which is equivalent to three half-tuition scholarships, is awarded on the basis of
previous academic performance. No award will be in excess of
financial need.
The Augsburg College Women's Club Scholarship awards, totaling
$400, are granted each year to two or more students of outstanding
character and excellent scho'larship.
The Peggy Christensen Benson Memorial Scholarship was established in 1965 by her husband, Thomas I. Benson. The Scholarship
is awarded annually to a student studying chohal music.
The Thorvald Olsen Burntvedt Memorial Scholarship Fund was
established in 1960 by gifts from the Burntvedt family and through
a church-wide offering, to honor the memo'ry of Dr. T. 0. Burntvedt
who was President of the Lutheran Free Church from 1930 to 1958.
One or more scholarships are awarded annually to a student or
students in the seni,or class who are preparing for the ministry.
The Alma Jensen Dickerson Memorial Scholarships were established in 1961 by Mrs. Alma Jensen Dickerson, a member of the
Augsburg faculty from 1943 to 1954. One or more scho,larships are
awarded annually to able and d'eserving junior or senior students.
Augsburg awards Foreign Student Scholarships eaoh year to deserving students from other c,ountries. These scholarships may be
awarded in amounts up to the equivalent of full tuition.
The Keith E. Hoffman Memorial Scholarship was established in
1945 by Mr. and Mrs. Charles S. Hoffman of Minneapoli's in memory of their son who gave his life in the conquest of Okinawa.
The scholarship is awarded annually to a student selected on the
basis of academic achievement, personal character, and ability in
the field of athletics.
The American Indian Scholarship was established in 1955 by Spring
Lake Park Lutheran Church, Minneapolis. It is a scholarship of
$200 to be applied on tuition at Augsburg College. It is t o be awarded
to an American Indian student selected on the basis of scholarship
and economic need.
The Iver and Marie Iversen Scholarship was established in 1957
through a grant from Mr. Iver Iversen of Brooklyn, New York. It
is awarded annually to a student in the College. The award, in the
amount oaf $250, is made on the basis of need, scholarship, and
interest in Christian service.
17
The Magnus A. Kleven Family Scholarship was established in 1956
by members o'f the family to honor their parents. The scholarship
is awarded annually to a student on the basis of academic achievement, personal character, and promi'se of achievement in the field
of physical education.
Two Lutheran Brotherhood Scholarships of $300 each are provided
by 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.
David Mathre Memorial Scholarship for Student Teachers is available to qualified full-time students in need of financial assistance
during the term in which they are doing student teaching.
The Onesirnus Scholarship, established in 1962 by Mr. and Mrs.
James Helleckson, is awarded annually in the amount omf $300 to
an Augsburg student or graduate who is preparing for service in
the Christian ministry.
The Henry P. Opseth Music Scholarship was established in 1953
in memory olf Henry P. Opseth, former head of the Music Department and director of the Augsburg College Cthoir. It is awarded
annually to a sophomore or junior student of outstanding promise
in the field of music.
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 subj'ect in the field of Christian sociology. The
amount of the prize is $50.
The Quanbeck Scholarship Fund was established in 1963 by a bequest of John G. Quanbeck. The income from this fund is awarded
annually to fres'hman students who, without assistance, would be
unable to pursue higher education.
The Reverend Olaf Rogne Memorial Scholarships were established
in 1958 by two anonymous donors to honor the memory of Reverend Olaf Rogne, bus!iness administrator o'f the c,ollege from 1940
to 1952. Three awards of $500 each are made annually to selected
students preparing for Christian service.
The Marlys Johnson Simengaard Memorial Scholarship was established in 1964 by her family and friends to honor her memory.
As an expression of Christian concern for the problems oP social
injustice, this scholarship is awarded periodically to an American
Negro student.
Social !&mice Scholarship Program is sponsored by the Division
of Charities of the American Lutheran Church. Two scholarships of
$300 or three scholarships of $200 will be awarded each year to
students at Augsburg College. The recipients must be juniors or
seniors d ~e Lutheran faith who are enro1,led in social work
courses and plan to continue training in a graduate school of social
work. In addition to scholastic achievement, a s'tudent's interests,
aptitude, and skills in working with people are considered in making this award.
The Marilyn Solberg Voice Scholarship in memory of Marilyn
Yvonne SoLberg, a member of the Ausgburg College Choir from
1950 until the time of her delth in 1953, was established in 1955
by her parents, Mr. and Mrs. Iver Sollberg and her brother, Dorvan.
It is awarded to an Augsburg student who has music as a major
or minor and who shows outstanding promise or achievement in
the art of singing.
The Marguerite Hamilton' Storley Memorial Scholarship was established in 1965 by her family and friends to honor her memory.
A scholarship of $300 will be awarded annually to an able and
deserving junior or senior student recommended by the scholarship
committee.
19
The Professor P. A. Sveeggen Memorial Scholarship was established in 1959 by friends to honor the memory of P. A. Sveeggen,
professor of English at Augsburg from 1915 to 1952. The award
d variable amount is made annually to an outstanding student in
the field of English.
The Edward Yokie Memorial Scholarship was establislhed in 1962
by E. Lorraine Yokie and Doris E. Yokie, daughters of Edward
Yokie. A scholarship will be awarded annually t o an able and deserving junior or senior student recommended by the scholarship
committee.
Memorial Scholarship Foundation. Undeslignated memorial gifts are
placed in the Foundation Fund. Income from these endowment gifts
is used to provide scholarships of varying amounts. The scholarship ommittee selects students who are able and deserting.
The Gamble-Skogmo Foundations' Scholarship Fund, established
in 1965, makes possiible the awarding of one or more scholarships
each year to upperclass male students interested in careers in the
field of business.
The Reader's Digest Endowed Scholarship Fund, established in
1965, provides an annual scholarship for a deserving and able upperclassman.
The Crown Prince Harald Scholarship was created by the Augsburg College Board of Regents on the occasion of the visit by Crown
Prince Harald d Norway to the Augsburg campus in October,
1965. This annual scholarship provides one year's full tuition for
a student from Norway who wishes to study a t Augsburg. The
recipient is chosen from applicants by a committee in Norway
sek up for this purpose.
The Manivald Aldre Memorial Chemistry Scholarship was established in 1960 by friends and the Department of Chemistry to honor
the memory of Manivald Aldre, assistant professor of chemistry
at Augsburg from 1949 to 1958. The annual award is made t o a
student whose academic record indicates promise of achievement
in the field af chemistry.
The Carl Fosse Memorial Chemistry Scholarship was established in
1960 by the Department of Chemistry to honor the memory of Carl
Fosse, professor of chemistry at Augsburg from 1921 t o 1942. The
annual award is made t o a student whose academic record indicates
promise of achievement in the field of chemistry.
The Dr. Frederick C. and Laura E. Mortensen Chemistry Scholarship
was established in 1961 by the chemistry staff. The award is made
annually to a chemistry student whose record indicates promise
in the field of chemistry.
The Dr. W. M. Sandstrom Chemistry Scholarship was established in
1963 by a gift from Dr. Sandstrom, retired professor of biochemistry
at the University of Minnesota. The annual award is made to a stu-
dent whose academic backgro,und indicates promise of achievement
in the field of chemistry.
The Walter Gordon Schnell Memorial Chemistry Scholarship was
established by friends and the Department of Chemistry in 1960
to honor the memory of Walter Gordon Schnell, a student of chemistry at Augslburg until the time of his death in January, 1960. The
annual award is made to a student whose academic background indicates promise of achievement in the field of chemistry.
The Walter E. Thwaite, Jr., Memorial Chemistry Scholarship was
esbablished in 1963. This annual award is made to a studen,t whose
academic background indicates promising achievement in the field
of ohemistry.
GRADUATE SCHOLARSHIPS
The Greater Augsburg Alumni Association Scholarship of $500 is
awarded annually to an outstanding alumnus d Augsburg in order
to encourage and assist promising students in the carrying out of
projects d graduate study.
The George Sverdrup Graduate Fellowship was established by the
Board of Trustees of Augsburg in 1947 to honor the memory olf
George Sverdrup, President of Augsburg from 1911 to 1937. It is
*awardedannually to an Augsburg graduate of outstanding character
and abi1,ity who pl,ans to prepare further for the vocation of teaching. The amount of the Fellowship is five hundred dollars.
21
GRANTSIN-AID
STUDENT
EMPLOYMENT
Grants-in-aid are available to students in good ,standing who are
in special need of financial assistance. In awarding these grants,
the Student Personnel Committee gives primary consideration to
demonstrated financial need which is determined by examining a
statement of the resources and anticipated expenses of both the
student and his family.
An employment service, located in the Student Personnel Office,
assis,ts studen.ts in obtaining part-time remunerative work during
the school year, Christmas vacation, and summer.
Augsburg College seeks t o enroll students who are genuinely interested in and can beneflt most from the program of Christian
higher education which it offers.
ADMISSIO:
APPLICATION PROCEDURE
as soon as they have completed their junior year in high school,
and preferably-before ~ ~ r1 ipreceding
i
the fall in which the student 8ad@tislsfon,The cb* date for making applica4lon for
sent to a student as soon as the application is complete.
Instructions for applying for admission:
(1) Obtain an application for admission by writing or visiting:
Office of Admissions
Augsburg College
Minneapolis, Minnesota 55404
(
cript of your high school record and all test results. Transfer students will request the previous college or cdleges
to send an official transcript of grades together with results #ofstandardized tests taken.
(3) The Schtolastic Aptitude Test (SAT) of the Gollege Entrance Examination Board is required for admission. The
test should be taken early in the senior year. See your
counselor or principal about registering for the SAT or
write t o College Entrance Examination Board, c/o Educational Testing Service, Box 592, Princeton, New Jersey.
Transfer students are not required t o take the SAT.
-J
r those ndmitted! thereater, lt is
thin tw
ES of notification d acceptance. Preference in the assignment d campus housing will be determined by the order in which the $100 tuition deposits
are received.
(5) An interview on campus is encouraged but not required.
I
ADMISSION REQUIREMENTS
The quality of a student's work in high schml, type d course program, scores on college aptitude tests, extra-curricular participation, and recommendati~onsare impontant factors in considering a n
application f,or admissi0.n. Augsburg College seeks students who
rank high in their high sohool graduating class, at least in the upper half, and who have satisfactory scores on the Scholastic Aptitude Test of the College Entrance Examination Board.
23
It is recommended that a student have a leasast12 academic subjects in his college preparatory curriculum, which should include
four units of English, and a t least two units each of a Lreign Ianu a g e , social studies, mathematics, and s c i e n c ~A-unit is defined
as a course coverirlg one academic year and e q u i v a I g Lo-gt IczJhoursof classworlr.
A recent physical examination is also required. Students will be
provided with blanks to be filled out and rZurned to' the Student
Personnel Office by August 1. The health report must be received
befolre the student will be permitted to register.
i
TRANSFER
Students are accepted by transfer from other colleges and universities if their academic record and test results are satisfactory and
u they are in golod standing. College credit is granted for liberal arts
courses satisfactorily completed a t accredited institutions. For graduation the total grade point average is computed on the basis of
transferred together with that taken a t Augsburg. A maxium of 95 quarter credits is allowed on transfer from a j u n i o r -
\
Advanced placement is granted to students who qualify, on the
basis of work taken in high school or elsewhere, t o enroll in cwrses
beyond the beginning course. Placement may be determined by
tests, or by the level and length of the course previously completed.
Advanced standing, that is, college credit, is granted to high school
students who have successfully completed a college-level course
provided~theyreceived a grade of 3, 4, or 5 on the Advanced Placement Examinations.
MPUS
There are many influences which mould life and character in college. While the exercises d classroom, labolratory, and library
form the organizing basis of college activity, they need t o be supplemented by other than academic 6orces. These intangible but very
real supplementary influences have much to do with creating the
climate d an institution. At Augsburg definite emphasis is placed
upon the maintenance olf a wholesome spirit of Christian community living.
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 whioh it is nourished should lvot seek
to be enrolled a t Augsburg.
25
THE CHAPEL SERVICE
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.
RECREATION STANDARDS AND DISCIPLINE
Introduction
At Augsburg all the work of the college rests on certain Biblical
affirmations about human nature and man's relation to God. The
college regards the Christian life as the truly significant life. This
life implies not only a relationship to the person of Christ, but
also a relationship 4'0 people, to events, and to things. The fact thhat
God nolt only created the world but became Man gives evidence
that life in this world is not to be despised.
The Christian liberal arts college takes seriously these relationships
and therefore seeks to educate the who,le man. It follms that one
of its important responsibilities is to establish recreational programs and policies that contribute to this end. The recreational
program must be in the context of, and congruent with, the major
intellectual quests of the college; and both must have as their goal
to help the individual to live an effective Christian life in the
world.
The Program
In setting up a recreational and social program, Augsburg is conscious of its position as a coeducational Christian college of liberal
arts and seeks to offer a varied recreational and social program.
The social program includes a number of organized all-school events
combined with many less-structured activities designed for specified smaller groups. In attempting to meet the needs and interests
of all Augsburg students, use is made of all existing facilities on
campus and many of those which are available in $he Twin Cities
area.
In seeking to devdop a colnstructive recreational program, some
limitations have been placed upon certain activities. The college
is opposed to all forms of gambling. It forbids the possession or
consumption ,dalcoholic beverages in residence halls, in any college-approved place of residence, or at any college-sponsored event.
Stud,ents are encouraged to be discriminating in all types of recreation in which they engage.
Without attempting to dictate to the individual conscience, the
college regards it as its right to ask its students to adapt themselves to the social program approved by the college and t o follm
it as members of the college community. It reserves the right to
dismiss any student whose continuation in college is deemed un-
desirable for social as well as for academic reasons. It is the policy
of the college that such action shall be taken only after the available campus resources of counseling and judicial processes have
been utilized. Thus, disciplinary problems are first dealt with through
counseling. Those not solved in this way are channeled to a facultystudent Judicial Council through the Office of the Dean olf Students. In all such cases, careful investigation and the privilege of
a hearing precede any disciplinary action.
RELIGIOUS PROGRAM
The Religious Life Commission, composed of students and faculty,
endeavors to promote a religious program that will stimulate growth
of Christian life in the Augsburg co~mmunity. Chairman of this
council is the student Commissioner of Religious Activities. Areas
for which this committee carries primary responsibility are the
Mid-Week services, Faith and Life Weeks, prayer meeltings, and
informal group meetings and discussions.
This Commission al'so serves as a coordinating ageacy for all
voluntary Chri,stian organizati,ons on campus. The principal organization is the Student Christian Fellowship. The SCF seeks to
serve as a stimulus and outlmet for Christian faith and life. student,^
participate in regional and natio'nal Lutheran Student Association
cuf America Conferences, and conduct a schedule of meetings on
campus.
CONVOCATION
Convocations are held on Wednesdays throughout the year. These
programs acquaint the campus community with outstanding personalities in various fields. A wide range of interests is covered,
including the scientific, political, social, religious, and artistic.
SOCIAL AND RECREATIONAL ACTIVITIES
Students are given many opportunities for a varied social and recreational program at Augsburg. Teas, banquets, all-sohml parties, dances, picnics, and talent shows are some of the activi,ties students enjoy throughout the year. Tradi.tiona1 highlights d the social program are Homecoming, Sno Days, and the
formal Junior-Senior Banquet.
The major social planning for the campus is handled by the Program Commission of the Student Society.
Many students take part in the social society system at Augsburg
by joining either a men's or women's society. These societies
are small groups which provide a natural contact between
upperclass students and freshmen, and commuter and residence
students, as they plan activities. The society system is governed
by the Inter-Society Council which, in turn, is responsible to the
Student Council.
27
Recreational facilities such as pool, table games, and ping-po'ng
are available in the Studio Building.
Student Activity Cards pennit students to attend 'home athletic
events, and all on-campus dramatic and musical programs performed by Augsburg Cdlege groups.
MUSIC
AND THE
FINE ARTS
Augsburg's location in Minneapolis gives its students unique opportunities to make use of some of the finest educational and cultural advantages which the Northwest has to offer. Excellent art
collections are to be found in the Minneapoli,s Institute o,f Arts,
the Walker Art Center and several other art galleries. The Twin
Cities libraries are extensive in their services. The Historical Museum
in St. Paul gives access t,o large collections d historical material.
The Minneapolis Symphony Orchestra programs and other concerts
afford rich opportunity for the enjoyment of music.
Many students and faculty attend Minneapolis Symphony Orchestra concerts by virtue of a special college season ticket arrangement. Season tickets are available also for olther University concerts
and for drama productions at the University and Tyrone Guthrie
Theater.
STUDENT
GOVERNMENT
The Student So'ciety consists of all full-time and part-time students
enrolled at Augsburg College.
The central concern of student government is focused on education
to the end that individuals may develop their full capabilities
through intellectual growth. The student government relates to this
broad objective by assuming responsibilities for furthering student affairs, educating members to the democratic process, developing a sense d community, folstering intellectual activity, and
participating in policy making.
The administration, under the direction of the president, resides in
the executive branch. The Executive Council consisits of seven commissioners-each responsible to the president ffcrr one of the major
areas d student life. Eight boards also assist him in his work.
The Student Council, presided over by the vike-president, is the
twenty-member legislative branch of the government. Each of the
college classes has its own qficers and harticipates in student government through its representatives on $he council.
The Judicial Council is a student-faculty judiciary whose rulings
are subject to appeal only to the President of the College.
The Student-Faculty Council, composed of students, administration and faculty, discusses campus problems, considers legislation
adopted by one group or the other which affects the college as a
whole, and promotes cooperation and understanding between the
students, the faculty, and the administration.
The Student Society is a member of the National Student Asisociatim, the largest representative national uni'on of students in
the United States. Through this organization the students receive
programming aids for use on the campus, and add their voice to
the voice of all American students before the national government
and &her organizations in matters of student concern.
The Student Government directs several projeots of interest t o
the college community. These projects include the annual OneAppeal Campaign, Leadership Training Workshops, Political Action Week, Homecoming, Student Lecture Series, Academic Freedom Week, College Union Study, and Development Council. Counseling of fre~~hmen
by upper-class students is conducted through
a College Brother-College Sister Program as a part of Freshman
Orientation.
Associated Women Students, composed of all the women students,
provides olpportunity for the women t o develop meaningful selfgovernment. It aims t o create a sense of harmony and fellowship, to
promote and maintain high standards of honor and integrity in
personal conduct, and it encourages parrt,icipation in all college activities. It is affiliated with the Intercollegiate Associated Women
Students, a natieonal organization.
The college nmspaper, The A u g s h g Echo, is published by a student staff. The Echo serves a~,a voice of the student body as well
as a medium d information. It prwides an opportunity for experience in the many phases of journalisltic work.
PUBLICATIONS
Augsburg's yearbook, the Augsburgian, provides a pictorial record
of the activities of the year. Work on the annual provides opportunity for creative expression in artistic design as well as in photography.
The Publication Commission is comprised of the editors, business
managers, and advisers of the Augsburgian and t$heEcho. The chief
responsibility of the Commission is t o select editors and business
managers for the campus publications.
ef
.L
The .A
' 9' Book is a student handbook which is compiled by a student
editor in conjunction with :he Office 4f Student Personnel Services.
The Auggie is a d&ectory of studenlb, 'staff, and faculty and is
published under the direction d the Office of Public Relations.
The enthusiasm and energy of students motivate them t o pursue
their interests beyond the classroom. For most effective participation, students with similar interests have united t o form clubs.
CO-CURRICULA
PROGRAM
29
Several of these are extensions of courses beyond the classroom.
Others are devoted to interests not offered in the curriculum. New
clubs are formed a s the occasion demands.
The Art Club is an informal organization to satisfy the s'tudents'
creative urge in the field of art and t o promote an interest in art.
The Augsburg Chemical Society is open to both majors and minors
in chemistry. The meetings consist of seminars on current topics in
this specific area.
The Augsburg College Association for Childhood Education is an
organization especially for students in the elementary education
program. It is concerned primarily with professional standards in
the teaching profession, educational changes, and needs of children
in the field of elementary education.
Augsburg College Chil'dren's Groups involves students who meet
weekly with a group of neighborhood children. The students provide such activities as games, crafts, field trips, and sports as they
show their concern for these children by their own personal involvement.
The Augsburg Republican Club and Democrat Club aim to stimulate interest in public affairs and give students opportunity to participate actively in local, state, and nati,onal politics, and in other
human-relations activities.
The Augsburg Society for Dramatic Arts provides for its members
an opportuni,ty to learn from participation in stage presentations
and from field trips, as well as from reading and seeing plays
produced. Membership is open to all students. Membership in
National Collegiate Players represents recognition for continued
excellence in drama participation. It is open only to qualified upperclassmen.
The "A" Club is limited to men who have won a major A a t Augsburg. The aim of this organizatimon is "to bind the 'A' men of the
past, present, and future into a more intimate bond of fellowship,
and to keep the athletics of Augsburg on the highest possible plane."
The Biology Seminar furnishes opportunity for informal study in
the biological sciences.
The Business Club draws membership from ,the business and secretarial classes. The development of professional interests is the
major objective.
The Cosmopolitan Club brings together foreign sand American students who have a mutual interest in the culture, language, and people d various countries.
The Debate Club fosters debate activilty a t Augsburg as it meets
to develop skills necessary in debating. Members d the club represent Augslburg in the Twin Cities Debate League and other intercollegiate tournaments.
The French Club ils composed of students interested in the French
language and culture.
The German Club is open to all students who are studying or have
studied German. In addition t o providing opportunity for conversational practice, the club also promotes understanding and appreciation of the German people, their achievements and customs.
The Norse Club is composed of students who are interested in Norwegian culture as reflected in Norwegian literature, music, ant and
history.
The Pre-Sem Club, composed of all pre-seminary students a t Augsburg, is an organization that expresses concern for spiritual life
at Augsburg, as well as acquaints 'ts memfbers with the vocation
off the Christian ministry.
The Psychology Club promotes interes)t in various fields of psychology.
The Ski Club is a recreation group promoting interest and developing skills in skiing.
The Spanish Club serves as a means of interpreting Spanish culture
to students in an informal way.
The Sociology Forum is an organization of students preparing for
professional work in the field of Social Service.
The Student National Education Association, Martin Quanbeck
Chapter, offers t o its members associate membership in professional
education associations and strives to acquaint future teachers with
the importance of teaching as a profession.
The Ushers' Club is a service organization providing trained ushers
far public events scheduled for the campus.
The Writers' Club includes students who enjoy creative expression in vari,ous forms olf writing. The members share their literary
efforts in an informal atmosphere, and benefit from mutual criticism. They publish "The Arkai," a collection of the best creative
writing each year.
The Women's Athletic Association at Augsburg is a member of the
Minnesota Athletic Association of College Women. Memb'ership in
this organization is gained by participation in individual and group
recreational activities with awards given on a point basis.
The Augsburg College Choir has about sixty members selected from
all classes. In addition to local concerts, the clhoir goes on tour each
year to various pal;ts osf the United States and occasionally to
Canada. In 1965 it toured Norway and otiher countries in Europe.
The Augsburg College Concert Band makes an annual tour and presents public concerts in Minneapolis. There are also Instrumental
Ensembles and a Repertoire Band.
MUSICAL
ORGANIZATIOl
31
The Augsburg College Choral Club participates in school programs
and concerts, sings at various churches in the Twin Cities area,
and makes short tours in the vicinity. Membership is by audition
or consent of the director.
The Augsburg College Orchestra performs frequently on campus.
The orchestra gives programs of standard repertoire for orchestra
alone as well as with soloists and choral groups.
PHYSICAL
EDUCATION
AND
RECREATION
Under the direction of the Department of Health and Physical Education, a wide range of recreational activities is arranged for general
student participation. Every student is urged t o participate in some
activity for his own recreation and relaxation.
An intramural program provides competition in a variety of team
sports as well as individual performance activities. Climaxing the
intramural program is the Extramural Meet, a tournament for the
winners of intramural schedules in various colleges.
INTERCOLLEGIATE ATHLETICS
Augsburg is a member of the Minnesota Intercollegiate Athletic
Conference. The college is represented annually by teams in football, basketball, hockey, wrestling, baseball, track, bennis, and golf.
PURPOSE AND PHILOSOPHY
OF INTERCOLLEGIATE ATHLETICS
It is the purpose of Augsburg College to provide an intercollegiate
athletic program which is in harmony with its Christian philosophy.
This philosophy is to be reflected in the conduct and outlook of both
the players and the spectators. The educational program of the
college recognizes that recreation and play are a fundamental part
of human life, and that this phase of life needs t o 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 t o the development d
student interests, skills, insights, and loyalties.
More specifically, the following outcomes are sought: (1) The student participating in athletics should acquire and exhibit, both in
and out of athletics, such basic qualities of character a s sdf-discipline, honesty, sense of fair play, and cooperation. (2) The participant
should develop the knowledge, interests, and skills which will be
of special use to him in such vocations as teaching and coaching
or recreational leadership, or in his own recreational activities.
Far from being set apart from his educational gola1 or in any way
competing with it, the student's participation in intercollegiate
athletics must eitmher contribute directly to this goal or be camplementary to his other educational activities. (3) The student
,
I!'
33
spectator should acquire and exhibit some of the finer qualities of
Christian character, such a s self-restraint, sense of fair play, appreciation o t high-grade pe~.rformanceon the part d 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 obher co-curricular acrtivities should not
overshadow pride in high scholastic achievement, nor can it take
the place d a well-rounded and effective intramural and general
recreational program.
ELIGIBILITY
REQUIREMENTS
In order to participate in cevtain extra-curricular activities, students must meet established eligibility requirements. Organizations
should check eligibility olf candidates by submitting a list t o the
Director of Student Activities for approval.
Eligibility for participation in intercollegiate athletics is governed
by the rules of the Minnesota Intercollegiate Athletic Conference.
A student on academic probabion may not be a member of the
Augsburg College Choir, Concert Band, or the Orchestra. He is not
eligible (to participate in a major dramatic production, cheerleading,
student publications, societies, or to accept elected or appointed
student-government offices or chairmanships. This list is not in(clusive and other activi,tiesmay be designated.
HONORS
AND
AWARDS
The purpose of Beta Chi Epsilon is to honor those senior
women who have maintained a high level of academic achievement and who have shown loyalty by giving service and
leadership to the college community. In turn, it is the responsibility
of these women to foster the development of academic excellence,
leadership, and service among women students of Augsburg College.
On the 1927 Class Cup for Scholarship Trophy is engraved the
name of each student who has achieved the highest scholastic standing in his college graduating class. He must have attended Augsburg for at least two years.
Omicron Chapter of Lambda Iota Tau, a national honor society,
is open to students with a major or minor in English or a foreign
language, who have attained a high scholastic average and have
presented a paper on a literary topic before a public audience.
The purposes of the Timia Society, the Augsburg honor society, are
to recognize academic achievement and to promote scholarship.
Juniors and seniors who h a w earned a 3.5 grade point average
accumulative are eligible for membership, while freshmen and
sophomores with a 3.25 grade point average may be admitted as
pledges. Applications for membership are made at the Registrar's
Office at the beginning of the sem&er in which the student is
eligible.
%~7/
Augsburg has a Chapter of Pi Gamma Mu, the National Social
Science Honor Society, which is affiliated with the Association of
College Honor Societies. A high level of scholarship in the social
sciences is required for election to membership.
The Augsburg Guild of Honor is an organization t o recognize and
honor those members of the senior graduating class who have shown
themselves to be individuals excelling to an outstanding degree in
scholarship, leadership, and participation in extra-curricular aotivities.
The Dean's List includes students who have achieved a grade point
average of 3.5 o'r better in the previous .pmeskz of work a t Augsburg
/PC.~
College.
The 1925 Class Cup in Athletics is awarded t o 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 t o the student who is judged t o be
the most valuable player on the basketball team.
The Class of 1918 Oratorical Cup was presented t o the college as
a prize to arouse interest in orabory. The name omf the winner of
the annual contest is engraved upon the cup, which is to remain
in the possession of the college.
35
STUDENT
PERSONNEL
SERVICES
Institutional services t o students are organized and administered
in accordance with plans and policies established by the Student
Personnel Committee. Included are such services as Admissions,
Counseling, Testing, Freshman Orientation, Student Records, The
Student Health Service, Housing and Food Service, Placement,
Student Employment, and Coordination of Student Activities. The
admtinistration of these services is centered in the Office of the
Dean of Students.
ADMISSIONS
Pre-college counseling is available from qualified personnel in the
Office of Admissions. Counseling can be obtained either on campus
or in schools and homes as the counselors travel throughout the
Upper Midwest. Prospective students are encouraged to visit the
campus if at all possible.
COUNSELING
Counseling services are maintained in an effort to assist each student to obtain the maximum benefits from the learning experiences
offered at Augsburg College. Matters such as uncertainty over
vocational choice or educational planning, religious uncertainty,
health, financial prolblems, personal and social adjustment and personal deficiencies can interfere with the learning process and are
dealt with in counseling sessions. It is hoped that through counseling, students will develop a more realistic understanding of themselves and the surrounding world, and keener awareness of resources available to them as they meet the problems of daily life.
At Augsburg the counseling process is carried on at several levels.
All faculty members participate in the counseling program, and
eauh new student is assigned to a faculty counselor who works
with him until he chooses a major field of study. At that time, the
major adviser becomes his counselor. In addition, there are faculty members who have specialized training in counseling and
techniques for dealing with problems olf adjuskment. The personnel
deans serve as special counselors. The counseling program is coordinated by the Office ol the Dean of Students in accordance with
the plans and policies established by the Student Personnel Committee.
Students who have perslonal pro~blemsare encouraged to seek help
through counseling conferences. If a serious problem develops which
demands pro~fessionalskill, the student is referred t o the offices of
the personnel deans. Referrals may be made to the College Chaplain,
or the College Physician.
FRESHMAN ORIENTATION
Freshmen and other new students participate in Freshman Days
before the beginning of classes each year. The students take tests,
attend classe~s,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 new students are given a battery of tests during Freshman
Days. Scholastic Aptitude Test scores and special placement test
scores are used by counselors to help students plan their initial
programs. Personality inventories and the vocational interest profiles help the students to know more about themselves, in order to
make a good choice of subjects and occupational goals.
A special course in improvement of reading is offered fo'r interested students. Freshmen who expect difficulty with the increased
quantity and complexity of the reading material encountered in
college are especially urged to enroll in this course.
RECORDS
Individual student records are kept in the Records Office under
the supervisi'on of the Registrar. These records include admission
data, academic achieve'ment, student participation and achievement
in non-academic activities, test scores, reports of counseling, and
other information.
The Student Personnel Office maintains a file of student government
officers, of clubs and societies, including the constitutions, activities, schedules, and membership rosters.
THE STUDENT HEALTH SERVICE
The Student Health Service provides dispensary service with
two registered nurses on duty. The college physician has daily
office hours for consultation and for emergency treatment.
Infirmary roioms are provided. The Health Service is located in
Fairview Hospital, adjacent to the campus.
Physical examinations are given to all seniors. Before registering,
each entering student is required to have on file the report of a
physical examination given by his family physician. Corrective
treatment is prescribed where needed.
HOUSING AND FOO,D SERVICE
In its residence program, the college aims to develop in the students
Christian character, self-control, and thoughtful consideration of
others. At the same time, the college realizes that students' happiness, comfort, and emotional adjustment in the residence halls
are direct influences on their general efficiency in the classroom.
In an effort to provide these opportunities for development, student
residence councils assume the responsibilities for the administration of dormitory life policies in consultation with the Director
37
of Residences for Women, the head residents, and personnel deans.
Upper-class students serve as counselors in the residences and attempt to help residents with problems of personal adjustment. The
head residents and personnel deans serve as resource pewlme for
these counselors and handle cases referred t o them.
g at hame are
rfifl
I
the Student Personnel Office. All stud'ents living in the residences
and most students in off-campus h,ousin,gtake their meals in the cdlege dining room. The college al.so provides a number of houses for
women with a cooperative house plan.
Residence ha1l:s are open t o students a day before regular schedules
beoome e'ffective, and they close a day after the term closes. Students whjo wish to stay in residence during vacations must apply
for the privilege. Rooms are furnished except for bed linen, .towels,
blankets, and bedspreads. Laundry facilities are available in each
residence. B,ed linens and bowels may be rented with laundering
service a t a reasonable cost. Thi,s service is required of all
women students in Gerda Mortensen Hall. An optional linen smvice is available to o'ther students.
Students engage a rood- ~t the bc~inninrrfdthe fall term for the
entire school vear,
i room
h S~UOflice
h
n cannot play the fee by that time must be
*.*-J m.
sure t o make arrangements with the Treasurer's Office by May
15 for later payment of the room depotsit. Students who have not
paid the room deposit by this date alle automatically removed
from the housing roster. No refunds are made after August 1.
r
All men living in Memorial Hall are required t o pay a $16 key and
breakage fee at th'e beginning olf each school year. At the end
,dthe year the fee is refunded if the condition olf the room and
furniture is satisfactory and the key is returned.
GRADUATE PLACEMENT
The Placement Bureau assists seniors and alumni in securing positions. Continuous contact is maintained with business, governmental, welfare, and educational institutions at the local, state,
and national levels. The services of the Placement Bureau are free
to graduating sen,iors. Alumni seeking the services oP the Placement
Bureau will be charged a re-registration fee of $5. There is no
placement fee.
COORDINATION OF STUDENT ACTIVITIES
The Director of Student Activities assists student officers to maintain effective functioning d student activities, and keeps on file
the club constitutions, rosters, and schedules of meetings. Faculty
advisers to student organizations are approved by the Coordinator.
The program o~fstudent activities is a primary responsibility o'f
the Executive Council and the Student Council which is the legislative body of the Augsburg Student Society.
A weekly bulletin d events is prepared for the Echo by the Student
Personnel 0,ffice. The college Master Calendar is kept by the Director of Student Activities assisted by the chairman of the C o m ~ i s s i o n
on Student Organizations.
39
-
FpU,pwing are the requirements for
Arts degree
A-urg
College:
,L,,,,,A,.A
..Aththe Bachelc-
ADMINIST
,
I,
e r a 1 Educat
Requirement?
GENERAL EDUCATION REQUIREMENTS
The general education program at Augsburg College consists of
oore and distribution requirements as follows:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
English 11, 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 credits
History 1 or 2 or 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Religion 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 credits
Sociology 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 credits
Physical Education 1, 2, 3 . . . . . . . . . . . . . . . . . . . . . .1. credit
Fine Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... 4 credits
Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 credits
Religion 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 credits
Foreign Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0-18 credits
Natural Science or Mathematics . . . . . . . . . . . . . . . . 8-12 credits
Political Science or Economics . . . . . . . . . . . . . . . . . . 4 credits
Speech or Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 credits
Religion (upper division) . . . . . . . . . . . . . . . . . . . . . . . . 8 credits
-
7&<A
/Mf
3
/
LFL-~,
-5
N L ~ - (
<-&--
dLLd
4- -'<
The first five courses listed above should be taken in the freshman
ycar&eligion 21 is required in the sopl~omoreyear. It is recornmended that the general education requirements be completed in
the first two years of college, except item 13 above. One upper
division religion course should be taken in each of the junior and
senior years.
Students who enter college with a high proficiency in English will
enroll in English 15 instead of English 11 and will substitute a literature course for English 12.
Cc-
A
The number of credits required in a foreign language is determined
5y proficiency examinati~ons.The student is required t o have the
quivalent of four terms of a foreign language for pduation, that
course
B, two terms of the ,beginnj
ems of the inter
~ e d i a t elevel course.
n the natural sciences, two
chemistry, mathe
mati-, or physics satisfy he requirement. It is recoaltnenriei
, or 13 in the first cc
a
41
I .
-
the option of taking Philosophy of Science for bhe second course.
For the fine arts requirement, students may select Music 30 or Art 1.
Philosophy 21 is designed to meet the philosophy requirement.
30
Students may choose from Political Science 20, 21, 22 or Ikonom-
ol 8.3 ics 22 for the requirement in political science or economics.
The general education requirement in speech or literature may be
satisfied by: Speech 11 or 51; English 35, 40, or 45. Upon request
a student may substitute another literalture course by permission
of the instructor.
The following majors are offered:
Art
Biology
Business Administration
Business Education
Chemistry
Economics
Elementary Education
English
French
German
Greek
+Physical Education
Health and
Physics
hysical Education Political S ~ i e n c e History
Psychology
Mathematics
Religion
Medical Technology Scandinavian Studies
Music
Social Sciences
Natural Science
Sociology
Philosophy
Spanish
Speech
C
B
Students are required to make application for the major t o the
head of the department offering the major. This is normally done
in the spring term of the sophomore year.
A student may earn a minor in any of the fields listed above except
El'ementary Education and Medical Telchnology. Minors are also
offered in Library Science and Latin.
For major and minor requirements, see departmental statements.
ELECTIVE CREDITS
Most courses of study are designed to give the student an opportunity t o elect credits beyond those which are required for the
major and for general education.
All students are required to take an English test a t the end of the
/A!/
Av*4.,.Ad
1
,
1J
I.
A',-
sophomore ye~arand must demonstrate a proficiency in writing in
order t o qualify for the A.B. degree. See under Department of English.
DEGREE WITH DISTINCTION
Graduation with distinction is determined as f,ollows:
Summa Cum Laude . . . . . . . . . . . . . . . . . . . . . . 3.8-4.0 grade average
grade average
Magna Cum Laude . . . . . . . . . . . . . . . . . . . .3.5-3.79
Cum Laude . . . . . . . . . . . . . . . . . . . . . . . . . . 3.1-3.49+ grade average
+
GRADE VALUES
. . . . . . . Superior, 4 grade points per credit
. . . . . . . . Very good, 3 grade points per credit
....
Satisfactory, 2 grade points per credit
. . . . . . . . . Passable, 1 grade point per credit
. . . . . . . Failure, 0 grade points per credit
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Condition
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Incomplete
. . . . . . . . . . . . . . . . . . . . . . . Withdrew-Passing
. . . . . . . . . . . . . . . . . . . . . . . Withdrew-Failing
. Course withdrawn during first four weeks;
or student withdrew from college.
CONDITIONS AND INCOMPLETES
.A cotldilirl~l
- . . . . . . or
. . .an
. . incorrlj~letereceive< at the end r ~ hif terrli must
be
removed
within
the
-firs,t five weeks olf classes osf the following
.term. If conditions and incolnp!eies-are not ~'emoveclwithin five
weeks d the following term, the condition auton~nticallybecomes
a failure and the incol-r~~lete'
- .
becomes
.the grade submitted by the
t-eicher filj6ng wi tI; the IncompIelc. The final gr:lde after the conldition examinatinn is t,al&n Inty not I,)e 1ligiler than y). A fee olf
$5 is-charged
.
f@ an exatninaiion making _up_-% incomplete'~or a
condition received a t the end of a term.
*,
43
I
ns established by the school.
credi't will be given a student for any subject for which he has
college reserves the right to cancel any course for which there
ot 'sufficient registration.
,A
credit hour is normal-
tion accordingly.
CHANGE OF REGISTRATION AND CANCELLATION
A student who desires t o make a change in his registration should
obtain a form from the Registrar's Office. The approval of the
teachers concerned, the student's adviser, and the Registrar are
ach change of registration aftel
fee of $2 i s charge
three days of class4
course may be added after *"'
-
ancelled durll16 the first four weeks ur u a a a c c
Eollowed by W. Af.ter the first four weeks and before the last
ree weeks of the term, a course which is cancelled is given a gra
is passing and WE if he is failing the course
1 'udent who finds it necess'ary to leave school before the end
of a term must cancel his registration at the Registrar's Office in
order to remain in good standing.
CLASSIFICATION
ying a minimum of 12 hours of work in which
n. c l . < , : I a t .: , , is based on
of credit hours with a t least twice that
u ! , r c
Sophomore
Junior
Senior
,--ents are cl,,,.,.,.
rtntion
......each-
Credits
36
84
130
Grade Points
72
168
260
Students registered Po'r less than 12 credits are cl~as.s~ified
as special
students.
PROBATION AND DISMISSAL
k
A student is placed on scholastic probation at the end of any term
in which his achievement is unsatisfactory. The Polllowing guidelines are used in placing a student on probation:
First-year students with a grade point average d 1.5 or belolw
Second-year students with a grade point average of 1.6 or bellow
Third-year students with a grade point average of 1.8 or below
Fourth-year students with a grade point average of 1.8 or below
All students with 7 or more credits olf F.
In order to be remtoved from probation, a student must achieve a
grade point avepage of 2.1 or better for at least one term.
Lv
will be dropped for low scholarship.
I
--
CLASS ATTENDANCE
B@.ar class attendance is required of all students in lolwer divicourses is Wwt
#on courses, hndaxpce in upper
for iuniors aad s a r i unlers r e ~ W
bu the
of'%
a
In classes for which attendance is required, a record of attendance
is kept and periodic reports on absences are su~bmittedto the Registrar.
S,tudenks whlo find it necessary to be absent because .of illness or
for other seasons should report the.reasons for the absence t o their
teachers. For prolonged absence of over one week due to illness,
the student may ob,tain an excuse signed by the Health Service if
this is requested by the teacher.
45
S&denh with an excessive number of absences not excused by the ,,
tpFher
be dropped from *ha course with a
af: F,
I
Absences for tours, field trips, and othe~r'instructor-arranged activities are cleared with t,he Dean of the C'ollege. Lists of participants, with information as to exact perimods absmt, are issued by
the Dean to all instructors involved, but the student is sftill responsible for any work missed.
Teachers deal with tardiness as they see fit. Students arriving in
class late must assume responsibility for reporting their presence
to the teacher.
EXAMINATIONS
unless the student presents a reasonable excuse immedi,ately t o the
teacher concerned.
If a student has obtained permiasi~onfrom the Dean of the College
to take a final examinatimon at another hour than that scheduled,
he is charged s fee of $5 for such an examination. Before the student takes the examination, he must obtain a statement from the
Registrar's office and bring it to the teacher concerned.
COMPREHENSIVE EXAMINATIONS
Comprehensive examinations may be permitted in courses in which
the Committee on Admissions and Student Standing believes the
student has adequate preparation or background. Students who wish
to take a comprehensive examination must apply in writing to this
commititee. When permission is granted, the necessary approval
forms may be secured at the Offioe of the Registrar. A fee olf $5
($10 for students not currently enrolled) is oharged o
ft-r
ta in aavatace, mmmaflan
,h& and lawf
answers WI"
~ e g w t r a f pOffice.
UR:
By
-
arrangement with the University of Minnesota, students ma:
nust not exceed
1
1 . n e ~ t s ~ s ~ 8 ( 1 a t t a
College and counted towards graduation.
pe twmferred to Prugsburg
47
COURSES
OF
STUDY
Descriptions of the courses offered in 1966-68 are given on the
following pages. Unforeseen circumstances may necessitate making
changes. Courses with inadequate registration may be cancelled.
Students should consult the schedule of classes to determine definitely the current course offerings.
NUMBERING. OF C0,URSES
Courses numdered below 50 are lower d,ivision courses; those numbered above 50 are classified as upper division. In general, courses
numbered 1-19 are primarily for freshmen; 20-49 for sophomores;
50-74 for j~mirrrs;and 7r599 for seniors.
SYMBOLS
# Course may be taken with consent of the instructor irrespective
of prerequisites.
CREDITS
shown are in terms olf quarter credits. Unless otherwise
stated a Four-credit course meets four times a week and a fivecredit course five times a week. A term or quarter is 11 weeks in
length, and the normal load for a student is 15 credit hours per
DIVISIONAL ORGANIZATION
The college courses are organized into four divisions in order to
make interdepartmental coordination more convenient and cooperative aims more easily achieved. A chairman for each division is
appointed for a two-year term.
Major and min~orrequirements are indicated in the departmental
statements.
DIVISION of the HUMANITIES
Mr. Raymond E. Anderson, Chairman
Department of Art
Department of Classical Languages
Greek; Latin
Department d English
Department of Modern Languages
French; German; Scandinavian Studies; Spanish
Department of Music
Department of Speech
[3 DIVISION
cd NATURAL SCIENCES and MATHEMATICS
Department of Health and Physical Education
Department of Mathematics
Department o,f Physics
DIVISION of RELIGION and PHILOSOPHY
Mr. Paul G. Sonnack, Chairman
Department of Philosophy
Department of Religion
PA;/
L
QC/~,
C ~ O ha.?
~ A
DIVISION of the SOCIAL SCIENCES
Mr. Einar 0. Johnson, Chairman
Department of Business Administration, Economics, and Business Education
Department of Education
Elementary Education
Secondary Education
Library Science
Department of History
Geography
Department of Political Science
Department of Psychology
Department of Sociology
MR. THOMPSON, chairman, MR. HOLEN, MR. MOLDER
The Department of Art endeavors to further the student's technical
and conceptual understanding of art. Besides experience in the disciplines
of drawing, print making, painting, sculpture, and ceramics, emphasis
is given to the function of art in history and religion. Because of the
place art has in contemporary life, students are encouraged to consider the areas of teaching, graduate study, commercial designing,
and avocational art.
DEPARTMENT
OF
ART
In addition to the courses offered for credit, students have the opportunity to study and discuss with August Molder, artist in residence,
problems of art related to painting and the making of stained glass
windows.
The department reserves the right to keep for three years examples
of student art work for exhibition purposes.
Major: 46 credits, including 7, 12, 18, 21, 67, 83, 84, 94.
Minor: 26 credits, including 7, 12, 18, 21 or 50, and 83 or 84.
Majors preparing for teaching in secondary or elementary schools are
required to take 50.
It is recommended that art majors and minors take Introduction to
Fine Arts under the Department of Music.
I INTRODUCTION TO FINE ARTS
4 crs.
Historical and topical studies in fine arts. The visual arts seen in relation to music. Participation in the cultural life of the community
leading towards appreciation and criticism. [3 lect., 1 disc. Fall, Spring,
1966.67. Winter, 1967-68.1
49
2
*,&3', p.acA-+x?orids.
:diz~fl
#'
.
4 crs.
Drawing in pencil, charcoal, pastel, ink, and mixed media. 14 double
Fall, Spring, 1966-67.Fall, Winter, 1967-68.1
12 COMPOSITION
6 crs.
A study of the elements of form and composition. Two- and threedimensional studies executed on a small scale. C4 lect., 2 double labs.
Winter, 1966-67.Fall, Winter, 1987-68.1
18 PAINTING I
4 crs.
Painting in aqueous media and oil. Emphasis on still-life, landscape,
and figurative painting [4 double labs. Prereq.: 7. Fall, 1966.67. Fall,
Spring, 1967-68.1
2 I SCULPTURE I
4 crs.
Modeling head studies, figures, and animal forms in terracotta and
plaster. 14 double labs. Prereq.: 7. Fall.]
UPPER DIVISION
COURSES
.
.
.
.
.
.
.
.
50 CERAMICS I
4 crs.
An introduction to the making of pottery with an emphasis on handbuilding and glazing. [4 double labs. Winter.]
51 CERAMICS II
4 crs.
A continuation of hand-building and glazing with an introduction to
throwing techniques. C4 double labs. Prereq. : 7. Spring.]
55 PAINTING II
4 crs.
Further study of painting in oil and aqueous media. [4 double labs.
Prereq. : Ilt, 18. Spring, 1966-67.1
58 ART IN ELEMENTARY SCHOOLS
4 crs.
Theory, methods and materials of art in elementary education. [2 lect.,
2 double labs. Spring.]
67 PRINT MAKING I
4 crs.
Principles and methods of color printing and composition. Emphasis
on the woodcut. [4 double labs. Prereq. : 7. Fall.]
68 PRINT MAKING II
4 crs.
Serigraphy and intaglio methods in plastic and copper. [4 double labs.
Prereq. : 12,67. Spring.]
78 SCULPTURE II
4 crs.
Three major works in any three of the following media: steel (welding), plaster, lead, wood, or fiberglass. [4 double labs. Prereq.: 7, 21.
Winter, 1966-67.Bprhg, 1967-68.1
83 ART HISTORY I
4 crs.
Survey of architecture, sculpture, and painting in western civilization.
Prehistoric to Renaissance. [Fall.]
84 ART HISTORY II
4 crs.
Continued historical survey. Renaissance to modern. [Winter, 1966-67.
Spring, 1867-68.1
94 STUDIO Ill
4 crs.
Advanced study in either painting, sculpture, print making, or ceramics.
Art major will be granted up to 8 credits in this course. [4 double labs.
Prereq. : second course in the studio area and# .I
-
-
/ U
MR. NASH, chairman, MR. MICKELBERG, MR. SULERUD,
MR. URDAHL
It is intended that the offerings of the Department of Biology should be
extensive enough to meet the needs and interests of a wide variety
of students. For the non-science major the aim is to provide a reliable
basic understanding of biological science and, more generally, of the
character of scientific knowledge. The more advanced courses are designed to provide a good preparation for students who elect to pursue
the study of biological science for a career in the profession of biology
or in a related area such as the medical profession.
D E P A R m
OF
BIOLOGY
All students who plan to complete a major or minor in biology should
plan their program carefully with specific reference to their intended
career. I t is important that a prospective biology major consult with
the biology staff concerning this planning as soon as possible. In
general, a broad background in the supporting sciences and in mathematics is essential. The graduation major given below requires a
minimum number of these supporting courses. Students who intend
to enter graduate or medical school or to teach secondary school upon
graduation should follow the appropriate recommendations. Recommended specific four-year programs for such students are given under
Curriculums in this catalog as are programs for pre-dental, prenursing, and medical technology students.
Major: 46 credits, including 11, 12, 51, 68 or 74, 71 or 73, 91; and
16 additional credits in biology; Uhem. 15, 16 (or 5, 6 ) , 61, 52; Math.
13, 14 or equivalent.
For students preparing for graduate school: The graduation major plus
Physics Zl, 22, 23; Math. 41, 42.
For students preparing for medical school: 36 credits, including 11, 12,
51, 91; and a t least three of 64, 68, 71, 73, 74. Also required: Chem. 52,
53,61; Math. 41, 42; Physics 21,22,23.
#o
For students preparing for secondary school teaching: .A& credits,
including 11, 12, 51, 56, 67, 91; and &additional credits in biology;+2;) '(0 A'
Chem. 2+5& This gives the recommended chemistry minor. A chemistry
or other science minor is required with a biology major for a Minnesota
Teacher's Certificate.
Minor: 30 credits, including: 11, 12; and 18 additional credita in biology;
(Ihem. 15, 16 (or 5, 6).
Biology 1, 2, 3, 4, 6, and 8 do not count toward a major or minor in
biology.
5, 5 crs.
1 , 2 PRINCIPLES OF BIOLOGY
The basic concepts of biology. A general education course, not intended
for majors in science or mathematics. Credits do not apply toward
a major or minor in biology. C4 lect., 1 double lab. Must be taken
in sequence. 1,Fa,Spring. 2, Winter.]
4, 4 crs.
3 , 4 HUMAN ANATOMY AND PHYSIOLOGY
A professional course in the structure and function of the human body.
Designed for student nurses. [2 lect., 2 double lab. 3, Fall. 4, Winter.]
5 crs.
6 HUMAN ANATOMY AND PHYSIOLOGY
Designed to make the student aware of the structure and function of
the human body. 14 lect., 2 double lab. Spring.]
51
UPPER DIVISION
COURSES
W 8 MICROBIOLOGY
4 crs.
The study of bacteria, viruses and a few other human pathogens, their
characteristics, role and control, especially in the fields of medicine
and sanitation. For student nurses. [3 lect., 2 double lab. Prereq.:
Chem. 3. Winter, Spring.]
W 1 1 , 12 GENERAL BIOLOGY
6, 6 crs.
A comprehensive introduction to biological science. For science and
mathematics majors. First term: cellular and molecular biology, vertebrate anatomy and physiology, genetics, and evolutionary mechanisms.
Second term: relationships of organisms. [5 lect., 2 double lab. Must
be taken in sequence. Prereq.: Chem. 5 or 15. 11, Winter. 12, Spring.]
W 5 1 GENETICS
5 crs.
The principles of heredity with emphasis on recent advances in molecular, cellular and human genetics. Laboratory, with work on Drosophila
and certain micro-organisms, is optional for one additional credit.
15 lect., I double lab. Prereq.: 12. Spring.]
W 53 INVERTEBRATE ZOOLOGY
5 crs.
The major invertebrate types stressing classification, morphology, behavior, life history, and evolutionary relationships. [4 lect., 2 double lab.
Prereq.: 12. Fall, 1966-67.1
56 ECOLOGY
5 crs.
A survey of representative biological communities, a reciprocal rela-
tionship between organism and environment. [4 lect., 2 double lab.
Saturday field trips required. Prereq.: 12. Spring, 1966-67.1
W 64 MICROBIOLOGY
6 crs.
An introduction to the study of micro-organisms with emphasis on bacteria and viruses. Microbial taxonomy, morphology, physiology, genetics,
and pathogenicity are considered as well as certain methods. [5 lect.,
2 double lab. Prereq.: 12. Chem. 23 or 51 strongly recommended. Fall.]
66 MINNESOTA FLOWERING PLANTS
6 crs.
Field collecting and classifying some of the flowering plants indigenous
to our state. [4 lect., 2 double lab. Saturday field trips required. Prereq. : 12. Spring, 1967-68.1
H 67 PLANT MORPHOLOGY AND MORPHOGENESIS
5 crs.
The structure, reproduction, and development of the major taxonomic
plant groups. 14 lect., 2 double lab. Prereq.: 12. Fall, 1967-68.1
H 68 COMPARATIVE ANATOMY OF VERTEBRATES
6 crs.
A comparative study dealing with the taxonomy, morphology, and
evolution of the larger vertebrate phyla. [4 lect. 2 double lab. Prereq.:
12. Winter.]
H 71 CELLULAR BIOLOGY
6 crs.
A study of the ultrastructure, function, and genetics of cells. Laboratory
work includes microtechnique. [5 lect., 2 double lab. Prereq.: 12, and
Uhem. 23 o r 52. Fall.]
-791
H 73 GENERAL PHYSIOLOGY
6 crs.
A study of physical and chemical processes occurring in animals
with emphasis on the vertebrates. [5 lect., 2 double lab. Prereq.: 12,
L*//l
/ ,,L,
'
.
and Chem. 23 o r 52. Winter.]
H 74 DEVELOPMENTAL BIOLOGY
6 crs.
A consideration of the experimental as well as descriptive approach
to the development of animals with emphasis on the vertebrates. [5
lect., 1double lab. Prereq.: 12. Spring.]
H 91 SEMINAR
0 crs.
Juniors and seniors working toward a major in biology are required
to participate in bi-weekly discussions on topics of current biological
interest. [Fall,Winter, Spring.]
,.jy
f44pdd,;,
,
&
&A
/-2 w
t
(
;
~ 9 - 4 dc//a I
,is))-t
MR. HEMMINGSON, chairman, MR. BUDGE, MR. HADJIYANIS,
MISS LUND
Majors in this department supplement the liberal arts program with
general and specialized knowledge in business and economic affairs.
The business administration major offers a basic core of courses, and
then allows the student to choose a limited specialization in accounting
or finance, and hence to prepare for careers in these fields. The
economics major concentrates on fundamental theoretical and policy
matters so that the student learns to analyze economic issues. He
is prepared thereby for graduate study in economics. Either of these
majors also can provide the background needed for general administrative careers in business, government, or various public and private
institutions. In particular, either major could be the basis for graduate
study in such fields as hospital and public administration, industrial
relations, or law.
Major: 61 credits, including Bus. Ad. 1, 2, 31; Econ. 22, 23, a,58 o r
91 o r 92; and either Bus. Ad. 62, 63, 81, 83 for the accounting specialization, or 41, 73, 78, 79 for the finance specialization. Soc. 61 also required.
'
DEPARTMENT
OF
BUSINESS
ADMINISTRATI'
ECONOMICS,
AND
BUSINESS
--97u
7
JA
*: A
Minor: 26 credits, including Bus. Ad. 1, 2; Econ. 22, 23; a n d two
courses from Bus. Ad. 41, 62, 63, 73. Other combinations m a y b e
allowed by permission.
H 1 , 2 PRINCIPLES OF ACCOUNTING
4, 4 crs.
Basic concepts of accounting, accounting for individual proprietorships,
partnerships, and corporations. Special topics including manufacturing
accounting, taxes, and budgeting. [I, Fall. 2, Winter.]
53
W 3 1 BUSINESS LAW
5 crs.
Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the Uniform Commercial Code.
CFall.1
41 FUNDAMENTALS OF FINANCE
5 crs.
Capital xtrwturcs of fi~rsinessorganizations, use of financial statements,
cash flow, raising nnd cnnmo1 of sl~orl~
and long-term funds for a
business enterprise. [Prercq.: X, 2. Fn811.3
JPPER DIVISION
COURSES
W 62 INTERMEDIATE ACCOUNTING
5 crs.
An analysis of accounting theory pertaining to financial statements,
income concepts, capital stock and surplus accounts, current and longterm assets. [Prereq.: 1,2. Winter.]
1 63 INTERMEDIATE ACCOUNTING
5 crs.
An analysis of accounting theory pertaining to investments, tangible
and intangible fixed assets, liabilities and reserves, actuarial topics.
Additional emphasis on income determination considering price level
changes. [Prereq. : 62. Spring.]
W 73 FINANCIAL MANAGEMENT
5 crs.
Financial problems relating to budgeting, short- and long-term fund
requirements, debt and equity choices, mergers and reorganizations
presented in case materials. [Prereq. : 41. Spring.]
W 78 INVESTMENTS
5 crs.
The nature of various types of securities. Analysis of securities of
industrial, utility, and financial enterprises and various governmental
units. Portfolio management. [Prereq. : 41. Winter, 1967-68.1
1 79 MATHEMATICS OF FINANCE
Basic mathematical techniques used in
5 crs.
financial analysis. [Spring,
lM7-68.1
W 8 1 COST ACCOUNTING
5 crs.
Essential features of accounting for manufacturing concerns with
emphasis on management control. [Prereq. : 1, 2. Fall, 1967-68.1
1 82 TAX ACCOUNTING
5 crs.
The more common and important provisions of federal income taxes
for individuals and various forms of business enterprises. [Prereq.:
1, 2. Winter.]
1 83 AUDITING
5 crs.
Internal and external auditing procedures. Emphasis on internal checks
and controls for accounting systems. [Prereq.: 63. Spring.]
ECONOMICS
Major: 40 credits, including Bus. Ad. 1, 2; Kcon. 22, 25, 51, 51, ant1
three courses from 52, 53, 91, 92. Soc. H I n k n r~qnired.Math~rmatlcs
through course 43 is highly recommended Zor tl~oscrpInnning Irn ~ i u l u n t e
study in economics.
Minor: 22 credits, including Econ. 22, 23, and three courses from 51,
52, 53, 58, 91, 92.
4 crs.
Analysis of economic institutions, problems, and policies. Emphasis
upon the foundations of economics, economic systems, and specific issues,
such as unemployment, poverty, monopoly, inflation, role of government. [Fall, Winter, Spring.]
1 22 PRINCIPLES OF ECONOMICS I
1 2 3 PRINCIPLES OF ECONOMICS II
4 crs.
'Micm. 'ant1 mac.meronr~ntic!l h ~ o s ycxamincr7 with the analytical tools
of econnmics. Topics include rleterminaiion of the level of national
income ant1 employment, rnrlnpy and hnnlting, monetary-fiscal policy,
econonllcs of Ihc firm, prwluci and rcsouscc pricing and allocation, etc.
dEwm++% Spring.]
1 5 1 INTERMEDIATE MICROECONOMICS
5 crs.
Theory of demand, theory of the firm, price and output determination
under various market conditions, factor price determination. [Prereq.:
UPPER DIVISIOI
23. Fall.]
1 52 ECONOMIC DEVELOPMENT
5 crs.
Determinants of growth, theories, and historic patterns. Analysis of
the present developing nations as to characteristics, problems, and
policies to promote growth. [Prereq.: 22 or #. Winter, 1966.67.1
1 53 LABOR ECONOMICS
4 crs.
Economics of the labor market. Wage determination, collective bargaining, role of unions, level of total employment, economic security, and
governmental activity. [Prereq. : 22 or #. Spring.]
1 58 INTERMEDIATE MACROECONOMICS
5 crs.
Determinants of national income, employment, and price level analyzed
via a macro-model. Some consideration of macro-measurement, the
business cycle, growth, monetary-fiscal policy. [Prereq.: 23. Winter,
1967-68.1
W 9 1 PUBLIC FINANCE
5 crs.
Governmental taxation, spending, borrowing, and the impact of governmental finance on economic activity. [Prereq. : 22 o r #. Fall.]
1 92 MONEY AND BANKING
5 crs.
Functioning of the monetary and banking system, particularly commercial banks, the Federal Reserve and its role in relation to aggregate economic activity. Emphasis upon monetary theory and policy.
[Prereq. : 23. Winter.]
1 95 INDEPENDENT STUDY
1-2 crs.
Individual supervised projects designed to give the student opportunity to analyze some topic or issue in depth. [Prereq.: #. Fall,
Spring.]
BUSINESS EDUCATION
These courses are planned to prepare students to teach business
education in high school, for stenographic and secretarial positions in
business offices, for parish secretarial work, and to provide an opportunity for the development of business skills for personal use.
Major: 51 credits, including 8, 10, 21, 22, 50, 53, 63; Bus. Ad. 1, 2, 31;
Econ. 22, 23.
55
Minor with secretarial emphasis: 26 credits, including 8, 10, 21, 22,
50 and 53.
Minor with accounting emphasis: 25 credits, including 8, 50; Bus. Ad.
1, 2; and Econ. 22, 23.
For those who have had elementary shorthand in high school, the
major may be 47 credits and the minor, 22 credits. Students with two
years of shorthand from high school may be exempted from a total of
8 credits in shorthand, but they must elect four other credits in the
business field.
I I ELEMENTARY TYPEWRITING
2 crs.
The fundamental skills of typewriting. Emphasis on personal use. Not
open to students who have had one year of high school typewriting.
[5 hours. Fall.]
I 8 CALCULATING MACHINES
4 crs.
Operation of ten-key and full-key adding machines and the rotary calculator. Introduction to automation. C4 hours. Fall, Winter.]
I I0 DUPLICATING, TRANSCRIPTION,AND
4 crs.
RECORDS MANAGEMENT
Operation of transcription machines, stencil and spirit dilplic~ting muchines. An introduction to and application of basic principles rif filing
and organization of records in the office. 14 hours. l'mreq.: 1 ar equiv.
Spring.]
I 21 ELEMENTARY SHORTHAND
4 crs.
Funrlam~ntals uE G r c a shorfhnncl (Diamond Jubilee) with emphasis
Introduction to transcription.
on thcory, reading and writing sl~orLl~and.
Not open to sf.udenls tvho [law had onr year of shorthand in high
school, f 5 h u r s . I'rercq.: I ur eqnlv, E I R . I
11 22 INTERMEDIATE SHORTHAND
4 crs.
Review for those with previous shorthand instruction. Development of
speed and accuracy in taking and transcribing material dictated at
speeds of 80-100 words a minute. [5 hours. Prereq.: 21 or equiv. Winter.]
PPER DIVISION
COURSES
W 50 ADVANCED TYPEWRITING
5 crs.
Further development of typewriting technique in business letter arrangement, billing, tabulating, manuscript typing, and the typing of
legal documents. [Prereq. : 1 or equiv. Winter.]
W 53 ADVANCED SHORTHAND
5 crs.
Advanced study of Gregg shorthand. Rapid dictation and transcription
of material dictated at speeds of 100-120 words a minute. [Prereq.:
22 or equiv. Spring.]
I 63 SECRETARIAL PROCEDURES
4 crs.
Dictation, business letter writing, telephoning, use of business and legal
forms, personality development, writing application letters, and making
applications for a job. An introduction to automation. [Prereq.: 22 or
equiv. Spring.]
I 65 BUSINESS SEMINAR
3 crs.
A study in special problems in the field of business education through
research and informal discussion. Special emphasis on general business.
CSpring.1
MR. AGRE, chairman, MR. ALTON, MR. ,OOFFMAN, MR. HOLUM,
MR. LYLE
DEPARTMENT
OF
It is the purpose of this department to give students an understanding
and an appreciation of the nature of matter and the ways by which
this has been elucidated. The curriculum in chemistry provides an
opportunity to examine the chemical aspect of the structure, the power,
and the beauty of one of the great intellectual accomplishments of
man-modern science-and it provides dramatic examples of effective
ways to handle certain types of problems.
i
Courses in chemistry are offered not only as part of a liberal arts
education, but also to prepare for: (1) high school teaching, (2) the
study of medicine, dentistry, pharmacy, medical technology, nursing
and allied professions, (3) graduate study, and (4) the chemical profession.
The chemistry department is certified by the American Chemical Society
for the preparation of chemistry majors.
Students planning to major in chemistry in preparation for graduate
school, medical school, or high school teaching, are urged to consult
with the chemistry staff at the earliest possible time.
Major: 41 credits. Strongly recommended are Physics 21, 22, 23; Math.
41, 42.
For those planning to teach ch ' try in high school, the major will
21. 22, 23: Chem. 15. 16 (or
include Math. 13 and 14, or l&%ysics
5, 6), 51, 52, 53, 61, and 'one of 62, 81, or 83.'
54,3'5
c 4 4'
Recommended for pre-medical students: 15, 16,,53, 61, and 62; for
pre-dental students: 15, 16 (or 5, 6), 51, 52; for graduate study: 15,
16, and all courses above 50.
Majors participate in informal, weekly seminars during the junior and
senior years in Chem. 91.
Minor: 23 credits.
A teaching minor must include Chem. 15, 16 (or 5, 6) and other courses
to complete
credits. Chem. 23 and 53 are strongly recommended.
%
Course 3 does not count toward the major or minor.
See under Curriculums for a suggested course of study.
3 ELEMENTARY CHEMISTRY
Selected elements of general, organic, and biological chemistry are
organized around the theme: the molecular basis of life. Designed for
prospective nurses from Lutheran Deaconess, Fairview, Methodist,
and Swedish Hospitals. [3 lect., 1 double lab. Prereq.: H.S. Chem. Fall.]
&W
-*
Fm
6, 6 crs.
5, 6 PRINCIPLES OF CHEMISTRY
For non-majors. The concepts and laws underlying chemistry illustrated
by examples from inorganic and organic chemistry. Semimicro qualitative analysis included in the laboratory. [5 lect., 2 double labs. 5, Fall.
6, Winter.]
15, 16 GENERAL AND QUALITATIVE CHEMISTRY
6, 6 crs.
An intensive course for majors in chemistry and pre-medical students;
others only by permission of instructor. First term devoted to fundamental principles, and second to inorganic chemistry and qualitative
57
UPPER DIVISION
COURSES
.
.
.
analysis. [5 lect., 2 double labs. Prereq.: H.S. Chem., elem. alg., plane
geom. 15, Fall. 16, Winter.]
23 ELEMENTARY ORGANIC CHEMISTRY
6 crs.
Designed for medical technology and other students who desire less
than the very intensive year-course. Aliphatic and aromatic compounds
with frequent reference to bio-chemistry. [5 lect., 3 hrs. lab. Prereq.:
5 or 15. Spring.]
5 I , 52 ORGANIC CHEMISTRY
6- ,. b- crs.
-- -Important classes of organic compounds with special emphasis on
types of mechanisms and multi-step syntheses. Descriptive material is
correlated by means of modern theories of chemical bonds, energyrelationships, and reaction mechanisms. Laboratory work is a study
of techniques while synthesizing or identifying typical compounds.
Normally taken in the sophomore year. [5 lect., 2 three-hour labs: Prereq. :6 or 16.51, Fall. 52, Winter.]
5 or 6 crs.
53 QUANTITATIVE ANALYTICAL CHEMISTRY
Gravimetric and volumetric analysis with some instrumental analysis.
Ionic equilibria and treatment of data. Normally taken in the sophomore
year. C4 lect., 2 three-hour labs. Prereq.: 6 or 16. Spring.]
6, 6 crs.
61, 62 PHYSICAL CHEMISTRY
Atomic structure, states of matter, gas laws, thermodynamics, thermochemistry, equilibrium, so tions, phase rule, electrochemistry, kinetics,
lab. Prereq.: 53, Math. &. 61 Fall.
and colloids. [3'lect., 3 &hour
62, Winter.]
5
Y ~ J
23
~b.
63 ADVANCED ORGANIC CHEMISTRY
5 crs.
Organized around the problems of identifying organic compounds in
the laboratory, the lecture topics include : structure-spectra correlations
for IR, UV, NMR, and mass spectroscopy; classical methods; use
of the literature (inc. Beilstein); and further study in reaction mechanisms. IR and UV spectra routinely used; as chromatography intraduced. [4 lect., 2 four-hour labs. Prereq..>62, and some reading
knowledge of German. Spring.]
&
72 QUANTUM MECHANICS
4 crs.
Classical mechanics, uncertainty principle, Schrsdinger's equation, approximate methods of solution, commutators, conservation laws, electron
spin, angular momentum, the hydrogen atom, many electron problems,
magnetic resonance. [4 lect. Prereq.: 61 or #. Winter.]
81 ADVANCED INORGANIC CHEMISTRY
5 crs.
Correlation of inorganic chemistry using the electrostatic, valence bond,
and molecular orbital models. Coordination compounds are discussed
using the ligand field theory. Preparations of typical inorganic compounds using a variety of techniques including vacuum manipulations.
C4 lect., 1 four-hour lab. Prereq.: 62 or #. Fall.]
.
83 ADVANCED ANALYTICAL CHEMISTRY AND
SPECTROSCOPY
5 crs.
Principles of atomic and molecular spectroscopy and their application
to modern analytical methods. Includes instrumental methods, such as
spectro photometric, electrc+analytical, and chromatographic techniques.
C3 lect., 2 three-hour labs. Prereq.: 53, 62. Spring.]
91 CHEMISTRY SEMINAR
0 crs.
During the junior and senior years all chemistry majors will participate
in weekly seminars to present and discuss research papers of general
interest. [Fall, Winter, Spring.]
97 CHEMISTRY RESEARCH
Cr. arr.
During the summer after the junior year or during the senior year,
each chemistry major preparing for graduate study in chemistry may
participate in independent research in cooperation with staff members.
By staff permission only. [Fall, Winter, Spring.]
MR. COLACUI, chairman, MR. HELGELAND
The purpose of the courses offered in the department is two-fold; first
to provide the students with a linguistic foundation in order that they
may have a direct approach to the classical tradition which is an essential part of our Western literary heritage; second, to introduce the
students to some of the major works of the Greek and Latin world in
the original language. Courses 11 through 52 are designed to meet the
two-year requirement in New Testament Greek of most theological seminaries.
DEPARTMENT
OF
LANGUAGES
GREEK
Major: 42 credits in Greek. Also required: Latin 1, 2.
Special arrangements will be made for students who intend to major
in Greek. If the number of students is not large enough to permit regular offering by the College, provisions will be made so that they may
complete the major at the University of Minnesota. When this is the
case, in addition to courses 11, 12, 13, 51, 52, 59, they are required to
take at the University, five courses to be chosen from those listed under
Classics, 61 to 163.
Minor: 27 credits.
59
.
.
.
.
1 1 , 12 BEGINNING GREEK
5, 5 crs.
Theoretical and practical study of Greek grammar, with special emphasis on morphology. Translation exercises from and into Greek. [Prereq.:
Latin 2 or 2 yrs., H.S. Latin or
#. 11, Fall,
12, Winter.]
13 INTERMEDIATE GREEK
5 crs.
Continuation of grammar with special emphasis on syntax. Reading
and parsing of easy selections from classical and New Testament Greek
writings. [Prereq.: 12. Fall, Spring, 1966-67. Spring, 1967-68.1
JPPER DIVISION
COURSES
5 1, 52 N E W TESTAMENT GREEK
4, 4 crs.
Selections from the synoptic Gospels and the book of Acts. Special
emphasis is given to parsing and syntax of the Greek text. [Prereq.:
13. 51, Winter, 52, Spring, 1966-67. 51, Fall, 52, Winter, 1967-88.1
46, 54. 55 GREEK EXEGESIS
0
&&, 3 crs.
Selections from the Pauline and Catholic Epistles. Special emphasis is
given to the synactical and exegitical approach to the Greek text. C196667 .I
,
..,'I
:
-[,:
'.'
I ?fL3*'
59 CLASSICAL GREEK
4 crs.
Selections from classical Greek prose and poetry. Survey of the
classical period. [Prereq. : 52. Spring.]
LATIN
Minor: 28 credits. Also required: Eng. 35.
Courses 52, 53 offered onIy if there is sufficient enrollment. If they are
not offered, a minor map be comflrted al the University of Minnesota.
Consult the department chairman al: Augsburg..
.
Students who wish to major in Latin may complete all courses in Latin
offered at Augsburg, plus 61, 62, 63 and 9 additional credits in courses
numbered abeve 63 a t the University of Minnesota.
1 , 2 BEGINNING LATIN
5, 5 crs.
Theoretical and practical study d Latin grammar, with special emphasis
on morphology. Exercises in translation from and into Latin. [I, Fall, 2,
Winter.]
3 , 4 INTERMEDIATE LATIN
4, 4 crs.
Continuation of grammar. Reading and parsing of selections from
Caesar's "Gallic War," St. Augustiie's "Confessions" and Medieval Latin
writers. [Prereq.: 2 or equiv., determined by placement test. 3, Fall,
.
.
Spring; 4, Winter, 1966-67. 3, Spring, 4, Fall, 1967-68.1
JPPER DIVISION
COURSES
52 VIRGIL
5 crs.
Selections from Virgil's "Aeneid" and pastoral poems. [Offered on demand.]
53 CICERO
5 crs.
Selections from Cicero's works. [Offered on demand.]
See under Departmemt of Business Administration, Economics, and
Business Education.
MR. JOHNSON, chairman, MRS. ANDEREGG, MR. FARDIG,
MRS. HANSON, MISS MATTSON, MRS. PARKER, MR. M. QUANBECK
The education curriculum has been designed primarily for those preparing to do public school teaching, although any student who is preparing to work with youth is encouraged to study in the area. The work
in this department will qualify the graduate for teaching on the elementary or the junior and senior high school level, as well as for further
study in the field of education. The program is accredited by the State
of Minnesota, the North Central Association of Colleges and Secondary
Schools, and the National Council for Accreditation of Teacher Education.
DEPARTMENT
OF
EDUCATION
Admission to the education curriculum requires an application to be
awwroved bv the Committee on Teacher Etlucation. Application must
be made d;ring the second semester of the sophomore-year. Approval
is granted on the basis of a satisfactory health report, favorable personality characteristics, and a minimum in scholastic achievement. E&
mentary candidates are required to-have a 2.5 g?acle point-averagc
:FC.rTgc sc c oi311
ry
IFlie i r al:inT- FOnEijiid i{>y-?idx
b
c G r ~ i ~ s ~ E 1 i s 1 - h i v2.5
c in their-proposcd m r l jnr--and a-$.fl-- &rrall
a\.Pl'ilr~.' f i t i c l i r 1 : 1 1 ~ ~r t 3 r.Fl'lilit:a Iion In rlimenI:i~-y xnrl srconcl:iry cdu~â¬3fiz5.re als9 required to make application for student teaching during
the junior year. ~ & ~ % c n t s for student leaclilng- are: 2.5 ~ : _ l . + d ~ p o i ~ t .
average in the malor. nntl W o F l X I -
a.
.
ELEMENTARY EDUCATION
Major:
credits in professional education courses. In addition, the
following general education courses are required : Psych. 5 ; Hist. 21,W
W,w;
Math. 56; Geog. 14; and three terms of Group Activities
(Ed. 52, 53, 54).
See under Curriculums for a suggested course of study.
0 crs.
Required without academic credit as a laboratory experience in connection with Education 55 and 56. Includes such experience as teaching,
supervising recreation, advising clubs in cooperation with city organizations and agencies. Three terms required. [Fall, Winter, Spring.]
1 52, 5 3 , 54 GROUP ACTIVITIES 1 , 11, 111
1 55 HUMAN GROWTH AND DEVELOPMENT
4 crs.
The growth and development of the human organism from conception
through adolescence. Emphasis on process of learning, factors influencing learning. [Prereq.: Psych. 5. Fall.]
1 56 ELEMENTARY SCHOOL TEACHING
5 crs.
The qualifications of teachers; the teaching profession. Survey of American schools : philosophies, curricula, policies, and practices. Learning
theory and tests and measurements. Includes observation of teaching
situations. [Prereq.: Admission to Elementary Education. Fall.]
1 57 METHODS AND MATERIALS:
HEALTH, PHYSICAL EDUCATION, MUSIC
4 crs.
Principles, methods and techniques for teaching health and physical
education a t the elementary school level. Methods pertaining to rote
singing, notation, rhythm, part singing. Integration of music in total
elementary program. [Prereq. : 55, 56. Winter.]
1 58 ART IN ELEMENTARY SCHOOLS
See under Department of Art.
4 crs.
.
61
63 METHODS AND MATERIALS:
t
MATHEMATICS, SCIENCE
4 crs.
Principles, methods and techniques of teaching arithmetic and science
in the elementary school. Use of instructional materials. [Prereq.: 55, 66.
Spring.1
$lU
H 64
METHODS AND MATERIALS: LANGUAGE ARTS
6 crs.
Ol?jeclivrs :untl tcr:lir~icl~rr:sin lhc I : ~ n ~ t ! i l ;u'ls:
~c
lisfcning, speaking,
writing, and ~~cacling.
hpplivalion of l>rhnciplcsOF le:~~.ninfi
in acquisition
oF sltills, inIr.lhesls, ;IT l ii 4 ~ r l e s . P:xn~ninalinns of morlrrn tllethods and
r n i h c ~ i n l s . IPrrr~rl.:O5, 513. tQbU, BprItig. 196fM7. SptaBlg, 196'7-68.1
1 65 METHODS AND MATERIALS: SOCIAL STUDIES
4 crs.
Objectives, principles, methods and techniques in the social studies.
Development of units. [Prereq.: 55, 56. Spring.]
W 77 PROFESSIONAL LABORATORY EXPERIENCE
15 crs.
St.urlrnl spcnris Icn tvt?elis i l l Ihe cl;iss~'oun~,
~tssistingthe rcgtil:~rleachcr, and do in^ actl~;tlIcuching. S~rl~t~rvisiorl
is r:arriccl onl: by 111scnoperal,
ing I.eacher ;lntl lhc c':ollcge slam. 'I'his is lollowctl by onc wcclr UI
seminar wi Ui discussion nf problcrns ~ n c r ) u n t c ~ cind I f ~ r -rlassronin.
~
[rra.req.: #. Willtor, IDtifl-07. IG:di, Wlrltrr, fW7-UB.1
79 CHILDREN'S LITERATURE
3
4 oJ
P"(~
4 crs.
Study of litcl.illure suitable 1.0 11-tr olcrncnla~y scl~ool cilild. Role of
literature in thin cl:issrtron~,i r ~life oritsirlrb oC sch(7nl. Exfe~lsivt-areading
and evalu;lt.ior~ol' vhilrll-cli'w buolts, compiling bi hliogrnphy. I L'r~req.: 55,
56 or #. Fall, S l r r i n ~ ,lVW.U7. Sllrulg, IR(i7-nB. 1
W 87 SCHOOL AND SOCIETY
4 crs.
Problems in education and the relation of the American school system
to modern society. A study of educational philosophy and the development of American education. [Winter, Spring.]
SECONDARY EDUCATION
For the Minnesota teacher's certificate shirlcnts :Ire required to compl~fr!28 r:~.edilsin professional education ctnlrhscs invlurting 50, 52, 53, 54,
59- 83, 84, 87. All students must register 101. lhrcc Irl-nls ol' Group Activity lEclucati<)n 52, 53, 54). Secondary crlucnticr~r stiiilrnls must take
Phy. Ed. 10 and Psych. 5 in addition to other general education requirements.
W 50 EDUCATIONAL PSYCHOLOGY
4 crs.
Physical, mental, social and emotional development of adolescents with
special emphasis placed on educational implication. The nature and
conditions of learning. [Prereq.: Psych. 5 and junior standing. Fall,
Winter.]
0 cr.
H 52, 53, 54 GROUP ACTIVITY I, 11, 111
Required without academic credit as a laboratory experience in connection with Education 50 and 59. Includes such experience as teaching, supervising recreation, advising clubs in cooperation with city organizations and agencies. Three terms required. [Fall, Winter, Spring.]
M 59 METHODS IN SECONDARY EDUCATION
5 crs.
Teaching procedures, materials and problems a t the secondary level.
Three class sessions per week will be devoted to general methods and
two class sessions to the specific methods and materials of the student's
major field. [Prereq.: M). Spring.]
W 68 TEACHING OF MUSIC IN ELEMENTARY AND
4 crs.
JUNIOR HIGH SCHOOLS
Materials, organization, and teaching procedures in the field of music
a t the elementary and junior high school levels. For music majors.
CPrereq. : 50. Spring.]
1 83 SEMINAR FOR STUDENT TEACHING
5 crs.
Preparation for the student teaching experience including observation
and planning. Special attention will be given to tests and measurements.
CPrereq. : Admission to student teaching. Fall, Winter.]
W 84 STUDENT TEACHING
10 crs.
Experience in observing and directing learning experiences a t the secondary school level under supervision of college and high school personnel.
Course fee $20.00. [Prereq.: Admission to the student teaching program.
Fall, Winter.]
8 7 SCHOOL AND SOCIETY
4 crs.
Problems in education and the relation of the American school system
to modern society. A study of educational philosophy and the development of American education. [Winter, Spring.]
88 GUIDANCE
4 crs.
The guidance function of the classroom teacher; tools and techniques
used in studying students; and methods appropriate for student guidance,
including counseling. [Fall.]
1 91 TEACHING OF HOME ECONOMICS IN THE
SECONDARY SCHOOL
3 crs.
Materials, organization, and teaching procedures in the field of home
economics. [Fall, 1966-67.1
W 99 TOPICS
2 crs.
Independent study offering students an opportunity to explore areas of
specialization in education. Each student does research and resents a
report of his findings on the requirements, present status, A d future
possibilities of his own field of interest. Conducted largely on a seminar basis. Open to seniors with the approval of the department. [Fall,
Winter, Spring.]
LIBRARY SCIENCE
The following courses prepare the student to meet the state requirements for a minor in library science. Preparation for selection of books
and related materials, efficient and effective ,management of library
materials, intelligent use of library sources are included. While the
minor in library science is planned to prepare the graduate in the area
of school librarianship, it is also a valuable minor for any student planning a teaching career, since it introduces him to many avenues of
curriculum enrichment. The courses provide a foundation for the student
who wishes to do advanced work in the field of library science.
Minor: 23 credits.
W 45 FUNCTIONS OF THE SCHOOL LIBRARY
5 crs.
The role of the library in the school and community. Types of library
services and activities; methods of evaluation. Organization of library
materials, inclcding cataloging and circulation. [Fall.]
63
46 SELECTION OF LIBRARY MATERIALS
4 crs.
Theory, principles and techniques d selection. An introduction to basic
selection tools; analysis of book reviews and annotations. [3 lects., 1
disc. Spring.]
UPPER DIVISION
COURSES
58 THE ELEMENTARY SCHOOL LIBRARY:
MATERIALS SELECTION AND GUIDANCE
5 crs.
Charactel-Jstlcs and purposes of an elementary school library. Extensive study of b k lists, book talb, ~tary-tellingand a wide exposure
to inclfvidual titles of books and ~ a t e materials.
d
Emphasis on preparaklon of papers and bibliographies. C3 l e a k F a 1
59 INTRODUCTION OF REFERENCE MATERIALS
4 crs.
Intensive study of outstanding and useful reference books most frequently used by students and librarians; bibliographies, indexes, and periodical guides. Development of skills in the performance of reference duties
of a librarian. Laboratory work. [3 lects. Winter.]
75 THE HIGH SCHOOL LIBRARY:
MATERIALS SELECTION AND GUIDANCE
5 crs.
Survey and evaluation of library materials on the secondary level, with
attention to their use in relation to school curricula as well as for personal interests and needs of young adults. Emphasis on preparation of
papers and bibliographies. [3 lects. Prereq.: 45. Spring.]
DEPARTMENT
OF
MR. GRAY, chairman, MR. RER(;STROM, MKS. CHRISTENSEN,
MR. DAHLEN, MR. HANSON, MISS LARSON, MISS LUAIAEHEI,
MRS. LIVINGSTON, MR. NICHOLL, MR. PALOSAARI,
MISS P1~~1~1~:1180N,
3lIC.S. '1'Rl\lT'i'Wb:tN
is to develop thc student's ability
in oral and written expression, to increase his proficiency in reading
and analyzing literaturc, to acquaint him with the beginnings of Western
literature and its development, especially in England and America, and
to stimulate his' appreciation and understanding of the fundamental human problems and situations revealed in great literature.
The department prepares for the teaching of English in the elementary
and secondary school and for graduate study.
Major: 46 credits above 15, including 31, 35, 45, 47, 61, 62, 84, plus one
seminar, one modern literature course, and electives.
Teaching major for secondary schools: 54 credits above 15, including
course 55 in addition to those listed for the major. Crcdits ill sn~~crli
are
also required for certification.
Students preparing for graduate study should include 86, 88, and at least
one term of Independent Study. Proficiency in one or more foreign languages is recommended. Foreign languages most generally required
for graduate study in English are Latin, German, French.
Minor: 32 credits above 15, including 31, 35, 4.5, 47 or 61 or 62, 84, plus
course 55 in addition to those listed
[or the minor.
47 fl*
5- 3-
factory grade on the sophomore English Test must improve their use
of English in preparation for a second test. The English Department
will, upon request, advise the student how to direct his studies in preparation for the second test.
Course 11 is prerequisite to 12; course 1 2 or 15 is prerequisite to all
other English courses.
4 crs.
I I COMPOSITION AND LITERATURE
The study of language and composition with emphasis on expository
writing. Attention to correct usage, logical organization, reading and
analysis of expository essays and selected short stories. [Fall, Winter,
Spring.]
5 crs.
12 COMPOSITION AND LITERATURE
Continued stress on expository writing, including the reference paper,
the study and analysis of such types of literature as drama, poetry, novel. [Fail, Winter, Spring.]
15 COMPOSITION AND LITERATURE
5 crs.
Honors course for students with high proficiency in English. Covers
basically the material listed under 11 and 12 with more emphasis on
critical analysis. Students completing this course meet the freshman
English requirement by completing English 35 or 40 or 45. [Fall.]
2 1 INTRODUCTION TO JOURNALISM
4 crs.
A brief survey of the ethics and history of journalism, with emphasis on
the techniques and practices in news, feature, and editorial writing.
[Winter.]
3 1 EXPOSITORY WRITING
4 crs.
An advanced course in expository and argumentative writing, including reading analysis of selected models. [Fall, Winter, Spring.]
35 THE CLASSICAL TRADITI,ON
5 crs.
Study of the works of selected Greek and Roman writers in the various
genre, and the influence of the classical tradition on later Western literature. [Fall, Winter, Spring.]
65
W 40 LITERARY CLASSICS
4 crs.
Reading, analysis, discussion of selected European classics from the
qenaissance to the Modern Age, chiefly non-English writers. [Fall,
Winter, Spring.]
W 45 MAJOR AMERICAN WRITERS
5 crs.
Works of selected American writers from Colonial times to the present,
noting their contribution to the historical development and the literary
movements of American literature. [Fall, Winter, Spring.]
1 47 MEDIEVAL AND RENAISSANCE LITERATURE
5 crs.
The development of Western literature, chiefly British, from "Beowulf"
to Shakespeare through study of significant works and their relation to
the literary and historical context. [Prereq.: 865 Fall.]
I/
lJPpER DIVISION
COURSES
+/a,0% si'
CREATIVE WRITING
4 crs.
Study of the techniques of descriptive and narrative writing, both prose
and poetry. Class discussion and evaluation of the student's work. [Fall.]
1 5 2
W 55 INTRODUCTION TO MODERN ENGLISH
5 crs.
A study of modern English structure, viewed from a historical perspective, with extensive reading in recent linguistic studies. Designed
to give the student an introduction to structural linguistics. [Spring.]
W 6 1 BRITISH LITERATURE, 16 16-1 800
5 crs.
Reading, analysis, and discussion of works of selected writers fro'm the
metaphysical poets through Blake, with attention to the historical, intellectual, and social influences and the major literary movements. [Prereq. : 35. Fall.]
62 BRITISH LITERATURE OF THE NINETEENTH CENTURY 5 crs.
Study of the works of the major Romantic and Victorian poets, critics,
essayists and novelists and of the major literary movements of the
century. [Prereq. : 35. Winter.]
72 MODERN FICTION
4 crs.
Significant works of selected prose writers, chiefly British and American, of the twentieth century. [Winter, 1967-68.1
W 74 MODERN POETRY
4 crs.
Study of the work of selected twentieth century poets, chiefly British
and American, with attention to recent criticism. [Winter, 1966-67.1
80 THE BRITISH NOVEL
4 crs.
Survey of the development of the novel in England through study of
the work of selected major novelists from the eighteenth century to the
present. [Spring, 1967-68.1
W 82 THE AMERICAN NOVEL
4 crs.
A study of major and representative works of selected American novelists from the beginning to the present. [Spring, 1966-67.1
H 84 SHAKESPEARE
5 crs.
Study of ten or twelve major plays-comedies,
histories, tragedieswith attention to the development of Shakespeare's dramatic and poetic
art. Other plays assigned for reading. [Prereq.: 47. Spring.]
1 86 MILTON ."'
4 crs.
A study of major poems and selected prose with reference to the in-
.
tellectual and historical background of Milton's works. [Prereq.:
61.
Spring, 1967-68.1
88 CHAUCER
4 crs.
Study of Chaiucer's works and language, with emphasis on "The Can3 , 3, 3, crs.
American studies; 92, studies in criticism. 90 and 92 open to English
majors and minors of junior or senior rank; 91 open, with limited
enrollment, to any junior or senior with permission of the instructor.
[SO, Fall. 91, Winter. 92, Spring.]
9 5 INDEPENDENT STUDY
2-5 crs.
Open to junior or senior English majors with a grade of B or above.
Provides directed independent study in the area of the student's choice.
[Fall, Winter, Spring.]
As an aid to students who are handicapped in their college work by
inefficient reading skills, Augsburg College offers a non-credit class in
Improvement of Reading. The fee for the class is $25 per term. Arrangements to take the course must be made at the time of registration
for the fall term.
FRENCH AND GERMAN
See under Department of Modern Languages.
GREEK
See under Department of Classical Languages.
MR. ANDERSON, ohairman, MR. NELSON, MISS OLSON,
MR. PEARSON, MRS. PETERSON, MR. P F E F F E R , MR. SAUGESTAD
The aim of the Department of Health and Physical Education is to
promote health and physical fitness through a well-rounded physical
education program, to develop character and good sportsmanship,
to further the worthy use of leisure time, and to provide an effective
training program for prospective teachers of health and physical
education.
DEpARmT
OF HEALTH
AND
EDUCATION
All students are required to take a physical examination as a part
of the registration procedure before participating in any phase of the
physical education program.
One year of physical activities, course 1, 2, 3, is required of all students.
Physical Education major: 40 credits including 1, 2, 3, 11 o r 13, 23,
31, 32, 43, 51, 52, 71, 72.
Broad teaching major in Health and Physical Education: 68 credits
including 1, 2, 3, 10, 11 or 13, 31, 32, 43, 50, 51, 52, 57, 59, 62, 71, 72,
73, Biol. 6, plus P.E. 82 for men, and Soc. 31 for women.
Physical Education teaching major: 53 credits including 1, 2, 3, 10, 11 o r
13, 23, 31, 32, 43, 51, 82, 59, 71, 72, a n d Biol. 6.
Physical Education teaching minor: 29 credits including 1, 2, 3, 10, 83,
31, 32, 43, and 72.
Health teaching minor: 31 credits including 10)
31, and Biol. 6.
67
Cvaching endorsement: 25 credits including 10, 43, 51, 82, and Biol. 6.
Coaches entering their first head-coaching assignment in Minnesota
Public Schools are required to have a t least a coaching endorsement
in the field of physical education. Sports included under this requirement
are football, basketball, track, hockey, wrestling, and baseball.
.
.
.
.
1 , 2, 3 PHYSICAL ACTIVITIES
1/3, 1/3, 1/3 crs.
Two hours per week. Meets the general education requirement. [I, Fall.
2, Winter. 3, Spring.]
10 HEALTH AND FIRST AID
5 crs.
Modern concepts and practices of health and healthful living applied
to the individual and the community. Includes also the American Red
Cross First Aid Course. [Fall, Spring.]
I I , 13 SWIMMING AND AQUATICS
I , I cr.
Theory and practice in teaching swimming, life-saving and water
safety. Open only to majors and minors. L2 hrs. per wk. 11, (Women),
Fall. 13 (Men), Spring.]
23 TEAM SPORTS
5 crs.
Theory and practice in teaching and officiating team sports. Separate
sections for men and women. C10 hrs. per wk. Spring.]
3 1 INDIVIDUAL AND DUAL SPORTS
5 crs.
Theory and practice in teaching individual and dual sports. Separate
sections for men and women. [lo hrs, per week. Fall.]
32 RECREATIONAL ACTIVITIES AND RHYTHMS
4 crs.
Theory and practice in teaching recreationd activities, social recreation,
quiet games, low organized games, noon-hour activities, camp nights,
relays, rnodjRed gmea, simple rhythmic games, folk and square danc-
ing. Iff hrs, per wk. mmter.1
W 43 HISTORY AND PRINCIPLES OF PHYSICAL
EDUCATION
5 crs.
.
.
.
.
History, principles, and philosophy of physical education. [Spring.]
UPPER DIVISION
COURSES
50 INSTRUCTOR'S COURSE IN FIRST AID
I cr.
Methods and materials in teaching the American Red Cross First Aid
Course. [Prereq.: Currently valid Standard First Aid card. Winter.]
51 KlNESlOLOGY AND PHYSIOLOGY OF EXERCISE 6 crs.
Mechanics of movement with special emphasis upon the action of the
muscular system. The major effects of exercises upon the systems
of the body. C5 lect. and 1hr. arr. Prereq.: Biol. 6. Fall.]
52 ADAPTED PHYSICAL EDUCATION AND
EVALUATION
4 crs.
Physical education for the exceptional child with special reference to
the analysis of functional and organic abnormalities and the role of
physical education. Survey of basic statistical procedures and evaluation
of tests in physical education. [Winter.]
57 TEACHING OF HEALTH EDUCATION AND
PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS 2 crs.
Methods and materials. Offered in connection with course 57 under
Department of Education. [Winter.]
69
5 9 TEACHING OF HEALTH EDUCATION AND
PHYSICAL EDUCATION IN SECONDARY SCHOOLS
,
,,,\U''
?>//
I
I
1'
I/
'
2 crs.
Method3 and mntcrinls. Offered in connection with course 59 under
Department of Erliicatlon. Separate sections for men and women.
I spring.l
6 2 COMMUNITY RECREATION
4 crs.
Problems of community recreation including programs and program
planning, a survey of activities, and the organization and administration of recreational work. [Fall.]
7 1 PHYSICAL EDUCATION PROGRAMMING
5 crs.
Curriculum analysis and preparation. Administrative techniques and
procedures. [Fall.]
1 7 2 SELF-TESTING ACTIVITIES
4 crs.
Theory and techniques of teaching stunts, tumbling, and special fitness
activities. Men and women meet separately. [8 hrs. per wk. Winter.]
1 73 SCHOOL HEALTH AND SAFETY EDUCATION
5 crs.
Principles and curriculum of school health and safety education.
[Spring.]
82 COACHING OF SPORTS
4 crs.
Theory and techniques of coaching. Prevention and care of athletic
injuries. [Winter.]
~ 7 - 4 8Ooi.rn-~J
DEPARTMENT
OF
MR. CHRISLOCK, chairman, MR.'GISSELQUIST,
MRS. JENSEN, MR. LAUE, MR. OLSON
MR. GUSTAFSON,
The Department of H i d a y aims to introduce studcnts to the sludy of
histmy as an Intclleclunl discipline; to prepnre studcnte, for secondmy
teaching and gr:tduatc worlc; tn dccpcn atucl~nts'understanding and ap
precintion or t h e i ~own and other civilizations: anif fo enhance shrclcnts
cffrcIiveness as cnnlribui ing mcrnbers of society.
Major: 49 credits. Minor: 33 credits. Both the major and minor require
History 1, 2, 3, 21, 22, and 3 credits of seminar work.
1 , 2 , 3 WESTERN CIVILIZATION IN A WORLD
4, 4, 4 crs.
SETTING
Western civllizatlon from lis b e m n i n m in t.tre Ancient Nznr East Po
the prr?sr?nt. Other great world civilizations and their relatifinship to the
West are surveyed. Cnursc L carr-ics 1Rc survey In 1300; coursc 2, to
1815; nnd course 3, lo the prescnt, becumes a survey 01 world civilbation. Sludcnts m a y take any one. m y two, or nll three courses. [All off e r d eeclb Zarm.1
2 1, 22 UNITED STATES HISTORY
5 , 5 crs.
The development of the ideas, institutions, and culture of the American
people. Special seminar for one additional credit for students selected
for the honors program. [21, Fall, Winter. 22, Winter, Spring.]
.
2 5 SCANDINAVIAN HISTORY
5 crs.
See under Department of Modern Languages.
JPPER DIVISION
COURSES
W 55 CONTEMPORARY UNITED STATES
The United States from 1900 to the present. [Fall.]
4 crs.
W 56 AMERICAN DIPLOMATIC HISTORY
4 crs.
The development of American foreign policy. The period from 1898 to
the present is emphasized. [Spring.]
W 57 HISTORY OF SOUTH AND SOUTHEAST ASIA
4 crs.
Modern period since 1800. Historical survey of cultural and political institutions. Expansion and consolidation of European power in the area,
Western impact on nm-European societies, nationalist movements and
emergence of independent governments after World War 11. [Fall.]
4 crs.
58 THE MODERN MIDDLE EAST
Breakup of the Ottoman Empire, rise of Arab nationalism and modern
Zionism, and development of new national states. Survey of cultural
institutions. Continued interest of the major world powers in this area.
[Spring. I
W 61 ANCIENT HISTORY
4 crs.
A cultural and political history of ancient civilizaticms and their contributions to modern cultures. [Fall.]
W 62 ENGLAND TO 1714
Emphasis is placed on constitutional development. [Winter.]
4 crs.
W 66 EUROPE IN THE SEVENTEENTH CENTURY
4 crs.
The main emphases are: the study of this century as the most critical
period in the emergence of the modern state; and the beginning of a
secular and scientific world view. [Spring.]
W 68 HISTORY OF CHINA AND JAPAN SINCE 1850
4 crs.
The traditional institutions within Chinese and Japanese societies, Wesb
ern impact, political and social changes, diplomatic and military crises
of the twentieth century. [Winter.]
\ W EUROPE IN THE AGE OF REVOLUTION, 1780's to 1850 4 crs.
The period in which major revolutionary movements periodically erupted
in Europe. Population movements and economic changes which contributed to the "isms" that articulated the demands lor chan~e.[Fall.]
4, 4 crs.
W 74, 75 EXPANSION OF EUROPE
The spread of European people, ideas, and power into the nm-Western
world and the impact on non-Western peoples. Case studies from Africa,
South America, and Asia are used to illustrate exploration, trading
post empires, the plantation system, adaptation and rejection by nonEuropean peoples, colonization, and economic and territorial imperialism. [74, Winter. 75, Spring.]
4 crs.
W 82 TWENTIETH CENTURY EUROPE
Europe from the outbreak of World War I to the present. [Spring.]
3 crs.
W 95 SEMINAR OR ADVANCED READINGS
Topics will vary from year to year. Students may earn up to 9 credits
in this course. [Prereq.: #. Fall, Winter, Spring.]
GEOGRAPHY
W 14 HUMAN GEOGRAPHY
4 crs.
An introduction to the basic concepts and tools of geography fallowed
by a survey of the distribution patterns to be found in our physical and
human environment. [Winter, Spring.]
LATIN
See under Department of Classical Languages.
71
LIBRARY SCIENCE
See under Department of Education.
DEPARTMENT
OF
MATHEMATICS
1
MR. HAUGSBY, chairman, MISS DURKEE, MR. FOLLINGSTAD
The Department of Mnth~lnatics~timsto develop Ihr! slndcnt's knowledge
and skill in tlrc tn:l,jnr branchrs oC rlemcnlary a11d h i g h ~ rmathematics,
an appreciation ol jls cullural ant1 pl'acticnl trali~es,and the background
for teaching and for plu~lcssional and m.adu;ttr study.
See under Uurriculums for suggested course of study.
1 3, 14 INTRODUCTION TO COLLEGE MATHEMATICS 5, 5 crs.
A terminal course in mnthcmntics will? sufTicied r:ontenl to pt-epnrc
[or caleuIus. An:ilaytia geometry, almiracl nlgcl>ra, logic, mathcrrlalical
stalistics, differ~nlialand intc,pal cnlculus. [ Frcrcq. : 3 yrms of IdgIi
schml mntl~e~na
tic?^. 13, Fall, WinCr. 14, Winter, Nl1rhr.1
19 MATHEMATICAL ANALYSIS
5 crs.
'I'renlmcnt of college algebra with work in annlytic ~eonlctry,modern
algebra ancl math&ntzticnl st~tististlcs.Intended for stuienls wit11 a ~mcl
rnathcmatical backcround but who do not mler calcult~sdil+r?ctlv.Studcnls mny not rccclve ctaedll r01. this cutrrsc if they have credit for 13,
14. LProrq. : Higiler A l ~ e h mand mntliematlcs plm~rncnt kst. Fall,
Wlntnr. I
4 1 , 4 2 , 4 3 CALCULUS AND ANALYTIC GEOMETRY 5, 5, 5 crs.
Topics of the elcments of plane and solid analytic geometry integrgted
with diffcren4inl and internal calculus inclciding calculus of sevcral variallEcs, npplications, nnd scries, rPmroq.: 111 clr 1fi or 4 y r R . N.S. math
ant1 mntl?. placement test. 4 I , IblI, WlnCor. 48, \VirltPr, S p r h ~ 43,
. Spring,
Fa,Il.1
P P E R DIVISION
WURSES
.
56 BASIC CONCEPTS O F ARITHMETIC
4 crs.
Presents the patterns of mathematics underlying arithmetic and geometry. Emphasis is placed on the inductive techniques of discovery of
such patterns. Includes the ideas of modern elementary school mathematics curricula. Primarily for elementary education majors. [Fall.]
58 DIFFERENTIAL EQUATIONS
4 crs.
Ordinary diFPercnPia1 equations with applications, series solutions, sysk m s of dilerential equal.ions; solution by special transforms; numerical
meihods; and an int~oduclionto partial differential equations. [Prereq.:
43. Winter.]
64 MODERN GEOMETRY
4 crs.
An analytic study of advanced Euclidean, projective, non-Euclidean,
and finite geometries. An introduction to the geometry of transformations
of the plane. [Prereq.: 43. Spring.]
67 PROBABILITY AND STATISTICS
An analytic study of probability, distribution, random sampling estimation of parameters, central limit theorem, tests of hypotheses, regression, and other topics in statistics. Calculus and set theory a r e stressed
a s tools for modern mathematical approach. [Prereq.: 43. Spring.]
4, 4 crs.
72, 73 MODERN ALGEBRA
The basic algehl-:iic systclns p r ~ s c n t e diron1 an ;ibstract point of view.
Topics include t h ~t t ~ c n r y ol' glntrps, rinb:h, f i r l r i s , vector spaces and
A drvclnpment of the real and
modules, and line:11' I~h:msfoi~r~~;itions.
complex numbcr syslib~~
I S . Il'rw+r,tl. : 13. 72. W~II~PI..
73, Spring.]
80 FOUNDATIONS OF MATHEMATICS
4 crs.
The underlying structure of mathematics considering set theory, mathematical logic and the axiomatic method. Applications are made to various
branches of mathematics such as number theory, algebra, geometry,
and topology. [Prereq.: 43, U h k w . I
+
83, 84, 85 ADVANCED
4, 4, 4 crs.
Considers the fundamental notions of calculus for functions of several
variables. A treatment of differentiable forms and manifolds in ndimensional Euclidean space as well as a more traditional vector analysis approach. Stress is placed on the theory of functions of real'and
complex variables especially during the last term. [Prereq.: 43. 83,
Fall. 84, Winter. 85, Spring.]
92 INDEPENDENT STUDY
2-4 crs.
Student chooses an area to study independently; meets with a mathematics faculty member at least one hour per week. [Prereq.: 73 and
85. 1*'1k11,
Wi~lt~S
r .I I P ~ ~I I R .
,-/
f..
cd
, , . L , .
:7
P
, , , . . . ' t l
(,
.. .,,.. <' ,
((,,!,
-.,
6 , s
MEDICAL TECHNOLOGY MAJOR
See under Curriculums.
MR. LANDA, c l ~ a i r ~ n a nMISS
,
AASKOV, MISS ANDERSON,
MISS BINFORD, MR. CANNON, MR. CREPEAU, MR. HANSEN,
MRS. JAUNLININS, MRS. JOHNSON, MRS. KINGSLEY,
MRS. NASHAN, MISS ROZENTALS
DEPARTMENT
OF
MODERN
LANGUAGES
The Department of Modern Languages seeks to give the student a
knowledge of a modern language: its pronunciation, its structure, and
its idiomatic expression, in terms of listening, speaking, reading and
writing skills. At the same time it aims to develop in the student a
sympathetic interest in the history and life of the people whose language
he is learning, transmitting the best of their literary, cultural and religious heritage.
The department prepares specifically for communication skills, for
teaching a t the junior and senior high school level and for graduate
study.
Thc beginning and intermediate courses of a second modern language
are needed for graduate study. TWOterms of Latin are also recommended.
Students may not receive credit for both 3, 4 and 5, 6 in the same language.
73
FRENCH
.
Major: 30 credits above 6, including 55, 63, G4, 72 or 74, 84.
Minor: 15 credits above 6, including 55, and two of 63, 64, 84.
1 , 2 BEGINNING FRENCH
5, 5 crs.
Provides basic experience jn understanding, speaking, and reading
French with oral and writing practice in the basic structural patterns
of the language, both in class and laboratory assignments. [I, Fall,
Winter. 2, Winter, Spring.]
4, 4 crs.
3,4 INTERMEDIATE FRENCH
Continues training in aural-oral skills, structure of the language and
reading comprehension that will lead to cultural appreciation and the
reading knowledge needed for general pursuits. Grammar review, selected reading, and laboratory practice included. [Prereq.: 2 or equiv.
3, Fall, Spring. 4, Winter, 1966-67. Fall, Winter, 1967-68.1
I
gb
5 fOj'
A.NJ
1 4 ~
JPPER DIVISION
COURSES
4, 4 crs.
5, 6 INTERMEDIATE FRENCH
Cnnlinu~s Lrniniog in cornprphrnsir~n, vonversxtion ant1 wading skills
with g~.trmm:jr revirw a s a metlns to accuracy and facility in oral and
ivriilen rxpl*esslr>n.Cflnss disc~~ssion,
sclrclrrl rr:itlit\g, and lal~orato~y
n
~ ~ ~ e wr i it ,a ~<:u:ium~~ r n j ~ a s i sR, P ~ L I ~ Y Wfor
I
contin~in. s ( d y in
FI-cnct~.I Prcrr:~.:2 or rquir. 5. Fn11, S l w i n ~ .0, Urintet, 19M-67. Fall,
Winter, 1%G7-GB.1
.
55 FRENCH CONVERSATION AND COMPOSITION 5 crs.
Thorough practice in correct oral and written expression with the aims
of both fluency and facility. Classroom and laboratory emphasis on
vocabulary enrichment, organization of materials, accuracy of pronunciation and grammatical refinement. Required for majors and minors.
LPrereq.: 6 or
#. Fall, Spring,
1966-67. Spring, 1967-68.1
63, 64 SURVEY OF FRENCH LITERATURE
5, 5 crs.
Thc study of mnjnr French authors nnrl literary movements in France,
tvilll Ihr rendlng nf w l i n l ~literilly wnrlts where possible. Lectures, disruasion, oral iind rvrillrn reports in Ihc language. Both terms required
f o ~
the major: one term minimum for the minor. [Prereq. : 65 or equiv.
.
63, Paall. E l , W)ntor.l
72 THE FRENCH NOVEL
5 crs.
Significant and representative French novels that show the evolution
of this prose form to the present. Emphasis on literary works with lec-
ture, discussion, reports in the language. [Prereq.: 63, 64 or
#. Spring,
1966-67.1
H 74 THE FRENCH DRAMA
5 crs.
Significant and representative French plays that show the evolution of
this genre from the classical to the modern period. Emphasis on the
literary works with lectures, discussion, reports in the language. CPrereq.: 63, 64 or
#. Spring,
1967-68.1
H 84 ADVANCED FRENCH CONVERSATION AND
5 crs.
COMPOSITION
Extensive training in accurate and effective speech and writing, with
attention in listening and reading to the characteristic levels of French
expression. Emphasis on refinement in style, organizational techniques,
variety in form and subject. For majors and those intending to teach
French. [Prereq.: 55. Fall, 1967-68.1
i #3
[YL,
H 9 1 DIRECTED READINGS
4-5- crs.
Study within a given topic or genre for enrichment or, if necessary, to
replace French 72 or 74. Offered in any term, but no more than 3 credits may be earned in a given term. [Prereq.: 63, 64, or #. Fall, Winter,
Spring.]
GERMAN
Major: 30 credits above 6, including 55, 63, 64, 72, 74, 84.
Minor: 15 credits above 6, including 55, and two of 63, 64, 84.
H 1 , 2 BEGINNING GERMAN
5, 5 crs.
Provides basic experience in speaking, understanding, and reading
the German language, and comprehension of its structure through the
acquisition of basic patterns of expression. Laboratory experience in the
language is an integral part of the course. [Fall, Winter, Spring.]
4, 4 crs.
H 3 , 4 INTERMEDIATE GERMAN
A terminal course for students not intending to continue in German.
Provides a foundation for a reading knowledge adequate for cultural
and professional purposes. Some experience in oral expression and understanding of spoken German. [Prereq.: 2 or equiv. 3, Fall, Winter.
4, Winter, Spring.]
4, 4 crs.
H 5, 6 INTERMEDIATE GERMAN
Continued conversation and composition to further comprehension and
facility in expression. Selected readings for class discussion in the foreign language, with cultural emphasis. Laboratory work required. CPrereq.: 2 or equiv. 5, Fall. 6, Winter.]
55 GERMAN CONVERSATION AND COMPOSITION 5 crs.
Intensive practice in the spoken word, with emphasis on pronunciation
and original composition. Audio-oral exercises in language laboratory
recommended. Required for teachers, majors, and minors. [Prereq. :
UPPER DIVISIO
COURSES
6 or equiv. Fall, Spring, 1966-67. Spring, 1967-68.1
5, 5 crs.
H 63, 64 SURVEY AND REPRESENTATIVE READING
From the beginnings up to modern times. Reading of significant authors
in German, supplemented by lectures on the history and development
of German literature and culture. Reports and discussion of selected
works. Both terms for majors; one minimum for minors. [Prereq.: 55 or
equiv. 63, Fall. 64, Winter.]
75
W 72 GERMAN NOVEL AND NOVELLE
5 crs.
Reading in German and discussion of well-known prose writers representing various periods and movements in German literature. For teachers and majors. [Prereq.: 63, 64. Spring, 1966-67.1
W 74 GERMAN DRAMA
5 crs.
Reading in German and discussion of outstanding dramatic works in
thr; vario~nrepresentalive periods (classical, 19th century, naturalism,
imprcssionfsm, expressionism). For teachers and majors. [Prereq.:
R3, 64 or nq~flv.Upring, 1967-68.1
W 84 ADVANCED GERMAN CONVERSATION AND
COMPOSITION
5 crs.
This course aims to give the major and prospective teacher more intensive training in oral expression, with stylistic refinement and organizational practice in writing. Laboratory work required. [Prereq.: 55.
Fall, 1967-68.1
91 INDEPENDENT STUDY
1
-3
(11s
I--5--c r s
.
May serve as substitute for German 72 or 74, if necessary, and for
enrichment. It is suggested that no student register for al.l-&ve c edits
4 2 c e z,
, D!/rz, c .
within one term. [Fall, Winter, Spring.]
SCANDINAVIAN STUDIES
Major: 30 credits above 6, including 25, 26, 55, 72, 74, 84.
Minor: 19 credits above 6. .
Teaching minor: 19 credits, including 55, 72 or 74, 84.
1 , 2 BEGINNING NORWEGIAN
5, 5 crs.
Introduction of thc four basic language skills: speaking, listening,
rending, ant1 writing. Skcss m spoken rather than literary Norwegian.
Laboratory work and regular class attendance expected. [I, Fall, Winter,
2, WInter, Plprlng.1
m.
4, 4 crs.
3, 4 INTERMEDIATE NORWEGIAN
A terminal course Tor sllrilcnis not Intending to conCinuc with Norwegiarr lnnguagc study. Vocahulaly building <andstudy of syntax through
extensivr rcadings in Norwegian Iitel'ah~re. Sotnp cxzcricnce in oral
rxprcssion. [lyrereq.: 2 ar cqui\+. 3, Fall, 4, Wintrr.1
4, 4 crs.
5, 6 INTERMEDIATE NORWEGIAN
Continued convct-sation and compsiiion to further comprehension and
facility of expression. Sclccterl rendil~gsin Nonvegian used as Ilnsis for
class discussion and cxercfses. RI-iel litcraturc silrvcy. I,ahorato~y ~ w l ' k
expected. I Prereq.: L or eqr~iv,5, I W l . 6, Wlnter.1
2 5 SCANDINAVIAN HISTORY
5 crs.
A survey of the history of Norden, including Finland and Iceland, with
particular attention given to the historical development of political democracy. Knowledge of a Scandinavian language not required. [Fall,
1967-68-1
W 26 MODERN SCANDINAVIA
5 crs.
A broad survey of Scandinavian culture with special emphasis on conditions and developments in the twentieth century. Knowledge of a
Scandinavian language desirable but not required. [Spring, 1967-68.1
W 55 NORWEGIAN CONVERSATION AND
UPPER DIvIsIor
OOURSES
COMPOSITION
5 crs.
Intensiv~practice in spoken Norcveginn with emphasis on pronunciation and odgiual composition. Somc attention given to regional variations h spokrn Norwegian and to diifewnces between the two official
Ictnguagcs of Norway. Labraloly work expected. [Prereq.: 6 or equiv.
Spring.]
4 crs.
See description under Department of Music. This course may substitute
for 25 or 26 for the major or minor by permission of the d e ~ a r t m ~ n t
chairman. [Spring.]
1 62 SCANDINAVIAN MUSIC
W 72 THE MODERN SCANDINAVIAN NOVEL
5 crs.
Lectures will give a survey of the Scandinavian novel. Class discussion
based on assigned reading of selected novels by Jonas Lie, Sigrid Undset,
Selma Lagerlef, Par Lagerkvist, Knut Hamsun, Haldor Laxness, and
others. Knowledge of a Scandinavian language desirable. Language majors and minors will be required to do assigned readings and written
work in the Norwegian language. [Fall, 1966-67.1
1 74 THE MODERN SCANDINAVIAN DRAMA
5 crs.
Assigned readings will include dramatic works by Ibsen, Bjernson,
Strindberg, Lagerkvist, Munk, and other twentieth century dramatists.
Lectures will stress Ibsen and Strindberg. Knowledge of a Scandinavian
language desirable. Language majors and minors will be required to
do assigned readings and written work in the Norwegian language.
-
[Spring, 1966-67.1
1 84 ADVANCED NORWEGIAN CONVERSATION
AND COMPOSITION
5 crs.
Further intensive training in oral and written expression in Norwegian.
Some attention given to the other Scandinavian languages and to the
historical development of Norwegian. Laboratory work. Required for
all majors and teaching minors. [Prereq.: 55 or equiv. Fall, 1967-68.1
91 INDEPENDENT STUDY
1-5 crs.
This is primarily intended as an enrichment course, though it may serve
as a substitute for 72 or 74 under special conditions. Paper must be
written in Norwegian. Available any term to majors and minors. [Fall,
0[it i;
J7P ,
b.
i
yt,.3~t-
Winter, Spring.]
SPANISH
Major: 30 credits above 6, including 55, 63, 64, 72 or 74, 84.
Minor: 15 credits above 6, including 55, and two of 63, 64, 84.
W 1 , 2 BEGINNING SPANISH
5, 5 crs.
Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Laboratory work an inteffral
part of the course. [Fall, Winter, Spring.]
W 3,4 INTERMEDIATE SPANISH
4.4 crs.
Grammar review with emphasis toward reading comprehension and
cultural appreciation. Further laboratory work. [Prereq.: 2 or equiv. 3,
?n:;//,:j,-"
--id ;*
I
Jf
r
Fall, Winter, Spripg. 4, Winter, Spring.]
1 5, 6 INTERMEDIATE SPANISH
4, 4 crs.
Continued conversation, composition, and review of grammar to further
comprehension and facility in expression. Selected readings with cultural emphasis for class discussion in Spanish. Further laboratory work.
77
C'
t',-
/
-"r,i,r]
ylrk
Required for the major and minor. [Prereq.: 2 or equiv. 5, Fall.
6, Winter.]
UPPER DIVISION
CXXJRSES
.
.
55 SPANISH CONVERSATION AND COMPOSITION
5 crs.
Thorough oral and written practice in correct expression with the aims
of fluency and facility. Enrichment of vocabulary. Extensive laboratory work. [Prereq.: 6 o r equiv. Fall, Spring, 1966-67. Spring, 1967-68.1
63, 64 SURVEY OF SPANISH LITERATURE
5, 5 crs.
h shidy of rcpmsentrrtive authors in Spanish litemture, supplcmentctl
by lcclures on Ihf Iitcrnry movPrnPnts ant1 development or Spanish literature. Lectures, disctissian, written imd tnnl reporfs in ihc lungunge.
Laboratory ti~orlc. Roth Lerms I-cquirerl Car ihr nlajor, nnc [elm minjmum for the minor. I P r ~ r ~ r lk.':i or pqulv. 63, Fs11. O f , Winter.]
72 THE SPANISH NOVEL
5 crs.
Study of the outstanding novelists in Spain. Emphasis on the Golden
Age and the modern period. Oral and written reports in the language.
[Prereq.: 63, 64. Spring, 1966-67.1
.
.
74 SPANISH DRAMA
5 crs.
Study of the masterpieces of dramatic literature in Spain. Emphasis
on the Golden Age and the contemporary period. Oral and written reports in the language. [Prereq.: 63, 64 o r #. Spring 1967-68.1
84 ADVANCED SPANISH CONVERSATION AND
5 crs.
COMPOSITION
Aims to give an cxtensivt! training in oral expression, organizational
practice in writing with stvlislic rrfincment. Annreciatinn of dilferenccs
ng
Laboratory work
in speech existent in the - ~ ~ a n i s h - s ~ e x l t icointrics.
required. For majors and those inlei?ding fn leach Spanish. CPrereq.:
55. Fall. 1867-68.1
1-3
CN,
9 1 INDEPENDENT STUDY
-I4crs.
Study of rrprrsentntive Hispanic American writers. Available any term.
Mny serve as suhslitutc foi- Spanlsh 7 2 , ~ ~ ~ 7if1 ,necessary. I t is suggested that no student rcgistcr inr"il(--five 21-cdits within one term.
IProroq.: 83, R4, or
DEPmmNT
OF
MUSIC
#.
FdI, Wintor, Sprlng=l
MR. SATEREN, chairman, MR. DAVENPORT, MR. GABRIELSEN,
MR. O N , MR. JOHNSON, MR. KARLEN, MR. SAVOLD,
MR. SUTYAK, MRS. THUT, MR. THUT
The Department of Music offers training to students who wish to become teachers of music, directors of choral and instrumental ensembles,
01- ~ v l ~
me
o primarily interested in performance, as well as preparation
for f hose who e?rppd. to pursue the study of music on the graduate level.
General instruction is afforded other students who wish to broaden their
cultural background with an understanding of and appreciation for
the music of the masters.
Major: 68 credits. Courses 1 through 22, 60 o r 53, 54, 57, 58, 60-62, and
76; 12 traits in applied music, and two y e a r s as a m e m b e r of one of
t h e college music organizations.
Teaching major: 57 credits. Courses 1 through 22, 60 or 63, 54, 58, 60,
and 61; 9 credits i n applied music, a n d two years a s a m e m b e r of one
of t h e college music organizations.
Minor: 27 credits. Courses 1-3, 20, 57, and 4 elective credits; 3 credits in
applied music, and one year a s a member of one of the college music
organizations.
One public performance in their area of specialization is required of
majors during either the junior or senior year. This requirement may
be fulfilled by satisfactory participation in the monthly Performance
Workshops. Formal public recitals a r e encouraged and, upon recommendation of the department, may be givcn in fulfillment of the requirement.
Sophomores, juniors and seniors are required to attend the monthly
Performance Workshops. Freshmen a r e encouraged to attend.
All majors and minors are required to pass a piano proficiency ekamination by the end of the sophomore year. It includes: ( a ) major and
harmonic minor scales with triads and inversions, played two octaves,
ascending and descending, hands together and with correct fingering,
a t moderate speed and from memory: (b) a Bach two-part invention
or a classical sonata; ( c ) a romantic or modern piece showing expression; and (d) sight reading pieces of hymn-tune grade. One of the
pieces ( b or c ) must be played from memory.
During his junior and senior years, a student who has been certified
a s a music major by the Department of Music is given required applied
music lessons in the area of his concentration without extra cost
provided such study is with a member of the Augsburg College music
faculty. The total of applied music credits earned under this provision
may not exceed six.
See under Curriculums lor suggested courscs of study.
79
1 THEORY l
4 crs.
Principles of notation, major and minor scales, intervals, triads and
rhythms, and Iheir applicntion in written exercises; aural skills, sight
reading, dictation, and part-~inging. [5 lect. Prereq.: Passing theory
entrance tcst. FaIl,l
W 2 THEORY 2
5 crs.
The use of scales, intervals, and chord formations in written exercises.
Harmonization of figured and unfigured bass and melody. [Prereq.:
1. Winter.]
W 3 THEORY 3
4 crs.
Sixteenth century vocal counterpoint with examples from the music
of Palestrina and dl. Lasso. Writing twcr, three-, and four-part polyphony in the church modes. [Prereq.: 2. Spring.]
W 20 THEORY 4
4 crs.
Advanced work in harmonization; modulation, advanced chord progressions, suspensions, retardations, and ornaments of music. [Prereq.: 3.
Fall.]
W 2 1 THEORY 5
4 crs.
Kighteenth cenl.ury counterpoint with examples from the music of
J. iJ. &ch; synthesis of tonal harmonic and contrapuntd writing. Writing
two- nnrl three-part invenlions. a four-voice fuguc, and a chorale prelude, [Prereq.: p&. Wintnr.1
W 22 THEORY 6
4 crs.
Form and structure in music; harmonic analysis. [Prereq.: 21. Spring.]
30 INTRODUCTION TO THE FINE ARTS
4 crs.
The development of music From 1GO to the present through the study
of selected works of great composers from each period. E~nphasis
is placed uupon relationships between music m d the othcr fine arts.
Participatiml in Chr cultural life of tIlc community leading towards
appreciatian and criiicism. For the non-music major. [\Vinter, 1WD-67.
Fall, RprEng. 1W7-M.1
JPPER DIVISION
COURSES
W 50 CHORAL TECHNIQUE
4 crs.
Fundamentals of voice culture as related to choral ensemble; methods,
materials, and techniques. CSpring.1
4 crs.
W 53 INSTRUMENTAL TECHNIQUE
Class instruction in the techniques of playing reed and string instruments. [Fall.]
4 crs.
W 54 INSTRUMENTAL TECHNIQUE
Class instruction in the techniques of playing brass and percussion
instruments. [Winter.]
W 57 CONDUCTING
3 crs.
Techniques 13conducting, preparation of and conducting choral scores,
organization and administiation of choral ensembles. C3 double periods.
Prereq.: 22 or #. Winter.]
W 58 CONDUCTING
3 crs.
Preparation of and conducting instrumental and combined vocal-instrumental scores, organization and administration of instrumental ensembles. 13 double periods. Prereq.: 57 or #. Spring.]
1 60 HISTORY AND LITERATURE OF MUSIC
5 crs.
Music of the Renaissance, Baroque, and Classical eras. [Fall.]
1 6 1 HISTORY AND LITERATURE OF MUSIC
4 crs.
Music of the Romantic and Modern eras. [Winter.]
1 62 SCANDINAVIAN MUSIC
4 crs.
The music of Scandinavia since 1700. [Spring.]
1 70 HYMNS AND MUSIC OF THE CHURCH
Development of the music of the Christian church, with special attention
to the Protestant heritage. Designed for the general student as well
as for organists, choir directors, and pre-theological students. [Fall,
1966-67.1
E 76 ORCHESTRATION AND CHORAL ARRANGING
4 crs.
The craft of orchestrating and arranging music for instrumental and
vocal ensembles of varying sizes and types. C4 1ect.-labs., 1 disc. Prereq.: 22, 53, 54, 58. Fall.]
1 87 PERFORMANCE WORKSHOP
0 cr.
Student recitals affording opportunity for public performance. Acquaints
students with a repertory of musical excellence. [One evening per
month. Fall, Winter, Spring.]
+
0
APPLIED MUSIC
Vocal and instrumental instruction is available to all students. Beginners
must complete two terms of private lessons in order to receive credit.
Others receive one credit for ten thirty-minute lessons per term. Occasional lessons are available without credit. For statement of fees
see under Financial Information.
1 PIANO
I cr.
Technique as needed, repertoire, performance, accompanying. Only
those credits earned in piano after the piano proficiency examination
has been passed may be applied toward the music major or minor.
[Fall, Winter, Spring.]
1 ORGAN
Technique as needed, repertoire, performance, hymn-playing, accompanying. [Prereq.: Basic piano technique and #. Fall, Winter, Spring.]
1 VOICE
I cr.
Correct habits of pronunciation and articulation, breath control, flexibility, ear-training a s needed, interpretation of song classics-both
sacred and secular. [Fall, Winter, Spring.]
WOODWIND INSTRUMENTS, BRASS INSTRUMENTS
I cr.
Technique as needed, repertoire, performance. [Fall, Winter, Spring.]
MUSIC ORGANIZATIONS
I-'
The musical organizations exist not only for the benefit of the music
student, but for any student of the college who wishes to participate in
groups affording opportunity for musical expression.
CHOIR
Membership is by audition and restricted to 65 singers. [4 rehearsals per
wk. Fall, Winter, Spring.]
1 CONCERT BAND
Membership is by audition. [4 rehearsals per wk. Fall, Winter, Spring.]
d
A
-'r
81
ORCHESTRA
Membership is by audition. [3 rehearsals per wk. Fall, Winter, Spring.]
CHORAL CLUB, REPERTOIRE BAND,
INSTRUMENTAL ENSEMBLE
Membership is by audition or consent of director. t2 rehearsals per
wk. Fall, Winter, Spring.]
NATURAL SCIENCE MAJORS
See under Curriculums.
DEPARTMENT
OF
PHILOSOPHY
MR. HALVERSON. chairman, MR. BAILEY, MR. JOHNfiRUD,
MR. S ~ H M I E G E
fib,
.-&?-&
ai~ntz
Sondid
f
Ch
The courses in ~hilosovhvseek to assist the student to become conversant wit11 ill& g r c a t - i e n and intellect~~al
movements in the history
of Western civilization, to cultivate an understanding of the principles
of so~mcl reasoning, and to develop :I mattire understanding of the
foundations of nln. knowledge in such arcas us ucicnc~, religion, and
~Thica.
Major: 46 credits, including 21, 23, 41, 42, 43.
Minor: 32 credits, including 21, 123, 41, 42, 43.
See under Curriculums for a suggested course of study.
21 PROBLEMS OF PHILOSOPHY
4 crs.
Seeks to give the student a basic understanding of the nature and aims
of philosophy, an acquaintance with some of its central problems, and
a mastery of the terminology employed in philosophical discussion.
[Fall, Winter, Spring.]
2 3 LOGIC
5 crs.
A study of the formal rules of sound reasoning. Topics discussed include:
the nature and functions of language; fallacies in reasoning; definition;
principles of deductive reasoning; induction; a brief introduction to the
notation of modern symbolic logic. [Fall, Spring.]
4 crs.
4 1 ANCIENT AND EARLY MEDIEVAL
A historical survey of the outstanding men and movements in the
development of philosophical thought from the Greeks through St.
Thomas Aquinas. [Prereq.: 21 or #. Fall.]
W 42 LATE MEDIEVAL AND EARLY MODERN
4 crs.
A survey course in which the development of Western philosophical
thought is traced from the breakdowri of the Medieval synthesis to
the systems of Kant and Hegel. [Prereq.: 21 or #. Winter.]
43 RECENT AND CONTEMPORARY
4 crs.
A survey of the most important trends in Western philosophical thought
in the nineteenth and twentieth centuries. [Prereq.: 21 or #. Spring.]
61 PHILOSOPHY OF RELIGION
5 crs.
An enquiry into the nature of religious faith and experience, with
special attention to the problem of the nature of religious language.
[Prereq.: 43 or
#.
UPPER DIVISION
COURSES
Fall, 1966-67.1
W 63 PHILOSOPHY OF SCIENCE
5 crs.
A study of the meaning, methods, and implications of modern science
by means of an analysis of basic concepts, presuppositions and p r e
cedures. [Prereq.: 23 or #. Winter.]
W 71 ETHICS
5 crs.
An enquiry into the principles of morals and ethics, the nature of
moral experience, and an analysis of the language of ethical discourse.
[Prereq. : 43 or
#. Winter,
1966-67.1
W 73 METAPHYSICS
5 crs.
An enquiry into the nature of metaphysics, the function of metaphysical
language, and an examination of major historical and contemporary
views. [Prereq.: 43 or #. Winter 196268.1
75 EPISTEMOLOGY
5 crs.
An enquiry into the bases of claims to knowledge of various sorts and
into the possibility of general criteria of truth and falsity. [Prereq.:
43 or
#. Fall,
1967-68.1
81 SEMINAR IN PHILOSOPHY
5 crs.
A careful study of some selected man or movement in the Western
philosophical tradition, with heavy emphasis on the careful reading of
primary source materials. [Prereq.: 43 or #. Spring.]
9 1 INDEPENDENT STUDY
2-5 crs.
For philosophy majors. Individual study and research on some philosophical topic of interest to the student, worked out in consultation with
the faculty advisor. [Prereq. 43 or #. Fall, Winter, Spring.]
PHYSICAL EDUCATION
See under Department of Health and Physical Education.
MR. HANWICK, chairman, MR. MOYER
Recognizing the importance of physics in contemporary life and realizing
that keeping abreast of the rapid advances in some areas is almost
impossible, although necessary, it is the desire of the department to
bring to the students not only the basic concepts, but also insights
into recent developments. By so doing it is hoped that challenges will
DEPARTMENT
OF
PHYSICS
83
arise. be mel, and s o stimulate ~ n u n dthinking, perct-ptlv~ jutlgment,
and nn interest in experimenlal teclmiqur?~.Tn this end ttle rlcpw+rncnt
prepnres some students lor ~ ~ a d u a studies
le
nnd some for the tcaclling
pmfcsaion. The li bcral nrts tradition js s e r v ~ dhy offering ctlurses illat
will r n a b k a strident l o fouo~rdrvclopm~nts\ r ~ i t h somp clemec of comprchensic~n.
Major: 48 credits, including 21, 22, 23, 51, 52, 61, 62, 63, 81, 1, and
5 credits of 77.
Recommended for graduate school: 53, 70, 75, 83 in addition to courses
listed for the major.
Minor: 29 credits.
W l ASTRONOMY
4 crs.
A dcscripliv~ course requiring only elementary mathematics. Our
solar system, the stars, and galaxies. The necessary optical instruments
arc rxplnir~etl,and use is made d a 12" reflecting telescope. Occasional
niffhl virwing. [Fall, Winter.]
3 INTRODUCTION TO PHYSICS
4 crs.
A survey of physics, touching on some aspects of mechanics, heat,
sound, electricity and magnetism, optics and atomic physics. The
goals, methods and concepts are studied in a historical and contemporary context. Not intended for majors in physics. [4 lect., 2 hrs. lab.
Spring.]
5, 5 , 5 crs.
W 2 1 , 2 2 , 23 G E ~ E R A PHYSICS
L
A rigorous study of the concepts of mechanics, fluids, heat, sound,
optics, electricity, and magnetism, and some aspects of modern physics.
For majors in physics and other specified fields. Must be taken in
sequence. [ 5 hrs. 1ect.-recit., 2 hrs. lab. Prereq.: Math. 41, 21, Fall.
22, Winter. 23, Spring.]
50 NUCLEAR LABORATORY
I cr.
For non-physics majors who have the equivalent of Course 3. Dealing
with methods for detecting and measuring radiations from radioactive
substances using geiger tubes, windowless counter, gamma ray spectrometer, and scaling circuits. [2 hrs. per wk. Winter.]
51, 52 MECHANICS
UPPER DIVISION
COURSES
4, 4 crs.
The classical equations of motion are presented for a single particle,
a system of particles, and for rigid bodies. Stationary and moving
frames of reference are used. Must be taken in sequence. [Prereq.:
'23, Math. 58. 51, Fall. 52, Winter.]
5 3 MECHANICS
4 crs.
A restatement of classical mechanics employing Lagrange's equations.
Rigid body mechanics and small oscillations are included. [Prereq.:
52, Math. 58. Spring.]
61 ELECTRONICS
4 crs.
A review of D.C. and A.C. circuits before introducing the electron tube
and some circuit applications. The study of solid state diodes and
transistors with applications to certain circuits. [Prereq.: 23, Math.
43. Fall.]
62, 63 ELECTRICITY AND MAGNETISM
4, 4 crs.
Treats the classical electromagnetic theory using vector calculus throughout. Topics include electrostatics, magnetostatics, solutions of Laplace's
and Poisson's equations and the use of Maxwell's equations to the
solution of problems in electromagnetic wave phenomena. [Prereq.:
61, Math. 58. 62, Winter. 63, Spring.]
70 OPTICS
4 crs.
Both geometrical and physical optics are presented with the greater
emphasis on the latter. Reflection and refraction, interference, diffraction and polarization. [Prereq., 23, Math. 43. Spring.]
75 MODERN PHYSICS
4 crs.
A phenomenological introduction to modern physics that includes the
Special Theory of Relativity, atomic theory, radiation, particles and
nuclear models. [Prereq.: 23, Math. 43. Fall.]
77 ADVANCED PHYSICS LABORATORY
I cr.
Independent laboratory investigations. Numerous experiments including mechanics, electricity, optics, nuclear physics. Students may take
this course five times for credit with the last term devoted to some
research project. 13 hrs. per wk. Prereq.: 23. Fall, Winter, Spring.]
8 1 , 82 THERMAL PHYSICS
4, 4 crs.
Study of thermal p~operties,using as illustrative material the properties
of gases, low tempcrature phenomena, and Curie's law substances.
Three main divisions: classical thermodynamics, kinetic theoly, and an
introduction to statistical mechanics. [Prereq.: 52, ,Math. 84. 81, Fall.
82, Winter.]
8 3 INTRODUCTION TO SOLID STATE PHYSICS
4 crs.
A sl.udy of the physical properties of solids, particularly the properties
exhibited by atoms and molecules by virtue of their location in a
regular crystal lattice. IPrerecl.: 82, Math. 84. Spring.]
85
DEPARTMENT
MR. STENSHOEL, chairman, MRS. NOONAN
OF
in poliiical science are intender1 In Fncilltate an
POLITICAL A~gs:,Sh~wg'moH'crlngs
undcmtnnding
of
If~e
p
r o c ~ s s ~ sconr:epls,
,
anrl instilittions of governance;
S C I E ~ ~ ~
Lo prwidc nn i n l c k c h ~ n lbasis for ~ f f c e t i v eand informed citizenship;
anrl lo help prrpnro i n l c ~ ~ s l c rstudunts
l
lor ar~clitlonal wwk at tlie
graduate or prbrrssionnl Irvel, fn such :ll-Pas as Inrv, political science.
p~~ljlic:
ndmlnisl ralirln, mrf inIelhnatinnill relations.
IMRjor: I 5 cwdlts, i~irludlngZR, 21, 22; and a t least one course in each
of tlics fn~rr:crratls indir-nlvd hy l,l~e
numbering. Courses numbered in the
50's art. in thp uren of Cnnqrnrntive Government; GO'S, International
Itelat3nns; 7n'%, Plrhlicn l,i~w: t ~ r ~go's,
d
Political Theory.
Minor: 27 credits, including 20, 21, 22; and a t least one course in each
of three of the four areas indicated above.
k mnxi~nurnuf nine r:r~tiifstnwnrrl fi political science major may be
cnrnefl Ircsni among ceftr~inspecific courses offered by the departments
nf hislrwy and rr-c~nomiss.Fnr inrownation, see the Chairman of the
Jh?pnrEm r n l oT P(11iticel Scicnrc.
.
.
.
Course 20, 21, or 22 will meet the general education requirement in
political science or economics.
20 AMERICAN GOVERNMENT I:
FOUNDATIONS OF AMERICAN DEMOCRACY
5 crs.
1nt~~oilusl~~r.y
c.~lorallon oE the nature, assumptions, and conditions
of democratic dcvclopmml in the United States. Historical, economic,
,mrl lrlgnl factors are considered. The American
sorinl, iclrolu~ir~:~l
system is compared with democratic and non-democratic alternatives,
including Communism. [Fall.]
2 1 AMERICAN GOVERNMENT II:
AMERICAN NATIONAL GOVERNMENT
5 crs.
h dcscriiptivc, analylicnl, and critical approach to the roles and functions
oS ihr F~~rsjdenr:y,
the bureaucracy, the Congress, and the Supreme
Cotrrt in thc Amer~cnnpolitical system. [Winter.]
22 AMERICAN GOVERNMENT Ill:
POLITICS AND THE FEDERAL SYSTEM
5 crs.
The political pmcrss Is P ~ I I O I ~ Cin~ the \vol'kin~!of Chc two-pal* ~ystcm
anrl in llle impncl of -pl+rsslnqrgroup< in llie clcterlniniltion of pulllic
policy, Thc pnrhlcms 01 si:ite nnrl InclrtI govcrnlnents and Il~echanging
llaifcrnk n l i n f e ~ ~ g r ~ v ~ r ~ ~ ircl;~
~ i eticn.;Iiip
nlal
arc exntninrtl. I SprIng.1
X P E R DIVISION
.
50 WESTERN EUROPEAN GOVERNMENTS
4 crs.
A comparative analysis of the respective political theories, institutions,
and processes of selected European states. [Prereq.: 20, 21, or 22, or #.
Winter, 1966-67.1
51 CONTEMPORARY COMMUNIST GOVERNMENTS 4 crs.
The political processes of the Soviet Union and other Communist states
are analyzed in terms ol Idrologicnl assumptions, the party role and
institutional for~ns.Cornmlrnjst practices are compared with those of
democratic governments. [Prcmq.: E crs. in Am. Gov't, o r #. Offered
on demand, 1Vlnl~r.I
60 INTERNATIONAL POLITICS
4 crs.
The basic factors involved in international relations, the formulation
of national foreign policies, and the implementation of policy through
diplomacy and other means. [Prereq.: 20, 21, or 22, or #. Fall. 1966-67.1
6 1 INTERNATIONAL ORGANIZATION
4 crs.
The evolution and functions of international organizations, emphasizing
the assumptions, activities, procedures and role of the United Nations.
[Prereq.: 20, 21, or 22, or #. Offered on demand, Fall.]
70 CONSTITUTIONAL LAW I
4 crs.
The legal-political-philosophical role of the judiciary in the American
constitutional system is analyzed via a study of significant cases decided
by the U.S. Supreme Court. [2 double hrs. per wk. Prereq.: 10 crs. in
Am. Gov't or
#.
Fall, 1966-67.1
71 CONSTITUTIONAL LAW II
4 crs.
A continuation of course 70, emphasizing the protections afforded individual rights and liberties under the Bill of Rights and the Fourteenth
Amendment. [2 double hrs. per wk. Prereq.: 70. Winter, 1966-61.1
,
80 POLITICAL THOUGHT TO 1800
4 crs.
Analysis of selected readings from outstanding political philosophers
from Plato through Burke. Emphasis is placed upon elements reflected
in Western democratic thought. [2 double hrs. per wk. Fall, 1967-68.1
81 RECENT POLITICAL THOUGHT
4 crs.
Conflicting ideologies of recent political thinkers, including anarchist,
Communist, elitist, and democratic views. 12 double hrs. per wk. Winter,
1967-68.1
84 CONTEMPORARY POLITICAL ANALYSIS
4 crs.
An investigation of the theory-building and model-building of ~plected
contemporary political scientists, and of their philosoplilcal nnd melhodological assumptions. For majors in political scjcnce, rOfPercrl rm demand. Spring.]
90 INDEPENDENT STUDY
3 crs.
Registration by special permission. [Fall, Winter, Spring.]
95 SEMINAR
3 crs.
Consult department chairman for information concerning terms and
subject matter. [Prereq.: #. Spring.]
87
U4k44-4-
DEPARTMENT
OF
PSYCHOLOGY
MRS.
,-
chairman, MRS. ANDEREGG, MRS. HOWARD
Thc nbjectives of this dcpflrtrnent are: (1)To acquaint the student with
the piinciples anrl melhods In Ihc scientinc study of behavior; and (2)
to ennble ihc &dent to h i t c r untlcrstnnrl Ihe processes which influence
heh:tvinr. Emphasis is o n the study ol humnn behavior.
Major: 36 credits, including 5, 59, 61, 62, 64, 81, 84, and 91. In addition,
Soc. 61 is required.
Minor: 24 credits including 5, 59, and 87.
W 5 GENERAL PSYCHOLOGY
5 crs.
A study of basic processes underlying behavior. The general principles
and methods of psychology are examined as they apply to the many
areas of specialization in psychology. [Prereq.: So. or #. Fall, Winter,
Spring.]
7 GENERAL PSYCHOLOGY SEMINAR
I cr.
Offered i.n connection with course 5 for one additional credit. I t includes advanced readings and discussion on general psychology topics.
[Prereq. : #. Fall, Winter, Spring.]
JPPER DIVISION
COURSES
W 50 EDUCATIONAL PSYCHOLOGY
See under Secondary Education.
55 HUMAN GROWTH AND DEVELOPMENT
4 crs.
4 crs.
See under Elementary Education.
W 59 PSYCHOLOGICAL MEASUREMENT I
4 crs.
Theory and principles of measurement and testing. Examination given
to the purposes, construction and use of measurement devices in personnel work of business and industry. [Prereq.: 5, and Soc. 61. Fall.]
60 PSYCHOLOGICAL MEASUREMENT I1
4 crs.
Adminis~nfionand inivrpretnlion of standardked tests of intelligence,
nptitude, inlcresl, acllievcment and pcrsonnlily. Spvcial emphasis given
l o the use of the Revised Stanforcl-I3inct ant1 Wecl'lsler Adult Intelligence
Scale in stlpcrvi~erlpracticr sitl~aiions. [Prereq. : 69. S p r i n ~ . ]
W 61 PERSONALITY I: APPROACHES TO PERSONALITY
4 crs.
A study of the dynamics of human adjustment with emphasis on behavior
that customarily falls within the normal range. Includes an introduction
to major theories of personality. [Prereq.: 5. Fall.]
W 62 PERSONALITY II: ABNORMAL PSYCHOLOGY
4 crs.
A study of the sociological, biological, and psychological factors involved
in abnormal behavior. Contains an examination of diagnostic categories,
treatment, and research in mental illness. [Prereq.: 61. Winter.]
W 64 EXPERIMENTAL PSYCHOLOGY
4 crs.
An introduction to experimental methodology in psychology : experimental
design, operations, and data analysis. [Prereq.: 5 and Soc. 61. Spring.]
W 75 SOCIAL PSYCHOLOGY
See under Department of Sociology.
5 crs.
W 81 HISTORY AND THEORY
4 crs.
A survey of ideas and events of importance in the development of
current areas of psychology. [Prereq.: 13 crs. in psych. or #. Fall.]
84 RESEARCH PROBLEMS
2-3 crs.
Independent study in which students conduct individual research projects.
[Prereq. :
#.
Fall, Winter, Spring.]
85 COUNSELING PSYCHOLOGY
4 crs.
An introduction to the basic principles, methods, and techniques of
counseling. Consideration given to goals and ethical problems in a
counseling relationship. [Prereq.: 62. Winter.]
87 DIFFERENTIAL PSYCHOLOGY
4 crs.
Survey of individual and group differences and factors such as age,
heqedity, sex and environment which contribute to variations in ability
and temperament. [Prereq. : 5. Fall.]
91 SEMINAR IN PSYCHOLOGY
3 crs.
A study of psychological problems in the contemporary world. [Prereq.:
'17 crs. in psych. or #. Spring.]
MR. P . A. QUANBECK, chairman, MR. BENSON, MR. COLACCI,
MR. DUMPYS, MR. HUSFLOEN, MR. MANDSAGER, MR. SKIBBE,
MR. SONNACK.
DEPARTMENT
OF
RELIGION
The courses in religion are intended to assist the student in his
reflection on the meaning of the Christian Church through the study
of its beliefs, its scripture, and its mission.
The graduation requirement includes 18 credits in religion. Of these
credits 10 must be in the lower division, and a t least 8 must be upper
division. Freshmen are required to take- course 11: sophomores, course
21. Courses 11 and 21 are prerequisites for all upper division courses.
Only one of courses 53, 54 may apply toward the graduation requirement.
Requirements for transfer students will be determined a t the time of
admission.
89
Minor: 26 credits.
I I I INTRODUCTION TO THEOLOGY
5 crs.
An introduction to the academic discipline of theology and to the dialogue
between the church and the world which concerns Christian doctrine.
[Fall, Winter, Spring.]
W 2 1 BIBLICAL STUDIES
5 crs.
The origin, literary character, and transmission of the biblical documents. The task of biblical interpretation. The history of Israel and
the emergence of the church. [Fall, 1966-67. Fall, Winter, Spring, 1967-68.1
.
W 5 1 THE TEACHING MINISTRY OF THE CHURCH
4 crs.
The historical development and theological foundation of education in
the church. The relationship of the teaching and preaching ministries.
Methods and means of teaching, and the task of Christian education
today. [Winter.]
JPPER DIVISION
FIIRSKS
,
W 52 THE THEOLOGY AND FORM OF CHRISTIAN
WORSHIP
'
4 crs.
sludy of lIle origin of Christian worship, the development of the var-
fl
ious lilur.~ic:ll traditions and the recent liturgical innovations. Attention will be given to both the theology and the form of worship. Visits
will be made to a variety of worship services. [Winter.]
fJ ' / L
W 53 HISTORY OF RELIGIONS I
4 crs.
A study of primitive religion and several religions of the Near East,
including Islam and Zoroastrianism. [Fall.]
54 HISTORY OF RELIGIONS II
4 crs.
A study of several religions of the F a r East, including Hinduism, Buddhism, Confucianism, and Taoism. [Winter.]
W 59 RELIGION AND SOCIETY
4 crs.
An examination of the relation of religious values to institutional aspects of the social structure, particularly church organization. Some implications for contemporary theological thought are explored. [Fall.]
W 61 EARLY CHRISTIAN FATHERS
4 crs.
The development of certain fundamental theological doctrines from the
time of the Apostolic Fathers up to the Ecumenical Councils of the
early church. [Fall.]
62 THEOLOGY OF THE REFORMERS
4 crs.
An introduction to the theological thought of the Protestant reformers
of the sixteenth century. Special attention to the writings of Martin Luther,
John Calvin, and other representative figures. [Winter.]
W 63 AMERICAN PROTESTANTISM
4 crs.
The Protestant ethos in the United States. Special attention to the rise
of religious liberty, revivalism, the American denominational structure,
and the responses of American Protestantism to the challenges of its
environing culture. [Spring.]
h
-
--
>.--
-
=
-
-
- - - --
a-L
-I
<----_ICL
71 JESUS AND HIS INTERPRETERS
4 crs.
Consideration of the New Testament Documents, particularly the Gospels, dealing with their content, literary structure and relationships.
Attention to the variety of interpretations given the person of Jesus,
including the "quest for the historical Jesus." [Spring.]
W 72 THE THEOLOGY OF PAUL
4 crs.
A study of the Apostle Paul including his historical background, his
relationship to the early church, and so e of the themes to be found
in his writings. [Sping.l W i s 2 : f i
7
f3~4-6
73 THE MESSAGE OF THE OLD TESTAMENT
4 crs.
The various types of Old Testament literature. The distinctive ideas of
Hebrew thought with emphasis on the message of the prophets. kWnkr.1
74 STUDIES IN GENESIS ONE TO ELEVEN
5$~~;i~41966 - 6 7
4 crl.
A detailed study of these chapters, with discussion of their theological
significance and their background in Israel and the ancient Near East.
Special attention will be given to interpretive problems, particularly
as related to history and science. ISpring.1
1 81 CONTEMPORARY THEOLOGY
4 crs.
An introduction to some representative trends in Christian theological
thought today, as seen from the systematic perspective, in the light of
the continuing theological task of the Christian Church. [Spring.]
82 CONTEMPORARY ROMAN CATHOLIC THEOLOGY 4 crs.
New trends of Roman Catholic theology as expressed in the writings of
some of its representatives. Relation of new theological and biblical
insights to the dogmatic definitions of the church. [Fall.]'
83 CHRISTIAN ETHICS
4 crs.
The bases of Christian social responsibility, in terms of theological and
sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. [Fall.]
84 CHRISTIAN VIEW OF MAN
4 crs.
The Christian doctrine of man and salvation. Its uniqueness and relevance to certain other contemporary views of the nature and destiny
of man. [Spring.]
85 THEOLOGY OF THE ECUMENICAL MOVEMENT 4 crs.
A study of the theological factors inherent in the origin, the various
participating churches and the main results of the modern Ecumenical
Movement. Representatives from various religious groups will be invited to lecture and lead discussions. [Winter.]
W 86 SEMINAR
4 crs.
Special study in some field of theology. Registration is by permission
of the instructor.
87 INDEPENDENT STUDY
2-5 crs.
SCANDINAVIAN STUDIES
See under Department of Modern Languages.
SOCIAL SCIENCE MAJOR 0
See under Curriculums.
91
DEPARTMENT
OF
S°C1OLQGY
MR. TORSTENSON, chairman, MR. ANDERSON, MR. BLOOM,
MRS. MADSON, MR. NEVASKAR, MR. NORDLIE
Thc ohjceilver nl this d~ptpnrtrncd are lu help rtudmlr nnah a bettpr
rmderslarltling
- of socirlv. i t s urrlelu :inti lorces trl cl~sn.rc.a s well a s lo
preparr studcnls TI^ soclnl senlice and Cor g r a d ~ ~ a tIrnining
e
in social
w o ~ kand in sot-iolnpy. Reynnd t h r i~ndurslanrlirl~ socicly and beyontl
acndcmir: competence, tllc rlcpr~rlnlrhl r ~ f n l stn explorr the I-elevnncc
of Christianily t o effecUv~social servicc
lo relate itself fo the rnodc~m
metropolis through research and participation in the community.
Major: 50 credits consisting of 20 lower division credits and 30 upper
division credits, including 61, 62, 75, 91. Psych. 5 also required.
Philosophy of Science i s strongly recommended.
Major with Social Work Sequence: 50 credits consisting of 20 lower
division credits and 30 upper division credits including 51, 52, 53, 54,
55, 56, 61. Psych. 5 also required.
Minor: 25 credits including 12, 43, 61.
Sociology 11 is prerequisite to all other sociology courses.
I I MAN IN MODERN SOCIETY
4 crs.
The cultural and structural dynamics of the Western world a s seen
through sociological perspectives. A focus on normative patterns, social
organizations, social institutions, and socialization in the context of
social change. [Fall, Winter, Spring.]
12 SOCIAL PROBLEMS
4 crs.
The dynamic processes a t the root of contemporary social problems
in the context of historical, social and cultural change. [Winter, Spring.]
3 1 MARRIAGE AND FAMILY
5 crs.
Social and cultural configurations of family systems. Thc life cycle
of the family including mate selection, marital interaction and adjustment, parent-child relationships, and the later years of married life.
The family, society, and social change. [Winter, Spring.1
41 INTRODUCTION TO ANTHROPOLOGY
4 crs.
Man's prehistory and contemporary primitive societies. An analysis
of the origins of life and man, race and culture, and cultural and
social anthropology including subsistence and crafts, marriage and
kinship, social control, religion and magic, personality and culture,
and cultural growth. [Fall.]
42 RURAL AMERICAN COMMUNITY
4 crs.
The social origins, development, and contemporary forms of rural
society and the small community. The European and American roots
of the United States rural community, rural social movements, and
rural life in the world perspective. [Winter.]
43 MODERN URBAN COMMUNITY
4 crs.
The cultural and social organization of the city in historical perspective
including the forms, processes, and problems of the modern metropolis.
Seminar offered in connection with this course may be taken for one
additional credit on approval of instructor. [Spring.]
51 FIELDS OF SOCIAL WORK
4 crs.
Examines basic concepts and values in the practice of social work;
historical development and trends in Social Policy and Programs in the
U.S.; and surveys the social services offered through the various public
registration
and non-profit agencies and institutions. [Prereq.: Cono~~rrent
in 54. Fall.]
UPPER DIVISIO
52 INTRODUCTION TO METHODS OF SOCIAL WORK 4 crs.
Provides a beginning understanding of the three methods of social. workcasework, group work, and community organization. Explores basic
concepts of human growth and behavior and social process and their
relationship to the methodology of social work. [Prereq.: 51, and concurrent registration in 55. Winter.]
53 WELFARE ISSUES IN MODERN SOCIETY
4 crs.
Examines Social Welfare's responsibility and relevance to the problems
of modern society including poverty, mental illness, automation, deviant behavior, mental retardation, and civil rights. Explores some of
the recent experiments and new approaches to these problems both
within and outside the Social Welfare field. Points up some of the
current and re-occurring issues within and about Social Welfare in
modern society. [Prereq. : 52 and concurrent registration in 56. Spring.]
54, 55,56 FIELD EXPERIENCE IN SOCIAL
AGENCIES
I cr. per term
Students are assigned five hours per week to work in a social agency
such as a settlement house, or a hospital, public welfare, family service
correction and services to the mentally retarded. Responsibilities vary
according to the agency. From one to four students are assigned to each
agency. The agency provides the supervision and recommended grade
93
for the course. No credit given unless all three quarters are completed.
Must be taken concurrently with Soc. 51, 52, and 53. CM, Fall. 55, Winter.
&6, Spning.1
W 59 RELIGION AND SOCIETY
See Religion 59.
4 crs.
W 6 1 INTRODUCTION TO SOCIAL STATISTICS
5 crs.
Scientific methods of collecting, organizing, comparing and interpreting socio-psychological data. Constructing graphs and tables, finding
measures of central tendency, variability and association, and hyp*
thesis testing. [Prereq.: high school algebra or equiv. Fall, Spring.]
W 62 SOCIAL RESEARCH
5 crs.
Methods of investigation in sociology and psychology. An examination
of procedures and problems of the research process. An analysis of
research designs and techniques. The construction of questionnaires
and other data-gathering inols. [Prereq. : 61. Winter.]
73 CRIME AND DELINQUENCY
5 crs.
Non-normative behavior with an emphasis upon crime and delinquency.
Gang-delinquency, white-collar crime, organized crime. The theories
of crime causation, treatment, and prevention. [Spring.]
W 75 SOCIAL PSYCHOLOGY
5 crs.
Society and the individual, the socialization process, the development
of personality, the impact of group norms. The various theoretical
schools of social psychology. Selective forms of collective behavior
such as crowd, rumor, and audience. [Fall.]
5 crs.
82 RACIAL AND MINORITY GROUP RELATIONS
The historical, cultural, structural and psychological dimensions of
minority fgm~prelatirms. Major atkntion is focused upon prejudice,
racism and civjl rights in the American setting. Seminar offered in
connection with this course may Iw tnkrn for one additional credit on
approval d instructor. FWtntcr.1
1 83 INDUSTRIAL SOCIOLOGY
5 crs.
Large-scde organizations in contemporary industrial society. Bureaucracy, decision-making, formal and informal organizational structure and
\
*re*@4~
4
D
labor-management relations. 1Bpring.I
91 MODERN SOCIOLOGY THEORY
5 crs.
The development and nature of the major theoretical schools of contemporary sociology, in the context of their historical settings in the
nineteenth and twentieth centuries. Seminar offered in connection with
this course may be taken for one additional credit on approval of
instructor. [Fall.]
7
$
<7
we
n
SPANISH
See under Department of Modern Languages.
DEPARTMENT
OF
SPEECH
MR. ANDERSON, chairman, MISS COLE, MRS. OLSON
This department aims to foster in students those skills which contribute
to meaningful self-expression and effective leadership. It seeks to
d w e l ~ pplatform skills, intelligent speech compositions, and critical
listening habils. It aims, through courses in interpretative reading and
drama, to stimulate an appreciation of fine literature and drama.
Major: 40 credits. Students who do not plan to go into secondary or
elementary school teaching should consult with the department regarding
preparation for graduate school or other post-graduate opportunities.
Teaching major: 44 credits. For secondary education students: 11, 32,
12 or 52, 51 or 55, 60, 61, 66, and 76. In addition, a course in logic is
required, but credits in this course do not count toward the major.
Minor: 28 credits.
Teaching minor: 28 credits. For secondary education students: 11, 32,
51 or 55, 60, and 66. Course 76 is strongly recommended. For elementary
education students: 11, 16, 60, 61, ond 76.
For elementary education students, courses 16 and 76 are recommended.
Elementary education students who have had speech in high school
may request substitution of course 16 to fulfill the literaturelspeech
requirement. Normally, courses 11 and 51 fulfill this requirement.
H I I BEGINNING SPEECH
4 crs.
Basic problems of effective speaking and critical listening. Meets five
times per week. [Fall, Winter, Spring.]
H 12 FORMS OF PUBLIC ADDRESS
4 crs.
Public speaking projects with emphasis on style, audience psychology,
and adaptation to various situations. [Prereq. : 11. Winter.]
4 crs.
16 STORY TELLING AND CREATIVE DRAMhTICS
Selection of stories for various age groups. Techniques, observation,
and practice in story telling and creative dramatics. Recommended
for parish workers and elementary school teachers. [Fall, 1966-61.1
H 21 DEBATE
I cr.
Practice in debating the intercollegiate debate question of the year.
Participation in intercollegiate debates. Open to all students. May be
repeated four times for credit. [Fall, Winter.]
2 8 STAGECRAFT
4 crs.
Construction, painting, and other aspects of scenery preparation. Open
to all students. [Winter.]
3 2 ACTING
4 crs.
An introduction to the art of acting. Practical work in pantomime and
improvisation; participation in dramatic presentations. [Spring.]
H 51 ARGUMENTATION
5 crs.
Application of logic in public speaking, discussion, and debates. I t is
recommended that students take logic before taking this course. [Fall.]
UPPER DIVISIOI
COURSES
52 ADVANCED PUBLIC SPEAKING
5 crs.
An introduction to classics in rhetoric; analysis of great speeches;
practical work in speech writing. [Prereq.: 11. Winter.]
55 GROUP LEADERSHIP AND DISCUSSION
5 crs.
Theories of group leadership ; principles and types of discussion ; practice in discussion techniques. [Spring, 1966-67.1
H 60 INTERPRETATIVE READING
5 crs.
Basic principles of oral interpretation of literature. Practice in reading
prose, poetry, and drama. [Winter.]
95
1 61 INTRODUCTION TO DRAMATIC ARTS
An introduction to history of the theater and to theories of drama and
dramatic production. [Fall.]
1 66 STAGE DIRECTION
5 crs.
Theory and practice of stage direction with laboratory exercises in
planning productions and conducting rehearsals. [Spring.]
1 67 LIGHTING AND SCENE DESIGN
5 crs.
History, theory, and practice of stage lighting and scene design. [Fall,
1961-68.1
1 68 DRAMA IN THE CHURCH
5 crs.
History of drama in the church, reading and discussion of plays, study
of uses of drama by the local congregation. [Spring, 1967-68.1
1 76 SPEECH PATHOLOGY
5 crs.
Physical and psychological factors underlying normal and abnormal
speech. An introduction to principles and methods of speech correction.
CSpring.1
1-3 crs.
1 9 1 INDEPENDENT STUDY
Selected topics in oral inteqretation, acting, theater hislory, f ~ctorical
theory, or speech pathology; individual projects with emphasis on
the use of primary sources and methodology of research. [F~cll,Wintor,
Spring.]
I
.
SPECIAL
AFFILIATION WITH SCHOOLS OF NURSING
PROGRAMS
OF
STUDY
Student nurges in the Suhools of Nursing a t the Lutheran Deaconess, Swedish, Fairview, and Methodist Hospitals in Minneapolis receive some of their instruction a t Augsburg College. Application for admission to the Schools of Nursing should be made to
the hospitals directly.
'a MEDICAL
TECHNOLOGY
In cooperation with the Minneapolis General and Swedish Hospitals, Augsburg offers work which enables the student to receive a
oollege degree with a major in Medical Technology. The first three
ears of this work are taken a t Augsburg and a final twelve-month
program is completed at one of the two hospitals.
0 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.
7
JUNIOR YEAR ABROAD
An arrangement has been made with the University of Oslo in
Norway under which students entering their junior year in college
may spend this year at that University. Students may also participate in other approved programs. Applications must be approved by the Committee on Admissions and Student Standing.
The plan is available only to students with good scholastic records
whose special field of study can be followed satisfactorily at the
institutions chosen. Some possible fields are Norwegian language and
literature, history, religion, and philosophy,
CORRECTIVE THERAPY
A program in Corrective Therapy worked out in cooperation with
the Veterans Administration Hospital is available to students, who
complete a major in Physical Education at Augsburg. The program
requires 250 hours of clinical o'bservation, practice, and orientation under the direction o'f the Chief of Physical Medicine and Rehabilitation Service at the Veterans Hospital. The work may be
done either during the senior year or after graduation. It carries
no college credit.
HONORS PROGRAM
For superior students, special sections or seminars are offered.
Students of high ability are invited t o write to the Director of the,
H,onors Program for information regarding which honors programs
may be open to them. Ho~norstudents are selected on the basis of
previous academic achievement and test results.
NORTH-SOUTH STUDENT EXCHANGE PROGRAM
In order to promote better understanding in the area of race relations and to encourage better cultural exchange between the
s'tudents of Augsburg Colllege and colleges in the South, Augsburg
has entered into an agreement with various southern colleges
whereby an interchange of students may take place. This exchange
may take place during either the second or third term, or both,
depending upon the schedules of the cooperating colleges.
In order to qualify fo,r the exchange program, the Augsburg student must secure the approval of his/her parents (if he/she is a
minor), his/her major adviser, and various college officials. A
further general requirement is approval by the student exchange
board which will, among other things, require a grade point average of a t least 2.50.
Further details and application forms may be secured from the office of the Dean or the Presiden,t of the Student S~ociety.
97
The following courses of study are outlined as guides for the student and his adviser in planning a program for a selected major,
or a particular vocational objective.
CURRICU
GENERAL LIBERAL ARTS
The course of study given below suggests a sequence which may
be fol1owe.d to include the required general education courses. For
electives, students should take care to include all courses required
fo,r the majo'r field of study. Requirements for the major are listed
under departmental headings.
F'RESf,lMAN
Retl~ion I1
E ~ ~ g l i slhl a 12
'VVc~tcr~lC l ~ ~ l l l z a t l o n
Soriolopy 11
F'c~rrian L L I ~ E L I ~ E Q
E:l<sclivep.
P h y s w a l ActivtMea
JUNIOR
Religion
Philosophy 21
Speech 11 or Literature
Electives
Term
I I1 111
Cr. Cr. Cr.
- 5
4 5 4 - 4
5
5
5-6
5
1/3 1/3 1/3
-
-
-
Term
I I1 111
Cr. C r , Cr.
4
- 4
4
12 12 12
- -
-
SOPHOMORE
Religion 21
Foreign Language
Natural Science or Math.
A r t 1 o r Music 30
Economics or Pol. Sci.
Electives
SENIOR
Religion
Electives
Term
I I1 I11
Cr. Cr. Cr.
- 5 4
4
5-6 5-6 .
-
6
-
4-5
6
Term
I I1 I11
Cr. Cr. Cr.
- 4 15 12 15
ART MAJOR FOR TEACHING IN SECONDARY SCHOOLS
The following program is a suggested course of study. Students
a r e urged to read carefully the statement under the Department
of Art.
FRESHMAN
Introduction to Theoloev
-"
English 11, 12
Foreign Language
Western Civilization
Drawing
Composition
Sociology
Physical Education
JUNIOR
Term
I I1 I11
Cr. Cr. Cr.
- - 5
4 5
5
5
- - 4
4 - - 6
4 1/3 1/3 1/3
-
Term
I I1 I11
Cr. Cr. Cr.
Religion
A r t History I. I1
P r i n t Making I , I1
Ceramics I
Health and First Aid
Educational Psvcholozv
-Group ~ c t i v i t ?
Methods in Sec. Educ.
Music 30
Electives
SOPHOMORE
Biblical Studies
Foreign Language
Nat. Science or Math.
Problems ot Philosophy
Speech or Literature
Sculpture I
Painting I. I1
General Psychology
SENIOR
Relieion
Student Teachine
seminar for ~ t l y d .Teach.
School and Society
Pol. Sci. or Economics
Studio I11
Sculwture I1
Term
I I1 I11
Cr. Cr. Cr.
-
4
4
5
4
5
-
-
4
-
4
4
-
-
4
-
-
.
Term
I I1 I11
Cr. Cr. Cr.
ART MAJOR WITH HISTORY MINOR AS
PREPARATION FOR GRADUATE STUDY
FRESHMAN
Introduction t o Theology
English 11, 12
Foreign Language
Western Civilization
Drawine
compo&ion
Sociology
Physical Ed~lcation
Term
I I1 I11
Cr. Cr. Cr.
SOPHOMORE
Biblical Studies
~ o r e i g n ~ai&iHge
Nat. Science or Math.
Problems of Philosophy
Sculpture I
Painting I , , I1
Western Civilization
Ancient History
Term
I I1 111
Cr. Cr. Cr.
99
JUNIOR
Relieion
~ r t - ~ l s t o r I.
y 11
Print Making I, I1
Ceramics I
Western Civilization
U.S. History
Speech or ~ i t e r a t u r e
Music 30
Elective
Term
I I1 I11
Cr.
Cr.
Cr.
~- -4
4 4
4
- 4
4
4 - 5 5
-
-
4
-
-
SENIOR
Religion
Pol. Sci. or Economics
Studio I11
Sculpture I1
History Seminar
History 71
Electives
Term
I I1 111
Cr. Cr. Cr.
BIOLOGY MAJOR
The following program is recommended for students who plan to
do graduate work in biology. Where biology electives are indicated
the student should choose carefully the course best suited to his
field of interest. At least one term of botanical work is often desirable. In considering the biology electives the students must also
be certain that the option requirements of the biology major are met.
FRESHMAN
Introduction to Theology
English 11, 12
Western Civilization
Sociology 11
Binlogy 11, 12
Cl~cniistn. 5 5nr. 15
C h r ~ n i s t l .6~ nr 16
Ph.v>lv;hl Ed1 ~ r n l i o n
SUNIOR
Rcli~torr
F o r e t ~ n 1,nngzlage
Physics 21, 22, 23
Genetics
Microbiology or Bio. Elect.
Physiology or Bio. Elect.
Term
I I1 I11
Cr. Cr. Cr.
SOPHOMORE
Term
I I1 111
Cr. Cr. Cr.
Biblical Studies
Speech or Literature
Organic Chemistry 51,
Chemistry 53
Calculus
Math. Analysis 19
Comparative Anatomy
Term
I I1 I11
Cr Cr. Cr.
- - 4
5 5 5 5 5
6
-
-
-
6
6
-
SENIOR
Religion
Foreign Language
Pol. Sci. or Economics
Prob. of Philosophy
A r t 1 or Music 30
Cellular Biology
Embryology or Bio. Elect.
Seminar
Elective
Term
I I1 111
Cr. Cr. Cr.
BIOLOGY MAJOR FOR SECONDARY SCHOOL TEACHING
In preparing for teacher certification in Minnesota, a student with
a major in biology must complete a minor in another science. Ordinarily this minor will be chemistry. The program suggested below provides for this minor as well as for a goo'd background in
the biological sciences. When making the choice of biology electives shown, the student should be certain that the option requirements of the biology major are met.
FRESHMAN
Introduction to Theology
English 11. 12
Western Civilization
JUNIOR
Religion
s ~ e e c hor Literature
A& 1 or MU&
30
Foreign Language
Educational Psychology
Teaching Methods
Biology Elective
Ecology or Elective
Group Activities
Term
I I1 111
Cr. Cr. Cr.
Term
I I1 111
Cr. Cr. Cr.
SOPHOMORE
Term
I I1 I11
Cr. Cr. Cr.
Biblical Studies
Foreign Language
Genetics
General Psychology
Chemistry 23
Chemistry 53
Math. 13 or Elective
Math. 14 or 19
SENIOR
Religion
Pol. Sci. or Economics
Prob. of Philosophy
P l a n t Morph. or Elective
Biology or Elective
Health and First Aid
School a n d Society
Student Teaching
Sem. for Stud. Teach.
Term
I I1 111
Cr. Cr. Cr.
MAJOR IN BUSINESS ADMINISTRATION
(ACCOUNTING SPECIALIZATION)
Students with a major in Business Administration may specialize
in accounting or finance. The following program is a suggested
course olf study with a specialization in accounting. Students are
urged to read carefully the statement under the Department of
Business Administration.
FRESHMAN
Introduction to Theology
English 11, 1 2
Western Civilization
Principles of Accounting
Sociology 11
Nat. Science or Math.
Elective
Physical Education
JUNIOR
Religion
Foreign Language
Statistics
Inter. Microecon.
Inter. Accounting
Electives
Term
I I1 I11
Cr. Cr. Cr.
SOPHOMORE
Biblical Studies
Foreign Language
Business Law
Prin. of Economics I , I1
Prob. of Philosophy
Speech or Literature
Art 1 or Music 30
Electives
Term
I I1 I11
Cr. Cr. Cr.
4
4
-
4
-
5
5
-
5
5
4
5
5
-
-
SENIOR
Term
I I1 I11
Cr. Cr. Cr.
-
-
5
5
5
-
4
-
4
5
-
4
4
4
-
5
-
-
Term
I I1 111
Cr. Cr. Cr.
Religion
Cost Accounting
Auditing
Electives
MAJ0,R IN BUSINESS ADMINISTRATION
(FINANCE SPECIALIZATION)
FRESHMAN
Introduction to Theology
English 11, 12
Western Civilization
Principles of Accounting
Sociology 11
Nat. Science or Math.
Elective
Physical Education
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 111
Cr. Cr. Cr.
JUNIOR
Religion
Foreign Language
Statistics
Inter. Microecon.
Financial Mgt.
Electives
SOPHOMORE
Biblical Studies
Foreign Language
Business Law
Prin. of Economics I. I1
Fund.
Finance
- - - ~ of
-- - - Prob. of Philosophy
Speech or Literature
Art 1 or Music 30
SENIOR
Religion
Investments
Math. of Finance
Electives
Term
I I1 111
Cr. Cr. Cr.
Term
I I1 I11
Cr. Cr. Cr.
BUSINESS EDUCATION
MAJOR FOR TEACHING IN SECONDARY SCHOOLS
FRESHMAN
Term
I I1 111
Cr. Cr. Cr.
Introduction to Theolog
English 11, 12
Foreign Language
Western Civilization
Elem. Typewriting
Bus. Ed. 10
Sociology
Prob. of Philosophy
,
Physical Education
JUNIOR
Religion
Educational Psychology
Group Activity
Methods in Sec. Educ.
Health and First Aid
Princiules of Accounting
~ d v a 6 c e d Typewriting Prin, of Economics I, I1
Secretarial Procedure
Electives
Term
I I1 I11
Cr, Cr. Cr.
SOPHOMORE
Biblical Studies
SENIOR
Religion
Student Teachin2
Seminar for stud. Teach.
School and Society
Business Law
Art 1 or Music 30
Electives
17
Term
I I1 1x1
Cr. Cr. Cr.
Term
I I1 I11
Cr. Cr. Cr.
101
0 CHEMISTRY MAJOR
The following course of study meets the requirements for the
Bachelor of Arts degree at Augsburg College and is approved by
the American Chemical Society for students who plan to do graduate study in chemistry.
FRESHMAN
Introduction to Theology
English 11. 12
Western Civilization
Mathematics 19
Chemistry 15, 16, o r 5, 6
Calculus 41, 42
Physical Education
JUNIOR
Religion
Physical Chemistry
Adv. Organic Chemistry
Adv. Calculus 83
Foreign Language
Quantum Mechanics
Seminar
Electives
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 I11
Cr. Cr. Cr.
SOPHOMORE
Biblical Studies
Organic Chemistry
Quantitative Chemistry
General Physics
Calculus 43
Sociology
SENIOR
Religion
Adv. Inorganic Chemistry
Chemistrv 83
Term
I I1 I11
Cr Cr. Cr.
Term
I I1 I11
Cr, Cr. Cr.
Pol. Sci. or Economics
Art 1 or Music 30
Seminar
Electives
DENTISTRY
Students planning to enter the pre-dental curriculum should take
geometry, trigonometry, and higher algebra in high school. Courses
in physics and chemistry are highly desirable.
A
The follo sc edule will meet the requirements for admission to
most dental schools. Prospective dental students, however, should
inquire of the dental schools in which they are interested about
specific requirements.
FRESHMAN
Introduction t o Theology
English 11. 12
Western Civilization
Calculus 41
Biology 11, 12
Chemistry 15, 16 or 5. 6
Physical Education
Term
I I1 I11
Cr. Cr. Cr.
5
- 4 5
-
4
5
-
- 6 6
6 -
6
1/3 1/3 1/3
SOPHOMORE
Biblical Studies
Political Science
Speech or Literature
Psychology
Organic Chemistry 51, 52
.General Physics
Physical Education
Term
I I1 I11
Cr. Cr. Cr.
- 5
- 5 -
-
-
5
-
5
- 6 5 5 5
1/3 1/3 1/3
6
ECONOMICS MAJOR
The following program is a suggested course of study. Students are
urged to read carefully the statement under the Department of
Business Administration, Economics, and Business Education.
FRESHMAN
Introduction to Theology
English 11. 12
Western Civilization
Science or Math.
Sociology 11
Prin. of Economics I
Electives
Physical Education
Term
I I1 I11
Cr. Cr. Cr.
5 - - 4 5
4
-
5-6 5-6
- 4
-
-
-
-
4
8
1/3 1/3 1/3
SOPHOMORE
Biblical Studies
Foreign Language
Prob. of Philosophy
Speech or Literature
A r t 1 o r Music 30
Prin. of Accounting
Prin, of Economics I1
Electives
Term
I I1 111
Cr. Cr. Cr.
JUNIOR
Religion
Foreign Language
Intro. to Soc. Statistics
Inter. Microecon.
Electives
Term
I I1 I11
Cr Cr. Cr.
4 4
4
-
SENIOR
Term
I I1 I11
Cr Cr Cr.
Religion
Electives
ELEMENTARY EDUCATION
n
Students planning to prepare for elementary school teaching are
required to complete the following curriculum. Except where a
choice is indicated substitutions may be made only upon the approval of the Director of Elementary Education. Since the optional
subjects and free electives are limited, the program must be followed carefully from the first year.
education requirement, e&one course in
in physical science. For the erre,uLement
- in general education, t v-n p required t o take Begnnmg Spee-ernpted.
F_Or=seiencelnafhematicsral
V
m e n m y education stud.enis. are required tu-F&e
The major in this program is Elementary Education. Each student
is required to complete a minor. Variations in the requirements omf
the minor from those described by the department may be permitted subject to special departmental approval. An academic major is highly recommended.
FRESHMAN
Introduction to Theology
English 11, 12
Foreign Language
Western Civilization
Biological Science
Health and First Aid
Sociology 11
Physical Education
Elective (minor)
Term
I I1 I11
Cr. Cr. Cr.
5
5
4 - 5 5
- 4
5
- - 5
4
1/3 1/3 1/3
- 4 -
-
-
-
Term
I I1 I11
Cr. Cr. Cr.
SOPHOMORE
Biblical Studies
Foreign Language
General Psychology
Physical Science
Political Science
Music 30
U.S. History
Elective (minor)
SENIOR
Relieion
~ r o f TLab Experience
Prob. of Philosophy
Speech 11
Children's Lit.
School and Society
Education 64
Electives lminorl
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 I11
Cr. Cr, Cr.
4
-
JUNIOR AND SENIOR HIGH SCHOOL TEACHING [7
Each state sets certain requirements for obtaining a teacher's certificate. The program outlined belo'w satisfies the requirements for
certification at the junior and senior high school level in Minnesota and most of the neighboring states. The student should, during his sophomore year, apply to the Committee on Teacher Education for admission to the education curriculum. He will also need
to apply for student teaching during the junior year. Admission will
be determined on the basis of scholarship and other qualifications.
103
Areas in which students may obtain teaching majors or minors
are:
Art
Business Education
English-Language Arts
English
Speech
Foreign Language
French
German
Scandinavian Studies
Spanish
Health and Physical Education
Mathematics
Music
Natural Science
Biology
Chemistry
Physics
Social Sciences
History
Political Science
Minors for teaching are also offered in Latin and Library Science.
FRESHMAN
la'
Religion 11
English 11, 12
Foreign Language
Western Civilization
Sociology 11
Physical Education
Electives
JUNIOR
Religion
Philosophy 21
Speech or L i t e r a t ~ ~ r e
Education 50, 59
Education 52. 53, 54
Physical Education 10
Electives in t h e major
Term
I I1 I11
Cr. Cr. Cr.
SOPHOMORE
Religion 21
Foreign Language
Music 30 or A r t 1
Natural Science or Math.
Economics or Pol. Sci.
General Psychology
Electives
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Religion
Education 83. 84
Education 87
Electives in t h e major
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 111
Cr. Cr, Cr.
ENGINEERING
The following program is recommended for students who plan to
enroll in a school of engineering. Students planning to enter this
program should have completed fo'ur years of high school mathematics and be qualified by the Mathematics Placement Test to
enter Mathematics 41. Those who plan t o transfer to the Institute
of Technology at the University of Minneso'ta will also need, in
some cases, a course in Rigid Body Mechanics (Statics) and Engineering Graphics. These may be taken in summer session at the
U, of M.
FRESHMAN
Introduction to Theology
English 11, 12
Western Civilization
s ~ c i o l o -11
g~
-~
Calculus 41. 42
Chemistry 15, 16 or 5 , 6
Physical Education
JUNIOR
Religion
Modern Physics
Electricity and Magnetism
Physics Lab.
Math. 83, 84
Biology 11, 12 or Elect.
Electives
Term
I I1 I11
Cr. Cr. Cr.
5 - 4
5
- 4
- 4
5 5
6 6
1/3 1/3 1/3
-
-
Term
I I1 I11
Cr. Cr. Cr.
4
SOPHOMORE
Biblical Studies
Western Civilization
1,iterattlresociology 12
General Physics
Math. 43, 58
Physical Activities
Term
I I1 111
Cr. Cr. Cr.
5 4
-
-
-
-
4
- - 4
5 5 5
5 4 1/3 1/3 1/3
ENGLISH MAJOR 0
The following program is a suggested course of study. Students are
urged to read carefully the statement under the Department of
English.
FRESHMAN
Term
I I1 I11
Cr. Cr. Cr.
Introduction to Theology
English 11 or 15
English 12 or 35, 45
Foreign Language
Western Civilization
Sociology
Physical Education
JUNIOR
Relielnn
-.
.
---.
.
--
A r t 1 or Music 30
English 61 62 84
English 72'or '74
English Elective
*
SOPHOMORE
Term
I I1 I11
Cr. Cr. Cr.
Biblical Studies
Foreign Language
Pol. Sci. or Economics
Speech 11
Prob of Philosophy
Nat. Sci. or Math.
English 35 or 45 or Eng. elec.
English 47, 31
Term
I I1 I11
Cr. Cr. Cr.
4
4
5 5 5
-
- -
-
SENIOR
Religion
English ?O
Electives
Term
I I1 I11
Cr. Cr. Cr.
4
-
-
Electives recommended for students planning t o enter graduate school: English 30
or 82, 86, 88, 92, 95; and foreign languages.
ENGLISH MAJOR FOR TEACHING IN SECONDARY SCHOOLS
FRESHMAN
Introduction to Theology
English 11 or 15
English 12 or 35, 45
Foreign Language
Western Civilization
Sociology
Physical Education
Term
I I1 I11
Cr. Cr. Cr.
-
-
5
Term
I I1 I11
Cr. Cr. Cr.
Relialon
Gemera1 PsyChoIogy
Erluc. P~ychnlogy
Group Acllvily
Mcti~odnIn Src. Educ.
En~rllsh B1, 02, 55
E,nl:IlsIi 72 u! 74, 84
tlrrtlves
-
5
- -
4
0
4
0
-0
5
5
4
5
-
- -
-
5
-
5
5
-
SOPHOMORE
Biblical Studies
Foreign Language
Speech
Pol. Sci. or Economics
Prob. of Philosophy
Nat. Sci. or Math.
English 35 or 45 or 55
English 47, 31
SENIOR
Religion
Student Teaching
Seminar for Stud. Teach.
School and Society
Health and First Aid
Art 1 or Music 30
English 21 or 40, 86 or 88
English Seminar
Electives
Term
I I1 111
Cr. Cr. Cr.
-
-
5
Term
I I1 111
Cr. Cr. Cr.
4 - - 10 5
- - 4
-
4
3
5
-
5
4
4
-
-
-
-
FRENCH, GERMAN, SPANISH MAJORS
FOR TEACHING IN SECONDARY SCHOOLS
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department of
Modern Languages.
FRESHMAN
Introduction to Theology
English 11. 12
~ e g ~. o r e i g nLanguage
Western Civilization
Sociology 11
Nat. Science or Math.
Physical Education
Term
I I1 I11
Cr. Cr. Cr.
SOPHOMORE
Term
I I1 111
Cr. Cr. Cr.
Biblical Studies
Inter. Foreign Language
Conversation and Com~osition
Speech or Literature
Prob. of Philosophy
Speech or Literature
Pol. Science or Economics
Art 1 or Music 30
Health and First Aid*
Electives
105
JUNIOR
Reliaion
~ d u c a t i o n a l Psychology*
Group Activities*
Methods in Sec. Educ."
General Psychology*
Literature 72 or 74
Survey 63, 64
Electives
Term
I I1 I11
Cr, Cr. Cr.
4 - 4 0 0 0
-
-
-
5
5 .
-
-
5
5
5
5
-
5
5
SENIOR
Relieion
~ t u d G n tTeaching'
Seminar for Stud. Teach.*
School a n d Society'
Adv. Conv. a n d Comu. 84
Literature 72 or 74
Independent Study 91
Electives
Term
I I1 I11
Cr. Cr. Cr.
5
-
10
5
-
1-2
5 -
-
4
1-2
5
Students who do not plan to take the education sequence may substitute electives
f o r these courses.
GREEKMAJOR
Students who plan to major in Greek should confer with the chairman of the department regarding electives and courses to be taken
in the senior year.
FRESHMAN
Introduction to Theology
English 11. 12
Western Civlllzation
Latin 1, 2, 3
Sociology 11
Physical Education
JUNIOR
Religion
Greek
History of Philosophy
Speech
Electives
Term
I I1 111
Cr. Cr. Cr.
- 5
- 4 5
4 4
5 5 5
4 1/3 1/3 1/3
-
Term
I I1 111
Cr. Cr. Cr.
4
4 4 4
4 4 4
4 8
8
- -
-
SOPHOMDRE
Biblical Studies
Nat. Science or Math.
Greek 11. 12, :3
Prob. of Philosophy
Pol. Sci. or Economics
Art 1 or Music 30
SENIOR
Religion
Greek
Literature
Electives
Term
I I1 111
Cr. Cr. Cr.
- 5 5-6 5-6 5 5 5
4 - - - 4-5
. 4
Term
I I1 111
Cr. Cr. Cr.
BROAD MAJOR IN HEALTH AND
PHYSICAL EDUCATION FOR TEACHING
Two teaching majors are offered in the Department of Health and
Physical Education. Students are urged to read carefully requirements listed in the departmental course descriptions.
FRESHMAN
Introduction to Theology
English 11, 12
Foreign Language
Western Civilization
Sociology 11
Health and First Aid
Team Sports
Swim. a n d Aquatics IW,
Physical Activities
JUNIOR
Reliaion
~ d u c a t i o n a lPsychology
Group Activity
Methods in Sec. Educ.
Pol. Science or Economics
A r t 1 or Music 30
Phy. Ed. 57.
Kines and Phys. of Exercise
Phy. Ed. Programming
Adapted P h y . Ed. and Eval.
Self-Testing Activities
Phy. Ed. 82 or Soc. 31'
Term
I I1 I11
Cr. Cr. Cr.
SOPHOMORE
Biblical Studies
Foreign Language
General Psychology
Human Anat. and Physiology
Chemistry 5
Indiv. a n d Dual Sports
Hist. a n d Prin. of P h y . Ed.
Rec. Act. and Rhythms
Instr. First Aid*
I
Term
I1 I11
Cr. Cr. Cr.
- . 4
4
0
-
-
6
5
-
-
0
2
-
-
4
4
4-5
0
5
4-5
4
-
SENIOR
Term
I I1 I11
Cr. Cr. Cr.
4
-
4
-
-
5
5
-
5
-
-
-
4
1
-
-
6
-
-
5
-
-
Term
I I1 I11
Cr. Cr. Cr.
Religion
s t u d e n t Teaching
Seminar i n S.tud. Teach.
School a n d Society
Prob. of Philosophy
Sch. Health and Safety Educ.*
Community ~ e c r e a t f o n *
Speech or Literature
Electives
10 -- -5 - - 44
- - S
4
4
- -3
- 4
-
* Starred courses are required for the broad major in Health and Physical Education
b u t m a y be omitted for the Physical Education teaching major.
107
0 HISTORY MAJOR
The following program is a suggested course of study. Students are
urged t o read carefully the statement under the Department olf History.
FRESHMAN
Introduction to Theology
English 11, 12
Foreign Language
Western Civilization
Sociology 11
Pol. Science or Economics
Physical Education
JUNIOR
Religion
Foreign Language
Historv
~coGhics
Art 1 or Music 30
Minor or Elective
Literature
Term
I I1 111
Cr. Cr. Cr.
5
-
SOPHOMORE
-
Biblical Studies
Foreign Language
U.S. History
Prob. of Philosophy
General Psychology
Nat. Science or Math.
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Religion
Foreign Language
History
Seminar
Minor or Elective
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 I11
Cr. Cr. Cr.
HISTORY MAJOR FOR TEACHING IN SECONDARY SCHOOLS
FRESHMAN
Introduction to Theology
English 11, 12
Foreign Language
Western Civilization
Sociology 11
Economics
Physical Education
JUNIOR
Religion
Educational Psychology
Group Activity
Methods in Sec. Educ.
Art 1 or Music 30
Geography
American Government
Health and First Aid
History
Term
I I1 111
Cr. Cr. Cr.
SOPHOMORE
Biblical Studies
Foreign Language
U.S, History
Proh. of Philosophy
General Psychology
Nat. Science or Math
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Religion
Student Teaching
Seminar for Stud. Teach.
School and Society
Social Problems
Speech or Literature
History
Seminar in History
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 I11
Cr. Cr. Cr.
MATHEMATICS MAJOR
The f~llo~wing
course of study is designed fo'r students who have a
s'trong background in mathematics from high school. Students who
lack this background may need to complete Math. 13, 14, or 19
before registering for Calculus 41.
FRESHMAN
Introduction to Theology
English 11, 12
Foreign Language
Western Civilization
Sociology
Calculus 41, 42, 43
Physical Education
JUNIOR
Religion
Adv. Calculus 83, 84, 85
Modern Algebra 72, 73
Electives
*
Term
I I1 I11
Cr. Cr. Cr.
SOPHOMORE
Biblical Studies
Pol. Sci, or Economics
S ~ e e c hor Literature
~ o r e i g n~ a n g u a g e
Prob, of Philosophy
Art 1 or Music 30
Physics or Chemistry
Differential Equations
Modern Geometry
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Religion
Prob. and Statistics
Independent Study
Electives*
Foundations of Mathematics recommended.
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 111
Cr. Cr. Cr.
MATHEMATICS MAJOR
FOR TEACHING IN SECONDARY SCHOOLS
FRESHMAN
Introduction to Theoloav
-"
English 11. 12
Foreign Language
Western Civilization
Math. Analysis 19
Calculus 41. 42
Physical Education
JUNIOR
Religion
Art 1 or Music 30
Educational Psychology
Speech or Literature
General Psychology
Advanced Calculus
Modern Algebra
Methods in Sec. Educ.
Group Activity
Prob. of Philosophy
Elective
Term
I I1 I11
Cr. Cr. Cr.
- - 5
4 5 5
5
-
5
-
-
4
-
5 5
1/3 1/3 1/3
Term
I I1 I11
Cr. Cr. Cr.
-4
4
5
4
-
-
4
4
-
-
- 0
-
.
0
-
-
Biblical Studies
- - ---Foreign Language
Sociology 11
Pol. Sci. or Economics
Calculus 43
Differential Equations
Modern Geometrv
Physics or heh his try
-
4
5
0
4
4
-
-
5
4
-
-
4
-
4
-
5
-
-
4
-
5-6 5-6
4-5
-
-
Term
I I1 111
Cr. Cr, Cr.
4
. . 4
10
- 5 4
- - 4
SENIOR
Religion
School and Society
Student Teaching
Sem. for Stud. Teach.
Foundations of Math.
Prob, a n d Statistics
Independent Study
Health and First Aid
Electives
-
4
4
Term
I I1 I11
Cr. Cr. Cr.
SOPHOMORE
-
-
-
-
2-4
5 4 4-6
MEDICAL TECHNOLOGY MAJOR
Students may complete a course of instruction leading to the
Bachelor omf Arts degree with a major in medical technology by
completing three years of academic work at Augsburg College and
twelve months of preparation at General Hospital or Swedish Hospital in Minneapolis. The program outlined prepares such students
for certification in medical technology, and it also includes the
Augsburg graduation requirements. A minimum of 24 credits each
of chemistry and biology, and one term of mathematics, is required.
In the senior year students taking this program must register at
Augsburg as well as a t the affiliated hospital.
FRESHMAN
Inlroducllon lo Theology
Enblieh 11, 12
Wt-qte1.n Ulvilizntion
~jocio1oRy 1 1
T3inlngy 11, 12
C h c ~ n i ~ t r5y ilr 15
r l l r n t l s t r y 5 or 16
Pl~,vslc:~l Rrlur.:~lion
JUNIOR
Religion
Foreign Language
Pol. Sci. or Economics
Prob. of Philosophy
A r t 1 or Music 30
Speech or Literature
Microbiology
Cellular Biology or Elect.
Elective
Term
I I1 I11
Cr. Cr. Cr.
5 4
- 5
- 4 - - 4
6
6
6 - 6 1/3 1/3 1/3
Term
I I1 I11
Cr. Cr. Cr.
SOPHOMORE
Biblical Studies
Foreign Language
Genetics
Organic Chemistry 23
Comp. Anatomy or Physiol.
Chemistry 53
Mathematics 13. 14
Term
I I1 111
Cr Cr. Cr.
. 5
5
5
- - 6
6
6
6 5
- 5
SENIOR
I
Lectures, laboratory and practical work a t General or Swedish
Hospital for 12 months
I1 I11
45 crs.
MEDICINE
Since most pre-medical students at Augsburg have gone to the
Medical School of the University of Minnesota, the following is
based on its requirements for admission. Information for other
medical schools may be obtained from "Medical School Admissions Requirements," published by the Association of American
109
Medical Colleges, and available in the Augsburg library. It is the
responsibility of the individual student to see that he has completed
the requirements for admission t o the medical school t o which he
intends to make application.
The "Minimum Requirements" for the Medical School, University
of Minnesota, a s translated into courses a t Augsburg College, a r e
as follows:
Biology 11, 12
General Chemistrv 15. 16
Ovganic chemistr;
51,'52
Quantitative Analysis 53
Frcshlnan English 11, 12
Literature elective
Mathematics 19 for 13, 14)
Physics 21, 22, 23
Social Science a n d Humanities
Credits
12
12
E l.
~.r..t. i.
v
-r
--
Recommended:
Physical Chemistry
Cnlculus 41, 42
61
Medical schools emphasize the word "minimum" in listing their
minimum requirements. The University of Minnesota very strongly recommends to prospective students that they study physical
chemistry, a t least two advanced courses in biology, and psychology
a s well as broad studies in the humanities.
Pre-medical students normally complete a major in either biology
or chemistry. The minimum requirements for a biology major a r e
shown under Department of Biology; for a chemistry major under
Department of Chemistry. Students are strongly urged t o consult
these departments early for advice on scheduling these majors.
MUSIC MAJOR FOR TEACHING
The following program is a suggested course of study. Students are
urged to read carefully the statement under the Department of
Music.
FRESHMAN
Introduction to Theology
English 11. 12
Foreign Language
Western Civilizat~on
Theory 1, 2, 3
Applied Music
Physical Education
JUNIOR
Relieion
~ d u r a t i o n a l Psychology
Group Activities
Teaching of Music
Methods in Sec. Educ.
Art 1
Instr. Techniaue'
History and i i t . I n ~ t ~ s i c )
Conducting
Music Organization
Applied Music
Term
I I1 111
Cr. Cr. Cr.
- - 5
4
5
5
5
. 4
4
5 4
1 1
1
1/3 1/3 1/3
Tcrm
I I1 I11
Cr. Cr. Cr.
-
-
4
SOPHOMORE
Biblical Studies
Foreign Language
Sociology 11
General Psychology
Nat. Science or Math.
Theory 4, 5, 6
Applied Music
SENIOR
Religion
Student Teaching
Seminar in Stud. Teach,
School and Society
Pol. Sci. or Economics
Health a n d First Aid
Prob. of Philosophy
Music Organization
Electives
Term
I 11 I11
Cr. Cr. Cr.
- - 5
4
4
4
5
- 5-6 5-6
4 4 4
1
1 1
Tern1
I I1 I11
Cr. Cr. Cr.
MUSIC MAJOR
Term
I I1 I11
Cr. Cr. Cr.
FRESHMAN
Introduction to Theology
English 11, 12
Foreign Language
Western Civilization
Theory 1. 2, 3
Applied Music
Physical Education
Term
I I1 I11
Cr, Cr. Cr.
JUNIOR
Religion
Art 1
ist tory and Lit.
(music)
Instrumental Technique*
Conducting
Applied Music
Music Organization
Scandinavian Music
Electives
*
SOPHOMORE
Term
I I1 111
Cr. Cr. Cr.
Biblical Studies
Foreign Language
Nat. Science or Math.
Sociology 11
Theory 4, 5, 6
Applied Music
Music Organization
Elective
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Religion
Pol. Sci. or Economics
Prob, of Philosophy
Orch. and Choral Arr.
Applied Music
MuSic Organization
Speech or Literature
Electives
Choral Technique may be substituted for Instrumental Technique i n the fall term
NATURAL SCIENCE MAJOR 0
FOR TEACHING IN SECONDARY SCHO08LS
A major in natural science co,nsists of 63 credits in science and
mathematics with at least 27 credits in each of two of the areas
of biology, chemistry, physics; or at least 27 credits in each of three
of the areas of biology, chemistry, mathematics, physics.
The following program is suggested.
FRESHMAN
Introduction to Theology
English 11, 12
Foreign Language,
Western Civilization
Sociology 11
Natural Science
Physical Education
JUNIOR
Religion
Prob. of Philosophy
Speech or Literature
Education 50. 59
Nat. Science 'or Math.
Group Activities
Health and First Aid
Term
I I1 I11
Cr. Cr. Cr.
-
4
-
4
5
5
5
-
-
5
4
5-6 5-6
1/3 1/3 1/3
-
Term
I I1 111
Cr. Cr. Cr.
SOPHOMORE
Biblical Studies
Foreign Language
Art 1 or Music 30
Nat. Science or Math.
Pol. Sci. or Economics
General Psychology
SENIOR
Religion
Nat. Sci. or Math.
Student Teaching
Sem. for Stud. each
School and Society
Term
I I1 I11
Cr. Cr. Cr.
- 5 4 4
- - 4
5-6 5-6 5-6
- - 4-5
5 - -
-
Term
I I1 I11
Cr. Cr. Cr.
PHILOSOPHY MAJOR
FRESHMAN
Introduction to Theology
English 11. 12
Foreign ~ a n g u a g e
Western Civilization
Sociology
Prob. of Philosophy
Phssical Education
JUNIOR
Religion
Speech or Literature
Philosophy Elective
Electives
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 I11
Cr. Cr. Cr.
4
-
5
5
-
6
4
-
-
5
6 10
SOPHOMORE
Biblical Studies
~ o r i i Language
c
Nat. Science or Math.
Art 1 or Music 30
Pol. Science or Economics
Logic
Philosophy 41, 42, 43
SENIOR
Religion
Philosophy 91
Philosophy Elective
Electives
Term
I I1 I11
Cr. Cr. Cr.
-
4
4
-
5
-
-
-
5-6 5-6
- - 4-5
Term
I I1 I11
Cr. Cr. Cr.
4
-
-
111
POLITICAL SCIENCE MAJOR
The following program is a suggeste'd course of study. Students
are urged to read carefully the statement under the Department
of Political Science.
FRESHMAN
Introduction lo Theology
English 11, 12
Nat. Science or Math.
Sociology 11
Political Science 20, 21, 22
Physical Education
JUNIOR
Religion
Foreign Language
Political Science 70 or 80
Political Science 71 or 81
Political Science 95 or 84
History 1 or 21
History 2 or 22
History 3 or 56
Social Statistics
Social Research
Electives
Term
I I1 I11
Cr. Cr. Cr.
- - 5
- 4 5
5-6 5-6 -
Term
I I1 111
Cr. Cr. Cr.
SOPHOMORE
Biblical Studies
Foreign Language
Art 1 or Music 30
Prob. of Philosophy
Logic
Social Problems
Political Science 50 or 51
Political Science 60 or 61
Economics 22. 23
SENIOR
Religion
Political Science 80 or 70
Political Science 81 or 71
Political Science 84 or 95
History 21 or 1
History 22 or 2
History 56 or 3
~iterature
General Psychology
Electives
Term
I I1 111
Cr. Cr. Cr.
5 5 5 - 4 - - 4
- 5
4
- 4 4 - 4 4
-
Term
I I1 I11
Cr. Cr. Cr.
PSYCHOLOGY MAJOR
FRESHMAN
Introduction to Theology
Enelish 11. 12
or Math.
Western Civilization
Sociology 11
Physical Education
Electives
Term
I I1 I11
Cr. Cr. Cr.
Biblical Studies
Foreign Language
Prob. of Philosophy
Pol. Science or Economics
A r t 1 or Music 30
Speech or Literature
General Psychology
Electives
N ~ Escience
JUNIOR
Religion
Foreinn Lannuaae
-
~ --
-
~
SOPHOMORE
Term
I I1 I11
Cr. Cr. Cr.
-----
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 I11
Cr. Cr. Cr.
Religion
4 - History and Theory (psych.)
4 Research Problems
- 2-3 Seminar in Psychology
3
- 4 Psychology Electives
Electives
8 8 12
SENIOR
-
Psyc. Measurement
Experimental Psychology
Personality I
Personality I1
Psychology Electives
Electives
PHYSICS MAJOR
The fo11,ofwingprogram is a suggested course of study. Students
are urged t o read carefully the statement under the Department of
Physics.
FRESHMAN
Introduction t o Theology
English 11. 12
Foreign Language
Math. 14 or 19
Math. 41, 42
Western Civilization
Sociology 11
Physical Education
Term
I I1 111
Cr. Cr. Cr.
- - 5
4 5 5 5
5
- 5 5
4 - 4
1/3 1/3 1/3
-
- -
- -
SOPHOMORE
Biblical Studies
Foreign Language
General Physics
Mathematics 43
Differential Equations
Pol. Science or Economics
Prob. of Philosophy
Term
I I1 111
Cr. Cr. Cr.
- - 5
4 4 5 5 5
5
- 4 - - 4-5
- 4 -
-
JUNIOR
Religion
Electronics
Mechanics
Advanced Calculus
Art 1 or Music 30
Electricity and Magnetism
Physics Lab
Electives
Term
I I1 I11
Cr. Cr, Cr.
SENIOR
Religion
Thermal Physics
Phvsics Lab
speech or Literature
Electives
Term
I I1 I11
Cr. Cr. Cr.
- - 4
4
-
4
1
1
-
1
4
8
-
11 11
RELIGION MAJOR
FRESHMAN
Introduction to Theology
English 11, 12
Nat. Science or Math.
Western Civilization
Sociology 11
Electives
Physical Education
JUNIOR
Religion
Philosophy
Foreign Language
General Psychology
Electives
Term
I I1 I11
Cr. Cr. Cr.
5 - 4 5
6 6
4 4
-
-
-
- -
-
4
5
1/3 1/3 1/3
Term
I I1 I11
Cr. Cr. Cr.
8 4 4
4 4
- 4 4
5 - - 4 6
-
SOPHOMORE
Biblical Studies
Religion
Foreign Language
Pol. Science or Economics
Prob. of Philosophy
Art 1 or Music 30
Electives
Term
I I1 I11
Cr. Cr. Cr.
5 4 4 4
5 5
- 4
-
- 4 - 4 - - 8
Term
I I1 I11
Cr. Cr. Cr.
4 4 -
SENIOR
Religion
Seminar
Literature
Sociology
Electives
SCANDINAVIAN STUDIES MAJOR
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department
of Modern Languages.
FRESHMAN
Introduction to Theology
English 11, 12
Beginning Norwegian
Western Civilization
Nat. Science or Math.
Sociology 11
Physical Education
JUNIOR
Religion
General Psychology'
Educational Psychology*
Group Activity*
Methods in Sec. Educ:
Modern Scand. Novel
Prob. in Philosophy
Modern Scand. Drama
Scand. Music
Electives
*
Term
I I1 111
Cr.
Cr.
.-Cr.
--
-
4
5
4
-
-
-
5
5
-
5
-
-
5-6 5-6
4
1/3 1/3 1/3
Term
I I1 111
Cr. Cr. Cr.
SOPHOMORE
Biblical Studies
Intermediate Norwegian 5, 6
Norwegian Conv. and Comp.
Modern Scandinavia
Scandinavian History
Speech or Literature
Pol. Science or Economics
Health and First Aid*
Art 1 or Music 30
Term
I I1 I11
Cr. Cr. Cr.
5
-
4
-
5
4
-
-
4
-
4
-
-
F
-
5
i
-
- 4-5
-
-
6
-
Term
I I1 I11
Cr. Cr. Cr.
Religion
4
Student Teaching*
10
Seminar for Stud. Teach.*
5
School and Society*
- - 4
Adv. Norw. Conv. and Comp. 5
Independent Study
1-2
1-2
10
Electives
5
SENIOR
-
- - -
Students who do not plan to take the education sequence may substitute electives for these courses.
SECRETARIAL WORK
The first year of the f,ollowing program provides preparation for
certain office positions. Completion of the second year provides
more advanced training. A student who has had similar courses
in high school may be admitted to advanced classes on the basis
of his proficiency in the sub'ject. An outline of the requiretments for
teaching business subjects in high school appears under Business
Education.
113
A secretarial-work certificate is awarded on completion of the twoyear program.
A student in the two-year program must select three courses from
the general education requirement making a total of 90 credits.
FIRST YEAR
Introduction to Theology
Enelish 11. 12
~ l e h e n t a r y~ y p c w r l t i n g
Advanced Typewriting
Elementary Shorthand
Interm. Shorthand
Advanced Shorthand
Bus. Ed. 10
Electives
Physical Education
Term
I I1 I11
Cr. Cr. Cr.
5
-
-
SECOND YEAR
Biblical Studies
General Psychology
Speech
Principles of Accounting
Secretarial Procedures
Calculating Machines
Electives
Term
I I1 111
Cr. Cr. Cr.
SEMINARY
C,ompletion o'f the pre-seminary curriculum is intended to prepare
the s,tudent for admission into a theologi,cal seminary course. The
following program gives the approximate pre-seminary course. It
does not specify a major or a minor. The student should seek the
counsel of the seminary adviser as early as possible since the major selected by the student may affect the choice of courses even
in the freshman year.
FRESHMAN
Introduction to Theology
English 11, 12
Western Civilization
Foreign Language*
Sociology 11
Physical Education
Term
I I1 I11
Cr. Cr. Cr.
SOPHOMORE
Biblical Studies
Nat. Science or Math.
Foreign Language
Prob. of Philosowhv
Pol. Sci. or Econimics
Art 1 or Music 30
Electives
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 I11
Cr. Cr. Cr.
JUNIOR
Religion
Greek
History of Philosophy
Speech
Electives
4
5
4
4
-
5 4-5
4
- -
8
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Religion
Greek
Literature
Electives
8
Since Latin 2 is a prerequisite to Beginning Greek, students who have not studied
Latin in high school will need to take Latin 1, 2 in college.
SOCIAL SCIENCE MAJOR
FOR TEACHING IN SECONDARY SCHOOLS
A major in the social sciences consists o,f 65 credits including at
least 37 credits in history; 4 credits in geography; and 8 credits
in each of economics, political science, and sociology.
The following program includes the requirements for a teaching
major in the social sciences.
FRESHMAN
Introduction to Theology
English 11, 12
Foreien Laneuane
JUNIOR
Religion
Educational Psychology
Group Activity
Methods in Sec. Educ.
Art 1 or Music 30
Geography
American Government
Health and First Aid
Economics I1
History
Term
I I1 I11
Cr. Cr. Cr.
5
-
4
5
5
5
Term
I I1 I11
Cr. Cr. Cr.
4
-
0
-
4
-
5
-
4
- -
4
0
-
0
5
- - 5
- 4
4
-
4
5
SOPHOMORE
Biblical Studies
Foreign Language
U.S. History
Prob. of Philosophy
General Psychology
Nat. Science or Math.
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Religion
Student Teaching
Seminar for Stud. Teaching
School and Society
Soc. Prob.
Speech or Literature
History
Seminar
Electives
-
10
5
-
4
-
-
4
4
3
4
- - -
-
4
-
4
4
-
A social science minor consists of 45 credits including at least
29 credits in h,istory; and 4 cred,its in each d the following: geography, economics, political science, sociology.
SOCIOLOGY MAJOR
The following program is recommended for students who plan to
study sociology in graduate school.
FRESHMAN
Term
I I1 I11
Cr. Cr. Cr.
Introduction to Theology
English 11, 12
Foreign Language
Western Civilization
Sociology 11
Social Problems
Art I or Music 30
Physical Education
JUNIOR
Religion
Philosophy of Science
Marriage and Family"
Social Statistics*
Social Research*
General Psychology
Speech
Electives
*
Required for the major.
Term
I I1 I11
Cr. Cr. Cr.
-
5
5
5
-
- - -- 5
5
-
4
SOPHOMORE
Term
I I1 111
Cr. Cr. Cr.
5
Biblical Studies
Nat. Science or Math.
Foreign Language
Pol. Sci. or Economics
Prob. of Philosophy
Intro. to Anthropology
Rural American Community
Modern Urban Community
Electives
SENIOR
Religion
Social Psychology*
Sociology 82
Industrial Sociology
Modern Sociology Theory*
Electives
-
Term
I I1 I11
Cr. Cr. Cr.
5
-
5
5
4
5
-
-
5
-
-
-
5
12
115
SOCIOLOGY MAJOR WITH THE
SOCIAL WORK SEQUENCE
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department of
Sociology.
FRESHMAN
Introduction to Theoloav
-"
English 11, 12
Foreign Language
Western Civilization
Sociology 11, 12
Art 1 or Music 30
Physical Education
JUNIOR
Relieion
socilology 51 52 53*
Sociology 54: 55: 56*
Sociology 61:
Psychology 5'
soCiology~31
Electives
*
Term
I I1 I11
Cr. Cr. Cr.
5 - - 4 5
5 5 4
4
4 - - 4
1/3 1/3 1/3
-
Term
I I1 I11
Cr. Cr. Cr.
- 4 -
SOPHOMORE
Biblical S ~
I.~ ~ P S
... I .
Foreign Language
Nat. Science or Math.
Speech or Literature
Pol. Science or Economics
Prob. of Philosophy
Rural American Community
Modern Urban Community
Elective
SENIOR
Religion
Sociology 75, 82
Psychology 61, 62
Electives
Term
I I1 I11
Cr. Cr. Cr.
4 4
5-6 5-6
-
4-5
-
-
4
-
-
-
-
4
4
-
-
4
4
Term
I I1 I11
Cr. Cr. Cr.
Required for the major.
SPANISH MAJOR
See under Curriculum for French major.
SPEECH MAJOR
FOR TEACHING IN SECONDARY SCHOOLS
The following program is a suggested course of .study. Students
are urged to read carefully the statement under the Department
of Speech.
FRESHMAN
Introduction to Theology
English 11, 12
Foreign Language
Western Civilization
Sociology 11
Art 1 or Music 30
Physical Education
JUNIOR
Religion
Intro. to Dramatic Arts
Pol. Science or Economics
Interpretive Reading
Speech 51 or 55
Educational Psychology
Group Activity
Methods in Sec. Educ.
Health and First Aid
Elective
Term
I I1 I11
Cr. Cr. Cr.
- 5
4 5
5 5 4
4
-
--
- -
4
-
-
4
1/3 1/3 1/3
Term
I I1 111
Cr. Cr. Cr.
SOPHOMORE
Biblical Studies
Foreign Language
Speech 11
Nat. Science or Math.
Prob. of Philosophy
Logic
Speech 12 or 52
Acting
General Psychology
SENIOR
Religion
Soeech 16 or 67
~ h e e c hpathology
Stage Direction
Student Teaching
Seminar for Stud. Teach.
School and Society
Electives
Term
I I1 I11
Cr. Cr. Cr.
- 5 4 - -
Term
I I1 I11
Cr. Cr. Cr.
117
CRSONNEL
THE BOARD
OF REGENTS
Officers of the Board
Mr. Leonard F. Ramberg . . . . . . . . . . . . . . . . . . . . . . . . . . . Chairman
Dr. Luthard 0. Gjerde . . . . . . . . . . . . . . . . . . .,
.... Vice-chairman
Mrs. George Nelson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Secretary
Mr. Herbert A. Johnson ............................Treasurer
Mr. Elmer L. Andersen, St. Paul, Minnesota
Chairman of the Board, H. B. Fuller Company
Mr. Albert E. Anderson, Minneapolis, Minnesota
Assistant Manager, Augsburg Publishing House
Dr. Philip S. Dybvig, Minneapolis, Minnesota
Diversified Church Services
Mr. Jerome Formo, Minneapolis, Minnesota
Vice President, Plastics, Inc.
Dr. Luthard 0. Gjerde, Minneapolis, Minnesota
Executive Director, Lutheran Social Service of Minnesota
Dr. John K. Grotting, Minneapolis, Minnes'ota
Medical Doctor
Dr. George Hager, Chapel Hill, North Carolina
Education, University of North Carolina
Dr. Philip C. Helland, Burnsville, Minnesota
Executive Secretary, Minnesota Junior College Board
Mr. Ruben G. Hovland, Northfield, Minnesota
High School teacher, Northfield Public Schools, Farming
Mr. Herbert A. Johnson, Minneapolis, Minnesota
Director Sales Training, Investors Diversified Services
Mr. G. S. Michaelsen, Minneapolis, Minnesota
Professor, Director Environmental Health & Safety,
University of Minnesota
Mr. R. E. Myhre, Minneapolis, Minnesota
Manager, South Side Insurance Agency
Dr. E. Clifford Nelson, St. Paul, Minnesota
Professor, Luther Theological Seminary
Mrs. George Nelson, Minneapolis, Minnesota
Homemaker
The Rev. David W. Preus, Minneapolis, Minnesota
Pastor, University Lutheran Church of Hope
Mr. Cyrus Rachie, Appleton, Wisconsin
Vice President and Legal Counsel, Aid Association for Lutherans
Mr. Leonard F. Ramberg, Minneapolis, Minnesota
Vice President, Northwestern National Bank
Mr. John L. Werness, Minneapolis, Minnesota
Werness Brothers Funeral Chapel
Presdent Oscar A. Anderson
Oscar A. Anderson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . President
Kenneth C. Bailey . . . . . . . . . . . . . . . . . . . . . . . Dean of the College
Burton P. Fosse . . . . . . . . . . . . . . Vice President for Business Affairs
Kenneth P. Fagerlie . . . . . . . . . . . . .Vice President for Development
Glen W. Johnson . . . . . . . . . . . . . . . . . . . . . . . . . . . Dean of Students
Fern Martinson . . . . . . . . . . . . . . . . . . Associate Dean of StudentsDean of Women
Mildred Joel . . . . . . . . . . . . . . . . Registrar, Secretary of the Faculty
Beverly Wegge . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Registrar
Karlis Ozolins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Librarian
Carl R. Hammarberg . . . . . . . . . Director of Placement and Testing
S. V. Hjelmeland . . . . . . . . . . . . Associate Director of Development
Jeroy Carlson . . . . . . . . . . . . . . . . . . . .Director of Alumni Relations
Richard Holy . . . . . . . . . . . . . . . . . . . . . Director of Church Relations
ADMINISTRATI
119
Donald Sorlien . . . . . . . . . . . . . . . . . . . Director of Public Relations
Michael Walgren . . . . . . . . . . . . . . . . . . Public Relations Assistant
Donovan Lundeen . . . . . . . . . . . . . . . . . . . . . .Director of Admissions
Mark Johnson . . . . . . . . . . . . . . . Assistant Director of Admissions
Jim Parks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Admissions Counselor
Arthur Nelson ................... Supervisor of Plant Services
Vernon Chilgren . . . . . . . . . . . . . . . . .Manager of Housing Services
Richard L. Berg . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Comptroller
Mrs. Elaine Swanson . . . . . . . . . . . . . . . .Director of Food Services
Eugene Ecklund . . . . . . . . . . . . . . . . . . .Manager of Public Functions
Irving Hoe1 . . . . . . . . . . . . . . . . . . . . . . . . . . .Manager of Book Store
Frank A. Gruver, M.D. . . . . . . . . . . . . . . . . . . . . . . College Physician
Orlin Mandsager . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Campus Pastor
Bjame Landa . . . . . . . . . . . . . . . . . . . . . . . . .Curator of the Museum
Agnes Tangjerd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Archivist
Mrs. Julie Thompson . . . . . . . . . . . . .Director of Student Activities
OMMITTEES OF
THE FACULTY
President's Cabinet: 0 . Anderson, Bailey, Fosse, Fagerlie, G. Johnson, Miss Martinson, Miss Joel, Mandsager, A. Nelson, Sorlien
Faculty Senate: 0 . Anderson, Bailey, SkiWe, Sonnack, Thompson,
Nicholl, Hemmingson, Gisselquist, Agre, Haugsby
Educational Policies: Bailey, 0.Anderson, P. Quanbeck, Sonnack,
Miss Pederson, Karlen, Alton, Mickelberg, M. Quanbeck, Ozolins,
Miss Joel
Library: Hanwick, Ozolins, J. Thut, Fardig, Skibbe
Student Personnel: G. Johnson, Miss Martinson, P. Anderson, Miss
Pederson, P. Quanbeck, Mrs. Hinrichs
Admissions and Student Standing: Miss Joel, Bailey, Miss Cole,
Holum, Hansen, R. Anderson
International Education: Mrs. Jensen, Miss Joel, Follingstad, Jenson;
Nicholl (Advisory)
Athletics: Mickelberg, E. Anderson, Savold, Dahlen, Laue
Faculty Social F'unctions: Mrs. L. Peterson, Miss Lund, Holen, Mrs.
Anderegg, Saugestad
Teacher Education: E. Johnson, Miss Mattson, Mrs. Parker,
E. Anderson, Savdd, Dumpys, Mrs. E. Olson
Faculty Personnel Policies: Budge. Holum, E. Johnsm, Mrs. Jensen,
Sulerud
"Judicial Council: Nelson, C,hrislock, Mrs. K. Peterson, Mrs. I.
Hanson
*Student-Faculty Council: 0. Anderson, Bailey, G. Johns'on, Miss
Martinson, Pearson, Crepeau
"Convocations: Urdahl, Agre, Miss Aas,kov, Sateren
"Religious Life: Mandsager, Husfloen, Miss Martinson
*
Joint Student-Faculty Committees
Ruth Aaskov (1960-63, 1965), Assistant Professor of French
B.A., Augsburg College, 1953; M.A., Middlebury College, 1960.
THE FACULTY
Courtland Agre (1959), Professor of Chemistry
B.CH.E., 1934 and Ph.D., 1937, University of Minnes'ota.
Earl Alton (1960), Associate Professor of Chemistry
B.A., St. Olaf College, 1955; M.S., 1958 and Ph.D., 1961, University
of Michigan.
*Lyla Mae Anderegg (1959), Assistant Prolfessor of Education and
Psychology
B.A., University of Minnemta, 1945; M.A., Nortmhwestern University,
1947.
Ernest Anderson (1946), P r ~ ~ f e s s oofr Health and Physical Education,
Basketball Coach
B.A., Augsburg College, 1937; M.Ed., University of Minnesota, 1947.
*Hildur Anderson (1965), Catalog Librarian
A.A., North Park College, 1938; B.S., University of Minnesolta, 1941.
Mary Marie Anderson (1965), Instructor of Spanish
B.A., St. Olaf Colllege, 1962; M.A., Middlebury College, 1964.
Oscar A. Anderson (1963), President olf the College
B.A., St. Olaf College, 1938; B.D., Luther Theological Seminary,
1942; LL.D., Concordia College, 1963.
Paul S. Anderson (1965), Assistant Professor of Sociology and Director of Research Center
B.A., 1957 and M.A., 1961, University of Minnesota.
Raymond E. Anderson (1949), Professor of Speech
B.S.,1946, M.A., 1950 and Ph.D., 1959, University d Minnesota.
Kenneth C. Bailey (1965), Dean of the College and Professor of
Philosophy
B.A., St. Olaf College, 1950; M.A., 1952 and Ph.D., 1960, University
of Minnesota.
John Benson (1963), Assistant Professor of Religion (on leave 196567)
B.A., Augsburg College, 1955; B.D., Luther Theological Seminary,
1959; M.A., Columbia University, 1961.
William Bergstrom (1963), Assistant Professor of English
B.A., 1950 and M.A., 1952, University o,f Minnesota.
R o b e a K. Binford (1964), Instructor of French
B.S., Hamline University, 1961; B.A., University of Minnesota, 1963;
M.A., University of Wisconsin, 1964.
"Oscar Blegen, Jr. (1963), Assistant Football Coach and Head Wrestling Coach
B.A., Augsburg College, 1961.
* Part-time
faculty
121
*Vernon M. Bloom (1965), Instructor of Sociology
B.A., 1956 and M.S.W., 1959, University of Minnesota.
*L. David Brown (1966), Lecturer in Religion
B.S., University of Minnesota, 1946; B.A., Concordia College, 1948;
C.Th., Luther Theological Seminary, 1951.
Bruce P. Budge (1960), Assistant Professor of Business Administration
B.S., 1953 and M.S., 1957, University of Idaho.
*James Burtness (1965), Lecturer in Religion
B.A., St. Olaf College, 1949; B.Th., Luther Theological Seminary,
1953; D.Th., Princeton University, 1958.
*Harold Cannon (1962), Instructor sf Spanish
B.A. and B.S., University of Minnesota, 1962.
Carl H. Chrislock (1952), Pro,fessor of History and Political Science
B.A., Augsburg College, 1937; M.A., 1947 and Ph.D., 1955, University
of Minnesota.
"Gracia Christensen (1959-60, 1961-62, 1963), Instructor of English
B.A., Hunter College, 1932; M.A., Radcliffe College, 1935.
Robert E. Coffman (1965), Assistant Professor of Chemistry
B.S., University of Illinois, 1953; M.S., University of California,
1955; Ph.D., University of Minnesota, 1965.
Mario Colacci (1952), Pro,fessor of Classical Languages
D.Th., Pontificium Atheneum Roman Major Seminary, 1932; L.R.B.,
Pontificium Institutum Biblicum de Urbe, Rome, 1934; D.Litt., University of Naples, 1940.
Ailene Cole (1956), Associate Professor of Speech
B.A., Gustavus Adolphus College, 1936; M.A., University of Minnesota, 1949.
Thomas E. Crepeau (1964), Assistant Professor of German
B.A., College of St. Thomas, 1958; M.A., University of Minnesota,
1964.
K. Berner Dahlen (1941), A'ssociate Profess'or of English
B.A., Augsburg College, 1931; M.A., University of Minnesota, 1940.
*Kenneth L. Davenport (1962), Instructor of Music (String Instruments)
B.M., Hamline University, 1932; M.M., Minneapolis College, 1938.
Hans Dumpys (1965), Instructor of Relligion
B.A., Augsburg Cocllege, 1956; B.D., Chicago. Lutheran Seminary,
1960; M.Th., Harvard Divinity School, 1965.
Beverly C. Durkee (1965), Instructor o'f Mathematics
B.A., 1952; B.S.L., 1953; B.S.Ed., 1963; M.A., 1965, University d Minnesota.
*John Eiler (1965), Instructional Assistant of Physical Education
B.A., Augsburg College, 1965.
Kenneth P. Fagerlie (1963), Vice President for Development
B.A., Augsburg Cdlege, 1950.
Sheldon Fardig (1962), Associate Professor of Education
B.A., Carleton College, 1940; M.M., Northwestern University, 1952.
Henry G. Follingstad (1962), Assistant Pro,fessor of Mathematics
B.E.E., University of Minnesota, 1947; C.D.T. diploma, Bell Telephone
Laboratories, Inc., 1950.
Burton P. Fosse (1953), Vice President for Business Affairs
B.B.A. and B.M.E., University of Minnesota, 1949.
"Stephen Gabrielsen (1963), Instructor of Music (Director of Male
Chorus)
B.A., Augsburg College, 1963.
'kDaryl Gibson (1954), Associate Professor of Music (Brass Instruments)
B.S., 1934 and M.A., 1941, University of Minnesota; Ph.D., University
of Iowa, 1947.
Orloue Gisselquist (1956), Assistant Professor of History (on leave
1965-66)
B.A. 1943 and M.A., 1956, University o,f Minnesota.
Frank A. Gruver (1963), College Physician with rank of Assistant
Professor
B.S., University of New Mexico, 1954; M.D., University o'f U'tah,
1959; PARS Certificate, Union Theological Seminary, 1963.
Donald R. Gustafson (1961-63), Assistant Professor of History (on
leave 1963-66)
B.A., Gustavus Adolphus College, 1955; M.A., University of Wisconsin, 1956.
*Demos P. Hadjiyanis (1965), Lecturer in Economics
B.S., Oklahoma State University, 1953; M.S., Ohio University, 1954.
William H. Halverson (1955-56, 1959), Professor of Philosophy and
Religion (on leave 1965-66)
B.A., Augsburg College, 1951; .B.Th., Augsburg Theological Seminary, 1955; M.Th., Princeton Theo1,ogical Seminary, 1957; M.A.,
1959 and Ph.D., 1961, Princeton University.
Carl R. Hammarberg (1953), Director of Placement and Testing with
rank of Assistant Professor
B.A., Gustavus Adolphus College, 1932; M.A., University of Minnesota, 1948.
Leif E. Hansen (1961), Assistant Professor of Scandinavian
B.A., Concordia College, 1947; M.A., University of Minnesota, 1950.
123
Irene Hanson (1963), Associate Professor of Education
B.S.Ed., 1946 and M.S.Ed., 1948, Temple University; Ph.D., University
of Minnesota, 1965.
*L. David Hanson (1965), Instructor of English
B.A., Augsburg College, 1955.
Theodore J. Hanwick (1956), Professor of Physics
B.E.E., 1933 and M.S., 1937, Polytechnic Institute of Brooklyn; Ph.D.,
New York University, 1950.
Orvald B. Haugsby (1961), Assistant Prolfessor o,f Mathematics
B.A., Wisconsin State College, Superior, 1952.
"John Helgeland (1964), Instructor of Classical Languages
B.A., Luther College, 1962.
Melvin Helland (1941-64), Prolfessor Emeritus
B.A., Augsburg College, 1915; C.T. Augsburg Theological Seminary, 1918; S.T.M., 1919 and Ph.D., 1930, Hartford Seminary Foundation.
A. Robert Hemmingson (1957), Assistant Professor of Economics
and Business Administration
B.A., Dana College, 1953; M.A., University of Nebraska, 1957.
Grace Hinrichs (1962), Associate Professor of Psychology
B.A., 1957 and Ph.D., 1963, University of Minnesota.
Norman Holen (1964), Instructor olf Art
B.A., Conoordia College, 1959; M.F.A., Iowa State University, 1962.
John R. Holum (1957-58, 1959), Professor of Chemisitry
B.A., St. Olaf College, 1950; Ph.D., University of Minnesota, 1954.
*Mary T. Howard (1965), Assistant Pro'fessor of Psychology
B.A., West Virginia State Co'llege, 1948; M.A., University of Kansas
City, 1952.
Ri'chard Husfloen (1962-63, 1964), Instructor of Re1,igion
B.A., Augsburg Colllege, 1961; B.Th., Augs:burg Theological Seminary,
1964; M.Th., Princelton Theological Seminary, 1964.
"Clifton Jackson (1965), Instructor of Music
"Valija Jaunlinins (1965), Instructor o,f German
Interpreter, Heidelberg University, 1948; M.A., University of Minnesota, 1964.
"Irene Khin Khin Jensen (1955-56, 1959), Associate Professor of
History and Political Science
B.A., Rangoon Universi.ty, Burma, 1949; M.A., Bucknell University,
1951; Ph.D., University of Wisconsin, 1956.
John Jenson (1956-57, 1961), As.sistant Librarian
B.A., Augsburg College, 1955; M.A., University of Minnesota, 1957.
Mildred V. Joel (1947), Registrar with rank o~f Associate Professor
(on leave 1966-67)
B.A., Augsburg College, 1940; M.A., University of Minnesota, 1947.
Einar 0.Johnson (1956), Professor of Education
B.A., Concordia College, 1938; M.A., 1950 and Ph.D., 1961, University of Washington.
Glen W. Johnson (1961), Dean of Students with rank of Assistant
Professor
B.S.E., University of Nebraska, 1952; B.D., Luther Theological Selminary, 1959.
"James Johnson (1961), Instructor olf Music (Piano)
B.A., University of Minnesota, 1956; M.A., Julliard School of Music,
1958.
"Mary E. Johnson (1962), Assistant Professor of French
B.A., Smith College, 1947; M.A., Columbia University, 1950.
*Sherman Johnsrud (1960-61, 1965), Instructor of Philosophy
B.A., St. Olaf Co~llege,1953; M.A., University of Chicago, 1955.
*Eunice Kacalek (1966), Instructor o'f Home Economics
B.S., Iowa State College, 1940; M.S., University of Minnesota, 1948.
Robert Karle~n(1959), Assistant Prolfessor of Music
B.M., New England Conservatory, 1950; M.A., University of Minnesota, 1959.
Mimi B. Kingsley (1947), Associate Professor of Spanish (on leave
1965-67)
B.A., Maryville College, 1936; M.A., University of Mexico, 1944.
Bernhardt J. Kleven (1937-46, 1947-65), Professor Emeritus
B.A., Augsburg College, 1922; M.A., 1930 and Ph.D., 1941, University of Minnesota.
*Emma Kydd (1960-61, 1965), Lecturer in Home Economics
B.S., 1958 and M.S., 1960, University of Minnesota.
Bjarne E. Landa (1947), Professor of German
B.A., Voss State College, Norway, 1925; B.A., 1928 and M.A., 1930,
University of Southern California; Ph.D., University of Minnesota,
1952.
Joanne Larson (1965), Instructor of English
B.A., Gustavus Adolplhus College, 1961; M.A., University d Georgia,
1962.
Richard Laue (1963), Instructor of History
B.A., 1950 and M.A., 1955, University of Minnesota.
Bertha Lillehei (1937-40, 1960), Assistant Professor of English
(on leave 1965-67)
B.A., Augsburg College, 1934; M.A., University of Minnesota, 1960.
125
Lorraine K. Livingston (1960), Assistant Professor of English
B.A., 1930 and M.A., 1932, University of Minneslota.
Gertrude S. Lund (1950), Associate Professor of Business Education
B.A., Augsburg College, 1936; M.A., University of Minnesota, 1951.
David Lyle (1964), Instructional Assistant of Chemistry
B.A., A,ugsburg College, 1964.
Orlin L. Rlandsager (1960-61, 1962), Campus Pastor and Instructor
of Religion
B.A., St. Olaf College, 1956; B.D., Luther Theological Seminary, 1961.
Fern Martinson (1964), Dean of Women-Associate Dean of Students
B.A., Concordia College, 1947; M.A., Syracuse Universi'ty, 1950.
Martha M. Mattson (1960), Associate Professor of Education
B.A., Augs,burg Cdlege, 1928; M.A., University of Minnesota, 1932.
*Michael McCabe (1965), Lecturer in Makhmatics and Physics
B.A., 1959 and M.S., 1965, Universi.ty of Minnesota.
Erwin D. Mickelberg (1956), Assistant Professor of Biology
B.A., Augsburg C,ollege, 1954; M.A., University of Minnesota, 1964.
"Darlene Moland (1965), Instructor of Home Economics
B.S., North Dakota Agricultural College, 1956; M.A., North Dakota
State University, 1964.
*August Molder (1963), Artist in Res.idence and Instruator of Art
Graduated, 1938 and LL.M., 1944, University of Tartu, Estonia.
Gerda Mortensen (1923), Professor Emeritus and Executive Secretary of Centennial Committee
B.S., University of Minnesota, 1923; M.A., Columbia University,
1928.
Donald F. Moyer (1965), Instructor of Physics
B.A., 1960 ,and M.A., 1962, Miami University, Ohio.
Arthur Nash (1922), Professor of Biology
B.A., Augsburg College, 1922; Ph.D., University of Minnesota, 1938.
*Emma L. Nashan (1963), Instructor of German
B.A., Duke University, 1953; M.A., Indiana University, 1963.
Edor C. Nelson (1946), Associate Professor of Physical Education,
Football and Baseball Coach
B.A., Augsburg College, 1938; M.Ed., University of Minnesota, 1947.
Balwant S. Nevaskar (1964), Assistant Professor of Sociology (on
leave 1965-66)
B.A., Wilson College, 1946; B.D., Northwestern Lutheran Theological Seminary, 1956; M.A., University of Minnesota, 1959.
Grier Nicholl (1961), Assistant Professor of English
B.A., Wesleyan University, 1951; M.A., Columbia Teachers College,
1956; Ph.D., University of Minnesota, 1964.
David Nordlie (1961), Assistant Professor of Sociology (on leave
1966-67)
B.A., Augsburg College, 1960; M.A., University of Minnesota, 1965.
Esther J. Olson (1960), Associate P r ~ ~ f e s s of
o r Speech
B.S., 1945; M.A., 1945 and Ph.D. 1956, University of Minnesota.
Jean Olson (1965), Instructional Assistant of Modern Languages
B.A., Augsburg College, 1964.
"Judith Olson (1965), Instructional Assistant of Physical Education
B.A., Augsburg College, 1965.
Magne Olson (1961-62, 1965), Instructor of History
B.A., Augsburg College, 1958; M.A., University of Minnesota, 1961.
Karlis Ozolins (1955), Librarian with rank of Associate Professor
(on leave 1966-68)
B.A., Augsburg College; 1951; B.Th., Augsburg Theological Seminary, 1952; M.A., University of Minnesota, 1961.
Ronald G. Palosaari (1965), Assistant Professor of English
B.A., 1955 and B.D., 1959, Bethel College; M.A., University of Minnesota, 1963.
"Patricia A. Parker (1960), Assistant Professor of Library Science
B.S. Eastern Michigan College, 1949; M.A., University of Michigan,
1952.
Howard E. Pearson (1956), Assistant Professor of Physical Education
B.A., Augsburg College, 1953; M.A., University of Minnesota, 1957.
Anne Pederson (1932-44, 1946), Professor of English
B.A., Augsburg College, 1932; M.A., University of Minnesota, 1945.
"Katherine Peterson (1956), Assistant Professor of Home Economics
B.S., South Dakota State College, 1936; M.S., State University of
Iowa, 1939.
LaVonne Peterson (1950), Associate Professor d Physical Education
for Women
B.A., Augsburg College, 1950; M.A., Montana State University,
1954.
Martin Quanbeck (1938), Professor of Education
B.A., Augsburg College, 1929; M.A., 1933 and Ph.D., 1952, University of Minnesota.
Philip A. Quanbeck (1957), Professor of Religion (on leave 1966-67)
B.A., Augsburg College, 1950; B.Th., Augsburg Theological Seminary, 1951; M.Th., 1954 and D.Th., 1958 Princeton Theological
Seminary.
127
Gunta Rozentals (1965), Assistant Professor o~f Spanish
B.A., 1956 and M.A., 1961, University of Minnesota.
Leland B. Sateren (1946), Professor of Music
B.A., Augsburg College, 1935; M.A., U n i ~ e r s ~ i t09
y Minnesota, 1943;
L.H.D., Gettysburg College, 1965; D.Mus., Lakewood College, 1965.
Edwin J. Saugestad (1960), Assistant Professor of Physical Education
B.A., Augsburg College, 1959; M.A., University of Minnesota, 1964.
A. Mayo Savold (1952), Associate Professor o'f Music
B.A., Luther College, 1941; M.Mus.Ed., MacPhail School of Music,
1963.
Oscar Schmiege (1965), Instructor olf Philosophy
B.A., University of Wisconsin, 1956; B.D., Chicago Lutheran Theological Seminary, 1959; M.A., University of Minnesota, 1965.
"Marjorie H. Sibley (1961), Assistant Librarian with rank of Assistant Professor
B.A., 1942 and M.A., 1943, University of Illinois; M.A., University
of Minneso~ta,1961.
Dennis Sjogren (1965), Teaching Aide in Bio'logy
B.A., Augsburg College, 1965.
Eugene Skibbe (1964), Assis'tant P r ~ ~ f e s s of
o r Religion
B.A., St. Olaf College, 1952; B.Th., Luther Theological Seminary,
1956; D.Th., University of Heidelberg, 1962.
George Soberg (1926-65), Professor Emeritus
B.A., Augsburg College, 1926; C.T., Augsburg Theological Seminary, 1950.
Paul G . Sonnack (1949), Professor of Rdigion
B.A., Augsburg College, 1942; C.T., 1945 and B.Th., 1947, Augsburg
Theological Seminary; M.A., University olf Chicago, 1960.
Myles C. Stenshoel (1965), Associate Prolfessor o'f Political Science
B.A., Concordia College, 1948; M.A., 1958 and Ph.D., 1965, University of Colorado.
Gladys Stone (1965), Associate Pro,fessor of Sociology
A.A., Modesto Junior College, 1942; B.S. and B.A., Was,hingto,n
University, St. Louis, 1944; M.A., University of Ch,icago, 1946; Ph.D.,
University of Michigan, 1956.
Ralph Sulerud (1964), Assistant Professor o'f Biology
B.A., Concordia Co,llege, 1954; M.A., University of Nebraska, 1958.
"Michael Sutyak (1965), Instructor in Music
B.M., New England Conservatory of Music, 1956.
"Agnes B. Tangjerd (1940), Librarian Emeritus and Archivist
B.A., St. Olaf College, 1920; B.S., 1939 and M.A., 1944, University
of Minnesota.
Philip J. Thompson (1959), Associate Professor of Art
B.A., Concordia College, 1955; M.F.A., Iolwa State University, 1958.
"Elvira Thomson (1965), Lecturer in Home Economics
B.S., 1929 and M.S., 1947, University of Minnesota.
John Thut (1947), Associate Professor olf Music
B.A., Goshen College, 1923; B.Mus., 1930 and M.Mus., 1934, American Conservatory of Music.
*Vera Thut (1947), Instructor of Music (Piano)
B.Mus., American Conservatory of Music, 1927.
Renate Tietz (1963), Circulation Librarian
B.A., University of Minnesota, 1962.
Joel S. Torstenson (1938-42, 1947), Professor o'f Sociology (on leave
1965-66)
B.A., Augsburg College, 1938; M.A., 1940 and Ph.D., 1959, University
of Minnesota.
*E. Margaret Trautwein (1950-54, 1961), Assistant Pro'fessor of
English
B.A., Augsburg College, 1937; M.A., University of Minnesota, 1953.
Erling J. Ur&ahl(1943), Associate Professor of Biology
B.A., Concordia College, 1930; M.A., University of Minnesota, 1940.
Robert M. Zeller (1965), Director of Ins.tructiona1Services
B.A., Augsburg College, 1965.
Peter H. Armacost (1959-61, 1963-65), Ass,istant Professor of Psychology and Dean of Students
B.A., Denis'on University, 1956; Ph.D., University of Minnesota, 1963.
*Emil Balz (1963-65), Instructor of Modern Languages
Abitur, Friedrich Schiller Oberschule, Germany, 1937; Akad, Geprufter Ubersetzer, Heidelberg Univers,ity, 1949.
"Merrilyn Belgum (1960-65), Instructor of Sociology
B.A., University of Minnesota, 1946; M.S.W., University o,f Denver,
1956.
*James Boyce (1964-65), Instructor of Latin
B.A., Luther Coll,ege, 1964.
'i'Jacqolyn Cherne (1960-62, 1963-65), Instructor of English
B.A., Augsburg College, 1958.
*Linda Crawford (1964-65), Instructor of English
B.S., University of Wisconsin, 1960.
Kenneth N. Erickson (1964-65), Instructor of Physics
B.A., Augsburg College, 1962; M.S., Michigan State University,
1964.
129
S. Hugh Fitch (1964-65), Assistant Professor of Modern Languages
B.A., 1949 and M.A., 1951, University of New Mexico.
Kirsten Giving (1964-65), Instructor of Home Economics
B.S., St. Olaf College, 1960; M.A., University d M,innesata, 1964.
"Patricia Hatteberg (1965), Instructor of Home Economics
B.S., Eowa State University, 1948; M.S., University of Minnesota,
1952.
*Evelyn Irving (1964-65), Visiting Professor of Language Methods
B.A., 1941 and M.A., 1947, Florida State University; Ph.D., University
of Illinois, 1950.
"Dennis Lane (1960-65), Instructor of Music (Organ)
B.S., University of Minnesota, 1941.
*Frederick Z. Lesher (1963-65), Instructor of English
B.A., Carthage C,ollege, 1958; M.A., Iowa State University, 1962.
Iver B. Olson (1945-65), Professor of Modern Languages
B.A., Auggburg College, 1935; B.Th., Augsburg Theological Seminary, 1936; M.A., University of Minnesota, 1945; S.T.D., Chicago
Lutheran Theo1,ogical Seminary, 1957.
Joseph W. Richen (1964-65), Ins~tructorof Speech
B.A., Berea College, 1960; M.A., Ohio University, 1962.
* R d d R. Ricketts (1964-65), Instructor of Music (Brass Instruments)
B.M., 1954 and M.M., 1955, Manhattan School of Music.
Donna Schlorf (1961-65), Instructor d Physical Education
B.A., Augsburg College, 1955; M.A., Universi~tyof Minnesota, 1964.
Ruth Segolson (1944-65), Professor of Home Economics
B.S., 1925 and M.A., 1938, University of Minnesota.
"MertonStrommen (1947-65), Instructor d Religion
B.A., Augsburg College, 1942; C.Th., 1944 and B.Th., 1950, Augsburg Theological Seminary; M.A., 1954 and Ph.D., 1960, University
of Minnesota.
"Joyce Tester (1963-65), Instructor d Home Economics
B.S., 1955 and M.A., 1959, Univers,ity of Minnesota.
"MargaretUroff (1964-65), Instructor of English
B.A., Middleburg College, 1956.
"HelenWatkins (1964-65), Instructor of English
B.A., Radcliffe College, 1960; M.A., Yale University, 1962.
131
GRADUATES
1964
Aadland, Carolyn Irene . . . . . . Westbrook
Laycock, Ronald George ... Miniaeapolis
Aarsvold, Dawn Joanne Asp Mii~neapolis Lee. Lance Jerome ......
Minneapolis
Almer, Charles E. . . . . . . . . . Minneapolis
Leifgren, Joyce Michele .. Fwderic, Wis.
Anderson. Donald A. . . . . . Ilzidson. Wis.
Lindberg. Curtis Martin . . . . . St. Paul
Anderson, Luther Leroy ... Miitneapolis
Lindell, Sharon L . . . . . . . . Minneapolis
Anderson. Orville Keith . . V ~ n t q r r n In.
Lindgrcn, Mary Margaret . . Miinteapolis
~ i ~ ; ~ l ~ i ~
~ ~ i iDavid
;
~ n d e r s o n ;~ i c h a c d - ~ : - - . -..:.
.
Lobben.
Charles . . . . . Minneapolis
Arends, Myra Mildred . . ..,.. Wabnsso
Long. J o h n H. . . . . . . . . . ..
S t........
Pnqrl
Armstrong, Kenneth B . . . . Mii~necipolis ~ u n d Richard
.
Allan . . . . . . . .~ i n n e a p o l i s
Lundby, Kathyrn Ann . . . Spriiag V a l l e ~
Bakke, David Allen . . . Mii~neanr
Ais
Lyle, David L. . . . . . . . . . . . . . .Mii~iaeal,olis
Bakke, Karlton ............... Ztintbrota
Berg, Andrew Melford . . . . . . . Willnaar
Marti~lson. Anltn Louise . . . . . . . . Caiab?~
Bjorndahl, Vern Roland . . . . . Minllcnpolis
Matliisrl~i, I>I*:>IByr'ran . . . . . . . . Bngle!~
Bloedel, Karen Lee . . . . . . . . . . . Osseo
McTVaIlt!t'. Ivv .Tea11 . .............
H o r n ~ ~ r ~ o, o.Ill.
..r.l
Borsgard, Dorothy Diane Saia Jose, Calif.
Mi1lt.r. O < ~ ; I I ; WTIPP
I
. . . . . . Mi?~iaecipolis
Braaten. Bruce E. . . . . . . C n i ~ i l o i ~Falls
Mo1.11id. Ilritl, Rlnllic . . . . . . . . . Malta, Ill.
Bruget, Mur iel Marie . . . . . . . . Miiu~eapolis Moore, Cleve J., J r . ..... Escni~aba.Micll.
Munson, Mary Helena . . . . . St. ~ n G Pl a r k
Carlson, Gerald A. . . . . . . . . .Mi?ti~eapolis Murdock, Peggy L. Snn F ~ a n c i s c o .Calif.
Chartrand. William Roger Escanabn, Mich.
Museus, Rodger Raymond . . . Mini~eapolis
Clomau, Pearlie M. . . . . . . Chicago, Ill.
Myrvik, Wayne E. ... Edinore, N. Dalc.
Cotton, Sheldon Eugene . . . Volga, S. Dak.
Nelson, Joyce Marlene . . . . . Minncnpolis
Daggett, Charles Marshall . . . . Riclafield
Nelson. Loren Carlyle . . . . Minnrupolis
Damcke, David Robert . . . Minneapolis
IVfx.
Nevin, Robert Samuel . G~rtrrl~crlrir~rl.
Daniels, Diana . . . . . . . . . Jnii~estozun,N.Y.
Nordin, Robert A. . . . . . . . . . I.frl:rh I.lll!rtr~
Day. Dallas Charles ......... St. Paul
Nordin. Ronald James . . L!rlr<, Lilltori
Denny, Daren Gladys . . . . . . . Minneapolis
.
DesChaine, J u d i t h Ann . . . . . Minneapolis
Oltedahl. Harry Arlan . . . . . . . Bagley
DeVrieze, J e r r y Dean ........ H n ~ f i e l d Olson, DeLoy M. . . . . . . . . . . . . St. Paul
Duerr. Allan J. . . . . . . . . . . . . . .Min?~enpolis Olson, DonaeBill Glen . . . . Minileapolis
Dyrud, Philip M. ........... Ne~ufoldeit Olson. Merlin Iver . . . . . . . . Minneanolis
Olson. Theodore W. . . . . . . . . . ~ o f f n a a n
Engwall. Paul R. ............ Minnenpolis
Ostenhus, Stephen . . . . . . . . . . Minneapolis
Erickson, Dennis John . . Serittle, Wasl~.
Erickson. Ronald W. . . Colziinbin H e i g l ~ t s Parks, J a m e s Wayne
....... Mi?t?aeapolis
Paulson, Ellen A n n . . . . . . . . Clitherall
Fenrick, Mary Elizabeth . . . . . Truiiaaia
Pearson. Lloyd Allen . . . . . Payilesville
Formo, David Jerome . . . . . . . .Minneapolis
Pedersen. Arla . . . . . . . . . . . . . . .Minneanolis
Fosland, Barry Duane . . . . . . St. P a u l
~ e d e r s o n : Patricia Streckpr ..... s e d a n
Friederichs, Suzan Barbara . . Mi?u~eapolis petersen,' ~ i a n ~e v e l i n . M i i ~ i ~ e a p o l i s
Peterson, K i m Lowell ...... Minneapolis
Gerdeen. Charlotte Ann Escctnabci. Mich.
Peterson, Marie Annette ... Mini~enpolis
Gesche. Connic Rae
~ l 7 , c '1~:nrflr Pfeiler, J e a n S. . . . . . . . . . . . . . Rrtshford
Gilbcrtson, Diane M,arie . . M17111e~c]iolrs Pfleider, Carol J e a n . . . . . . Minnennolis
lis
Grow, R o ~ ~ a Fl ~
r ai n c ~ s. . . . . . M ~ t l ~ ~ c t ~ l ~ oPiper,
Charles Michael . . . . . .
iaeaiolis
. . n l ; ~ r i r r o p ~ ~ l r sPoeschel, Ronald E. . . . . . . ..~.i nExcelsior
Grotli, IIenry Frcdrick
Gustafson, Dale Leonard . . . . . ~ i c l l J i e l d Prigge, Robin William .... . . , St. Pnzil
.
-::::
Habeck. Marearet Jeanne . . . Minneanolis
Quanbeck, Helen M. ........ St. Paul
11alvrrs~n. 1i: Lester . . . . ~ i i ~ ? ! i ~ n ~ o l i s
Hamilton. Linda Marie . . . . n'liitnc~clinlis Rake, Larry Burton . . . . . . . . Minneapolis
Hammar. Hobcrt C.. J r . . . . . nl711i1cr1poli.v Ranum. Bruce C. . . . Thief River Falls
Hanse, Susan Lynn . . . . . . . . . . . . Morris
Ercvlwor
R ~ f e D ~ a n- e K
--a
- v
. . . . ..........
Hanson. Betty Elaine . . . . . . Robbiilsdale
~ i ~ ~ d a Rondi
hl.
anic ice . . . . . . . . B r o o t o ~
Hanwick, Linda C. . . . . . . . . Minneapolis
robin so^^. Ricl~ardIIenry . . . M~nnenpolis
Heide. Marilvn B. . . Alkabo. N. Dnk.
Rosenq~tist, Stclla Kyllo . . . Wanniningo
11jeln;eland. ' ~ a u r e n e Carol ~ i ~ & r c c r ~ , ~ lRosvold,
rs
Ann Elaine ...... Cottonwood
IIoel. Avis Corrine . . . . . . . . . . Miltllra~~ulls Rundell, Dale Michael . . . . . . Minneapolis
. Minneapolis
Hollstadt, Ronald Norman
Holter, 0 Trygve . . . . . . . . . . .Min?teapolis
Saari, Geoffrey W. ....... Sleepy Eye
Hoversten. Allen R. . . . . . . . . Mini~eapolis Schmid, Lesley Kay
Braham
Hovland, Virginia Louise ...... St. Pazil
Schornstein, James Arthur ... St. Paul
Husby, Marvin Louis, J r . Menonlonie, Wis.
Schutz, Charles W. . . . . . . . . . . . Zrinabrota
St. P a u l
Schwantes. George W.
Jackson, Raul Anthony . . . Bro?ax, N.Y.
Sidney. David Theodore Grafton. N. Dak.
Jacobsen, David C.
Miianeapolis
Simonson. Fave L . Newinan Grove.. -Neb.
- Jacobson. Loren Varland Mason City, In.
Simpson, . ~ a i d r a A. ........... Spicer
Jenke, James Michael ...... Ozuatoitna
Spangenberg, Stanley Fred . . Fairmont
Johnson. A n n Louise ......... St. P a u l
Spiess, J a m e s Ronald ...... Minneapolis
Star, Deanne M. ............ Minneapolis
Steenson, Karen Henry . . . . . . Webster
Stordahl. Sharon Ann . . . . . . Madelia
l
Strom. William F. . . . . . . . . . St. P
- au
~.
Johnson, Roger Gerald . . . . . . Wayzatn
~11tld111h.
Mary Y\.onne
. Miilncopolis
Jorenby, Verlie Ann Block . . Minneapolis
Sucloli, S n t o r ~.~ . . . Tsil C i t ~ Japan
,
J u n g , Wei Hin Kelowna, B.C., Canada
swan so^^. Sharon ~ e e. . . . . . Goodridge
Szepanski, William . . . . . . . . . Ricl~field
Kalbcrg, Diane Carol . . . . . . Orloi~uillc
Kasberg, Lee Carolyn . . . . . . Minneapolis
Thompson, Dagmar V. Tacoma. Wash.
Kelly. J n r k William . . . . Plrlnier, nlicl~. Thomuson. Lana Marie
. . . . St. Paul
Kelsey, Robert Carleton . . . . . . St. Paril
~ h o m p s o h ; ~ a r i l y n ~ ~ i a n i e - Lldii
Klaman. Patricia J e a n ....... Minneanolis
Marinette, Wis.
Tjaden, Ann Marie
~ l a m m b r . Karen K a v ..... ~ u t c h ~ n s o l Todem.
~
Allen Krist ........ DeKalb, 111.
~ l e v o s .w
- ~ ~ i i~i ri. t h ; ~ r. ~1rh-eL ~ l l i a n Tonder, Paul Larry ........ Minneapolis
Kohout. Karen Lu Verne . . . Mtni~eapolis Torstenson, Dorthea A. Hake Alexandria
I<rogsrud. Karla 1,isbcth ... Mri~ncapolis
Kuehne, Richard E. . . . . . . . . .Minneapolis
Vadis, J a m e s Roger ......... Minneapolis
Kyllonen. Donna J e a n ...... Minneapolis
Vesterso, Anne B. ... Egeland. N. Dak.
Kyvig. Margery L. ......... Starbtick
Waldner, Garrett Warren . . . . . . Hector
I.andeen, Richard Frank . . . S l i l l w u l e ~ ~ Walgren, Carla Rae ........ Minneapolis
I.angager, Bruce Allen ..... Mii~neupolrs Walgren, Michael William . . Minneapolis
..... Still~uater Wallin, Richard A. . . . . . . . . Minnenp,olis
Lynn
L ~ ~ n g n e s sGary
.
........
......
..........
...
.:.
W e s t p h a l , W a r r e n A. ...... Minneapolis
W h e e l e r . M a r k D. . . . . . . . . . . . Minneapolis
W o l d , Eunice M. . . . . . . S i o u x C i t y , l a .
..
Roseville
A n d e r s o n , A l f r e d E d w i n R u g b y , N. D a k .
Anderson. Daniel W . ...... Eaule B e n d
Anderson. G a r v V . . . . . . . .
Richfield
Anderson. ~ o y c eMarie ~ p ; . i n g L a k e Park
A s p l u n d , Lowell H . ......... Minneapolis
A u g s t . Bonita A n n ...... Montgonteru
A u s t i n , George Lionel ...... B r i d g e t o w n ,
B n ~ b n d o s ,Britisla W e s t Indies
Bacon, N a n c y L e e ............ W i n d o i n
B a u m , Donald F. ...... Z i o n G r o v e , Pa.
B e r g , A r v i d S . . . . . . . . . . . . . . . Brainerd
Berg. E d y t h e E . . . . Czintberland. W i s .
B e r g , M a r y A n n Holland . . . Minnenpolis
B e r g h , Marie K . . . . . . . . . . . . . Minneapolis
B e r g m a n , Eunice V . ...... M i n n e n ~ ~ o l i s
Blosberg, G a r y K . ... Col7~ntbinHeights
B o d i n , B e t t e Jane . . . . . . . . Riclafield
B r o d i n , Peter
. . . . . . . . . . . . . . . Dnssel
B u b o l t z . Larry G e n e . . Bnffrllo L a k e
B u r r i , Phyllis Darlene . . . Decorah, In.
Carter, Darryl G . . . . . . Coltlnl bin Heights
Chilgren, K e i t h V . ........ Minneapolis
Christopherson, A n i t a M. Elk M o u n d , W i s .
Cogelow, Mary A n n . . . . . . . . . Willntnr
C o l t v e t , Cordelia Elizabeth Estheruille. In.
Dahl, Gerald A. . . . . . . . . . . . . Minneapolis
Dittbenner, S h a r o n J e a n .... S p e e p u E u e
Dooies, Douglas K e i t h . . . . . . Minneapolis
D y r u d , David L . . . . . . . S i l u e r t o n , O r e .
D y r u d , K e i t h P . ............ N e w f o l d e n
W o o l s o n , S h a r o n A n n . . . . . . . Hastings
Y u e , H e n r y K a - H e n . . . . . . . . .Hong K o n g
Z i e m a n n , K e n n e t h Charles
Welconle
...
Johnson, K i n n e y L e e . . . . . Minneapolis
-- J o h n s o n , Ronald Howard
Colz~nabia Heioltts
.Tohnson. Sylvia Marie . . . \ V ~ I I ( I I I I ~ ; I ~ O
K n m g , Kcndall A. . . . .
nlinnen~~ol~s
K e m h c s , Throdorc?
~;lcr,ts, ~ : r e ~ , c r
Kildal. S h a r o n N a n c y Christensen
P ~ n e Czl!j
K i n e s b u r v . Richard W i l l i a m Minneanolis
~ l a g ~ Neil
e , Owen ......... ~ i n n e a p o l i s
K l e m e n h a g e n , R o b e r t J . . . . . . . . Olivin
K l e v e n , Carol J e a n ......... Minneapolis
K r a n z . T h o m a s W . . . . . . . . . . . . S t . Paul
K u n z e , S h a r o n Mae . . . . . . . . . S t . Pazll
K y l l o , S u s a n Lucille ......... Long L a k e
L ~ n c l r y . Leonard R c v a e G o l t l e ~ l Vnlleli
Langness. Carol J e a n W e l c h .
Da?uson
1.al.son. Marilyn J O A I I I I. . . B!/<'I's,Colo.
Larson, Merlin E . . . . . . . . . . . . . Hnnska
Larson, Paul E d w i n ......... Minneapolis
Larson. Ronald M. .............. Morn
L e w i s , ' ~ m l i nF r a n k , Jr. . . . . . L i n d s t r o m
L i n d b e r g , W a r r e n B . ........ Zim?ner?nan
Livingston, F r a n k H e n r y . . Minneapolis
L o f s t e d t , L i n d a E. . . . . . . . . . . S t . Paul
L u o m a , J o h n K e n n e t h . . . . . . Minneapolis
L u t h a r d , Lois Elaine ......... H o f f m m a
Martinson, Gerhard . . . . . . . . Minneapolis
Martinson. L e R o v J. . . . . . . . . . . . . Edina
Eberhart, T h o m a s V . . . . . . . . . Minneapolis
E d i n , Richard . . . . . . . . . . . . . . . . Staples
Mattson. Janice I . ........... Alexand?-ia
Eiler, J o h n E . . . . . . . . . Cn?anoia Falls
McDonald, S t a n l e y A l l e n . . . M t . L a k e
McIntyre, John A . . . . . . . . . . . . Owatonna
E k e r e n , Constance Margit T h i e f R i v e r Falls
Meyers. Daniel K . . . . . . . . . . Minneapolis
Ellis, G a r y M. . . . . . . . . . . . . B l o o m i n g t o n
E l m e r . K a t h l e e n A n n . . . A r u..
~ i l e .W i s .
Miller, M a r y A n n ......... E d e n , S . D a k .
Miller, S a l l y S u e .......,
Minneapolis
Engebretson, B r u c e A l a n
Col?i?nbiri Heights
Morreim, Dennis C l i f f o r d . . . Manclaeqter
E n g e l , Dale L . ......... H o w a r d L a k e
Nelson, L a r r y Charles ... G o l d e n V a l l e y
E n s e r , Martha J a n e N e w R i c h m o n d , W i s .
Nesland, J e a n Marie Bergenfield, N.J.
Erickson. David A. . . . . . . . . . . . . S t . Par11
Ness. Marcia Ellen ......... H i n c k l e y
E r v i n .. V i r g-i n i a M . . . . . . . . . . Minneapolis
Fehlandt, Wayne A, . . . . . . . . . Hop-kins
N e w h a m , Richard D.
Minneapolis
Scandia
Nielsen, Marilyn Doris
~
i
~ steven
l
~ ~~d~~~
~
~ ......
,
M~~~~~
Feig, Charles T h o m a s . . . . . . Minneapolis
Fieldhammer. Paul A l a n ... B l o o m i n g t o n
Minneapolis
N o b l e , T h e o d o r e G., Jr.
Flittie, William Tron . . . N e w Brighton
Fornell, Natalie Sheryll . . . B a r r o n , W i s .
Ohlson, K a r e n Marie ...... Minneapolis
Forslund, Margaret Christine . . C h a m p l i n
Olson, D w i g h t C . .......... S t . Paul
Francis, Donald R o b e r t . . . . . . . . . S t . Paul
Olson. G a r v K . . . . . . . . . . .C a n n o n Rails
Frederickson, K a t h r y n A . Poulsbo, W a s h .
0 l s o n : ~ t ~ t l i tMarian
h
. . . . . . Minneapolis
Fredine, G a y L . . . . . . . . . . . . . . Minneapolis
Olson. I.ylc G c n c . . . . . . . . Minnenr~olis
Freeberg, B r i a n M a r t i n . . L e w i s , W i s .
Onstad, Peter Charles ....... Minneapolis
Friberg, T e r r y l L . ........... Clarkfield
Oppegard, Dawn Joyce Johnson
W6nnonnnlin
Friederichs. H e l e n M . . . . . . Minneapolis
p"...
Fundingsland, R o b e r t Arnold ~ i n n e a p o l i s osmundson. l g i z a b e t h
.. ~
i
~
~
~
~ j u d li t h i
~ .~. ~ ,
l w i s , ~ O s t r o m~. ~ i t r i~c i a Louise
~
. . . . ,. . Ogilvie
.
.
.
.
.
.
.
.
.
.
.
.
.
.
Gjerde. Mark Luthard
Richfield
O y e n , Hildur Marie
Poulsbo. W a s h .
G r i n d a l , Gracia Marie ...... Richfield
G u d m e s t a d , Julie Ann ...... Minneapolis
Patenaude, David L . . . . . . . . . . Lakeville
Paulson, Leslie N.. J r . R i v e r Falls. W i s .
G u n d e r s o n , David G l e n . . S t . P a z ~ lPark
G u s t a f s o n , Gail E t h e l y n . . . . . . . . D u l u t h
P a u t z , Roger Carl . . . . . . . . . Minneapolis
G u s t a f s o n , Gerald L . . . . . . . . Minneapolis
Pearson, Lois A n n . . . . . . . . . . . . . . C a n b y
Pedersen. Elizabeth Jane Chicago, 111.
P e r k i n s , ' ~ a m u e l. . . . . . . . . . . . . . Excelsior
Halvorson. J o A n n Margaret . . . Brainerd
Peterson, C a l v i n A. . . . . . . . . C l a r k f i e l d
H a m b e r g , G l e n n E . . . . . . . . . . Minneapolis
Peterson. Joanne K a t h e r i n e Minneapolis
Hamilton. Lois L . . . . . . . . . . . . . . . . Osseo
Peterson, Lois J . . . . . . . . . . Decorah, l a .
H a m l i n , iferald B . . . . . . . . . B l o o m i n g t o n
Peterson, Mary Carolyn ... Minneapolis
Hanggi, Marlene L . . . . . . . . . . . . . S t . Paul
Peterson, Philip L u t h e r . . . Minneapolis
Hansen, A n n e Marie M o n t e n Minneapolis
Petroskey. J o h n Ernest . . . . . Robbinsdale
Hanson, J o y c e A n n . . . . . . . . . . . . . .B e n s o n
Hanson. Philip Laurel . . . . . . Minneapolis
R a s m u s s e n , L i l a h Ann . . . . . . Minneapolis
H a r p , Lois Jane . . . . . . . . . . . . Minneapolis
R e u s s . G a r v D. . . . . . . . . . . . . . . . H o f f m a n
Heere.
Gelene ... Buffalo Lake
-- .
-..
, Marearet
- - -H i n z , ~ o b e A ~ i d n e y l , : .. . . . ~ o i i t hH a v e n
~ e u i s ; G U ~ D. . . . . . . . . . . . . . . ~ o f f m q n
R e y n o l d s , J u d i t h A r l e n e . . . . . Minneapolzs
Hochsteller. N a n c y ...... A n t e r y , W i s .
R i d g e w a y . L e e A n n . . . . . . . . . Minneapolis
Holtan, George W . . . . . . . . . . . . D a w s o n
R o b a c k , I. Patricia S t e e n s o n Minneapolis
Hoseth. Donald M . . . . . . . . . T w o Harbors
N e w Prague
R o b i n s o n , K e n n e t h B r u c e . . . Minneapolis
H u b e r , Sandra L .
Robinson. Paul W a y n e ... C a n n o n Falls
H u s e b y , J a n e ................. P e n n o c k
R o s e , Richard C . . . . . . . . . . . . . Minneapolis
Hustad, Ronald C . ........... Minneapolis
....
......
......
.....
.........."
.........
~
~
133
~
~
Sather, James Kent ........ Minneapolis
Savolainen, James William
Negaunee. Mich.
Scholla. Larrv Richard . . . . . . . . . Hector
Schoumaker, Linda Jeanne . ~ i n n e a p o l i s
Seburg, E. Cheryl Domeier Minnetonka
Shelstad, Jeffrey Milo . . . . . . Minneapolis
Sideen, Neil Charles ......... St. Paul
Simonson. Terry Arnold . . . Minneapolis
Skurdahl, Clayton 0. ......... Madison
Stephen, Linnea Marie . . . . . Minneapolis
Stiefel, Winslow Alan . . . St. Paul Park
Stone, Dale Martin . . . . . . . . . . . . Fridley
Minneapolis
Stone, Howard Walter
Strecker, Priscilla A. . . . . . . . . . . . Sedan
Strommen. Steven Terrance St. James
Svanoe, Miriam Kareen . . . . . . . . Edina
Swanson, Shirley Marie ... Red Wing
Swenson, David Adair . . . . . Minneapolis
......
Taeger, David Alan Elroy
Trout Creek. Micl~.
Tessman, William Richard . . Minneapolis
Thompson, Byron Thomas . . . Benson
Thompson, Charles R. . . . . . Northfield
Thompson, Judy Rae Ann . . Brainerd
Thyren, Gary W. . . . . . . . . . . Minneapolis
Tinseth, Karen D. . . . . . . . . . . . . . . Cyrus
Tofte, Sharon Ann . . . . . . Wallace, S. Dak.
Tolzman, Virginia Joyce . . . Minneapolis
Torstenson, Carol Phyl . . . . . . Minneapolis
Torstenson, Robert J. . . . . . . . . . Dawson
Triden, Kathleen Ann ...... Minnetonka
Tyson, Robert W. . . . . . . . . . . . . . Truman
Uden, Larry Arthur
Urban, Darrell B.
......... Minneapolis
......... Robbinsdale
Vagle, Virgil David . . . . . . . . Lake Bronson
Viken, Gary Arthur . . . . . . Minneapolis
Vincent, Thomas Lowell . . . . . Minneapolis
Volden, Kristina Mae
......
Viroqua, -Wis.
Wagner, Wanda . . . . . . . . . Dwight, Ill.
Walker. Mary Ann . . . Clear Lake. Ia.
Warren, David Bruce . . . New Brighton
Wehner, Catherine Ann . . . Bloomington
Wessman. Quentin Frederick. I1
Minneapolis
West, Lyndon W. . . . . . . . . . . . Clarkfield
Wiegers, Haven Fairmont Sauk Centre
Wiger. Loren D. . . . . . . . . . . . . . . . Cyrus
Wilson, Joy R. . . . . . . Clear Lake, Wis.
Wulkan, Paul D. . . . . . . . . . Minneapolis
Zeller, Robert Mitchell
. . . . . . . . . St.
Paul
SUMMARY OF
GRADUATES
Graduates - 1870-1963 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3112
Graduates - 1964 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .176
Graduates - 1965 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3496
ENROLLMENT
SUMMARY
AUGSBURG COLLEGE, 1964-1965
FIRST SEMESTER SECOND SEMESTER
Men Wolmen Total Men Women Total
Class
Senior ...................
Junior . . . . . . . . . . . . . . . . . . .
Sophomore . . . . . . . . . . . . . . .
Freshman ................
Special . . . . . . . . . . . . . . . . . .
Fr. Nurs'e (D. H.) . . . . . . . . . .
Fr. Nurse (F. H.) . . . . . . . . . .
Fr. Nurse (M. H.) . . . . . . . . .
Fr. Nurse (S. H.) . . . . . . . . .
Total . . . . . . . . . . . . . . . . . . . .
121
140
151
278
40
0
0
0
0
87
208
121 261
161 312
244
522
-43
84
41
41
49
49
41
41
88
88
TO875 160%
108
128
155
263
34
0
0
0
0
688
85
193
115 243
153
308
235
498
28
62
,39
39
42
42
25
25
82
82
- 804 1492
TOTAL ACADEMIC YEAR
Men
Class
Senior ............................. . 123
Junior ............................... 144
Sophom,ore .......................... 157
Freshman ............................ 285
Special .............................. 49
Fr. Nurse (D. H.) ....................
0
Fr. Nurse (F. H.) ..................... 0
Fr.Nurse(M.H.) ....................
0
Fr. Nurse (S. H.) .....................
0
Total ............................... 758
Women
Total
TOTAL STUDENT ENROLLMENT. 1964-1965
Men Students ......................................
758
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 889
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1647
Deducting those clounted more than cmce .................
2
.
1645
-
AUGSBURG COLLEGE. 19651966
FIRST SEMESTER SECOND SEMESTER
Men Women Total Men Women Total
Class
Senior . . . . . . . . . . . . . . . . . .
Junior . . . . . . . . . . . . . . . . . . .
Sophomore ..............
Freshman . . . . . . . . . . . . . . .
Special . . . . . . . . . . . . . . . . . .
Fr . Nurse (D H.) .........
Fr. Nurse (F. H.)
Fr . Nurse (M H.) .........
Fr . Nurse (S. H.) .........
Total ....................
.
..........
.
131
132
209
292
41
0
0
1
0
101
132
171
267
24
42
42
39
80
232
264
380
559
65
42
42
40
80
106
128
194
288
32
0
0
0
0
806
898 1704 748
89
195
126 254
169 363
259 547
26
58
42
42
36
36
35
35
78
78
860 1608
TOTAL ACADEMIC YEAR
Men
Class
Senior ...............................132
Junior ...............................136
Sophomore . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Freshman ............................ 302
Special . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Fr . Nurse (D H.) ..................... 0
Fr . Nurse (F. H.) . . . . . . . . . . . . . . . . . . . . . 0
Fr . Nurse (M. H.) ..................... 1
0
Fr . Nurse (S. H.) . . . . . . . . . . . . . . . . . . . . . . Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 833
.
Women
Total
101
134
178
273
33
43
42
39
80
923
TOTAL STUDENT ENROLLMENT. 1965-1966
Men Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .833
.
Women Students . . . . . . . . . . ............................
923
.
Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1756
135
INDEX
Academic Administration
Accounts. Payment of
Accreditation
. . .
Administration . . . .
Admission . . . . . . . .
Advanced Placement .
Advanced Standing . . . .
Affiliation
. . . . . .
Aims and Objectives
.
Archives, The .
Art. Department of . .
Athletics . . . . . . . . . . .
Attendance. Chapel . . . . .
Attendance. Class . . . . .
Awards . . . . . . . . .
.
Biology. Department of . . 51. 100
Board. Cost of . . . . . . . . . . 12
Board of Regents .
.
. 118
Bookstore . . . . . . . . . . . 9
Buildings . . . . . . . . . . 9
Business Administration . 53. 101
. . . 55. 101
Business Education
Calendar . . . . . . . . . . . . . . . 4. 5
Campus Life . . . . . . . . . . . 24
Cancellation . . . . . . . . . . 44
Chapel Service. The
. . . 26
. . . . . . . . . . 57. 102
Chemistry
Classical Languages . . . . 5 9
Classification of Students
. 44
30
Clubs . . . . . . . . . . . . .
Coaching Endorsement
68
Co-curricular Program . . . . 29
Committees of the Faculty . 120
Comprehensive Examinations . 46
43
Conditions . . . . . . . . .
Convocation . . . . . . . . . . . . . . 27
Corrective Therapy . . .
97
Costs
. . . . . . . . . . 12
Counseling . . . . . . . . . 36
. . . . . . 48
Courses of Study
Credits . . . . . . . . . . . . . . . 48
Curriculums . . . . . . . . . 99
Art
. . .
. . .
99
Biology . . . . . . . . 100
Business Administration . . 101
Business Education
. . . . 101
Chemistry . . . . . . . 102
Dentistry
. . 102
Economics . . . .
. 102
103
Elementary Education .
Engineering
.
.
104
English
,105
French . . . . . . . . . . 105
General Liberal Arts
.
99
105
German . . . .
Greek . . . . .
. . . 106
106
Health and Physical Ed.
High School Teaching . . . . 103
History . . . . . . .
.
.
108
Mathematics
1 0 8
109
Medical Technology . .
Medicine . . . . . . . . . 109
Ministry . . . . . . . 114
Music . . . . .
. . . . . 110
..
11 1
Natural Science
Philosophy . . . . . . . . . . 111
. . . . . . . . . . 112
Physics
.
112
Political Science
Psychology
. . . . 112
....
. . . . 113
Religion
Scandinavian
. . . . 113
. . . 113
Secretarial Work
Seminary . . . . . . . . . . 114
. . 115
Social Science . .
Sociology . . . . . . . . . . 115
Spanish . . . . . . . . . . . . . 105
Speech . . . . . . . . . . . . . . . . 116
Degree . . . . . . . . . . . . . . . . . 41
Dentistry. Pre-Dental Courses . 102
Discipline . . . . . . . . . . . . . . 26
43
Distinction. Degree with . .
. . 48
Divisional Organization
.
. 30. 96
Dramatics .
54. 102
Economics . . . . .
Education. Department of . . 61
Education. Elementary
. 61. 103
Education. Secondary . . 62. 103
42
Electives . . . . . .
. . 34
Eligibility Requirements
Employment
. . .
22
Engineering. Pre-Engineering
Course .
. . . . . 104
English. Department of . . 63. 105
Enrollment . . . . . . . . . . . 134
Entrance Requirements
23
. .
46
Examinations .
..
. .
12
Expenses
Faculty. The . . . . . . . . . . . . . .121
Fees . . . . . . . . . . . . . . . . . . . 12
Financial Assistance . . . . . . . . 14
Financial Information . . . . . . 12
Fine Arts . . . . . . . . . . . . . . 28
Food Service . . . . . . . . . . . . 37
French . . . . . . . . . . . . . . . .73. 105
General Education
Requirements . . . . . . . .
General Information . . . . .
Geography . . . . . . . . . . . .
German . . . . . . . . . . . .
Grade Values . . . . . . . . .
Graduates . . . . . . . . . . . .
Graduates (1870-1 965).
Summary of . . . . . . . . .
Graduation Requirements
Grants-in-aid . . . . . . . . . . .
Greek . . . . . . . . . . . . . . . .
Natural Sciences and Mathematics.
Division of . . . . . . . . . . . . 48
Norwegian . . . . . . . . . . . . . 76
Numbering of Courses . . . . . 48
Nursing. Affiliation with
. - 9 6
Schools of . . . .
Objectives and Aims . . . . .
Organizations. Student . . . .
Orientation . . . . . . . . . . . . . .
.
Health and Physical Ed . 67. 106
Health Service . . . . . 37
High School Teaching
Curriculum . . . . . . . 103
. . . .
7
Historical Sketch
History . . . . . . . . . . . . 70. 108
Honors . . . . . . . .34. 43. 97
Hospital Affiliation . . . . . . . 96
37
Housing . . . . . . . . . . . . . .
Humanities. Division of the . . 48
. . .
.
.
43
Incompletes
Intercollegiate Athletics. Purpose
and Philosophy of . . . 32
Journalism
Junior Year Abroad
,
.
.
65
97
Laboratories. Natural Science 11
60
Latin . . . . .
Liberal Arts Curriculum
99
. . . . . . . . 10
Library
..
63
Library Science . . .
.
. . .
14
Loan Funds
Location
. . . . . . . . . 2, 3
Majors . . . .
. .
Mathematics . . . . .
Medical Technology
Medicine. Pre-Medic
Membership in Educational
2
Associations . . . . . . . . . . . .
Ministry, Preparation for the 114
Minors . . . . . . . . . . . . . . . . . . 42
Modern Languages,
Department of . . . . . . . . . 73
Music, Department of . . . 78, 110
Music Fees . . . . . . . . . . . . . . . 13
Musical Organizations . . . 31, 81
. . . . . . 42
. . . 72. 108
. . 96. 109
Courses 109
8
30
36
Payment of Accounts . . . . . 13
36
Personnel Services. Student .
Philosophy. Department of 82. 111
. 32. 67
Physical Education
Physics. Department of . . 83. 112
Placement Service for
.
. . . 39
Graduates
9
Plant. The Physical . . . .
Political Science . . . . 86. 112
Pre-Seminary Curriculum
. 114
Probation . . . . . . . . . . 45
Psychology.
Department of
. . 88. 112
Publications . .
. . . . . 29
,
Records
Recreation . . . . . . . . . . . 26.
Refunds
.
....
Regents. Board of
..
Registration . . . .
Registration. Change of . . .
Religion. Department of . 89.
Religious Program
Repeating Courses .
.
Requirements. Graduation
Room Costs
37
32
13
118
4 3
44
113
27
43
41
12
Scandinavian Studies
76. 113
. . . . . . . . . 16
Scholarships
Secretarial Courses
56. 113
137
Social and Recreational
. . . . . . . . . . . . . 27
Activities
Social Sciences. Division of the 49
Social Sciences . . . . . . . . . . . . 115
Sociology. Department of 92. 115
SPAN . . . . . . . . . . . . . . . . . 96
Spanish . . . . . . . . . . . . . . . 77. 105
Special Programs of Study . . 96
Speech. Department of . . 94. 116
Student Activities.
Coordination of . . . . . . . . 39
Student Government . . . . . . . . 28
Student Personnel Services .
36
Suspension of Students . 26. 45
Symbols . . . . . . . . . . . . . . . . 48
Teacher's Certificate . . . . 61. 103
Transfer and Advanced
Standing . . . . . . . . .
24
Tuition and Fees . . . . . . . . . 12
University Courses . . . . . . . . .
Upper Division Requirements .
46
41
American Studies
Mr. Nicholl, Director of Program
An Interdepartmental Major Program
The aim of the program in American Studies is to develop the student's understanding of American culture, past and present, in breadth as well as some
depth. The major is interdepartmental, built primarily upon American area
courses now offered in various departments.,
The program should offer the student a good foundation for graduate studies
in law and the ministry, for the M. A. in library science and the M. A. T. in
secondary school teaching. The major would also provide a good background
for careers in the U. S. Government, particularly civil service positions
and the foreign service.
MAJOR:
56 credits, minimum
Requirements for the major include a core of founaation cou se (29 cr8 .);
a program of elective courses for integrated study (minimum, 18 crs.) and
American Studies 99 (5 crs.); and American Studies 95 (4 crs.), a seminar
Be
of concentrated study.
m
e
The required core of courses, to be taken in the departments of English,
History, Political Science and Religion, aim to give the student a broad
foundation of subject matter in major areas of American culture, past and
preserit, and introduce him to tile methodologies of various disciplines.
English 35: Major .American Writers (5crs.) Prereq. Eng. 11-12
History 21-22: United States History (10 crs.) Prereq. Hist. 1 or 2 or 3
Political Science 20: American Government I, Foundations of Amer* lkm. (5 cre.)
Political Science 21: American Gov't 11, American National Gov't (5 crs.)
Religion 63: American Protestantism (4 crs.) Prereq. Rel. 11 and 21
In his program of elective courses, to be talcen in a minimum of three
departments, the student would attempt to achieve a measure of integrated
study of major themes in American civilization. Papers written in Independent
Study would attempt to accomplish this.
Education 87: School and Society (4 crs.)
English 32: The American Novel (4 crs.) Prereq. Eng. 35
History 55: Twentieth Century United States (4 crs.)
History 56: History of U. S. Foreign Policy (4 crs.)
Political Science 22: Amer. Gov't 111, Politics and the Fed. System (5 crs.)
Prereq. Political Science 20-21
Political Science 70: Constitutional Law I (4 crs.) Prereq. Pol. Sci. 20-21
Philosophy 65: American Philosophy (4 crs.) Prereq. Phil. 21
Psyc. 81: History and Theory (4 crs.) with permission of instructor.
Religion (Sociology) 55: Religion and Society (4 crs.) Prereq. Rel. 11 and 21
Sociology 42: Rural American Community (4 crs.) Prereq. Soc. 11
Sociology 43: The Modern Urban Community (4 crs.) Prereq. Soc. 11
Refer to course listings under the various departments for full descriptions of
the above elective courses in the program.
(over)
p?
139
American Studies .courses required:
I
95 Seminar
.#
,"
4 crs.
1 - 3 1
Focuses ob a,limited, significant problem or phenomenon in American culture.
Use of primary source materials from various dieciplines. Practice in the
integrated use of these materials for an understanding of the topic in
depth. To be taken in the senior year.
.,... .
"I
*A
5 crs*, ,I-.
99 Independent Study
.,
Major themes or topics cutting across course,s;elected in the program are
chosen by the student for integrated study. The writing of several
papers of an interdisciplinary nature. To be taken in the senior year.
Sample Curriculum in American St1
Term
I1
Freshman year
a
I11
Sophomore year
.
: 5
e : u b , I ,I
Religion 11
- I Religion 21
.I:
!
n.
.
.
.
!
.
4
Englfsh 11-12
-.
Foreign Lang.
History 1,or 2 or 3 4 '
i!.&1FlNat. Sci. or Math.
Sociology 11
4
Phil. 21
Foreign Lang.
5
5
Eng. 35
History 21-22
5
5
Pol. Sci. 20-21
Phys. Act.
1
1/3 - 113
Total
13 113 15 113 14 113 Total
I
Term
I1
5
- . , , p +
,
'I
Junior year,
Economics : .22'.
Speech or Lit .,
(exc. Eng. '87)
Art I or Music 30 I'
Hist. 55
Psych. 81
SOC. 42
soc. 43
Religion 6 3 . .
Phil. 65
Electives
(non-maj
Total
.:
..
Senior year
,
'
*
*
*
*
*
4
4
4
4
or)
, A .
16
*~lectiv~s
in: the major
* Religion 59
* pol.-sci. 70
* Hist. 56
* Educ. 87
* Educ. 82
* Pol. sci; 22
:,
Amer. Studies 95
h e r . Studio8099
Electives . .
(ndn-major)
Total
'b
I11
4
5-6
4
4
5
NEW COURSES OFFERED I N 1967-68
A r t 40
Speech 40
-- IIntroduction
n t r o d u c t i o n t o Cinema A r t s
t o Cinema A r t s
Winter Term
Winter Term
Analysis and c r i t i c i s m of s i g n i f i c a n t . f i l m s ; emphasis on
t h e r o l e of f i l m i n s o c i e t y and on a p p r e c i a t i o n of film a s an
art form
.
Math.
61 -
Linear Algebra
F a l l Term
A course intended t o a i d i n making t h e t r a n s i t i o n from t h e
concrete t o t h e a b s t r a c t . Such, t o p i c s as elementary matrix
a l g e b r a and i t s a p p l i c a t i o n t o t h e physical and s o c i a l sciences;
l i n e a r equations; v e c t o r spaces and l i n e a r transformations;
u n i t a r y and orthogonal transformations; t h e c h a r a c t e r i s t i c
equation of a matrix and b i l i n e a r , quadratic, and Hermitian
f o r m a r e presented. /&ereq. : 43, ~
3
1
1
7
-
Computer
F a l l , Winter
Science 45- I n t r o d u c t i o n t o Computer Science
Theory of modern d i g i t a l computers. Terms as algorithms,
flow c h a r t s , s t o r a g e , c o n t r o l , input-output u n i t s , and
simulation a r e defined. Includes a survey of computer a p p l i c a t i o n s .
A p a r t i c u l a r computer language i s presented and used t o solve a
v a r i e t y of problems. /&ereq. : Math. 42, F a l l term; None, Winter.
F a l l , Winter 7
Fall. term, tcis course i s intended f o r those who have had Math. 42.
Winter term, t h i s course i s open t o a l l students.
P h i i . zr
- Introductions
t o Ethics
Desfgned p r i m a r i l y f o r non-majors
P h i l . 51
- Symbolic Logic
Spring Term
d e s i r i n g a second course
i n philosophy. Approaches e t h i c s through a consideration of
movements, such as r e l a t i v i s m , naturalism, e t c . ; o r problems,
such a s t h e nature of t h e good, conscience, e t c . ; o r important
f i g u r e s , such as P l a t o , Kant, Hume, e t c .
P r e r e q u i s i t : Phil.. 21
Winter Term
T r e a t s deduction and t h e a n a l y s i s of statements by m a n s of
s p e c i a l symbolc. Topics include t h e method of induction,
p r o p o s i t i o n a l f u n c t i o n s and q u a n t i f i e r s , t h e l o g i c of r e l a t i o n s ,
t h e concept of a n axiom system. Prereq. 23 o r # Winter
.
P h i l . 65
- American
Philosophy
F a l l Term
American thought from c o l o n i a l times t o t h e present:
Puritanism, t h e Revolutionary period, transcendentalism,
idealism, pragmatism, naturalism, and realism. n e r e q . 21. F a l l .
Pol. S c i . 42
-
Communist Foreign P o l i c i e s
Spring
Analysis of t h e motivation. formulation, and implementation
of f,oreign p o l i c i e s of Communist n a t i o n s , w i t h emphasis upon
t h e Soviet Union and China. Prereq. : 51 o r 60.
141
.
5
la"
- Developmental. Psychology:
Psych. 52
-
_
:: m
d
Psych. 51
Psych. 53
. .
Ch'i.ld
F a l l Term
DBvelopment ,of p r s . o n a l i t y :and/or .behavior of children,
with emphasis on t h e o r e t i c a l consideratians and empirical
findings regarding s o c i a l i z a t i o n , cognition, family r e l a t i o n s h i p s ,
and general psychological development. LFrerequisite : Psych. 5
and c o n c u r r e n t , r e g i s t r a t i o ni n o r completion of s t a t i s t i c d
I3evelopmental Psychology: Adolescent
Winter Term
Development of personality and/or behavior p a t t e r n s of
adolesce.nts, with, emphasis on theory and .empirical f i n d i n g s
regardi'ng physical and sexual deveLopment, paren%-child
relationships, i d e n t i t s i and t h e peer group, cognitive
development and achievement, and s o c i a l c l a s s d i f f e r e n c e s .
L g e r e q u i s i t e : Sane as above7
-
- Developmental
Psychology: Adult
Spring Term
Development of :personality and/or behavior p a t t e r n s of
a;dults, with s p e c i a l emphasis on young a d u l t s . Some theory
and empirical findings regarding personality, values, i n t e r e s t s
and vobational choice, s e x u a l i t y , adjustment and behavior
change. Adult Psychology w i l l close with a b r i e f discussion
of findings i n g e r i a t r i z psychology. @erequisite : same as
ab o v d
I
.
.
143
145
147
149
151
153
Show less
...................4
INTRODUCTION
......................6
VISITING STUDENTS . . . . . . . . . . . . . . . 7
CALENDAR....................... 8
OPTIONS
..............9
...............- 1 0
.................45
................ 46
.....................33
..................46
OTHER
COURSES
A... Show more
...................4
INTRODUCTION
......................6
VISITING STUDENTS . . . . . . . . . . . . . . . 7
CALENDAR....................... 8
OPTIONS
..............9
...............- 1 0
.................45
................ 46
.....................33
..................46
OTHER
COURSES
ABOUT
THISCATALOG
INTERIM
COURSES
LIFETIME SPORTS
UMAlE COURSES
ALSO O N
Interim is an integral part of the school year at Augsburg
College. The College follows a 4- 1-4 calendar, with Fall and
Spring semesters of approximately 14 weeks separated by a
four-week January Interim. Interim is intended to be a time
for both students and faculty to employ styles of teaching and
learning and to investigate questions and topics in places and
ways not possible during the regular term.
Since one Interim course equals a full-time load, students
should plan to spend the sanie amount of time in class and
preparing for class as they would for a four-course load during Fall or Spring semesters. Students can register for only
one course credit during Interim. There is no tuition refund
for a student who chooses not to enroll in an Interim course.
It is expected that students will attend every class period;
however, each instructor will establish the precise attendance
policy for hislher course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale. Students generally have the option to register on a
PassINo Credit basis. A few Interim courses are graded only
on the PIN system; this is indicated in the course description.
Some courses are offered for either upper or lower division
credit. Such Interim courses have two numbers listed and the
student must select which is most appropriate for their needs.
Students registering for upper division credit should anticipate additional assignments and a more rigorous grading
standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees,
although intended to be accurate, may change and students
should check with the instructor to verify the final costs.
To graduate, a student under the 34 course Liberal Arts
Perspective requirements is required to complete two
Interim courses, but three Interim courses may count
toward graduation.
For any student entering after January 1993, a maximum of
two Interim course credits may be counted toward the 33
total course credits required for graduation. The number of
required Interim courses is adjusted for transfer students.
Transfer students should refer to their transfer credit evaluation form, or consult the Registrar. Additional Interim credits
which can count toward the 33 course credits required may be
taken by students who repeat a course for credit in which a
grade below 2.0 was earned, or who need to make up for a
regular term in which they failed or withdrew from a course.
Additional Interim courses not counted toward the 33 course
credits required may be used to fulfill other degree requirements. That is, no more than two Interim course credits may
be taken for credit toward 33, but additional Interim courses
may be used to fulfill major, minor or general education
requirements.
Day School students (3.0 credits or more for Fall) can take a
total of 1.0 course credits. They may take two half credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time (Fall
term). If less than full-time they will be charged.
Weekend students can take 1.0 course credits in Interim as a
cross registration, but will be charged Day School tuition
($1,420.00) per course credit. If they do so they may take only
1.0 additional course credits in Weekend College for Winter
Trimester.
It is the policy ofAugsburg College not to discriminate on the basis of race, creed,
notional or etlirtic origin, age, niarital status, sex or handicap as required by
Title IX ofthe 1972 Educotiotial Atnetidmenis or Section 504 ofthe
Rehnbiliiation Act 011973, as otiietided, it1 its adn~issionspolicies, educotiotlol
programs, activities and eniploynietrt practices.
International Interim - Students are invited to be part of
one of the 24 international Interim courses offered by the
Upper Midwest Association for Intercultural Education
(UMAIE). These course opportunities are listed near the
end of this catalog.
Internships deadline - Friday, December 13. January Interim
internships must be planned in advance. Students electing an
internship must meet departmental requirements and present
a signed internship learning agreement plan to the Internship
Office (Murphy Place, Rm. 8) no later than the last day of Fall
classes (Friday, December 13). The Learning Agreement forms
are available in the same office. Internships during Interim
must involve full-time work placements for approximately
four weeks. Assistance for planning your internship is available in the Internship and Cooperative Education Office.
Independent StudylResearch or Directed Study - Students
may elect a program of independent study (upper division
499) or directed study (lower division 299) for Interim.
Faculty members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or directed
study must:
1. Meet departmental requirements.
2. Present to the Registrar a copy of the proposed study
plan approved by the supervising faculty member and the
directedlindependent study registration form. These
forms must be submitted by December 1. Appropriate
study proposal and registration forms can be obtained in
the Registrar's Office.
Interims at Other Schools - Augsburg students may enroll at
any other 4-1-4 institution which offers a reciprocal Interim
arrangement. Catalogs of these Interim programs can be consulted in the Registrar's Office. Registration for Interims at the
other ACTC colleges will be at Augsburg during the regular
registration period. Most courses taught during the Interim at
other 4-1-4 schools are accepted for credit by Augsburg, but
may not necessarily be accepted as meeting Augsburg's general education requirements. This qualification particularly
affects courses offered in religion.
Augsburg College welcomes students from other 4- 1-4
schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge
tuition to Augsburg students for the January term. The waiver
of tuition does not include special fees, housing or board
costs. Other students will be charged $1,420 for the Interim
course. Students interested in registering for an Augsburg
Interim should write to the Registrar's Office for application
forms o r use the forms provided by the Interim office at their
own school. There is an application processing fee of $10.
Students are welcome to stay on campus but are not required
to do so. Requests for Interim housing should be made to the
Residence Life Office.
It should be noted that neither ACTC exchange students nor
visiting students may register for 199,299,399 or 499 courses.
INTERIM
CALENDAR
1997
November 18 to December 6 ..........Interim Registration
January 6
,.,. .........
dJar,rIY,Yd++,+
............First Day of Interim
Time I-9:00 a.m. (first day)
Time 11-1:00 p.m.
January 7......Last Day to Register or CancelIAdd a Class
January 17 ................................ Last Day for Determining
Grading System with Registrar
January 17........Last Day for Withdrawing from Courses
January 29 ..................................................... Interim Ends
..................................Spring Semester Begins
Interim Grades Due to Registrar
February 7 ....................
February 3
The time, number and length of meetings as well as the
beginning time will be arranged the first day of class. The
daily schedule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to noon (on the first day Time I classes will
begin at 9:00 a.m.)
Time 11: 1:00 p.m. - 5:00 p.m.
Note: Martin Luther King Day will be observed at Augsburg
with a special convocation on Monday, January 20, at 1:OOp.m.
Check with your instructor for class scheduling on this day.
The catalog lists courses by departments in alphabetical order.
At the end of the book are listings of other courses not
offered by Augsburg but recognized by the College for Interim
credit. Additional descriptions and information about these
courses are available in the Interim Office, Memorial 230.
Students may also register for one of the lifetime sports listed
at the end of the catalog.
For more information contact the Office of the Registrar at
330-1036 or the Interim Director, Dr. Earl Alton at 330-1024.
ACC 424-1
lnstructor: Stuart Stoller
Auditing through an interdisciplinary approach. Using techniques discussed in Accounting, Finance, Management,
Marketing and MIS, we examine a business' internal control
systems and operating efficiency. By stepping away from the
traditional textbook approach we incorporate creativity and
discussion. Major topics include: business valuation techniques, Just in Time Philosophy, efficiency improvement techniques, disaster recovery planning and report writing.
Prerequisites: ACC 221 & 222, BUS 242, 252,331, ECO 113, MIS 175 & 379
Graduation Skill Requirements: Speaking, Writing
Maximum Enrollment: 20
Time: I1
Room: Foss Center 43
LIFE DRAWING
ART 247-1
lnstructor: Norm Holen
A study of nude figures for art students and non-art students.
The figure will be depicted with graphite pencils in various
settings for varying lengths of time. Grades will be based
upon quality and improvement. There will be a fee of $38 to
be paid on the first day of class.
Liberal Ads Perspective: Aesthetics
Maximum Enrollment: 20
Time: I
Room: Old Main 17
SCANDINAVIAN
ARTS
ART 382-1
Instructor: Kristin Anderson
Within this nineteen-day course, you will explore
Scandinavian culture through its art. Through lectures, discussions, and field visits, you will study the visual arts in
Scandinavia from the Stone Age to the present, including
architecture, folk arts, painting, sculpture and design. You will
live in a dormitory and study with Norwegian students. This
course will be taught in English. The course will be held at
Troderod, an 18th century historic mansion in Moss, a city of
25,000 people on the Oslo Fjord located on the island of Jeloy,
about one hour south of Oslo. The cost for the course is
$2,495 (includes airfare, room and board).
Liberal Arts Perspeclive: Aesthelics
Graduation Skill Requirement: Speaking
Maximum Enrollmenl: 15
BIO 145-1
Instructor Bill Capman
We will use a few historically, economically, and medically
important plants to study some of the ways in which humans
and plants interact, biologically and otherwise. Plants are not
only at the bottom of our food chain but also play a part in
non-food aspects of our lives, either directly (e.g. medicines,
fibers, dyes, etc.) or indirectly (e.g. how food crises have influenced human migrations). We will study the uses, biology,
natural history and classification of several important plants.
Evaluation will be based on three or four forty-minute exams,
several quizzes, and an oral presentation.
Liberal Arts Perspective: Natural World 2
Maximum Enrollmenl: 20
Time: I1
Room: Science 205
RESPONDING
TO THE CHALLENGE
OF JAPAN
BUS 368-1
Instructor Steven LaFave
An examination of current Japanese business practices using a
cultural perspective. A multimedia approach will be employed
involving film, television documentaries, radio speeches, and
readings from current periodicals in addition to text materials. A seminar model will be used, with substantial participation expected on the part of the students.
Students will be evaluated based on a paper, two 20-minute
sessions of seminar leadership, class participation, and a midterm and a final examination. This class should be of interest
to anyone majoring or minoring in International Business or
any field of Business Administration, as well as anyone interested in Japan. Students who cannot attend every class should
not enroll in this course.
Prerequisite: Junior standing or consent of instructor
Liberal Arts Perspective: Intercultural Awareness
Maximum Enrollment: 20
Time: I
Room: Music 22
BUS 495-1
Instructor: Magdalena Paleczny-Zapp
The transition from centrally-planned economies to market
systems currently taking place in Russia, Central and Eastern
Europe represents one of the most important changes of the
post-Cold War era. These changes carry major implications for
global trade and international business and certainly for U.S.
bilateral interest in this region. This course will provide an
understanding of these changes and will identify the opportunities and most effective ways of doing business and investing
in Russia, Central and Eastern Europe.
Prerequisite: ECO 112
Maximum Enrollment: 15
Time: I - M, W Th
Room: Memorial 323
CHM 100-1
Instructor: Arlin Gyberg
This course is developed in the perspective of a person living in
a modern, high technology society such as the United States. It
assumes that before one can evaluate a moral or societal issue
of a scientific nature one at the least must be able to understand the science involved. Anything less is an impression
rather than an informed decision. As we develop scientific
concepts we will at the same time relate them to an abundance of current issues. We live in a world of pesticides, fertilizers, plastics, birth control, food abundance and food shortage, food additives and processing and synthesis, organically
and non-organically grown food, chemical dependency, licit
and illicit drugs, the energy crisis and the debates about
sources of energy, the greenhouse effect and nuclear waste
storage, pollution, genetic engineering and much more. Many
of these problems are chemical in nature. Thus, in learning
about chemistry, via lecture and in-class discussion, we can be
helped to understand ourselves, our society, our world and
even some of the universe. The grade for the course is based
on a percentage of the total score for total points on the daily
quizzes.
Prerequisite: Math Placement 2
Liberal Arts Perspective: Natural World 2
Maximum Enroilment: 30
Time: I
Room: Science 315
FORTRAN
CSC 270-1
Instructor: Noel Petit
A study of the FORTRAN programming language for students with previous knowledge of computer programming.
This course will expand a student's knowledge of programming and programming languages through presentation of
the features of FORTRAN together with programming techniques for using those features. Students are expected to know
how to do computer programming in some programming
language (such as Pascal) before entering this course.
This course will involve lectures and several programming
assignments in FORTRAN. Evaluation will be based on the
successful completion of assignments and examinations.
Prerequisite: One course which includes programming
Maximum Enrollmenl: 25
Time: I1
Room: Foss 42
1
CSC 495-1
Instructor: Charles Sheaffer
This course is especially intended for students with no prior
exposure to programming in particular or Computer Science
in general. It will be a laboratory intensive, self-paced course
using the Scheme programming language. We will introduce
an alternative approach to some of the most important concepts of Computer Science including problem solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Students with knowledge of programming will benefit
from exposure to the alternative paradigm represented by the
Scheme language and will acquire a concrete understanding
of how these important concepts are actually implemented in
real languages and machines.
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 20
Time: I1
Room: Foss Center PO
ECO 110-1
Instructor: Ed Sabella
Study of economic implications of the many problems facing
a metro-urban environment. Fundamental microeconomic
tools introduced to facilitate discussion of various topics, e.g.
health issues, discrimination, education, etc. Course does not
apply toward an Economics, Business Administration or MIS
major and does not apply toward an economics minor.
Three objective examinations.
Liberal Arts Perspective: Cily or Social World 1 or 2
Maximum Enmllment 15
Time: I1
Room: Old Main 29
COMPUTER 5CIENCE/tCONOMICI
DISCOVERY
LEARN~NGIN THE
WORLD
OF KINDERGARTEN
(0.5 CREDIT)
EDE 375-1
Instructor: Gretchen lrvine
The student will demonstrate knowledge of a developmental
kindergarten philosophy through the study and utilization of
a variety of techniques and resources for teaching kindergarten. Field work in a kindergarten classroom will occur during class meetings. Authentic assessment techniques will be
utilized in class for student evaluation. This is a one-half
credit course.
*Note: This course can be taken along with Hunzan
Relations, EDU 388-1.
Prerequisite: PPST
Maximum Enrollment: 25
Time: I
Room: Library 1
EDS 495-1
Instructor: Mary Ann Bayless
Why are some things easy for a person to learn while others
seem harder? Why does the same task seem easier at one
moment and more difficult just a few hours later? Why do
some children struggle with seemingly simple assignments
but then suddenly master them? Why do more people suffer
with learning disabilities and weak short-term memory than
ever before? Each of us wants to be an efficient and happy
learner; but most often, no one has shown us how to be our
own lifelong learning coaches. In the last decade, work in
neuro-physiology has given us a whole new set of insights
about how the various parts of the brain actually work to produce learning and high-level functioning. Educational kinesiologists have taken these insights and produced simple but effective ways to increase the learning comfort of each individual.
This course will provide both the theory for each participant
to understand herlhis own unique learning needs and the
practice for becoming an efficient and joyful learner. We will
study learning development, brainlmind function, and the
nature of learning blocks. We will discuss the misuse of brain
dominance theory and learn routines for overcoming learning
blocks and integrating hemisphere functions. There will be
two tests and two demonstrations required of each student,
and upper-division students will have to do two reviews of
relevant research. The course uses two paperback texts. Very
useful for prospective teachers and parents.
Maximum Enrollment: 20
Time: I
Room: Science 205
lNTERNATIONAL EDUCATION
EDU 353-1
Instructor: Rich Germundsen
This seminar-style course presents an examination and comparison of selected Western and non-Western educational systems with special attention on Scandinavian and Central
American models. The course also draws attention to our personal responsibilities to educate ourselves to be able to understand and participate in the emerging global society. There
will be lectures, discussions, presentations by students and
guest speakers. Student evaluation will be based on class presentations and investigative projects. International students
are especially welcome to enroll.
Liberal Arts Perspective: Social World 2
Maximum Enrollment: 15
Time: I
Room: Library 17
EDU 388-1
lnstructoc Joseph Erickson
l'his course is thc study of prcjudicc, discrimination nnd
oplwcssion as i t alli.c~spcrsons of color, the hii~idiciippcci,
limited English speakers and females. Topics include racism,
sexism, homophobia and economic issues. Emphasis is placed
on preparing potential (or practicing) teachers for classrooms,
which will include minority students, different religious backgrounds, the less abled and students at risk. Students will be
expected to summarize readings, view appropriate films and
complete a project. This course satisfies the Minnesota
Human Relations requirement for teachers and social workers.
This is a one-half credit course. It is offered only on a PIN
basis.
"Note: This course can be taken along with Discovery Learning
in the World of Kindergarten, EDE 375-1.
Prerequisite: Open to all
Maximum Enrollment: 25
Time: I
Room: Old Main 23
EDU 491-1
lnstructoc Susan O'Connor
A supervised field placement that serves people with disabilities, plus an on-campus seminar.
Students planning to take this course should consult with the
Special Education Coordinator about a placement prior to
registering for the course.
Students must complete designated hours of fieldwork as well
as written and reading assignments.
Prerequisites: Completion of courses for special educalion minos or consent of instructor.
Maximum Enrollment 9 (This course involves iieldwork supenfision for the faculty member)
Time: l
Room: Library 4
EDUCATION
TOPICS:
CONTEMPORARYAMERICAN
POETRY
ENG 282-P/482-P
Instructor: John Mitchell
This course will provide an introductory survey of contemporary American poetry by poets whose work has come into
prominence since World War I1 or mid-century. Emphasis will
be given to the vision and sensibility of each poet and to the
themes of their poems, especially those images and statements
that concern philosophical, historical, psychological and cultural values. Through comparison and contrast, students will
be expected to formulate reasonable interpretations of selected
poets and poems and to express their discoveries in class discussion and short papers. A final examination will be given
and two interpretive papers about three to five pages in lengtk
will be assigned. For upper division credit, the student will als
read and give a written class report on a book that discusses
contemporary poetry or a contemporary poet; this choice,
based upon recommendations, must be approved by the
instructor.
Prerequisites: Intro. to Literature - for students enrolling for upper division credit
Time: I
Room: Old Main 16
TOPICS:
THECITY/GARDENAND WILDERNESS
ENG 2824
I'nstructor: Joan Griffin
The city has the power either to nourish or corrupt the human
soul. As a garden, the city tames and shapes nature to provide
an environment congenial to humanity. As a wilderness, the
city suggests the lack of moral restraint and self-control. This
course explores these themes in (mostly modern American)
essays, short stories, plays, poetry and films. Taking its cue
from Alfred Kazin's A Walker in the City,the course will
include a service project and field trips in which we will
explore some of the "gardens" and "wildernesses" of the Twin
Cities. Course grades will be based on a journal, two short
papers, class attendance and contributions to discussion.
Preference given to freshmen.
Liberal Arts Perspeclive: The City
Maximum Enrollment: 25
Time: I1
Room: Old Main 18
ENG 282-W/482-W
Instructor: Robert Cowgill
This course reassesses the work of the American cinema's
greatest genius, Orson Welles. From his early radio plays with
the Mercury Theater, through his groundbreaking seminal
1941 film, "Citizen Kane," to his later Shakespearean adaptations, students will encounter and study all of the Welles
extant canon. Welles' stylistic impact on other filmmakers will
be examined, as well as the aesthetic choices Welles made in
transferring other literary forms (such as novels and plays) to
cinema. The course will also explore Welles' re-reading of
developing Hollywood studio techniques and formulas (such
as his deepening of the archetypal psychology presented in
classic film noir), and the changing critical reception of his
work.
Students will be responsible for viewing all the films; many of
the screenings will take place outside of class time. A journal,
two short papers and a final video project are required.
' Students registering under ENG 482 will have to write a long
research paper as well.
Prerequisite: ENG 11 1 or equivalent
Liberal Arts Perspective: Aesthelics
Maximum Enrollment: 25
Time: I1
Room: Old Main 25
QUANTITATIVE
JOURNALISM: COMPUTERASSISTED
REPORTINGAND RESEARCH
ENG 347-1
Instructors: Cass Dalglish and Boyd Koehler
This course introduces students to computer-assisted informational investigation and the interpretation of quantitative
data in the writing of expository essays and news reports.
Such inquiries will employ contemporary computer-based
information searches coupled with data-driven quantitative
assessment of a public issue of current concern. Students will
prepare projects of publishable quality for presentation and
critique. The course is designed for persons wishing to
explore the use of computer-assisted research for their particular information development interests as well as those
preparing to enter the communication professions.
Prerequisites: ENG 225 or ENG 227 or consent of instructors; MPG 3.
Graduation Skill Requirement: C)uantitativeReasoning
Maximum Enrollment: 11
Time: I1
Room: Library 20
FRE 11 1-1
Instructor: Francoise duRivage
This course is for students with no previous background in
French. It aims to develop basic skills in understanding,
speaking, reading and writing as tools for communication in
French. Through conversations, classroom practice and readings, this course focuses on the use of language in everyday
contexts and works toward the discovery of a French culture
and way of life. Five meetings per week. Evaluation will be
based on class participation, daily assignments, quizzes and
exams.
Liberal Arts Perspective: lntercoltural Awareness 2
Maximum Enrollment: 10
Time: I
Room: Old Main 22
GER 111-1
lnstructor: John Van Cleve
The course is for those poor souls who have never studied
German before. By its conclusion, they will be able to speak,
understand, read and write a surprising amount of elementary German. Classes will practice communication in the
European Economic Community's most-spoken language,
supplemented by discussions of German culture. The vocabulary and structures of everyday German will be emphasized.
Grades will be determined on the basis of class participation,
scheduled chapter tests and a f nal exam.
liberal Arts Perspective: Intercultural Awareness 2
Maximum Enmllment: 10
Time: I
Room: Old Main 21
LITERATURE FOR
LANGUAGE STUDENTS
~NTRODUCT~ON
TO
FRE/GER/NOR/SPA 350-1
lnstructor: Pary Pezechkian-Weinberg
An introduction to the critical reading of narratives in a
broad range of forms (short stories, novels, songs, films and
comic strips) in English. We will discuss the texts through the
understanding of their structural properties as well as the
social contexts. Selected theoretical readings (in English) prepare students to analyze representative texts (in a second language of their choice). Both the aesthetic and social-historical
aspects of literary analysis will be explored. Class discussion is
a key feature of the course. Evaluation will be based o n classroom presentations, short papers and a final examination o r
paper. Lectures, class discussion and all written work will be
in English. Students may register under their particular
majorlminor language.
Prerequisite: FRE/GER/NOR/SPA 31 1
Liberal Arts Perspective: Aesthetics
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 20
Time: I1
Room: Science 112
I
HPE 114-1
lnstructoc A1 Kloppen
Principles: Practice of safety education in school and community life. National Safety Council First Aid and CPR certification. This is a one-half credit course.
Maximum Enmllmenl: 20
Time: I1
Room: Melby 119
DANCE
(MEN ONLY)
(0.5 CREDIT)
HPE 232-M
lnstructoc Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on participation in class activities, a
teaching assignment, and a written test. This is a one-half
credit course.
Maximum Enrollment: 12
Time: I, (KTh & anernate Fridays - 1/7 1/9, 1/10, 1/13, 1/15, 1/21, 1/23, 1/24, 1/28)
Room: Melby Gym - norlh court
H PE 232- W
Instructor Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on participation in class activities, a
teaching assignment, and a written test. This is a one-half
credit course.
Maximum Enrollment: 12
Time: I, (TTh & alternate Fridays - 1/7 1/9, 1/14 1/13, 1/15, 1/21, 1/23, 1/24, 1/28)
Room: Melby Gym - north courl
HEALTH & PHYSICAL LDUCATION
I
HPE 250-1
Instructor: Staff
Making Connections is designed for students who are interested in learning about contemporary health issues and applying this knowledge to their personal lives and the lives of their
peers. This course provides a wellness-model foundation for
educating self and others about personal health issues. Course
topics include wellness programming issues (e.g. HIVIAIDS,
substance use, meditation), communication skills, multicultural issues and decision-making skills. Students will examine
strategies that promote a healthier campus environment.
The course utilizes many interactive experiences combined
with lecture and group discussion. Classroom activities allow
students to practice and demonstrate skills taught during the
course. Students have the opportunity to assess their own personal level of health. Evaluations include an objective test,
journal entries and a group project.
This course will be useful to students who are interested in
impacting their campus environment as well as those who
have a desire to learn practical skills such as negotiation,
group facilitation and program development. Opportunities
exist for students who successfully complete this course to
work as Peer Helpers with The Center for Counseling and
Health Promotion.
Maximum Enrollment: 20
Time: I
Room: Murphy Place 101
HPE 320-1
Instructor: Patty Murphy
Techniques for developing a course of study based upon
growth and development for grades K-12. Special work units
in nutrition and diseases. This is a one-half credit course.
Prerequisite: HPE 110
Maximum Enrollment: 20
Time: I - M, Wand alternate F (1/6, 1/8, 1/13, 1/15, 1/17, 1/20, 1/22, 1/27, 1/29)
Room: Melby 202
ADMINISTRATION
AND SUPERVISION
SCHOOL HEALTH
PROGRAM
(0.5 COURSE)
OF
HPE 410-1
Instructor: Patty Murphy
Historical background, legal bases, school health services and
relationships to community health programs and resources.
This is a one-half credit course.
Prerequisite: HPE 110
Maximum Enrollment: 20
Time: I - T; Th andalternate F ( 1 , 1/9, 1/10, 1/14, 1/16, 1/21, 1/23, 1/24, 1/28)
Room: Melby 202
(January 6 - 21, 1997)
HPE 455-1
lnstructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cruising. The course will
take the participant to a competent level of sailboat handling
(anchoring, mooring, helming and crewing). The student will
live aboard a 43' - 46' fixed keel sailboat with five to six other
people and will function as an active crew member. Actual
on-the-water instruction will be the major part of the course.
Sailing will include cruises to the various islands and cays in
the British and American Virgin Islands. Snorkeling and
windsurfing will be available on an optional basis. Some classes
will be held in December prior to leaving for the Virgin Islands
in January.
The course cost is $2,800, which includes airfare for Augsburg
day students and qualifying 4-1-4 students. Others will have to
pay regular Interim tuition in addition to this course cost in
order to receive academic credit. PIN ONLY.
Applications may be picked up from the office of Joyce Pfaff,
Melby Hall, Augsburg College. They must be turned in with
deposit and appropriate signature before final acceptance is
given.
Prerequisite: Permission from Joyce Plan of the Health and Physical Education
Deparlment (612) 330- 1247; no smoking is allowed; basic swimming skills
Graduation Level Skill: Liletime Sporl; also one course credit upper division
Maxlmum Enrollment: 8 (a waiting list will be kept after the original eight spots are filled)
HPE 475-1
Instructor: A1 Kloppen
Emphasis placed on preventing and treating common athletic
injuries. Practical experience in taping and training room procedures. This is a one-half credit course.
Prerequisites: El0 103, HPE 350
Maximum Enrollment: 24
Time: I - M, W andallernate F(1/6, 1/8, 1/13, 1/15, 1/17, 1/20, 1/22, 1/27, 1/29)
Room: Melby 119
HPE 477-1
Instructor: Brian Ammann
Theory and technique. Administrative aspects of coaching basketball. This is a one-half credit course.
Maximum Enrollment: 24
Time: I1 - Tj Th andalternate F(1/7, 1/9, 1/10, 1/14, 1/16, 1/21, 1/23, 1/24, 1/28)
Room: Melby 202; Gym
HPE 483-1
Instructor: Marilyn Florian
Theory and technique. Administrative aspects of coaching
volleyball. This is a one-half credit course.
Maximum Enrollment: 24
Time: I1 - M, W andallernale F ( 1 6 1/8, 1/13, 1/15, 1/17, 1/20, 1/22, 11/27, 1/29)
Room: Melby 202; Gym
~OTH-CENTURY
SOUTH ASIA
HIS 162-//HIS 462-1
lnstructor: Don Gustafson
This interim experience is designed to look at the area of
South Asia (primarily India) that is home to one-fifth of the
people of our world. We'll use novels, films, some standard
historical writings and current South Asia periodicals to consider the impact that colonialism, nationalism and various
phases of modernization have had on this old, honored and
traditional culture. We'll read the marriage ads and talk about
social structure, consider the spot at Ayodhya that has
prompted Hindus to massacre Muslims, think on the Christlikeness of a Gandhi, and perhaps have time to note one or
two of the contemporary religious phenomena. Looking at
South Asians helps us to see ourselves in a fuller perspective.
The course will include the usual pedagogical devices of
lectures, discussions, some short reaction papers and tests
(including a final).
Students enrolling for upper division credit will be expected
to have at least one prior college history class, to complete a
paper or project beyond the regular assignments, and to be
tested apart from lower division students.
Liberal Ads Perspeclive: lnlercullural Awareness 1
Maximum Enrollment: 25
Time: I
Room: Murphy Place 100
TOPICS
IN U.S. HISTORY:THECIVIL WARERA
HIS 331-1
Instructor: Chris Kimball
Many people believe that the Civil War was the most important event in the history of the United States, one that transformed the nature of American society. Put more broadly, the
years between the mid-1840s and the late 1870s saw questions
about such fundamental principles as slavery and freedom
resolved; others, however, continue to trouble us to this day.
This course, then, offers a survey of the causes, issues and
consequences of the nation's bloodiest conflict. Topics to be
considered include slavery and anti-slavery, Manifest Destiny,
the growing sectional conflict, the origins of the Republican
Party, the clash of arms, the changing role of women, popular
religion, the transition from slave to free labor in the South,
and post-slavery race relations.
The course will include lectures, discussions, a variety of primary and secondary readings, and films. Grading will be
based on participation, several short writing assignments, a
mid-term and a final.
Prerequisite: One history course or consent of inslructor
Maximum Enrollment: 25
Time: I
Room: Old Main 13
HON 213-1
Instructors: Jeanne Boeh & Jacqueline devries
Does history influence economic theory? Or does economic
theory shape history? This course will explore the history of
western economic thought and how these writings affected
the development of various economic systems. The course
begins with the rise of mercantilism in the 16th century.
Topics will include the industrial take-off and the creation of
a waged-labor force in the 18th century, the rise of laissez-
faire economic principles and "free-trade" imperialism in the
19th century, and the subsequent challenges of communism
and the rise of the welfare state in the 20th century. We will
read substantial portions of the classic economic thinkers,
including Adam Smith, Thomas Malthus, David Hume,
Jeremy Bentham, David Ricardo, Sidney and Beatrice Webb,
Karl Marx, Max Weber, Alfred Marshall, Thorstein Veblen,
John Maynard Keynes, William Beveridge and Milton
Friedman. The course will also address the long-standing issues
of child labor, poverty and women's roles in the work force.
Students will be evaluated using class participation, discussion
and writing assignments, including a short term paper and a
take-home final.
Prerequisite: Honors Program student or consent of Honors Program Director
Liberal Arts Perspeclive: Social World 1 or 2
Maximum Enrollment: 25
Time: I
Room: Old Main 18
SCIENCE AND RELIGION:COMPLEXITY
CREATIVITY
AND
HUN 401-I/HON 401-R
Instructors: Larry Crockett and Bruce Reichenbach
We will explore the historical background of the contemporary debate regarding how religion relates to science, and then
attend to contemporary developments, especially the new
integrationists. We will also look at the implications of the
chaos and complexity theory for the doctrine of divine creativity. The goal is to involve students in constructing for
themselves a model for understanding relations between the
two areas. Two tests, class presentations and a research paper
will be required.
Prerequisites: Parlicipant in Honors Program or permission of instructor
Liberal Arts Perspeclive: Christian Faith 3
Maximum Enrollment: 20 per section
Time: I
Rooms: Foss Center 20/Library 20
HONORS
I
INS 120-1
Instructor: Ann Fleener
Students will participate in a series of seminars following the
Paideia seminar format as developed by Mortimer Adler and
Paideia Associates. Students will read selected readings that
will then be discussed in Paideia seminars. Students will also
view selected films for seminar discussions; develop andlor
hone habits of mature, intellectual talk; observe seminars conducted in a St. Paul public school; evaluate their own behaviors during seminars; and lead seminars.
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 20
Time: I
Room: Science 319
SERVICE-LEARNING TEAMINTERNSHIPS:
LEARNING TOGETHER
FROM WORKAND
SERVICE I N THE CITY
INS 199/399-1
Instructors: Garry Hesser/Lois Olson/Mary Laurel True
Interested in hands-on experience and making a difference?
In this Interim course you will work, learn and serve through
an interdisciplinary team internship approach. You will spend
approximately 20-30 hours per week at a local neighborhood
non-profit internship site working on a special project with
three or four other students. Your internship team will have
hands-on experience in an agency that strives to meet the
needs of the community, and you will develop a better understanding of organizations that are a part of the city and why
and how they function. Two mornings a week you will meet
in a seminar with all the internship teams to share experiences
and explore ideas and insights into the critical issues of urban
communities and organizations. Students will complete short
seminar exercises, set team internship goals, keep an individual journal and make a final group presentation of their
internship. Upper-division students will be expected to make
more advanced analysis, connecting theories of coursework
and concepts of their major and the liberal arts to the work
experience and seminar assignments. Grading: PIN only
Liberal Arls Perspective: City
Maximum Enrollment: 20
Time: I1
Room: Murphy Place 111
INS 210-1
Instructor: William D. Green
This course introduces college students to the experiences of
first-year law students. We will examine the nature of
American jurisprudence and legal theories that law students
study in their first year, discuss the academic and emotional
pressures that first-year students typically face, explore ways
to cope with these pressures, and develop legal reasoning and
writing skills.
Maximum Enrollment: 15
Time: I1
Room: Old Main 16
INS 21 1-1
Instructor: Sandra Olmsted
Do you enjoy talking about science and technical topics, but
just can't find an audience? We'd love to listen! Through a
series of four oral assignments, you will have the opportunity
to talk science to your fellow scientists, improve on your oral
presentation skills in a variety of formats, learn to effectively
organize a speech, prepare visual aids, and listen to and learn
about other science topics and science policy from your fellow scientists.
Prerequisiles: One year of an introductory-level science course
Gradualion Skill Requirement Speaking
Maximum Enrollment: 16
Time: I1
Room: Science 319
INTRODUCTION
TO ISLAM
INS 225-1
lnstructor: Amin Kader
This course is designed by a practicing Muslim to present his
perception of Islam to Non-Muslims. The course will cover the
ideological foundations of Islam, its basic concepts and tenets,
Islamic law (Shari'ah), Islamic economic and political systems,
and Islamic patterns of life. There will also be discussions on
the differences between the Islamic sects (Sunnis, Shi'its, Sufis,
etc.). Some effort will be made to deal with the similarities and
differences between Islam and both Christianity and Judaism.
Students will also visit one of the mosques in the Twin Cities.
Evaluation is based on two tests and a paper.
Liberal Ads Perspeclive: intercultural Awareness 1
Maximum Enrollment: 30
Time: I
Room: Old Main 27
AMERICAN
INDIANS
IN THE CINEMA
INS 264-1
Instructor: Eric Buffalohead
Various images of the North American Indian, created by
Hollywood and television, will be studied. Films from 1913 to
the present will be viewed in order to provide an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how
it is reflective of Western cultural ideologies.
Liberal Ads Perspective: Intercullural Awareness 1
Time: 6-10 p.m.
Room: Old Main 16
FINITE MATH
MAT 121-1
lnstructor: Su Doree
What does math have to do with the "real world"? Lots! In this
course we'll learn about finances, probability, statistics and
applied geometry. Class will be a mix of short lectures and
small group "hands-on" activities.
I
Evaluation is based on full participation, daily homework sets,
a "math matters" journal, and four brief projectslpapers.
There will not be any quizzes or exams.
This course is primarily intended for students in MPG 3 who
have not previously taken another Quantitative Reasoning
course.
Prerequisite: Math 3
Graduation Skill Requirement: Ouanlilalive Reasoning
Maximum Enrollment: 20
Time: I
Room: Science 212
MAT 281/481-I
Instructor: Rebekah Valdivia
In this course, we will discuss and analyze mathematical models of biological phenomena. The mathematical techniques we
will use build on ideas from calculus. Many of the techniques
will involve a graphical approach, and we will make use of
technological tools (graphing calculators and Maple, for
example). Course evaluation will include homework, projects
and examinations. The course will be offered at both the 400
level (recommended prerequisite - MAT 245 or MAT 145, and
junior or senior level standing in a Division of Sciences
major), and at the 200 level (recommended prerequisite MAT 145). Non-mathematics majors who are interested are
strongly encouraged to find out more about the class by contacting the instructor.
Prerequisite: See course description
Maximum Enrollment: 25
Time: I
Room: Science 112
MATHEMATICS
SOUNDS AND SIGHTS
(UMAI E COURSE)
OF
EUROPE
MUS 179-1
lnstructoc Robert Karlen/Hoberta Metzler
4
Much of American history and culture is derived from that of
European cities such as London, Paris and Amsterdam. This
course provides an opportunity to visit some of the great
European cultural centers that provided the impetus for
development of cultural life in the New World.
Group discussions and assigned readings increase student
sensitivity to architecture and other visual art seen in the
museums. Students listen critically to concerts of musical
masterpieces heard at each site. Relationships between the
various art mediums come to life through these experiences.
There is also ample time for independent exploration.
Evaluation is based on full participation in all course-related
group activities, a daily professional journal, arttmusic critique sheets, and exams over material covered.
Fee: $2,995 includes all air and surface travel, hotel accommodations, daily continental breakfast, four group meals and
tickets to five cultural performances.
Registration for this interim must be made before November
10 at the International Programs Office, 620 22nd Avenue
South, Minneapolis, MN 55454. Phone: 330-1655. Offered on
a PIN basis only. A meeting will be held at St. Thomas on
Saturday, November 18. For more information you may call
Roberta Metzler at 330-1273.
Liberal Arls Perspective:Aeslhelics
Maximum Enrollmenl: 32
SURVEY OF ROCK HISTORY
AND
MUSICAL
STYLE, 1951-1971
MUS 204-1
Instructor: 0. Nicholas Raths
An introduction to the fundamentals of music and musicology as they occur within the context of Rock's inception
(1950s) and maturation (1960s) periods. This course will
examine the historical background, musical content and
methods of selected artists and their work.
Evaluation will be based on class participation, a comprehensive term paper, exam and a group performance project. For
non-music majors.
Liberal Arts Perspective: Aesthetics 1, 2
Maximum Enrollmenl: 30
Time: I1
Room: Music 3
SEMINAR: PRINTING MUSIC
AT THE COMPUTER
MUS 295-1
Instructor Stephen "Gabe" Gabrielsen
The program "Finale" will be explored. This computer program makes it possible for music students to generate professional-level musical scores. Daily assignments will be given
with the end goal of developing proficiency at printing music
at the computer.
Prerequisite: Note-reading ability
Maximum Enrollmenl: 20
Time: I ( M N 10-12:OO; T/Th 8-1 1:30; F 8-1 1:OO)
Room: Music Library (1st floor Music Bldg.)
MUS 295- TflHR 295-T
Instructor: Sonja Thompson, Martha Johnson
This interdisciplinary course will be co-taught by Music and
Theatre faculty. The goal will be to integrate training and per-
formance techniques from music and theatre to help students
gain knowledge, experience and skills in various genres of
Music Theatre (musicals, opera, plays involving singing and
music, and new music theatre). The course will also explore
the power of Music Theatre that links it with ritual, ceremony
and spiritual tradition, seen cross-culturally in ancient Greek
drama, Chinese Opera and Japanese Kabuki. Another goal of
the course is to give students the opportunity to increase their
level of comfort and skill on stage. The course will culminate
in a public performance of scenes from Music Theatre.
Grading will be based on student scenelrole research, class and
rehearsal commitment, and final performance. Interested students will be auditioned in December so that appropriate
material can be assigned to them. Students of all levels are welcome to take this course.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 25
Time: I1
Room: Sateren Auditorium
PHI 231-1
Instructor: David Apolloni
Course content includes the historical and intellectual background of Socrates and the question, "What d o we know of the
person and teachings of the historical Socrates?" Socrates' key
teachings will be studied: virtue is a form of knowledge and all
virtues are identical; evil is a form of ignorance; whether or
not virtue can be taught; it is impossible for wrongdoers to be
happy; and obeying the law and accepting the death penalty.
Liberal Arts Perspeclive: Western Heritage
Maximum Enrollment: 20
Time: I
Room: Old Main 29
MAKING LIGHT OF MATTER: AN
~NTRODUC~~ON
TO LASERSAND SPECTROSCOPY
PHY 337-1
Instructor Stuart Anderson
The quest to understand how light and matter interact is at
the heart of modern physics, and lasers are probably the most
ubiquitous technical product of these ideas. This course will
begin with a short overview of optics needed for understanding imaging, beam control and dispersion, including the
nature of light, reflection, refraction and interference. The
stage is then set for treating super-radiant devices and lasers
and analyzing the effects of cavity design on output characteristics. The course will conclude by applying these concepts to
the study of atoms and molecules via the emission, absorption and scattering of light. Considerable emphasis will be
placed on laboratory experiences and scientific communication; only one-third of the class time will be used for formal
lectures and discussion. Grades will be determined on the
basis of weekly evaluation of laboratory notebooks, oral and
poster presentations, and two examinations.
Prerequisites: PHY 121, 122, 245 (or equivalenl) and MAT 124, 125, 224 (or 145, 146,
245)
Graduation Skill Requirement: Speaking
Maximum Enrollment: 10
Time: I1
Room: Science 30
POL 140-1
Instructor: Andrew Aoki
This course requires students to struggle with questions of
social justice in America. Students will develop and defend
their own standards of social justice and use those standards
to assess conditions in urban America. To pass this course,
students must engage in a substantial exchange of ideas with
fellow classmates in class discussions.
The course has two goals: to develop student thinking about
social justice, including greater awareness of conflicts between
justice and other values and to increase student ability to
understand urban problems as issues of justice and other central values.
Evaluation will be based on participation in discussion and
other class activities, on two short (4-6 pp.) papers and on a
final exam. Because of the compressed time frame of the
Interim schedule and the importance of material covered on
the first day of class, NO ONE WILL BE ADMITTED TO
THE CLASS WHO DOES NOT ATTEND THE FIRST DAY
OF CLASS, unless first receiving the permission of the
instructor.
Liberal Arfs Perspective: The City
Maximum Enrollmenl: 25
Time: I
Room: Music 24
POL 295-//POL 495-1
Instructor: Mary Ellen Lundsten
During 1996, elections in Israel, Russia and the United
States-as well as political violence in Israel and Lebanoncreated a new context for the Middle East negotiation process.
This course will explore these changes and provide deeper
background for understanding the intractability of the ArabIsraeli conflict.
Drawing upon several theories of conflict and conflict resolution, we will study the historical development of the clash
between different nationalist claims to the land that Israelis
and Palestinians consider their home. How this conflict drew
in neighboring Arab states and superpower interests will be
reviewed. The strategic bargaining positions of the major participants will be analyzed as well as the roles of the United
States and United Nations in the conflict area, known as the
Arab Mashriq. Additional regional factors, such as radical
Islamic movements and tensions in the Persian Gulf, will be
analyzed for their impact on the longer-term negotiation
process. We will consider the potential for geo-political
expansion of the conflict into nearby regions.
Students will present two small oral presentations and one
major oral critique of analytic articles (for 295 credit) and
books (for 495 credit). A mid-term examination and class discussion will provide additional evaluations. Feature length
films from Middle East film producers will complement
course readings and lectures.
Graduation Skill Requirement Speaking
Maximum Enrollment: 20
Time: I1
Room: Music 24
PSY 105-1
lnstructor: Grace Dyrud
An introduction to the methods and approaches used in psychology for the purpose of understanding behavior.
Applications of psychological concepts to everyday situations
are emphasized. Evaluation is based on tests and reports.
Libenl Ads Perspective: Human Identity
Maximum Enrollment: 25
Time: I1
Room: Music 23
PSYCHOLOGY
AND LAW
PSY 335-1
lnstructor: Nancy Steblay
The course will address psychological issues in law, with
specific emphasis on police procedures, eyewitness memory
and jury trials. Attention will also be given to issues of mental
illness and criminal justice. Grading will be based on tests,
written work and classroom participation.
Prerequisites: PSY 105 or 102
Maximum Enrollment: 25
Time: I1
Room: Old Main 10
PSY 370-1
Instructor: Duane Johnson
Inquiry into the nature and presence of idealism in the life of
the adolescent person. Theoretical bases for such idealism will
be considered. Idealism directed toward other persons and
society will be the main focus.
This course will be conducted as a seminar with a high level
of student contribution and participation. Attendance at each
class session is required. Procedures will include class discussion, frequent short papers and frequent oral reports.
Typewriting or equivalent word processing will be required.
Students are requested to read at least three articles by Robert
Coles before the start of the interim. "Adolescents and Moral
Develpment" by Coles is scheduled for publication and will
likely be a text for the course. Library reference work will be a
part of the course process. Offered only on PIN basis.
Prerequisites: PSY 102 or PSY 105
Maximum Enrollment: 15
Time: I
Room: Old Main 25
CULTURE, FAMILY, SEX AND STATUS:
THENEW
TESTAMENT
SOCIAL WORLD
REL 330-1
Philip A. Quanbeck, I1
This course will approach parts of the New Testament from
the perspective of the social world. It will examine the world
of cultural conflict, accommodation and change, and determine how that shaped the New Testament message and how
the church responded to the challenge. Topics will include
concepts of cultural anthropology such as honor and shame,
the social structures of the family, and the city in the GrecoRoman world. Social status will be addressed in the ways it
affected women, men, free persons and slaves. Special attention will be paid to the relation between early Christianity
and Judaism. In the New Testament there will be particular
focus on Luke through Acts, First Peter and aspects of the letters of Paul. Evaluation will be by exam, class
presentationlparticipation and a research paper.
Prerequisiles: REL 111 or 221
Liberal Arts Perspective: Chrislian Faith 1 or 3
Maximum Enrollment: 25
Time: I1
Room: Old Main 27
CHRISTIANVIEWS
OF HEALTH
AND HEALING
REL 341-1
lnstructor: Brad Holt
The course will help students think knowledgeably and critically about the intersections of health and religion. The content will include a study of biblical roots, historical influences
in church and medicine, and contemporary trends. The relationship of scientific technology, alternative medicine, prayer
and sacraments will be considered. Evaluation will be on the
basis of a class presentation and paper, spot quizzes and one
test.
Prerequisites: REL 111 or 221
Liberal Arts Perspective: Christian Failh 3
Maximum Enrollment: 20
Time: I
Room: Old Main 16
THEOLOGY
OF MARRIAGE
REL 343-1
lnstructor: Cathy Paulsen
Marriage has been described in terms of a free fall, a decision
that we often make with a portion of our brain and all of our
heart. This course will take nothing from the heart, whether
you are married or not. It will, however, increase your certainty and the possibility for meaning and intimacy in your
life with a partner. In the context of Christian teachings,
many theories will be studied, with particular attention given
to the work of C.G. Jung, and will be applied to the marital
relationship primarily, and to the family secondarily.
There will be lectures, discussions and visiting resource persons. Evaluation will be based on class participation, one
paper and two tests.
Prerequisites: REL 11 1 or REL 221 or permission of instructor
Liberal Ads Perspective: Christian Faith 3
Maximum Enrollment: 25
Time: I
Room: Music 23
REL 345-1
lnstructor: Mark Tranvik
The Lutheran Church is the largest Protestant church in the
world. We will examine its roots in Luther and the
Reformation and trace its history in worship, music and theology to the present day. Questions such as the following will
be addressed: What does it mean to be a Lutheran today?
How might Lutherans relate their faith to political and social
problems? Lectures and discussions will be the format. Guest
speakers will be used. Requirements include class participation and exams.
Prerequisites: Religion 111 or 221
Liberal Ads Perspeclive: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I
Room: Science 213
PROCESS
THEOLOGY
AND CHRISTIAN FAITH
REL 385-1
Instructor: Lynne Lorenzen
This course introduces students to the relational world view
of process philosophy and examines how it has influenced
Christian faith and ethical deliberations. Special attention will
be given to the writings of John B. Cobb Jr., as a representative of process theology. Classes will include videos, small
groups and some lectures to introduce topics. Ethical issues
addressed in the class include killing, abortion, human sexual-
ity and euthanasia. Grades will be based on a paper (10-15
pages), a presentation of the paper to the class and class participation.
Prerequisites: REL 111 or REL 221
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I1
Room: Music 22
SWK 257-1
Instructors: Mary Lou Williams and staff
Experiential learning occurs as students volunteer 80 hours in
a service agency or institution that students select. The placement must be approved by course faculty and supervised by
agency staff. In the context of this volunteer experience, students have the opportunity to interact with human service
professionals, clients and communities of diverse culturelethnic heritage and special concerns (age, socio-economic status,
lifestyles, developmental/physical abilities, gender, etc.). The
course is designed to help students learn about themselves in
relation to a possible major or future career in the human services.
The three-hour weekly seminar is devoted to discussions that
assist students in integrating agency experiences and readings
which explore the historical development of social welfare as
an institution and the nature and value system of social work
as a profession. Students will also examine and critique the
manner in which social, economic and political structures
impact diverse groups in society. Students will focus on their
own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as
poverty and the "isms". Detailed information will be sent to
students at the close of Interim registration.
Liberal Arts Perspective: The City
Maximlim Enrollment: 60
Time: I
Room: Murphy Place 111
S WK 466-l(ful1 course)
SWK 466-H (0.5 course)
lnstructor: Maria Brown
This is a continuation of Field Work 11; a total of 60 or 120
hours (.5 course option during Interim). Responsible, supervised professional social work experience, including work with
individuals, families, groups and communities in a social service agency. Integrative weekly seminar (two hours). Students
will be evaluated by: 1) weekly theorylpractice papers integrating course content with work setting; 2) attendancelparticipation, and 3) field site supervisor's evaluation.
Prerequisile: SWK 462
Maximum Enrollmenl: 25
Time: I (class will meet in small groups, no more than 11 at a lime lor purpose of room
size)
Room: Old Main 11
HUMAN
COMMUNITIES AND
THE MODERN
METROPOLIS
SOC 21 1-1
Instructor: Gordon Nelson
This course will examine the extent to which the experience of
community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan
area. Each member of the class will be responsible for a class
presentation, which must reflect on-site observation in a particular locale within the metropolitan area. In addition, class
participation and a final examination will be the basis for
evaluating performance in the course.
Liberal Ads Perspeclive: The City
Maximum Enrollmenl: 25
Time: I
Room: Foss 21
THR 295-T/MUS 295- T
Instructor: Sonja Thompson, Martha Johnson
See course information listed under MUS 295-T.
MOVEMENT
FOR THEATRE
THR 226-1
Instructor: Staff
In this course students will explore the principles and styles
of movement. The goal will be to increase the student's ability
to communicate through movement, by examining the principles of discipline, freedom, clarity, timing, concentration
and rhythm. Masks and improvisation will be introduced as
tools for corporeal expression. All different aspects of movement will be explored: body stance, facial expression, gesture,
walking, etc. Movement exercises will be built around short
scenes and improvisation. There will be an intense dance
warm-up each session.
Maximum Enrollment: 20
Time: I
Room: Theatre- south court
The following activities are available to students during Interim
and studerlts may register for these classes as well as for a
regular course. These activities do not carry course credit but
do meet the lifetime sports requirement for graduation.
LIFETIME SPORT: AEROBIC
DANCE
HPE 002-A
Instructor: A1 Kloppen
Participation and practice in aerobic dance activities.
Graduation Skill Requirement: Lifetime Sport
Maximum Enrollment: 45
Time: 12:OO-1:00 M, 7; U: TH, F
Room: Gym - center court
LIFETIME SPORT: PICKLEBALL
HPE 002-P
Instructor: Brian Ammann
Practice and playing of pickleball. Grading: PIN only.
Graduation Skill Requirement: Lifetime Spoti
Maximum Enrollment: 20
Time: 12:OO-1:OOM, 7; U: TH, F
Room: Gym - nortWsouth courts
LIFETIME SPORT: ULTIMATE
FRISBEE
HPE 002-F
Instructor Marilyn Florian
Practice and playing of ultimate frisbee.
Graduation Skill Requirement: Liletime Sport
Maximum Enrollment: 25
Time: 12:OO-1:00M, b U: TH, F
Room: Air Structure
UMAI E
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, which offers
overseas learning experiences during the Interim. Further
information about the following courses can be obtained
from Kathleen Lutfi at the Center for Global Education, 620
22nd Avenue S. (330- 1655). These courses are offered on a
PIN basis only and generally carry a lower division number.
SPP 201-1
Astronomy Down Under (New Zealand)
AustraliaS Business Climate
Caring for Others: The Swedish Model
Drawing a Literary Map of Norway
The English School and Family
Exploring British Democracy Through Literature and Culture
Innovation and Organization in Scandinavia
Intermediate Spanish Language and Culture in Southern Spain
Luther, B ~ c hand Bonhoefier: Three Influential Lutherans in
Germany
Roman Germany: The Impact and Legacy of Empire
The Trojan War: Myth and Legend
These courses are offered by institutions or groups not connected with Augsburg College but have been approved for
credit by the College. Most carry a tuition cost plus other
expenses that are the responsibility of the student. They are
offered only on a PIN basis.
UMAI E
THEWASHINGTON
CENTER1997
Academic Seminars
LEADERSHIP2 0 0 0 : A GLOBALPERSPECTIVE
(DECEMBER
30-JANUARY
10,1997)
POL 398-A
WOMENAs LEADERS
(DECEMBER
30-JANUARY
10,1997)
POL 398-8
THE~NDEPENDENT
SECTOR:
ISSUES
AND CAUSES
(DECEMBER
30-JANUARY10,1997)
POL 3984
CAMPAIGN96: THEINAUGURATION
(JANUARY
14-20,1997)
POL 398-0
The Washington Center offers a choice of topics during the
first two weeks of the seminar program. During the last week,
one seminar is offered. Augsburg students must register for all
three weeks of the program (December 30-January 20) in
order to receive academic credit and to receive a scholarship
from the College covering registration and tuition costs.
Credit is available from the Political Science Department for
this program. The course is a passlfail course based on participation in program activities including site visits, small group
seminars and journals.
For information brochures and registration forms ask in
Memorial Hall 11lA or call 330-1320. For further information about the program see Prof. Hedblom in Memorial Hall
117 or call 330-1 197. There are five scholarships available to
cover registration and tuition costs based on priority in registration through Prof. Hedblom's office.
Show less
..................... - 4
..................... - 6
Visiting Students ................ 7
Calendar ........................8
About This Catalog.................9
Interim Courses .................. 10
Lifetime Sports ................... 44
UMAlE Courses.................. - 4 6
Also On .......... Show more
..................... - 4
..................... - 6
Visiting Students ................ 7
Calendar ........................8
About This Catalog.................9
Interim Courses .................. 10
Lifetime Sports ................... 44
UMAlE Courses.................. - 4 6
Also On ..................... 33
Other Courses ...................47
Introduction
Options
Introduction to Interim
Interim is an integral part of the school year at Augsburg
College. The College follows a 4- 1-4 calendar, with fall and
spring semesters of approximately 14 weeks separated by a
four-week January Interim. Interim is intended to be a time
for both students and faculty to employ styles of teaching and
learning and to investigate questions and topics in places and
ways not possible during the regular term.
Interim is an opportunity for intense concentration on a
single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of
time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should
be prepared for at least 40 class hours during the Interim and
should anticipate the equivalent of the normal two hours of
study for each class hour. Since the course length is only 3'12
weeks, attendance at every class is imperative. It is expected
that students will attend every class period; however, each
instructor will establish the precise attendance policy for
hislher course. Students can register for only one course
credit during Interim. There is no tuition refund for a
student who chooses not to enroll in an Interim course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale. Students generally have the option to register on a
PassINo Credit basis. A few Interim courses are graded only
on the PIN system; this is indicated in the course description.
Some courses are offered for either Upper or Lower Division
credit. Such Interim courses have two numbers listed and
students must select which is most appropriate for their needs.
Students registering for Upper Division credit should anticipate additional assignments and a more rigorous grading
standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees,
although intended to be accurate, may change and students
should check with the instructor to verify the final costs.
Students are required to complete at least 33 course credits for
graduation. This course total must include two Interims for
students who enter with fewer than 14 courses. A maximum
of four Interim course credits may be counted toward the 33
course credits required for graduation. Transfer students
should refer to their transfer credit evaluation form or consult
the Registrar for the number of Interim courses required.
Day school students (3.0 credits or more for fall) can take a
total of 1.0 course credits. They may take two half-credit
classes. They may also take a lifetime sport (zero credit). The
lifetime sport is at no additional charge if they are full-time
(fall term). If less than full-time they will be charged.
Weekend students can take 1.0 course credits in Interim as a
cross registration but will be charged Day School tuition
($1,497) per course credit. If they do so they may take only
1.0 additional course credits in Weekend College for winter
trimester.
It is the policy ofAugsburg College not to discriminate on the basis of race, creed,
national or ethnic origin, age, marital status, sex or handicap as required by
Title IX of the 1972 Educational Amendments or Section 504 of the
Rehabilitation Act of 1973, as amended, in its admissions policies, educational
programs, activities and employment practices.
Options
International Interim-Students are invited to be part of
one of the 25 international Interim courses offered by the
Upper Midwest Association for Intercultural Education
(UMAIE). These course opportunities are listed near the
end of this catalog.
Internships deadline-Friday, December 12. January Interim
internships must be planned in advance. Students electing an
internship must meet departmental requirements and present
a signed internship learning agreement plan to the Internship
Office (Murphy Place, Rm. 8) no later than the last day of fall
classes (Friday, December 12). The learning agreement forms
are available in the same office. Internships during Interim
must involve full-time work placements for approximately
four weeks. Assistance for planning your internship is available in the Internship and Cooperative Education'Office.
Independent studylresearch or directed study-Students
may elect a program of independent study (Upper Division
499) or directed study (Lower Division 299) for Interim.
Faculty members are strongly discouraged from accepting
responsibility for more than one independent study per
Interim. Students choosing to pursue independent or directed
study must:
1. Meet departmental requirements
2. Present to the Registrar a copy of the proposed study
plan approved by the supervising faculty member and
the directedlindependent study registration form.
These forms must be submitted by December 1.
Appropriate study proposal and registration forms can
be obtained in the Registrar's Office.
Interims at other schools-Augsburg students may enroll at
any other 4-1-4 institution that offers a reciprocal Interim
arrangement. Catalogs of these Interim programs can be consulted in the Registrar's Office. Registration for Interims at the
other ACTC colleges will be at Augsburg during the regular
registration period. Most courses taught during the Interim at
other 4- 1-4 schools are accepted for credit by Augsburg, but
may not necessarily be accepted as meeting Augsburg's genera1 education requirements.
Visiting Students
Augsburg College welcomes students from other 4-1-4
schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge
tuition to Augsburg students for the January term. The waiver
of tuition does not include special fees, housing or board
costs. Other students will be charged $1,497 for the Interim
course. Students interested in registering for an Augsburg
Interim should write to the Registrar's Office for application
forms or use the forms provided by the Interim office at their
own school. There is an application processing fee of $10.
Students are welcome to stay on campus but are not required
to do so. Requests for Interim housing should be made to the
Residence Life Office.
It should be noted that neither ACTC exchange students nor
visiting students may register for 199,299,399 or 499 courses.
Interim Calendar 1998
November 17 to December 5 . ......... Interim registration
First day of Interim
January 5 . . ........................
Time I-9:00 a.m. (first day)
Time 11-1:00 p.m.
January 6
............Last day to register or add a class or
cancel a class without a notation
January 16. . . . . . . . . . . . . . . . . . . . .Last day for determining
grading option with Registrar
January 16 .........Last day for withdrawing from courses
.............................. Interim ends
February 2 . .....................Spring semester begins
February 6 ...............Interim grades due to Registrar
January 28
The time, number and length of meetings as well as the
beginning time will be arranged the first day of class. The
daily schedule for Interim is divided into two blocks of time:
Time 1: 8:00 a.m. to noon (Note: on the first day, Time I
classes will begin at 9:00 a.m.)
Time 11: 1:00 p.m.-5:00 p.m.
Note: Martin Luther King Day will be observed at Augsburg
with a special convocation on Monday, January 19, at 1:OOp.m.
Afternoon classes begin following the convocation.
About This Catalog
The catalog lists courses by departments in alphabetical order.
At the end of the book are listings of other courses not
offered by Augsburg but recognized by the College for Interim
credit. Additional descriptions and information about these
courses are available in the Interim Office, Memorial 226.
Students may also register for one of the lifetime sports listed
at the end of the catalog. Courses that include travel are
marked with an airplane.
+
For More Information
For more information contact Barbara Pappenfus in the
Interim Office at 330- 1150.
Internal & Operational Audit
ACC 424-1
Instructor: Stuart Stoller
Auditing through an interdisciplinary approach. Using
techniques discussed in accounting, finance, management,
marketing and MIS, we examine a business' internal control
systems and operating efficiency. By stepping away from the
traditional textbook approach we incorporate creativity and
discussion. Major topics include: business valuation techniques, "just-in-time" philosophy, efficiency improvement
techniques, disaster recovery planning and report writing.
Students will be evaluated by classroom quizzes, a project
and final examination.
Prerequisiles:ACC 221 & 222, BUS 242, 252,331, ECO 113, MIS 175 & 379
GradualionSkill Requirements: Speaking, Writing
Maximum Enrollment 20
Time: I1
Room: Foss Center 43
Life Drawing
ART 247-1
Instructor: Norm Holen
A study of nude figures for art students and non-art students.
The figure will be depicted with graphite pencils in various
settings for varying lengths of time. Grades will be based
upon quality and improvement. There will be a fee of $40 to
be paid on the first day of class.
Liberal Arts Perspective:Aesthelics
Maximum Enrollment 20
Time: I
Room: Old Main 17
Tribal Arts And Culture
ART 290-1
Instructor: Steve Chapman
The rich heritage of indigenous cultures is explored through
the visual arts, particularly within the United States. Other
content includes poetry, dance, mythology, ritual, religion and
drama of many American Indian tribes. Students will produce
various art projects in weaving, basket making, pottery, sculpture or prints.
Maximum Enrollment: 20
Time: I1
Room: Old Main 4
Calligraphy I & I1
ART 106-1
ART 306-1
Instructor: Philip Thompson
Development of calligraphic writing and drawing skills with
emphasis on the broad-edged pen. Attention given to the historical development of calligraphy and the elements of design
through readings and demonstrations. Class time and assignments center on proactive calligraphic concepts with special
attention given to foundation, italic, gothic and uncial styles.
Three original projects are required and evaluation is based
on quality of work plus participation and growth factors.
Upper Division students are required to complete examples in
three historical writing styles plus an expanded project.
Required materials: text, pens, ink, ruler and mat board
Liberal Ads Perspective: Aesthelics
Maximum Enrollment: 15
Time: I
Room: Old Main 4
Seeds of Change
BIO 145-1
lnstructoc Esther McLaughlin
We will use a few historically, economically, and medically
important plants to study some of the ways in which humans
and plants interact, biologically and otherwise. Plants are not
only at the bottom of our food chain but also play a part in
non-food aspects of our lives, either directly (e.g., medicines,
fibers, dyes) or indirectly (e.g., how food crises have influenced
human migrations). We will study the uses, biology, natural
history and classification of several important plants.
Evaluation will be based on three or four 40-minute exams,
several quizzes and an oral presentation.
Liberal Arts Perspeclive: Nalural World 2
Maximum Enrollmenl: 20
Time: I1
Room: Science 205
Florida Keys Marine
Biology Studies
BIO 140-1
BIO 340-1
Instructors: William Capman and Dale Pederson
1\,1
1;
--
The Florida Keys provide an excellent site for study of natural
history and ecology of marine, coastal and sub-tropical communities. This class will spend about 2'12 weeks in Florida at
the Newfound Harbor Marine Institute located on Big Pine
Key. The Institute offers laboratory facilities, ocean-going
research platforms, housing and a dining hall. Field trips to
coral reefs (Looe Key National Park), tide pools, turtle grass
flats, mangrove islands and upland hammocks will be led by
professional naturalists from the institute. Organisms and
communities will be studied on site and in the laboratory.
Research projects will be initiated shortly after arrival at the
station in order to provide opportunities to gather data over a
period of several days. Visits to Pennicamp State Park, Key
West and the Everglades will be included.
Evaluation will be based on:
BIO 140: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, and (4) a final exam.
Prerequisite for 810 140: Any one of the follow in^ courses or their equivalents810 101, 102, 103, 113, 114, or consent of the instructor.
BIO 340: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, (4) written report of the
research project, and (5) a final exam.
Prerequisite for 810 340: 810 351 or 810 481 or consent of the instructor.
Estimated cost of the course: $2,500 (includes airfare, all
ground transportation, housing and meals while at the institute). Contact the instructors for details.
Prerequisite: See Above
Maximum Enrollment: 12
Time: I1
Room: Science 212
Responding to the Challenge of Japan
BUS 368-1
Instructor: Steven LaFave
An examination of current Japanese business practices using a
cultural perspective. A multimedia approach will be employed
involving film, television documentaries, radio speeches and
readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of the students.
Evaluation will be based on a paper, two 20-minute sessions
of seminar leadership, class participation, and a mid-term and
final examination. This class should be of interest to anyone
majoring or minoring in international business or any field of
business administration as well as anyone interested in Japan.
Students who cannot attend every class should not enroll in
this course.
Prerequisite: Junior standing or consent of the instructor
Liberal Arts Perspective: Intercultural Awareness I
Maximum Enrollment: 20
Time: I
Room: Old Main 29
Contemporary International
Business and Trade Issues
BUS 495-1
Instructor: Magdalena Paleczny-Zapp
The practical applications of the commercial policies of the
major trading nations such as the U.S., Japan and Pacific Rim
countries will be explained. The impact of the institutional
and systematic changes in China, Russia, Central and Eastern
Europe on the volume and structure of the international
investment and business will be examined. Newest developments regarding the European Union, NAFTA and Central
European Free Trade Agreement will be discussed and
analyzed. A seminar model will be used with a multimedia
approach and guest speakers. Class will meet three times a
week. Evaluation will be based on a research paper, an oral
presentation of the research paper and class participation.
This seminar should be of special interest to anyone majoring
or minoring in international business or any field of business
administration, as well as anyone interested in current international issues.
Prerequisite: Junior standing or BUS 362 or consent of the instructor
Maximum Enrollment: 15
Time: I - M, kt! Th
Room: Old Main 22
The Individual and the Organization
BUS 495-0
SPC 495-0
Instructors: Deb Bart and Tom Morgan
How do you maintain your personal identity in the workplace? Must you sacrifice your identity to be successful in corporate America? This course explores these questions by
focusing on the roles the individual plays within both forprofit and not-for-profit organizations. Emphasis will be
placed on the individual's interpersonal, group and organizational relationships. Several assessment instruments will be
used to help participants better understand themselves and
others in their attempts to become more effective communicators. Journals, projects and class participation will be used
to evaluate performance. This course is designed for students
majoring or minoring in business or in communication.
Prerequisite: Junior or senior business or communication majors/minors
Maximum Enrollment: 2 0
Time: I
Room: Old Main 10
Chemistry for Changing Times
CHM 100-1
lnstructoc Arlin Gyberg
This course is developed from the perspective of a person living in a modern, high-technology society such as the United
States. It assumes that before one can evaluate a moral or societal issue of a scientific nature one at least must be able to
understand the science involved. Anything less is an impression rather than an informed decision. As we develop scientific
concepts we will at the same time relate them to an abundance
of current issues. We live in a world of pesticides, fertilizers,
plastics, birth control, food abundance and food shortage,
food additives and processing and synthesis, organically and
non-organically grown food, chemical dependency, licit and
illicit drugs, the energy crisis and the debates about sources of
energy, the greenhouse effect and nuclear waste storage, pollution, genetic engineering and much more. Many of these
problems are chemical in nature. Thus, in learning about
chemistry, via lecture and in-class discussion, we can begin to
understand ourselves, our society, our world and even some
of the universe. The grade for the course is based on a percentage of the total score of total points on the daily quizzes.
Prerequisite: Math Placement Group I1
Liberal A ~ l sPerspective: Natural World 2
Maximum Enrollment: 3 0
Time: I
Room: Science 315
Introduction to Computer Science
and Communications
CSC 160-1
Instructor Larry Ragland
This course introduces the major areas of computer science
and computer communications. These areas are: algorithms,
algorithm design, algorithm efficiency, hardware, logical
circuit design, computer organization, software and operating
systems, programming languages, operating systems, theory
of computation, mathematical foundations of computer
science, Turing machines, computer communications and the
Internet, packet switching, Internet services and operation.
This course will consist of lecture/discussion times with
frequent in-class lab exercises on the topics above. Grading
will be based on examinations, labs and homework. This
is not a course in computer applications or how to use
computers, although we may touch on these topics.
Prerequisite: Math Placement Group 111
Maximum Enrollment: 25
Time: I1
Room: Foss 42
UNIX and C
CSC 272-1
Instructor Noel Petit
Study of UNIX operating system and the C programming
language. It is assumed that the student has a knowledge of
programming methods and has done programming in some
other language. Evaluation will be done on 10 programming
assignments, two to three quizzes and a final project. Grading
is done by combining the weighted grades of all assignments
and quizzes.
Prerequisite: CSC 170 or programming in some other language
Maximum Enrollment: 20
Time: I1
Room: Library 20
Topics: Computer Science: An
Alternative Scheme One and Two
CSC 273-1/373-1
Instructor: Charles Sheaffer
This course is especially intended for students with no prior
exposure to programming in particular or computer science
in general. It will be a laboratory intensive, self-paced course
using the Scheme programming language. We will introduce
an alternative approach to some of the most important concepts of computer science including problem solving, simulation, object-oriented programming, functional programming,
procedural and data abstraction, and program interpretation.
Students with knowledge of programming will benefit from
exposure to the alternative paradigm represented by the
Scheme language and will acquire a concrete understanding of
how these important concepts are actually implemented in
real languages and machines. Students will be evaluated on
the basis of a series of programming projects. CSC 373 is a
continuation of CSC 273.
Graduation Skill Requirement: for CSC 373, Critical Thinking
Prerequisite: CSC 273, none: lor CSC 373, CSC 273 or consent of the instructor
Maximum Enrollment: 20
Time: I1
Room: Foss Center 20
Economics of Urban Issues
ECO 110-1
Instructor: Ed Sabella
Study of economic implications of the many problems facing
a metro-urban environment. Some of the topics to be discussed
are: crime prevention, health issues, discrimination, education,
etc. Basic microeconomics tools of analysis will be developed in
class. This is a basic course designed for those students who do
not plan to major in economics, business administration,
accounting or MIS. Three objective examinations.
Liberal Arts Perspective: City or Social World 1 or 2
Maximum Enrollmenl: 15
Time: I1
Room: Old Main 29
Introduction to Economic Development
EGO 295-A1495-A
Instructor: Jeanne Boeh
This class will focus on market-driven local development.
Topics will include regional growth and development, metropolitan government and finance, economic development
strategies and neighborhood development.
Prerequisite: ECO 112 or ECO 113 preferred
Maximum Enrollment: 25
Time: I
Room: Old Main 13
Personal Economics
EGO 495-1
Instructor: Satya Gupta
This course will examine, understand and analyze three
aspects of quality life-worldly assets, physical health and the
self. Quality life is defined by many people in terms of the
amount of money one has. The more money one has, the
more command on commodities one can enjoy. We work hard
most of our lives to fulfill our dreams of having a large home,
fancy car, boat, vacation home, education for our children and
enjoyable retirement. We plan a great deal for all these dreams.
It is surprising that we plan 30 or 40 years from now. It is also
true that at some point in life one asks oneself "Who am I
really?" and "What am I here for?" In this third component of
the course we shall critically reflect on our values, ethics and
self-understanding. Knowledge of the self leads us to a higher
plane of thinking and behaving. Thus, we shall try to construct
a well-balanced portfolio of quality life. Students will find the
course very interesting, thought provoking and challenging.
Grades will be based on three quizzes, one paper and discussions in class.
Prerequisile: S O 112 or 113 or consenl of instructor:
Time: I
Room: Old Main 11
Media Technolo y
(0.5 course cre at)
8
EDU 34 1-1
Instructor Linda Dyer
Psychological and philosophical dimensions of communication through the use of instructional technology. Selection,
preparation, production and evaluation of effective audiovisual materials for teachingllearning situations. Computer
training will be included in the course.
Note: This course can be taken along with Human Relations,
EDU 388-1
Prerequisites: PPST and admission lo Teacher Education Program
Maximum Enrollment: 15
Time: I1
Room: Library 17
International Education
EDU 353-1
lnstructoc Rich Germundsen
This seminar-style course presents an examination and comparison of selected Western and non-Western educational systems with special attention on Scandinavian and Central
American models. The course also draws attention to our personal responsibilities to educate ourselves to be able to understand and participate in the emerging global society. There
will be lectures, discussions and presentations by students and
guest speakers. Student evaluation will be based on class presentations and investigative projects.
Liberal Arts Perspective: Social World 2
Maximum Enrollmenl: 15
Time: I
Room: Library 17
Human Relations
(0.5 course credit)
EDU 388-1
lnstructoc Joseph Erickson
This course is the study of prejudice, discrimination and
oppression as it affects persons of color, the handicapped, limited English speakers and women. Topics include racism, sexism, homophobia and economic issues. Emphasis is placed on
preparing potential (or practicing) teachers for classrooms that
will include minority students, different religious backgrounds, the less abled and students at risk. Students will be
expected to summarize readings, view appropriate films and
complete a project. This course satisfies the Minnesota Human
Relations requirement for teachers and social workers. This is a
one-half credit course. It is offered only on a PIN basis.
Note: This course can be taken along with Media Technology,
EDU 341 -1.
Maximum Enrollment: 25
Time: I
Room: Old Main 23
Topics: Theatrical Performance in the
Twin Cities: Exploring Live Theater
ENG 282-1/482-1
Instructor Ronald Palosaari
The Twin Cities are widely known as a center for good live
drama. This course will study the variety and the quality of
live theater in the Twin Cities. We will attend at least a dozen
plays and a few films based on plays. Student who take this
course must be free evenings and weekends to attend performances. Class discussion will be on the plays we have seen
and on the art of drama. The grade will be based on the
course journal. Regular class attendance is required. Students
registering for ENG 482 will have an additional paper to write
and a class presentation.
Prerequisile: for ENG 282, ENG 111: for ENG 482, ENG 111 and a theater or lilerature course
Liberal Arts Perspective: Aesthelics
Time: I
Room: Sverdrup 208
Topics: Writing About the Arts
in the Twin Cities
ENG 282-U482-Z
Instructor: Bob Cowgill
This course is predicated on the assumption that immersion
in all the arts benefits a writer's investigation of any specific
art; or, in other words, that before you become a specialist, it
helps to become a passionate generalist. The class will balance
two related goals: first, to experience and talk about as many
contemporary Twin Cities cultural happenings as is practicable (we will search out and encounter the most exciting, controversial and significant programs in theater, dance, gallery
exhibition, music and film); second, to examine critical methods of observation and reception of art and consider ways in
which writers can enhance the public's understanding and
interaction with artistic culture. Students will keep a critic's
journal, write four short papers and take a final exam.
Students registering under English 482 will have to develop a
10 page critical project in conjunction with one art event that
occurs during the course's span. To register, students must
have successfully completed English 111, must have the willingness, the money and the time to attend events and to
transport themselves to various cultural locations throughout
the Twin Cities.
Prerequisile: ENG 1 1 1
Graduation Skill Requirement Writing
Maximum Enrollment: 2 2
Time: I
Room: Music 23
Topics: Contemporary American Poetry
ENG 282-P/482-P
Instructor: John Mitchell
This course will provide an introductory survey of contemporary American poetry by poets whose work has come into
prominence since World War I1 or mid-century. Emphasis
will be given to the vision and sensibility of each poet and to
the themes of their poems, especially those images and statements that concern philosophical, historical, psychological
and cultural values. Through comparison and contrast, students will be expected to formulate reasonable interpretations
of selected poets and poems and to express their discoveries
in class discussion and short papers. A final examination will
be given and two interpretive papers about three to five pages
in length will be assigned. For Upper Division credit, the student will also read and give a written class report on a book
that discusses contemporary poetry or a contemporary poet;
this choice, based upon recommendations, must be approved
by the instructor.
Prerequisite: for 482-F) Intro. to Literature
Time: I
Room: Old Main 16
Beginning German I
GER 111-1
Instructor: John Van CIeve
As long as you have to take a foreign language, why not take
the one with the most native speakers in the European
Economic Community? It's the language of Europe's
strongest national economy. It's also the language of Albert
Einstein, Werner Heisenberg and Wernher von Braun. The
language of Martin Luther, Karl Marx and Friedrich
Nietzsche. Of Bach, Beethoven and Mozart. Start German
during Interim and by the end of January, you'll be on your
way to reading and speaking the language of a nation that
has played a dominant role in Western civilization. The
vocabulary and structures of everyday German will be
emphasized. Grades will be determined on the basis of class
participation, scheduled chapter tests and a final exam.
Liberal Arts Perspeclive: lnlercullural Awareness 2
Maximum Enrollment: 10
Time: I
Room: Old Main 21
Dance (men
(0.5 course
HPE 232-M
lnstructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on participation in class activities, a
teaching assignment and a written test.
Maximum Enrollmenl: 12
Time: I - T; Th, & alternate F (1/6, 118, 1/9, 1/13, 1/15, 1/20, 1/22, 1/23, 1/27)
Room: Melby Gym - north court
Dance (women only)
(0.5 course credit)
HPE 232- W
Instructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. The majority of the
course grade is based on participation in class activities, a
teaching assignment and a written test.
Maximum Enrollmenl: 12
Time: I - 6 Th, & alternale F (1/6, 1/8, 119, 1/13, 1/15, 1/20, 1/22, 1/23, 1/27)
Room: Melby Gym -north court
Prevention and Care of Athletic Injuries
(0.5 course credit)
HPE 275-1
Instructor Paul Kriegler
Emphasis placed on preventing and treating common athletic
injuries. Practical experience in taping and training room
procedures.
Prerequisites: 810 103, HPE 350
Maximum Enrollmenl: 24
Time: I - M, Wandalternate F ( M , 1/7, 1/12, 1/14, 1/16, 1/19, 1/21, 1/26, 1/28)
Room: Melby 119
Instructional Methods: Materials in
Health Education (0.5 course credit)
HPE 390-1
lnstructoc Patty Murphy
Principles: methods of instruction applied to health education
grades K- 12. Emphasis upon teachingllearning strategies and
student assessment. Evaluation: development of materials
included.
Prerequisites:HPE 101, 110 and 320
Maximum Enrollment: 15
Time: 1 - M, kt! & F
Room: Melby 202
Sailing in the Virgin Islands
(January 1998)
HPE 455-1
Instructor Joyce Pfaff
Designed for the beginning and intermediate sailor interested
in the art and practice of sailboat cruising. The course will take
the participant to a competent level of sailboat handling
(anchoring, mooring, helming and crewing).The student will
live aboard a 43'- 46' fixed-keel sailboat with five to six other
people and will function as an active crew member. Actual onthe-water instruction will be the major part of the course. Sailing
will include cruises to the various islands and cays in the British
and American Virgin Islands. Snorkeling and wind surfing will be
available on an optional basis. Some classes will be held in
December prior to leaving for the Virgin Islands in January.
The course cost is $2,800, which includes airfare for Augsburg
day students and qualifying 4-1-4 students. Others will have to
pay regular Interim tuition in addition to this course cost in
order to receive academic credit. PIN ONLY.
Applications may M picked up from the office of Joyce Pfaff,
Melby Hall, Augsburg College. They must be turned in with
deposit and appropriate signature before final acceptance is given.
Prerequisites:Permission from Joyce Pfaff of the Health and Physical Education
Department, (612) 330-1247; no smoking is allowed; basic swimming skills
Graduation Skill Requiremenl: Lifelime Sport; also one course credit Upper Division
Maximum Enrolimenl: 8 (a waiting list will be kept after the original eight spots are filled)
Topics in U.S. World History:
History by HoIIAyood
HIS 195-1
lnstmtoc Rick Nelson
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,
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How accurate is our understanding of the past? How do we
attempt to secure that understanding? Why is history biased?
Can there be history without bias? Should history have entertainment as a goal? These questions, and others, form the basis
for an inquiry into the writing of history and the portrayal of
historical characters, events and themes depicted in the cinema. Filmmakers have presented history in ways ranging from
the mundane to the sublime. In this course we will view selected films and through readings, lectures and discussions examine some of the successes and failures of "History by
Hollywood." This course is intended for first-year students.
Others may enroll with permission.
Prerequisile: One history course or consent of instructor
Maxlmum Enrollment: 2 5
Time: I
Room: Lindell16
I . '
, .W
.I
Science and Religion
HON 401-1
lnstructor: Mark Engebretson
For some in our society science is the driving engine of a better, more secure life and the basis for a philosophy of life. For
others, science and its associated technologies, along with its
invitation to become a global world view, constitute a grave
threat. This course will address these matters in two ways.
First, it will begin with a historical overview of the relations
between science and the Christian faith, emphasizing three
periods: the origins of the Christian faith, the development of
"modern" science and mechanistic philosophy, and the reevaluation of science and nature in the twentieth century.
Second, it will study systematically the world views of science
and religion to see how they compare.
Class time will be divided among lectures, discussions, small
group tutorials and an extended simulation exercise in developing a space colony. Course evaluation will be based on two short
exams, participation in small group tutorials based on assigned
readings, a group project presentation and a major synthesis
paper based on the group project and course materials.
Prerequisites: One CF course, one NW course, and junior or senior standing
Liberal Atis Perspective: Christian Faith 3
Maximum Enrollment: 25
Time: I
Room: Music 22
Literacy in the City:
Service-Learning Externship
INS 298-1
lnstructor: Garry Hesser
The course, taught by the Experiential Education staff, will
explore literacy in the city. Students will work in groups at
least two days a week at one of the four literacy centers close
to campus. A twice-weekly seminar will focus on current
issues in literacy through readings, guest speakers, films and
reflection exercises. Students will complete short seminar
exercises, set team externship goals, keep individual journals
and make a final group presentation.
Liberal Arts Perspective: The Cify
Maximum Enrollment: 20
Time: I
Room: Foss 43
Paideia Seminars
INS 120-1
Instructor: Ann Fleener
Students will participate in a series of seminars following the
Paideia seminar format as developed by Mortimer Adler and
Paideia Associates. Students will read selected readings that will
then be discussed in Paideia seminars. Students will also view
selected films for seminar discussions; develop and/or hone
habits of mature, intellectual talk; observe seminars conducted
in a St. Paul public school; evaluate their own behaviors during
seminars and lead seminars. Students will be assessed on journal entries including evidence of seminar preparation, reflection, peer and self-evaluations as well as a final summary paper.
Graduation Skill Requirement: Critical Thinking
Maximum Enrollment: 20
Time: I
Room: Science 319
Topics: An introduction to Law School
INS 210-1
lnstructoc William 0.Green
This course introduces college students to the experiences of
first-year law students. We will examine the nature of American
jurisprudence and legal theories that law students study in their
first year, discuss the academic and emotional pressures that
first-year students typically face, explore ways to cope with
these pressures, and develop legal reasoning and writing skills.
Maximum Enrollment: 15
Time: I1
Room: Old Main 16
Introduction to Islam
INS 225-1
Instructor Amin Kader
This course is designed by a practicing Muslim to present his
perception of Islam to non-Muslims. The course will cover
the ideological foundations of Islam, its basic concepts and
tenets, Islamic law (Shari'ah), Islamic economic and political
systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis,
Shi'its, Sufis, etc.). Some effort will be made to deal with the
similarities and differences between Islam and both
Christianity and Judaism. Students will also visit one of the
mosques in the Twin Cities. Evaluation is based on two tests
and a paper.
Liberal Arts Perspeclive: Inlercultural Awareness 1
Maximum Enrollment: 30
Time: I
Room: Old Main 27
Universals of Language
LIN 290-1
Instructor: John Schmit
Is our ability to use language acquired by learning, or is it present from birth? What do all languages have in common
despite their obvious differences? How can learning a foreign
language be so frustrating for adults, while young children
learning their native language seem to be having fun?
Questions such as these have fascinated people throughout
history, and recent developments in linguistics have begun to
provide some credible answers. The purpose of this course is
to survey the most remarkable findings in this area and
engage in some principled speculation as to what they mean.
This course is open to all students with a healthy curiosity
about language. No other prerequisite. There will be two tests
and a short paper for class presentation.
Maximum Enrollment: 15
Time: I1
Room: Old Main 11
Math of Interest
MAT 173-1
Instructor: Ken Kaminsky
Learn how to determine the monthly payments on a house or
car. Find out how much you need to be socking away now to
have a million when you retire. Learn how annuities, perpetuities and life insurance work, and more. Evaluation will be
based on classroom participation, quizzes and a final examination.
Prerequisite: Math Placement Group 111 or IV or consent of instructor
Graduation Skill Requirement: QuantitativeReasoning
Maximum Enrollment: 25
Time: I
Room: Science 212
Topics/Discrete Mathematics
MAT 481-1
Instructor: Su Doree
Explore the discrete side of mathematics as we consider questions such as ....How many phone numbers start with the 612
area code? What's the shortest route between two cities using
scheduled flights? The term "discrete" refers to separate, distinct
objects such as the whole numbers. Kenneth Rosen, a mathematician at Bell Labs, in the introduction to his text Discrete
Mathematics and Its Applications, explains that ... discrete
mathematics is used whenever objects are counted, when relationships between finite sets are studied and when processes
involving a finite number of steps are analyzed. A key reason
for the growth in the importance of discrete mathematics is
that information is stored and manipulated by computing
machines in a discrete fashion. The course is a rigorous introduction to discrete mathematics including topics such as sets,
logic,,functions, recursions, combinatorics, elementary probability theory and graph theory (as in networks). Algorithmic
thinking and mathematical reasoning is emphasized throughout the course. This course will be a useful and interesting
complement to calculus and continuous mathematics. The
course is intended for students pursuing a mathematics major
or a computer science major with a mathematics minor.
Students are expected to be at least a little familiar with theoretical mathematics and proof. No specific computer experience is expected. Evaluation is based on three examinations
and a small portfolio of homework problems. Please contact
Su Dorke for further information.
Prerequisite: MAT 245
Maximum Enrollment: 25
Time: I
Room: Science 112
Advanced Computing for Business
MIS 370-1
lnstructoc Kathy Schwalbe
Objectives are to learn concepts underlying creation of Web
pages and business communication via the Internet. Use of
relational databases for advanced queries, forms and reports.
Basics of event-driven programming for solving business
related problems. Students will complete three major projects
and a few minor assignments. The course requires significant
effort on projects and constant access to a computer.
Cooperation with fellow students in learning to apply concepts
is encouraged. A good grasp of MS Access is required or the
willingness to exercise exceptional effort in learning the tool.
Prerequisites: MIS 175 or CSC 170 or consent of the insf~ctor,Math Placement Group 111
Maximum Enrollment 20
Time: I1
Room: Lindell 16
Sounds and Sights of Europe
MUS 179-1
Instructors: Robert Karlen and Roberta Kagin
I1
-e
Much of American history and culture is derived from that of
European cities such as London, Paris and Amsterdam. This
course provides an opportunity to visit some of the great
European cultural centers that provided the impetus for development of cultural life in the New World.
Group discussions and assigned readings increase student sensitivity to architecture and other visual art seen in the museums. Students listen critically to concerts of musical masterpieces heard at each site. Relationships between the various art
mediums come to life through these experiences. There is also
ample time for independent exploration.
Evaluation is based on full participation in all course-related
group activities, a daily professional journal, artlmusic critique
sheets and exams over material covered.
Fee: $2,995 includes all air and surface travel, hotel accommodations, daily continental breakfast, four group meals and tickets to five cultural performances.
Registration for this Interim course must be made before
November 10 at the International Programs Office, CB 307,
Augsburg College, 22 11 Riverside Avenue, Minneapolis, MN
55454. Phone: 330-1655. Offered on a PIN basis only. A meeting
will be held at Augsburg College on Saturday, November 15. For
more information you may call Roberta Kagin at 330- 1273.
Liberal Arts Perspeclive: Aeslhelics
Maximum Enrollmenl: 15
Survey of Rock History and
Musical Style, 195 1 197 1
-
MUS 204-1
Instructor 0.Nicholas Raths
An introduction to the fundamentals of music and musicology as they occur within the context of Rock's inception
(1950s) and maturation (1960s) periods. This course will
examine the historical background, musical content and
methods of selected artists and their work.
Evaluation will be based on class participation, a comprehensive term paper, exam and a group performance project. For
non-music majors.
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 30
Time: I1
Room: Music 3
Seminar: Printing Music
at the Computer
MUS 295-1
lnstructoc Stephen "Gabe" Gabrielsen
The program Finale will be explored. This computer program
makes it possible for music students to generate professionallevel musical scores. Daily assignments will be given with the
end goal of developing proficiency at printing music at the
computer.
Prerequisite: Note-reading ability
Maximum Enrollment: 20
Time: I (M, W 10-12:OO; b Th 8-1 1:30; F8-1l:OO)
Room: Music Library (first floor Music Bldg.)
Topics: Introduction to Music Theatre
MUS 295- TnHR 295-T
Instructors: Sonja Thompson and Martha Johnson
This interdisciplinary course will be co-taught by music and
theatre faculty. The goal will be to integrate training and performance techniques from music and theatre to help students
gain knowledge, experience and skills in various genres of
music theatre (musicals, opera, plays involving singing and
music, and new music theatre). The course will also explore
the power of music theatre that links it with ritual, ceremony
and spiritual tradition. Another goal of the course is to give
students the opportunity to increase their level of comfort
and skill on stage. The course will culminate in a public performance of scenes from music theatre. Grading will be based
on student scenelrole research, class and rehearsal commitment, and final performance. Interested students will be auditioned in December so that appropriate material can be
assigned to them. Students of all levels are welcome to take
this course.
Liberal Ads Perspective: Aesthetics
Maximum Enrollment: 25
Time: I
Room: Sateren Auditorium
Topic: History of Caribbean Music
Studied in Miami and Jamaica
(UMAIE Course)
MUS 295-H
Instructor Robert Stacke
Miami and Jamaica are considered the center of Caribbean
music, where composition, recording and world distribution
takes place. This course will explore the world of Caribbean
music through visits to recording studios, clubs where
Caribbean music is performed and neighborhoods that
brought about this music. Also studied in depth will be social
issues that have influenced music such as Reggae. Cities to be
visited are Miami and in Jamaica, Montego Bay, Negrel and
Kingston. Cost is $2,460, which includes all travel, accommodations, breakfast and tuition. Evaluation will be done on
attendance at all sessions, keeping a journal and a final project
with an explanation paper. This is open to all students, not
just music majors.
liberal Arts Perspective: Intercultural Awareness I
Maximum Enrollment: 15
Beginning Norwegian I
NOR 111-1
Instructor: Frankie Shackelford
This course is for students with no previous background in
Norwegian. It aims to develop basic skills in speaking, listening, reading and writing as tools for communication and for
understanding Norwegian culture. Classroom practice focuses
on both presentation of vocabulary and structures and the
use of the language in everyday contexts. Evaluation will be
based on participation, daily assignments, quizzes and a final
exam.
Liberal Arts Perspeclive: lnlercultural Awareness 2
Maximum Enrollmenl: 20
Time: I
Room: Old Main 25
Philosophy of the Emotions
and Passion
PHI 215-1
lnstructor: Mark Fuehrer
An examination of several classical and contemporary philosophical essays on the nature of human emotion and passion
with the intentions of discovering the nature of the role of
this aspect of human nature in the life of a human being.
Students will read, discuss and then write about various
aspects and problems concerned with human emotional life.
We shall explore the impact of emotions upon language,
music, art, interpersonal relations and even religion. The goal
is to provide students with an occasion to think deeply about
this aspect of their humanity. Evaluation will be by written
reports on assigned material and a mid-term and final essay
examination.
Liberal Arts Perspective; Human ldenlily
Maximum Enrollment: 20
Time: I
Room: Old Main 29
Philosophy and the Arts
PHI 260-1
Instructor David Apolloni
We will discuss the nature of art, artistic expression, aesthetic
experience, as well as questions peculiar to the individual arts.
Does the literary artwork exist independently of its author's
intention? Does music have meaning? What is the relationship
between theater and film? Students will be evaluated on the
basis of weekly quizzes, group work, short written assignments
and possibly a project (extra credit) on the Internet.
Liberal Ads Perspective: Aeslhetics
Maximum Enrollment: 20
Time: 1
Room: Old Main 18
Spreadsheet Physics
PHY 151-1
Instructor: Jeffrey Johnson
Spreadsheets (e.g., Lotus 123, Excel) have been used extensively
in business for years. However, it is also possible to use spreadsheets to solve physics problems without using high-powered
mathematics. Spreadsheets allow the student who is not an
expert in mathematics to experience physics on a more intuitive level. We will use Excel to solve problems in a wide variety
of physics areas including planetary and projectile motion.
This is also a fun way to learn spreadsheets, which have
become very useful in the home. Grading will be based on
spreadsheet projects, homework and a final exam.
Prerequisile: Math Placement Group 111
Graduation Skill Requirement: Quantitative Reasoning
Maximum Enrollment: 20
Time: I
Room: Science 30
Social Justice in America
POL 140-1
lnstructor: Andrew Aoki
This course requires students to struggle with questions of
social justice in America. Students will develop and defend
their own standards of social justice and use those standards
to assess conditions in urban America. To pass this course,
students must engage in a substantial exchange of ideas with
fellow classmates in class discussions.
The course has two goals: to develop student thinking about
social justice, including greater awareness of conflicts between
justice and other values and to increase student ability to
understand urban problems as issues of justice and other central values.
Evaluation will be based on participation in discussion and
other class activities, on two short (4-6 page) papers and on a
final exam. Because of the compressed time frame of the
Interim schedule and the importance of material covered on
the first day of class, no one will be admitted to the class who
does not attend the first day of class, unless first receiving the
permission of the instructor.
Liberal Arts Perspeclive: The Cily
Maximum Enrollment: 20
Time: I
Room: Music 24
Gender, Race and Class in
the Mass Media
POL 295-1
Instructor: Susan Riley
How do the mass media intersect with American ideals and
stereotypes in regard to gender, race and class? This course
will explore the images, underlying values and assumptions,
and the impact of U.S. media practices and patterns in rela-
tion to sex and gender, race and ethnicity, and social and economic class status. How are women, racial and ethnic minorities, and working class people portrayed in the mass media in TV dramas and sitcoms, music videos, children's programming, the news, advertising, movies and talk radio?
At the heart of the course will be case studies designed and
conducted by the students (individually or in groups) which
explore in detail some aspect of gender, race and class in the
mass media. Students will present their case study results in a
written paper and in a brief oral report to the class.
Additional course requirements include active class participation and a midterm examination.
Maximum Enrollment: 20
Time: I1
Room: Music 24
Idealism and the Adolescent
PSY 370-1
Instructor: Duane Johnson
Inquiry into the nature and presence of idealism in the life of
the adolescent person. Theoretical bases for such idealism will
be considered. Idealism directed toward other persons and
society will be the main focus.
This course will be conducted as a seminar with a high level
of student contribution and participation. Attendance at each
class session is required. Procedures will include class discussion, frequent short papers and frequent oral reports.
Typewriting or equivalent word processing will be required.
Students are requested to read at least three articles by Robert
Coles before the start of the Interim. Library reference work
will be a part of the course process. Offered only on PIN
basis.
Prerequisite: PSY 101 or PSY 102 or PSY 105
Maximum Enrollment: 15
Time: I
Room: Science 205
w
Theology of Death and Dying
REL 490-1
Instructor: John Benson
This will be a multidisciplinary course, using materials from
biology, psychology, sociology, history, world religions and
Christian theology proper. It will also be ecumenical, since
some of our theological material will come from Roman
Catholic as well as Protestant sources. Religious traditions
regarding death and the afterlife will be studied, and various
ethical questions related to death and dying will be considered. Field trips in the Twin Cities are also planned. We will
become acquainted with the field of mortuary science, the
hospice movement in the United States and current medical
practices related to the terminally ill. Daily lectures, discussions, quizzes and written assignments will be the format.
Grades will be based on class participation, two tests and oral
presentation of a research project.
Prerequisile: REL 111 or 221
Liberal Arts Perspective: Christian Faith 2
Maximum Enrollment: 25
Time: I1
Room: Old Main 27
Culture, Family, Sex and Status:
The New Testament Social World
REL 330-1
Instructor: Philip A. Quanbeck I1
This course will approach parts of the New Testament from
the perspective of the social world. It will examine the world
of cultural conflict, accommodation and change, and determine how that shaped the New Testament message and how
the church responded to the challenge. Topics will include
concepts of cultural anthropology such as honor and shame,
the social structures of the family and the city in the GrecoRoman world. Social status will be addressed in the ways it
affected women, men, free persons and slaves. Special attention will be paid to the relation between early Christianity
and Judaism. In the New Testament there will be particular
focus on Luke through Acts, First Peter and aspects of the letters of Paul. Evaluation will be by exam, class
presentationlparticipation and a research paper.
Prerequisile: REL 111 or 221
Liberal Arts Perspective: Christian Faith 1
Maximum Enrollmenl: 25
Time: I1
Room: Old Main 13
The Lutheran Heritage
REL 345-1
Instructor: Mark Tranvik
The Lutheran Church is the largest Protestant church in the
world. We will examine its roots in Luther and the
Reformation and trace its history in worship, music and theology to the present day. Questions such as the following will
be addressed: what does it mean to be a Lutheran today and
how might Lutherans relate their faith to political and social
problems? Lectures and discussions will be the format. Guest
speakers will be used. Requirements include class participation and exams.
Prerequisite: Religion 111 or 221
Liberal Arts Perspeclive: Chrislian Faith 2 or 3
Maximum Enrollment: 25
Time: I
Room: Science 213
Varieties of Christian Spirituality
REL 440-1
lnstructoc Janelle Bussert
11
A study of selected spiritualities from the Christian tradition
and of contemporary developments, including 12-step spirituality, feminist, ecological and non-Western Christian spiritualities.
An introduction to the basic practices of spirituality, especially
prayer and meditation. Evaluation methods include quizzes,
experiential journals, class presentation and a final paper.
Prerequisite: Religion 111 or 221 or 331
Liberal Ads Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I/
Room: Science 112
Sociological Studies of Childhood
SOC 232-1
lnstructoc Rita Weisbrod
In American culture, we have gone from nostalgia and
romanticism regarding children in the early decades of this
century to an increasingly widespread neglect of child welfare. We will examine the social status of children in Western
society focusing on understanding problems in the current
social relationships of children in American society. Students
will develop a journal of their readings and complete an individual project selected from several options.
Maximum Enrollmenl: 20
Time: I1
Room: Old Main 10
Spanish and Latin-American
Culture Through Film
SPA 248-1
lnstructoc Roman Soto
An introduction to the main cultural and political issues
(social conflicts, sexism, race, ethnicity, religion, language,
exile or immigration) that characterized contemporary
Spanish and Latin-America societies as they have been portrayed in films and plays. Developed mainly through the
viewing of films and class discussions, the course is complemented with brief reading and audio-visual materials on the
historic, literary and social aspects that contribute to the
background of these films. Most of the films are in Spanish
with English subtitles, and all the class work is in English. The
evaluation is based on class participation, brief weekly written
assignments and a short term paper.
Liberal Arts Perspective: lntercullural Awareness I
Maximum Enmllment: 20
Time: I1
Room: Old Main 25
Exploring Human Services
S WK 257-1
Instructors: Mary Lou Williams and Lois Bosch
Experiential learning occurs as students volunteer 80 hours in
a service agency or institution that students select. The placement must be approved by course faculty and supervised by
agency staff. The course is designed to help students learn
about themselves in relation to a possible major or future
career in the human services.
The three-hour weekly seminar is devoted to discussions that
assist students in integrating agency experiences and readings
which explore the historical development of social welfare as
an institution and the nature and value system of social work
as a profession. Students will also examine and critique the
manner in which social, economic and political structures
impact diverse groups in society. Students will focus on their
own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as
poverty and the "isms." Detailed information will be sent to
students at the close of Interim registration.
Liberal Arts Perspective: The Cily
Maximum Enmllment: 60
Time: I
Room: Murphy Place 11 1
Field Work Ill
SWK 466-1 (full course)
SWK 466-H (0.5 course)
Instructor: Maria Dinis
This is a continuation of Field Work 11; a total of 60 (for the
0.5 credit option) or 120 hours. Responsible, supervised professional social work experience, including work with individuals, families, groups and communities in a social service
agency. Integrative weekly seminar (two hours). Students will
be evaluated by: 1) weekly theorylpractice papers integrating
course content with work setting, 2) attendancelparticipation
and 3) field site supervisor's evaluation.
Prerequisile: SWK 462
Maximum Enrollmenl: 25
Time: I (class will meet in small groups, no more than 11 at a lime)
Room: Foss 21
Topics: Introduction to Music Theatre
THR 295-T/MUS 295- T
Instructors: Sonja Thompson and Martha Johnson
See course information listed under MUS 295-T.
Introduction to Lesbian and Gay Studies
WST 205-1/405-1
Instructors: Doug Green and Beverly Stratton
This course will be offered at both the 200- and the 400-level.
Both levels of the course are designed to introduce students to
basic issues surrounding sexual orientation in contemporary
U.S. culture: sexual identity, life experiences of
gayllesbianlbisexualltransgender(GLBT) persons, homophobia, heterosexism, etc. In addition, we will explore some GLBT
literature, film andlor theater, history, religionlspirituality and
theory. The course will include guest speakers and a servicelearning component at local GLBTIsupporting agencies. Some
travel and experiences in the city, including an immersion
event outside of class time, are expected. There will be a fee of
up to $50, depending on the size of the class, to cover the cost
of the immersion experience; some speakers' fees; and other
expenses. Both the upper- and lower-level versions of the
course meet the Human Identity or Intercultural Awareness I
perspectives as well as Women's Studies credit. The upperlevel course requires that students act as discussion leaders, do
some additional readings that lead to presentations and a projectlpaper in an area of GLBT studies of interest to them, and
meet separately with instructors for some additional discussion. 205 evaluation: PIN grading only-attendancelparticipation, journal. 405 evaluation: traditional or PlN-attendancelparticipation, journal, presentations, projectlpaper.
Prerequisites: lor 205, none; lor 405, WST 201 or permission of inslructors
Liberal Arts Perspective: Human Identity or Inlercultural Awareness I
Maximum Enrollment: 2 5
Time: I1
Room: Old Main 18
Lifetime Sports
The following activities are available to students during
Interim, and students may register for these classes as well as
for a regular course. These activities do not carry course credit but do meet the lifetime sports requirement for graduation.
Lifetime Sport: Pickleball
HPE 002-P
lnstructor: Brian Ammann
Practice and playing of pickleball. Grading: PIN only.
Graduation Skill Requiremenl: Lifetime Sporf
Maximum Enrollmenl: 20
Time: 12:OO-1:00 M, T# Mi Th, F
Room: Melby Gym-norfh/south courts
Lifetime Sport: Ultimate Frisbee
HPE 002-F
lnstructor: Carol Enke
Practice and playing of ultimate frisbee. Grading: PIN only
Graduation Skill Requirement: Lifelime Sporf
Maximum Enrollment: 20
Time: 12:OO-1:00 M, T# M! Th, F
Room: Air Slructure
Lifetime Sport: Badminton
HPE 002-8
Instructor Brian Ammann
Practice and playing of badminton. Grading: PIN only.
Graduation Skill Requirement: Lifetime Spod
Maximum Enrollment:20
Time: 11:OO- 12:OO M, I; W Th, F
Room: Melby Gym-nodhhouth couiis
Lifetime Sport: Golf
HPE 002-6
lnstructoc Brian Ammann
Practice in the various shots used in the game of golf.
Grading: PIN only
Graduation Skill Requirement: Lifetime Spod
Maxlmum Enrollment: 16
Time: 1:OO-2:OO M, T; W Th, F
Room: Air Structure
UMAIE
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, which offers
overseas learning experiences during the Interim. Further
information about the following courses can be obtained
from Kathleen Lutfi at the Center for Global Education,
CB 307, Augsburg College, 22 11 Riverside Ave., Minneapolis,
MN 55454 (330-1655). These courses are offered on a PIN
basis only and generally carry a lower division number.
SPP 20 1-1
Art and Music in the Capitals of Europe
Britain and Ireland: Museums, Monuments and Prehistoric Sites
Egypt in Transition
English School and Family
Europe and the Rise of Modern Science
The European Economic Union
Explore Peru's Past and Present
From Auschwitz to Jerusalem
The Greek Experience
Hawaii: Multicultural Communication in Organizational Settings
History of Caribbean Music
Hope and Glory: Christianity in England, France and Germany
Malta: Knights and Crusaders
Many Faces of Japan
New Zealand: Natural History and Development
Paris, Florence, Rome: Art and Aesthetics
Peopling Paradise: Migrants, Missionaries and Money in Hawaii
Roman Italy: City, Town and Country Life
Paris and London: Sculpture in Cities and Environs
Serving Special Needs: A British Perspective
Theater in Britain
Ireland: Understanding Christian Celtic Spirituality
Other Interim Abroad Courses:
Peace and Conflict Studies in Northern Ireland (ACTC Program)
Sounds and Sights of Europe (Augsburg Program)
Other Courses
These courses are offered by institutions or groups not connected with Augsburg College but have been approved for
credit by the College. Most carry a tuition cost plus other
expenses that are the responsibility of the student. They are
offered only on a PIN basis.
The Washington Center 1998
Academic Seminars
Leadership 2000:
A Global Perspective on the Environment
January 4- 16, 1998
POL 398-A
Women as Leaders
January 4- 16, 1998
POL 398-8
Inside Washington: Politics and the Media
January 18-23, 1998
POL 3984
The Washington Center offers a choice of topics during the
first two weeks of the seminar program. During the last week,
one seminar is offered. Augsburg students must register for all
three weeks of the program (January 4-23) in order to receive
academic credit and to receive a scholarship from the College
covering registration and tuition costs.
Credit is available from the Political Science Department for
this program. The course is a passlfail course based on participation in program activities including site visits, small group
seminars and journals.
For information brochures and registration forms ask in
Memorial Hall 1 1 l A or call 330-1320. For further information about the program see Prof. Hedblom in Memorial Hall
117 or call 330-1197. There are five scholarships available to
cover registration and tuition costs based on priority in registration through Prof. Hedblom's office.
Show less
AUGSBURG COLLEGE / MINNEAPOLIS, MINNESOTA
CATALOG FOR THE ACADEMIC YEARS 1968-69 AND 1969-70
RECORD FOR THE ACADEMIC YEARS 1966-67 AND 1967-68
AUGSBURG
COLLEGE
AFFl LlATlON
Augsburg College is a fouryear liberal arts college affiliated
with
The
American
Lutheran Church. The College
offers... Show more
AUGSBURG COLLEGE / MINNEAPOLIS, MINNESOTA
CATALOG FOR THE ACADEMIC YEARS 1968-69 AND 1969-70
RECORD FOR THE ACADEMIC YEARS 1966-67 AND 1967-68
AUGSBURG
COLLEGE
AFFl LlATlON
Augsburg College is a fouryear liberal arts college affiliated
with
The
American
Lutheran Church. The College
offers a broad education in a
Christian environment.
ACCREDITATION
Augsburg College is fully accredited by the North Central
Association of Colleges and Secondary Schools, the National
Council for the Accreditation
of Teacher Education, the
American Chemical Society, and
the American Association of
University Women.
MEMBERSHIPS
Augsburg College holds membership also in the American
Council on Education, the Association of American Colleges, the
American Association of Colleges for Teacher Education, the
National Lutheran Educational
Conference, the Association of
Minnesota Colleges, the Minnesota Private College Council and
the Association of Protestant
Colleges and Universities.
COURSES OF STUDY
Augsburg College offers a Liberal Arts education with courses leading to a Bachelor d Arts
degree offered in 29 major fields
of study. Students are prepared
for teaching, business administration, social work, medical
technology, secretarial work,
parish work, and missions. Students may prepare for further
study in the fields of engineering, theology, dentistry, medicine, nursing, and law, and for
graduate study in various fields.
LOCATION
Augsburg College is located
along Interstate Highway No.
94, just 20 blocks from the
downtown loop area of Minneapolis. Students have easy access to libraries, museums, and
art collections. They also have
the opportunity t o attend lectures, musical programs and
other cultural activities in the
Minneapolis-St. Paul area.
SETTING
The twelve-block Augsburg
campus is located in the heart
of Minneapolis and is adjacent
t o the University d Minnesota
West Bank campus and two of
the city's largest hospitals. In
this urban setting, Augsburg
students prepare for careers in
our increasingly urban society.
A friendly atmosphere prevails
on the Augsburg campus. Students participate in all phases
of campus community life under
the direction of a capable, wellprepared faculty.
DEVELOPMENT
A comprehensive development
program is in operation which
will, over the years, add additional land and buildings t o the
Augsburg College campus.
THE AUGSBURG COLLEGE CAMPUS
Augsburg College is located
near the Minneapolis loop and
the University of Minnesota.
The Administrative offices are
in Science Hall at the corner of
7th Street and 21st Avenue
South.
Prospective students and other interested persons are cor-
dially invited to visit the
campus. Visiting hours are
9 a.m. to 5 p.m., Monday through
Friday; Saturday by appointment. A letter or telephone call
in advance is recommended.
Write to the Office of Admissions, Augsburg College, Minneapolis, Minnesota 55404; or
telephone 332-5181.
ACADEMIC CALENDAR,
AUGUST 1968
S M T W T F
1 2
4 5 6 7 8 9 1
11 12 13 14 15 16
18 19 20 21 22 23
25 26 27 28 29 30
S
3
0
17
24
31
JANUARY 1969
S M T W T F S
1 2 3 4
5 6 7 8 9 1 0 1 1
12 13 14 15 16 17 18
19202122232425
26 27 28 29 30 31
SEPTEMBER 1968
S M T W T F S
1 2 3 4 5 6 7
891011121314
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30
OCTOBER 1968
S M T W T F S
1 2 3 4 5
6 7 8 9 1 0 1 1 1 2
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30 31
NOVEMBER 1968
S M T W T F S
1 2
3 4 5 6 7 8 9
10 11 12 13 14 15 16
17 18 19 20 21 22 23
24 25 26 27 28 29 30
DECEMBER 1968
S M T W T F S
1 2 3 4 5 6 7
891011121314
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
FEBRUARY 1969
S M T W T F S
MARCH 1969
S M T W T F S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16171819202122
23 24 25 26 27 28 29
30 31
APRIL 1969
S M T W T F S
1 2 3 4 5
6 7 8 9 1 0 1 1 1 2
13 14 15 16 17 18 19
20212223242526
27 28 29 30
MAY 1969
S M T W T F S
1 2 3
4 5 6 7 8 9 1 0
11 12 13 14 15 16 17
18192021222324
25 26 27 28 29 30 31
2 3 4 5 6 7 :
9 10 11 12 13 14 I 5
16171819202122
23 24 25 26 27 28
SUMMER SESSION 1968
June 24
July 4
Aug. 2
........... (Mon.) ............
............
Final registration and
beginning of classes
(Thurs.) ........................ Holiday
(Fri.) ................. Final examinations
............
ACADEMIC YEAR 1968-69
FALL TERM
Sept.
Sept.
Sept.
Nov.
Nov.
Nov.
5-9 .......... (Thurs.-Mon.) ... Freshman Welcome Week
9, 10 ......... (Mon., Tues.) ................ Registration
11 .......... (Wed.) . . . . . . . . . . . . . . . . . . . . . . Classes begin
19 .......... .(Tues.) ............... Last day of classes
20-26 ........ (Wed.-Tues.) ......... Final examinations
27-Dec. 3 . . . . (Wed.-Tues.) .......... Thanksgiving recess
WINTER TERM
Dec. 3 ............. (Tues.) ...................... Registration
Dec. 4 ............. (Wed.) ..................... Classes begin
Dec. 20, 9:00 p.m. ... (Fri.) ............. Christmas recess begins
Jan. 6, 7:45 a.m. . . . (Mon.) . . . . . . . . . . . . . . . . . . . . Classes resume
Feb. 25 ............ (Tues.) . . . . . . . . . . . . . . . Last day of classes
Feb. 26-March 4 . . . (Wed.-Tues.) ......... Final examinations
March 5-10 . . . . . . . (Wed.-Mon.) . . . . . . . . . . . . . . . . Term break
SPRING TERM
March 10 . . . . . . . . . . (Mon.) ...................... Registration
March 11 .......... (Tues.) . . . . . . . . . . . . . . . . . . . . . Classes begin
April 2, 9:00 p.m. . . (Wed.) ............... Easter recess begins
April 8, 7:45 a.m. ... (Tues.) . . . . . . . . . . . . . . . . . . . . Classes resume
May 23 . . . . . . . . . . . . (Fri.) ............... Last day of classes
May 2 6 3 0 ......... (Mon.-Fri.) . . . . . . . . . . . . Final examinations
June 1 . . . . . . . . . . . . (Sun.) . . . . . . Baccalaureate, Commencement
ACADEMIC CALENDAR, 1969-1970
AUGUST 1969
S M T W T F
1
3 4 5 6 7 8
10 11 12 13 14 15
17 18 19 20 21 22
24 25 26 27 28 29
31
S
2
9
16
23
30
JANUARY 1970
S M T W T F S
1 2 3
4 5 6 7 8 910
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
SEPTEMBER 1969
S M T W T F S
1 2 3 4 5 6
78910111213
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30
S
1
8
15
22
FEBRUARY 1970
M T W T F S
2 3 4 5 6 7
91011121314
16 17 18 19 20 21
23 24 25 26 27 28
,
OCTOBER 1969
S M T W T F S
1 2 3 4
5 6 7 8 9 1 0 1 1
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
NOVEMBER 1969
S M T W T F S
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30
MARCH 1970
S M T W T F S
1 2 3 4 5 6 7
8 91011121314
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
APRIL 1970
S M T W T F S
1 2 3 4
5 6 7 8 91011
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30
FIRST SUMMER SESSION 1969
Final registration and
beginning of classes
July 4 ............ (Fri.) . . . . . . . . . . . . . . . . . . . . . . . . . . . Holiday
July 18
(Fri.) ................. Final examinations
June 9
............ (Mon.) . . . . . . . . . . . .
............
July 21
Aug. 8
SECOND SUMMER SESSION 1969
(Mon.) . . . . . . . . . . . . . . . . . . . . Classes begin
............ (Fri.) . . . . . . . . . . . . . . . . . . Final examinations
............
ACADEMIC YEAR 1969-70
FALL TERM
Sept. 4-8 .......... (Thurs.-Mon.) ... Freshman Welcome Week
Sept. 8, 9 . . . . . . . . . (Mon., Tues.) ................ Registration
Sept. 10 ...........(Wed.) . . . . . . . . . . . . . . . . . . . . . Classes begin
Nov. 18 . . . . . . . . . . . (Tues.) ............... Last day of classes
Nov. I S 2 5 ........ (Wed.-Tues.) ......... Final examinations
Nov. 26-Dec. 2 ..... (Wed.-Tues.) ......... Thanksgiving recess
WINTER TERM
Dec. 2 . . . . . . . . . . . . . (Tues.) . . . . . . . . . . . . . . . . . . . . . . Registration
Dec. 3 . . . . . . . . . . . . (Wed.) ..................... Classes begin
Dec. 19, 9:00 p.m. .. (Fri.) . . . . . . . . . . . . . . Christmas recess begins
Jan. 5, 7:45 a.m. . . . (Mon.) ................... Classes resume
Feb. 24 ............ (Tues.) . . . . . . . . . . . . . . Last day of classes
Feb. 25-March 3 . . . .(Wed.-Tues.) . . . . . . . . . Final examinations
March 4-9 ......... (Wed.-Mon.) . . . . . . . . . . . . . . . . Term break
SPRING TERM
March 9 . . . . . . . . . . . (Mon.) ....................... Registration
March 10 . . . . . . . . . . (Tues.) . . . . . . . . . . . . . . . . . . . . . Classes begin
March 25, 9:00 p.m. . (Wed.) . . . . . . . . . . . . . Easter recess begins
March 31, 7:45 a.m. . (Tues.) . . . . . . . . . . . . . . . . . . . . Classes resume
May 22 . . . . . . . . . . . .(Fri.) . . . . . . . . . . . . . . . . Last day of classes
May 25-29 ........ (Mon.-Fri.) . . . . . . . . . . . Final examinations
May 31 . . . . . . . . . . . (Sun.) . . . . . . Baccalaureate, Commencement
DECEMBER 1969
S M T W T F S
1 2 3 4 5 6
78910111213
14 15 16 17 18 19 20
21 22 23 24 25 26 27
28 29 30 31
MAY 1970
S M T W T F
1
3 4 5 6 7 8
10 11 12 13 14 15
17 18 19 20 21 22
24 25 26 27 28 29
31
S
2
9
16
23
30
AIMS AND OBJECTIVES
Augsburg College is a Christian liberal arts college of The
American Lutheran Church. The
faculty and the Board of Regents of the College affirm the
following as their understanding of the aims, philosophy, objectives and character of this
institution.
ULTIMATE AlMS
TO contribute to the true good
of human life and society.
To contribute to the building
of free and living congregations
in the community of the Christian Church.
BASIC PHILOSOPHY
The Christian message concerning the redemptive act of
God in Christ constitutes the
greatest potential for good in
human life and society; but this
potential is realized only insofar
as it is actualized in the minds
and hearts of individuals.
The redemption of the mind
constitutes the unique educational task laid upon the Christian
Church; in seeking to relate all
learning to the truth of the
Christian faith, the Christian college performs its greatest service both to the Church and to
society.
Where there is an atmosphere
of free and honest inquiry, truth
has the overwhelming advantage;
the Christian college, therefore,
pursues its purposes not by indoctrination or coercion, but by
inviting teachers and students
to join in a common search for
truth and in a common attempt
to see all truth in relation to
ultimate Truth.
PRIMARY OBJECTIVES
To attract to the college students of high ability and genuine religious concern who can
reap the maximum benefit from
a program of Christian higher
education.
To provide a campus setting
that is conducive to the spiritual,
mental, moral and physical wellbeing of its students.
To stimulate its students' intellectual interest, and to assist
them to develop the habits and
skills necessary for sound academic work.
To acquaint its students with
the spiritual, cultural and intellectual riches of mankind, both
for the sake of the enrichment
of their own lives and, through
them, for the enrichment of their
homes and communities.
To confront its students with
the problems and benefits of
living and serving in an increasingly urban culture.
To lead its students to a deeper understanding and experience
of the Christian Gospel in its
relati,on to every area of life
and learning.
To assist its students in discovering and clarifying their
peculiar aptitudes and interests,
and to provide training and
counsel that will assist them
in preparing for a life work appropriate thereto.
To aid its students in the development of Christian attitudes
and Christian qualities of character; and to encourage each
GENERAL
INFORMATION
student to look upon his life
as a Christian vocatio,n, and an
opportunity for service t o God
and man.
DISTINCTIVE CHARACTER
Augsburg College is a Christian community of life and learning.
As a Christian academic community, Augsburg seeks that
high level of excellence which
is appropriate to such a community.
Augsburg treasures its religious and cultural heritage as an
institution founded by Lutheran
immigrants from Norway who
sought t o play a creative role
in American life and society,
and seeks to preserve the enduring values of this heritage
in the life of the college community today.
As a metropolitan college,
Augsburg attempts to relate its
faculty and students t o an urban
culture by utilizing the educational, social, cultural and religious resources of the growing
metropolitan
community
in
which it is located.
THE PHYSICAL PLANT
Instructional facilities and student housing a t Augsburg are
conveniently located in relation
to each other.
Old Main, erected in 1900, contains a large number of classrooms and offices.
Science Hall, erected in 194849, includes the general administration offices; well-equipped
laboratories for chemistry, phys-
ics, and biology; a medium-sized
auditorium; and several classrooms and faculty offices. The
Lisa Odland Observatory, on the
roof of Science Hall, was completed in the summer of 1960.
The George Sverdrup Library,
named in honor of Augsburg's
fourth president, was erected
and dedicated in 1955. Adjacent
to Science Hall and of similar
contemporary architectural design, it contains spacious reading rooms, seminars, work
rooms, a visual-education center,
the Augsburg Archives, classrooms, and a number o~f faculty
offices. There is stack space for
approximately 100,000 volumes.
Melby Hall, the new auditorium-gymnasium, was completed in 1961. This building,
named in honor of Professor J. S.
Melby, dean of men from 1920
to 1942, basketball coach and
head of the Christianity department, provides excellent facilities for the health and physical
education program, intercollegiate athletics, chapel services and
general auditorium purposes.
East Hall, purchased in 1966,
provides a rehearsal hall for the
Concert Band and Repertoire
Band as well as rehearsal and
instruction rooms for instrumentalists.
The Music Hall was acquired
by purchase in 1947 and has
been remodeled to provide vocal, string and piano rehearsal
rooms together with a rehearsal
room for large groups.
The Speech and Drama Building was acquired in 1959 and remodeled to make an extremely
functional building for dramatic
and other speech activities.
The Augsburg College Center,
completed in 1967, is a center
of non-academic activity on
campus. The building houses the
Commons, which is the name for
the main dining area, plus private dining rooms and coffee
shop. Student government and
student publications have quarters in this building. The bookstore is also located here. Spacious lounges and recreational
areas are provided in this threestory building containing 55,000
square feet of space.
Urness Tower Residence for
Women, completed in 1967, is
an eleven-story building providing living quarters for 324 women students. The building was
named in honor of Mr. and Mrs.
Andrew Urness who have given
several generous gifts to the
college. A unique feature of the
building is that each floor is
considered a "house unit" providing the 36 residents, housed
two to a room, with their own
lounge, study and utility areas.
The second floor level with
main lounge, also provides an
apartment for the head resident.
There is an observation lounge
a t the top of the structure.
Sverdrup-Oftedal
Memorial
Hall, erected in 1938, was
named in honor of Augsburg's
second and third presidents. The
building houses about 65 men
students and provides for some
faculty and administration offices in one wing.
Sivertsen-Mortensen Hall in-
corporates a building donated
to the college in 1939 from the
late Dr. Iver Sivertsen and Mrs.
Sivertsen, and a larger addition
erected in 1955 and named in
honor of Miss Gerda Mortensen,
dean of women at Augsburg
from 1923 to 1964. The building
provides housing for about 144
men students as well as apartments for the resident head.
The Studio Building, dedicated
in 1964, houses the Department
of Art on its two floors.
West Hall is an apartment
building purchased in 1966
shortly after it was constructed.
The building houses 38 women
students and an apartment for
the head resident.
Cottage Houses. A large number of dwellings have been acquired in recent years in the
expanded campus area to provide accommodations for men
or women students, married students and for faculty and staff
members.
The President's Home, an attractive colonial residence, is
located on the West River Road.
THE ARCHIVES
The Augsburg Archives seeks
to gather and make available
for use documents, books, and
other articles of historical value.
The George Sverdrup Library
provides adequate, fire-proof
quarters for the archives. Here
are found a large collection of
periodicals, manuscripts, letters
and pictures, affording extensive
resources for scholarly research.
-
LIBRARY FACILITIES
The beautiful and spacious
George Sverdrup Library provides a central study-workshop
for both faculty and students.
It contains about 70,000 volumes, exclusive of pamphlets,
and is adding approximately
7,000 new volumes each year.
Students and faculty working in
either of the two large reading
rooms find the atmosphere conducive to quiet study and research materials close at hand.
All books are kept on open
shelves. Reference service, provided by an able and welltrained staff, is available to
students.
Special collections have been
developed in the Music Library,
the Chemistry Library, the Curriculum and Library Science Libraries, and in the Audio-Visual
Center. In 1966, the AmericanScandinavian Foundation presented its collection of Scandinavian music to the College. Additional conveniences
include conference rooms for
larger groups or small classes. A
typing comer is provided in the
first-floor reading room.
The library subscribes to
nearly 600 of the best periodi-
cals dealing with a large variety
of subjects, as well as a number
of serials devoted to the interests of special fields. Current
issues are displayed in a pleasant browsing area.
The library plays an active
role in promoting general reading, presenting regular book displays, and sponsoring monthly
book discussions for faculty,
staff, and students.
In the Twin City area are
other libraries which make their
holdings available to Augsburg
students, notably, the St. Paul
and Minneapolis public libraries,
the latter of which issues library
cards to out-of-town students
for each school year.
NATURAL SCIENCE
LABORATORIES
The laboratories of the Natural Sciences are located in the
Science Hall. Four laboratories
and storeroom and office space
for bidogy are located on the
second floor; three larger laboratories and two special research
laboratories for chemistry and
two laboratories for physics are
located on the third and fourth
floors. A chemistry library is
located near the research facilities. Storerooms and faculty offices are also located here.
FINANCIAL
INFORMATION
1968-69
COMPREHENSIVE FEE
Includes tuition, board and room and General fee
as described below.
(per year)
TUITION
New freshmen entering September, 1969
(per year)
This rate is guaranteed for four consecutive years.
In case of time lost due to illness or accident, the rate,
upon application and approval, may be extended for a
fifth year.
Transfer students and returning students not on a prior
year-guaranteed plan.
(per year)
Part-time students (carrying less than 12 credits per
term)
(per credit hour)
Fee for auditing is one-half the fee for credit.
Students carrying more than 51 credits for the academic
year are charged $25.00 per credit hour for excess hours.
BOARD AND ROOM
Residence Halls
Honor Houses (upper-class students only)
The board plan provides 21 meals per week.
(per year)
(per year)
OTHER REQUIRED FEES
General Fee
(per year)
(Covers subscription to yearbook, newspaper, admissions to all regularly scheduled athletic events, dramatic
productions, convocations, and the support of Student
Society activities and the College Center.) Part-time
students are charged on a proportionate basis.
Application Fee
Required of all new students, non-refundable.
Initial Payment-New Students
Required of students whose application for admission
has been accepted; to be paid by May 1, 1969. The payment is applied to the tuition fee, but is not transferable
or refundable.
Room Reservation Deposit-Returning
Students
Required by July 1, 1969, to reserve a housing assignment for the term beginning September, 1969.
Breakage Deposit
Required of all students. Refundable upon graduation,
transfer to another institution, or discontinuing educational program at Augsburg College.
SPECIAL FEES
Change in registration after classes begin (per cancel
or add)
Late registration after classes begin
(per day)
Graduation fee
Transcript fee: first copy free, additional copy
Arrangements for special examinations are made in
Registrar's office, with charges according to schedule
on file.
SPECIAL COURSE FEES
Computer Science
Student Teaching
Improvement of Reading
Music Lessons (10 per term)
Practice Studio Rental
Organ (one hour per day)
Piano or Voice (one hour per day)
Books and supplies are available from the Bookstore.
Estimated costs
(per year) $
Linen service, required in residence halls
(per year) $
Personal expenses for clothing, entertainment and transportation vary from student to student. In planning a
yearly budget, a student should add
(per year) $
(7 SETTLEMENT OF ACCOUNT
A statement of charges for the year will be prepared
and forwarded to the student early in August. Payment of one-third of the annual charge is due a t the
beginning of each term except that for the fall term
payments will be due on or before August 20, so that
all necessary processing of financial arrangements can
be completed in time to clear the student for registration.
Variation from this schedule must be arranged with the
Treasurer's Office prior to August 20. No student is permitted to register if his or her account for a preceding
term has not been paid in full.
REFUNDS
If a student decides to cancel his registration, refunds of tuition and room charges are allowed as
follows: during the first week of classes, 80%; during
the second week, 70%; during the third week, 60%;
during the fourth week, 50%; and during the fifth week,
40%. No allowance is given after the fifth week.
If a student is forced to cancel his registration because
of accident or illness during the first five weeks of
the term, the charge is one-half of the rate indicated.
Students required to enter military service will
receive a full refund of tuition and a proportionate refund on room charges.
In all cases, board refunds are made on a proportionate
basis.
FINANCIAL ASSISTANCE
Financial aid in the form of loan funds, scholarships, and parttime employment is available a t Augsburg College.
Augsburg participates in the College Scholarship Service (CSS) of
the College Entrance Examination Board. Participants in CSS subscribe to the principle that the amount of financial aid granted a
student should be based uposn financial need. The CSS assists the
college's financial aid officer in determining the student's need for
financial assistance. Entering students seeking financial assistance
are required to submit a copy of the Parents' Confidential Statement
(PCS) form to the College Scholarship Service, designating Augsburg College as one of the recipients, by March 15. The PCS form
may be obtained from a secondary school or the College Scholarship
Service, Box 881, Evanston, Illinois 60204. All upper-class students
are required to submit a Parents' Confidential Statement-Renewal
form each year.
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 maintained chiefly by contributions from
the Augsburg College Women's Club.
National Defense Student Loans, established by the National Defense Education Act of 1958, are available t o students capable of
maintaining good standing in their chosen course of study. Special
consideration will be given to all students with a superior academic
background. Loans will normally be granted for the academic year,
September through June, or the remaining balance thereof. Reapplication will be necessary for each succeeding loan period.
United Student Aid Funds is a program of endorsing loans made
by local banks to college students requiring financial assistance. A
grant to the college by the Gamble-Skogmo Foundation provided
the funds to establish the initial reserves required. The United
Student Aid Fund Incorporation also handles the Federal Insured
Loan program.
Arrangements for all types of loans are made through a conference
with the Dean of Students, chairman of the faculty committee on financial aid. 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
SCHOLARSHIPS AVAILABLE TO FRESHMEN
Foundation Fellowships are offered to students with outstanding
high school records and high scores on the Scholastic Aptitude Test
of the College Entrance Examination Board. Recipients are guaranteed enrollment in hon,ors course work. These awards range in
amount from $100 to full tuition and are renewable for four years
for students with a grade point average of 3.0 (B average). TO
qualify for a Foundation Fellowship a student should rank in the
upper five percent of his high school class and have a combined
score of 1200 or higher on the Scholastic Aptitude Test. The scholarship committee also considers an individual's interests, abilities,
and character.
Honor Scholarships are offered to good students who have strong
potential for academic success at Augsburg College. These awards
range in amount from $100 to full tuition and may be renewed for
four years for students with a grade point average of 2.50.
Students who rank in the upper fifteen percent of their
high school class and have above average scores in the Scholastic
Aptitude Test are eligible for Honor Scholarships.
Chemistry Scholarships and Research Awards are offered each year
by the Department of Chemistry to students strongly interested in
chemistry or medicine. The six awards vary in amount from $2,000
to $4,000 over four years. A student qualifies for a Chemistry
Scholarship on the basis of his high school performance, a special
chemistry examination, financial need, and vocational objective.
Summer Research Awards are also available t o students in chemistry. This award provides a stipend of $600 for each student
to do research under the guidance of the chemistry department.
Academic Grants are awarded to students on the basis of financial
need as demonstrated by the College Scholarship Service. Students who are admitted t o Augsburg College but do not qualify
for a scholarship may be considered for an academic grant or financial award'. These awards range in amount from $100 t o $600 and
may be renewable for four years with a grade point average of 2.0
(C average).
SCHOLARSHIPS AVAILABLE TO UPPERCLASSMEN
Departmental Scholarships of varying amounts are awarded each
year to students who are highly recommended by the chairman of
their maj,or department. These scholarships are renewable if the
student maintains a scholastic average of 2.75 or better.
Alumni Achievement Scholarships are awarded to outstanding students in the freshman, sophomore, and junior classes for use the
following academic year. The scholarship fund., which is equivalent to three half-tuition scholarships, is awarded on the basis of
previous academic performance. No award will be in excess of
financial need.
The Augsburg College Women's Club Schdarship awards, totaling
$400, are granted each year to two or more students of outstanding
character and excellent scholarship.
The Peggy Christensen Benson Memorial Scholarship was established in 1965 by her husband, Thomas I. Benson. The Scholarship
is awarded annually to a student studying choral music.
The Thorvald Olsen Burntvedt Memorial Scholarship Fund was
established in 1960 by gifts from the Burntvedt family and through
a church-wide offering, to honor the memory of Dr. T. 0. Burntvedt
who was President of the Lutheran Free Church from 1930 to 1958.
One or more scholarships are awarded annually to a student or
students in the senior class who are preparing for the ministry.
The Alma Jensen Dickerson Memorial Scholarships were established in 196.1 by Mrs. Alma Jensen Dickerson, a member of the
Augsburg faculty from 1943 to 1954. One or more scholarships are
awarded annually to able and deserving junior or senior students.
The M. J. Estrem Scholarship was established in 1965 by Mr. and
Mrs. M. J. Estrem of Minneapolis to provide an annual scholarship
for some worthy student of the College, such student to be selected
upon the recommendation of the Scholarship Committee of the
College.
Augsburg awards Foreign Student Scholarships each year to deserving students from other countries. These scholarships may be
awarded in amounts up to the equivalent of full tuition.
The Gamble-Skogmo Foundation Scholarship Fund, established
in 1965, makes possible the awarding of one or more scholarships
each year to upperclass male students interested in careers in the
field of business.
The 0. I. Hertsgaard Scholarship was established in 1966 by Mr.
and Mrs. 0 . I. Hertsgaard. One or more scholarships will be awarded
annually to junior or senior students who have demonstrated a
proficiency in choral and/or instrumental music, who show interest
or potential in conducting and show promise of overall academic
success.
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 is awarded annually to a student selected on the
basis of academic achievement, personal character, and ability in
the field of athletics.
International Milling Company Scholarships are funded by contributions made by the International Milling Company to the Minnesota Private College Fund. These scholarships of variable amounts
are awarded annually to able and deserving upper-class students.
The American Indian Scholarship was established in 1955 by Spring
Lake Park Lutheran Church, Minneapolis. It is a scholarship of
$200 to be applied on tuition at Augsburg College. It is to be awarded
to an American Indian student selected on the basis of scholarship
and economic need.
The Iver and Marie Iversen Scholarship was established in 1957
through a grant from Mr. Iver Iversen of Brooklyn, New York. It
is awarded annually to a student in the College. The award, in the
amount of $250, is made on the basis of need, scholarship, and
interest in Christian service.
The Magnus A. Kleven Family Scholarship was established in 1956
by members of the family to honor their parents. The scholarship
is awarded annually t o a student on the basis of academic achievement, personal character, and promise of achievement in the field
of physical education.
Lutheran Brotherhood Scholarships of $500 each are provided
by 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.
Aid Association for Lutherans Scholarships were established in
1966 from funds given by Aid Association for Lutherans Insurance
Company. These scholarships of variable amounts are awarded
annually to able and deserving upper-class students who are policy
holders.
David Mathre Memorial Scholarship for Student Teachers is available to qualified full-time students in need of financial assistance
during the term in which they are doing student teaching.
The Onesirnus Scholarship, established in 1962 by Mr. and Mrs.
James Helleckson, is awarded annually in the amount d $300 to
an Augsburg student or graduate who is preparing for service in
the Christian ministry.
The Henry P. Opseth Music Scholarship was established in 1953
in memory of Henry P. Opseth, former head of the Music Department and director of the Augsburg College Choir. It is awarded
annually to a sophomore or junior student s f outstanding promise
in the field of music.
The Adolph Paulson Memorial Prize, from a fund established by
members of the Paulson family in memory of Professor Adolph
Paulson who taught social science at Augsburg from 1930 to 1935,
is awarded annually to a college student for the best essay written
on an assigned subject in the field of Christian sociology. The
amount of the prize is $50.
The Quanbeck Scholarship Fund was established in 1963 by a bequest of John G. Quanbeck. The income from this fund is awarded
annually to freshman students who, without assistance, would be
unable to pursue higher education.
The Reader's Digest Endowed Scholarship Fund, established in
1965, provides an annual scholarship for a deserving and able upperclassman.
The Reverend Olaf Rogne Memorial Scholarships were established
in 1958 by two anonymous donors to honor the memory of Reverend Olaf Rogne, business administrator of the college from 1940
to 1952. Three awards of $500 each are made annually to selected
students preparing for Christian service.
The Marlys Johnson Simengaard Memorial Scholarship was established in 1964 by her family and friends to honor her memory.
As an expression of Christian concern for the problems of social
injustice, this scholarship is awarded periodically to an American
Negro student.
Social Service Scholarship Program is sponsored by the Division
of Charities of the American Lutheran Church. Two scholarships of
$300 or three scholarships of $200 will be awarded each year to
students at Augsburg College. The recipients must be juniors or
seniors of the Lutheran faith who are enrolled in social work
courses and plan to continue training in a graduate school of social
work. In addition to scholastic achievement, a student's interests,
aptitude, and skills in working with people are considered in making this award.
The Marilyn Solberg Voice Scholarship in memory of Marilyn
Yvonne Solberg, a member of the Ausgburg 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, Doman.
It is awarded to an Augsburg student who has music as a major
or minor and who shows outstanding promise or achievement in
the art of singing.
The Marguerite Hamilton Storley Memorial Scholarship was established in 1965 by her family and friends to honor her memory.
A scholarship of $300 will be awarded annually to an able and
deserving junior or senior student recommended by the scholarship
committee.
The Professor P. A. Sveeggen Memorial Scholarship was established in 1959 by friends t o honor the memory of P. A. Sveeggen,
professor of English at Augsburg from 1915 to 1952. The award
of variable amount is made annually to an outstanding student in
the field of English.
Tozer Scholarships of $500 each are awarded annually to outstanding Junior or Senior students who are residents of the state of
Minnesota. Monies for these scholarships are provided by the Tozer
Foundation, Inc., of Stillwater, Minnesota.
The Edward Yokie Memorial Scholarship was established in 1962
by E. Lorraine Yokie and Doris E. Yokie, daughters of Edward
Yokie. A scholarship will be awarded annually t o an able and deserving junior or senior student recommended by the scholarship
committee.
Memorial Scholarship Foundation. Undesignated memorial gifts are
placed in the Foundation Fund. Income from these endowment gifts
is used to provide scholarships of varying amounts. The scholarship committee selects students who are able and deserving.
The Crown Prince Harald Scholarship was created by the Augsburg College Board of Regents on the occasion of the visit by Crown
Prince Harald o'f Norway to the Augsburg campus in October,
1965. This annual scholarship provides one year's full tuition for
a student from Norway who wishes to s,tudy at Augsburg. The
recipient is chosen from applicants by a committee in Norway
set up for this purpose.
The Manivald Aldre Memorial Chemistry Scholarship was established in 1960 by friends and the Department of Chemistry t o honor
the memory of Manivald Aldre, assistant professor of chemistry
at Augsburg from 1949 t o 1958. The annual award is made t o a
student whose academic record indicates promise of achievement
in the field of chemistry.
The Carl Fosse Memorial Chemistry Scholarship was established in
1960 by the Department of Chemistry to honor the memory of Carl
Fosse, professor d chemistry at Augsburg from 1921 to 1942. The
annual award is made to a student whose academic record indicates
promise of achievement in the field of chemistry.
The Covey Hendrickson Memorial Chemistry Scholarship was
established in 1967 by the family and friends and the Department
of Chemistry to honor the memory of Covey Hendrickson, a student of chemistry at Augsburg until his death in June, 1966. The
annual award is made to a student whose academic background
indicates promise of achievement in the field of chemistry.
The Dr. Frederick C. and Laura E. Mortensen Chemistry Scholarship
was established in 1961 by the chemistry staff. The award is made
annually to a chemistry student whose record indicates promise
in the field of chemistry.
The Dr. W. M. Saudstrom Chemistry Scholarship was established in
1963 by a gift from Dr. Sandstrom, retired professor of bi,ochemistry
at the University of Minnesota. The annual award is made to a student whose academic background indicates promise of achievement
in the field of chemistry.
The Walter Gordon Schnell Memorial Chemistry Scholarship was
established by friends and the Department of Chemistry in 1960
to honor the memory of Walter Gordon Schnell, a student of chemistry at Augsburg until the time of his death in January, 1960. The
annual award is made to a student whose academic background indicates promise of achievement in the field of chemistry.
The Walter E. Thwaite, Jr., Memorial Chemistry Scholarship was
established in 1963. This annual award is made to a student whose
academic background indicates promising achievement in the field
of chemistry.
GRADUATE SCHOLARSHIPS
The Greater Augsburg Alumni Association Scholarship of $500 is
awarded annually to an outstanding alumnus of Augsburg in order
to encourage and assist promising students in the carrying out of
projects of graduate study.
The George Sverdrup Graduate Fellowship was established by the
Board of Trustees of Augsburg in 1947 to honor the memory of
George Sverdrup, President d 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 vwation of teaching. The amount of the Fellowship is five hundred dollars.
STUDENT
ElMPLOYlVIENT
An employment service, located in the Student Personnel Office,
assists students in obtaining part-time remunerative work during
the school year, Christmas vacation, and summer. Both on-campus
and off-campus jobs are available.
ADMISSION
APPLICATION PROCEDURE
Applications for admission are provided by and submitted to the
Office of Admissions, Applications may be obtained by visiting,
writing, or calling (332-5181). A majority of the applications are
received between September and January of the students' senior
year in high school. Although the closing date for making application for the fall term is August 1, the class may be filled well
in advance of this date.
An early decision plan is available for highly-qualified applicants
who apply before December 1. These applicants are notified concerning admission on the basis of grades through the junior year
and college aptitude test scores. Students applying after December 1 will generally not be notified concerning admission until after
the Scholastic Aptitude Test scores have been received by the
college. A $100 tuition deposit is due before May 1, with earlier
payment giving preference in the assignment of campus housing.
Students admitted after May 1 are required to make the $100 tuition deposit within two weeks of notification of acceptance. The
tuition deposit is not refundable but applies to the cost of tuition.
An interview on campus is encouraged.
Instructions for applying for admission:
1. Return the application form with a $10 application fee
(non-refundable) and a photograph to:
Off ice of Admissions
Augsburg College
Minneapolis, Minnesota 55404
2. Request your counselor or principal to send us a transcript
of your high school record and all test results. Transfer
students will request the previous college or colleges to
send an official transcript of grades together with results
of standardized tests taken.
3. The Scholastic Aptitude Test (SAT) of the College Entrance
Examination Board is required for admission. The test should
be taken early in the senior year or late in the junior year.
See your counselor or principal about registering for the
SAT or write to College Entrance Examination Board, c/o
Educational Testing Service, Box 592, Princeton, New Jersey. Transfer students are not required to take the SAT.
ADMISSION REQUIREMENTS
The quality of a student's work in high school, type of course program, scores on college aptitude tests, extra-curricular participation, and recommendations are important factors in considering an
application for admission. Augsburg College seeks students who
rank high in their high school graduating class, at least in the upper half, and who have satisfactory scores on the Scholastic Aptitude Test of the College Entrance Examination Board.
It is recommended that a student have a least 12 academic subjects in his college preparatory curriculum, which should include
four units of English, and a t least two units each of a foreign language, social studies, mathematics, and science. A unit is defined
a s a course covering one academic year and equivalent to at least
120 hours of classwork.
A recent physical examination is also required. Students will be
provided with blanks early in the summer to be filled out and returned to the Student Personnel Office by August 1. The health
report must be received before the student will be permitted to register.
TRANSFER
Students are accepted by transfer from other colleges and universities if their academic record and test results are satisfactory
and they are in good standing. College credit is granted for liberal
arts courses satisfactorily completed a t accredited institutions. A
maximum of 95 quarter credits is allowed on transfer from a junior
college. The college reserves the right not to grant credit for
courses where it considers the work unsatisfactory, and to grant
provisional credit for work taken in unaccredited institutions. The
grade point average for gra-duation is based on work taken a t
Augsburg.
ADVANCED PLACEMENT
Advanced placement is granted to students who qualify, on the
basis of work taken in high school or elsewhere, to enroll in courses
beyond the beginning course. Placement may be determined by
tests, or by the level and length of the course previously completed.
ADVANCED STANDING
Advanced standing, that is, college credit, is granted t o high school
students who have successfully completed a college-level course
provided they received a grade of 3, 4, or 5 on the Advanced Placement Examinations.
MPUS
There are many influences which mould life and character in c01lege. While the exercises d 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
climate of an institution. At Augsburg definite emphasis is placed
upon the maintenance of a wholesome spirit of Christian community living.
THE CHAPEL SERVICE
At the center of Augsburg's program 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 and faculty.
COMMISSION OF
RELIGIOUS ACTIVITIES
The Commission of Religious Activities, composed of students and
faculty, is responsible to the Augsburg community for the implementation of the religious program. Chairman of this Commission is a student, who is also a member of the Student Council.
Although Augsburg College does not believe that religious life
can be separated from the rest of life, this Commission does see
its major responsibility in relation to worship, devotional life, and
the stimulation of faith through discussion and service.
RECREATION STANDARDS
AND DISCIPLINE
At Augsburg all of the work of the college rests on certain Biblical affirmatives about human nature and man's relation to God.
As a Christian liberal arts college, Augsburg takes these relationships seriously and therefore seeks to educate the whole man.
It follows that one of its important responsibilities is to establish
programs and policies that contribute to this end.
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, and students who do not feel drawn to this
quality of life should not seek to be enrolled at Augsburg.
Without attempting to dictate to the individual conscience, the
college reserves the right to ask its students to adapt themselves
to the social and recreational program approved by the college.
It reserves the right to dismiss any student whose continuation
in college is deemed undesirable for social as well as for academic
reasons.
It is the policy of the college that such action shall be taken only
after the available campus resources of counseling and judicial
processes have been utilized. Thus, disciplinary problems are first
dealt with through counseling. Those not solved this way are
channeled to a student-faculty Judicial Council through the Office of the Dean of Students. In all cases, careful investigation and
the privilege of a hearing precede any disciplinary action.
In seeking to develop a constructive recreational program, some
limitations have been placed on certain activities. The college is
opposed to all forms of gambling. The college does not allow
the possession or consumption of alcoholic beverages in residence
halls, in any college-approved place of residence or at any collegesponsored event. Minnesota state law forbids the possession or
consumption of alcoholic beverages by people who are not 21
years of age.
CONVOCATION
Convocations are held on Wednesdays throughout the year. These
programs acquaint the campus community with outstanding personalities in various fields. A wide range of interests is covered,
including the scientific, political, social, religious, and artistic.
SOCIAL, CULTURAL
AND RECREATIONAL
PROGRAM
In attempting to meet the needs and interests of Augsburg students, use is made of all existing facilities on campus and many
of those which are available in the Twin Cities. Much activity
outside the classroom occurs in the College Center. There the college community is drawn together by social, recreational, and cultural activities. The activities program is designed to complement
the classroom experience and to enhance the student's college experience.
Throughout the year a variety of social activities are held in the
center, in residence halls, and elsewhere on campus. These social
activities include parties, teas, picnics, films, banquets, dances,
talent shows and special dinners and big-name entertainment.
Traditional highlights of the year are Homecoming, the Christmas
Buffet, Sno-Days, the Carnival, and the spring formal dance.
Many students take part in the social society system at Augsburg
by joining either a men's or women's society. These societies are
small groups which provide a natural contact between upperclass
students and freshmen, and commuter and residence students,
as they plan activities. The society system is governed by the InterSociety Council which, in turn, is responsible to the Student Council.
The recreation program has activities for both participants and spectators. The intramural program under the direction of the Physical
Education Department features touch football and basketball. On
campus such recreational facilities as pool tables, ping-pong, and
bicycles are available in addition to the facilities in Melby Hall.
Students also enjoy tennis at nearby parks and swimming at Fairview Hospital. In the winter, students go on skiing outings or stay
on campus to ice skate. There are informally organized soccer and
boot-hockey teams. For the spectator there are the intercollegiate
athletic contests. Students may attend home games on their activity card. For many of the away games bus transportation is
arranged for those wanting to attend.
The cultural program includes activities from the creative and performing arts. In the College Center there are art exhibits, discussions, music listening facilities, small recitals, concerts, drama
readings and films. Art works are also exhibited in the Studio and
the Scholarshop. Augsburgians also enjoy the annual choir, orchestra, and band concerts in Melby Hall. The college also features
a major dramatic production each term in the Little Theatre. Students are admitted free to on-campus dramatic and musical programs by their activity card.
Major responsibility for programming is handled by the Program
Commission. The committees under the Program Commission are
Social, Recreation, Fine Arts, Forum and Lecture, Hospitality, and
Promotion.
METROPOLITAN OPPORTUNITIES
Augsburg's location in Minneapolis gives its students unique opportunities to make use of some of the finest educational and cultural advantages which the Northwest has to offer. Excellent art
collections are to be found in the Minneapolis Institute of Arts,
the Walker Art Center and several other art galleries. The Twin
Cities' libraries are extensive in their services. The Historical Museum in St. Paul gives access to large collections of historical material. The Minneapolis Symphony Orchestra programs and other
concerts afford rich opportunity for the enjoyment of music. Several theaters in the Twin Cities such as the Tyrone Guthrie Theater,
Theater-in-the-Round, the Old Log Theater, the Firehouse Theater,
and St. Paul Civic Opera Company provide a variety of dramatic
and musical presentations.
Many students and faculty attend Minneapolis Symphony Orchestra concerts by virtue of a special college season ticket arrangement. Season tickets are available also for other University concerts and for drama productions at the University and Tyrone
Guthrie Theaters. Students also enjoy Minnesota Twins baseball
and Viking football games a t Metropolitan Stadium.
The Student Society consists of all full-time and part-time students
enrolled a t Augsburg College.
The central concern of student government is focused on education
to the end that individuals may develop their full capabilities
through intellectual growth. The student government relates to
this broad objective by assuming responsibilities for furthering
student affairs, educating members to the democratic process, developing a sense of community, fostering intellectual activity, and
participating in policy making.
STUDENT
GOVERNMENT
The administration, under the direction of the president, resides in
the executive branch. Seven commissioners are each responsible
to the president for one of the major areas of student life. Eight
boards also assist him in his work.
The Student Council, presided over by the vice-president, is the
twenty-member legislative branch of the government. Each of the
college classes has its own officers and participates in student
government through its representatives on the council.
The Judicial Council is a student-faculty judiciary whose rulings are
subject to appeal only to the President of the College.
The Student-Faculty Council, composed of students, administration
and faculty, discusses campus problems, considers legislation
adopted by one group or the other which affects the college as
a whole, and promotes cooperation and understanding between the
students, the faculty, and the administration. The students also
have representation on college committees such as the President's
Cabinet, the College Center Cabinet, and several faculty committees.
The Student Society is a member of the National Student Association, the largest representative national union of students in the
United States. Through this organization the students receive programming aids for use on the campus, and add their voice to the
voice of all American students before the national government and
other organizations in matters of student concern.
The Student Government directs several projects of interest to
the college community. These projects include the annual OneAppeal Campaign, Leadership Training Workshops, Political Action Week, Homecoming, Student Lecture Series, Development
Council, Welcome Week, Sno-Days, International Students Program, Faith-in-Life-Week, College Center Programming, relationships with community organizations and contacts with
neighboring institutions of higher education.
Associated Women Students, composed of all the women students,
provides opportunity for the women to develop meaningful selfgovernment. It aims to create a sense of harmony and fellowship,
to promote and maintain high standards of honor and integrity
in personal conduct, and to encourage participation in all college
activities. It is affiliated with the Inter-collegiate Associated Women Students, a national organization. AWS has an on-campus council and an off-campus council which deal with the problems and
programs of their respective areas.
The college newspaper, The Augsburg Echo, is published by a student staff. The Echo serves as a voice of the student body as well
as a medium of information. It provides an opportunity for experience in the many phases of journalistic work.
PUBLICATIONS
Augsburg's yearbook, the Augsburgian, provides a pictorial record
of the activities of the year. Work on the annual provides opportunity for creative expression in artistic design as well as in
photography.
The Publication Commission is comprised of the editors, business
managers, and advisers of the Augsburgian and the Echo. The chief
responsibility of the Commission is to select editors and business
managers for the campus publications.
The Auggie is a directory of students, staff, and faculty and is
published under the direction of the Office of Public Relations.
The enthusiasm and energy of students motivate them to pursue
their interests beyond the classroom. For most effective participation, students with similar interests have united to form clubs.
Several of these are extensions of courses beyond the classroom.
Others are devoted to interests not offered in the curriculum.
All these organizations are co-ordinated through the Student Organizations Commission of the Augsburg Student Society. This
Commission acts to evaluate club activities, to approve annual
schedules, and to represent clubs at Student Council and Executive
Council meetings.
The Augsburg Chemical Society is open to both majors and minors
in chemistry. The meetings consist of seminars on current topics
in this specific area.
The Augsburg College Association for Childhood Education is an
organization especially for students in the elementary education
program. It is concerned primarily with professional standards in
the teaching profession, educational changes, and needs of children in the field of elementary education.
CO-CURRICULAR
PROGRAM
Augsburg College Children's Groups involves students who meet
weekly with a group of neighborhood children. The students provide such activities as games, crafts, field trips, and sports as they
show their concern for these children by their own personal invoIvement.
The Augsburg YGOP Club and YDFL Club aim to stimulate interest
in public affairs and give students opportunity to participate actively in local, state, and national politics, and in other human relations activities.
The Augsburg Society for Dramatic Arts provides for its members
an opportunity to learn from participation in stage presentations
and from field trips, as well as from reading and seeing plays
produced. Membership is open to all students. Membership in
National Collegiate Players represents recognition for continued
excellence in drama participation. It is open to qualified upperclassmen.
The "A" Club is limited to men who have won a major "A" at
Augsburg. The aim of this organization is "to bind the 'A' men
of the past, present, and future into a more intimate bond of
fellowship, and to keep the athletics of Augsburg on the highest
possible plane."
The Cosmopolitan Club brings together foreign and American students who have a mutual interest in the culture, language, and
people of various countries.
The Debate Club fosters debate activity at Augsburg as it meets
to develop skills necessary in debating. Members of the club
represent Augsburg in the Twin Cities Debate League and other
intercollegiate tournaments.
The French Club is composed of students interested in the French
language and culture.
The German Club is open to all students who are studying or
have studied German. In addition to providing opportunity for
conversational practice, the club also promotes understanding
and appreciation of the German people, their achievements and
customs.
Karate Club is organized to provide instruction in classical Karate
for Augsburg men and women students. It also promotes better
understanding of Karate itself and of the various schools of Karate.
The Norse Club is composed of students who are interested in
Norwegian culture as reflected in Norwegian literature, music,
art and history.
The Pre-Sem Club, composed of all pre-seminary students at Augsburg, is an organization that expresses concern for spiritual life
at Augsburg, as well as acquaints its members with the vocation
of the Christian ministry.
The Psychology Club promotes interest in various fields of psycholowThe Ski Club is a recreation group promoting interest and developing skills in skiing.
The Spanish Club serves as a means of interpreting Spanish culture to students in an informal way.
The Sociology Forum is an organization of students preparing for
professional work in the field of Social Service.
The Student National Education Association, Martin Quanbeck
Chapter, offers to its members associate membership in professional education associations and strives to acquaint future teachers with the importance of teaching as a profession.
The Ushers' Club is a service organization providing trained ushers
for public events scheduled for the campus.
The Writers' Club includes students who enjoy creative expression in various forms of writing. The members share their literary efforts in an informal atmosphere, and benefit from mutual
criticism. They publish The Arkai, a collection of the best creative writing each year.
The Women's Recreation Association at Augsburg is a member of
the Minnesota Athletic Association of College Women. Membership in this organization is gained by participation in individual
and group recreational activities with awards given on a point basis.
The Augsburg Concert Band numbers fifty members selected by
audition from all classes. In addition to local appearances, the
band tours annually to various parts of the United States.
The Augsburg Choir has sixty-five members selected by audition
from all classes. In addition to local appearances, the choir goes
on tour each year to various parts of the United States and occasionally to Canada. The choir toured Norway and other European countries in 1965.
The Augsburg College Choral Club performs frequently in campus
programs and concerts and sings at various churches in the Twin
City area. Membership is by audition or consent of the director.
The Augsburg College Orchestra presents programs of standard
repertoire for orchestra alone as well as with soloists and choral
groups. In addition to campus and local appearances, the orchestra tours in the Midwest. Membership is by audition.
Larger campus musical groups also include the Repertoire Band
and the Symphonia.
MUSIC
ORGANIZATIONS
PHYSICAL
EDUCATION
AND
RECREATION
Under the direction of the Department of Health and Physical Education, a wide range of recreational activities is arranged for general
student participation. Every student is urged to participate in some
activity for his own recreation and relaxation.
An intramural program provides competition in a variety of team
sports as well as individual performance activities. Climaxing the
intramural program is the Extramural Meet, a tournament for the
winners of intramural schedules in various colleges.
INTERCOLLEGIATE ATHLETICS
Augsburg is a member of the Minnesota Intercollegiate Athletic
Conference. The college is represented annually by teams in football, cross country, basketball, hockey, wrestling, baseball, track,
tennis, and golf.
PURPOSE AND PHILOSOPHY
OF INTERCOLLEGIATE ATHLETICS
It is the purpose of Augsburg College to provide an intercollegiate
athletic program which is in harmony with its Christian philosophy.
This philosophy is to be reflected in the conduct and outlook of both
the players and the spectators. The educational program of the
college recognizes that recreation and play are a fundamental part
of human life, and that this phase of life needs to be cultivated if
physical, mental, and emotional health are to be maintained. Intercollegiate athletics, as a phase of that program, gives recognition to
the fact that competitive play can contribute to the development of
student interests, skills, insights, and loyalties.
More specifically, the following outcomes are sought: (1) The student participating in athletics should acquire and exhibit, both in
and out of athletics, such basic qualities of character as self-discipline, honesty, sense of fair play, and cooperation. (2) The participant
should develop the knowledge, interests, and skills which will be
of special use to him in such vocations as teaching and coaching
or recreational leadership, or in his own recreational activities.
Far from being set apart from his educational goal or in any way
competing with it, the student's participation in intercollegiate
athletics must either contribute directly to this goal or be complementary to his other educational activities. (3) The student
spectator should acquire and exhibit some of the finer qualities of
Christian character, such as self-restraint, sense of fair play, appreciation of high-grade performance on the part of both opponents
and fellow-students, and respect for individual personality. (4) The
intercollegiate athletic program should contribute to the development of a unified and healthy "school spirit." Enthusiasm for intercollegiate athletics or other co-curricular activities should not
overshadow pride in high scholastic achievement, nor can it take
the place of a well-rounded and effective intramural and general
recreational program.
ELIGIBILITY
REQUIREMENTS
In order to participate in certain extra-curricular activities, students must meet established eligibility requirements. Organizations
check eligibility of candidates by submitting a list to the Director
of Student Activities for approval.
Eligibility f w participation in intercollegiate athletics is governed
by the rules of the Minnesota Intercollegiate Athletic Conference.
A student on academic probation may not be a member of the
Augsburg College Choir, Concert Band, or the Orchestra. He is not
eligible to participate in a major dramatic production, cheerleading,
student publications, societies, or to accept elected or appointed
student-government otfices or chairmanships. This list is not inclusive and o,ther activities may be designated.
HONORS
AND
AWARDS
The purpose of Beta Chi Epsilon is to honor those senior
women who have maintained a high level of academic achievement and who have shown loyalty by giving service and
leadership to the college community. In turn, it is the responsibility
of these women to foster the development of academic excellence,
leadership, and service among women students of Augsburg College.
On the 1927 Class Cup for Scholarship Trophy is engraved the
name of each s.tudent who has achieved the highest scholastic standing in his college graduating class. He must have attended Augsburg for a t least two years.
Omicron Chapter of Lambda Iota Tau, a national honor society,
is open to students with a major or minor in English or a foreign
language, who have attained a high scholastic average and have
presented a paper on a literary topic before a public audience.
The purposes of the Timia Society, the Augsburg honor society, are
to recognize academic achievement and to promote scholarship.
Juniors and seniors who have earned a 3.5 grade point accumulative average are eligible for membership, while freshmen and
sophomores with a 3.25 grade point average may be admitted as
pledges.
Augsburg has a Chapter of Pi Gamma Mu, the National Social
Science Honor Society, which is affiliated with the Association of
College Honor Societies. A high level of scholarship in the social
sciences is required for election to membership.
The Dean's List includes students who have achieved a grade point
average of 3.5 or better in the previous term of work a t Augsburg
College.
The 1925 Class Cup in Athletics is awarded to the athlete who has
made outstanding records both in athletics and in scholarship.
The Harold A. Johnson Trophy, presented by Gerald L. Johnson
in 1943, is awarded annually to the student who is judged to be
the most valuable player on the basketball team.
Outstanding seniors are nominated annually by a Student-Faculty
Committee for membership in Who's Who Among Students in
American Colleges and Universities. Special attention is given
to scholarship, leadership and participation in extra-curricular activities such as athletics, drama, music organizations, societies,
student government and community activities.
Institutional services to students are organized and administered
in accordance with plans and policies established by the Student
Personnel Committee. Included are such services as Admissions,
Counseling, Testing, Freshman Orientation, Student Records, The
Student Health Service, Housing and Food Service, Placement,
Student Employment, and Coordination of Student Activities. The
administration of these services is centered in the Office of the
Dean of Students.
ADMISSIONS
Pre-college counseling concerning admissions requirements, college entrance examinations, financial aids, and career planning
is available from qualified personnel in the Office of Admissions.
Counseling can be obtained either on campus or in schools and
homes as the counselors travel throughout the Upper Midwest.
In addition to high school seniors, sophomores and juniors are
encouraged to use these services and also to visit the campus if at
all possible.
STUDENT
PERSONNEL
SERVICES
COUNSELING
Counseling services are maintained in an effort to assist each
student to obtain the maximum benefits from the learning experiences offered a t Augsburg College. Matters such as uncertainty
over vocational choice or educational planning, religious uncertainty, health or financial problems, personal and social adjustment and personal deficiencies can interfere with the learning
process and are dealt with in counseling sessions. It is hoped that
through counseling, students will develop a more realistic understanding of themselves and the surrounding world, and keener
awareness of resources available to them as they meet the problems of daily life.
At Augsburg the counseling process is carried on a t several levels.
All faculty members participate in the counseling program, and
each new student is assigned to a faculty counselor who works
with him until he chooses a major field of study. At that time,
the major adviser becomes his counselor. In addition, there are staff
members who have specialized training in counseling and techniques
for dealing with problems of adjustment. The personnel deans
serve as special counselors. The counseling program is coordinated
through the Director of Psychological Services in the Office of
the Dean of Students in accordance with the plans and policies
established by the Student Personnel Committee.
RECORDS
Individual student records are kept in the Records Office under
the supervision of the Registrar. These records include admission
data, academic achievement, student participation and achievement
in non-academic activities, test scores, reports of counseling, and
other information.
The Student Personnel Office maintains a file of student government
officers, of clubs and societies, including the constitutions, activities, schedules, and membership rosters.
THE STUDENT HEALTH SERVICE
The Student Health Service provides dispensary service with
two registered nurses on duty. The college physician has daily
office hours for consultation and for emergency treatment.
Infirmary roloms are provided. The Health Service is located in
Fairview Hospital, adjacent to the campus.
Physical examinations are given to all seniors. Before registering,
each entering student is required to have on file the report of a
physical examination given by his family physician. Corrective
treatment is prescribed where needed.
Students who have personal problems are encouraged to seek help
through counseling conferences. If a serious problem develops
which demands professional skill, the student is referred to the
offices of the personnel deans. Referrals may be made to the College Chaplain, or the College Psychologist.
FRESHMAN ORIENTATION
Freshmen and other new students participate in Freshman Days
before the beginnkg of classes each year. The students take tests,
attend classes, inspect the college facilities, and become acquainted
with their fellow students, with the faculty, and especially with
their own faculty counselors. The faculty counselors and students
have several conferences during which they plan the student's
program of study.
All new students are given a battery of tests during Freshman
Days. Scholastic Aptitude Test scores and special placement test
scores are used by counselors to help students plan their initial
programs. Personality inventories and the vocational interest profiles help the students to know more about themselves, in order to
make a good choice of subjects and occupational goals.
A special course in improvement of reading is offered for interested students. Freshmen who expect difficulty with the increased
quantity and complexity of the reading material encountered in
college are especially urged to enroll in this course.
IJ HOUSING AND FOOD SERVICE
In its residence program, the college aims to develop in the students
Christian character, self-control, and thoughtful consideration of
others. At the same time, the college realizes that students' happiness, comfort, and emotional adjustment in the residence halls
are direct influences on their general efficiency in the classroom.
In an effort to provide these opportunities for development, student
residence councils assume the responsibilities for the administration of dormitory life policies in consultation with the head residents and personnel deans.
Upper-class students serve as counselors in the residences and attempt to help residents with problems of personal adjustment. The
head residents and personnel deans serve as resource people for
these counselors and handle cases referred to them.
All students not living at home are required to live in collegeoperated housing. Students desiring to reside in the city with
relatives must first secure approval for such an arrangement from
the Student Personnel Office. All students living in residences
take their meals in the Commons. The college also provides a
number of houses for men and women with a cooperative houseplan option.
Residence halls are open to students a day before regular schedules become effective, and they close a day after the term closes.
Students who wish to stay in residence during vacations must
apply for the privilege. Rooms are furnished except for bed linen,
towels, blankets, and bedspreads. Laundry facilities are available
in each residence. Bed linens and towels may be rented with
laundering service a t a reasonable cost. This service is required
of all students in residence halls. An optional linen service is
available to students living in houses.
Students engage a room a t the beginning of the fall term for the
entire school year. A room deposit is required of upper-class students to hold a room. This fee is payable a t the Treasurer's Office
by May 15. Students who have not paid the room deposit by this
date are automatically removed from the housing roster. No refunds are made after August 1.
All men living in Memorial Hall, Mortensen-Sivertsen Hall and
cottage housing, are required to pay a $20 key and breakage fee
a t the beginning of each school year. At the end of the year the
fee is refunded if the condition of the room and furniture is satisfactory and the key is returned.
GRADUATE PLACEMENT
The Placement Bureau assists seniors and alumni in securing positions. Continuous contact is maintained with business, governmental, welfare, and educational institutions a t the local, state,
and national levels. The services of the Placement Bureau are free
t o graduating seniors. Alumni seeking the services of the Placement
Bureau will be charged a re-registration fee of $5. There is no
placement fee.
CO-ORDINATION OF STUDENT ACTIVITIES
The Director of Student Activities assists student officers to
maintain effective functioning of student activities, and keeps
on file the club constitutions, rosters, and schedules of meetings.
Faculty advisers to student organizations are approved by the Director. The program of student activities is a primary responsibility of the Program Commission and the Student Organization
Commission in addition to other Boards and Commissions under
the Augsburg Student Society.
A weekly bulletin of events is prepared for the Echo by the Student Personnel Office. The college Master Calendar is kept in the
Office of Student Activities.
GRADUATION REQUIREMENTS
Following are the requirements for graduation with the Bachelor of
Arts degree from Augsburg College:
1. Satisfactory completion of the General Education Requirements
described below.
2. Completion of a major.
3. A total of 180 quarter credits. (186 for students above junior
standing in fall of 1968)
4. At least 54 credits in courses numbered above 50.
5. A minimum of "C" average in all courses taken.
6. Proficiency in English.
7. The last year of course work a t Augsburg.
GENERAL EDUCATION REQUIREMENTS
The general education program a t Augsburg College consists of
core and distribution requirements as follows:
1. English 11, 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2. History 1 or 2 or 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
3. Religion 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
4. Sociology 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
5. Physical Education 1, 2, 3 (one year) . . . . . . . . . . . . . . 1
6. Art 1 or Music 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
7. Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
8. Religion 21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
9. Foreign Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0-18
10. Natural Science or Mathematics . . . . . . . . . . . . . . . . 8-12
11. Political Science or Economics . . . . . . . . . . . . . . . . . . 4
12. Speech or Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
13. Religion (upper division) . . . . . . . . . . . . . . . . . . . . . . . . 8
credits
credits
credits
credits
credit
credits
credits
credits
credits
credits
credits
credits
credits
The first five courses listed above should be taken in the freshman
year, except that students with majors in biology, chemistry, music,
or medical technology may postpone history or sociology until the
sophomore year. Religion 21 is required in the sophomore year. It is
recommended that the general education requirements be completed
in the first two years of college, except item 13 above. One upper
division religion course should be taken in each of the junior and
senior years.
Students who enter college with a high proficiency in English will
enroll in English 15 instead of English 11 and will substitute a literature course for English 12.
The number of credits required in a foreign language is determined
by proficiency examinations. The student is required to have the
equivalent of four terms of a foreign language for graduation, that
is, two terms of the beginning course and two terms of the intermediate level course. He is exempt from this requirement if he
has had four years or more of one foreign language.
In the natural sciences, two courses in biology, chemistry, mathematics, or physics satisfy the requirement. It is recommended
that the two courses be taken in the same department. Students
ACADEMIC
ADMINISTRATION
who obtain a grade of A or B in the first course of science have
the option of taking Philosophy of Science for the second course.
Philosophy 21 and 22 are designed to meet the philosophy requirement. Philosophy 23 may be used also.
Students may choose from Political Science 20, 21, 22 or Economics 22 for the requirement in political science or economics.
The general education requirement in speech or literature will be
satisfied by: Speech 11 or 51; English 35, 40, or 45. Upon request
a student may substitute another literature course by permission
of the instructor.
MAJORS AND MINORS
The following majors are offered:
American Studies
Art
Biology
Business Administration: Accounting
Business Administration: Finance
Business Education
Chemistry
Economics
Elementary Education
English
French
German
Greek
Health and
Physical Education
History
Mathematics
Medical Technology
Music
Natural Science
Philosophy
Physical Education
Physics
Political Science
Psychology
Religion
Scandinavian Studies
Social Sciences
Sociology
Spanish
Speech
Students are required to prepare a plan for the major with the
head of the department offering the major. This is normally done
in the spring term of the sophomore year.
A student may earn a minor in any of the fields listed above except
Elementary Education and Medical Technology. Minors are also
offered in Library Science and Latin.
For major and minor requirements, see departmental statements.
ELECTIVE CREDITS
Most courses of study are designed to give the student an opportunity t o elect credits beyond those which are required for the
major and for general education.
To ensure a bro'ad range 08felectives, a limitation of 60 credits has
been set as the maximum number of credits from one department
which may count toward the Bachelor of Arts degree. (Exception
is made for music majors who may count 68 credits in music.
Business Administration and Economics are c o n s i d e ~ dseparate
departments for this purpose.) A student may earn up to five
credits in independent study courses in one year. A maximum
of ten credits earned by independent study may be applied toward
the 180 (or 186) credits required for the degree.
PROFICIENCY IN WRITING
All students are required to take an English test a t the end of the
sophomore year and must demonstrate a proficiency in writing in
order to qualify for the A.B. degree. See under Department of English.
DEGREE WITH DISTINCTION
Graduation with distinction is determined as follows:
Summa Cum Laude . . . . . . . . . . . . . . . . . . . . . . 3.8-4.0 grade average
grade average
Magna Cum Laude . . . . . . . . . . . . . . . . . . . .3.5-3.79
Cum Laude .......................... 3.1-3.49
grade average
+
+
To be eligible for these honors, the student must have completed
a t least two years of work a t Augsburg, and his record at Augsburg, as well as his total record, must meet the requirements as
given above.
GRADE VALUES
A . . . . . . . . . . . . . . . . . . . . . . . . Superior, 4 grade points per credit
B . . . . . . . . . . . . . . . . . . . . . . . . . Very good, 3 grade points per credit
C . . . . . . . . . . . . . . . . . . . . . Satisfactory, 2 grade points per credit
D . . . . . . . . . . . . . . . . . . . . . . . . . . Passable, 1 grade point per credit
F . . . . . . . . . . . . . . . . . . . . . . . . Failure, 0 grade points per credit
E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Condition
I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Incomplete
WP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Withdrew-Passing
WF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Withdrew-Failing
W . . . . . . . . . . . . . . . . . . Course withdrawn during first four weeks;
or student withdrew from college.
S (satisfactory), P (pass), N (no credit) indicate level of achievement; they do not affect grade point average.
CONDITIONS AND INCOMPLETES
A condition or an incomplete received at the end of a term must
be removed within the first five weeks of classes of the following
term. If conditions and incompletes are not removed within five
weeks of the following term, the condition automatically becomes
a failure and the incomplete becomes the grade submitted by the
teacher along with the Incomplete. The final grade after the con,dition examination is taken may not be higher than D. A fee of
$5 is charged for an examination making up an incomplete or a
condition received a t the end of a term.
REPEATING COURSES
A course which has been failed or in which a D has been earned
may be repeated for credit. Only the credits and grade earned the
second time are counted toward graduation. Courses in which
higher grades have been earned may not be repeated for credit;
they may, however, be audited.
-
REGISTRATION
Students who have been accepted for admission should register
on the days designated in the Calendar for this purpose. Those who
register late are charged a late registration fee of $1 per day after
classes begin. The last date on which a student may register for
or enter a course is one week after the beginning of classes. Registration for audit requires the same procedure as registration for
credit. Audit registration is considered equal to one-half the credit
registration in determining load and fees.
Registration means that the student accepts all the rules and regulations established by the school.
No credit will be given a student for any subject for which he has
not registered.
The college reserves the right to cancel any course for whichthere
is not sufficient registration.
The normal registration is 15 credit hours. A credit hour is nonnally defined as one recitation period a week throughout a term. The
privilege of registering for more than 17 credit hours is granted to
students who have gained an average record of B, or three grade
points per credit, in the preceding term. No student is permitted to carry work for more than 19 credits per term. Students
working part-time are urged to arrange the amount omf their registration accordingly.
CHANGE OF REGISTRATION AND CANCELLATION
A student who desires to make a change in his registration should
obtain a form from the Registrar's Office. The approval of the
teachers concerned, the student's adviser, and the Registrar are
needed. A fee of $2 is charged for each change of registration after
the first three days of classes. No course may be added after the
first week of classes.
A course which is cancelled during the first four weeks of classes
is followed by W. After the first four weeks and before the last
three weeks of the term, a course which is cancelled is given a grade
of WP if the student is passing and WF if he is failing the course.
No course may be cancelled during the last three weeks of the
term.
A student who finds it necessary to leave school before the end
of a term must cancel his registration at the Registrar's Office in
order to remain in good standing.
CLASSIFICATION IJ
In order to be classified in one of the regular college classes, a
student must be carrying a minimum of 12 hours of work in which
college credit is given. Classification is based on the attainment of
the following number of credit hours with a t least twice that number of grade points:
Credits
Grade Points
36
72
Sophomore
84
168
Junior
130
260
Senior
Students are classified by this regulation a t the time of their registration each school year.
Students registered for less than 12 credits are classified as special
students.
PROBATION AND DISMISSAL
A student is placed on scholastic probation a t the end of any term
in which his achievement is unsatisfactory. The following guidelines are used in placing a student on probation with the overall
average entering in as an additional factor.
First-year students with a grade point average o,f 1.5 or below
Second-year students with a grade point average of 1.6 or below
Third-year students with a grade point average of 1.8 or below
Fourth-year students with a grade point average of 1.8 or below
All students with 7 or more credits of F.
In order to be removed from probation, a student must achieve a
grade point average of 2.1 or better for at least one term.
A student will usually be allowed to continue on probation for two
terms. If his academic achievement has continued to be unsatisfactory, he will be dropped for low scholarship.
CLASS ATTENDANCE
Regular class attendance is required of all students in lo'wer division courses. Attendance in upper division courses is voluntary
for juniors and seniors unless required by the teacher of the class.
In classes for which attendance is required, a record of attendance
is kept and periodic reports on absences are submitted to the Registrar.
Students wh'o find it necessary to be absent because of illness or
for other reasons should report the reasons for the absence to their
teachers. For prolonged absence of over one week due to illness,
the student may obtain an excuse signed by the Health Service if
this is requested by the teacher.
Students with an excessive number of absences not excused by the
teacher may be dropped from the course with a grade of F.
Absences for tours, field trips, and other instructor-arranged activities are cleared with the Dean of the College. Lists of participants, with information as to exact periods absent, are issued by
the Dean to all instructors involved, but the student is still responsible for any work missed.
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 each term. In the middle
of the fall term, reports of the grades attained by freshmen are
made to the Registrar who forwards them to the counselors, parents, and students. Final reports are sent at the end of each term
to the parents and students.
Written examinations are regularly scheduled a t the close of each
term. No student or class may arrange to take a final examination
in any course before the examination week.
Absence from a final examination will result in a grade of failure
unless the student presents a reasonable excuse immediately to the
teacher concerned.
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 charged a fee of $5 for such an examination. Before the student takes the examination, he must obtain a statement from the
Registrar's office and bring it to the teacher concerned.
COMPREHENSIVE EXAMINATIONS
Comprehensive examinations may be permitted in courses in which
the Committee on Admissions and Student Standing believes the
student has adequate preparation or background. Students who wish
to take a comprehensive examination must apply in writing to this
committee. When permission is granted, the necessary approval
forms may be secured at the Office of the Registrar. A fee of $5
($10 for students not currently enrolled) is charged for each credit
hour and must be paid in advance. Examination questions and the
answers will be filed in the Registrar's Office.
UNIVERSITY COURSES
By arrangement with the University of Minnesota, students may
register for courses at the University. But such registrations will
not be allowed unless the student has a C average in his courses
at Augsburg. Also, the combined number of credits in any term
must not exceed 17. The credits thus gained a t the University may
be transferred to Augsburg College and counted towards graduation.
COURSES
OF
STUDY
Descriptions of the courses offered in 1968-70 are given on the
following pages. Unforeseen circumstances may necessitate making
changes. Courses with inadequate registration may be cancelled.
Students should consult the schedule o,f classes t o determine definitely the current course offerings.
NUlMBERING OF COURSES
Courses numbered below 50 are lower division courses; those numbered 50 and above are classified as upper division. In general,
courses numbered 1-19 are primarily for freshmen; 20-49 for
sophomores; 50-74 for juniors; and 75-99 for seniors.
SYMBOLS
# Course may be taken with consent of the instructor irrespective
of prerequisites.
CREDITS
Credits shown are in terms of quarter credits. Unless otherwise
stated a four-credit course meets four times a week and a fivecredit course five times a week. A term or quarter is 11 weeks in
length, and the normal load for a student is 15 credit hours per
term.
DIVISIONAL ORGANIZATION
The college courses are organized into four divisions in order to
make interdepartmental coordination more convenient and cooperative aims more easily achieved. A chairman for each division is
appointed for a two-year term.
Major and minor requirements are indicated in the departmental
statements.
DIVISION of the HUMANITIES
Mr. Raymond E. Anderson, Chairman
Department of Art
Department of Classical Languages
Greek; Latin
Department of English
Department of Modern Languages
French; German; Scandinavian Studies; Spanish
Department of Music
Department of Speech
DIVISION of NATURAL SCIENCES and MATHEMATICS
Mr. Theodore Hanwick, Chairman
Department of
Department of
Department of
Department of
Department of
Biology
Chemistry
Health and Physical Education
Mathematics
Physics
DIVISION of RELIGION and PHILOSOPHY
Mr. Philip A. Quanbeck, Chairman
Department of Philosophy
Department of Religion
DIVISION of the SOCIAL SCIENCES
Mr. Einar 0. Johnson, Chairman
Department of Business Administration, Economics, and Business Education
Department of Education
Elementary Education
Secondary Education
Library Science
Geography
Department of History
Department of Political Science
Department of Psychology
Department of Sociology
AMERICAN STUDIES
Mr. Nicholl, Director of Program
The aim of the program in American Studies is to develop the
student's understanding of American culture, past and present,
in breadth as well as some depth. The major is interdepartmental,
built primarily upon American area courses now offered in various
departments.
The program should offer the student a good foundation for graduate studies in law and the ministry, for the M.A. in library science
and the M.A.T. in secondary school teaching. The major would
also provide a good background for careers in the U.S. Government, particularly civil service positions and the foreign service.
Major: 56 credits, minimum
Requirements for the major include a core of foundation courses
(29 crs.); a program of elective courses for integrated study (minimum, 18 crs.) and American Studies 99 (5 crs.); and American
Studies 95 (4 crs.), a seminar of concentrated study.
The core of courses, to be taken in the departments of English,
History, Political Science, and Religion aim to give the student a
broad foundation of subject matter in major areas of American
culture, past and present, and introduce him to the methodologies
of various disciplines.
The following are required core courses:
English 45: Major American Writers (5 crs.) Prereq. Eng. 11-12
History 21-22: United States History (10 crs.) Prereq. Hist. 1
or 2 or 3
Political Science 20: American Government I, Foundations of
Amer. Dem. (5 crs.)
Political Science 21: Am. Gov't 11, Amer. National Gov't (5 crs.)
Religion 63: American Protestantism (4 crs.) Prereq. Rel. 11
and 21
In his program of elective courses the student would attempt to
achieve a measure of integrated study of major themes in American civilization. Papers written in Independent Study, Am. S. 99,
would attempt to accomplish this.
From the following elective courses the student must choose a
minimum of 18 credits from a t least 3 departments:
Education 87: School and Society (4 crs.)
English 82: The American Novel (4 crs.) Prereq. Eng. 45
History 55: Twentieth Century United States History (4 crs.)
History 56: History of American Foreign Policy (4 crs.) Prereq.
Hist. 21 or 22
Political Science 22: Amer. Gov't 111, State and Local Gov't;
Public Administration (5 crs.) Prereq. Political Science
20-21
Political Science 70: Constitutional Law I (4 crs.) Prereq.
Pol. Sci. 20, 21, 22
Philosophy 65: American Philosophy (5 crs.) Prereq. Phil. 21
Psychology 81: History and Theory (4 crs.) Prereq. #
Sociology 59: Religion and Society (4 crs.) Prereq. Rel. 11 and
21
Sociology 42: Rural American Community (4 crs.) Prereq. SOC.
11
Sociology 43: Modern Urban Community (4 crs.) Prereq. Soc. 11
Refer to course listings under the various departments for full
descriptions of the above elective courses in the program.
American Studies courses (required):
95 Seminar
4 crs.
Focuses on a limited, significant problem or phenomenon in American culture. Use of primary source material from various disciplines. Practice in the integrated use of these materials for an
understanding of the topic in depth. To be taken in the senior
year. For majors or #. (Winter)
99 Independent Study
5 crs.
Major themes or topics cutting across courses elected in the program are chosen by the student for integrated study. The writing
of several papers of an interdisciplinary nature. To be taken in the
senior year. For majors only. (Spring)
MR. THOMPSON, chairman, MR. HOLEN, MR. MOSAND,
MRS. JENSON; MR. MOLDER, MR. WESTPHAL, artists in residence
DEPARTMENT
The Department of Art endeavors to further the student's technical
and conceptual understanding of art. Besides experience in the disciplines
of drawing, print making, painting, sculpture, and ceramics, emphasis
is given to the function of art in history and religion. Because of the
place art has in contemporary life, students are encouraged to consider the areas of teaching, graduate study, commercial designing,
and avocational art.
ART
OF
In addition to the courses oirered for credit, students have the opportunity to study and discuss rr-ith -4ugust Molder, artist in residence,
problems of art related to the m a h g of stained gIass windows. David
Westphal, cinematographer in residence, is available to those interested
in film making as a fine art medium.
Major: 46 credits, including 7, 8, 12, 18, 21, 67, 83, 84, 85, 99.
Minor: 26 credits, including 7, 8, 12, 18, 21 or 50, and 83 or 84 or 85.
Majors prepanng for teaching in secondary or elementary schools are
required to take 50.
It is recommended that art majors and minors take Introduction to
Fine Arts under the Department of Music.
1 I INTRODUCTION TO FINE ARTS
4 crs.
Historical and topical studies in fine arts. The visual arts seen in relation to music. Participation in the cultural life of the community
leading towards appreciation and criticism. [3 lect., 1disc. Fall, Spring,
1 7 DRAWING
2 crs.
Drawing in pencil, charcoal, pastel, ink, and mixed media. Emphasis
on still-life and interiors. [2 double labs. Fall, Winter, Spring.]
1 8 DRAWING
2 crs.
Figure drawing. C2 double labs. Fall, Winter, Spring.]
1 12 COMPOSITION
6 crs.
A study of the elements of form and composition. Two- and threedimensional studies executed on a small scale. C4 lect., 2 double labs.
Fall, Winter.]
18 PAINTING I
4 crs.
Painting in aqueous media and oil. Emphasis on still-life, landscape,
and figurative painting. [4 double labs. Prereq.: 7. Fall, 1968-69. Fall,
Spring, 1969-70.1
1 2 I SCULPTURE I
4 crs.
Modeling head studies, figures, and animal forms in terracotta and
plaster. C4 double labs. Prereq.: 7. Fall.]
1 25 GRAPHIC DESIGN
4 crs.
A study of the techniques and goals of business art. A concern for
graphic design through calligraphy, typography and the preparation
of art work for reproduction. [Winter, 1968-69.1
UPPER DIVISION
COURSES
1 50 CERAMICS I
4 crs.
An introduction to the making of pottery with an emphasis on handbuilding and glazing. C4 double labs. Winter.]
51 CERAMICS II
4 crs.
A continuation of hand-building and glazing with an introduction to
throwing techniques. [4 double labs. Prereq.: 7, 8. Spring.]
1 55 PAINTING II
4 crs.
Further study of painting in oil and aqueous media. [4 double labs.
Prereq.: 12, 18. Spring.]
1 58 ART IN ELEMENTARY SCHOOLS
4 crs.
Theory, methods and materials of art in elementary education. C2 lect.,
2 double labs. Spring.]
4 crs.
1 67 PRINT MAKING I
Principles and methods of color printing and composition. Emphasis
on the woodcut. [4 double labs. Prereq.: 7, 8. Spring.]
4 crs.
1 68 PRINT MAKING II
Serigraphy and intaglio methods in plastic and copper. 14 double labs.
Prereq.: 12, 67. Winter.]
1 78 SCULPTURE II
4 crs.
Three major works in any three of the following media: steel (welding), plaster, lead, wood, fiberglass, and stone. [4 double labs. Prereq.
7, 8, 21. Winter, 196-9.
Spring, 1969-70.1
1 8 3 ART HISTORY I
4 crs.
Survey of architecture, sculpture, and painting in western civilization.
Prehistoric to Renaissance. [Fall.]
1 84 ART HISTORY II
4 crs.
Continued historical survey. Renaissance to the 1860's. [Winter.]
1 85 ART HISTORY Ill
4 crs.
Modern art and its developing trends from the 1860's to the present.
[Spring.]
1 99 STUDIO Ill
2-5 crs.
Advanced study in either painting, sculpture, print making, or ceramics.
Art majors will be granted up to 8 credits in this course. [Prereq. : second
course in the studio area and#.]
DEPARTMENT
OF
BIOLOGY
MR. SULERUD, chairman, MR. HERFORTH, MR. MICKELBERG,
MR. THORPE, MR. URDAHL
It is intended that the offerings of the Department of Eiology should be
extensive enough to meet the needs and interests of a tvide variety
of students. For the nan-science major the aim is to pmvidc a reliable
basic understanding nf biological science and, more generally, of the
character of scieniifie Colmvlcclgc. The more ad\-anced courses are designed to provide a good preparation for students who elect to pursue
the study of biological science for a career in the profession of biology
or in a related area such as the medical profession.
All students who intend to complete a major or minor in biology should
plan their program carefully with specific reference to their intended
career. It is important that a prospective binlogy major consult with
the biology staff concerning this planning as soon es possible. In
general, a broad background in the supportihg sciences and in mathematics is essential. Students who plan to enter graduate or medical
school or to teach secondary school upon graduation must be certain
to meet the appropriate preparatory requirements. Recommended fouryear programs for such students are given under Curriculums in the
catalog as are the programs for pre-dental, pre-nursing and medical
technology students.
Major: Two programs leading to a biology major are available. Option
I i s recommended, with few exceptions, for students who intend to
obtain an advanced degree in biology, medicine or related fields. Option
II may be preferable for potential secondary school teachers and others
whose intended careers require relatively more work in biology and
somewhat less in the related sciences.
Option I: 38 credits in biology, including 11, 12, 72, and two terms of
seminar; introductory chemistry (Chem. 15, 16; or 5, 6) and two terms
or organic chemistry (Chem. 51, 52); one year of physics (Physics 21,
22, 23); two terms of calculus (Math. 41, 42) in addition to introductory
math. Note: Medical schools also normally require quantitative analysis
(Chem. 53).
Option 11: 46 credits in biology, including 11,12, 72, one additional course
in the 70 series, and two terms of seminar; four terms of chemistry,
normally introductory chemistry (Chem. 15, 16; or 5, 6) and either two
terms of organic Chemistry (Chem. 51, 52) or one term of organic
chemistry (Chem. 23) and one term of analytical chemistry (Chem.
53); introductory mathematics (Math. 13, 14; or Math. 40; or equivalent).
Minor: 30 credits in biology including 11 and 12; introductory chemistry
(Chem. 15, 16; or 5, 6).
Biology 1, 3, 4, 6 and 8 do not count toward a major or minor in biology.
Biology 1and 6 satisfy the general education requirement in science; for
this purpose Biology 1must precede Biology 6.
H I PRINCIPLES OF BIOLOGY
5 crs.
The basic concepts of biology. A general education course, not intended
for majors in biology. Does not normally apply toward a biology major
or minor. Students who receive a grade of B or better may be allowed
to enter Biology 1 2 on consent of instructor. [4 lect., 1 double lab. Fall,
Spring.]
4, 4 crs.
3 , 4 HUMAN ANATOMY AND PHYSIOLOGY
A professional course in the structure and function of the human body.
Designed for student nurses only. [Biol. 3: 2 lect. and 2 double lab.
Fall; Biol. 4: 3 lect. and 1double lab. Winter.]
W 6 HUMAN ANATOMY AND PHYSIOLOGY
5 crs.
Designed to make the student aware of the structure and function of the
human body. Required for physical education majors. Does not apply
toward a biology major or minor, but does apply to the general education requirement in science if preceded by Biology 1. [4 lect., 2 double
lab. Spring.]
8 MICROBIOLOGY
4 crs.
Basic microbial features are considered as well as applications of microbiology to the fields of medicine and sanitation. For student nurses only.
[Prereq. :Chem. 3.3 lect., 2 double lab. Winter, Spring.]
1 1 , 12 GENERAL BIOLOGY
6, 6 crs.
A comprehensive introduction to biological science. For biology and other
science majors. First term. molecular and cellular biology, genetics
and development, evolutionary mechanisms. Second term: vertebrate
anatomy and physiology, phylogenetic relationships of organisms, ecology. Must be taken in sequence. C5 lect., 2 double lab. Prereq.: Chem. 5 or
15. 11, Winter. 12, Spring.]
5 1 INVERTEBRATE ZOOLOGY
5 crs.
The major invertebrate types stressing classification, morphology, behavior, life history, and evolutionary relationships. [4 lect., 2 double lab.
Prereq. :12. Fall.]
53 COMPARATIVE VERTEBRATE ZOOLOGY
6 crs.
A comparative study dealing with the taxonomy, morphology, and evolution of the larger vertebrate phyla. [4 lect., 2 double lab. Prereq.: 12,
Winter.]
61 PLANT MORPHOLOGY
5 crs.
The structure, reproduction, and development of the major taxonomic
plant groups. [4 lect., 2 double lab. Prereq.: 12. Fall, 1969.1
W 63 PLANT TAXONOMY
5 crs.
Principles of plant classification with special emphasis on the flowering
plants. Includes field collecting and classifying some plants indigenous
to our state. [4 lect., 2 double lab. Saturday field trips required. Prereq.:
12. Spring, 1968.1
W 71 CELLULAR BIOLOGY
6 crs.
A study of the ultrastructure, function, and genetics of cells. Laboratory
work includes microtechnique, cytological studies, studies in cell physiology, and a n introduction to tissue culture. [5 lect., 2 double lab. Prereq.:
12, Chem. 23 or 51. Fall.]
W 72 GENETICS
5 crs.
The principles of heredity with emphasis on recent advances in molecular,
cellular and human genetics. Laboratory, with work on Drosphila and
certain micro-organisms, is optional for one additional credit. [5 lect.,
1double lab. plus individual work if lab is taken. Prereq.: 12. Spring.]
W 73 GENERAL PHYSIOLOGY
6 crs.
A study of physical and chemical processes occurring in animals with
emphasis on the vertebrates. [5 lect., 2 double lab. Prereq.: 12, and
Chem. 23 or 51. Winter.]
74 DEVELOPMENTAL BIOLOGY
6 crs.
A consideration of the chemical, physiological, and morphological changes which occur during the development of organisms with emphasis on
the vertebrate animals. Experimental as well as descriptive studies are
included in the laboratory work. [5 lect., 2 double lab. Prereq.: 12.
Spring.]
UPPER DIVISION
COURSES
76 MICROBIOLOGY
6 crs.
An introduction to the study of micrclorganisms with emphasis on bacteria and viruses. Microbial taxonomy, morphology, physiology, genetics,
and pathogenicity are considered as well as certain methods. [5 lect.,
2 double lab. Prereq. : 12, Chem. 23 or 51. Fall.]
E 81 ECOLOGY
5 crs.
A survey of representative biological communities; the shtdy of reciprocal relationships between organisms and their environments. [4 lect.,
2 double lab. Saturday field trips required. Prereq.: 12. Spring, 1969.1
91, 92, 93 SEMINAR
I cr. each
Discussions of topics based on biological literature and research. Topics
may concern the history and philosophy of science as well as current
literature. Biology majors are required to register for at least two
terms in their senior year. [Fall, Winter, Spring.]
99 INDEPENDENT STUDY
1-5 crs.
Individual work on a research project. [Prereq.: Previous arrangement
with instructor. Fall, Winter, Spring.)
MR. BUDGE, chairman, MISS LUND, MR. SABELLA, MR. SLESNICK,
MR. TEDEFAIAK
Majors in this department supplement the liberal arts program with
general and specialized knowledge in business and economic affairs.
The business administration major offers a basic core of courses, and
then allows the student to choose a limited specialization in accounting
or finance, and hence to prepare for careers in these fields. The
economics major concentrates on fundamental theoretical and policy
matters so that the student learns to analyze economic issues. He
is prepared thereby for graduate study in economics. Either of these
majors also can provide the background needed for general administrative careers in business, government, or various public and private
institutions. In particular, either major could be the basis for graduate
study in such fields as hospital and public administration, industrial
relations, or law.
DEPARTMENT
OF
ADMINISTRATION,
ECONOMICS,
AND
EDUCATION
BUSINESS ADMINISTRATION
Major in Business Administration-Accounting : 38 credits, including Bus.
Ad. 1, 2, 31, 61, 62, 63, 81, 83. Major in Business Administration-Finance:
38 credits, including Bus. Ad. 1, 2, 31, 61, 62, 73, 78. Both programs also
require Econ. 22, 23, 51, 58 or 91 or 92; and Soc. 61.
Minor: 18 credits, including Bus. Ad. 1, 2 ; and two courses from Bus. Ad.
61, 62, 63, 73. Econ. 22, 23 also required. Other combinations may be
allowed by permission.
1 , 2 PRINCIPLES OF ACCOUNTING
4, 4 crs.
Basic concepts of accounting, accounting for individual proprietorships,
partnerships, and corporations. Special topics including manufacturing
accounting, taxes, and budgeting. [I, Fall. 2, Winter.]
31 BUSINESS LAW
5 crs.
Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the Uniform Commercial Code.
[Fall.]
W 61 FUNDAMENTALS OF FINANCE
5 crs.
Capital structures of business organizations, use of financial statements,
cash flow, raising and control of short and long-term funds for a
business enterprise. [Prereq.: 1 , 2 . Fall. 1
62 INTERMEDIATE ACCOUNTING
5 crs.
An analysis of accounting theory pertaining to financial statements,
income concepts, capital stock and surplus accounts, current and longterm assets. [Prereq.: 1, 2. Winter.]
63 INTERMEDIATE ACCOUNTING
5 crs.
An analysis of accounting theory pertaining to investments, tangible
and intangible fixed assets, liabilities and reserves, actuarial topics.
Additional emphasis on income determination considering price level
changes. [Prereq. : 62. Spring.]
73 FINANCIAL MANAGEMENT
5 crs.
Financial problems relating to budgeting, short and long-term fund
requirements, debt and equity choices, mergers and reorganizations
presented in case materials. [Prereq. : 62. Spring, 1969-70.1
UPPER DIVISION
COURSES
78 INVESTMENTS
5 crs.
The nature of various types of securities. Analysis of securities of
industrial, utility, and financial enterprises and various governmental
units. Portfolio management. [Prereq. :41. Spring, 196849.1
8 1 COST ACCOUNTING
5 crs.
Essential features of accounting for manufacturing
emphasis on management control. [Prereq. 1, 2. Fall.]
82 TAX ACCOUNTING
concerns with
5 crs.
The more common and important provisions of federal income taxes
for individuals and various forms of business enterprises. [Prereq.:
1, 2. Winter.]
83 AUDITING
5 crs.
Internal and external auditing procedures. Emphasis on internal checks
and controls for accounting systems. [Prereq.: 63. Spring.]
ECONOMICS
Major: 37 credits, including Econ. 22, 23, 51, and 58. Soc. 61 and Bus. Ad.
1, 2 also required. Mathematics through course 43 is highly recommended
for those planning on graduate study in economics.
Minor: 22 credits, including Econ. 22, 23.
22 PRINCIPLES OF ECONOMICS I
4 crs.
Analysis of economic institutions, problems, and policies. Emphasis
upon the foundations of economics, economic systems, and specific issues,
such as unemployment, poverty, monopdy, inflation, role of government. [Fall,Winter, Spring.]
23 PRINCIPLES OF ECONOMICS II
4 crs.
Micro- and macroeconomic theory examined with the analytical tools
of economics. Topics include determination of the level of national
income and employment, money and bankjng. monetary-fiscal policy,
economics of the firm, product and resource pricing and allocation, etc.
[Prereq. : 22. Spring.]
UPPER DIVISION
COURSES
E 5 1 INTERMEDIATE MICROECONOMICS
5 crs.
Theory of demand, theory of the firm, price and output determination
under various market conditions, factor price determination. [Prereq.:
23. Fall.]
52 ECONOMIC DEVELOPMENT
5 crs.
Determinants of growth, theories, and historic patterns. Analysis of
the present developing nations a s to characteristics, problems, and
policies to promote growth. [Prereq.: 22 or #. Winter, 196849.1
53 LABOR ECONOMICS
4 crs.
Economics of the labor market. Wage determination, collective bargaining, role of unions, level of total employment, economic security, and
governmental activity. [Prereq. : 22 or # Spring.]
.
E 58 INTERMEDIATE MACROECONOMICS
5 crs.
Determinants of national income, employment, and price level analyzed
via a macro-model. Some consideration of macremeasurement, the
business cycle, growth, monetary-fiscal policy. [Prereq.: 23. Winter,
1961)-70.1
91 PUBLIC FINANCE
5 crs.
Governmental taxation, spending, borrowing, and the impact of governmental finance on economic activity. [Prereq.: 22 o r #. Fall.]
92 MONEY AND BANKING
5 crs.
Functioning of the monetary and banking system, particularly commercial banks, the Federal Reserve and its role in relation to aggregate economic activity. Emphasis upon monetary theory and policy.
[Prereq. : 23. Winter.]
9 9 INDEPENDENT STUDY
2-5 crs.
Individual supervised projects designed to give the student opportunity to analyze some topic or issue in depth. [Prereq.: #. Fall,
Spring.]
BUSINESS EDUCATION
These courses a r e planned to prepare students to teach business
education in high school, for stenographic and secretarial positions in
business offices, for parish secretarial work, and to provide a n o p
portunity for the development of business skills for personal use.
Major: 51 credits, including 8, 10, 21, 22, 50, 53, 63; Bus. Ad. 1, 2, 31;
Econ. 22, 23.
Minor with secretarial emphasis: 26 credits, including 8, 10, 21, 22,
50 and 53.
Minor with accounting emphasis: 25 credits, including 8, 50; Bus. Ad.
1, 2 ; and Econ. 22, 23.
For those who have had elementary shorthand in high school, the
major may be 47 credits and the minor, 22 credits. Students with two
years of shorthand from high school may be exempted from a total of
8 credits in shorthand, but they must elect one other course in the
business field.
I ELEMENTARY TYPEWRITING
2 crs.
The fundamental skills of typewriting. Emphasis on personal use. Not
open to students who have had one year of high school typewriting.
[5 hours. Fall.]
8 CALCULATING MACHINES
4 crs.
Operation of ten-key and full-key adding machines and the rotary calculator. Introduction to automation. [4 hours. Fall, Winter.]
10 DUPLICATING, TRANSCRIPTION, AND
RECORDS MANAGEMENT
4 crs.
Operation of transcription machines, stencil and spirit duplicating machines. An introduction to and application of basic principles of filing
and organization of records in the office. 14 hoilrs. Prereq.: 1 or equiv.
Spring.]
21 ELEMENTARY SHORTHAND
4 crs.
Fundamentals of Gregg shorthand (Diamond Jubilee) with emphasis
on theory, reading and writing shorthand. Introduction to transcription.
Not open to students who have had one year of shorthand in high
school. [5 hours. Prereq. : 1 or equiv. Fall.]
22 INTERMEDIATE SHORTHAND
4 crs.
Review for those with previous shorthand instruction. Development of
speed and accuracy in taking and transcribing mate?ial dictated a t
speeds of 80-100 words a minute. 15 hours. Prereq.: 21 or equiv. Winter.1
UPPER DIVISION
COURSES
W
50 ADVANCED TYPEWRITING
5 crs.
Further development of typewriting technique in business letter arrangement, billing, tabulating, manuscript typing, and the typing of
legal documents. [Prereq.: 1 or equiv. Winter.]
53 ADVANCED SHORTHAND
5 crs.
Advanced study of Gregg shorthand. Rapid dictation and transcription
of material dictated a t speeds of 100-120 words a minute. [Prereq.:
22 or equiv. Spring.]
63 SECRETARIAL PROCEDURES
4 crs.
Dictation, business letter writing, telephoning, use of business and legal
forms, personality development, writing application letters, and making
applications for a job. An introduction to automation. [Prereq.: 22 or
equiv. Spring.]
65 BUSINESS SEMINAR
3 crs.
A study in special problems in the field of business education through
research and-inforial
discussion. Special emphasis on general business.
l-Fd.1
DEPARTMENT
OF
CHEMISTRY
MR. AGRE, chairman,MR. ALTON, MR. GYBERG,
MR. HOLUM, MR. INGEMANSON, MR. LYLE
I t is the purpose of this department to give students an understanding
and an appreciation of the nature of matter and the ways by which
this has been elucidated. The curriculum in chemistry provides an
opportunity to examine the chemical aspect of the structure, the power,
and the beauty of one of the great intellectual accomplishments of
man-modern science-and it provides dramatic examples of effective
ways to handle certain types of problems.
Courses in chemistry are offered as part of a liberal arts education, and
as a preparation for: (1)high school teaching, (2) the study of biology,
medicine, dentistry, pharmacy, medical technology, nursing and allied
professions, (3) graduate study in chemistry and molecular biology, and
(4) the chemical profession.
The chemistry department is approved by the American Chemical Society
for the preparation of chemistry majors.
Students planning to majo-. in chemistry in preparation for graduate
school, medical school, or high school teaching, are urged to consult
with the chemistry staff a t the earliest possible time.
Major: 40 credits, including Chem. 51, 52, 53, 61, and one additional
upper division course. Also required are Physics 21, 22, 23; Math. 41, 42.
Recommended for pre-medical students: 15, 16, 51, 52, 53, 61, and 62; for
pre-dental students: 15, 16 (or 5, 6), 51, 52; for graduate study: 15,
16, and all courses above 50. Additional mathematics and physics strongly
recommended for graduate study.
Majors participate in informal, weekly seminars during the junior and
senior years in Chem. 91.
Minor: 27 credits; must include Chem. 15, 16 (or 5, 6) and other courses
to complete the 27 credits. Chem. 23 and 53 are strongly recommended.
Course 3 does not count toward the major or minor.
See under Curriculums for a suggested course of study.
3 ELEMENTARY CHEMISTRY
4 crs.
Selected elements of general, organic, and biological chemistry are
organized around the theme: the molecular basis of life. Designed for
prospective nurses from Lutheran Deaconess, Fairview, Methodist,
and Swedish Hospitals. 13 lect., 1double lab. Prereq.: H.S. Chem. Fall.]
5 , 6 PRINCIPLES OF CHEMISTRY
6, 6 crs.
Primarily for non-majors. The concepts and laws underlying chemistry
illustrated by examples from inorganic and organic chemistry. Semimicro qualitative analysis included in the laboratory. [5 lect., 2 double
labs. 5, Fall. 6, Winter.]
6, 6 crs.
15, 16 GENERAL AND QUALITATIVE CHEMISTRY
An intensive course for pre-medical students and future chemists;
others only by permission of instructor. First term devoted to fundamental principles, and second to inorganic chemistry and qualitative
analysis. [5 lect., 2 double labs. Proreq.: H.S. Chem., elem. alg., plane
geom. 15, Fall. 16, Winter.]
6 crs.
2 3 ELEMENTARY ORGANIC CHEMISTRY
Designed for medical technology and other students 1.. ho desire less
than the more intensive two-term course. Aliphatic and aromatic compounds with frequent reference to bio-chemistry. [5 lect., 1 three-hour
lab. Prereq. :5 or 15. Spring.]
5 1 . 52 ORGANIC CHEMISTRY
6 , 6 crs.
Important classes of organic compounds with special emphasis on
types of mechanisms and multi-step syntheses. Descriptive material is
correlated by means of modern theories of chemical bonds, energyrelationships, and reaction mechanisms. Laboratory work is a study
of techniques while synthesizing or identifying typical compounds.
Normally taken in the sophomore year. [5 lect., 2 three-hour labs. Prereq. : 6 or 16. 51, Fall. 52, Winter.]
UPPER DIVISION
53 QUANTITATIVE ANALYTICAL CHEMISTRY
5 or 6 crs.
Gravimetric and volumetric analysis with some instrumental analysis.
Ionic equilibria and treatment of data. Normally taken in the sophomore
year. Medical technology students register for 6 credits, others for 5.
[4 lect., 2 three-hour labs. Prereq. : 6 or 16. Spring.]
61, 62 PHYSICAL CHEMISTRY
6, 6 crs.
Atomic structure, states of matter, gas laws, thermodynamics, thermochemistry, equilibrium, solutions, phase rule, electrochemistry, kinetics,
and colloids. [5 lect., 1 three-hour lab. Prereq.: 53, Physics 23, Math.
42. 61, Fall. 62, Winter.1
63 ADVANCED ORGANIC CHEMISTRY
5 crs.
Organized around the problems of identifying organic compounds in
the laboratory, the lecture topics include : structure-spectra correlations
for TTe. UV, NMR, and mass spectroscopy; classical methods; use
of the literature (inc. Beilstein); and further study in reaction mechanisms. IR and UV spectra routinely used. [4 lect., 2 four-hour labs.
Prereq.: 52, 61, and some reading knowledge of German. Spring.]
1 72 QUANTUM CHEMISTRY
4 crs.
Classical mechanics, uncertainty principle, Schrediiger's equation, approximate methods of solution, commutators, conservation laws, electron
spin, angular momentum, the hydrogen atom, many electron problems.
[4 lect. Prereq. :61 or #. Winter.]
8 1 ADVANCED ANALYTICAL CHEMISTRY
5 crs.
Principles of atomic and molecular spectroscopy and their application
to modern analytical methods. Includes instrumental methods, such as
spectrophotometric, electro-analytical, and chromatographic techniques.
[3 lect., 2 three-hour labs. Prereq. :53, 62 or #. Fall.]
83 ADVANCED INORGANIC CHEMISTRY
5 crs.
Correlation of inorganic chemistry using the electrostatic, valence bond,
and molecular orbital models. Coordination compounds are discussed
using the ligand field theory. Preparations of typical inorganic compounds using a variety of techniques including vacuum manipulations.
[4 lect., I four-hour lab. Prereq. : 62 or #. Spring.]
91 CHEMISTRY SEMINAR
0 crs.
During the junior and senior years all chemistry majors will participate
in weekly seminars to present and discuss research papers of general
interest. [Fall, Winter, Spring.]
97 CHEMISTRY RESEARCH
Cr. arr.
During the summer after the junior year or during the senior year,
each chemistry major preparing for graduate study in chemistry may
participate in independent research in cooperation with staff members.
By staff permission only. [Fall, Winter, Spring, or special summer program.]
DEPARTMENT
OF
CLASSICAL.
LANGUAGES
MR. COLACCI, chairman, SISTER M. GERTRUDE WARD
The purpose of the courses offered in the department is two-fold; first
to provide the students with a linguistic foundation in order that they
may have a direct approach to the classical tradition which is an essential part of our Western literary heritage; second, to introduce the
studects to some of the major works of the Greek and Latin world in
the original language. Courses 11 through 52 are designed to meet the
two-year requirement in New Testament Greek of most theological seminaries.
GREEK
Major: 42 credits in Greek. Also required: Latin 1, 2.
Special arrangements will be made for students who intend to major
in Greek. If the number of students is not large enough to permit regular offering by the College, provisions will be made so that they may
complete the major at the University of Minnesota. When this is the
case, in addition to courses 11, 12, 13, 51, 52, 59, they are required to
take a t the University, five courses to be chosen from those listed under
Greek, 61 to 163.
Minor: 27 credits.
H 1 1 , 12 BEGINNING GREEK
5, 5 crs.
Theoretical and practical study of Greek grammar, with special emphasis an morphology. Translation exercises from and into Greek. CPrereq.:
Latin 2 or 2 yrs., H.S. Latin or #. 11, Fall, 12, Winter.]
13 INTERMEDIATE GREEK
5 crs.
Continuation of grammar with special emphasis on syntax. Reading
and parsing of easy selections from classical and New Testament Greek
writings. [Prereq. :12. Spring.]
5 1 , 52 NEW TESTAMENT GREEK
4, 4 crs.
Selections from the synoptic Gospels and the book of Acts. Special
emphasis is given to parsing and syntax of the Greek text. [Prereq.:
13. 51, Fall; 52, Winter.]
H 55 GREEK EXEGESIS
4 crs.
Selections from the Pauline and Catholic Epistles. Special emphasis is
given to the syntactical and exegitical approach to the Greek text. COffered on demand. Spring.]
H 59 CLASSICAL GREEK
4 crs.
Selections from classical Greek prose and poetry. [Prereq. : 52. Offered on
demand.]
UPPER DIVISION
COURSES
LATIN
Minor: 28 credits. Also required: Eng. 35.
Courses 52, 53 offered only if there is sufficient enrollment. If they are
not offered, a minor may be completed a t the University of Minnesota.
Consult the department chairman a t Augsburg.
Students who wish to major in Latin may complete all courses in Latin
offered a t Augsburg, plus 61, 62, 63 and 9 additional credits in courses
numbered above 63 a t the University of Minnesota.
1 , 2 BEGINNING LATIN
5, 5 crs.
Theoretical and practical study of Latin grammar, with special emphasis
on morphology. Exercises in translation from and into Latin. [I, Fall, 2,
Winter.]
3 , 4 INTERMEDIATE LATIN
4, 4 crs.
Continuation of grammar. Reading of prose and poetry selections from
Latin authors; e.g. Caesar, Cicero, Livy, Vergil, Ovid, St. Augustine,
and the Medieval Latin writers. [Prereq.: 2 or equiv., determined by
placement test. 3, Fall; 4, Winter.]
UPPER DIVISION
COURSES
52 VERGlL
5 crs.
Selections from Vergil's "Aeneid" and pastoral poems. [Offered on demand.]
53 CICERO
5 crs.
Selections from Cicero's works. [Offered on demand.]
ECONOMICS
See under Department of Business Administration, Economics, and
Business Education.
DEPARTMENT
OF
EDUCATION
MR. JOHNSON, chairman, MRS. ANDEREGG, MR. FARDIG,
MR. GROENHOFF, MRS. LUDEMAN, MISS MATTSON,
MRS. PARKER, MR. M. QUANBECK
The education curriculum has been designed primarily for those preparing to do public school teaching, although any student who is preparing to work with youth is encouraged to study in the area. The work
in this department will qualify the graduate for teaching on the elementary or the junior and senior high school level. as well a s for further
study in the field of education. The program is accredited by the State
of Minnesota, the North Central Association of Colleges and Secondary
Schools, and the National Council for Accreditation of Teacher Education.
Admission to the 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. Approval
is granted on the basis of a satisfactory health report, favorable personality characteristics and a satisfactory scholastic achievement. For
elementary teaching candidates, this means essentially a 2.5 grade-point
average in work completed in the minor and a 2.0 over-all; for secondary
teaching candidates a 2.5 in work completed in the major and a 2.0
over-all. Both are expected to maintain a 2.5 average in their major
and 2.0 over-all average. Candidates in both fields must make application
for student teaching as juniors and are required to meet the 2.5 major
and 2.0 general average at this point.
ELEMENTARY EDUCATION
Major: 51 credits in professional education courses. In addition, the
following general education courses are required: Psych. 5; Hist. 2 1 or
22; Math. 56; Geog. 14; and three terms of Group Activities (Ed. 52,
53, 54).
See under Curriculums for a suggested course of study.
0 crs.
52, 53, 54 GROUP ACTIVITIES 1 , 11, 111
Required without academic credit as a laboratory experience in connection with Education 55 and 56. Includes such experience as teaching,
supervising recreation, advising clubs in cooperation with city organizations and agencies. Three terms required. [Fall, Winter, Spring.]
55 HUMAN GROWTH AND DEVELOPMENT
4 crs.
The growth and development of the human organism from conception
through adolescence. Emphasis on process of learning, factors influencing learning. [Prereq.: Psych. 5. Fall.]
1 56 ELEMENTARY SCHOOL TEACHING
5 crs.
The qualifications of teachers; the teaching profession. Survey of American schools: philosophies, curricula, policies, and practices. Learning
theory and tests and measurements. Includes observation of teaching
situations. [Prereq. : Admission to Elementary Education. Fall.]
1 57 METHODS AND MATERIALS:
HEALTH, PHYSICAL EDUCATION, MUSIC
4 crs.
Principles, methods and techniques for teaching health and physical
education a t the elementary school level. Methods pertaining to rote
singing, notation, rhythm, part singing. Integration of music in total
elementary program. [Prereq. : 55, 56. Winter.]
58 ART IN ELEMENTARY SCHOOLS
4 crs.
See under Department of Art.
1 63 METHODS AND MATERIALS:
MATHEMATICS, SCIENCE
4 crs.
Principles, methods and techniques of teaching arithmetic and science
in the elementary school. Use of instructional materials. [Prereq. : 55, 56.
Spring. I
64 METHODS AND MATERIALS:
LANGUAGE ARTS, READING
6 crs.
Objectives and techniques in the language arts : listening, speaking,
writing, and reading. Application of principles of learning in acquisition
of skills, interests, attitudes. Examinations of modern methods and
materials. [Prereq. : 55, 56. Spring.]
65 METHODS AND MATERIALS: SOCIAL STUDIES
2 crs.
Objectives, principles, methods and techniques in the social studies.
Development of units. [Prereq.: 55, 56. Spring.]
15 crs.
77 PROFESSIONAL LABORATORY EXPERIENCE
Student spends ten weeks in the classroom, assisting the regular teacher, and doing actual teaching. Supervision is carried out by the cooperating teacher and the college staff. This is followed by one week of
seminar with discussion of problems encountered in the classroom. [Prereq. : # Fall, Winter.]
.
79 CHILDREN'S LITERATURE
3 crs.
Study of literature suitable to the elementary school child. Role of
literature in the classroom, in life outside of school. Extensive reading
and evaluation of children's books, compiling bibliography. [Prereq. : 55,
56 or #. Spring.]
87 SCHOOL AND SOCIETY
4 crs.
ment of American education. [Prereq. : Senior standing. Winter, Spring.]
Problems in education and the relation of the American school system
to modern society. A study of educational philosophy and the development of American education. [Prereq.: Senior standing. Winter, Spring.]
0
SECONDARY EDUCATION
For the Minnesota teacher's certificate students are required to complete 28 credits in professional education courses including 50, 52, 53, 54,
59, 83, 84, 87. All students must register for three terms of Group Activity (Education 52, 53, 54). Secondary education students must take
Phy. Ed. 10 and Psych. 5 in addition to other general education requirements.
50 EDUCATIONAL PSYCHOLOGY
4 crs.
Physical, mental, social and emotional development of adolescents with
special emphasis placed on educational implication. The nature and
conditions of learning. [Prereq.: Psych. 5 and junior standing. Fall,
Winter.]
0 cr.
52, 53, 54 GROUP ACTIVITY I, 11, 111
Required without academic credit as a laboratory experience in connection with Education 50 and 59. lncludes such experience as teaching, supervising recreation, advising clubs in cooperation with city organizations and agencies. Three terms required. [Fall, Winter, Spring.]
M 59 METHODS IN SECONDARY EDUCATION
5 crs.
Teaching procedures, materials and problems at the secondary level.
Three class sessions per week will be devoted to general methods and
two to four class sessions to the specific methods and materials of the
student's major field. [Prereq. : 50. Spring.]
68 TEACHING OF MUSIC IN ELEMENTARY AND
JUNIOR HIGH SCHOOLS
4 crs.
Materials, organization, and teaching procedures in the field of music
a t the elementary and junior high school levels. For music majors.
[Prereq.: 50. Spring.]
8 3 SEMINAR FOR STUDENT TEACHING
5 crs.
Preparation for the student teaching experience including observation
and planning. Special attention will be given to tests and measurements.
[Prereq. : Admission to student teaching. Fall, Winter.]
84 STUDENT TEACHING
10 crs.
Experience in observing and directing learning experiences a t the secondary school level under supervision of college and high school personnel.
Course fee $20.00. [Prereq.: Admission to the student teaching program.
Fall, Winter.]
W 87 SCHOOL AND SOCIETY
4 crs.
Problems in education and the relation of the American school system
to modern society. A study of educational philosophy and the development of American education. [Winter, Spring.]
88 GUIDANCE
4 crs.
The guidance function of the classroom teacher; tools and techniques
used in studying students; and methods appropriate for student guidance,
including counseling. [Fall.]
W 99 INDEPENDENT STUDY
2-5 crs.
Independent study offering students an opportunity to explore areas of
specialization in education. Each student does research and presents a
report of his findings on the requirements, present status, and future
possibilities of his own field of interest. Conducted largely on a seminar basis. Open to seniors with the approval of the department. [Fall,
Winter, Spring.]
LIBRARY SCIENCE
The following courses prepare the student to meet the state requirements for a minor in library science. Preparation for selection of books
and related materials, efficient and effective management of library
materials, intelligent use of library sources are included. While the
minor in library science is planned to prepare the graduate in the area
of school librarianship, it is also a valuable minor for any student planning a teaching career, since it introduces him to many avenues of
curriculum enrichment. The courses provide a foundation for the student
who wishes to do advanced work in the field of library science.
Minor: 23 credits.
45 FUNCTIONS OF THE SCHOOL LIBRARY
5 crs.
The role of the library in the school and community. Types of library
services and activities; methods of evaluation. Organization of library
materials, including cataloging and circulation. [Fall.]
W 46 SELECTION OF LIBRARY MATERIALS
4 crs.
Theory, principles and techniques of selection. An introduction to basic
selection tools; analysis of book reviews and annotations. C3 lects., 1
disc. Spring.]
UPPER DIVISION
58 THE ELEMENTARY SCHOOL LIBRARY:
MATERIALS SELECTION AND GUIDANCE
5 crs.
Characteristics and purposes of an elementary school library. Extensive study of book lists, book talks, story-telling and a wide exposure
to individual titles of books and related materials. Emphasis on preparation of papers and bibliographies. C3 lects. Fall.]
59 INTRODUCTION OF REFERENCE MATERIALS
4 crs.
Intensive study of outstanding and useful reference books most frequently used by students and librarians; bibliographies, indexes, and periodical guides. Development of skills in the performance of reference duties
-of a librarian. Laboratory work. C3 lects. Winter.]
75 THE HIGH SCHOOL LIBRARY:
5 crs.
MATERIALS SELECTION AND GUIDANCE
Survey and evaluation of library materials on the secondary level, with
attention to their use in relation to school curricula as well as for personal interests and needs of young adults. Emphasis on preparation of
papers and bibliographies. [3 lects. Prereq.: 45. Spring.]
GEOGRAPHY
14 HUMAN GEOGRAPHY
4 crs.
An intxoduction to the basic concepts and tools of geography followed
by a survey of the distribution patterns to be found in our physical and
human environment. [Winter, Spring.]
DEPARTMENT
OF
MR. GRAY, chairman, MR. BERGSTROM, MR. BLY,
MRS. BOLSTERLI, MRS. CHRISTENSEN, MR. DAHLEN,
MRS. KARVONEN, MISS LILLEHEI, MRS. LIVINGSTON,
MR. NICHOLL, MR. PALOSAARI, MISS PEDERSON, MR. SARGENT,
MRS. TRAUTWEIN
The aim of the Department of English is to develop the student's ability
in oral and written expression, to increase his proficiency in reading
and analyzing literature, to acquaint him with the English language
and with the beginnings of Western literature and its development,
especially in England and America, and to stimulate his appreciation and
understanding of the fundamental human problems and situations revealed in great literature.
The department prepares for the teaching of English in the elementary
and secondary school and for graduate study.
Major: 46 credits above 15, Including, 35, 45, 47, 61, 62, 84, plus one
writing course above 15, one seminar, one modern literature course,
and electives.
Major for secondary teaching: 54 credits above 15, including course
55 in addition to those listed for the major. Writing course 31 required.
Speech 12 or 52, or 55, and 60 or 66, as well as Library Science 75 are
also required.
Students preparing for graduate study should include 86, 88, and a t least
one tsrm of Independent Study. Proficiency in one or more foreign languages is recommended. Foreign languages most generally required
for graduate study in English are Latin, German, French.
Minor: 32 credits above 15, including 35, 45, 47 or 61 or 62, 84, plus one
writing course above 15, one seminar course, and electives.
Minor for secondary school teaching: 32 credits including course 31 for
the writing course, and 55 in addition to those listed for the minor.
Minor for elementary school teaching: 24 credits above 15, including
31, 35, 45, 55, and 47 or 61 or 62.
Concerning English Proficiency: Juniors who do not have a satisfactory grade on the sophomore English Test must improve their use
of English in preparation for a second test. The English Department
will, upon request, advise the student how to direct his studies in preparation for the second test.
Satisfactory completion of course 11 is prerequisite to 12; satisfactory
completion of course 12 or 15 is prerequisite to all other English courses.
W I I COMPOSITION AND LITERATURE
4 crs.
The study of language and composition with emphasis on expository
writing. Attention to correct usage, logical organization, reading and
analysis of expository and narrative selections, especially the short story.
[Fall, Winter, Spring.]
W 12 COMPOSITION AND LITERATURE
5 crs.
Continued stress on expository writing, including the reference paper,
the study and analysis of drama, poetry, novel. [Fall, Winter, Spring.]
W 15 COMPOSITION AND LITERATURE
5 crs.
Honors course for students with high proficiency in English. Covers
basically the material listed under 11 and 12 with more emphasis on
critical analysis. Students completing this course meet the freshman
English requirement by completing English 35 or 40 or 45. [Fall.]
W 2 1 INTRODUCTION TO JOURNALISM
4 crs.
A brief survey of the ethics and history of journalism, with emphasis on
the techniques and practices in news, feature, and editorial writing.
rWinter.1 ,
3 1 EXPOSITORY WRITING
4 crs.
A course in expository and argumentative writing, including reading
analysis of selected models. [Fall, Winter, Spring.]
W 32 CREATIVE WRITING
4 crs.
Study of the techniques of descriptive and narrative writing, both prose
and poetry. Class discussion and evaluation of the student's work. [Fall.]
W 35 THE CLASSICAL TRADITION
5 crs.
Study of the works of selected Greek and Roman writers in the various
genre, and the influence of the classical tradition on later Western literature. [Fall, Winter, Spring.]
W 40 LITERARY CLASSICS
4 crs.
Reading, analysis, discussion of selected European classics from the
Renaissance to the Modern Age, chiefly non-English writers. [Fall,
Winter, Spring.]
45 MAJOR AMERICAN WRITERS
5 crs.
Works of selected American writers from Colonial times to the present,
noting their contribution to the historical development and the literary
movements of American literature. [Fall, Winter, Spring.]
47 MEDIEVAL AND RENAISSANCE LITERATURE
5 crs.
The development of Western literature, chiefly British, from "Beowulf"
to Shakespeare through study of significant works and their relation to
the literary and historical context. [Prereq.: 35 or #. Fall, Spring.]
UPPER DIVISION
COURSES
.
55 INTRODUCTION TO MODERN ENGLISH
5 crs.
A study of modern English viewed from a historical perspective, with
reading in recent linguistic studies. Designed to give the student an
introduction to structural linguistics and a view of the development of
the English language. [Spring.]
6 1 BRITISH LITERATURE, 16 16-1 800
5 crs.
Reading, analysis, and discussion of works of selected writers from the
metaphysical poets through Blake, with attention to the historical, intellectual, and social influences and the major literary movements. [Prereq. :47 or
# .Fall.]
62 BRITISH LITERATURE OF THE NINETEENTH CENTURY 5 crs.
Study of the works of the major Romantic and Victorian poets, critics,
essayists and novelists and of the major literary movements of the
century. [Prereq. : 61 or # Winter.]
.
72 MODERN FICTION
4 crs.
Significant works of selected prose writers, chiefly British and American, of the twentieth century. [Winter.]
74 MODERN POETRY
4 crs.
Study of the work of selected twentieth century poets, chiefly British
and American, with attention to recent criticism. [Spring.]
78 ADVANCED WRITING: PROSE AND POETRY
4 crs.
A course for students with demonstrated proficiency in writing. Assignments based on students' needs and interests. Class discussion of students' work. [Prereq. :31 or 32 or #. Spring.]
80 THE BRITISH NOVEL
4 crs.
Survey of the development of the novel in England through study of
the work of selected major novelists from the eighteenth century to the
present. [Winter, 196%70.]
82 THE AMERICAN NOVEL
4 crs.
A study of major and representative wokks of selected American novelists. [Winter, 196849.1
84 SHAKESPEARE
5 crs.
Study of ten or twelve major plays-comedies, histories, tragedieswith attention to the development of Shakespeare's dramatic and poetic
art. Additional plays assigned for reading -and analysis. [ ~ r e r e i . :47.
Spring.]
86 MILTON
4 crs.
A study of major poems and selected prose with reference to the intellectual and historical background of Milton's works. [Prereq.: 61
or #. Spring, 196849.1
88 CHAUCER
4 crs.
Study of CXmucer's works and language, with emphasis on "The Canterbury Tales." [Prereq. :47 or #. Spring, 1968-69.1
9 0 , 9 1 , 9 2 ENGLISH SEMINAR
3, 3, 3, crs.
Course 90, methods and problems of bibliography and research; 91,
a major American or British writer; 92, studies in criticism. Open, with
limited enrollment, to any junior or senior with permission of the
instructor. [90, Fall. 91, Winter. 92, Spring.]
99 INDEPENDENT STUDY
2-5 crs.
Open to junior or senior English majors with a grade of B or above.
Provides directed independent study in the area of the student's choice.
[Fall, Winter, Spring.]
As an aid to students who are handicapped in their college work by
inefficient reading skills, Augsburg College offers a non-credit class in
Improvement of Reading. The fee for the class is $25 per term. Arrangements to take the course must be made at the time of registration
for the fall term.
FRENCH AND GERMAN
See under Department of Modern Languages.
GEOGRAPHY
See under Department of Education.
GREEK
See under Department of Classical Languages.
DEPARTMENT
OF HEALTH
AND
EDUCATION
MR. ANDERSON, chairman, MISS ANDERSON, MR. NELSON,
MISS OLSON, MR. PEARSON, MRS. PETERSON, MR. PFEFFER,
MR. SAUGESTAD
The aim of the Department of Health and Physical Education is to
promote health and physical fitness through a well-rounded physical
education program, to develop character and good sportsmanship,
to further the worthy use of leisure time, and to provide an effective
training program for prospective teachers of health and physical
education.
All students are required to take a physical examination as a part
of the registration procedure before participating in any phase of the
physical education program.
One year of physical activities, course 1, 2, 3, is required of all students.
Physical Education major: 40 credits including 11 or 13, 23, 31, 32, 43,
51, 52, 71, 72.
Broad teaching major in Health and Physical Education: 68 credits
including 10, 11 or 13, 23, 31, 32, 43, 50, 51, 52, 57, 59, 60, 71,
72, 73, Biol. 6, plus P.E. 82 for men, and Soc. 31 for women.
Physical Education teaching major: 53 credits includhg 10, 11 or 13,
23, 31, 32, 43, 51, 52, 59, 71, 72, and Biol. 6.
Physical Education teaching minor: 29 credits including 10, 23, 31, 32,
43, and 72.
Health teaching mfnor: 31 credits including 10, 50, 51, 60, 73, and Soc.
31, and Biol. 6.
Coaching endorsement: 25 credits including 10, 43, 51, 82, and Biol. 6.
Coaches entering their first head-coaching assignment in Minnesota
Public Schools are reauired to have a t least a coaching endorsement
in the field of physical education. Sports included under this requirement
are football, basketball, track, hockey, wrestling, and baseball.
1, 2, 3 PHYSICAL ACTIVITIES
1/3, 1/3, 1/3 crs.
Two hours per week. Meets the general education requirement. [I, Fall.
2, Winter. 3, Spring.]
10 HEALTH AND FIRST AID
5 crs.
Modern concepts and practices of health and healthful living applied
to the individual and the community. Includes also the American Red
Cross First Aid Course. [Winter, Spring.]
I I , 13 SWIMMING AND AQUATICS
I , I cr.
Theory and practice in teaching swimming, life-saving and water
safety. Open only to majors and minors. C2 hrs. per wk. 11, (Women),
Fall. 13 (Men), Spring.]
23 TEAM SPORTS
5 crs.
Theory and practice in teaching and officiating team sports. Separate
sections for men and women. [lo hrs. per wk. Spring.]
31 INDIVIDUAL AND DUAL SPORTS
5 crs.
Theory and practice in teaching individual and dual sports. Separate
sections for men and women. [lo hrs. per week. Fall.]
32 RECREATIONAL ACTIVITIES AND RHYTHMS
4 crs.
Theory and practice in teaching recreational activities, social recreation,
quiet games, low organized games, noon-hour activities, camp nights,
relays, modified games, simple rhythmic games, folk and square dancing. C8 hrs. per wk. Winter.]
43 HISTORY AND PRINCIPLES OF PHYSICAL
EDUCATION
5 crs.
History, principles, and philosophy of physical education. [Spring.]
50 INSTRUCTOR'S COURSE IN FIRST AID
I cr.
Methods and materials in teaching the American Red Cross First Aid
Course. [Prereq.: Currently valid Standard First Aid card. Winter.]
51 KINESIOLOGY AND PHYSIOLOGY OF EXERCISE 6 crs.
Mechanics of movement with special emphasis upon the action of the
muscular system. The major effects of exercises upon the systems
of the body. [5 lect. and 1hr. arr. Prereq. : Biol. 6, Chem. 5. Fall.]
52 ADAPTED PHYSICAL EDUCATION AND
EVALUATION
4 crs.
Physical education for the exceptional child with special reference to
the analysis of functional and organic abnormalities and the role of
physical education. Survey of basic statistical procedures and evaluation
of tests in physical education. [Winter.]
57 TEACHING OF HEALTH EDUCATION AND
PHYSICAL EDUCATION IN ELEMENTARY SCHOOLS
2 crs.
Methods and materials. Offered in connection with course 5 under
Department of Education. [Winter.]
59 TEACHING OF PHYSICAL EDUCATION
IN SECONDARY SCHOOLS
2 crs.
Methods and materials. Offered in connection with course 59 under
Department of Education. Separate sections for men and wGrnen.
[Spring.]
UPPER DIVISION
60 SCHOOL HEALTH EDUCATION CURRICULUM
4 crs.
Curriculum content in a school health education program. [Fall.]
7 1 PHYSICAL EDUCATION PROGRAMMING
5 crs.
Curriculum analysis and preparation. Administrative techniques and
procedures. [Fall.]
72 SELF-TESTING ACTIVITIES
4 crs.
Theory and techniques of teaching stunts, tumbling, and special fitness
activities. Men and women meet separately. C8 hrs. per wk. Winter.]
73 ADMINISTRATION OF SCHOOL HEALTH
EDUCATION PROGRAM
5 crs.
Methods, techniques, and procedures. [Spring.]
82 COACHING OF SPORTS
4 crs.
Theory and techniques of coaching. Prevention and care of athletic
injuries. [Winter.]
99 INDEPENDENT STUDY
1-3 crs.
Directed intensive study in the area of Health Education or Physical
Education. Open only to majors.
DEPARTMENT
OF
HISTORY
MR. CHRISLOCK, chairman, MR. GISSELQUIST, MR. GUSTAFSON,
MR. HAUGE, MRS. JENSEN
The Department of History aims to introduce students to the study of
history as an intellectual discipline; to prepare students for secondary
teaching and graduate work; to deepen students' understanding and appreciation of their own and other civilizations; and to enhance students'
effectiveness as contributing members of society.
Major: 49 credits. Minor: 33 credits. Both the major and minor require
History 1, 2, 3, 21, 22, and 3 credits of seminar work.
1 , 2, 3 WESTERN CIVILIZATION IN A WORLD
SETTING
4, 4, 4 crs.
Western civilization from its beginnings in the Ancient Near East to
the present. Other great world civilizations and their relationship to the
West are surveyed. Course 1 carries the survey to 1300; course 2, to
1815; and course 3, to the present, becomes a survey of world civilization. Students may take any one, any two, or all three courses. [All offered each term.]
5, 5 crs.
2 1 , 22 UNITED STATES HISTORY
The development of the ideas, institutions, and culture of the American
people. Special seminar for one additional credit for students selected
for the honors program. C21, Fall, ,Winter. 22, Winter, Spring.]
2 5 SCANDINAVIAN HISTORY
5 crs.
See under Department of Modern Languages.
UPPER 3 M S I O N
COURSES
W 55 TWENTIETH CENTURY UNITED STATES HISTORY 4 crs.
Exploration in depth of such topics as the Progressive Movement, the
New Deal, the background of World War I and World War n, and the
coming of the Cold War. (Prereq. :22, Winter.)
56 HISTORY OF AMERICAN FOREIGN POLICY
4 crs.
The relationship of .foreign policy to general American development is
stressed. [Prereq. :21 or 22. Spring.]
1 57 HISTORY OF SOUTH AND SOUTHEAST ASIA
4 crs.
Modern period since 1800. Historical survey of cultural and political institutions. Expansion and consolidation of European power in the area,
Western impact on non-European societies, nationalist movements and
emergence of independent governments after World War 11. [Fall.]
1 61 ANCIENT HISTORY
4 crs.
A cultural and political history of ancient civilizations and their contributions to modern cultures. [Fall.]
1 62 ENGLAND TO 1714
Emphasis is placed on constitutional development. [Winter.]
66 EUROPE IN THE SEVENTEENTH CENTURY
4 crs.
4 crs.
The main emphases are: the study of this century as the most critical
period in the emergence of the modern state; and the beginning of a
secular and scientific world view. [Spring.]
1 68 CHINA AND JAPAN SINCE EARLY
NINETEENTH CENTURY
4 crs.
A study of the major domestic developments in, and foreign affairs of
China and Japan. [Prereq.: 3 credits of Western Civilization or consent
of instructor. Winter.]
1 71 EUROPE IN THE AGE OF REVOLUTION,
1780's t o 1850
4 crs.
The period in which major revolutionary movements periodically erupted
in Europe. Population movements and economic changes which contributed to the "isms" that articulated the demands for change. [Fall.]
1 74, 75 EXPANSION OF EUROPE
4, 4 crs.
The spread of European people, ideas, and power into the non-Western
world and the impact on non-Western peoples. Case studies from Africa,
South America, and Asia are used to illustrate exploration, trading
post empires, the plantation system, adaptation and rejection by nonEuropean peoples, colonization, and economic and territorial imperialism. [74, Winter. 75, Spring.]
1 82 TWENTIETH CENTURY EUROPE
4 crs.
Europe from the outbreak of World War I to the present. [Fall.]
1 95 SEMINAR OR ADVANCED READINGS
3 crs.
Topics will vary from year to year. Students may earn up to 9 credits
in this course. [Prereq. : #. Fall, Winter, Spring.]
LATIN
See under Department of Classical Languages.
LIBRARY SCIENCE
See under Department of Education
DEPARTMENT
OF
MATHEMATICS
MR. GULDEN, chairman, MISS DURKEE, MR. FOLLINGSTAD,
MRS.NAUCK
The Department of Mathematics aims to develop the student's knowledge
and skill in the major branches of elementary and higher mathematics,
an appreciation of its cultural and practical values, and the background
for teaching and for professional and graduate study.
Major: 24 credits above 43, inclucling 58, 67, 72, 73, 83, 84.
Teaching major: 32 credits above 43, including 58, 61, 64, 67, 72, 80,
83, 84.
Recommended for those considering further study: 40 credits above 43,
including 58, 61, 64, 67, 72, 73, 83, 84, 85, 92.
Minor: U credits above Math. 43.
See under Curriculums for suggested course of study.
W 13, 14 INTRODUCTION TO COLLEGE
MATHEMATICS
5, 5 crs.
A liberal arts course in mathematics with an introduction to analytic
geometry, abstract algebra, trigonometry, logic, statistics, differential
and integral calculus. Primarily for students not intending further study
of mathematics. [Prereq.: Higher Algebra and CEEB placement. 13,
Fall, Winter. 14, Winter, Spring.]
40 MATHEMATICAL ANALYSIS I
5 crs.
An introduction to the concepts and terminology of mathematical
analysis through the areas of algebra, logic, functions, systems. Students
may not receive credit for this course if they have credit for 13, 14
(or 19). [Prereq.: Higher Algebra, Trig, and CEEB placement. Fall.]
4 41, 42, 43 MATHEMATICAL ANALYSIS 11, Ill, IV
(Calculus1
5, 5, 5 crs.
Topics of the elements of plane and solid analytic geometry integrated
with differential and integral calculus including calculus of several variables, applications, and series. [Prereq.: 40, or #. 41, Winter. 42,
Spring. 43, Fall.]
UPPER DIVISION
COURSES
W 56 BASIC CONCEPTS OF ARITHMETIC
4 crs.
Presents the patterns of mathematics underlying arithmetic and g e e
metry. Emphasis is placed on the inductive techniques of discovery of
such patterns. Includes the ideas of modern elementary school mathematics curricula. Primarily for elementary education majors. [Fall.]
58 DIFFERENTIAL EQUATIONS
4 crs.
Ordinary differential equations with applications, series solutions, systems of differential equations ; solution by special transforms ; numerical
methods; and an introduction to partial differential equations. [Prereq.:
43. Winter.]
61 LINEAR ALGEBRA
4 crs.
A course intended to aid in making the transition from the concrete to
the abstract. Such topics as elementary matrix algebra and its application to the physical and social sciences; linear equations; vector spaces
and linear transformations ; unitary and orthogonal transformations ; the
characteristic equation of a matrix and bilinear, quadratic, and Hermitian forms are presented. [Prereq. :43. Fall.]
1 64 MODERN GEOMETRY
4 crs.
An analytic study of advanced Euclidean, projective, non-Euclidean,
and finite geometries. An introduction to the geometry of transformations
of the plane. [Prereq.: 43. Spring.]
67 PROBABILITY AND STATISTICS
4 crs.
An analytic study of probability, distribution, random sampling estimation of parameters, central limit theorem, tests of hypotheses, regression, and other topics in statistics. Calculus and set theory are stressed
as tools for modern mathematical approach. [Prereq.: 43. Spring.]
1 72, 73 MODERN ALGEBRA
4, 4 crs.
The basic algebraic systems presented from an abstract point of view.
Topics include the theory of groups, rings, fields, vector spaces and
modules, and linear transformations. A development of the real and
complex number systems. [Prereq.: 43. 72, Winter. 73, Spring.]
1 80 FOUNDATIONS OF MATHEMATICS
4 crs.
The underlying structure of mathematics considering set theory, mathematical logic and the axiomatic method. Applications are made to various
branches of mathematics such as number theory, algebra, geometry,
and topology. [Prereq. : 43, Winter.]
83, 84, 85 ADVANCED CALCULUS
4, 4, 4 crs.
Considers the fundamental notions of calculus for functions of several
variables. A treatment of differentiable forms and manifolds in ndimensional Euclidean space as well as a more traditional vector analysis approach. Stress is placed on the theory of functions of real and
complex variables especially during the last term. [Prereq.: 43. 83,
Fall. 84, Winter. 85, Spring.]
1 99 INDEPENDENT STUDY
2-5 crs.
Student chooses an area to study independently; meets with a mathematics faculty member at least one hour per week. [Prereq.: 73 and
85. Fall, Winter, Spring.]
COMPUTER SCIENCE
45 COMPUTER SCIENCE
4 crs.
Theory of modern digital computers. Terms such as algorithms, flow
charts, storage, control, input-output units, and simulation are defined.
Includes a survey of computer applications. A particular computer language is presented and used to solve a variety of problems. [Prereq.:
Math. 42, Fall term. None, Winter. Fall, Winter.]
MEDICAL TECHNOLOGY MAJOR
See under Curriculums.
MR. LANDA, chairman, MISS AASKOV, MISS ANDERSON,
MRS. BALTINA, MRS. BONDEVIK, MRS. CAIRNS, MR. CREPEAU,
MR. HANSEN, MRS. JAUNLININS, MRS. JOHNSON, MRS. KINGSLEY,
MISS ROZENTALS, MR. SANDVEN, MR. WHITESIDE
The Department of Modern Languages seeks to give the student a
knowledge of a modern language : its pronunciation, its structure, and
its idiomatic expression, in terms of listening, speaking, reading and
writing skills. At the same time it aims to develop in the student a
sympathetic jnterest in the history and life of the people whose language
he is learning, transmitting the best of their literary, cultural and religious heritage.
DEPARTMENT
OF
MODERN
LANGUAGE
The department prepares specifically for communication skills, for
teaching at the junior and senior high school level, and for graduate
study.
The beginning and intermediate courses of a second modern language
are needed for graduate study. Two terms of Latin are also recommended.
Students may not receive credit for both 3, 4 and 5, 6 in the same language.
O FRENCH
Major: 30 credits above 6 including 55, 72, 74, 84; and two of 56, 57, 63,
64, at least one of which must be 63 or 64.
Minor: 15 credits above 6 including 55 and any two of 56, 57, 63, 64, 84.
1, 2 BEGINNING FRENCH
5, 5 crs.
Provides basic experience in understanding, speaking and reading French
with oral and writing practice in the basic structural patterns of the
language, both in class and in laboratory assignments. [Fall, Winter,
Spring.]
3, 4 INTERMEDIATE FRENCH
4, 4 crs.
Continues training in aural-oral skills, structure of the language and
reading comprehension that will lead to cultural appreciation and the
reading knowledge needed for general pursuits. Grammar review, selected reading and laboratory practice included. [Prereq.: 2 or equiv. Fall,
Winter, Spring.]
5, 6 INTERMEDIATE FRENCH
4, 4 crs.
Continues training in comprehension, conversation and reading skills
with grammar review as a means to accuracy and facility in oral and
written expression. Class discussion, selected reading, and laboratory
material with cultural emphasis. Required for continuing study in French.
[Prereq. :2 or #. 5, Fall. 6, Winter.]
UPPER DIVISION
COURSES
.
.
55 FRENCH CONVERSATION AND COMPOSITION
5 crs.
Thorough practice in correct oral and written expression with the aims
of both fluency and facility. Classroom and laboratory emphases on VOcabulary enrichment, organization of materials, accuracy of pronunciation and grammatical refinement. Required for majors and minors.
[Prereq. :6 or #. Fall.]
56, 57 FRENCH CIVILIZATION
5, 5 crs.
The development of political, social, intellectual and artistic movements
and their outstanding manifestations as essential to the understanding
of the French people. Readings, lectures, reports, discussions and laboratory materials in French. [Prereq.: 6 or permission of instructor.
Spring. Offered on demand.]
5, 5 crs.
63, 64 SURVEY OF FRENCH LITERATURE
The study of major French authors and literary movements in France,
with the reading of whole literary works where possible. Lectures, discussion, oral and written reports in the language. One term required
for the major. [Prereq.: 55 or #
.]
72 THE FRENCH NOVEL
5 crs.
Significant and representative French novels that show the evolution
of this prose form to the present. Emphasis on literary works with
lecture, discussion, reports in the language. [Prereq.: 55, and 64 or #.
Spring, 1969.1
74 THE FRENCH DRAMA
5 crs.
Significant and representative French plays that show the evolution of
this genre from the classical to the modern period. Emphasis on the
literary works with lectures, discussion, reports in the language. [Prereq. : 55, 63 or
# .Spring, 1970.1
84 ADVANCED FRENCH CONVERSATION
AND COMPOSITION
5 crs.
Extensive training in accurate and effective speech and writing, with
attention in listening and reading to the characteristic levels of French
expression. Emphasis on refinement in style, organizational techniques,
variety in form and subject. For majors and those intending to teach
French. [Prereq.: 55, and 57 or #. Junior or senior standing. Fall.]
9 2 FRENCH SEMINAR
4 crs.
Study in depth of an author, topic or genre in French literature for advanced students. Discussion and papers in French. May substitute for
72 or 74. [Prereq.: 55, 63, 64 or #. Junior or senior standing. Winter, on
demand.]
W 9 9 INDEPENDENT STUDY IN FRENCH
2-5 crs.
Individual study of a topic, movement, genre of interest to the advanced
student. May serve to replace 72 or 74. No more than 3 credits may be
earned in a given term. [Prereq.: 55, 63, 64 or #. FaU, Winter, Spring.]
GERMAN
Major: 30 credits above 6, including 55, 72, 74, 84, and any two of 56,
57, 63, 64. At least one of 63, 64 recommended.
Minor: 15 credits above 6, including 55, and any two of 56, 57, 63, 64.
W 1 , 2 BEGINNING GERMAN
5 , 5 crs.
Provides basic experience in speaking, understanding, and reading the
German language, and comprehension of its structure through the
acquisition of basic patterns of expression. Laboratory experience in the
language is an integral part of the course. [Fall, Winter, Spring.]
4, 4 crs.
3 , 4 INTERMEDIATE GERMAN
A terminal course for students not intending to continue in German. Provides a foundation for reading knowledge adequate for cultural and
professional purposes. Some experience in oral expression and understanding of spoken German. [Prereq.: 2 or equiv. Fall, Winter, Spring.]
5 , 6 INTERMEDIATE GERMAN
4, 4 crs.
Continued conversation and composition to further comprehension and
facility in expression. Selected readings for class discussion in the foreign
language, with cultural emphasis. Laboratory work required. [Prereq. :
2 or equiv. 5, Fall. 6, Winter.]
W 5 5 GERMAN CONVERSATION AND COMPOSITION
5 crs.
Intensive practice in the spoken word, with emphasis on pronunciation
and original composition. Audio-oral exercises in language laboratory.
Required for teachers, majors, and minors. [Prereq.: 6 or equiv. Fall.]
UPPER DWISIOrj
COURSES
56, 57 GERMAN CIVILIZATION AND CULTURE
5, 5 crs.
Topics dealing rrith the intellectuaI, geo.gaphic, artistic, and scientific
history of thc German-speaking countries, including attention to contemporary developments. Class discussions and lecmcs supplemented with
demonstration materials. Taught in Ckrman. [Prereq.: 55, or
56,
Winter. 57, Spring. Offered on demand.]
+.
W 63,64 SURVEY OF GERMAN LITERATURE
5, 5 crs.
From the beginning to modern times. Reading of significant authors in
German, supplemented by lectures on the history and development of
German literature and culture. Reports and discussion of selected works.
For majors and minors. Taught in German. [Prereq.: 55 or equiv., or#.
63, Winter. 64, Spring. Offered on demand.]
72 GERMAN NOVEL AND NOVELLE
5 crs.
Reading in German and discussion of well-known prose writers representing various periods and movements in German literature. Especially
for majors. [Prereq.: Any two of 56, 57, 63, 64, or equiv. Spring, 196849.1
W 74 GERMAN DRAMA
5 crs.
Reading in German and class discussion of outstanding dramatic works
in the various representative periods (classical, 19th century, naturalism,
impressionism, expressionism.) Especially for majors. [Prereq. : Any
two of 56, 57, 63, 64, or equiv. Spring, 1969-70.1
W 84 ADVANCED GERMAN CONVERSATION
AND COMPOSITION
5 crs.
This course aims to give the major and prospective teacher more intensive training in oral expression, with stylistic refinement and organizational practice in writing. Laboratory work required. [Prereq. : 55. Fall.]
99 INDEPENDENT STUDY
2-5 crs.
May serve as substitute for German 72 or 74, if necessary. It is suggested
that no student register for all five credits within one term. [Fall, Winter, Spring.]
SCANDINAVIAN STUDIES
Major: 30 credits above 6, including 25, 26, 55, 72, 74, 84.
Minor: 19 credits above 6.
Teaching minor: 19 credits, including 55, 72 or 74, 84.
5, 5 crs.
1 , 2 BEGINNING NORWEGIAN
Introduction of the four basic language skills: speaking, listening,
reading, and writing. Stress on spoken rather than literary Norwegian.
Laboratory work and regular class attendance expected. [I, Fall, Winter,
Spring. 2, Winter, Spring.]
4, 4 crs.
W 3, 4 INTERMEDIATE NORWEGIAN
A terminal course for students not intending to continue with Norwegian language study. Vocabulary building and study of syntax through
extensive readings in Norwegian literature. Some experience in oral
expression. [Prereq.: 2 or equiv. 3, Fall. 4, Winter.]
4, 4 crs.
W 5, 6 INTERMEDIATE NORWEGIAN
Continued conversation and composition to further comprehension and
facility of expression. Selected readings in Norwegian used as basis for
class discussion and exercises. Brief literature survey. Laboratory work
expected. [Prereq.: 2 or equiv. 5, Fall. 6, Winter.]
1 25 SCANDINAVIAN HISTORY
5 crs.
A survey of the history of Norden, including Finland and Iceland, with
particular attention given to the historical development of political democracy. Knowledge of a Scandinavian language not required. [Fall,
196%70.]
26 MODERN SCANDINAVIA
5 crs.
A broad survey of Scandinavian culture with special emphasis on con-
ditions and developments in the twentieth century. Knowledge of a
Scandinavian language desirable but not required. [Spring, 1964-70.1
55 NORWEGIAN CONVERSATION AND
COMPOSITION
5 crs.
Intensive practice in spoken Norwegian with emphasis on pronunciation and original composition. Some attention given to regional variations in spoken Norwegian and to differences between the two official
languages of Norway. Laboratory work expected. [Prereq.: 6 or equiv.
Spring.]
62 SCANDINAVIAN MUSIC
4 crs.
See description under Department of Music. This course may substitute
for 25 or 26 for the major or minor by permission d the department
chairman. CSpring.1
1 72 THE MODERN SCANDINAVIAN NOVEL
5 crs.
Lectures will give a survey of the Scandinavian novel. Class discussion
based on assigned reading of selected novels by Jonas Lie, Sigrid Undset,
Selma Lagerlef, Par Lagerkvist, Knut Hamsun, Haldor Laxness, and
others. Knowledge of a Scandinavian language desirable. Language majors and minors will be required to do assigned readings and written
work in the Norwegian language. [Fall, 196849.1
UPPER DIVISION
COURSES
74 THE MODERN SCANDINAVIAN DRAMA
5 crs.
Assigned readings will incIude dramatic works by lbsen, l3prnson,
Stsfndkrg; Ua~:trfirirrt,Nunk, and o t h ~ rtwentieth century dramatists.
Lectures
stress Ibsen and Strindberg. Knowledge of a Scandinavian
language desirable. Language majors and minors w.ill be required to
do assigned readings and twitten work in t h e Nor~reaian Imguage.
[Spring, 1868-83.1
W 84 ADVANCED NORWEGIAN CONVERSATION
AND COMPOSITION
5 crs.
Further intensive -training in ma1 and written rx-presslon in Nonvegian.
Some attention given to the other Seandinatqan Ianpages and to the
historical deveIopment of x ~ ~ t t e g i a nLabmatory
.
work. Required for
all majors and tcaching minors. [Prer~q.:55 or equiv. FaU, 196S70.1
W 99 INDEPENDENT STUDY
1-5 crs.
This is primarily intended as an enrichment course, tfiough it may serve
as a substitute for 72 or 74 under special conditions. Paper must he
n ~ i t t c nIn Konx-egian. Available any term to majors and minors. LFaII,
Winter, Spring.1
SPANISH
Major: 30 credits above 6, including 55, 72 or 74, 84; and any two of
56, 57, 63, 64, of which at least one must be 63 or 64.
IMinor: 15 credits above 6, including 55, and any two of 56, 57, 63, 64, 84.
W 1 , 2 BEGINNING SPANISH
5, 5 crs.
Aims to develop the four basic skills: understanding, speaking, reading
and writing of elementary Spanish. Laboratory work is an integral part
of the course. [Fall, Winter, Spring.]
3, 4 INTERMEDIATE SPANISH
4, 4 crs.
Grammar review with emphasis toward reading comprehension and
cultural appreciation. Further laboratory work. [Prereq.: 2 or equiv.
3, Fall, Spring. 4, Fall, Winter.]
4, 4 crs.
W 5, 6 INTERMEDIATE SPANISH
Continued conversation, composition, and review of grammar to further
comprehension and facility in expression in Spanish. Further laboratory
work. Required for the major and minor. [Prereq.: 2 or equiv. 5, Fall,
Winter. 6, Winter, Spring.]
UPPER DIVISION
OOURSES
W 55 SPANISH CONVERSATION AND COMPOSITION
5 crs.
Thorough oral and written practice in correct expression with the aims
of fluency and facility. Enrichment of vocabulary. Extensive laboratory
work. [Prereq. :6 or equiv. Fall.]
56 SPANISH CIVILIZATION AND CULTURE
5
crs.
Study of the Spanish character and of Spanish contribution to world
civilization through its historical, intellectual, literary, and artistic movements. In Spanish. [Prereq.: 6 or equiv. Winter or Spring. Offered on
demand.]
W 57 REPRESENTATIVE HISPANIC AMERICAN
AUTHORS
5 crs.
An introduction to Spanish American literature. Lectures, discussions,
written and oral reports in the language. [Prereq.: 6 or equiv. Winter
or Spring. Offered on demand.]
111 63, 64 SURVEY OF SPANISH LITERATURE
5. 5 crs.
A stady of representative authors in Spanish literatare, supplemented by
lectures on the literaty movements and develuyment of Spanish l i t ~ r a ture. Lectures, rliscussion. ~irittcn and oral repc~rts in t l ~ clanguage.
Laboratory w r k , !Pwreq.: ki or eqnlv. 83, KLnt~r.a,Spring. Offered
on demand.]
72 SPANISH NOVEL
5 crs.
Study of the outstanding novelists of the nineteenth and twentieth century in Spain. Oral and written reports in the language. [Prereq.: 63 or
64, or equiv. Fall, 1968.1
74 SPANISH DRAMA
5 crs.
Study of the masterpieces of dramatic literature in Spain. Oral and
written reports in the language. [Prereq.: 63 or 64 or equiv. Fall, 1969.1
84 ADVANCED SPANISH CONVERSATION
AND COMPOSITION
5 crs.
Aims to give an extensive training in oral expression, organizational
practice in writing with stylistic refinement. Appreciation of differences
in speech existent in the Spanish-speaking countries. Laboratory work
required. For majors and those intending to teach Spanish. [Prereq.:
55. Spring.]
92 SEMINAR
4 crs.
Study in depth of an author, topic or genre in Spanish or Hispanic
American literature. Discussion and papers in Spanish. May substitute
for Spanish 72 or 74. [Prereq.: 63 or 64 and Junior standing. Winter.
Offered upon demand.]
99 INDEPENDENT STUDY
2-5
crs.
Individual study of an author, theme or movement of interest to the
student. May substitute for Spanish 72 or 74. It is suggested that no
student register for all five credits within one term. [Prereq.: 63 or 64.
Fall, Winter, Spring.]
MR. SATEREN, chairman, MR. BEVERLY, MR. COAN, MR. EKLOF,
MR. GABRIELSEN, RiISS HENNIG, MR. JOHNSON, MR. KARLEN,
MRS. MOEN, MR. NIELSEN, MR. SA170LD, MRS. THUT,
MR. VUICICH
The Department of Music offers training to students who wish to be-
come teachers of music, directors of choral and instrumental ensembles,
or who are primarily interested in performance, as well as preparation
for those who expect to pursue the study of music on the graduate level.
General instruction is afforded other students who wish to broaden their
cultural background with an understanding of and appreciation for
the music of the masters.
Through its performing organizations, both choral and instrumental, the
department gives all students of the college varied experiences in creating music as a participant.
Further enriching the program are opportunities, open to all students
of the college, for private instrumental and vocal instruction with professionally qualified teachers.
DEPARTMENT
OF
MUSIC
Major: 68 credits. Courses 1 through 22, 50 or 53, 54, 57, 58, 60-62, and
76; 12 credits in applied music, and two years as a member of one of
the college music organizations.
Teaching major: 57 credits. Courses 1 through 22, 50 or 53, 54, 58, 60,
and 61; 9 credits in applied music, and two years a s a member of one
of the college music organizations.
Minor: 27 credits. Courses 1-3, 20, 57, and 4 elective credits; 3 credits in
applied music, and one year a s a member of one of the college music
organizations.
One public performance in their area of specialization is required of
majors during either the junior or senior year. This requirement may
be fulfilled by satisfactory participation in the bimonthly Performance
Workshops. Formal public recitals are encouraged and, upon recommendation of the department, may be given in fulfillment of the requirement.
Sophomores, juniors and seniors are required to attend the bimonthly
Performance Workshops. Freshmen are encouraged to attend.
All majors and minors are required to pass a piano proficiency examination by the end of the sophomore year. It includes: (a) major and
harmonic minor scales with triads and inversions, played two octaves,
ascending and descending, hands together and with correct fingering,
a t moderate speed and from memory; (b) a Bach two-part invention
or a classical sonata; (c) a romantic or modern piece showing expression; and (d) sight reading pieces of hymn-tune grade. One of the
pieces (b or c) must be played from memory.
During his junior and senior years, a student who has been certified
as a music major by the Department of Music is given required applied
music lessons in the area of his concentration without extra cost
provided such study is with a member of the Augsburg College music
faculty. The total of applied music credits earned under this provision
may not exceed six.
See under Curriculums for suggested courses of study.
l THEORY l
4 crs.
Principles of notation, major and minor scales, intervals, triads and
rhythms, and their application in written exercises; aural skills, sight
reading, dictation, and part-singing. [5 lect. Prereq.: Passing theory
entrance test. Fall.]
2 THEORY 2
5 crs.
The use of scales, intervals, and chord formations in written exercises.
Harmonization of figured and unfigured bass and melody. [Prereq.:
1. Winter.]
3 THEORY 3
4 crs.
Sixteenth century vocal counterpoint with examples from the music
of Palestrina and di Lasso. Writicg two-, three-, and four-part polyphony in the church modes. [Prereq.: 2. Spring.]
20 THEORY 4
4 crs.
Advanced work in harmonization; modulation, advanced chord progressions, suspensions, retardations, and ornaments of music. [Prereq.: 3.
Fall.]
W 21 THEORY 5
4 crs.
Eighteenth century counterpoint with examples from the music of
J. S. Bach; synthesis of tonal harmonic and contrapuntal writing. Writing
two- and three-part inventions, a four-voice fugue, and a chorale prelude. [Prereq. : 20. Winter.]
1 22 THEORY 6
4 crs.
Form and structure in music; harmonic analysis. [Prereq.: 21. Spring.]
1 30 INTRODUCTION TO THE FINE ARTS
4 crs.
The development of music from 1600 to the present through the study
of selected works of great composers from each period. Emphasis
is placed upon relationships between music and the other fine arts.
Participation in the cultural life of the community leading towards
appreciation and criticism. For the non-music major. [Winter, 1968-69.
Fall, Spring, 1969-701.
1 50 CHORAL TECHNIQUE
4 crs. UPPER DIVISION
Fundamentals of voice culture as related to choral ensemble; methods, COURSES
materials, and techniques. [Spring.]
4 crs.
Class instruction in the techniques of playing reed and string instruments. [Fall.]
1 53 INSTRUMENTAL TECHNIQUE
1 54 INSTRUMENTAL TECHNIQUE
4 crs.
Class instruction in the techniques of playing brass and percussion
instruments. [Winter.]
1 57 CONDUCTING
3 crs.
Techniques of conducting, preparation of and conducting choral scores,
organization and administration of choral ensembles. [3 double periods.
Prereq.: 22 or #. Winter.]
1 58 CONDUCTING
3 crs.
Preparation of and conducting instrumental and combined vocal-instrumental scores, organization and administration of instrumental ensembles. [3 double periods. Prereq.: 57 or #. Spring.]
1 60 HISTORY AND LITERATURE OF MUSIC
5 crs.
Music of the Renaissance, Baroque, and Classical eras. [Fall.]
1 6 1 HISTORY AND LITERATURE OF MUSIC
4 crs.
Music of the Romantic and Modern eras. [Winter.]
1 62 SCANDINAVIAN MUSIC
The music of Scandinavia since 1700. [Spring.]
70 HYMNS AND MUSIC OF THE CHURCH
4 crs.
4 crs.
Development of the music of the Christian church, with special attention
to the Protestant heritage. Designed for the general student as well
as for organists, choir directors, and pre-theological students. [Fall.]
1 76 ORCHESTRATION AND CHORAL ARRANGING
4 crs.
The craft of orchestrating and arranging music for instrumental and
vocal ensembles of varying sizes and types. 14 1ect.-labs., 1 disc. Prereq.: 22, 53, 54, 58. Fall.]
1 87 PERFORMANCE WORKSHOP
0 cr.
Student recitals affording opportunity for public performance. Acquaints
students with a repertoire of musical excellence. [Two evenings per
month. Fall, Winter, Spring.]
APPLIED MUSIC
Vocal and instrumental instruction is available to all students. Credit
for the first term of lessons is given to majors and minors only after
completion of. the second term in the same area with the same teacher.
Others receive one credit for ten thirty-minute lessons per term. Occasional lessons are available without credit. For statement of fees
see under Financial Information.
1 PIANO
I
cr.
Technique as needed, repertoire, performance, accompanying. Only
those credits earned in piano after the piano proficiency examination
has been passed may be applied toward the music major or minor.
[Fall, Winter, Spring.]
1 ORGAN
I cr.
Technique as needed, repertoire, performance, hymn-playing, accompanying. [Prereq.: Basic piano technique and #. Fall, Winter, Spring.]
1 VOICE
I cr.
Correct habits of pronunciation and articulation, breath control, flexibility, ear-training a s needed, interpretation of song classics-both
sacred and secular. [Fall, Winter, Spring.]
1 WOODWIND INSTRUMENTS, BRASS INSTRUMENTS,
STRING INSTRUMENTS
I
cr.
Technique as needed, repertoire, performance. [Fall, Winter, Spring.]
MUSIC ORGANIZATIONS
The musical organizations exist not only for the benefit of the music
student, but for any student of the college who wishes to participate in
groups affording opportunity for musical expression. Membership for
the full year is required of participants.
CHOIR
Membership is by audition and restricted to 65 singers. [4 rehearsals per
wk. Fall, Winter, Spring.]
CONCERT BAND
Membership is by audition. [4 rehearsals per wk. Fall, Winter, Spring.]
ORCHESTRA
Membership is by audition. [3 rehearsals per wk. Fall, Winter, Spring.]
CHORAL CLUB, REPERTOIRE BAND,
SYMFONIA, INSTRUMENTAL ENSEMBLES
Membership is by audition or consent of director. [2 rehearsals per
wk. Fa, Winter, Spring.]
MR. SANDIN, chairman, MR. BAILEY, MR. CHRISTENSON,
MR. JOHNSRUD
The department of philosophy conceives its task as an instructional
department in a liberal arts college to be twofold: (1) to make a significant contribution to the liberal education of all students regardless of
their college major; and (2) to provide a strong undergraduate program
of study for students who desire to complete a major or minor in
philosophy.
Major: 46 credits, including 41, 42, 43; either 23 or 51; and either 8 1 or
4 credits of 99.
Minor: 32 credits, including 41, 42, 43, and either 23 or 51.
See under Curriculums for a suggested course of study.
21 PROBLEMS OF PHILOSOPHY
4 crs.
Seeks to give the student a basic understanding of the nature and aims
of philosophy, an acquaintance with some of its central problems, and
a mastery of the terminology employed in philosophical discussion.
Designed to meet the General Education requirement in philosophy.
[Fall, Winter, Spring.]
DEPARTMENT
OF
PHILOSOPHY
22 INTRODUCTION TO ETHICS
4 crs.
Approaches ethics through a consideration of movements, such as
relativism, naturalism, etc.; or problems, such as the nature of the
good, conscience, etc.; or important figures, such as Plato, Kant, Hume.
Designed to meet the General Education requirement in philosophy.
.
.
.
.
.
.
.
.
[Spring.]
23 LOGIC
5 crs.
A study of the formal rules of sound reasoning. Topics discussed include :
the nature and functions of language ; fallacies in reasoning ; definition;
principles of deductive reasoning; induction; a brief introduction to the
notation of modern symbolic logic. [Fall, Spring.]
41 ANCIENT AND EARLY MEDIEVAL
4 crs.
A historical survey of the outstanding men and movements in the
development of philosophical thought from the Greeks through St.
Thomas Aquinas. [Prereq.: 21 or #. Fall.]
W 42 LATE MEDIEVAL AND EARLY MODERN
4 crs.
A survey course in which the development of Western philosophical
thought is traced from the breakdown of the Medieval synthesis to
the systems of Kant and Hegel. [Prereq.: 21 or #. Winter.]
43 RECENT AND CONTEMPORARY
4 crs.
A survey of the most important trends in Western philosophical thought
in the nineteenth and twentieth centuries. [Prereq.: 21 or #. Spring.]
UPPER DIVISION
COURSES
5 1 SYMBOLIC LOGIC
5 crs.
Treats deduction and the analysis of statements by means of special
symbols. Topics include propositional functions and quantifiers, the logic
of relations, the concept of an axiom system. [Prereq.: #. Winter.]
61 PHILOSOPHY OF RELIGION
5 crs.
An inquiry into the nature of religious faith and experience, with
special attention to the problem of the nature of religious language.
[Fall, 1968-69.1
63 PHILOSOPHY OF SCIENCE
5 crs.
A stcdy of the meaning, methods, and implications of modern science
by means of an analysis of basic concepts, presuppositions and p r e
cedures. [Prereq.: 23 or #. Winter.]
65 AMERICAN PHILOSOPHY
5 crs.
American philosophical thought from colonial times to the present.
Puritanism, and Revoluntionary period, transcendentalism, idealism,
pragmatism, naturalism, and realism. [Fall.]
71 ETHICS
5 crs.
An inquiry into the principles of morals and ethics, the nature of
moral experience, and an analysis of the language of ethical discourse.
[Winter, 1968-69.1
73 METAPHYSICS
5 crs.
An inquiry into the nature of metaphysics, the function of metaphysical
language, and an examination of major historical and contemporary
views. [Prereq.: #. Winter, 1969-70.1
75 EPISTEMOLOGY
5 crs.
An inquiry into the bases of claims to knowledge of various sorts and
into the possibility of general criteria of truth and falsity. [Prereq.:
# .Fall, 1969-70.1
H 81 SEMINAR IN PHILOSOPHY
5 crs.
A careful study of some selected man or movement in the Western
philosophical tradition, with heavy emphasis on the careful reading of
primary source materials. [Prereq. : #. Spring.]
99 INDEPENDENT STUDY
2-5 crs.
For philosophy majors. Individual study and research on some philosophical topic of interest to the student, worked out in consultation with
the faculty advisor. CPrereq.: #. Fall, Winter, Spring.]
PHYSICAL EDUCATION
See under Department of Health and Physical Education.
DEPARTMENT MR. HANWICK, chairman, MR. KWE, MR. SPIESS
OF
PHYSICS Recognizing the importance of physics in contemporary life and realizing
that keeping abreast of the rapid advances in some areas is almost
impossible, although necessary, it is the desire of the department to
bring to the students not only the basic concepts, but also insights
into recent developments. By so doing it is hoped that challenges will
arise, be met, and so stimulate sound thinking, perceptive judgment,
and an interest in experimental techniques. To this end the department
prepares some students for graduate studies and some for the teaching
profession. The liberal arts tradition is served by offering courses that
will enable a student to follow developments with some degree of comprehension.
Major: 48 credits, including 21, 22, 23, 51, 52, 61, 62, 63, 81, 82, and
5 credits of 77.
Recommended for graduate school: 53, 70, 75, 83 in addition to courses
listed for the major.
Minor: 29 credits.
H l ASTRONOMY
4 crs.
A descriptive course requiring only elementary mathematics. Our
solar system, the stars, and galaxies. The necessary optical i n s h m e n t s
are explained, and use is made of a 12" reflecting telescope. Occasional
night viewing. [Fall, Winter.]
3 INTRODUCTION TO PHYSICS
4 crs.
A survey of physics, touching on some aspects of mechanics, heat,
sound, electricity and magnetism, optics and atomic physics. The
goals, methods and concepts are studied in a historical and contemporary context. Not intended for majors in physics. C4 lect., 2 hrs. lab.
Spring.I
1 2 1 , 22, 23 GENERAL PHYSICS
5, 5, 5 crs.
A rigorous study of the concepts of mechanics, fluids, heat, sound,
optics, electricity, and magnetism, and some aspects of modern physics.
For majors in physics and other specified fields. Must be taken in
sequence. [5 hrs. 1ect.-recit., 2 hrs. lab. Prereq.: Math. 41. 21, Fall.
22, Winter. 23, Spring.]
1 5 1 , 52 MECHANICS
4, 4 crs.
The classical equations of motion are presented for a single particle,
a system of particles, and for rigid bodies. Stationary and moving
frames of reference are used. Must be taken in sequence. [Prereq.:
23, Math. 58. 51, Fall. 52, Winter.]
53 MECHANICS
4 crs.
A restatement of classical mechanics employing Lagrange's equations.
Rigid body mechanics and small oscillations are included. [Prereq.:
52, Math. 58. Spring.]
1 6 1 ELECTRONICS
5
A review of D.C. and A.C. circuits b e f e e introducing the electron
and some circuit applications. The study of solid state diodes
transistors with applications to certain circuits. [4 lect., 2 hrs. lab.
req. : 23, Math. 43. Fall.]
crs.
tube
and
Pre-
1 62, 63 ELECTRICITY AND MAGNETISM
4, 4 crs.
Treats the classical electromagnetic theory using vector calculus throughout. Topics include electrostatics, magnetostatics, solutions of Laplace's
and Poisson's equations and the use of Maxwell's equations to the
solution of problems in electromagnetic wave phenomena. [Prereq.:
61, Math. 58. 62, Winter. 63, Spring.]
70 OPTICS
5 crs.
Both geometrical and physical optics are presented with the greater
emphasis on the latter. Reflection and refraction, interference, diffraction and polarization. [ 4 lect., 2 hrs. lab. Prereq.: 23, Math. 43.
Spring.]
1 75 MODERN PHYSICS
4 crs.
A phenomenological introduction to modern physics that includes the
Special Theory of Relativity, atomic theory, radiation, particles and
nuclear models. [Prereq.: 23, Math. 43. Fall.]
I cr.
77 ADVANCED PHYSICS LABORATORY
Independent laboratory investigations. Numerous experiments including mechanics, electricity, spectroscopy, nuclear physics. Students may
take this course five times for credit with the last term devoted to some
research project. [3 hrs. per wk. Prereq.: 23. Fall, Winter, Spring.]
1 8 1 , 82 THERMAL PHYSICS
4, 4 crs.
Study of thermal properties, using as illustrative material the properties
of gases, low temperature phenomena, and Curie's law substances.
Three main divisions : classical thermodynamics, kinetic theory, and an
introduction to statistical mechanics. [Prereq.: 52, Math. 84. 81, Fall.
82, Winter.]
1 83 INTRODUCTION TO SOLID STATE PHYSICS
4 crs.
A study of the physical properties of solids, particularly the properties
exhibited by atoms and molecules by virtue of their location in a
regular crystal lattice. [Prereq.: 82, Math. 84. Spring.]
UPPER DIVISION
DEPARTh'IENT
OF
POLITICAL
SCIENCE
MR. STENSHOEL, chairman, MR. DEWEY, MRS. NOONAN
Augsburg's offerings in political science are intended to facilitate an
understanding of the processes, concepts, and institntins of governance;
to provide an intellectual basis for effective and informed citizenship;
and to help prepare interested students for additional work at the
graduate or professional level, in such areas as law, political science,
public administration, and international relations.
Major: 45 credits in political science, plus 5 credits in Social Statistics
(Soc. 61). Political science courses required include 20, 21, 22, and a t
least one course in each of the following areas: Comparative Government (numbered in the 50's) ; International Relations (60's) ; Public
Law (70's) ;and Political Theory (80's).
Minor: 27 credits, including 20, 21, 22; and a t least one course in each
of three of the four areas indicated above.
A maximum of nine credits toward a political science major may be
earned from among certain specific courses offered by the departments
of history and economics. For information, see the Chairman of the
Department of Political Science.
.
.
Course 20, 21, or 22 will meet the general education requirement in
political science or economics.
20 AMERICAN GOVERNMENT I:
FOUNDATIONS OF AMERICAN DEMOCRACY
5 crs.
The nature, assumptions, and conditions of democratic politics in the
United States. Historical, economic, social, and constitutional factors
are considered, as well as the roles of political parties and interest
groups. The American system is compared briefly with democratic and
nondemocratic alternatives. [Winter.]
2 1 AMERICAN GOVERNMENT II:
AMERICAN NATIONAL GOVERNMENT
5 crs.
The Presidency, Congress, and the Supreme Court as instruments of
conflict and consensus in the American political system. The role of
the national government is examined in the context of social and economic interdependence and of ideological and pragmatic conflict.
[Spring.]
2 2 AMERICAN GOVERNMENT Ill:
STATE AND LOCAL GOVERNMENT;
PUBLIC ADMINISTRATION
5
crs.
Problems and patterns of state and local government, including urban
and metropolitan development and intergovernmental relationships. Public administration is introduced from several perspectives : as discipline,
as political process, as concrete expression of the positive state. [Fall.]
UPPER DIVISION
COURSES
.
.
50 COMPARATIVE DEMOCRATIC GOVERNMENTS
4 crs.
A comparative analysis of the respective political theories, institutions,
and processes of selected democratic states. [Prereq.: 20, 21, or 22, or #.
Winter.]
51 CONTEMPORARY COMMUNIST GOVERNMENTS
4 crs.
The political processes of the Soviet Union and other Communist states
are analyzed in terms of ideological assumptions, the party role and
institutional forms. [Prereq. : 20, 21, or 22, or #. Fall.]
W 60 INTERNATIONAL POLITICS
4 crs.
General theories of international politics, the basic factors involved in
international relations, and the formulation of foreign policy as background for study of recent international problems. [Prereq.: 20, 21, or
22, or #. Fall.]
62 COMMUNIST FOREIGN POLICIES
4 crs.
Analysis of the motivation, formulation, and implementation of foreign
policies of Communist nations, with emphasis upon the Soviet Union and
China. [Prereq. :51 or 60. Spring.]
70 CONSTITUTIONAL LAW I
4 crs.
The legal-political-philosophical role of the judiciary in the American
constitutional system is analyzed via a study of significant cases decided
by the U.S. Supreme Court. [Prereq.: 10 credits in American Govt. or
#. Winter.]
W 71 CONSTITUTIONAL LAW I I
4 crs.
A continuation cf course 70, emphasizing the protections afforded individ~lc.1righ's and liberties cnder the Bill of Rights and the Fourteenth
Amendment. [Prereq. : 70. Spring.]
W 80 POLITICAL THOUGHT TO 1800
4 crs.
Analysis of selected readings from outstanding political philosophers
from Plato throxgh Burke. Emphasis is placed upon elements reflected
in Western democratic thought. [Fall.]
W 8 1 RECENT POLITICAL THOUGHT
4 crs.
Conflicting ideologies of recent political thinkers, including anarchist,
Communist, elitist, and democratic views. [Winter.]
W 84 CONTEMPORARY POLITICAL ANALYSIS
4 crs.
An investigation of the theory-building and model-building of selected
contemporary political scientists, and of their philosophical and methodological assumptions. For majors in political science. [Spring.]
W 9 5 SEMINAR
3 crs.
Consult department chairman for information concerning terms and
subject matter. [Prereq. : # .]
W 9 9 INDEPENDENT STUDY
Registration by special permission. [Fall, Winter, Spring.]
2-5
crs.
DEPARmNT
OF
PSYCHOLOGY
MRS. DYRUD, chairman, MRS. ANDEREGG, MR. HOLMAN,
MRS. HOWARD
The objectives of this department are: (1) to acquaint the student with
the principles and methods in the scientific study of behavior; and (2)
to enable the student to better understand the processes which influence
behavior. Emphasis is on the study of human behavior.
.
.
..
.
.
Major: 36 credits, including 5, 59, 61, 62, 64, 81, 91, and 99. In addition,
Soc. 61 is required.
Minor: 24 credits including 5, 59, and 87.
5 GENERAL PSYCHOLOGY
5 crs.
A study of basic processes underlying behavior. The general principles
and methods of psychology are examined as they apply to the many
areas of specialization in psychology. [Prereq.: So. or #. Fall, Winter,
Spring.I
7 GENERAL PSYCHOLOGY SEMINAR
I cr.
Offered in connection with course 5 for one additional credit. I t includes advanced readings and discussion on general psychology topics.
[Prereq.: #. Fall, Winter, Spring.]
UPPER DIVISION
COURSES
50 EDUCATIONAL PSYCHOLOGY
4 crs.
See under Secondary Education.
5 1 DEVELOPMENTAL PSYCHOLOGY: CHILD
4 crs.
Development of personality and/or behavior of children, with emphasis
on theoretical considerations and empirical findings regarding socialization, cognition, family relationships, and general psychological development. [Prereq.: 5 and concurrent registration in or completion of
statistics. Fall.]
52 DEVELOPMENTAL PSYCHOLOGY: ADOLESCENT 4 crs.
Development of personality and/or behavior patterns of adolescents,
with emphasis on theory and empirical findings regarding physical
and sexual development, parent-child relationships, identity and the
peer group, cognitive development and achievement, and social class
differences. [Prereq.: 5 and concurrent registration in or completion of
statistics. Winter.]
53 DEVELOPMENTAL PSYCHOLOGY: ADULT
4 crs.
Development of personality and/or behavior patterns of adults, with
special emphasis on young adults. Some theory and empirical findings
regarding personality, values, interests and vocational choice, sexuality, adjustment and behavior change. A brief discussion of findings in
geriatric psychology. [Prereq. : 5 and concurrent registration in or completion of statistics. Spring.]
55 HUMAN GROWTH AND DEVELOPMENT
4 crs.
See under Elementary Education.
W 59 PSYCHOLOGICAL MEASUREMENT I
4 crs.
Theory and principles of measurement and testing. Examination given
to the purposes, construction and use of measurement devices in personnel work of business and industry. [Prereq.: 5, and Soc. 61. Fall.]
.
60 PSYCHOLOGICAL MEASUREMENT II
4 crs.
Administration and interpretation of standardized tests of intelligence,
aptitude, interest, achievement and personality. Special emphasis given
to the use of the Revised Stanford-Binet and Wechsler Adult Intelligence
Scale in supervised practice situations. [Prereq. : 59. Winter.]
W 61 PERSONALITY I: APPROACHES TO PERSONALITY 4 crs.
A study of the dynamics of human adjustment with emphasis on behavior
that customarily falls within the normal range. Includes an introduction
to major theories of personality. [Prereq.: 5. Fall.]
W 62 PERSONALITY II: ABNORMAL PSYCHOLOGY
4 crs.
A study of the sociological, biological, and psychological factors involved
in abnormal behavior. Contains an examination of diagnostic categories,
treatment, and research in mental illness. [Prereq.: 61. Winter.]
W 64 EXPERIMENTAL PSYCHOLOGY
4 crs.
An introduction to experimental n~ethodologyin psychology : experimental
design, operations, and data analysis. [Prereq.: 5 and Soc. 61. Spring.]
W 75 SOCIAL PSYCHOLOGY
See under Department of Sociology.
5 crs.
81 HISTORY AND THEORY
4 crs.
A survey of ideas and events of importance in the development of
current areas of psychology. [Prereq.: 13 crs. in psych. or #. Fall.]
85 COUNSELING PSYCHOLOGY
4 crs.
An introduction to the basic principles, methods, and techniques of
counseling. Consideration given to goals and ethical problems in a
counseling relationship. [Prereq. : 62. Winter.]
87 DIFFERENTIAL PSYCHOLOGY
4 crs.
Survey of individual and group differences and factors such as age,
heredity, sex and environment which contribute to variations in ability
and temperament. [Prereq. : 5. Fall.]
91 SEMINAR IN PSYCHOLOGY
3 crs.
A study of psychological problems in the contemporary world. [Prereq.:
17 crs. in psych. or
#.
Spring.]
99 RESEARCH PROBLEMS
2-3 crs.
Independent study in which students conduct individual research projects.
[Prereq. :
# . Fall,
Winter, Spring.]
MR. P . A. QUANBECK, chairman, MR. BENSON, MR. COLACCI,
MR. FRETHEIM, MR. RTANDSAGER, MR. OLLILA, MR. SKIBBE
The courses in religion are intended to assist the student in his
reflection on the meaning of the Christian Church through the study
of its beliefs, its scripture, and its mission.
The graduation requirement includes 18 credits in religion. Of these
credits 10 must be in the lower division, and at least 8 must be upper
division. Freshmen are required to take course ll: sophomores, course
21. Courses ll and 21 are prerequisites for all upper division courses.
Only one of courses 53, 54 may apply toward the graduation requirement.
Requirements for transfer students will be determined a t the time of
admission.
Major: 46 credits, including one course from each of the following
groups of courses plus one seminar: 51-59; 61-63; 71-74; 81-85. Also
required are: two courses each in history, literature, philosophy (above
21); and one course in either sociology or psychology (above 5). Two
courses of upper division Greek may be counted toward a major in
religion.
Minor: 26 credits.
DEPARTMENT
OF
RELIGION
W I l INTRODUCTION TO THEOLOGY
5 crs.
.An inrroduction to the academic discipline of theology and to the dialogue
beriveen the church and the world which concerns Christian doctrine.
1 Fall, Winter. S ~ ~ r i n1g .
21 BIBLICAL STUDIES
5 crs.
The origin, literary character, and transmission of the biblical documents. The task of biblical interpretation. The history of Israel and
the emergence of the church. [Fall, Winter, Spring.]
UPPER DIVISION
COURSES
W 5 1 THE TEACHING MINISTRY OF THE CHURCH
4 crs.
The historical development and theological foundation of education in
the church, The relationship of the teaching and preaching ministries.
Methods and means of teaching, and the task of Christian education
today. [Winter.]
52 THE THEOLOGY AND FORM OF CHRISTIAN
WORSHIP
4 crs.
A study of the origin of Christian worship, the development of the various liturgical traditions and the recent liturgical innovations. Attention will be given to both the theology and the form of worship. Visits
will be made to a variety of worship services. [Winter.]
53 HISTORY OF RELIGIONS I
4 crs.
A study of primitive religion and several religions of the Near East,
including Islam and Zoroastrianism. [Fall.]
W 54 HISTORY OF RELIGIONS I1
4 crs.
A study of several religions of the F a r East, including Hinduism, Buddhism, Confucianism, and Taoism. [Winter.]
59 RELIGION AND SOCIETY
4 crs.
See under Department of Sociology.
W 61 EARLY CHRISTIAN FATHERS
4 crs.
The development of certain f ~ n d a m e n t a ltheological doctrines from the
time of the Apostolic Fathers up to the Ecumenical Councils of the
early church. [Fall.]
W 62 THEOLOGY OF THE REFORMERS
4 crs.
An introduction to the theological thought of the Protestant reformers
of the sixteenth century. Special attention to the writings of Martin Luther,
John Calvin, and other representative figures. [Winter.]
63 AMERICAN PROTESTANTISM
4 crs.
The Protestant ethos in the United States. Special attention to the rise
of religious liberty, revivalism, the American denominational structure,
and the responses of American Protestantism to the challenges of its
environing culture. [Spring.]
71 JESUS AND HIS INTERPRETERS
4 crs.
Consideration of the New Testament Documents, particularly the Gospels, dealing with their content, literary structure and relationships.
Attention to the variety of interpretations given the person of Jesus,
including the "quest for the historical Jesus." [Fall.]
4 crs.
7 2 THE THEOLOGY OF PAUL
A study of the Apostle Paul including his historical background, his
relationship to the early church, and some of the themes to be found
in his writings. [Spring.]
73 THE MESSAGE OF THE OLD TESTAMENT
4 crs.
The various types of Old Testament literature. The distinctive ideas of
Hebrew thought with emphasis on the message of the prophets. [Winter.]
74 STUDIES IN GENESIS ONE TO ELEVEN
4 crs.
A detailed study of these chapters, with discussion of their theological
significance and their background in Israel and the ancient Near East.
Special attention will be given to interpretive problems, particularly
a s related to history and science. [Fall.]
81 CONTEMPORARY THEOLOGY
4 crs.
An introduction to some representative trends in Christian theological
thought today, as seen from the systematic perspective, in the light of
the continuing theological task of the Christian Church. [Spring.]
82 CONTEMPORARY ROMAN CATHOLIC THEOLOGY 4 crs.
New trends of Roman Catholic theology a s expressed in the writings of
some of its representatives. Relation of new theological and biblical
insights to the dogmatic definitions of the church. [Fall.]
83 CHRISTIAN ETHICS
4 crs.
The bases of Christian social responsibility, in terms of theological and
sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. [Fall.]
84 CHRISTIAN VIEW OF MAN
4 crs.
The Christian doctrine of man and salvation. Its uniqueness and relevance to certain other contemporary views of the nature and destiny
of man. [Spring.]
85 THEOLOGY OF THE ECUMENICAL MOVEMENT
4 crs.
A study of the theological factors inherent in the origin, the various
participating churches and the main results of the modern Ecumenical
Movement. Representatives from various religious groups will be invited to lecture and lead discussions. [Winter.]
86 SEMINAR
4 crs.
Special study in some field of theology. Registration is by permission
of the instructor.
99 INDEPENDENT STUDY
2-5
crs.
SCANDINAVIAN STUDIES
See under Department of Modern Languages.
SOCIAL SCIENCE MAJOR
See under Curriculums.
MR. TORSTENSON, chairman, MR. BLOOM. MR. HUSFLOEN,
MRS. MADSON, MR. NELSON, MR. NORDLIE, MR. VETVICK
The objectives of this department are to help students attain a better
understanding of society, its social order and forces of social change; to
prepare students for social service occupations and for post-graduate
studies in such fields as sociology, social work, industrial relations, urban
planning, etc. The Department seeks to maximize its urban setting by
promoting research and participant-observation experiences in the TwinCity Metropolitan region.
DEPARTMENT
OF
SOCIOLOGY
Major: 50 credits consisting of 20 lower division credits a.nd 30 upper
division credits, including 61, 62, 76, 91. Psych. 5 also required.
Philosophy of Science i s strongly recommended.
Major with Social Work Sequence: 50 credits consisting of 20 lower
division credits and 30 upper division credits including 51, 52, 53, 54.
55, 56, 61. Psych. 5 also required.
Minor: 25 credits including 12, 43, 61.
Sociology 11 is prerequisite to all other sociology courses.
W I I MAN IN MODERN SOCIETY
4 crs.
The cultural and structural dynamics of the Western world as seen
through sociological perspectives. A focus on normative patterns, social
organizations, social institutions, and socialization in the context of
social change. [Fall, Winter, Spring.]
W 12 SOCIAL PROBLEMS
4 crs.
The dynamic processes a t the root of contemporary social problems
in the context of historical, social and cultural change. [Winter, Spring.]
W 31 MARRIAGE AND FAMILY
5 crs.
The course is designed to help the student in his preparation for marriage and parenthood and focuses on such issues as the interpersonal
relationships of dating, selection of a marriage partner, constructive use
of the engagement period, early marriage adjustments, childbirth, discipline of children, and sex education. Integral parts of the course
include films, personal analysis papers, and the discussion of case
studies. A secondary emphasis is given to such sociology of the family
concerns as tracing the family historically and cross-culturally, and
viewing the contemporary American family against a background of
modern society and social change. [Winter, Spring.]
W 41 INTRODUCTION TO ANTHROPOLOGY
4 crs.
Man's prehistory and contemporary primitive societies. An analysis
of the origins of life and man, race and culture, and cultural and
social anthropology including subsistence and crafts, marriage and
kinship, social control, religion and magic, personality and culture,
and cultural growth. [Fall.]
W 42 RURAL AMERICAN COMMUNITY
4 crs.
The social origins, development, and contemporary forms of rural
society and the small community. The historic roots of the American
rural community; rural social movements; and rural life in world
perspective. [Winter.]
W 43 MODERN URBAN COMMUNITY
4 crs.
The cultural and social organization of the city in historical perspective
including the forms, processes, and problems of the modern metropolis.
[Spring.]
UPPER DIVISION
COURSES
W 51 FIELDS OF SOCIAL WORK
4 crs.
Examines basic concepts and values in the practice of social work;
historical development and trends in Social Policy and Programs in the
U.S.; and surveys the social services offered through the various public
and non-profit agencies and institutions. [Prereq.: Concurrent registration
in 54. Fall.]
52 INTRODUCTION TO METHODS OF SOCIAL WORK 4 crs.
Provides a beginning understanding of the three methods of social workcasework, group work, and community organization. Explores basic
concepts of human growth and behavior and social process and their
relationship to the methodology of social work. [Prereq.: 51, and concurrent registration in 55. Winter.]
53 WELFARE ISSUES IN MODERN SOCIETY
4 crs.
Examines Social Welfare's responsibility and relevance to the problems
of modern society including poverty, mental illness, automation, deviant behavior, mental retardation, and civil rights. Explores some of
the recent experiments and new approaches to these problems both
within and outside the Social Welfare field. Points up some of the
current and re-occurring issues within and about Social Welfare in
modern society. [Prereq.: 52 and concurrent registration in 56. Spring.]
54,55,56 FIELD EXPERIENCE IN SOCIAL
AGENCIES
I cr. per term
Students are assigned five hours per week to work in a social agency
such as a settlement house, or a hospital, public welfare, family service
correction and services to the mentally retarded. Responsibilities vary
according to the agency. From one to four students are assigned to each
agency. The agency provides the supervision and recommended grade
for the course. No credit given unless all three quarters are completed.
Must be taken concurrently with Soc. 51, 52, and 53. [54, Fall. 55, Winter.
56, Spring.]
57 SUMMER WORK STUDY IN CORRECTIONS
AND SOCIAL SERVICE
5 crs.
A summer experience for undergraduate students combining independent study and paid work experience in the fields of Corrections and
Social Services.
59 RELIGION AND SOCIETY
4 crs.
An examination of the social sources and structure of the church.
Particular emphasis is given to the study of bureaucracy and its relation to religious systems. Some exploration of the changing patterns of
society and the relationship of these changes to the institutional church.
[Fall.]
6 1 INTRODUCTION TO SOCIAL STATISTICS
5 crs.
Scientific methods of collecting, organizing, comparing and interpreting socio-psychological data. Constructing graphs and tables, finding
measures of central tendency, variability and association, and h y p e
thesis testing. IPrereq. : high school algebra or equir. Fall, Spring.]
62 SOCIAL RESEARCH
5 crs.
Methods of investigation in sociology and psychology. An examination
of procedures and problems of the research prccess. An analysis of
research designs and techniques. The construction of questionnaires
and other data-gathering tools. [Prereq.: 61. Winter.]
5 crs.
Non-normative behavior with an emphasis upon crime and delinquency.
Gang-delinquencv, white-collar crime, organized crime. The theories
of crime causation, treatment, and prevention. [Spring.]
W 73 CRIME AND DELINQUENCY
M 75 SOCIAL PSYCHOLOGY
5 crs.
Society and the individual, the socialization process, the development
of personality, the impact of group norms. The various theoretical
schools of social psychology. Selective forms of collective behavior
such as cro-.vd, rumor, and audience. [Fall.]
82 RACIAL AND MINORITY GROUP RELATIONS
5 crs.
The historical, cultural, structural and psychological dimensions of
minority group relations. Major attention is focused upon prejudice,
racism and civil rights in the American setting. [Winter.]
83 INDUSTRIAL SOCIOLOGY
5
crs.
Large-scale organizations in contemporary industrial society. Bureaucracy, decision-making.. formal and informal or~anizational
structure and
labor-management relations. [Spring.]
85 SEMINAR IN THE MODERN METROPOLIS
I cr.
A study of the nature, dynamics and challenges of the emerging metropolitan community.
91 MODERN SOCIOLOGY THEORY
5 crs.
The development and nature of the major theoretical schools of contemporary sociology, in the context of their historical settings in the
nineteenth and twentieth centuries. [Winter.]
SPANISH
See under Department of Modern Languages.
DEPARTMENT
OF
SPEECH
MR. ANDERSON, chairman, MISS COLE, MRS. OLSON
This department aims to foster in students those skills which contribute
to meaningful self-expression and effective leadership. It seeks to
develop platform skills, intelligent speech compositions, and critical
listening hzbits. It aims, through courses in interpretative reading and
drama, to stimulate an appreciation of fine literature and drama.
Major: 40 credits. Students who do not plan to go into secondary or
elementary school teaching should consult with the department regarding
preparation for graduate school or other post-graduate opportunities.
Teaching major: 44 credits. For secondary education students: 11, 32,
12 a 52, 51 or 55, 60, 61, 66, and 76. In addition, a course in logic is
required, but credits in this course do not count toward the major.
Minor: 28 credits.
Teaching minor: 28 credits. For secondary education students: Y, 32,
51 or 55, 60, and 66. Course 76 is strongly recommended. For elementary
education students: ll, 16, 60, 61, ond 76.
For elementary education students, courses 16 and 76 are recommended.
Elementary education students who have had speech in high school
may request substitution of course 16 to fuliill the literature/speech
requirement. Normally, courses 11 and 51 fulfill this requirement.
I I BEGINNING SPEECH
4 crs.
Basic problems of effective speaking and critical listening. Meets five
times per week. [Fall, Winter, Spring.]
I 2 FORMS OF PUBLIC ADDRESS
4 crs.
Public speaking projects with emphasis on style, audience psychology,
and adaptation to various situations. [Prereq. : 11. Winter.]
16 STORY TELLING AND CREATIVE DRAMATICS
4 crs.
Selection of stories for various age groups. Techniques, observation,
and practice in story telling and creative dramatics. Recommended
for parish workers and elementary school teachers. [Fall, 196849.1
2 1 DEBATE
I cr.
Practice in debating the intercollegiate debate question of the year.
Participation in intercolle$ate debates. Open to all students. May be
repeated four times for credit. [Fall, Winter.]
28 STAGECRAFT
4 crs.
Construction, painting, and other aspects of scenery preparation. Open
to all students. [Winter.]
32 ACTING
4 crs.
An introduction to the art of acting. Practical work in pantomime and
improvisation; participation in dramatic presentations. [Spring.]
UPPER DIVISION
COURSES
H 5 1 ARGUMENTATION
5 crs.
Application of logic in public speaking, discussion, and debates. [Fall.]
52 PERSUASION
5 crs.
Theory of persuasion and propaganda; study of great speeches; practical work in speech writing. [Prereq. :11. Spring, 1968-69.1
55 GROUP LEADERSHIP AND DISCUSSION
5 crs.
Theories of group leadership: principles and types of discussion; practice in discussion techniques. [Winter.]
60 INTERPRETATIVE READING
5 crs.
Basic principles of oral interpretation of literature. Practice in reading
prose, poetry, and drama. [Fall, Winter.]
61 INTRODUCTION TO DRAMATIC ARTS
5 crs.
An introduction to history of the theater and to theories of drama and
dramatic production. [Fall.]
66 STAGE DIRECTION
5 crs.
Theory and practice of stage direction with laboratory exercises in planning productions and conducting rehearsals. [Spring.]
67 LIGHTING AND SCENE DESIGN
5 crs.
History, theory, and practice of stage lighting and scene design. [Fall,
196%70.]
68 DRAMA IN THE CHURCH
5 crs.
History of drama in the church, reading and discussion of plays, study
of uses of drama by the local congregation. [Spring, 1969-70.1
76 SPEECH PATHOLOGY
5 crs.
Physical and psychological factors underlying normal and abnormal
speech. An introduction to principles and methods of speech correction.
[Winter.]
99 INDEPENDENT STUDY
1-3 crs.
Selected topics in oral interpretation, acting, theater history, rhetorical
theory, or speech pathology; individual projects with emphasis on the
use of primary sources and methodolgy of research. [Fall, Winter,
Spring.]
SPECIAL
PROGRAMS
OF
--
STUDY
AFFILIATION WITH SCHOOLS OF NURSING
Student nurses in the Schools of Nursing a t the Lutheran Dwconess, .Swedish, Fairview, and ~ e t h o d i i tHospitals in Minneapolis receive some of their instruction at Augsburg College. Application for admission to the Schools df Nursing should be made to
the hospitals directly.
MEDICAL TECHNOLOGY
In cooperation with the Minneapolis General and Swedish Hospitals, Augsburg offers work which enables the student to receive a
college degree with a major in Medical Technology. The first three
years of this work are taken a t Augsburg and a final twelve-month
program is completed a t one of the two hospitals.
CORRECTIVE THERAPY [7
A program in Corrective Therapy worked out in cooperation with
the Veterans Administration Hospital is available to students who
complete a major in Physical Education a t Augsburg. Tke program
requires 250 hours of clinical observation. practice, and orientation under the direction of the Chief of Physical Medicine and Rehabilitation Service at the Veterans Hospital. The work may be
done either during the senior year or after graduation. It carries
no college credit.
SPAN
Augsbrrrg participates in the SPAN (Student Project for AmiQ
among Nations) program. Tnis 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. -4ppplications are made in the spring of the sophomore year.
JUNIOR YEAR ABROAD [7
Arrangements have been made under which Augsburg College students may spend their sophomore or junior year in study a t a
number of European educational institutions. These institutions are:
The University of Oslo, Norway; Schiller College and The Goethe
Institute in Germany; and The Institute for American Universities a t Aix-en-Provence in France. Study a t other institutions
may be possible through special arrangements. Applications for
such foreign study must be approved by the Committee on Admissions and Student Standing. In addition, the student's program
of study while in Europe must be approved by his faculty adviser
prior to making application to the Committee on Admissions and
Student Standing. A year of foreign study is recommended only
for students with good scholastic records whose programs of study
can be followed satisfactorily a t the institutions chosen. Credit
earned through foreign study can usually be applied to the student's graduation requirements as electives or, occasionally, as
elements of his major sequence. Such credit ordinarily does not
satisfy the general education requirements with some exceptions
such as the study of a foreign language.
HONORS PROGRAM
For superior freshman sudents, some special accelerated sections
are available in such subjects as English and History. For superior
students of all classes, special colloquia are offered each term.
Many departments of the college offer a program through which
the student can earn honors in his major field. Students of high
ability who are interested in pursuing an honors curriculum are
invited to write to the Director of the Honors Program for infomation regarding the Honors Programs which may be open to them.
Honors students are selected on the basis of previous academic
achievement and test results.
NORTH-SOUTH STUDENT EXCHANGE PROGRAM
In order to promote better understanding in the area of race relations and to encourage better cultural exchange between the
students of Augsburg College and colleges in the South, Augsburg
has entered into an agreement with various southern colleges
whereby an interchange of students may take place. This exchange
may take place during either the second or third, term, or both,
depending upon the schedules of the cooperating colleges.
In order to qualify for the exchange program, the Augsburg student must secure the approval of his/her parents (if he/she is a
minor), his/her major adviser, and various college officials. A
further general requirement is approval by the student exchange
board which will, among other things, require a grade point average of a t least 2.50.
Further details and application forms may be secured from the office of the Dean or the President of the Student Society.
THE PASS/NO CREDIT GRADING SYSTEM
Effective with the 196748 academic year, a Pass/No Credit
grading system is available to juniors and seniors only, applicable
to a maximum of one course per term. The provisions of the system
are as follows:
1. Juniors and Seniors only may choose to be graded on the
2.
3.
4.
5.
6.
basis of Pass/No Credit instead of a regular grade for a
maximum of one course in any one term.
The Pass/No Credit option may not be applied to courses
in the student's major field.
Each department of the college shall determine which,
if any, of the courses it offers may not be taken by any
student on a Pass/No Credit basis. Students will be informed by the Registrar's Office a t each registration day
of the courses which may not be taken under the system.
Although credits earned under the system will be counted
toward fulfilling the requirements for graduation, Pass/No
Credit grades will not be used in computing the student's
Grade Point Average.
The student must exercise the option of taking a course
under the Pass/No Credit grading system at the time of
his registration for the course, and may not change after
the end of the first week of the term.
Under the Pass/No Credit grading system, the grade of 'S'
shall be assigned to the student earning the equivalent of
a grade from 'A' to 'C'; the grade of 'N' to the student earning the equivalent of a grade from 'D' to 'F'.
AUGSBURG SUMMER SCHOOL
Students may earn up to ten credits of college work in a sixweek summer session from June 24 through August 2, 1968.
For 1969, tentative plans call for a similar six-week term beginning June 9, followed by a short term of three weeks set for
July 21 through August 8, during which additional five credits may
be earned.
Most courses will meet mornings, Monday through Friday. Others
will meet for longer periods two evenings a week, in order to accommodate part-time students employed during the day.
Eligible to attend Augsburg summer school are present students
and graduates of Augsburg and other accredited colleges and universities, as well as recent high school graduates whose class
standing and scores in college aptitude examinations indicate a
high probability of success in college work.
Courses to be offered during the summer sessions will be determined, in part, by demand. Most will not require prerequisites. In
addition to formal classes, provisions are being made for independent study in several areas, and for individual instruction in
voice and instrumental music.
For 1968, summer tuition for 8-10 credits is $220.00, plus a registration fee of $5.00. The latter fee will, however, be waived for
those completing registration not later than June 14. Private lessons will be charged separately.
A single board and room charge for the 1968 summer session will
be $100.00, and will provide morning and noon meals exclusive
of weekends, and a room from the evening of June 23 through the
morning of August 3.
For specific information, interested persons are asked to write:
Director of Summer School
Augsburg College
Minneapolis, Minnesota 55404
CURRICULU'MS
The following courses of study are outlined as guides for the student and his adviser in planning a program for a selected major,
or a particular vocational objective.
GENERAL LIBERAL ARTS
The course of study given below suggests a sequence which may
be followed to include the required general education courses. For
electives, students should take care to include all courses required
for the major field of study. Requirements for the major are listed
under departmental headings.
Term
FRESHMAN
Religion 11
English 11, 12
History 1, 2, or 3
Sociology 11
Foreign Language
Electives
H. P.E. 1. 2, 3
I
Term
11 I11
Cr. Cr. Cr.
-
-
5
5
4
-
4
- - 5
5-6 -
4
5
5
1/3 1/3 1/3
SOPHOMORE
Religion 21
Foreign Language
Natural Science or Math.
Art 1 or Music 30
Pol. Sci. 20, 21, or 22, or
Economics 22
Electives
Term
JUNIOR
Religion
Philosophy 21
Speech 11 or Literature
Electives
I
II III
Cr. Cr. Cr.
- 4
- - 4
4
-
SENIOR
Religion
Electives
I
I1 111
Cr. Cr. Cr.
-
5
4 4
5-6 5-6 4
-
- -
6
-
-
- 4-5
6
Term
I II m
Cr. Cr. Cr.
12 12 12
AMERICAN STUDIES MAJOR
The following program is suggested for a major in American Studies.
FRESHMAN
Religion 11
English 11, 12
History 1, 2, or 3
Sociology 11
Foreien Laneuaee
~ i s t o 621. 22 H. P.E. 1, 2, 3
JUNIOR
Economics 22 (Optional)
Speech or Literature
Art 1 or Music 30
Religion 63
Sistory 55.
Psychology 81s
Sociology 42'; 43'
Philosophy 65
Electives (non-major)
SOPHOMORE
Religion 21
Foreign Language
Natural Science or Math.
Philosophy 21
English 45
Political Sci. 20. 21
- -
4
-4 -
-
4
4
4
4
-
-
4
4
4
4
- -
4
4
SENIOR
Sociology 59.
Political Sci. 70*
Histon 56'
~ d u c a i i o n87.
English 82.
Political Sci. 22'
American Studies 95
American Studies 99
Electives (non-major)
* Electives in the major program
ART MAJOR WITH HISTORY MINOR AS
PREPARATION FOR GRADUATE STUDY
FRESHMAN
I
Term
I1 111
Cr. Cr. Cr.
SOPHOMORE
Relieion 21
F o r & n Language
Natural Science or Math.
Philosouhy 21
Art 21Art 18, 55
History 2
History 61
I
Term
I1 III
Cr. Cr. Cr.
JUNIOR
Religion
Art 83. 84
Art 67
Art 50
History 3
Speech 11 or Literature
Music 30
History 21, 22
Elective
Term
I I1 I11
Cr. Cr. Cr.
- -
4
-
4
4
-
4
4
-
4
-
4
-- 4 5
5
- 4
4
-
SENIOR
Religion
Pol. Sci. 20, 21, or 22
or Economics 22
Art 68
Art 78
History 95
History 71
Art 99
Electives
Term
I I1 I11
Cr.
- Cr.
4 Cr.
-
--
4
8
-
4-5
4
4
3
-
- - 4
-
8
ART MAJOR FOR TEACHING IN SECONDARY SCHOOLS
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department
of Art.
FRESHMAN
Religion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Art 7
Art 8. 12
Sociology 11
H. P.E. 1, 2, 3
JUNIOR
Religion
Art 83, 84
Art 67
Art 50
H. P.E. 10
Education 50
Education 52, 53, 54
Education 59
Music 30
Electives
Term
I 11 m
Cr. Cr. Cr.
SOPHOMORE
Religion 21
Foreign Language
Natural Science or Math.
Philosophy 21
Speech 11 or Literature
Term
I 11 I n
Cr. Cr. Cr.
Art
---. 21
-Art 18 and 55
Psychology 5
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Religion
Education 84
Education 83
Education 87
Pol. Sci. 20. 21. or 22
or Economics 2 2
Art 68, 99
Art 78
Term
I I1 I11
Cr. Cr. Cr.
BIOLOGY MAJOR
The following program is recommended for students who plan to
do graduate work in biology. Where choices of biology are indicated,
the student should choose carefully the course best suited to his
field of interest. At least one term of botanical work is usually
desirable. Biology 72 is required.
FRESHMAN
Religion 11
Englsh 11. 12
History 3
Sociology 11
Chemistry 5 or 15
Chemistry 6 or 16
Biology 11, 12
H. P.E. 1, 2, 3
JUNIOR
----------
Foreign Language
Physics 21. 22. 23
Biology 61; 71; or 76
Biology 63, 72 or 74
Pol. Sci. 20, 21. or 22
or Economics 22
Term
I I1 I11
Cr. Cr. Cr.
SOPHOMORE
Religion 21
Speech 11 or Literature
Chemistry 51, 52, 53
Mathematics 40, 41, 42
Biology 53 or elective
Term
I I1 111
Cr. Cr. Cr.
-
-
5
- 6 6
1 / 3 1/3 1/3
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Religion
Foreign Language
Art 1 or Music 30
Philosophy 21 or 23
Biology 51, 71, or 76
Biology 73 or elective
Biology 72. 74, or 81
Biology 91, 92, 93
Electives
Term
I I1 I11
Cr. Cr. Cr.
BIOLOGY MAJOR FOR SECONDARY SCHOOL TEACHING
The program suggested below provides for the recommended courses
in chemistry as well as for a good background in the biological
sciences. When making the choices between the biology course
options, it is important that the various disciplines of biology are
represented. Biology 72 and one other course in the 70 series are
required.
Term
Term
FRESHMAN
Religion 11
English 11. 12
History 3
Socioloev 11
I
I1 111
SOPHOMORE
Cr. Cr. Cr.
5
4
-
-
-
- 5-
6
-
6
-
4
4
6
- -
6 1/3 1/3 1/3
Relieion 21
~ o r G g nLanguage
Biology 51
Psychology 5
Chemistry 23
H. P.E. 10
Mathematics 13 or 40*
Mathematics 14 or elective*
Religion
Speech 11 or Literature
Foreign Language
Education 50. 59
Chemistry 53'
Biology 61. 71, or 76
Biology 53 or 73
Biology 63, 72, or 74
Education 52, 53, 54
I
I1 I11
5
5
5
-
5
5
-
-
5
-
-
6
5
-
-
Term
Term
JUNIOR
I
Cr Cr. Cr.
TI I11
Cr. Cr. Cr.
- 4
4
4 4 5
4
5
5-6
6
5-6
0 0 0
-
-- -
SENIOR
Religion
Art 1 or Music 30
Biology 61, 71, or 76
Biology 72, 74, or 81
Biology 91, 93
Education 83
Education 84
Education 87
Pol. Sci. 20, 21, or 22
Philosophy 21 or 23
I
I1 I11
Cr. Cr. Cr.
4
4 - 5-6
- - 5-6
1 - 1
- 5 10
4
4-5 4
- -
- - -
Elective if the student is allowed to take Mathematics 40 rather than Math. 13 and 14.
MAJOR IN BUSINESS ADMINISTRATION
(ACCOUNTING SPECIALIZATION)
Students with a major in Business Administration may specialize
in accounting or finance. Students are urged to read carefully the
statement under the Department of Business Administration.
Term
FRESHMAN
I
I1 I11
SOPHOMORE
Cr. Cr. Cr.
Religion 21
Foreign Language
Business Ad. 31
Economics 22, 23
Philosophy 21
Speech 11 or Literature
Art 1 or Music 30
Electives
Relieion 11
E n g E s h 11, 12
History 1. 2, or 3
Business Ad. 1. 2
Sociology 11
Natural Science or Math.
Elective
H. P.E. 1. 2, 3
Religion
Foreign Language
Sociology 61
Business Ad. 61
Economics 51
Business Ad. 62, 63
Electives
I
I1 I11
Cr. Cr. Cr.
4 4 4 - - 5
5 5 - 5 5
- 4 5
-
5
-
5
-
5
5
4
4
- -
Term
Term
JUNIOR
Term
I I1 I11
Cr Cr. Cr.
SENIOR
I
I1 I11
Cr. Cr. Cr.
Religion
Business Ad. 81
Business Ad. 83
Electives
MAJOR IN BUSINESS ADMINISTRATION
(FINANCE SPECIALIZATION)
FRESHMAN
Religion 11
English 11, 12
History 1, 2, or 3
Business Ad. 1, 2
Sociology 11
Natural Science or Math.
Elective
H. P.E. 1, 2, 3
Term
I I1 I11
Cr. Cr. Cr.
5
4 5
4
4 4 - - 4
5-6 5-6 4
1/3 1/3 1/3
--
- -
- -
SOPHOMORE
Religion 21
Foreign Language
Business Ad. 31
Economics 22, 23
Philosophy 21
Speech 11 or Literature
Art 1 or Music 30
Electives
Term
I I1 111
Cr. Cr. Cr.
-
-
5
5
5
-
5
-
-
4
4
JUNIOR
Religion
Foreign Language
Sociology 61
Economics 51
Business Ad. 61, 62
Electives
Term
I I1 I11
Cr. Cr. Cr.
Term
I 11 I11
Cr. Cr. Cr.
SENIOR
Religion
Business Ad. 78
Business Ad. 73
Electives
BUSINESS EDUCATION
MAJOR FOR TEACHING IN SECONDARY SCHOOLS
FRESHMAN
Religion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Business Ed. 1
Business Ed. 10
Sociology 11
Philosophy 21
H. P.E. 1, 2, 3
JUNIOR
Religion
Education 50
Education 52. 53. 54
Education 59
Business Ad. 1, 2
Business Ed. 50
Economics 22, 23
Business Ed. .63
Art 1 or Music 30
Electives
Term
I I1 I11
Cr. Cr. Cr.
SOPHOMORE
Relieion 21
ForGgn Language
Natural Science or Math.
Speech 11 or Literature
Psychology 5
Business Ed. 21
Business Ed. 22
Business Ed. 53
Business Ed.. 8
Term
I I1 I11
Cr. Cy. Cr.
4 - 6
-
-
SENIOR
Religion
Education 84
Education 83
Education 87
H. P.E. 10
Business Ad. 31
Electives
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 I11
Cr. Cr. Cr.
CHEMISTRY MAJOR
The following course of study meets the requirements for the
Bachelor of Arts degree a t Augsburg College and is approved by
the American Chemical Society for students who plan to do graduate study in chemistry.
FRESHMAN
Religion 11
English 11, 12
History 1, 2, or 3
Mathematics 40
Chemistry 15, 16 or 5, 6
Mathematics 41, 42
H. P.E. 1. 2, 3
JUNIOR
Religion
Chemistry 61. 62
Chemistry 63
Mathematics 83
Foreign Language
Philosophy 21
Chemistry 91
Electives
Term
I I1 I11
Cr. Cr. Cr.
-
4
5
6
-
5
-
5
-
4
6
- 5 5
1/3 1/3 1/3
SOPHOMORE
Religion 21
Chemistry 51, 52
Chemistry 53
Physics 21, 22, 23
Mathematics 43
Sociology 11
Term
I I1 I11
Cr. Cr. Cr.
Religion
â¬hemism 81. 83
C h ~ m l s m$2
Forcim L ~ ~ g u a g e
Speech 11 or Literature
Pol. Sci. 80. 21. or 22
or Economics 22
Art 1 or Music 30
Chemistry 91
Electives
Term
I I1 I11
Cr. Cr. Cr.
- -
5
6
6
5
5
-
5
5
4
-
-
5
-
-
Term
I I1 111
Cr. Cr. Cr.
- - 4
5 - 5
- 4 4 - 4 - -
DENTISTRY
Students planning to enter the pre-dental curriculum should take
geometry, trigonometry, and higher algebra in high school. Courses
in physics and chemistry are highly desirable.
The following schedule will meet the requirements for admission to
most dental schools. Prospective dental students, however, should
inquire of the dental schools in which they are interested about
specific requirements.
Term
FRESHMAN
Religion 11
English 11. 12
Mathematics 40. 41
Biology 11, 12 '
Chemistry 15, 16 or 5, 6
H. P.E. 1. 2, 3
I
Term
I1 111
Cr. Cr. Cr.
- - 5
4 - 5
5 5
- 6 6
6 6 1/3 1/3 1/3
-
SOPHOMORE
Religion 21
Pol. Sci. 20, 21 or 22
Sueech. Lit. or Hist.
~;ychology 5
Chemistry 51, 52
Physics 21, 22, 23
I
I1 111
Cr. Cr. Cr.
5
- 5
- - 4
-
-
ECONOMICS MAJOR
The following program is a suggested course of study. Students are
urged to read carefully the statement under the Department of
Business Administration, Economics, and Business Education.
Term
FRESHMAN
Religion 11
English 11, 12
History 1, 2, or 3
Natural Science or Math.
Sociology 11
Electives
H. P.E. 1, 2, 3
JUNIOR
Religion
F o r s g n Language
Sociology 61
Economics 51, 58
Electives
I
Term
I11
Cr. Cr. Cr.
5 - 4 5
4
5-6 5-6
- 4
- - 10
1/3 1/3 1/3
-
-
-
Term
I I1 I11
Cr. Cr. Cr.
4
- 4
4 -
SOPHOMORE
Religion 21
Foreign Language
Philosophy 21
Speech 11 or Literature
Art 1 or Music 30
Business Ad. 1, 2
Economics 22, 23
Electives
I
I1 111
Cr. Cr. Cr.
- 5 5 5 - - 4
- - 4
- - 4
4
4 4 - 4
4 - Term
SENIOR
Religion
Electives
I
I1 I11
Cr. Cr. Cr.
- 4 15 12 15
ELEMENTARY EDUCATION
Students planning t o prepare for elementary school teaching are
required t o complete the following curriculum. Except where a
choice is indicated substitutions may be made only upon the approval of the Director of Elementary Education. Since the optional
subjects and free electives are limited, the program must be followed carefully from the first year.
For the science-mathematics general education requirement, elementary education students are required to take one course in
biological and one in physical science. For the speech-literature
requirement in general education, they are required to take Beginning Speech unless exempted.
The major in this program is Elementary Education. Each student
is required t o complete a minor. Variations in the requirements of
the minor from those prescribed by the department may be permitted subject to special departmental approval. An academic major is highly recommended.
FRESHMAN
Religion 11
Engljsh 11, 12
Foreign Language
Historv 1. 2. or 3
~ i o l o & o a lscience
H. P.E. 10
Sociology 11
H. P.E. 1. 2. 3
Elective (minor)
JUNIOR
Relieion
ducati ion 55
Education 56
Education 52, 53, 54
Geography 14
Education 64
Term
I I1 111
Cr. Cr. Cr.
5 5
4
5 5
- 4
5 - 5
- 4
1/3
. 1/3
. 1/3
.
- 4 -
-
-
-
-
-
-
Term
I 11
Cr. Cr. Cr.
- 4 5 - 4 - 0 0 0
- 4 - - 6
rn
SOPHOMORE
Religion 21
Foreign Language
Psychology 5
Phvsical Science
poi. ~ c i 20,
.
21 or 22
Music 30
History 21 or 22
Elective (minor)
SENIOR
Relieion
r ducat ion 77
Philosophy 21
Speech 11
Education 79
Education 87
Education 65
Electives (minor)
Term
I I1 111
Cr. Cr. Cr.
5
4 4
5
4-6
- 5 4
5
- 4 5
- - ~
- -
Term
I I1 I11
Cr. Cr. Cr.
4 - -
Elective (minor)
JUNIOR AND SENIOR HIGH SCHOOL TEACHING
Each state sets certain requirements for obtaining a teacher's certificate. The program outlined below satisfies the requirements for
certification a t the junior and senior high school level in Minnesota and most of the neighboring states. The student should, during his sophomore year, apply t o the Committee on Teacher Education for admission t o the education curriculum. He will also need
to apply for student teaching during the junior year. Admission will
be determined on the basis of scholarship and other qualifications.
Areas in which students may obtain teaching majors or minors
are:
Art
Business Education
English-Language Arts
English
Speech
Foreign Language
French
German
Scandinavian Studies
Spanish
Health and Physical Education
Mathematics
Music
Natural Science
Biology
Chemistry
Physics
Social Sciences
History
Political Science
Minors for teaching are also offered in Latin and Library Science.
FRESHMAN
Religion 11
English 11, 12
Foreign L a n g ~ a g e
History 1, 2, or 3
Sociology 11
H. P.E. 1, 2, 3
Electives
JUNIOR
Religion
Philosophy 21
Speech 11 or Literature
Education 50, 59
Education 52, 53. 54
H. P.E. 10
Electives in the major
Term
I I1 I11
Cr. Cr. Cr.
- 5 4 5 5
5
4 - 4
1/3 1/3 1/3
5-6 5
-
Term
I I1 I11
Cr. Cr. Cr.
4 - - 4 - 4
5
4
0
0 0
-
-
5
-
8
8
8
SOPHOMORE
Religion 21
Foreign Language
Music 30 or Art 1
Natural Science or Math.
Pol. Sci. 20, 21 or 22
or Economics 22
Psychology 5
Electives
SENIOR
Reliigon
Education 83. 84
Education 87
Electives in the major
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 111
Cr. Cr. Cr.
ENGINEERING
The following program is recommended for students who plan to
enroll in a school of engineering. Students planning t o enter this
program should have completed four years of high school mathematics and be qualified by the Mathematics Placement Test to
enter Mathematics 41. Those who plan t o transfer to the Institute
of Technology at the University of Minnesota will also need, in
some cases, a course in Rigid Body Mechanics (Statics) and Engineering Graphics. These may be taken in summer session a t the
U. of M.
FRESHMAN
Relieion 11
~ n g l k h11. 12
Sociology 11
Mathematics 40, 41, 42
Chemistry 15. 16 or 5, 8
H. P.E. 1, 2. 3
JUNIOR
Religion
Physics 75
Physics 62, 63
Physics Lab.
Mathematics 83, 84
Biology 11, 12 or, Elective
Electives
Term
I I1 I11
Cr. Cr. Cr.
SOPHOMORE
Religion 21
History 1, 2, or 3
Literature
Sociology 12
Physics 21, 22, 23
Mathematics 43. 58
Art 1
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 I11
Cr. Cr. Cr.
-
-
4
ENGLISH MAJOR
The following program is a suggested course of study. Students are
urged to read carefully the statement under the Department o'f
English.
FRESHMAN
Religion 11
English 11 or 15
Enelish 12 or 35. 45
Foreign Language
History 1, 2, or 3
Sociology 11
H. P.E. 1, 2, 3
JUNIOR
Religion
Art 1 or Music 30
English 61. 62, 84
English 72 or 74
English Elective
Electives*
Term
I TI I11
Cr. Cr. Cr.
5
4-5
- 5 5
5 5 4
-
A
-
-
Term
I II 111
Cr.
Cr.
Cr.
---4
-
5
- -
4
5
-
5
SOPHOMORE
Religion 21
Foreign Language
Pol. Sci. 20. 21. or 22
or ~conomics'22
Speech 11
Philosophy 21
Natural Science or Math.
English 35 or 45
or Elective in the major
English 47; and 31, 32, or 78
SENIOR
Term
I I1 I11
Cr. Cr. Cr.
5
- -
Term
I 11 n I
Cr. Cr. Cr.
Religion
English 90
Electives*
* Electives recommended for students planning to enter graduate school: English 80
or 82, 86, 88, 92, 95; and foreign language.
ENGLISH MAJOR FOR TEACHING IN SECONDARY SCHOOLS
FRESHMAN
Religion 11
English 11 or 15
Enelish 12 or 35. 45
Foreign Language
History 1, 2, or 3
Sociology 11
H. P.E. 1, 2, 3
Term
I I1 111
Cr. Cr. Cr.
SOPHOMORE
Religion 21
Foreign Language
Speech 11 and 12. 52 or 55
Pol. Sci. 20, 21. or 22
or Economics 22
Philosophy 21
Natural Science or Math.
English 35 or 45 or 55
English 47, 31
Term
I 11 I n
Cr. Cr. Cr.
JUNIOR
Religion
Psychology 5
Education 50
Education 52. 53. 54
Education 59
'
English 61. 62, 55
English 72 or 74, 84
Speech 60 or 66
Term
I I1 I11
Cr. Cr. Cr.
- 4 5
- 4
0 0 0
5
5 5 5
- 4 5
5 -
-
-
-
-
Term
I I1 I11
Cr. Cr. Cr.
4 - 10
5
SENIOR
Religion
Education 84
Education 83
Education 87
H. P.E. 10
Art 1 or Music 30
English 21 or 40, 86 or 88
English 90. 91, or 92
Library Science 75
-- -- -45
.
4
4
3
--
- -
4
-
5
FRENCH, GERMAN, SPANISH MAJORS
FOR TEACHING IN SECONDARY SCHOOLS
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department of
Modern Languages.
Term
I I1 I11
Cr. Cr. Cr.
FRESHMAN
Religion 21
Intfr. Foreign Language
Sueech 11 or Literature
~ h i l o s o p h y 21
Pol. Sci. 20. 21, or 22
or Economics 22
Art 1 or Music 30
H. P.E. lo*
Electives or 56, 57
Religion 11
English 11, 12
Beg. Foreign Language
History 1. 2, or 3
Sociology 11
Natural Science or Math.
H. P.E. 1. 2, 3
Term
I I1 I11
Cr. Cr. Cr.
JUNIOR
Religion
Education 50'
Education 52.. 53.. 54'
Education 59*
Psychology 5.
Conversation 55
Survey 63, 64"
Literature
74~~~c~~~.;- 72- or
--
Term
I I1 I11
Cr, Cr. Cr.
SOPHOMORE
5
5
5
-
-
5
-
-
-
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Religion
Education
Education
Education
Ad. Conv. and Comp. 84
Literature 72 or 74
Indep. Study 99
Electives
5
-
2
5
-
-
-
5
2
5
5
5 5
Students who do not plan to take t h e education sequence may substitute 92.
99 or other electives for these courses.
* * Courses 56, 57 may be elected for either 63 or 64.
-
GREEKMAJOR
Students who plan to major in Greek should confer with the chairman of the department regarding electives and courses to be taken
in the senior year.
Term
I I1 111
Cr. Cr. Cr.
FRESHMAN
Religion 11
English 11, 12
History 1, 2. or
Latin 1, 2, 3
Sociology 11
H. P.E. 1, 2, 3
-
-
5
3
JUNIOR
Religion
Greek
Philosophy 41, 42, 43
Speech 11
Electives
Term
I fI 111
Cr. Cr. Cr.
4 4 4 4
4 4 4
4
- 8 8
- -
Term
I I1 I11
Cr. Cr. Cr.
SOPHOMORE
Religion 21
Naturll Science
Greek 11. 12,
Philosouhv 21
POI. sG. 30, 21,
Econ. 22
Art 1 or Music
SENIOR
Religion
Greek
Literature
Electives
Math.
22 or
Term
I I1 111
Cr. Cr. Cr.
4
-
-
BROAD MAJOR IN HEALTH AND
PHYSICAL EDUCATION FOR TEACHING
Two teaching majors are offered in the Department of Health and
Physical Education. Students are urged to read carefully requirements listed in the departmental course descriptions.
FRESHMAN
Religion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Sociology 11
H. P.E. 10
H. P.E. 23
H. P.E. 11, 13 (W,M)
H. P.E. 1, 2, 3
JUNIOR
Religion
Education 50
Education 52, 53, 54
Education 59
Pol. Sci. 20, 21, or 22
Econ. 22
Art 1 or Music 30
H. P.E. 57'
H. P.E. 51, 52
H. P.E. 71, 72
H. P.E. 82 or Soc. 31.
Term
I I1 I11
Cr. Cr. Cr.
SOPHOWOBE
- - 5
1 1
1/3 1/3 1/3
H' P E: 335. P.E. 43
R. P.E. 5D'
Term
I I1 I11
Cr. Cr. Cr.
- 4
4
0 0 0
- - 5
- -
-
6
5
-
-
2
4
4
4-5
4-5
4
-
-
SENIOR
Religion
Education 84
Education 83
Education 87
Philosophy 21
H. P.E. 73.
H. P.E. 60.
Speech 11 or Literature
Electives
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 I11
Cr. Cr. Cr.
-
-
-
5
-
4
4
5
4
4
-
n
-
10
-
-- -4 - -
-
4
-
-
Starred courses are required for the broad major in Health and Physical Education
but may be omitted for the Physical Education teaching major.
HISTORY MAJOR
The following program is a suggested course of study. Students are
urged t o read carefully the statement under the Department of History.
FRESHMAN
Religion 11
English 11, 12
Foreign Language
History 1, 2, 3
Sociology 11
301. Sci. 20, 21 or 22
or Economics 22
H. P.E. 1. 2, 3
JUNIOR
Religion
Foreign Language
History
Economics
Art 1 or Music 30
Minor or Elective
Literature
Term
I I1 111
Cr. Cr. Cr.
5 - - 4 5
- 5 5
4 4 4
- 4 4-5 1/3 1/3 1/3
Term
I I1 I11
Cr. Cr. Cr.
4 - 5 5 4 8 4
4 - - - 4
- 4 4
- - 4
SOPHOMORE
Religion 21
Foreign Laneuage
Historv 21, 22
P h i l o s o ~ h y 21
Psychology 5
Natural Science or Math.
SENIOR
Religion
Foreign Language
History
Seminar
Minor or Elective
Term
I I1 111
Cr. Cr. Cr.
-
4
5
-
-
5
-
4
5
4
5
5-6 5-6
-
Term
I I1 111
Cr. Cr. Cr.
HISTORY MAJOR FOR TEACHING IN SECONDARY SCHOOLS
FRESHMAN
~ n g l i s h11, 12
Foreian Language
History 1, 2, 3
Sociolonv 11
~ c o n o m i c s 22
H. P.E. 1. 2. 3
JUNIOR
Religion
Education 50
Education 52. 53. 54
Education
59
-~
-.-...
Art 1 or Music 30
Geography 14
Political Science 20. 22
H. P.E. 10
History
Term
I I1 111
Cr. Cr. Cr.
5 - 4 5
- 5 5
4 4 4
4 - 4
1/3 1/3 1/3
-
-
Term
I I1 111
Cr. Cr. Cr.
SOPHOMORE
Religion 21
Foreign Language
History 21, 22
Philosowhv 21
~ s y c h o i o g y5
Natural Science or Math.
SENIOR
Religion
Education 84
F,ueech 11 or Literature
History
History 95
Term
I I1 I11
Cr. Cr. Cr.
-
- 5
5-6 5-6 Term
I I1 I11
Cr. Cr. Cr.
LAW
College preparation for law school is flexible, and does not require
a specific course of study or a particular major. Students considering law as a profession are urged to study the requirements and
suggested curricula for the following majors:
American Studies, pages 50 and 108.
English, pages 68 and 114.
History, pages 34 and 116.
Political Science, pages 92 and 121.
While any of the above majors is appropriate as a pre-law curriculum, other majors are also highly acceptable. For most law
schools a broad background in the liberal arts constitutes a better
preparation than specialization and expertise in narrower fields.
While not all law schools require a baccalaureate degree as a
condition for admission, it is normally to the advantage of the
student to have completed his undergraduate degree program.
Nearly all law schools in the United States require applicants
to take a standardized Law School Admission Test, administered
several times each year a t prescribed times.
Students interested in law as a possible vocation should contact
the pre-law adivsor, chairman of the Department of Political Science.
MATHEMATICS MAJOR
The following course of study is designed for students who have a
strong background in mathematics from high school. Students who
lack this background may need to complete Mathematics 13, 14
before registering for Mathematical Analysis.
FRESHMAN
Religion 11
English 11. 12
Foreign Language
History 1, 2, or 3
Math. 40, 41, 42
H. P.E. 1. 2, 3
JUNIOR
Religion
Mathematics 83. 84, 85
mathematics 72, 73
Philosophy 21
Speech 11 or Literature
Mathematics 61
Electives
Term
I I1 I11
Cr. Cr. Cr.
5
4 5
5 5
4
-
-
- -
-
5 5 5
1/3 1/3 1/3
Term
I LI I11
Cr. Cr. Cr.
4
4 4 4
4 4
4
- 4 4
4 4 4
-
-
- - -
SOPHOMORE
Religion 21
Pol. Sci. 20. 21, or 22 or
Econ. 22
Socioloev 11
~6riign"~anguage
Art 1 or Music 30
Physics or Chemistry
Mathematics 43, 58, 64
Term
I I1 I11
Cr. Cr. Cr.
5 - -
- -
4-5
4
4 4
4 5-6 5-6
5 4 4
-
-
-
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Religion
Mathematics 67
Mathematics 80
Mathematics 99
Electives
MATHEMATICS MAJOR 0
FOR TEACHING IN SECONDARY SCHOOLS
FRESHMAN
Religion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Mathematics 40, 41, 42
H. P.E. 1, 2, 3
Cr. C
4
5
5
5
- -
-
4
5 5 5
1/3 1/3 1/3
Foreign Language
Sociology 11
Pol. Sci. 20, 21, or 22 or
Econ. 22
Mathematics 43, 58. 64
Physics or Chemistry
4
-
4
4
-
-
-
45
5 4 4
5-6 5-6
-
I
Relieion
Art l or Music 30
Education 50, 59
Speech 11 or Literature
Psychology 5
Mathematics 83. 84
Educatiun 52, 53, 54
Philosophy 21
Mathematics 61. 72
Elective
Term
II I11
Cr. Cr. Cr.
4
4
4 5
- 4
5
4
4 0 0 0
4
- --
SENIOR
Term
I
Religion
Education 87
Education 84
Education 83
mathematics 80
Mathematics 67
Mathematics 99
H. P.E. 10
Electives
I1 111
Cr. Cr. Cr.
-
- -4
-
10
4
-
~
MEDICAL TECHNOLOGY MAJOR
Students may c,omplete a course of instruction leading to the
Bachelor osf Arts degree with a major in medical technology by
completing three years of academic work a t Augsburg College and
twelve months of preparation at General Hospital or Swedish Hospital in Minneapolis. A minimum of 24 credits each of biology
and chemistry, and one term of mathematics, is required. A college
course in physics is strongly recommended. The program outlined
prepares students for certification in medical technology, and it
also includes the Augsburg graduation requirements. In the senior
year students taking this program must register a t Augsburg a s
well as a t the affiliated hospital.
FRESHMAN
Relieion 11
~ngnsh
11, 12
History 2
Sociology 11
SioloEv 11. 12
~ h e m G t r y'5 or 15
Chemistry 6 or 16
H. P.E. 1, 2, 3
JUNIOR
I
Term
Term
I1 I11
Cr. Cr. Cr.
5
4
5
4
- - - 4
- 6 6
6 - - 6 -
1/3 1/3 1/3
I
Term
I1 I11
SOPHOMORE
I
I1 In:
Cr. Cr. Cr.
Religion 21
Foreign Language
Art 1 or Music 30
Speech 11 or Literature
Mathematics 13
Chemistry 23
Biology 53 or 73
Biology 72
SENIOR
Cr.
r.
-.
. C
. Cr.
-.
Religion
Foreign Language
Pol. Sci. 20, 21, or 22
or Economics 22
Philosophy 21 or 23
Physics 3
Chemistry 53
Biology 71 or electives
Biology 76
-
4
-
-
-
-
5-6
6
4
4
4-5
4
-
4
-
-
Lectures, laboratory and practical work
at General or Swedish Hospital for 12
months.
45 credits
4
6
-
-
MEDICINE
Since mo'st pre-medical students at Augsburg have gone to the
Medical School of the University of Minnesota, the following is
based on its requirements for admission. Information for other
medical schools may be obtained from "Medical School Admissions Requirements," published by the Association of American
Medical Colleges, and available in the Augsburg library. It is the
responsibility of the individual student to see that he has completed
the requirements for admission to the medical schools to which he
intends to make application.
The "Minimum Requirements" for the Medical School, University
of Minnesota, as translated into courses a t Augsburg College, are
as follows:
Credits
12
12
12
Biology 11, 12
Chemistry 15. 16
ChemIstrv 51. 52
&jal
science and Humanities
General electives
Recommended:
Physical Chemistry 61
Mathematics 42 (calculus)
5
5
Medical schools emphasize the word "minimum" in listing their
minimum requirements. In addition to the required and recommended courses listed, pre-medical students are encouraged to
take a t least two additional courses in biology and one course in
psychology. Some medical schools require or strongly recommend
this work. Broad studies in the liberal arts are highly desirable.
Pre-medical students normally complete a major in either biology
or chemistry. The minimum requirements for a biology major are
shown under Department of Biology; for a chemistry major under
Department of Chemistry. Students are strongly urged to consult
these departments early for advice on scheduling these majors.
MUSIC MAJOR FOR TEACHING
The following program is a suggested course of study. Students are
urged to read carefully the statement under the Department of
Music.
FRESHMAN
Religion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Music 1, 2, 3
Applied Music
H. P.E. 1, 2. 3
JUNIOR
Religion
Education 50
Education 52, 53, 54
Education 68
Education 59
Art 1
Music 53'. 54
Music 60, -61
Music 57, 58
Music Organization
Applied Music
Term
I I1 111
Cr. Cr. Cr.
- -
4
5
-
5
5
-
5
-
-
4
5 4
1 1 1
1/3 1/3 1/3
4
Term
I 11 In
Cr.
- .. Cr.
- - . Cr.
.
- .
- - 4
- -
4
0
-
0
0
-
4
5
4
3
0
1
3
0
1
- - 5
- 4 4
4 -
0
1
-
SOPHOMORE
Religion 21
Foreign Language
Sociology 11
Psychology 5
Natural Science or Math.
Music 4, 5, 6
Applied Music
Term
I I1 111
Cr. Cr. Cr.
5
4 4 -
-
4
5
-
4
1
-
-
- 5-6 5-6
4 4
1 1
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Religion
Education 84
Education 83
Education 87
Pol. Sci. 20, 21, or 22 or
Economics 22
H. P.E. 10
Philosophy 21
Music Organization
Electives
MUSIC MAJOR
FRESHMAN
Religion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Music 1, 2, 3
Applied Music
H. P.E. 1, 2, 3
Term
I I1 I11
Cr. Cr. Cr.
- - 5
4 5 -
SOPHOMORE
Religion 21
Foreign Language
Natural Science or Math.
Sociology 11
Music 4, 5, S
Applied Music
Music Organization
Elective
Term
I I1 I11
Cr. Cr. Cr.
4
-
4
4
1
0
4
4
5
-
4-5 4-5
4
4
1
0
-
1
0
-
JUNIOR
Religion
Art 1
Music 60, 61, 62
Music 53*, 54
Music 57, 58
Applied Music
Music Organization
Electives
*
Term
I II m
Cr. Cr. Cr.
- - 4
5
4
4
4
1
0
3
1
0
-
4
-
4
-
4
-
3
1
0
4
SENIOR
Religicn
Pol. Sci. 20. 21. or 22
or ~ c o n o m i c s22
Philosophy 21
Music 76
Applied Music
Music Organization
Speech 11 or Literature
Electives
I
Term
IIm
Cr. Cr. Cr.
- 4 - - 4-5
-
-
4
-
1
0
1
0
4
-
1
0
4 8 10
-
5
Choral Technique may be substituted for Instrumental Technique in the fall term.
NATURAL SCIENCE MAJOR
FOR TEACHING IN SECONDARY SCHOOLS
A major in natural science consists of 63 credits in science and
mathematics with at least 27 credits in each of two of the areas
of biology, chemistry, physics; or at least 27 cred,its in each of three
of the areas of biology, chemistry, mathematics, physics.
The following program is suggested.
I
Term
nrn
Cr. Cr. Cr.
SOPHOMORE
Term
1IIm
Cr. Cr. Cr.
For&
Language
Art 1 or Music 30
Natural Science or Math.
Pol. Sci. 20. 21. or 22
or Economics. 22
Psychology 5
Term
I I1 m
Cr. Cr. Cr.
Religion
Philosophy 21
Speech 11 or Literature
Education 50, 59
Natural Science or Math.
Education 52, 53, 54
H. P.E. 10
- 4
-4 -9 8
0 0
- 5
4
-
4
5
8
0
Term
SENIOR
Religion
Natural Science or Math.
Education 84
Education 83
Education 87
~
n
0.
Cr. Cr.
-
-
10
5
-
4
-
13 13
- -
-
-
4
-
PHILOSOPHY MAJOR
FRESHMAN
Religion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Sociology 11
Philosophy 21
H. P.E. 1, 2, 3
Electives
JUNIOR
Religion
Speech 11 or 51 or Literature
Philosophy Elective
Electives
Term
I II m
Cr.
Cr.
Cr.
---5
4
5
5 5 4
-
SOPHOMORE
4 - - - 4
- - 4
1/3 1/3 1/3
- - 4
Religion 21
Foreign Language
Natural Science or Math.
Art 1 or Music 30
Pol. Sci. 20, 21, or 22
or Economics 22
Phdosophy 23
Philosophy 41. 42, 43
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Term
I n m
Cr.
Cr.
Cr.
-5
4 - 5-6 5-6
4 - -
-
-
5
4
-
-
4-5
- 4-
4
Term
I II I11
Cr. Cr. (Sr.
Religion
Philosophy 99
Philosophy Elective
Electives
PHYSICS MAJOR
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department of
Physics.
m
FRESHMAN
Religion 11
Enelish 11. 12
~ o & i g n~ a $ u a g e
Math. 14 or 40
Mathematics 41. 42
History 1, 2, or'3
Sociology 11
H. P.E. 1, 2, 3
JUNIOR
Religion
Physics 61
Physics 51, 52
Mathematics 83,
Art 1 or Music
Physics 62. 63
Physics 77
Electives
Term
I I1 111
Cr. Cr. Cr.
5
4 5 5 5
5
- 5 5
4
4
1/3 1/3 1/3
-
-
- - -
Term
I I1 I11
Cr. Cr. Cr.
SOPHOMORE
Religion 21
Foreign Language
Physics 21, 22, 23
Mathematics 43
Mathematics 58
Pol. Sci. 20, 21 or 22
or 3conomics 22
Philosophy 21
Term
I I1 I11
Cr. Cr. Cr.
Term
I I1 I11
Cr. Cr Cr.
SENIOR
Reliigon
Physics 81, 82
Physics 77
Speech 11 or Literature
Electives
POLITICAL SCIENCE MAJOR
0
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department
of Political Science.
FRESHMAN
Religion 11
English 11, 12
History 3
Philosophy 21
Math. or Natural Science
Sociology 11
Political Sci. 20, 21
H. P.E. 1, 2, 3
JUNIOR
Religion
~ o r e i g nLanguage
Political Sci. 60
Political Sci. 80, 81. 84
Economics 22. 23
Psvcholow 5
~iferaturF
Elective
Term
I I1 111
Cr. Cr. Cr.
- 5
4 5
4
4
- 5-6 5-6
4 5 5
1/3 1/3 1/3
-
-
-
-
Term
I 11 111
Cr. Cr. Cr.
4
- 5 5
4
4 4 4
- 4 4
-
-
-
SOPHOMORE
Religion 21
Art 1 or Music 30
Sociology 61, 62
Philosophy 23
Political Sci. 22, 50
Computer Science 45
History 21, 22
SENIOR
Religion
Political Sci. 51, 62
Political Sci. 70, 71
Foreign Language
Electives
Tern
I I1 111
Cr Cr Cr.
Term
I I1 111
Cr. Cr. Cr.
-
4
-
PSYCHOLOGY MAJOR IJ
FRESHMAN
Term
I I1 111
Cr. Cr. Cr.
SOPHOMORE
Term
I I1 I11
Cr Cr. Cr.
Religion 21
Foreign Language
Philosophy 21
Pol. Sci. 20, 21, or 22
or Economics 22
Art 1 or Music 30
Speech 11 or Literature
Psychology 5
Electives
Religion 11
English 11, 12
Natural Science or Math
History 1, 2, or 3
Sociology 11
H. P.E. 1, 2, 3
Electives
Term
I I1 I11
Cr Cr. Cr.
- 4 4 4
5
4
-
- - - 4
4
4
-
Term
I I1 I11
Cr. Cr. Cr.
SENIOR
Religion
Psvcholoev
~&ychol
Psychology
Psychology
Electives
81
o99
~~
91
Elective
RELIGION MAJOR
Term
I I1 111
Cr. Cr. Cr.
FRESHMAN
Religion 11
English 11, 12
Natural Science
History 1, 2
Sociology 11
Electives
H. P.E. 1, 2, 3
Math.
I
Term
n m
Cr. Cr. Cr.
Religion 21
Religion
.-P O ~ . 2"i.
-
20,-21,-or
or Economics 22
Art 1 or Music 30
Philosophy 21
Electives
I
Religion
Philosophy
Foreign Language
Psychology 5
Electives
SOPHOMORE
Term
I1 I11
Cr. Cr. Cr.
4
4
4
4
4
- 4 4
5
- 4 6
-
- -
SENIOR
Term
I II rn
Cr. Cr. Cr.
Religion
Religion 86
Literature
Sociology
Electives
SCANDINAVIAN STUDIES MAJOR
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department
of Modern Languages.
Term
I I1 I11
Cr. Cr. Cr.
Religion 11
Eneldh 11. 12
scGa. 1. 5
EListov 1. 2. or 3
Natural Seience or Math.
Soziology 11
H. P.E. 1, 2, 3
-
-
5
Term
I II I11
Cr. Cr. Cr.
Religion 21
Scand. 5, 6
Scand. 55
Scand. 26
or Economics 22
H. P.E. 10.
Art 1 or Music 30
Term
I nrn
Cr.
Cr. Cr.
- -
Religion
Psychology 5.
Education 50.
duoa at ion 52, 53, 54.
Education 59.
Scand. 72
Philoso~hv 21
Scand. -74Scand. 62
Electives
SOPHOMORE
- 4 5
- - 4 0
0
- - 05
5 - 4 -
SENIOR
Term
I I1 I11
Cr. Cr. Cr.
Religion
Education 84'
Education 83'
Education 87;
Scand. 84
Scand. 99
Electives
* Students who do not plan to take the education sequence may substitute electives for these courses.
SECRETARIAL WORK
The first year of the f'ollowing program provides preparation for
certain office positions. Completion of the second year provides
more advanced training. A student who has had similar courses
in high school may be admitted to advanced classes on the basis
of his proficiency in the subject. An outline of the requirements for
teaching business subjects in high school appears under Business
Education.
A secretarial-work certificate is awarded on completion of the twoyear program.
A student in the two-year program must select three courses from
the general education requirement making a total of 90 credits.
FIRST YEAR
Religion 11
Enelish 11. 12
~ u i i i e s s~
- d 1.
Business Ed. 50
Business Ed. 21. 22
Business Ed. 53
Business Ed. 10
Electives
H. P.E. 1, 2, 3
Term
I I1 111
Cr. Cr. Cr.
SECOND YEAR
Term
I I1 111
Cr. Cr. Cr.
Religion 21
psychology 5
Speech 11
Busixess Ad. 1, 2
Business Ed. 63
Business Ed. 8
Electives
SEMINARY
Completion of the pre-seminary curriculum is intended to prepare
the student for admission into a theological seminary course. The
following program gives the approximate pre-seminary course. It
does not specify a major or a minor. The student should seek the
counsel of the seminary adviser as early as possible since the major selected by the student may affect the choice of courses even
in the freshman year.
FRESHMAN
Term
I I1 I11
Cr. Cr. Cr.
Religion 11
English 11, 12
Historv 1. 2. 3
~ o r e i & ~anguage'
Sociology 11
H. P.E. 1, 2 3
JUNIOR
Religion
Greek
Philosophy 41, 42, 43
Speech 11
Electives
SOPHOMORE
Term
I I1 111
Cr. Cr. Cr.
Religion 21
Natural Science or Math.
Foreign Language
Philosophy 21
Pol. Sci. 20, 21, or 22
or Economics 22
Art 1 or Music 30
Electives
Term
I I1 111
Cr. Cr. Cr.
4 5 5 5
4 4 4
-
4
-
-
SENIOR
Term
I 11 111
Cr. Cr. Cr.
Religion
Greek
Literature
Electives
* Since Latin 2 is a prerequisite to Beginning Greek. students who have not studied
Latin in high school will need to take Latin 1, 2 in college.
SOCIAL SCIENCE MAJOR
FOR TEACHING IN SECONDARY SCHOOLS
A major in the social sciences consists of 65 credits including at
least 37 credits in history; 4 credits in geography; and 8 credits
in each of economics, political science, and sociology.
The following program includes the requirements for a teaching
major in the social sciences.
FRESHMAN
Term
I I1 111
Cr Cr Cr.
Religion
Education 50
Education 52, 53, 54
Education 59
Art 1 or Music 30
Geography 14
Political Sci. 20, 22
H. P.E. 10
Economics 23
History
Term
I I1 111
Cr Cr. Cr.
Religion 21
Foreign Language
History 21, 22
Philosophy 21
Psychology 5
Natural Science or Math.
Religion 11
English 11, 12
Foreign Language
History 1, 2, 3
Sociology 11
Economics 22
H. P.E. 1, 2, 3
JUNIOR
SOPHOMORE
Term
I I1 I11
Cr. Cr. Cr.
4 - 4
0 0 0
- - 5
4 4
5 5 - 5
4
4 4 -
-
- -
SENIOR
Relieion
ducati ion 84
Education 83
Education 87
Sociology 12
Speech 11 or Literature
History
History 95
Electives
Term
I I1 111
Cr. Cr. Cr.
A social science minor consists of 45 credits including at least
29 credits in history; and 4 credits in each of the following: geography, economics, political science, sociology.
SOCIOLOGY MAJOR
The following program is recommended for students who plan to
study sociology in graduate scho,ol.
FRESHMAN
Religion 11
English 11. 12
Foreign Language
History 1, 2, or 3
Socioloev 11. 12
A& 1
~ u s i c30
H. P E . 1. 2, 3
or
JUNIOR
Religion
Philosophy 63
Sociology 31
Sociology 61,' 62'
Psychology 5
Speech 11
Electives
Term
I I1 I11
Cr. Cr. Cr.
- 5
4
5
5 5 4
-
-
4
-
-
4
-
-
4
-
4
1/3 1/3 1/3
Term
I I1 I11
Cr.
Cr. Cr.
- 4 - 5 - 5 5 5
-
SOPHOMORE
Religion 21
Natural Science or Math.
Foreign Language
Pol. Sci. 20, 21, or 22
or Economics 22
Philosophy 21
Sociology 41. 42, 43
Electives
SENIOR
Term
I I1 111
Cr. Cr. Cr.
5
5-6 5-6 -
-
4
-
-
-
-
4-5
4
-
4
-
4
4
4
Term
I I1 I11
Cr. Cr. Cr.
Religion
Sociology 75'
Sociology 82, 83
Socioloas 91.
* Required for the major.
SOCIOLOGY MAJOR WITH THE
SOCIAL WORK SEQUENCE
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department of
Sociology.
FRESHMAN
Religion 11
English 11. 12
Foreign Lannuaae
ist tory 1,r .2
3
Sociology 11, 12
Art 1 or Music 30
H. P.E. 1, 2, 3
JUNIOR
Religion
Sociology 51.' 52.* 53.
Sociology 54,* 55,' 56"
Sociology 61;
Psychology 5
Sociology 31
Electives
Term
I I1 I11
Cr. Cr. Cr.
5
- 4 5
5 5 4
4
-
- 4
- -4
1/3 1/3 1/3
Term
I I1 I11
Cr. Cr. Cr.
SOPHOMORE
Religion21
Foreign Language
Natural Science or Math.
Soeech 11 or Literature
~ b l Sci.
.
2 0 , 21, or 22
or Economics 22
Philosophy 21
Sociology 42, 43
Elective
SENIOR
Term
I I1 111
Cr. Cr. Cr.
- - 5
4 4 5-6 5-6 - 4
-
Term
I I1 I11
Cr. Cr. Cr.
Religion
Sociology 75. 82
Psychology 61, 62
Electives
Required for the major.
SPANISH MAJOR
See under Curriculum for French major.
0
SPEECH MAJOR
FOR TEACHING IN SECONDARY SCHOOLS
The following program is a suggested course of study. Students
are urged to read carefully the statement under the Department
of Speech.
FRESHMAN
Religion 11
English 11, 12
Foreign Language
History 1, 2, or 3
Sociology 11
Art 1 or Music 30
H. P.E. 1, 2, 3
JUNIOR
Religion
Soeech 61
~ b l .Sci. 20, 21, or 22
or Economics 22
Speech 60
Speech 51. 55
Education 50
Educction 52, 53, 54
Education 59
H. P.E. 10
Electives
Term
I 11 n I
Cr. Cr. Cr.
SOPHOMORE
Religion 21
Foreign Langu.age
Speech 11
Natural Science or Math.
Philosophy 21
Philosophy 23
Speech 12 or 52
Speech 32
Psychology 5
Term
I I1 I11
Cr. Cr. Cr.
-
4
4
-
4
5
5
6
4-5
-
-
6
4
5
-
Term
I I1 III
Cr. Cr. Cr.
SENIOR
Relieion
speech 16
Speech 76
Speech 66
Education
Education
Education
Electives
Term
I 11 I11
Cr. Cr. Cr.
or 67
84
83
87
PERSONNEL
THE BOARD
OF REGENTS
Officers of the Board
Mr.
Dr.
Dr.
Mr.
Leonard F. Ramberg . . . . . . . . . . . . . . . . . . . . . . . . . . . Chairman
Luthard 0.Gjerde . . . . . . . . . . . . . . . . . . . . . . . . Vice-Chairman
Philip S. Dybvig . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . Secretary
Herbert A. Johnson . . . . . . . . . . . . . . . . . . . . . . . . . . . . Treasurer
Mr. Ernest A. Alne, Pasadena, California
Partner, Alne, Warnick & Mayhew
Mr. Elmer L. Andersen, St. Paul, Minnesota
Chairman of the Board,, H. B. Fuller Company
Mr. Albert E. Anderson, Minneapolis, Minnesota
Assistant Manager, Augsburg Publishing House
Mr. Marvin F. Borgelt, West St. Paul, Minnesota
President, Bituminous Surface Treating Co.
Dr. Philip S. Dybvig, St. Paul, Minnesota
Vice President and Business Manager, Luther Theological Seminary
Mr. Jerome Formo, St. Paul, Minnesota
Vice President, Plastics, Inc.
Dr. Luthard 0. Gjerde, Minneapolis, Minnesota
Executive Director, Lutheran Social Service of Minnesota
Dr. John K. Grotting, Minneapolis, Minnesota
Physician and Surgeon
Mr. Ruben G. Hovland, Northfield, Minnesota
High School teacher, Northfield Public Schools; Farming
Mr. Herbert A. Johnson, Minneapolis, Minnesota
Director, Special Markets, Investors Diversified Services
Mr. John Lienemann, Minneapolis, Minnesota
President, Minnesota National Life Insurance Company
Mr. G. S. Michaelsen, Minneapolis, Minnesota
Professor, Director Environmental Health & Safety,
University of Minnesota
Dr. E. Clifford Nelson, Northfield, Minnesota
Professor, St. Olaf College
The Rev. David W. Preus, Minneapolis, Minnesota
Pastor, University Lutheran Church of Hope
Mr. Cyrus Rachie, Appleton, Wisconsin
Senior Vice President and General Counsel,
Aid Association for Lutherans
t:.
I
,l.t
Mr. Leonard F. Ramberg, Minneapolis, Minnesota
Vice President, Northwestern National Bank
Mr. Clair E. Strommen, St. Paul, Minnesota
General Agent, Central Life Assurance Company
The Rev. Johan Thorson, Eau Claire, Wisconsin
Senior Pastor, Grace Lutheran Church
Mr. John L. Werness, Minneapolis, Minnesota
Partner, Werness Brothers Funeral Chapel
Mr. John R. Winsor, Wayzata, Minnesota
Partner, Piper, Jaffray & Hopwood
ADMINISTRATION
Oscar A. Anderson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . President
Kenneth C. Bailey . . . . . . . . . . . . . . . . . . . . . . . Dean of the College
Burton P. Fosse . . . . . . . . . . . . . . Vice President for Business Affairs
Kenneth P. Fagerlie ............. Vice President for Development
Glen W. Johnson . . . . . . . . . . . . . . . . . . . . . . . . . . . Dean of Students
Fern I. Martinson .................. Associate Dean of StudentsDean of Women
Mildred Joel . . . . . . . . . . . . . . . . Registrar, Secretary of the Faculty
Beverly Wegge . . . . . . . . . . . . . . . . . . . . . . . . . . . Assistant Registrar
Karlis Ozolins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Librarian
Carl R. Hammarberg ......... Director of Placement and Testing
S. V. Hjelmeland ............ Associate Director of Development
Jeroy Carlson . . . . . . . . . . . . . . . . . . . . Director of Alumni Relations
Richard Holy . . . . . . . . . . . . . . . . . . . . . Director of Church Relations
Donald Sorlien . . . . . . . . . . . . . . . . . . . Director of Public Relations
John Bostrom .............. Manager of Publications and Sports
Michael Walgren . . . . . . . . . . . . . . . Manager of Music Organizations
and Convocations
Donovan Lundeen . . . . . . . . . . . . . . . . . . . . . . Director of Admissions
Mark Johnson ................ Associate Director of Admissions
Marilyn McKnight . . . . . . . . . . . . . . . . . . . . . Admissions Counselor
Richard Berg .............................. Business Manager
Eugene Ecklund ..................... Director of Plant Services
Elton L. Erdahl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Controller
Mrs. Elaine Swanson . . . . . . . . . . . . . . . . Director of Food Services
John J. Salchert ............................ College Physician
Orlin Mandsager .............................. Campus Pastor
Irving Hoe1 ........................... Manager of Book Store
Bjarne Landa ......................... Curator of the Museum
Agnes Tangjerd . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Archivist
Mrs. Julie Thompson ............. Director of Student Activities
PRESIDENT'S BOARD OF ADVISORS
Dr. Walter H. Judd, Washington, D.C.
Former Congressman from Minnesota, Chairman
Mr. Oscar H. Batzli, Minneapolis, Minnesota
Batzli Electric Company
Mr. Robert J. Bjorklund, Minneapolis, Minnesota
Agency Manager, Bankers Life Company
Mr. Robert P. Boblett, Minneapolis, Minnesota
President, A. D. Strong Company
Mr. R. J. Brix, Minnetonka, Minnesota
General Manager, Sears, Roebuck & Company
Mr. Robert W. Fischer, Minneapolis, Minnesota
Vice President, First National Bank
Mr. Armand Evans, Chanhassen, Minnesota
President, Warner Hardware Company
Mr. J. Roscoe Furber, Minneapolis, Minnesota
Vice President, Northern States Power Company
Mr. A. L. Gallop, St. Paul, Minnesota
Executive Secretary, Minnesota Education Association
Mr. Roy N. Gesme, Minneapolis, Minnesota
Gamble-Skogmo, Inc.
Mr. Elling Halvorson, Seattle, Washington
President, Elling Halvorson, Inc.
Mr. Donald T. Knutson, Minneapolis, Minnesota
President, The Knutson Companies, Inc.
Mr. Paul W. Kraemer, Hopkins, Minnesota
President, Minneapolis Gas Company
Mr. Lloyd L. McBurney, Excelsior, Minnesota
Chairman of the Board, Tescom Corporation
Mr. Hoyt C. Messerer, Cedar Falls, Iowa
President, First National Bank
Mrs. Burton F. Myers, Minneapolis, Minnesota
Homemaker
Mrs. George N. Nelson, Minneapolis, Minnesota
Homemaker
Mr. William A. Nelson, Jr., New York, New York
President, Gilbert Systems, Inc.
Mr. Wendell L. Olson, Minneapolis, Minnesota
President, Fourth Northwestern National Bank
Mr. Donald Padilla, Minneapolis, Minnesota
President, Padilla, Sarjeant, Sullivan and Speer, Inc.
0
Mr. Leslie C. Park, Minneapolis, Minnesota
Vice Chairman, Executive Committee, Baker Properties, Inc.
Mr. Raymond Plank, Wayzata, Minnesota
President, Apache Corporation
Mr. Dean B. Rar dall, Excelsior, Minnesota
Vice President, Honeywell, Inc.
Mr. Olaf G. Sandbo, Columbus, Ohio
President, 0.G. Sandbo Company
The Honorable Luther Sletten, Minneapolis, Minnesota
Judge of the District Court
General L. J. Sverdrup, St. Louis, Missouri
Chairman of the Board, Sverdrup & Parcel and Associates, Inc.
Mr. Arnulf Ueland, Minneapolis, Minnesota
Midland National Bank
Mr. Lester P. Wakefield, Excelsior, Minnesota
Chairman of the Board, Jefferson Transportation Co.
Dr. A. Cabot Wohlrabe, Minneapolis, Minnesota
Physician and Surgeon
COMMI'ITEES OF
THE FACULTY
Administrative Committee: 0. Anderson, Bailey, G. Johnson, Fosse,
Fagerlie
President's Cabinet: 0. Anderson, Miss Martinson, Miss Joel, Sorlien,
Berg, Ecklund, Mrs. Swanson, Mrs. Thompson, M. Johnson, Mandsager
Faculty Senate: 0 . Anderson, Bailey, P. Quanbeck, Skibbe,
R. Anderson, Nicholl, Torstenson, Gisselquist, Agre, Sulerud
Educational Policies: Bailey, 0 . Anderson, Sandin, Ollila, Miss
Pederson, Karlen, Follingstad, Mickelberg, M. Quanbeck, Stenshoel,
Miss Joel
Library: Miss Kemmer, Fardig, Thorpe, Bergstrom, Colacci
Student Personnel: G. Johnson, Miss Martinson, Benson, Gustafson,
Mrs. Karvonen, Gulden
Admissions and Student Standing: Bailey, Miss Joel, Holum, Miss
Rozentals, Mrs. Dyrud, Holman
International Education: Mrs. Johnson, Mrs. Jensen, Miss M.
Anderson, Miss Joel, Mrs. Kingsley
Athletics: E. Anderson, Mickelberg, Savold, Dahlen, Kiive
Faculty Social Functions: Miss Lund, Holen, Mrs. Anderegg, Miss
Kemmer, Miss M. Anderson
Teacher Education: E. Johnson, Miss Mattson, Mrs. Parker,
E. Anderson, J. Johnson, Ollila, Mrs. Olson
Faculty Personnel Policies: Pfeffer, Budge, Mrs. Jensen, Sateren,
Holum
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*Judicial Council: Nelson, Chrislock, Herforth, Stenshoel
*Student-Faculty Council: 0.Anderson, Bailey, G. Johnson, Miss
Martinson, Fretheim, Mrs. Kingsley
*Convoctations:Agre, Miss Aaskov, Mrs. Noonan, Benson
"Religious Life: Mandsager, Husfloen, Miss Martinson
Archives: Miss Tangjerd, Miss Kemrner, Chrislock, Landa, Miss
Mortensen
* Joint Student-Faculty Committees
THE FACULTY
Ruth Aaskov (1960-63, 1965), Assistant Professor of French
B.A., Augsburg College, 1953; M.A., Middlebury College, 1960.
Courtland Agre (1959), Professor of Chemistry
B.CH.E., 1934 and Ph.D., 1937, University of Minnesota.
Earl Alton (1960), Associate Professor of Chemistry (on leave
1967-68)
B.A., St. Olaf College, 1955; MS., 1958 and Ph.D., 1961, University
of Michigan.
Lyla Mae Anderegg (1959), Assistant Professor of Education and
Psychology
B.A., University of Minnesota, 1945; M.A., Northwestern University,
1947.
Ernest Anderson (1946), Professor of Health and Physical Education,
Basketball Coach
B.A., Augsburg College, 1937; M.Ed., University of Minnesota, 1947.
"Hildur Anderson (1965), Librarian I, Catalog Librarian
A.A., North Park College, 1938; B.S., University of Minnesota, 1941.
"Joyce M. Anderson (1966), Instructional Assistant in Health and
Physical Education
B.A., Augsburg College, 1965.
Mary Marie Anderson (1965), Instructor in Spanish
B.A., St. Olaf Co'llege, 1962; M.A., Middlebury College, 1964.
Oscar A. Anderson (1963), President of the College
B.A., St. Olaf College, 1938; B.D., Luther Theological Seminary,
1942; LL.D., Concordia College, 1963.
Raymond E. Anderson (1949), Professor of Speech
B.S., 1946, M.A., 1950 and Ph.D., 1959, University of Minnesota.
"Stewart C. Anderson (1967), Instructional Assistant in Biology
Kenneth C. Bailey (1965), Dean of the College and Professor of
Philosophy
B.A., St. Olaf College, 1950; M.A., 1952 and Ph.D., 1960, University
of Minnesota.
Valeria Baltina (1967), Instructor in German
Diploma, Municipal Gymnasium, 1926; Diploma, 1931 and Magester
der Philologie, 1933, University of Latvia.
John Benson (1963), Assistant Professor of Religion
B.A., Augsburg College, 1955; B.D., Luther Theological Seminary,
1959; M.A., 1961 and Ph.D., 1967, Columbia University.
*William Bergstrom (1963), Assistant Professor of English
B.A., 1950 and M.A., 1952, University of Minnesota.
"Robert E. Beverley (1966), Assistant Professor of Music
B.M.E., 1946 and M.M., 1948; Northwestern University.
"Vernon M. Bloom (1965), Instructor in Sociology
B.A., 1956 and M.S.W., 1959, University of Minnesota.
Philip M. Bly (1967), Instructor in English
B.A., St. Olaf College, 1961.
Margaret J. Bolsterli (1967), Assistant Professor of English
B.A., University of Arkansas, 1952; M.A., Washington University,
1952.
"Dagrun Bondevik (1967), Instructor in Norwegian
B.A., Logndal Gymnas, Logndal, Norway, 1955; Kristiansand
Officiale Laerarskole, 1955-59.
Bruce P. Budge (1960), Assistant Professor of Business Administration
B.S., 1953 and M.S., 1957, University of Idaho.
Penelope Cairns (1967), Instructor in French
B.A., Carleton College, 1964; certificate, McGill University French
Summer School, 1962; M.A.T., Duke University, 1967.
Carl H. Chrislock (1952), Professor of History
B.A., Augsburg College, 1937; M.A., 1947 and Ph.D., 1955, University
of Minnesota.
Bernhard M. Christensen (1938-63), President Emeritus
B.A., Augsburg College, 1922; Th.M., Princeton Theological Seminary, 1927; Ph.D., Hartford Seminary Foundation, 1929.
:':Gracia Christensen (1959-60, 1961-62, 1963), Instructor in English
B.A., Hunter College, 1932; M.A., Radcliffe College, 1935.
Thomas J. Christenson (1967), Assistant Professor of Philosophy
B.A., Concordia College, 1963; M.A., 1965 and Ph.D., 1967, Yale
University
Robert W. Clyde (1967), Director of the Social Science Research
Center with rank of Associate Professor
B.A., Coe College, 1949; M.A., Rockford College, 1958; Ph.D., State
University of Iowa, 1964.
"John R. Coan, Jr. (1966), Artist in Residence of Music (Brass)
B.A., University of Minnesota, 1953.
Mario Colacci (1952), Professor of Classical Languages
D.Th., Pontificium Atheneum Roman Major Seminary, 1932; L.R.B.,
Pontificium Institutum Biblicum de Urbe, Rome, 1934; D.Litt., University of Naples, 1940.
Ailene Cole (1956), Associate Professor of Speech
B.A., Gustavus Adolphus College, 1936; M.A., University osf Minnesota. 1949.
Thomas E. Crepeau (1964), Assistant Professor of German (on leave
1967-68)
B.A., College of St. Thomas, 1958; M.A., University of MinnesMa,
1964.
K. Berner Dahlen (1941), Associate Profess'or of English
B.A., Augsburg College, 1931; M.A., University of Minnesota, 1940.
Carlyle C. Dewey (1967), Assistant Professor of Political Science
B.A., 1962 and M.A., 1964, University of Minnesota.
Beverly C. Durkee (1965), Assistant Professor of Mathematics
B.A., 1952; B.S.L., 1953; B.S.Ed., 1963; M.A., 1965, University of Minnesota.
Grace H. Dyrud, (1962), Associate Professor of Psychology
B.A., 1957 and Ph.D., 1963, University of Minnesota.
Wilfried Edner (1967), Visiting Professor of Modern Languages
Diploma, 1954, and Ph.D., 1963, Bavarian State University, Erlangen, West Germany.
*Edgar E. Eklof (1967), Artist in Residence of Music (Voice)
B.A., University of Minnesota, 1951; M.A., Manhattan School of
Music, 1955.
Kenneth P. Fagerlie (1963), Vice President for Development
B.A., Augsburg College, 1950.
Sheldon Fardig (1962), Associate Professor of Education
B.A., Carleton College, 1940; M.M., 1952 and Ph.D., 1966, Northwestern University.
Henry G. Follingstad (1962), Assistant Professor of Mathematics
B.E.E., University of Minnesota, 1947; C.D.T. diploma, Bell Telephone
Laboratories, Inc., 1950.
Burton P. Fosse (1953), Vice President for Business Affairs
B.B.A. and B.M.E., University of Minnesota, 1949.
Terence E. Fretheim (1961-63, 1967), Assistant Professor of Religion
B.A., Luther College, 1956; B.D., Luther Theological Seminary, 1960;
Th.D., Princeton Theological Seminary, 1967.
Stephen Gabrielsen (1963), Instructor in Music, Director of Male
Chorus (on leave 1967-68)
B.A., Augsburg College, 1963, M.A., University of Minnesota, 1966.
Daryl Gibson (1954), Associate Professor of Music (Brass Instruments) (on leave 1967- )
B.S., 1934 and M.A., 1941, University of Minnesota; Ph.D., University
of Iowa, 1947.
Orloue Gisselquist (1956), Assistant Professor of History
B.A. 1943 and M.A., 1956, University of Minnesota.
William S. Gray (1966-67), Associate Professor of English (on leave
1967-68)
B.A., Centenary College, 1950; M.A., Louisiana State University,
1962; Ph.D., University of Exeter, 1964.
*Edwin L. Groenhoff (1966), Instructor in Education
B.A., Northwestern College, 1955; M.Ed., Macalester College, 1957.
Dean B. Gulden (1966), Assistant Professor of Mathematics
B.A., Augsburg College, 1963; M.S., University of Minnesota, 1967.
Donald R. Gustafson (1961-63, 1966), Assistant Professor of History
B.A., Gustavus Adolphus College, 1955; M.A., University of Wisconsin, 1956.
Arlin E. Gyberg (1967), Assistant Professor of Chemistry
B.S., Mankato State College, 1961; Ph.D., University of Minnesota,
1967.
Carl R. Hammarberg (1953), Director of Placement and Testing with
rank of Assistant Professor
B.A., Gustavus Adolphus College, 1932; M.A., University of Minnesota, 1948.
Leif E. Hansen (1961), Assistant Professor of Scandinavian (on
leave 1967-68)
B.A., Concordia College, 1947; M.A., University of Minnesota, 1950.
Theodore J. Hanwick (1956), Professor of Physics
B.E.E., 1933 and M.S., 1937, Polytechnic Institute of Brooklyn; Ph.D.,
New York University, 1950.
*Kare Hauge (1967), Instructor in History
B.A., University of Oslo, 1965; Alliance Francaise, Diplome Superior, 1964.
Melvin Helland (1941-64), Professor Emeritus
B.A., Augsburg College, 1915; C.T. Augsburg Theological Seminary, 1918; S.T.M., 1919 and Ph.D., 1930, Hartford Seminary Foundation.
*Katherine A. Hennig (1966), Artist in Residence of Music (Voice)
B.A., 1933 and M.S., 1956, University of Minnesota.
Robert S. Herforth (1966), Assistant Professor of Biology
B.A., Wartburg College, 1960; M.S., University of Nebraska, 1963.
Norman Holen (1964), Instructor in Art
B.A., Concordia College, 1959; M.F.A., Iowa State University, 1962.
Thomas R. Holman (1966), College Psychologist and Assistant
Professor of Psychology
B.S., University of Wisconsin, 1959; Ph.D., University of Minnesota,
1966.
John R. Holum (1957-58, 1959), Professor of Chemistry
B.A., St. Olaf College, 1950; Ph.D., University of Minnesota, 1954.
"Richard F. Holy (1967), Lecturer of Business Administration and
Economics
B.S., 1954 and J.D., 1955, University of Wisconsin; B.A., Luther
Theological Seminary, 1959.
Mary T. Howard (1965), Assistant Professor of Psychology
B.A., West Virginia State College, 1948; M.A., University of Kansas
City, 1952; Ph.D., University of Minnesota, 1967.
Richard Husfloen (1962-63, 1964), Assistant Professor of Sociology
B.A., Augsburg College, 1961; B.Th., Augsburg Theological Seminary,
1964; M.Th., Princeton Theological Seminary, 1964.
James W. Ingemanson (1967), Instructor in Chemistry
A.B., Augustana College, 1965; B.S., Iowa State University, 1967.
Valija Jaunlinins (1965), Instructor in German
Interpreter, Heidelberg University, 1948; M.A., University of Minnesota, 1964.
*Irene Khin Khin Jensen (1955-56, 1959), Associate Professor of
History
B.A., Rangoon University, Burma, 1949; M.A., Bucknell University,
1951; Ph.D., University of Wisconsin, 1956.
*Olive J. Jensen (1966), Lecturer in Art
B.A., St. Olaf College, 1953; M.A., University of Minnesota, 1963.
Mildred V. Joel (1947), Registrar with rank osf Associate Professor
B.A., Augsburg College, 1940; M.A., University of Minnesota, 1947.
Einar 0. Johnson (1956), Professor of Education
B.A., Concordia College, 1938; M.A., 1950 and Ph.D., 1961, University of Washington.
Glen W. Johnson (1961), Dean of Students with rank of Assistant
Professor
B.S.E., University of Nebraska, 1952; B.D., Luther Theological Seminary, 1959.
James D. Johnson (1961), Instructor in Music (Piano)
B.A., University of Minnesota, 1956; M.A., Julliard School of Music,
1958.
*Mary E. Johnson (1962), Assistant Professor of French
B.A., Smith College, 1947; M.A., Columbia University, 1950.
Sherman J. Johnsrud (1960-61, 1965-66, 1967), Assistant Professor
of Philosophy
B.A., St. Olaf College, 1953; M.A., University of Chicago, 1955.
Robert Karlen (1959), Assistant Professor of Music
B.M., New England Conservatory, 1950; M.A., University of Minnesota, 1959.
Joanne Karvonen (1965), Instructor in English
B.A., Gustavus Adolphus College, 1961; M.A., University of Georgia,
1962.
Grace E. Kemrner (1966), Librarian I, Acting Head Librarian
B.A., Augsburg College, 1958; M.A., University of Minnesota, 1967.
Priidu Kiive (1966), Instructor in Physics
B.A., Berea College, 1953; M.A., University of Buffalo, 1959.
:!:Mimi B. Kingsley (1947), Associate Professor of Spanish
B.A., Maryville College, 1936; M.A., University of Mexico, 1944.
Bemhardt J. Kleven (1937-46, 1947-65), Professor Emeritus
B.A., Augsburg College, 1922; M.A., 1930 and Ph.D., 1941, University of Minnesota.
"Carolyn R. Knutson (1966), Librarian I, Reference Librarian
B.A., Grinnell College, 1955; M.A., University of Minnesota, 1965.
Boyd N. Koehler (1967), Librarian I, Circulation Librarian
B.A., Moorhead State College, 1966; M.A., University of Minnesota,
1967.
Bjarne E. Landa (1947), Professor of German
B.A., Voss State College, Norway, 1925; B.A., 1928 and M.A., 1930,
University of Southern California; Ph.D., University of Minnesota,
1952.
Bertha Lillehei (1937-40, 1960), Assistant Professor of English
B.A., Augsburg College, 1934; M.A., University of Minnesota, 1960.
(on leave 1967- )
Lorraine K. Livingston (1960), Assistant Professor of English
B.A., 1930 and M.A., 1932, University of Minnesota.
Ruth G. Ludeman (1967), Assistant Professor of Education
A.B., Colorado State College, 1959; M.A., University of Minnesota,
1961.
Gertrude S. Lund (1950), Associate Professor of Business Education
B.A., Augsburg College, 1936; M.A., University of Minnesota, 1951.
David Lyle (1964), Instructional Assistant in Chemistry
B.A., Augsburg College, 1964.
*Kay L. Madson (1966), Instructor in Sociology
B.A., Augsburg College, 1962.
Orlin L. Mandsager (1960-61, 1962), Campus Pastor and Instructor
of Religion
B.A., St. Olaf College, 1956; B.D., Luther Theological Seminary, 1961.
Fern Martinson (1964), Dean of Women-Associate Dean of Students
B.A., Concordia College, 1947; M.A., Syracuse University, 1950.
Martha M. Mattson (1960), Associate Professor of Education
B.A., Augsburg College, 1928; M.A., University of Minnesota, 1932.
Erwin D. Mickelberg (1956), Associate Professor of Biology
B.A., Augsburg College, 1954; M.A., University of Minnesota, 1964.
*Kathryn Moen (1967), Artist in Residence of Music (Organ)
B.A., Luther College, 1941; M.A., Northwestern University, 1947.
*August Molder (1963), Artist in Residence and Instructor of Art
Graduated, 1938 and LL.M., 1944, University of Tartu, Estonia.
Gerda Mortensen (1923), Professor Emeritus and Executive Secretary of Centennial Committee
B.S., University of Minnesota, 1923; M.A., Columbia University,
1928.
John B. Mosand (1967), Instructor in Art
Examen Artium, Gymnasium, Trondheim, Norway, 1954; Norwegian
Institute of Technology, 1957-60; University of Illinois, 1960-61.
Arthur Nash (1922-66), Professor Emeritus
B.A., Augsburg College, 1922; Ph.D., University of Minnesota, 1938.
Cecilia Y. Nauck (1966), Instructor in Mathematics
B.A., Hofstra University, 1964.
Edor C. Nelson (1946), Associate Professor of Physical Education,
Football and Baseball Coach
B.A., Augsburg College, 1938; M.Ed., University of Minnesota, 1947.
t:;
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Gordon L. Nelson (1967), Assistant Professor of Sociology
B.A., 1958 and M.A., 1959, University of Minnesota; B.D., Luther
Theological Seminary, 1963; M.A., University of Chicago Divinity
School, 1965.
Grier Nicholl (1961), Associate Professor of English
B.A., Wesleyan University, 1951; M.A., Columbia Teachers College,
1956; Ph.D., University of Minnesota, 1964.
*John L. Nielsen (1966), Artist in Residence and Instructor in
Music (Brass)
B.A., Iowa State Teachers College, 1956; M.A., State University of
Iowa, 1963.
Norma C. Noonan (1966), Assistant Professor of Political Science
B.A., University of Pennsylvania, 1959; M.A., 1962 and Ph.D., 1965,
Indiana University.
David Nordlie (1961), Assistant Professor of Sociology (on leave
1967-68)
B.A., Augsburg College, 1960; M.A., University of Minnesota, 1965.
Douglas J. Ollila (1966), Assistant Professor of Religion
B.A., Augsburg College, 1953; B.D., Suomi Theological Seminary,
1956; Th.D., Boston University, 1963.
Esther J. Olson (1960), Associate Professor of Speech
B.S., 1945; M.A., 1945 and Ph.D. 1956, University of Minnesota.
Judith Olson (1965), Instructional Assistant in Physical Education
B.A., Augsburg College, 1965.
*Nils W. Olsson (1967), Visiting Professor of Scandinavian
A.M., 1938 and Ph.D., 1949, University of Chicago.
Karlis Ozolins (1955), Librarian with rank of Associate Professor
(on leave 1967-68)
B.A., Augsburg College; 1951; B.Th., Augsburg Theological Seminary, 1952; M.A., 1961 and M.Ed., 1966, University of Minnesota.
Ronald G. Palosaari (1965), Assistant Professor of English (on
leave 1967-68)
B.A., 1955 and B.D., 1959, Bethel College; M.A., University of Minnesota, 1963.
*Patricia A. Parker (1960), Assistant Professor of Library Science
B.S., Eastern Michigan College, 1949; M.A., University of Michigan,
1952.
Howard E. Pearson (1956), Assistant Professor of Physical Education
B.A., Augsburg College, 1953; M.A., University of Minnesota, 1957.
Anne Pederson (1932-44, 1946), Professor of English
B.A., Augsburg College, 1932; M.A., University of Minnesota, 1945.
LaVonne Peterson (1950), Associate Professor of Physical Education
for Women
B.A., Augsburg College, 1950; M.A., Montana State University,
1954.
Ronald D. Pfeffer (1966), Instructor in Physical Education
B.S. Concordia College, 1962; M.S., University of Montana, 1966.
Martin Quanbeck (1938), Professor of Education
B.A., Augsburg College, 1929; M.A., 1933 and Ph.D., 1952, University omf Minnesota.
Philip A. Quanbeck (1957), Professor of Religion
B.A., Augsburg College, 1950; B.Th., Augsburg Theological Seminary, 1951; M.Th., 1954 and D.Th., 1957 Princeton Theological
Seminary.
Gunta Rozentals (1965), Assistant Professor of Spanish
B.A., 1956 and M.A., 1961, University of Minnesota.
Edward M. Sabella (1967), Assistant Professor of Economics
B.S., University of Rhode Island, 1960.
Robert T. Sandin (1958-60,, 1967), Professor of Philosophy
B.A., Bethel College, 1949; B.D., Bethel Theological Seminary, 1954;
M.A., 1956 and Ph.D., 1959, University of Minnesota.
'!:Lars A. Sandven (1967), Instructional Assistant in Norwegian
Richard Sargent (1967), Instructor in English
B.A., University of North Carolina, 1965.
Leland B. Sateren (1946), Professor of Music
B.A., Augsburg College, 1935; M.A., University of Minnesota, 1943;
L.H.D., Gettysburg College, 1965; D.Mus., Lakewood College, 1965.
Edwin J. Saugestad (1960), Assistant Professor o,f Physical Education
B.A., Augsburg College, 1959; M.A., University d Minnesota, 1964.
A. Mayo Savold (1952), Associate Professor of Music
B.A., Luther College, 1941; M.Mus.Ed., MacPhail School of Music,
1963.
Marjorie H. Sibley (1961), Librarian I1 (on leave 1967-68)
B.A., 1942 and M.A., 1943, University of Illinois; M.A., University
of Minnesota, 1961.
Eugene Skibbe (1964), Assistant Professor of Religion
B.A., St. Olaf College, 1952; B.Th., Luther Theological Seminary,
1956; D.Th., University of Heidelberg, 1962.
'"Frank L. Slesnick (1967), Instructor in Economics
B.A., Oberlin College, 1964.
George Soberg (1926-65), Professor Emeritus
B.A., Augsburg College, 1926; C.T., Augsburg Theological Seminary, 1950.
James R. Spiess (1967), Instructor in Physics
B.A., Augsburg College, 1964; M.S., University of Colorado, 1967.
*Charles A. Stendahl, Jr. (1967), Instructional Assistant in Biology
*Roger R. Stem (1967), Instructor in Computer Science
B.S., 1961 and M.A., 1964, University of South Dakota.
Myles C. Stenshoel (1965), Associate Professor of Political Science
B.A., Concordia College, 1948; M.A., 1958 and Ph.D., 1965, University of Colorado.
Ralph Sulerud (1964), Assistant Professor of Biology
B.A., Concordia College, 1954; M.A., University of Nebraska, 1958.
*Agnes B. Tangjerd (1940), Librarian Emeritus and Archivist
B.A., St. Olaf College, 1920; B.S., 1939 and M.A., 1944, University
of Minnesota.
*Rolf K. TedefaIk (1967). Instructor in Business Administration
Graduated, Hvilans Gymnasium,Sweden, 1955; Commissioned, Military Academy, Sweden, 1956; B.S.B., University of Minnesota, 1964.
Philip J. Thompson (1959), Associate Professor of Art (on leave
1967-68)
B.A., Concordia College, 1955; M.F.A., Iowa State University, 1958.
Neal 0.Thorpe (1967), Associate Professor of Biology
B.A., Augsburg College, 1960; Ph.D., University of Wisconsin, 1965.
John Thut (1947), Associate Professor Emeritus
B.A., Goshen College, 1923; B.Mus., 1930 and M.Mus., 1934, American Conservatory of Music.
*Vera Thut (1947), Instructor in Music (Piano)
B.Mus., American Conservatory of Music, 1927.
Renate Tietz (1963), Librarian I, Acquisition Librarian
B.A., 1962 and M.A., 1965, University of Minnesota.
Joel S. Torstenson (1938-42, 1947), Professor of Sociology
B.A., Augsburg College, 1938; M.A., 1940 and Ph.D., 1959, University
of Minnesota.
*E. Margaret Trautwein (1950-54, 1961), Assistant Professor of
English
B.A., Augsburg College, 1937; M.A., University of Minnesota, 1953.
Erling J. Urdahl (1943), Professor of Biology
B.A., Concordia College, 1930; M.A., University of Minnesota, 1940.
*Leo B. Vetvick (1966), Instructor in Sociology
A.A., 1948, North Park College; B.A., 1953, Augsburg College; diploma, North Park Seminary, 1955.
Eugene Vuicich (1967), Assistant Professor of Music
B.S., University of Minnesota, 1949; M.M., Indiana University, 1967.
*Sister Marie Gertrude Ward (1967), Assistant Professor of Classical Languages
B.A., College of St. Catherine, 1940; M.A., University of Minnesota,
1945.
Beverly A. Wegge (1966), Assistant Registrar
B.S., St. Cloud State College, 1958.
*David Westphal (1966), Artist in Residence in Art
Dale R. Whiteside (1967), Assistant Professor of Modern Languages
A.B., Augustana College, 1956.
Robert M. Zeller (1965), Director of Instructional Services
B.A., Augsburg College, 1965.
"'Alvin A. Arens (1966-67), Assistant Professor of Business Administration
B.B.A., University of Minnesota.
*Norman K. Bakken (1966-67), Lecturer in Religion
A.B., Augsburg College, 1947; S.T.M., Hamma Divinity School,
1954; Th.D., Union Theological Seminary, 1963.
*Eric 0. Giere (1966-67), Artist in Residence in Music (Voice)
B.A., Luther College, 1949; M.A., University of Iowa, 1964.
:'tLoren E. Halvorson (1966-67), Adjunct Professor and Director,
Academic Town Meeting
B.A., St. Olaf College, 1949; B.Th., Luther Theological Seminary,
1953; Ph.D., University of Chicago, 1958.
'Vohn W. Knudsen (1966-67), Instructor in Business Administration, Economics and Business Education
B.A., St. Olaf College, 1962.
*Mary C. Preus (1966-67), Instructor in Classical Languages
B.A., Luther College, 1963; A.M., Harvard University, 1964.
'!:Harley J. Refsal (1966-67), Teaching Aide in Modern Languages
"Henriette Rodary (1966-67), Instructional Assistant in Modern
Languages
*Marjorie Rodberg (summer, 1967), Librarian I, Assistant Catalog
Librarian
B.S., University of Minnesota, 1963.
David A. Sjogren (1966-67), Teaching Aide in Biology
'!'Paul H. Zimmennan (1966-67), Instructional Assistant in Health
and Physical Education
B.A., Augsburg College, 1966.
Part-time faculty
Ahlson, Margaret Ann . . . . Williston, N. Dak.
Anderson, Allen Kenneth . . . . . . . . Paynesuille
. . . . . . . Benron
Anderson, Barbara W e n
Minneapolis
Anderson, Carol Louise . . . . . .
Anderson, David Elbert . . . . . Grossion
Anderson, Donald Eric . . . . . . . . . . Robbinsdale
Anderson, Janet Marie . . . . . . . St. Paul
Anderson, John Luther . . . . . . . . . . .C l i m
. . Badger, la.
Anderson, Karen Ann .
Anderson, Mary Kay . . . . . . . . . . Red Wing
Andreasen, John Gabriel .
. Viroqua, Wis.
. . . . . . Glencoe
Arlt, Nancy Jeanne
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Ausmus, Duane G .
Bagley, Harold James
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Robbinsdale
Bakke, Judith M
Beiningen, Janet Marie
Cnnbr
Benson, Carolyn Mae . . . . . . . . IIin~ropuIix
Berg. Anita Christine . . .
IT>ldl
Berg, David Clarence . . . . . Minneapolis
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Cartwright, Paul Otis
Cerkvenik, Paula Kay .
Christenson, Bruce G. .
Cole, Larry
....
Coleman, T. Patrick . . . .
Coltvet, Benjamin H . . . .
Coltvet, Helen B
.
.
Corson. Corbin G
Coryell, Charles Emerson
Daniels, Brian Howard
Danielson, Margaret C.
Davis, Kathleen Marie
Degen, Heidemarie
.
Delany, Marjorie
Drews, Ellen Udine
Minneapolis
Anoka
Princeton, N.J.
.... Edina
, Minneapolis
Minneapolis
Estheruille, l a
Esiherville, In.
Stockton, Calif.
.
Richfield
....
Onalaska, Wis.
. Minneapolis
. . . Minneapolis
i:rm;A-!urr am Main
1l'rj-r Germany
. . . Waucou, Wis.
Minneapolis
,
.
,
Egesdal, Miriam Ruth ,
Emerson, Douglas A.
Engle, Judith Lynn
.
Erickson, Caren D. .......
Erickson, Janet Kathryn
Erickson, Judith J. . . .
Erickson, Judith Marie
Erickson, Karen Kaye
Ericson, Rodger Tilden
Estenson, Grace Rolinda
Elmore
?q-m.sci!lr
ze;l$.*!d
St. Pau!
Rich,GrZJ
. K~rWwr
llinmcpolt,
. Ricllficld
. S?mch/i~:Id
. Sun5urg
...
.
.
,
,
. . . Thief Riuer Falls
Ferber, Rebecca Ellen
Fercheq Duane V. . . . Niagara Falls, N.Y.
. . . .
St. Louis Park
Finke, Rodger Gary
Fist, Le Mar Jack . . . . . . . St. Louis Park
Fischer, Alberta Mary Elizabeth . . . . . Winona
Franson, C. Vinal . . . . . . . . . . Richfie!
Frick, Phyllis G ,
....
Minneopohs
G i l b e m n , JoAnn Gayle . . . . . . Minneapolis
. . . . . . . . Duluih
Gilleland, Richard E
Grant, Ordean Leonard . . . . . . . . . . . . . Austin
.. . . Sheridan, Wy.
Greenfie14 John Nelson .
Gunderson, Darlene Ojakangas . . . Moniicello
Gustafson, Jack Edward . . . . . . . . . . . . . Osseo
Haag, Mary Lynne Kurth . . . . . . . . Hutchinson
Hallcock, Beverly Marie . . . . . Northfield
Hamberg Sandra Diane Edstrom
Red Wing
Hanse, Joel G. . . . . . . . . . . . . . . . .Morris
Hansen Jean Mosal . . . . . . . . . Richfield
. . . . . Richfield
Hanson, Cynthia Ann
. . . . . Thief River Falls
Hanson, Ronald A.
. . . . . Minneapolis
Hanson, Thomas Frederick
Minneapolis
Hanwick, Theodore Thor . . . .
. . . . . . . . . Wesibrook
Hauberg, Lila Lee
Hedman, Dave . . . . . . . . . . . . . . . . Seattle, Wash.
Helvig, Mary Lee . . . . . . . . . . . . . . . . . . Truman
Hendricksoq Alan Albert . Negaunee, Mich
Hendrickson, John R , Jr . . . . . . Minnetonka
. . . . . . . Maple Lake
Hoekstra, Harold J.
...
Brooklyn Center
Hoff, Larry Eugene
Hokkanen, Jerry David
.
.
Kimble
. Piermont, S. D d .
Holm, Marilyn Franzen
...... Tigerion, Wis
Holm, Steven Andreas
Holmgren, Sharon Joy . . . . . . . . . . . . Minneapolis
Holtan, Judith Ann . . . . . . . . . . . . . . . Minneapolis
. Radcliffe, la.
Hoversten, Linda Marie
Huntzicker, Carol Diane Nelson
Minneapolis
. Permock
Huseby, Edward J
.
Jacobson, David R
Joesting, Susan Jean
Johns, Russell H .
Johnson, David Lawrence
Johnson, Dennis Carl ,
Johnson, Donna Marie
Johnson, Douglas Arthur
Johnson, Duane Elmer
.
Johnson, Gary Steven
Johnson, Gay A.
.
.
Johnson, Irene M.
Johnson, Karen Janice
Johnson, Mardelle B
Johnson, Robert Leslie .
Johnson, Sally Ann
.
Johnson, Sandra Lee
.
Joing, Bonnie Jean
Minneapolis
. . . . St. Paul
..
..
.
Gheni, N.Y
Bloomington
Lake Mills, la.
. Minneapolis
Lahr, N. Dak.
Columbia Heights
Red Wing
. Grantsburg, Wis
. . Minneapolis
,
. Minneapolis
... Kirkland, Ill.
.
Willmar
McCaIlsburg, Ia
. . . Annandale
.
Minneaoolis
. . Hector
Kalberg, Eileen Marguerite
.
.
Pmkers Prairie
Kalpiq Kathleen L
Klemp, Joy Carol . . . . . . . . . . . . Ezcelsior
Klepp, John DeWayne
. . .
Bag*
.... Ezcelszor
Koepcke, Janet Lorraine .
Kosloskc, Daryl Gordon .
. Fairmonl
Kotval, Sandra Jeanne . . . . . . . . Broweruille
Kristenson, Allan Jerome
Wanamingo
.
Kruse, Verland E.
. Bloomingion
KJ-110, Loren Jon
Burnsuille
. .
Faribauli
Landa, Mark
Lange, Walter 5.
Minneapolis
. . . . . Minneapolis
Larsen, Oliver A , J r
, St. Paul
Larson, Allen James
. Newman Grove, Neb.
Larson, Carole Jane
Ht.c:nr
Larsou, Mary Lynn
LaSalle, Judith Carol
I I ~ ~ ~ ~ t o r ~ o
Lce, Henry Albert
Ccn:rr.v. ;llbrr:a Can
f.aCr.isr. R'i.
Lee. Thomas Robert
, <(!~iir .ihdja, Z:hiop~c
Legesse, Hagos
Lund, John W
.Ilirms;unkc
Lund, Karen 0
. . .
Rusm~i
Lundgren, Ida Elizabeth
St. Croiz Falls, Wis
.
Minneapolis
Luoma, Gracia A. Nydahl
.
Maas, Jerry LeRoy
Mattison, Donald Roger
Mattson, Dean ElRoy
Mattson, Kathlyn Elvera
Mattson, Philip Dale . . . .
McCaughan, Charles A
McGregor, Thomas Robert
Meland, John Kristoffer
Miklos, Geraldine Charron
.
Miller, John Richard
Minear, Spencer E.
. .
Moland, Lucille Sharon . .
Moore. James Ral-mond
,
Mork, Richard 3Iilk1n
Morreim, Jeanne Wanner
Muehlenthaler, Sharon B
Myrvik, Karen Ann . .
Minneapolis
Minneapolis
Luck, Wis
Roseau
,
Milaca
. . Bloomingion
Minot, N. Dak
. Minneapolis
,
Minneapolis
Minneapolis
Minneapolis
Malia, Ill.
,
. Si. Paul
. Benson
cumberland, Wis
. . St. Paul
. Rockford, Ill.
Nelson, Anne Moen ........ Hillsboro, N. D d .
Nelson, Blair Russell ............... Lakeville
Nelson, Jacqueline .................. Richfield
Neseth, Carmen Lois .......-......... Kenyon
Nor& Sandra Roth ..............., .. St. Paul
N o m , Grant Marvin .......... Clayton, Wis.
N o m l d , Douglas Berg ....... Wooduille, Wis.
Nygaard, Marie T. ......... Columbia Heights
Oelschlager, Karen .............. Wanamingo
Oguamanam, Cletus Onyeama ... Abba, Nigeria
Olson, Gracia Naorni ............. Robbinsdale
Olson, Joseph Andrew ............ Minneapolis
Olson, Larry Howard ........... Granite Falls
Olson, Mary Ann ...............Minneapolis
Olson, Sanfred N . .................. Roseville
Ostby, John Leonard ............ Minneapolis
Ostenson, Karen L. ................. Dennison
Palmgren, P a ~ c i aClaire ............ St. Cloud
Paulson, Dennis Edward ............ Clitherall
Pautz, Lynn Eagen . . . . . . . . . . . . . .Minneapolis
Pearson, Wayne Kenneth . . . . Brooklyn Pmk
Persons, Warren Lee - . . - . . . . . . . Minneapolis
Peterson, Darrel A. .................. Fmwell
Peterson, Janice L. ............. Minneapolis
Peterson, Ronald David .............. Cosmos
Petzke, Bonita Kae .................. W i l l m r
Pierson, Diana L. ............... Minneapolis
Pinke, Paul August ................ Hustings
Podas, Gary Charles ........... Minneapolis
Poeschel, Richard Albert ............ Ezcelsior
Popp, Kathleen Ann ............... Hutchinson
Prokofieff, Philip E. . . . . . . . . . . Minneapolis
Quam, Marilyn A.
.................
Kenyon
Ree, James R. ................St. Louis Pmk
Rejff, Paul G. ................... Si. Paul
Reiman, Dennis B. .................Princeton
Rindal, Terence W . ................. St, Paul
Ring, Vernice . . . . . . . . . . . . . . . Wanamingo
Robbins, Richard Raymond . . . . . . Minneapolis
Ronning, Donald David . . . - . . . .Fmgo, N. Dak.
Ronning Sharon Bjugstad ........ Barron, Wis.
Rosenquist, A d e l i e E. ........... Alezandria
Rossing, Melvin 0. ...... Tulem, Madagascar
Rosvold, L , Beverly ............... Cottonwood
Rued, Mary Margaret . . , ....... Minneapolis
Rykken, Dennis Neal . . . . . . . . . . . . . W i l l m m
Minneapolis
Sandau, Ivan D. .................
Minneapolis
Sandin, Shirley Ann . . . . . . .,
.......... Minneapolis
Sather, Bonnie Louise
Sawai, Noboru ................. Minneapolis
Sawyer, Carol Ann ...... Newman Grove, Neb.
Scharmer, Bonita Boll . .,............ Winona
Schulz, Niles R. . . . . . . . ., ........ Zumbrota
Schumann, Carolyn A. ............ Long Lake
Scot% Michael David ............ Beloit, Wis.
Senn, James A. ........ , ........... Hopkim
Severson, Roland 0. . . . . . Blanchardville, W i s
Sexton, Lela M. ................. Chicago, Ill.
Shaleen, Esther A. ................ Richfield
Shores, Stanley Bernard ............. W i l l m m
Sigurdson, Eunice E. . . . . . . . . .New Hope
Simonson, Ronald Marvin . . . . . . . . . . .McGraih
Sorenson, Richard Edward . . Eau Claire, Wis.
Sprague, P a ~ c i aJean .... , , . . St. Louis Park
Stavmu, Soterios G. .. Diorios, Kyrenia, Cyprus
Stende, John R. . . . . . . . . . . . . . .Minneapolis
Stenson, Charles 0. ............... Minneapolis
Stensrud, Alan T. ............. Golden Valley
Stivland, Rodney L. ................. Lowry
Strand, Carol Ruth .. , ........ Silverton, Ore.
Streufert, Paul R. ........... Columbia Heights
Strom, Dale L. ................... Richfield
Struve, James Kenneth .............. Rochester
Sundberg, Lois E. .................... Fridky
...
Thimsen, Marcia Ann ............ Minnetonko
Thompson, Judy M . .............. Minneapolir
....... Badger
Torrin, Darryl Douglas Arne1
Torstenson, Beth Marie . . . . . . . . . . . . . .Dawson
Torstenson, Sylvia Steinbeck . . Lake Pmk, la.
Wagner, Dean Eldon ......... Lake Mills, la.
Wagner, Nicholas E. . . . . . . . . . . . . . .St. Paul
Fmington
Wall, Kathryn Elizabeth
Wallen, Lynn Louise .............. Richfield
Warzyniak, Robert W . ......... Lester Prairie
Weimer, Martha E. . . . . . . . . . . . Minneapolis
Westby, Steven Arnold ............ Robbinsdale
Will, Connie D. Clarine ........ Wmrsau, Wis.
Williams, Richard Keith ............ Austin
Windingstad, Ronald M. . . . . . . . . . . . . Dawson
Woida, Duane Arthur ......... Peshtigo, Wis.
Woolson, Cynthia Lee .............. Hmings
........
Zimmerman, Paul Henry, Jr. ...... Zumbrota
Zinn, Richard Carlton ............... St. Paul
GRADUATES, 1967 (through August 31)
Aas, John Edward ........... Pelican Rapidr
Adams, Marcia Louise ............ Minneapolis
Albaugh. Marilyn Rae ............... Aurora
Anderson. Barbara J. . . . . . . . . . . . . . . . .Osakis
Anderson, Bruce Edward .-........ Eagle Bend
Anderson, Joyce Ardell . . . . . . . . . . . .Austin
Anderson, Patricia P.
. . . . . . . . . . . Smgeant
Andreason, Shirley M. .......... Minneapolis
Arends, Ardell Martha . . . . . . . . . . Wubasso
Asp, Julie Ann . . . . . . . . . . . . . . . . . Peterson
Asper, Victoria Sharon . . . . . . Frederick. Wis.
Axberg, Robert Atle . . . . . . . . . . .Minneapolis
Bnrnaal. Lnis b . . . . . . . . . . . . . . Smwd N w j
Rarsners. .bite > M e . . . . . . . . . . . . . 1J'a~wm
BaidL;lld.~.Szndm Jcm . . . . . . . . . . . . . W n l m
Bntnldm, S!eph.cn Kolmer . . . . . . . FfinnicpoEis
Ecouclair ir.Sil&~l 31, . New Roclford. iV Dak.
Ecnsorr. I7n:lcr; R . . . . . . . . . . Rw,kl?-rr Crnlrr
............... d i i w o ~ a
n e ~ Carol
.
>J+k
Bdhk@.c,Iuel Lce . . . . . . . . . . . . . C m o n Fdh
Hnlllt M u i l ~ pfmn
............. H u f c k i m n
Bp[Imnn. L.4. ............... ?rlimnpolis
Born-ic!c S k v m i7. . . . . . . . . . . . . . RndcIif!~.Ic.
Brdtsch Keith nirhml . . . . . . . . . . . . . .%+n~ilk
&ewerh Chstanm T. Elizabeth ...... S!. PR::~
Burke, Ronald C. . . . . . . . . Minneapolis
Chilgren, Donald L. ....... St. Anthony Village
Christianson, Donna Dean . . . Wolf Point, Mont.
Cina, Stephen Alan ................ Richfield
Clawson, John T . ............... Bloomington
Cooper, Grant William ........... Minneapolis
Dahlquisf Kathleen
. . . . . . . Minneapolis
Danielson, Thad Carl ..........Amarillo, Tezas
Deden, Ruth Ann
............... Zumbrota
Doering, Sandra Lee ............. Robbinsdale
Dolan, Mary Margie . . . . . . . . . . . . . . H a m 1
Donald, William Paul ............ Minneapo1i.i
Dunham, Loren J. . . . . . . . . . Minneapolis
Enlund. Marian I ................. Richfield
Enstad, John C. ......... , ...........-. Revere
Erickson, C o ~ o eLeRq. . . . . . Cannon Falls
Erickson, Douglas R. . . . . . . . . . .Seattle, Wash.
Erickson. Elaine Marie . . . . . . . Minneapolis
Erickson. Steven I. ................. Cambridge
Evenson, Larry Kent . . . . . . . . . . .Hamka
. . . - . . . . . . . . . . Dululh
Feddick, Kathleen A.
. . . . . . . Ceylon
Fenrich, Robert C. ......
. . . . . . . Milaca
Feryson, Ronald Morris
Filreis, Lucille Randall ................ Edina
Fischer, Janet Susan ............ Buffalo Lake
Forseth, Stephen W . . . . . . . . . . . Minneapolis
Frovik, Terry James . . . . . . . . . . Minneapolis
Gaard, Marilyn Kay . . . . . - . Boyceville, Wis.
Geisness, Carmolita K. . . . . . . . . . . . . Alerandria
Gerschwitz, Paul Roy . Streaky Bay, S. Australia
. . . - . . . .Minneapolis
Gierke, Alan Raymond
Gisselquist, Kathleen Margaret Kraft
Minneapolis
Gisselquisf Rebecca Joan ...... Sioux City, l a
Gjerde, Ruth Ann . . . . . . . . . Miles City, Mont.
Goldenman, Dennis Alan ......... Zimmerman
Gosewisch, Lorraine J. ........... Racine, Wis.
Gronberg, Sharon Merle Hendrickson . -Id
Groth, Fredric Ivan
&hu
Grover, John Robert .............
Rock&,
Gundale, John David
$4
h k wk
Gunderson, Barry L.
&&ttm
Gunderson, Karen Mildred
,
Wash.
Hamen, Bruce Lyle
Hansen, Lee Anne
W i b
Haugen, David Allen
M q >
Hedquist, Willard A.
&W
Heitman, Sharon Kathleen ...... South St. Paul
Heleesen, Rebecca L j n n .. , ......... Burnsville
Helgesen, Sonja Jean
Minnetonka
Robbinsd.de
Helskom, Gary K. .....:..........
Hetland, Duane Gordon
Radcliffe,
Highum, Gayle Elaine
RILEhford
...................
:.......
Fa
..........
...
..............
..................
.............
................
............
.a.4.....
.-..........-..
...'.....'lory Zumbrota
Ia
.................
Hirdman,
Hoeft, Ardis Freda
Hoffman, Sheldon
Minneapolis
Hofteig, John Haldor ............. , ... Mound
Hokamon, Dale H. ............... Minneapolis
Hosman, Robert Mur, , ,
Oak Lawn, 111.
Hoveland, Dawn Diane .............. St. Paul
Huber, Ronald R. ............... Montgomery
Hueoson. Eueene Leiehton ......... Easi Chain
Huseby, Rebecca Ann ............. Albert Lea
Jacobson, Carol Beske ................ Atwater
Jacobson, Karen Lee .................
Hawick
Jensen, Cheryl Marie ............... St. Paul
Johnson. Bonita Phyllis ........... Minneapolis
Johnson. Dale I. ................. Rockford, Ill.
Johnson, Kaylene Ruth
New Richmond, Wis.
Johnson, Lance S. ............... ,. .. S t Paul
Johnson, Peter N. ... Tananariue, Malagmy Rep.
Jorgensen, Michael Theodore ...... Minnetonka
Kivi, Eileen Emch ................... Glenme
Klune, John Gradie ...... .; ...... Minneapolis
Knutson, David Walter ............... St. Paul
Lamprccht, Gloria Dianne ........... Wabasso
Lanes, Mary Lou ................ Montevideo
Lang, Donald George ............. Lamberton
Larsen, Frederic Clinton
Culbertson, Mont.
Larson, Karen A.
Virginia
,.
Climas
Larson. Linda Rae
Lechnyr, Patricia Ann ............ Minneapolis
Lee, Robert Lloyd
Wells, Mich.
Leschensky, James E. ................... Edina
Lewis, Janice Joan
Coon Rapids
Lewis. John Carl ...............
Minneapolis
Lewis, Pichard John
Coon Rapids
Liebers, Myma Gail .... , ........ Wmerly, la.
Lier, Peter C. ................... Minneapolis
Lillquist. George E., Jr. ... Spring Lake Park
Lindekugel, Sandra Pleis ......... Lake Crsytal
Lindell. Jamcs Gerald. Jr. ...... South St. Paul
Lohn, ~ a r y~ o w a r d ...............
'
Hayfield
Dell Rapih, S, Dak.
Loken, Ruth Mae
Lyons, Kenneth Russell .......Columbia Heights
............
..,.
...
....
....................
........... .......
...............
...............
.............
.........
Madsen, Janet Marie .................. Canby
Minneapolis
Magnuson, Stanley Richard
Mattson, Carol Jayne ...............Lakeuille
Madison, Wis.
McKnight, Marilyn S.
............ Osseo
Menzel, Lawrence H. .... ,
Zimmerman
Meyer, Marlys Bertha
Michaelsen, Jennifer Else ......... Minneapolis
Eden, S. Dak.
Miller, Dennis D.
Moe, Eleanor Solveig ............. Viroquq Wis.
Moore, Susan Diane Christianson ... Minneapolis
Willmar
Mork, Carol J. .....................
Munderovski, Roy Vitauts ........... Owdonna
Munson, Diane Shirley ........... Robbimdale
.......
.........
............
...............
St. Paul
Nelsen, Kay Eileen ..................
Nelson, Linda Louise ............ Barron, Wis.
Nelson, Paulette ....................... Spicer
Mirznegpolis
Nelson, Philip John ...........:..
Nelson, Susan Ann ............. Spooner, Wis.
Nerdrum, Carol Joan ............ Stanley, Wis.
Niles, Richard Allen .................. Hopkins
Nordin, Marion Eileen Rudser ... Golden Valley
Nyquist. Joel Victor .................. Cokato
Columbia Heights
Ocel, Roger
.................
.................Ocomo, Wis.
.................. Roseuille
............... Spring Valley
Olsen, Myron Lee
Omundson, L. Jean
Overholt, Suzanne
Ozbolt, Anthony C.
.......... Kansas City, Mo.
Pederson, Thomas Calvin
Stmbuck
Persson, Maxine Marie ........... Minneapolis
Petersen, Cheryl Christine
Robbinsdale
Peterson, Daniel Lean
Jackson
Peterson, Donovan David ......... Minneapolis
Peterson. Gerald B. ............... Minneapolis
Peterson, Kenneth R.
Minneapolis
Peterson, Ronald Steven Vincent
Minneapolis
Pimnan. William V.. Jr. ............... Anoka
Pudas, Grant Peter ............... Minneapolis
.............
.........
................
............
...
............ Minneapolis
Rakow, Dorm Edward
Ramnarine, David James CFlmcron
....
Skeldoa
Guyana
Refsal, Harley J. .................... H o f f m n
Reiff. Jamcs E.
St. Paul
Frank
............ *M
Rice' Linda Jane .................
Roe. Janice Elaine . . - - . .* - - - FQ+E?,N. D+
.......................
-
Ruona'
RUpp'
Emma
-
*-*'
............
..
' '.... ' ' ....' ..a P~
Ann .......... trr(?maca*
M i h
Sackreiter. Dennis Arthur
Sahl, Thomas James .............
Salo. Susan
Sandbo, Mark R. ............... Minneapolis
Sather. Sylvia Carolyn ............ Minneapolis
Schlachtcnhaufen, Salame Ann . . Dcs Moines, la.
Scholla, Muriel Berg .............. Bird Island
Forest Lake
Schrocder. Marian Ethel
Scbultz, Michael Louis .......... Lester Prairie
Lester Prairie
Schwartz, John Norman
Selstad. John Leslie ............ Minneapolis
Nmhua, N. Hump.
Senner. Priscilla Ruth
Scttcrholm, Richard Dale ...... Brooklyn Center
Sjerslee. Sallic Stephenson ......... Minneapolis
Sjogren, David August ...... , .......... Hector
Skottegaard, Robert Charles ....... Minneapolis
Slavik, Robert Alan .............. Minneapolis
Sletten, Jerilyn Kay ............. Barron. Wis.
Smith, Paul D. .............. , .. Seattle, Wash.
Snyder, Thomas Stanley ......... Minneapolis
Sorenson, John Arthur ............ Minneapolis
Sparks, Carol1 ...................
Minneapolis
Stensvaag. Ruth Ingrid ........... Minneapolis
Glencoe
Stradtmann, Phyllis Ann
Strornmen, Mary Ellen ......... Rockford, 111.
Stromsmoe, Gail Marie ...... Thief River Falls
... Minneapolis
Sulzbach, Ann E. ......... ,
Suomela, Adele Joan Hermes ...... Minneapolis
Swanson, Karen Dahlin .......... Minneapolis
Swenson, Joan A. Alden
Minneapolis
Minnea~olis
Syl~.ester,David Ernest
RUUd'
..............
"X
...........................
...........
.........
......
.............
..........
...........
............
Teige, M. Philip
Wateruille, Maim
Tesdell, Darlene Joyce ............. Slafer, In.
Thiesfeld, Susan Paulette ............. Glencoe
Thompson, Robert Nathen
Lake Lillian
Tibbitr, Lorene Monmn ............... Canby
Tinseth, Phyllis Dianna ............. Willmar
Center City
Titmd, Mark ....................
True, David Jon ............. Columbia Heights
........
Utgaard, Stuart Brady
Vaagenes, Bonnie Bicri
..... Star Prm'rie.
.............. St.
Wis.
Paul
Walen, Barbara E. ............... Minneapolis
Wall, Geraldine Neff ............
Minneapolis
Warner, Ronald Dean ....... Granduiew, Wash.
Wcsley, Lynn Carol ................. St. Paul
Westenno. Mary Ellen ........... Minneapolis
White, Clyde Edward ............ Minneapolis
Wilfrid, Luther Jon ............. Minneapolis
Wilson: Carolyn Jean ............... Hayfield
Woida, Karen Leslic Horton ......... St. Paul
Wold, Philip Arlen ...........S i o u City, la.
Wood, Virginia Joanne ......... New Brighton
Wyckoff. Madeleine Jeanne . . Colun~biaHeights
Youngquist, Michael William
Richfield
Yue, Samuel Ka-Sheng ............ Hong Kong
Yuzer, Barbara Ann
Wood Lake
.......
..............
.
Graduates - 1870-1965 ................................ 3496
OF Graduates - 1966 .....................................
247
GRADUATES Total ................................................
3743
SUMMARY
ENROLLMENT
SUMMARY
AUGSBURG COLLEGE, 1966-67
Class
Senior .....
Junior ....
Sophomore
Freshman .
Special ....
Nurse (D. H.)
Nurse (F. H.)
Nurse (M. H.)
Nurse (S. H.)
Total .....
First Term
Men Women Total
Second Term
Men Women Total
Thii Term
Men Women Total
98
158
218
242
31
95
156
211
232
28
91
154
205
254
28
747
112
149
204
255
26
35
210
307
422
497
57
35
44
44
44
44
79
948
79
1695
98
150
199
254
25
34
40
41
75
916
193
306
410
486
53
34
40
41
75
1638
732
92
150
198
259
24
34
35
41
75
908
183
304
403
513
52
34
35
41
75
1640
TOTAL ACADFJMIC YEAR
Class
Senior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Junior ...................................
Sophomore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Freshman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Special . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Nurse @. H.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Nurse (F. H.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Nurse (M. H.) . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Nurse (S. H.) . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Total ....................................
Men
Women
105
162
222
256
35
114
157
207
262
31
35
44
44
79
973
780
Total
219
319
429
518
66
35
44
44
79
1753
TOTAL STUDENT ENROLLMENT, 196G1967
Men Students ......................................... 780
Women Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 973
Total ..................................................1753
'DEX
Academic Administration . . .
Accounts. Payment of . . . . .
Accreditation . . . . . . . . . . . . .
Administration . . . . . . . . 41.
Admission . . . . . . . . . . . . . . .
Advanced Placement . . . . . . .
Advanced Standing . . . . . . . .
Affiliation . . . . . . . . . . . . . 2.
Aims and Obiectives . . . . . .
American Studies . . . . . 50.
Archives. The . . . . . . . . . .
Art. Department of . . . . . 51.
Athletics . . . . . . . . . . . . . . .
Attendance. Class . . . . . . . . .
Awards . . . . . . . . . . . . . . . . . .
41
13
2
128
22
23
23
102
7
108
9
108
32
46
34
Biology. Department of . . 54.
Board. Cost of . . . . . . . . . . . .
Board of Regents . . . . . . . . .
Buildings . . . . . . . . . . . . . . . . .
Business Administration . 57.
Business Education . . . . . 59.
109
12
126
8
110
111
Calendar . . . . . . . . . . . . . . . 4. 5
Campus Life . . . . . . . . . . . . . 24
Cancellation . . . . . . . . . . . . . . 45
Chapel Service. The . . . . . . . . 24
Chemistry . . . . . . . . . . . . 60. 111
Classical Languages . . . . . . . . 62
Classification of Students . . . 45
Clubs . . . . . . . . . . . . . . . . . . . 30
Coaching Endorsement . . . . . 72
Co-curricular Program . . . . . 29
College Center . . . . . . . . . . . .
9
Committees of the Faculty . . 130
Comprehensive Examinations 47
Computer Science . . . . . . . . . 77
Conditions . . . . . . . . . . . . . . . 43
Convocation . . . . . . . . . . . . . . 26
Corrective Therapy . . . . . . . . 97
12
Costs . . . . . . . . . . . . . . . . . . . .
36
Counseling . . . . . . . . . . . . . . .
Courses of Study . . . . . . . . 48
C d i t s . . . . . . . . . . . . . . . . . . 48
Curriculums . . . . . . . . . . . . . . 108
American Studies . . . . . . . . 108
Art . . . . . . . . . . . . . . . . . . . 108
Biology . . . . . . . . . . . . . . . . 109
Business Administration . . 110
Business Education . . . . . . . 111
Chemistry . . . . . . . . . . . . . . 111
Dentistry . . . . . . . . . . . . . . . 111
Economics . . . . . . . . . . . . . . 112
Elementary Education . . . 112
Engineering . . . . . . . . . . . . 114
English . . . . . . . . . . . . . . . . 114
French . . . . . . . . . . . . . . . . 115
General Liberal Arts . . . . . 108
German . . . . . . . . . . . . . . . 115
Greek . . . . . . . . . . . . . . . . . 115
Health and Physical Ed. . . 115
High School Teaching . . . . 113
History . . . . . . . . . . . . . . . . 116
Mathematics . . . . . . . . . . . . 117
Medical Technology . . . . . . 118
Medicine . . . . . . . . . . . . . . . 118
Ministry . . . . . . . . . . . . . . . 123
Music . . . . . . . . . . . . . . . . . 119
Natural Science . . . . . . . . . 120
Philosophy . . . . . . . . . . . . . 120
Physics . . . . . . . . . . . . . . . . 120
Political Science . . . . . . . . . 121
Pre-Law . . . . . . . . . . . . . . . 117
Psychology . . . . . . . . . . . . 121
Religion . . . . . . . . . . . . . . . 122
Scandinavian . . . . . . . . . . . 122
Sectetarial Work . . . . . . . 122
Seminary . . . . . . . . . . . . . . 123
Social Science . . . . . . . . . . 123
Sociology . . . . . . . . . . . . . . 124
Spanish . . . . . . . . . . . . . . . . 115
Speech . . . . . . . . . . . . . . . . 124
Degree . . . . . . . . . . . . . . . . . .
Dentistry. Pre-Dental Courses
Discipline . . . . . . . . . . . . . . . .
Distinction. Degree with . . . . .
Divisional Organization . . . .
Dramatics . . . . . . . . . . . 30.
41
111
24
Economics . . . . . . . . . . . . . . . .
Education. Department of . . .
Education. Elementary . . 65.
Education. Secondary . . 66.
Electives . . . . . . . . . . . . . . . . .
Eligibility Requirements . . . . .
Employment . . . . . . . . . . . . . .
Engineering. Pre-Engineering
Course . . . . . . . . . . . . . . . .
English. Department of . 68.
Enrollment . . . . . . . . . . . . . . .
Entrance Requirements . . . . .
Examinations . . . . . . . . . . . . .
Expenses . . . . . . . . . . . . . . . . .
112
58
112
113
42
34
20
43
48
100
114
114
146
22
47
12
Faculty. The . . . . . . . . . . . . . . 132
Fees . . . . . . . . . . . . . . . . . . . . 12
Financial Assistance . . . . . . . 14
Financial Information . . . . . . 12
Fine Arts . . . . . . . . . . . . . 52, 85
Food Service . . . . . . . . . . . . . 38
French . . . . . . . . . . . . . . 78, 115
General Education
Requirements . . . . . . . .
General Information . . . .
Geography . . . . . . . . . . .
German . . . . . . . . . . . . .
Grade Values . . . . . . . . .
Graduates . . . . . . . . . . . .
Graduates (1870-1 966).
Summary of . . . . . . . .
Graduation Requirements
Greek . . . . . . . . . . . . .
Health and Physical Ed. . 72.
Health Service . . . . . . . . . . .
High School Teaching
Curriculum . . . . . . . . . . . .
Historical Sketch . . . . . . . . . .
History . . . . . . . . . . . . . . . 34.
Honors . . . . . . . . . . . 34. 43.
Hospital Affiliation . . . . . . . . .
Housing . . . . . . . . . . . . . . . . .
Humanities. Division of the . .
Natural Sciences and Mathematics.
Division of . . . . . . . . . . . . . 48
North-South Student Exchange
Program . . . . . . . . . . . . . . . 104
Norwegian . . . . . . . . . . . . . . . 80
Numbering of Courses . . . . . . 48
Nursing. Affiliation with
Schools of . . . . . . . . . . . . . 102
115
37
113
7
116
103
102
38
48
Incompletes . . . . . . . . . . . . . . 43
Intercollegiate Athlfetics. Purpose
and Philosophy of . . . . . . . 32
Journalism . . . . . . . . . . . . . . . 69
Junior Year Abroad . . . . . . . . 103
Laboratories. Natural Science 10
Latin . . . . . . . . . . . . . . . . . . . . . . 64
Liberal Arts Curriculum . . . . . 108
Library . . . . . . . . . . . . . . . . . . 10
Library Science . . . . . . . . . . . 67
Loan Funds . . . . . . . . . . . . . 14
Location . . . . . . . . . . . . . . . . 2. 3
Majors . . . . . . . . . . . . . . . . . .
Mathematics . . . . . . . . . . 76.
Medical Technology . . . 103.
Medicine. Pre-Medic Courses
Membership in Educational
2
Associations . . . . . . . . . . . .
Metropolitan Opportunities . 27
Ministry. Preparation for the 123
Minors . . . . . . . . . . . . . . . . . . . 42
Modern Languages.
Department of . . . . . . . . . . 77
Music. Departmtent of . . 83. 119
Music Fees . . . . . . . . . . . . . . . 13
Musical Organizations . . . 31. 86
42
117
118
118
Objectives and Aims ...... 7
Orientation . . . . . . . . . . . . . . . 38
Pass/No Credit Grading
System . . . . . . . . . . . . . . . . 105
Payment of Accounts . . . . . . . 13
Personnel Services. Student . . 35
Philosophy. Department of 87. 120
Physical Education . . . . . 32. 72
Physical Plant . . . . . . . . . . . .
8
Physics. Department of . . 90. 120
Placement Service for
Graduates . . . . . . . . . . . . . 39
Plant. The Physical . . . . . . . .
8
Political Science . . . . . . 92. 121
Pre-Law . . . . . . . . . . . . . . . . . 117
Pre-Seminary Curriculum . . . 123
President's Board of Advisors 129
Probation . . . . . . . . . . . . . . . . 45
Psychology.
Department of . . . . . . 94. 121
Publications . . . . . . . . . . . . . . 29
Records . . . . . . . . . . . . . . . . . . 37
Recreatio'n . . . . . . . . . . . . . 24. 32
Refunds . . . . . . . . . . . . . . . . . . 13
Regents. Board of . . . . . . . . 126
Registration . . . . . . . . . . . . . . 44
Registration. Change of . . . . . 45
Religion and Philosophy.
Division of . . . . . . . . . . . . . 50
Religion, Deparhnent of . 95, 122
Religious Activities . . . . . . . . . 24
Repeating Courses . . . . . . . . . 43
Requirements, Graduation . . . 41
Room Costs . . . . . . . . . . . . . . 12
Scandinavian Studies . . . 80, 122
Scholarships . . . . . . . . . . . . . .
14
Sec~tarialCourses . . . . 59, 122
Seminary . . . . . . . . . . . . . . . . 123
Social and Recreational
Activities . . . . . . . . . . . . . . . 26
Social Sciences, Division of the 50
Social Sciences . . . . . . . . . . . 123
Sociology, Deparhnent of 97, 124
SPAN . . . . . . . . . . . . . . . . . . . 103
Spanish . . . . . . . . . . . . . . 82, 115
Special Programs of Study . . 102
Speech, Department of . 100, 124
Student Activities,
Coordinution of . . . . . . . . . 39
Student Government . . . . . 27
Student Personnel Services . . 35
9
Studio Building . . . . . . . . . . . .
Summer School . . . . . . . . . . . . 106
Suspension of Students . . . 24, 45
Symbols . . . . . . . . . . . . . . . . . 48
Teacher's Certificate . . 64, 113
Transfer and Advanced
Standing . . . . . . . . . . . . . . 23
Tuition and Fees . . . . .
12
University Courses . . . . . . . . .
Upper Division Requirements
47
41
Show less
Introduction .....................................................................
2
Calendar ..........................................................................
3
About This Catalog ...........................................................
4
Options .................................. Show more
Introduction .....................................................................
2
Calendar ..........................................................................
3
About This Catalog ...........................................................
4
Options ........................................................................... 4
.................................. 5
Visiting Students ....................
Interim Courses ................................................................
6
UMAlE Courses...............................................................
48
Other Courses ................................................................
49
Augsburg Lifetime Sports ................................................ 51
.
.
.
Interim is an integral part of the school year at Augsburg
College. The College follows a 41-4 calendar, with Fall and
Spring semesters of approximately 14 weeks separated by a
four-week January Interim. Interim is particularly intended
to be a time for both students and faculty to employ styles of
teaching and learning and to investigate questions and
topics in places and ways not possible during the regular
term.
Since one Interim course equals a full-time load, students
should plan to spend the same amount of time in class and
preparing for class as they would for a four-course load
during Fall or Spring semesters. Students can register for
only one course credit during Interim. There is no tuition
refund for a student who chooses not to enroll in an Interim
course.
Most Interim courses are graded traditionally on a 4.0 to 0.0
scale. Students generally have the option to register on a
Pass/No Credit basis. A few Interim courses are graded
only on the PIN system; this is indicated in the course
description.
Some courses are offered for either upper or lower division
credit. Such Interim courses have two numbers listed and
the student must select which is most appropriate for their
needs. Students registering for upper division credit should
anticipate additional assignments and a more rigorous
grading standard. Some courses, especially courses with
travel requirements, have additional fees associated with
them. These fees, although intended to be accurate, may
change and students should check with the instructor to
verify the final costs.
To graduate, an Augsburg student who is under the
Distribution requirements is required to complete three
Interim courses. For a student under the Liberal Arts
Perspective requirements, two Interim courses are required.
The number of required Interim courses is adjusted for
transfer students. Transfer students should refer to their
transfer credit evaluation form, or consult the Registrar.
It is the policy of Augsburg College not to discriminate on
the basis of race, creed, national or ethnic origin, age, marital
status, sex or handicap as required by Title IX of the 1972
Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies,
educational programs, activities and employment practices.
Interim Office (Memorial 230)
Interim Secretary, Kay Thornsen, 33@1025
Interim Director, Dr. David Gabrielson, 330-1025
October 25 - October 29 ............................Interim Registration
November 29 ....................................Late Interim Registration
January 3 ....................................................
First Day of Interim
Time I - 900a.m. (first day only)
Time I1 - 1:00p.m.
January 4
Last Day for Cancel/Add
January 14 ...........Last Day for Determining Grading System
with Registrar
January 14 ..............Last Day for Withdrawing from Courses
January 26 ..............................................................Interim Ends
January 31 ............................................ Spring Semester Begins
February 4 ................................................Interim Grades Due
The time and number and length of meetings as well as the
beginning time will be arranged the first day of class. The
daily schedule for Interim is divided into two blocks of time:
Time I: 8:00 a.m. to noon (on the first day Time I classes will
begin at 9:00 a.m.)
Time 11: 1:00p.m. to 5:00 p.m.
Note: Martin Luther King Day will be obserued at Augsburg
with a special convocation on Monday, ]anuay 17, at 1:00 p.m.
Check with your instructor for class scheduling on this day.
..........................................
The catalog lists courses by departments. Departments are
listed in alphabetical order. At the end of the book are listings
of other courses not offered by Augsburg but recognized by
the College for Interim credit. Additional descriptions and
infomation about these courses are available in the Interim
Office, Memorial 230. Students may also register for one of
the lifetime sports listed at the end of the catalog.
International Interim - Students are invited to be part of one
of the 24 international Interim courses offered by the Upper
Midwest Association for International Education (UMAIE).
These course opportunities are listed near the end of this
catalog.
Internships deadline - Friday, December 10. January Interim
internships must be planned in advance. Students electing
an internship must meet departmental requirements and
present a signed Internship Learning Agreement Plan to the
Internship Office (Murphy Place, Rm. 8) no later than the
last day of Fall classes (Friday, December 10). The Learning
Agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for
planning your internship is available in the Internship and
Cooperative Education Office.
Independent or Directed Study -Students may elect a
program of independent study (upper division 499) or
directed study (lower division 299) for Interim. Faculty
members are strongly discouraged from accepting responsibility for more than one independent study per Interim.
Students choosing to pursue independent or directed study
must:
1. Meet departmental requirements.
2. Present to the registrar a copy of the proposed study plan
approved by the supervising faculty member and the
directedlindependent study registration form. These forms
must be submitted by November 29. Appropriate study
proposal and registration forms can be obtained in the
Interim Office.
Interims at Other Schools - Augsburg students may enroll at
any other 41-4 institution which offers a reciprocal Interim
arrangement.Catalogs of these Interim programs can be
consulted in the Interim Office. The Interim Secretary will
help students in applying for registration at other schools.
Registration for Interims at the other ACTC colleges will be
at Augsburg during the regular registration period. Most
courses taught during the Interim at other 41-4 schools are
accepted for credit by Augsburg, but may not necessarily be
accepted as meeting Augsburg's general education require
ments. This qualification particularly affects courses offered
in religion.
Augsburg College welcomes students from other 41-4
schools for the January Interim without tuition charges
provided the student's home institution agrees not to
charge tuition to Augsburg students for the January term.
The waiver of tuition dors not include special fees, housing
or board costs. Other students will bc charged $1,050 for the
Interim course. Students interested in registering for an
Augsburg Interim should write to the Interim Director for
application forms or use the forms provided by the Interim
Office at their own school. There is an application processing fee of $10. Students are welcome to stay on campus but
are not required to do so. Requests for Interim housing
should be made to the Interim Office.
It should be noted that both ACTC exchange students and
visiting students may not register for 299 or 499 courses.
Art 24 7-A
Instructor: Norman Holen
A study of undraped figures for art students and non-art
students. The figure will be depicted in various settings
with a variety of media for varying lengths of time. Grades
will be based upon quality and improvement.
There will be a fee of $40 to be paid on the first day of class.
Distribution: Art/Music
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Time: I
Room: Old Main 17
BIO 107-A
lnstructoc Ralph Sulerud
The development of the concept of evolution, arguably the
single most important unifying biological principle, will be
traced in this course from preDarwinian times to the
present. In so doing the massive body of evidence in
support of evolution will be addressed as will the pathway
of the evolutionary process and the proposed mechanisms
of that process.
Notwithstanding its acceptance by the vast majority of
biologists, evolution continues to be surrounded with
controversy. The antievolution movement including its
newest form, "scientific creationism," will be studied as will
the ongoing scientific debate concerning evolutionary
mechanisms. Finally the course will focus on some of the
reciprocal relationships between evolution and society.
There will be a variety of readings, and classes will consist
primarily of lectures and discussion. Some audieslide
presentations and videotapes will be utilized. Grading will
be based primarily on quizzes and tests, but participation in
discussion will also be a consideration.
Prerequisite: High school biology
Distribution: Biology/Chemistry
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 20
Time: I
Room: Science 2 1 3
BIO 7 40-A
BIO 340-A
lnstructoc Dale Pederson
The Florida Keys provide an excellent site for the study of
marine organisms and marine ecology. Most of the approximately two weeks in Florida will be spent at the Newfound
Harbor Marine Institute located on Big Pine Key. The
Institute offers laboratory facilities and field trips in addition
to housing and a dining hall. Field trips will permit the
study of diverse habitats such as those of coral reefs,
shallow bays, mangrove swamps, sea-grass communities,
and tide pools. Organisms from these communities and
others will be investigated on site and in the laboratory. A
marine biologist from the Institute will be available to lead
all field trips and conduct specialized classes. Upon
termination of the program at the Institute, there will be a
short t i p to the Florida Everglades to experience yet
another interesting environment.
Preparation for the excursion to the Keys will be made
during the week prior to the trip. This will include an
introduction to marine biology utilizing a variety of
audiovisual materials. The final week will be devoted
primarily to study and the completion of the course
requirements. Cost is $1,350.
Evaluation will be based on overall participation in the
program, a detailed journal based on daily experiences, and
a final examination. Upper division students will also do a
special research project which will be the basis of an
extensive paper.
Prerequisites: Biology 1I I; 112 for upper division credit
Distribution: Biology/Chemistry
Liberal Arts Perspective:
'
Maximum Enrollment: 10
Time: I1
Room: Science 205
610 185-A
lnstructoc Robert Herforth
With the aging of the baby boom generation, interest in and
research on the biological basis of the aging process has
taken on an air of urgency, compared with an earlier more
leisurely approach. This course surveys functional changes
which occur in the body with age, dysfunctions and
diseases associated with aging, and studies on what causes
these changes, including findings on the cellular and genetic
basis of aging. Attention will also be focused on the results
of attempts to slow the aging process in experimental
animals.
Several quizzes and exams will provide the basis for
arriving at grades.
Distribution: Biology/Chembry
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: I
Room: Science 205
BUS 295-A
lnstructoc john Cerrito
The object of this class is to provide students who are not
majoring in business with entrepreneurial skills for starting
and running a small business.
The student will be exposed to various aspects of small
business management and will be required to prepare a
business plan for a "model" business. The student will be
evaluated on the basis of the "model" plan, on tests, and
performances on small business case studies.
Business majors may not take this course for credit; course is
applied toward the major.
Distribution Requirement:
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: I1
Room: Old Main 13
BUS 302-A
lnstructoc Milo Schield
Examines micro-ethical issues involving individual choices
in business. Reviews critical thinking skills in moral
reasoning. Students will describe, analyze and evaluate
business practices and policies. In addition to written
papers, students will select and investigate a current topic
and give a written and oral presentation. The class will visit
several local businesses to discuss various perspectives on
business ethics. This course is being submitted for a
graduation-level critical thinking skill and for a Human
Identity perspective. Check on status with the Registrar.
Prerequisites: BUS 39 1 (now BUS 30 7) or PHI 120 or PHI 125
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: I1
Room: Old Main 10
BUS 368-A
lnstructoc Steven LaFave
An examination of current Japanese business practices using
a cultural perspective. A multimedia approach will be
employed involving film, television documentaries, radio
speeches, and readings from current periodicals in addition
to text material. A seminar model will be used, with
substantial participation expected on the part of students.
Students will be evaluated based on a paper, two 20-minute
sessions of seminar leadership, class participation, and a
mid-tern and final examination.This class should be of
interest to anyone majoring or minoring in International
Business or any field of Business Administration, as well as
anyone with an interest in Japan.
Prerequisites: junior standing or consent of Instructor
Distribution:
Liberal Arts Perspective: Intercultural Awareness 7
Maximum Enrollment: 20
Time: I
Room: Music 22
BUS 495-A
Instructor Thomas Morgan
What is "quality"? Do you "know it when you see it"? How
and what should organizations learn? Searching for answers
to these and other questions will be the central focus of this
Special Topics course. Participants will develop and refine
"systems thinking" skills and learn how to apply them to
real strategic situations. Altemative perspectives on "the
Quality Movement" and "Continuous Process Improve
ment" will be explored through reading, discussion and
field trips to local organizations involved in the pursuit of
quality. Working in collaborative teams, participants will
develop a hands-on project based on actual organizations.
Evaluation will be based on two short papers and a group
presentation.
Prerequisites: BUS 242 & ECO 1 13, or permission of instructor
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 2 0
Time: I1
Room: Foss Center 43
BUS 495
lnstructoc Dr. Magdalena Paleczny-Zapp
The events currently taking place in Central & Eastern
Europe represent one of the most important changes of the
post Cold War era. They cany major implications for world
trade and certainly for U.S. bilateral interests. This course
will provide an understanding of these events and will
identify the most effective ways of doing business with
Russia, Central & Eastern Europe.
Prerequisite: ECO 1 12
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 15
Time: I
Room: Memorial Hall 323
CHE 100-A
lnstructoc Arlin Gyberg
This is a non-laboratory chemistry course based on the
popular book by John W. Hill of the same title. It is not a
traditional chemistry course and does not assume a science
background. Basic science and math are introduced early
and taught as needed for understanding the various topics
and implications. The course does assume the student is
interested in and concerned about the relationship of
chemistry to life and living.
Chemistry has been intimately a part of liberal education for
centuries. The early scientists were considered to be
philosophers and their societies were philosophical
societies. In recent decades the human seeking of personal
independence has led to chemistry becoming a part of
everyday life to the point of actual dependence on chemistry. We live in a world of pesticides, fertilizers, plastics, "the
Pill," food additives and processed foods, vitamin supple
ments, the energy crisis, chemical dependency, biocides,
pollutants, drugs, searching for life on other planets, genetic
manipulation, and it goes on and on. Emotions and mental
disorders can often be traced to chemical imbalance. The
common dragged out, grumpy feeling after an afternoon
nap is a result of a chemical imbalance. The nature of a
hangover is the result of a complex system of altered body
chemistry. Even learning appears to be the result of
chemical reaction to form a "memory molecule." Most of
the problems we face are molecular in nature. What then
but chemistry can better help us to understand ourselves,
our society, our world, and our universe? Come join us as
we take a molecular look at the human condition.
This course will be offered in a lecture/discussion format.
Films will supplement the lecture/discussion periods. Daily
quizzes will be used for evaluation. This course does not
satisfy prerequisites for Chemistry 106 or 116.
Prerequisite: Math Placement 111
Distribution: Biology/Chemistry
Liberal Arts Perspective: Natural World 2
Maximum Enrollment: 30
Time: 11
Room: Science 3 15
CSC 270-A
Instructor Larry Ragland
A study of the FORTRAN programming language for
students with previous knowledge of computer programming. This course will expand a student's knowledge of
programming and programming languages through
presentation of the features of FORTRAN together with
programming techniques for using those features. Students
are expected to know how to do computer programming in
some programming language (such as Pascal) before
entering this course.
This course will involve lectures and several programming
assignments in FORTRAN. Evaluation will be based on the
successful completion of assignments and examinations.
Prerequisite: One course which includes programming
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 25
Time: I1
Room: Foss Center 42
ECO 1 10-A
Instructor Ed Sabella
Study of economic implications of the many problems
facing a metro-urban environment. Fundamental
microeconomics tools introduced to facilitate discussion of
various topics, e.g. health issues, discrimination, education,
etc. Course does not apply toward an Economics, Business
Administration, or MIS major. Does not apply toward an
Economics minor.
Distribution: Economics/Political Science
Liberal Arts Perspective: Social World 1 or 2, or The City
Maximum Enrollment: 20
Time: I1
Room: Old Main 29
ECO 1 1 3-A
lnstructoc Satya Cupta
An introduction to microeconomics, the theory of the
household, firm, market structures and income distribution.
Application of elementary economic theory to market
policy. May be taken independently of 110 or 112.
Distribution: Economics/Political Science
Liberal Arts Perspective: Social World 7 or 2
Maximum Enrollment: 25
Time: I
Room: Old Main 7 6
EDE 295-A
lnstructoc Carolyn Levy
This is a class for both education and theatre students. The
main objective will be to introduce the use of theatre with
elementary children. One particular avenue of exploration
will be the use of theatre in a multicultural environment.
There will be a certain amount of theoretical discussion of
why to use theatre with children, but the main thrust will be
experiential learning: trying out various exercises, games
and programs. The last part of the month will include five
days of practice teaching in a local elementary school.
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: I
Room: Old Main 23
EDE 375-A
Instructor Mary Endorf
The student will demonstrate knowledge of a developmental kindergarten philosophy though the study and utilization of a variety of techniques and resources for teaching
kindergarten. Field work in a kindergarten classroom will
occur during class meetings. Authentic assessment techniques will be utilized in class for student evaluation. This is
a one-half credit course.
Prerequisite: PPST
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 25
Time: I1
Room: Library 17
EDU 353-A
lnstructoc Rich Cermundsen
This seminar-style course presents an examination and
comparison of selected Western and non-Western educational systems as well as an investigation of possible careers
in international education. Special attention will be directed
toward Scandinavian and Central American models. There
will be lectures, discussions, presentations by students, and
guest speakers. Student evaluation will be based on class
presentations and investigative projects.
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: I
Room: Library 17
EDU 388-A
lnstructoc loseph Erickson
Emphasis on the study of values, of communication
techniques and of the major minority groups in Minnesota
for the development of interpersonal relations skills
applicable to teaching and other professional vocations.
Open to all. This is a onehalf credit course.
Prerequisites: junior or Senior standing
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 25
Time: I
Room: Music 23
ENC 282-A
ENC 482-A
lnstructoc john Mitchell
This course will provide an introductory survey of contemporary American poetry by poets whose work has come
into prominence since World War I1 or mid-century.
Emphasis will be given to the vision and sensibility of each
poet and to the themes of their poems, especially those
images and statements that concern philosophical, historical, psychological and cultural values. Through comparison
and contrast, students will be expected to formulate
reasonable interpretations of selected poets and poems and
to express their discoveries in class discussion and short
papers. A final examination will be given, and two interpre
tive papers about three to five pages in length will be
assigned. For upper division credit, the student must also
read and give a written class report on a book that discusses
contemporary poetry; this choice must be approved by the
instructor.
Prerequisite: lntro to Literature - for students enrolling for upper
division credit
Distribution: English/Speech
Liberal Arts Perspective:
Maximum ~nrollment:I5
Time: I
Room: Old Main 22
ENC 24 9-A
lnstructoc Douglas Green
Questions of ethnicity, class, language, gender, and sexuality pervade recent drama in English. These issues are
vitalizing both contemporary drama and productions of
classic texts. We will examine how dramatic works of the
late 70s, the 80s, and the 90s, written in English, have been
shaped by and have addressed issues ranging from racial
tension to sexual preference. (We sometimes survey current
drama on several such topics, like class, gender and
language in 1989, and sometimes concentrate solely on
plays about one issue, like homosexuality in 1990 and 1991.)
For comparative purposes, we will also view a few films on
related topics and hy to attend at least two productions in
the Twin Cities. There will be moderate fees for the local
productions.
Prerequisite: ENC 1 I 1 (Effective Writing) is strongly recommended
Distribution: English/Speech
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 20
Time: I1
Room: Foss Center 2 1
FRE/CER/NOR/SPA 350-A
lnstructoc Roman Soto
An inboduction to the critical reading of a broad range of
texts (short stories, novels, films and comic strips) through
the understanding of their structural properties as well as
the social contexts of communication they presuppose or
create and/or transform. Selected theoretical readings (in
English) prepare students to analyze representative texts (in
a second language of their choice).Both the aesthetic and
social-historical aspects of literary analysis will be explored,
with special emphasis given to analytical approaches from
outside the U.S. Workshops and discussions are key
features of the course andevaluation will be based on
classroom presentations, short papers, and a final examination. Lectures, class discussion and all written work in
English. Students may register under their particular major/
minor language.
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: I1
Room: Old Main 23
HPE 1 16-A
Instructor Ed Saugestad
This course is designed to prepare future teachers for their
role in the School Health Program. Emphasis is placed on
the prevention of childhood health problems, and the
promotion of well-being. This is a onehalf credit course.
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: I
Room: Melby Hall 202 (MWF)
HPE 232-A
Instructor: Carol Enke
Theory and practice in teaching and performing American
heritage and international folk dances. Exposure to New
Games concepts and activities. The majority of the course
grade is based on participation in class activities, a teaching
assignment and a written test. This is a one-half credit
course.
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: I
Room: Melby Hall: North Court (TITH alternate Fridays - 1/4,
1/6, 1/7, 1/7 1, 1/13, 1/18, 1/20, 1/21, 1/25 - 9 meetings)
HPE 250-A
Instructor: Lisa Broek, Richard Borstad
Designed for students who are interested in learning about
contemporary health issues and applying this knowledge to
their personal lives and the lives of their peers. This course
provides a foundation for education, assisting and a p
proaching fellow students about personal health issues.
Students will apply student development models to peer
education and peer helping. Topics include human develop
ment theory, empowerment, communication skills,
multicultural issues, referral sources and procedures, and
decision-making skills. Students will examine strategies
which promote a healthier campus environment.
This course utilizes many interactive experiences combined
with lecture and group discussion. Classroom activities
allow students to practice and demonstrate skills taught
during the course. Students have the opportunity to assess
their own personal level of health. Evaluations will include
objective tests, journal entries, and a group project.
This course should be useful to students who are interested
in impacting their campus environment as well as those
who desire learning practical skills such as communication
and negotiation, group facilitation, program development,
and public speaking.
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: I1
Room: Music 22
HPE 475-A
lnstructoc Paul Kriegler
Emphasis placed on preventing injuries. Treatment of
common athletic injuries. Practical experience in taping and
training room procedures. This is a onehalf credit course.
Prerequisite: BIO 103
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 15
Time: I
Room: Melby Hall 119 (M/W alternate Fridays - 1/3, 1/5,
1/10, 1/72, 1/14, 7/17, 1/19, 1/24, 1/26 - 9 meetings)
HPE 478-A
lnstructoc Ed Saugestad
Theory, techniques, and administrative aspecls of coaching
hockey. This is a onehalf credit course.
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: I
Room: Melby Hall 7 19 (T-R)
HIS 162-A
Instructoc Don Custafson
This area on the other side of the world has produced the
world's largest working democracy. From this people has
come one of our centuqs greatest individuals (Gandhi)as
well as some intriguing charlatans. It is a prime example of
20th Century colonialism and nationalism; it is a standard
example for population crisis and world hunger illustrations. South Asia is all this - and much more.
This course is designed for the student who has interest but
little or no background in non-Western subjects. The heart
of the course will be a wide assortment of readings (including at least one novel) and at least two really good movies,
but there will also be lectures, time for discussion and
perhaps some slides.
Grades will be based on general level of participation, on
some written work and a final exam.
Distribution: History/Philosophy
Liberal Arts Perspective:
Maximum Enrollment: 25
Time: I
Room: Murphy Place 4
HIS 220-A
HIS 320-A
Instructor Khin Khin lensen
This course will focus on Asian immigration to the United
States in the mid-19th century and the turn of the 20th
century. The Chinese, Japanese, Korean, and Filipino
experience will receive special attention. The course
concludes with a component on the changes in the U.S.
immigration laws in the post-World War I1 period. Students
will study the pattern of Asian immigration, the areas they
settled in, the contributions made by these ethnic groups to
the American economic scene, and the role of new Asian
immigrants since the end of the Vietnam war. The course
will highlight the politics of the immigration laws and the
gradual opening of the United States to some Asian
immigration. Inter-active videos will be used. There will be
a mid-tern and a final project (a paper, topic to be selected
the first week of term in consultation with the instructor).
Prerequisite: None for lower division; more for upper
division (see asterisk below)
Distribution: Histo~y/Philosophy
Liberal Arts Perspective:
Maximum Enrollment: 25
Time: I
Room: Old Main 10
"Upper division students will be required to complete a longer
paper than for lower division credit. They will also be expected to
complete a book review on a book related to the course theme and
provide an oral progress report of their paper to the class.
TOPICS
IN U.S. HISTORY:
A HISTORY
OF
HIS 33 1 -A
lnstructoc Chris Kimball
The poet Walt Whitman once called baseball "America's
game." In the century since Whitman uttered those words,
baseball has occupied a prominent (and permanent) place in
American life in some ways equivalent to business, politics,
religion, and race. In this course, then, we will examine the
relationship between the United States and its national
pastime.
Our focus will not be on the game between the lines, the
great players and teams. Instead, we will take up several
topics which can illuminate the historical evolution of this
country. Some of these include: professionalization and its
impact on amateur baseball, the role of ethnicity and ethnic
rivalry, the color line, the emergence of the "big" leagues at
the expense of the "minor" leagues, women's baseball, labor
relations and the empowerment of the players, the impact of
television, and the ballpark as an urban place. Special
attention will be paid to baseball in the Twin Cities and
students will be asked to do a short research paper on some
aspect of baseball history in this region.
Grading will be based on the research paper, class participation and a final exam.
Prerequisite: One ( 1 ) history course or consent of instructor
Distribution: History/Philosophy
Liberal Arts Perspective:
Maximum Enrollment: 30
Time: I
Room: Murphy Place 3
TOPICS
IN U.S. HISTORY:
LEGALHISTORY
HIS 331-A
lnstructoc Bill Green
This course will examine the social, economic, and intellectual factors in American history that contributed to the
emergence of a modem national legal system from English
and colonial antecedents. Some of the topics covered in this
course are the evolution of the roles of judges, lawyers, and
juries; the criminal justice system; property, contract, and
tort law; legal education; family law; civil rights (for
women, African Americans, Native Americans, and
children); and business and labor law.
Requirements: Discussions, attendance required, research
paper.
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 15
Time: I
Room: Old Main 2 1
HON 407-A
Instructor: Larry Crockett
This course will consider radical black American writers on
the left and the right, most notably exemplified by Malcolm
X and Angela Davis on the left and Norma Sowell and
Walter Williams on the right. Course will feature several
guest speakers. Students will write two small papers and
one large paper. Restricted to junior and senior honor
students or permission of instructor.
Distribution: Minority/Women/Urban Studies
Liberal Arts Perspective:
Maximum Enrollment: 25
Time: I
Room: Foss Center 42
INS 120-A
Instructor Ann Fleener
Students will participate in a series of seminars, following
the Paideia seminar format as developed by Mortimer Adler
and Paideia Associates. Students will read selected readings, which will then be discussed in Paideia seminars.
Students will also view selected films for seminar discussions; develop and/or hone habits of mature, intellectual
talk; observe seminars conducted in a St. Paul Public School;
evaluate their own behaviors during seminars and lead
seminars.
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: I
Room: Science 3 7 9
INS 197-A
Instructors: Kristin Anderson, lulie Bolton, Merilee Klemp
How do we see? How do we listen? How do we respond to
theater? What is the nature of art? How are ideas conveyed
in art forms? What do the visual arts, music, and theater
have in common? How do they reflect the society in which
they were created? Is art timebound or timeless?
All art forms are linked to a particular time and place. We
see that the visual arts, music, and theater always reflect the
spiritual and intellectual climate of their time. Using
examples of music, art, and theater created in Europe in the
Baroque period, the course will explore how to appreciate
and understand the various art forms, examine the relationships among the arts, and consider the expression of
enduring themes and ideas at different points in time.
Students will participate in the course through various
readings, including reading plays, studying scores and
listening to recordings, and reading primary source material
comected to the art pieces considered. Using the resources
of the College and the city, students will also attend a
special performance of the Augsburg Faculty Artist Series,
visit art collections, including the Minneapolis Institute of
Arts, and attend music performances, including the
Minnesota Orchestra, the Minnesota Opera, or the St. Paul
Chamber Orchestra. Students will be expected to attend all
required performances and museum visits, write analyses of
the art works or performances, and write a paper integrating the different arts and time periods studied. There will
also be quizzes.
Costs for tickets to performances should not be more than
$20.
Distribution: Art/Music
Liberal Arts Perspective:
Maximum Enrollment: 75
Time: I (The class will normally meet during Time I, but
students will be expected to attend a limited number of offcampus events (some evenings and/or weekends) as a part of
the class work.)
Room: Tjornhom-Nelson Theatre/SaterenAuditorium
INS21 1-A
Instructoc loan Kunz
Do you enjoy talking about science and technical topics, but
just can't find an audience? We'd love to listen! Through a
series of four oral assignments, you will have the opportunity to talk science to your fellow scientists, improve on
your oral presentation skills in a variety of formats, learn to
effectively organize a speech, prepare visual aids, and listen
to and learn about other science topics and science policy
from your fellow scientists.
This course satisfies the General Education Graduation Skill
in speaking.
Prerequisite: One year of an introductory science course
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 7 6
Time: I
Room: Science 3 15
INS 264-A
lnstructoc Virginia Allery
This course will be an historical survey of Hollywood
movies that created and continue to foster images of the
North American Indian in American society. Movies will
include: "Drums Along the Mohawk," "Shadow Catcher,
Broken Arrow," "Little Big Man," and "Pow-Wow Highway." Issues to be discussed will be authenticity, misrepre
sentation, stereotypes and the use of Indian and non-Indian
actors.
Upper-class students will be expected to do a project related
to any of the issues discussed in class.
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: I1
Room: Music 23
LIN 290-A
lnstructoc Don Steinmetz
Is our ability to use language acquired by learning, or is it
present from birth? What do all languages have in common
despite their obvious differences? How can learning a
foreign language be so frustrating for adults, while young
children learning their native language seem to be having
fun? Questions such as these have fascinated people
throughout history, and recent developments in linguistics
have begun to provide some credible answers. The purpose
of this course is to survey the most remarkable findings in
this area and engage in some principled speculation as to
what they mean. This course is open to all students with a
healthy curiosity about language. No other prerequisite.
There will be two tests and a short paper for class presentation.
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 25
Time: I1
Room: Old Main I 1
MIS 376-A
Instructor Kathy Schwalbe
This course develops practical project management skills by
combining theories, techniques, work-group skills, and
computer tools. Students will participate in numerous inclass activities to determine projects to be done during class,
estimate required resources, motivate people to successfully
complete projects, use project management software to track
progress and develop alternatives, etc. Evaluation will
consist of individual and team presentations, participation,
and a final exam.
Prerequisites: BUS 227, BUS 242, and MIS 175 or MIS 370
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: I
Room: Foss Center 2 7
MAT 173-A
Instructor Ken Kaminsky
Learn how to determine the monthly payments on a house
or car. Find out how much you need to be socking away
now to have a million when you retire. Learn how annuities, perpetuities and life insurance work, and more.
Prerequisite: Math Placement Level 111
Distribution: Math/Physics
Graduation Level Skill: Quantitative Reasoning
Maximum Enrollment: 25
Time: I
Room: Science 1 12
MAT 253-A
lnstructoc Steve Zheng
Our objectives are the exploration
of this new geometry of fractals,
its rules, its visuals, how it reveals
the beauty of mathematics, how
to create images of such complex
forms and experience it as a form
of artistic expression via computer graphics. The class will
observe the pattern of selfsimilarity and consider the transformations used to construct fractals such as this fern and the existence of selfsimilarity regardless of the power of magnification used in
examining it. The class will also consider the well known
Mandelbrot set and Julia sets in color and in three dimensional rendition.
Class lectures will provide introduction to the mathematics,
and computer programs will provide students with the
opportunity to construct their own visuals.
Students will be tested on the mathematics through a
midterm exam. Students will create a portfolio of visuals
similar to the one above and from pieces of the Mandelbrot
or Julia sets which display the mathematical character of
those visuals and do a major creative project. There will also
be a final project.
Prerequisite: Math Placement Croup 111 or higher
Distribution: Math/Physb
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 15
Time: I1
Room: Old Main 2 7
SOUNDSAND SIGHTS OF EUROPE
(UMAIE COURSE)
MU5 179-A
lnstructoc Robert Karlen/Roberta Metzler
Much of American history and culture is derived from that
of continental Europe and the cities of Amsterdam, Paris,
Munich, and Vienna. This course provides an opportunity
to visit and experience important cultural centers that
provided the impetus for development of cultural life in the
New World. Students will gain an appreciation of the role of
art and music in the history of the Netherlands, France,
Austria, and Germany.
Evaluation is based on full participation in all course-related
group activities, a daily journal, art/music critique sheets,
and exams (oral and written). No prerequisites, and no
previous experience in art or music is required.
Fee: $2,895 includes all air and surface travel, accomrnodations, several cultural performances, continental breakfast
daily, and five group dinners.
Registration for this interim must be made before October
22 at the International Programs Office, 620 2 n d Avenue
South, Minneapolis, MN 55454. Phone: 331655. Offered on
a P/N basis only.
Distribution:
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 30
MUS 204-A
lnstructoc 0. Nicholas Raths,
An introduction to the fundamentals of music and musicology as they occur within the context of Rock's inception
(1950s) and maturation (1960s)periods. This course will
examine the historical background, musical content, and
methods of selected artists and their work.
Evaluation will be based on class participation, a compre
hensive term paper, exam and a group performance project.
For non-music majors.
Distribution: Art/Music
Liberal Arts Perspective: Aesthetics
Maximum Enrollment: 30
Time: I/
Room: Music 3
MUS 295-A
Instructor Stephen "Cabe" Cabrielsen
The program "Finale" will be explored. This computer
program makes it possible for music students to generate
professional level musical scores. Daily assignments will be
given with the end goal of developing proficiency at
printing music at the computer.
Prerequisite: Note-reading ability
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 12
Time: I
Room: Music Library ( I st floor Music Bldg)
MUS 394-A
lnstructoc Mark Thomsen
This course combines the study and performance of opera
and music theater as well as study of the techniques of
singing for the stage. Student participation will include
reading, discussion, performance of opera/musical theater
scenes, going to performances of other artists, and visiting
some of the performing organizations in the Twin Cities
area to see how they are run. Exercises devoted to release of
tension and acting technique for the singerlactor will also
be explored.
Opera! Opera! will culminate in a performance of opera/
music theater scenes at the end of Interim that will be open
to the public.
Prerequisite: Permission of private voice instructor
Distribution: Art/Music
Liberal Arts Perspective:
Maximum Enrollment: 30
Time: I1
Room: Sateren Auditorium
NOR 1 1 I-A
lnstructoc Nancy Aarsvold
This course is for students with no previous background in
Norwegian. It aims to develop basic skills in speaking,
listening, reading, and writing as tools for communication
and for understanding Norwegian culture. Classroom
practice focuses on both presentation of vocabulary and
structures and the use of the language in everyday contexts.
Evaluation will be based on participation, daily assignments, quizzes, and a final exam.
Distribution: Modern Languages
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 25
Time: I
Room: Old Main I 1
PHI 146-A
lnstructoc David Apolloni
Is abortion wrong? Is killing a terminally-ill person murder?
Are there some crimes for which capital punishment is
justified? Is there such a thing as a just war?
These questions and the various answers proposed arouse
deep emotions and often hostile confrontations among
many groups in our society. All too often, complex moral
issues get reduced down to simplistic slogans when these
groups campaign to maintain or change laws on these
issues.
This course will utilize readings on these complex and
burning moral issues as an introduction to ethics and critical
moral thinking. We will consider some philosophical
theories on the nature of moral obligation and personhood
to help us get past emotions and slogans to a much deeper
and informed understanding of the philosophical problems
which lie behind the controversies surrounding abortion,
euthanasia, capital punishment, and war.
The course will combine lecture and class discussion on
some contemporary philosophical readings on killing.
Students' work will be evaluated on the basis of four (2 to 3)
page papers (each on some aspect of one of the topics) and
class participation.
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 3 0
Time: I
Room: old Main 29
PHY 151-A
Instructor: leff lohnson
Spreadsheets (e.g., Lotus 123) have been used extensively in
business for years. However, it is also possible to use
spreadsheets to solve physics problems without using highpowered mathematics. Spreadsheets allow the student who
is not an expert in mathematics to experience physics on a
more intuitive level. We will use Lotus 123 to solve prob
lerns in a wide variety of physics areas including planetary
and projectile motion. Some of the problems investigated
might be in areas other than physics. Grading will be based
on spreadsheet projects, homework, and a final exam.
Prerequisite: Math Level I 1 1
Distribution: Mathematics/Physics
Graduation Level Skill: Quantitative Reasoning
Maximum Enrollment: 20
Time: I
Room: Science 30
PHY 337-A
Instructor: Stuart Anderson
The quest to understand how light and matter interact is at
the heart of modem physics, and lasers are probably the
most ubiquitous technical product of these ideas. "Making
Light of Matter" will begin with an overview of optics
needed for understanding imaging, beam control and
dispersion, including the nature of light, reflection, refraction and interference. This sets the stage for treating the
physics of superradiant devices and lasers, and the impact
of cavity design on output characteristics. The course will
conclude by applying these concepts to the study of atoms
and simple molecules by the emission, absorption and
scattering of light.
Considerable emphasis will be placed on laboratory
experiences; only onethird of the class period will be used
for formal lectures and discussion, with the balance spent in
the laboratory. Grades will be determined on the basis of
weekly evaluation of laboratory notebooks, two onehour
exams, and a formal research paper.
Prerequisites: PHY 121, 122, 245; MAT 145, 146, 245 (or
consent of instructor)
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 9
Time: I1
Room: Science 30
POL 140-A
lnstructoc Andrew Aoki
This course requires students to struggle with questions of
social justice in America. Students will develop and defend
their own standards of social justice, and conditions in the
United States will be measured against these standards. This
course will stress the exchange of ideas, and students will be
expected to be very actively involved in this exchange.
The goal of the course will be for students to develop their
own thinking about social justice, and to have a much
greater awareness of values which may conflict with the
pursuit of social justice. In addition, students should be able
to use their ideas to evaluate and critique conditions in
America today.
Evaluation will be based on participation in class discussions and structured class activities, on two short (46 page)
essays, and on a final exam.
Distribution: Economics/Political Science
Liberal Arts Perspective: The City
Maximum Enrollment: 35
Time: I1
Room: Old Main 16
WORLD
POLITICS:
CONFLICT
AND CRISIS
IN
THE 90s
POL 160-A
Instructoc Mary Ellen Lundsten
By examining current crises and patterns of negotiations in
places like Bosnia, South Africa, Israel, and the former
Soviet Union, this course highlights the changing political
structures and processes in the world of the 90s. Students
will discuss new international economic patterns, security
issues such as nuclear proliferation, United Nations efforts
at peacekeeping, and environmental protection.
Lectures will supplement readings from two textbooks.
Students will give brief oral presentations of prepared
materials on world crisis topics and they will prepare a final
essay. The course will offer an opportunity for students to
simulate how national leaders negotiate among themselves.
Distribution: Economics/Political Science
Liberal Arts Perspective: Social World 1 or 2
Maximum Enrollment: 30
Time: I1
Room: Foss Center 20
POL 220-A
POL 320-A
Instructor William Morris
This course will examine the impact of the American
political system upon public policy making in the United
States. Three topics of major policy importance will be
selected for examination in the way they are addressed by
particular political practices and/or institutions. The class
will evaluate the options available to policy-makers in light
of the scholarly literature and other information available on
each subject. It will then assess the interplay between these
choices and their handling by the political system. Close
attention will be given to an exploration of the ethical
situation and dilemma of decision-making in politics.
As part of the course, students will submit written analyses
and evaluations of the success and/or failure of the policymaking process in addressing these problems. These, plus
additional articles and portions of books from the social
sciences, will serve as a basis for class discussion. The
papers, a test on the assigned readings outlining the policymaking process in the United States, and class participation
will determine final grades.
Students taking the course for lower division credit will be
expected to complete papers on two of the three policy
issues addressed in the course. Those taking the course for
Upper Division credit must complete an additional paper
on a policy issue of their choice not covered in class.
Prerequisites: Students should have completed at least one
lower division social science class.
Distribution: Economics/Political Science
General Education Perspective:
Maximum Enrollment: 20
Time: I1
Room: Old Main 27
POL 250-A
POL 450-A
Instructor: Einar Vetvik
The course objective is to give knowledge of the political
systems and the most important policy issues in modem
Scandinavia. This will include party systems, elections,
political institutions, public administration, and the welfare
state. The course will include a comparative approach
linking the Scandinavian system to the development within
the European Community. Reference to the situation in the
U.S. will also be made.
The model of teaching is based on lectures, but emphasizes
student participation in discussion and group work.
Assignment 250: Readings, short essay paper, and a final
exam.
Assignment 450: More demanding exam, additional
reading, and a more extensive paper.
Distribution: Economics/Political Science
Liberal Arts Perspective:
Maximum Enrollment: 25
Time: I1
Room: Library 1
PSY201-A
lnstructoc Victoria Littlefield
The methods of psychology are used to study behavioral
and social influences on health, including the interaction of
behaviors, thoughts, emotions, and biological systems.
Consideration is given to life styles, stress management,
illness prevention and treatment, and the role that proactive
behaviors play in health. Evaluation is based on class
participation, homework assignments, papers, and quizzes.
Prerequisites: PSY 10 1, 102, or 1 05
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 25
Time: I
Room: Science 2 12
PSY 335-A
Instructor: Nancy Steblay
U.S. law and the legal system will be investigated from the
perspective of psychological theory and practice. A speclfic
focus will be on the social psychology of courtroom
procedures with consideration of such topics as jury
selection, eyewitness evaluation, and jury decision-making.
Class readings and discussion will also cover such broader
areas as morality, justice, ethics, and victimization. Evaluation methods include tests and written work; students will
also be responsible for contribution to class discussion.
Prerequisites: PSY 7 02 or 1 05
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: I
Room: Old Main 73
PSY 340-A
lnstructor: Norm Ferguson
This course will explore concepts of self from psychological,
cultural, and theological perspectives. A variety of myths
and symbols will be examined to gain knowledge about
how they function as representations of the "self."
The objective of the course is to gain a deeper understanding of one's self and of how conceptualizations of "self" are
molded by a variety of social, cultural, and historical
influences. The content of the course will include topics
such as: the impact of science on myth; the mythologies of
romantic love, war, and peace; the process of individuation;
and metaphors of psychological transformation.
Class time will be devoted mainly to the discussion of
assigned readings. Students will be expected to be prepared
for class by doing the readings and to be actively involved
in the class discussions. Students will be given some of the
responsibility for leading discussions. Evaluation will be
based on class participation and five short (600-900 word)
papers.
Prerequisites: PSY 102 or 105
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: 1
Room: Foss Center 43
PSY 370-A
lnstructoc Duane lohnson
Inquiry into the nature and presence of idealism in the life
of the adolescent person. Theoretical bases for such idealism
will be considered. Idealism directed toward other persons
and society will be the main focus.
+â-h
This course will be conducted as a wmina&th h,+I~i!: level
of student contribution and participah. i\~I&il~rI ~ ,ltF
each class session is required. Ppf!kIu 1 t wi l I inr-tucic class
discussion frequent s h ~ r $ ~ ~ i l ~ i < f r ~v <n oral
l reports.
Typewriting or quiylcfil w o ~ png~.cxv,ing
l
will be r e
quired.
~ ' ? U
R
As i*lrkl)rau&pl. 111%i i hrm1students are required lo read
r
The Mnr,rf Lifi I?t '/rilllnj~I by Robert Coles before the start of
the i n l ~ ~ l ' book
l t i ~(in paperback) will be available in the
Augsburg Ik~okstore by November 1.An additional text
may be required and Iibrary reference work will be a part of
the course process. This course is offered only on PIN basis.
Prerequisites: PS Y I 02 or PS Y 7 05
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: I
Room: Old Main 25
REL 330-A
lmtructoc Philip Quanbeck I1
This course will approach parts of the New Testament from
the perspective of the social world. It will examine the
world of cultural conflict, accommodation and change and
determine how that shaped the New Testament message
and how the church responded to the challenge. Topics will
include concepts of cultural anthropology such as honor
and shame, the social structures of the family and the city in
the Grawo-Roman world. Social status will be addressed in
the ways it affected women, men, free persons, and slaves.
Special attention will be paid to the relation between early
Christianity and Judaism. In the New Testament there will
be particular focus on LukeActs, the Letters of Paul
(Romans and I Corinthians) and First Peter.
Evaluation will be by exam and a research paper.
Prerequisites: REL I 1 1 or REL 22 7
Distribution: Religion (only one interim course may be used to
meet religion requirements)
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: I1
Room: Science 2 1 3
REL 343-A
lnstructoc Cathy Paulsen
Marriage has been described in terms of a free fall, a
decision that we often make with a portion of our brain and
all of our heart. This course will take nothing from the heart,
whether you are married or not. It will, however, increase
your certainty and the possibility for meaning and intimacy
in your life with a partner. In the context of Christian
teachings, many theories will be studied, with particular
attention given to the work of C.G. Jung, and will be applied
to the marital relationship primarily, and to the family
secondarily.
There will be lectures, discussions, and visiting resource
persons. Evaluation will be based on class participation, one
paper, and two tests. Two books will be required.
Prerequisites: REL 7 7 7 or REL 221 or permission of instructor
Distribution: Religion (only one interim course may be used to
meet religion requirements)
Liberal Arts Perspective:
Maximum Enrollment: 25
Time: I
Room: Music 24
REL 345-A
Instructoc Eugene Skibbe
The Lutheran Church is the largest Protestant church in the
world. We will not only examine the Lutheran Church as it
is at the present time, but also study its origin in the 16th
century, its development over about 450 years, and its
cultural influence. An anthology, which includes several
monographs and the professor's lectures, will be used.
Some important readings will be done from the reserved
shelf of the library. Lecture and class discussion will deal
with examples of Lutheran witness to the Gospel in art,
music, philosophy, sociology, and theology. Requirements
include four exams.
Prerequisites: Religion 1 1 1 or 22 1
Distribution: Religion (only one interim course may be used to
meet religion requirements)
Liberal Arts Perspective: Christian Faith 2 or 3
Maximum Enrollment: 25
Time: I
Room: Old Main 18
REL 374-A
Instructors: john Benson, Mark Engebretson
For some in our society, science is the driving engine of a
better, more secure life and the basis for a philosophy of life.
For others, science and its associated technologies, along
with its invitation to become a global world view, constitute
a grave threat. Some Christians particularly feel threatened
by science. This course will address these matters in two
ways. First, it will begin with a historical overview of the
relations between science and the Christian faith, emphasizing three periods: the origins of the Christian faith, the
development of "modern" science and mechanistic philosophy, and the reevaluation of science and nature in the 20th
century. Second, it will study systematically the world
views of science and religion to see how they compare.
Class time will be divided among a variety of activities
including lectures, whole class discussions, small group
tutorials, and an extended simulation exercise in developing
a space colony, drawing from the ideas developed in the
course. Course evaluation will be based on two short exams,
participation in small group tutorials based on assigned
readings, a group project presentation, and a major synthe
sis paper based on the group project and course materials.
Prerequisites: One religion course, one science course, and
junior or senior standing
Distribution: Religion (only one interim course may be used to
meet religion requirements)
Liberal Arts Perspective:
Maximum Enrollment: 60
Time: I1
Room: Old Main 7 8
REL 385-A
lnstructoc Lynne Lorenzen
This course is an introduction to process theology which is
based on the philosophy of A.N. Whitehead and is a critique
of "Classical Christianity." Issues such as theodicy,
christology, sin and salvation will be considered. An 8 to 10
page paper will be written and presented to the class. Class
sessions will include video and discussion.
Prerequisites: REL 1 1 1 or REL 22 1
Distribution: Religion (only one interim course may be used to
meet religion requirements)
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: I1
Room: Science 3 19
SWK 257-A
lnstructoc Mary Lou Williams
Experiential learning occurs as stydents volunteer 80 hours
(in a services agency or institution which students select).
The placement must be approved by course faculty and
supervised by agency staff. In the context of this volunteer
experience students have opportunity to interact with
human service professionals, clients, and communities of
diverse culturelethnic heritage and special concerns (age,
socio-economic status, lifestyles, developmental/physical
abilities, gender, etc.).The course is designed to help
students learn about themselves in relation to a possible
major or future career in the human services.
The three-hour weekly seminar is devoted to discussions
which assist students in integrating agency experiences and
readings which explore the historical development of social
welfare as an institution and the nature and value system of
social work as a profession. students will also examine and
critique the manner in which social, economic, and political
structures impact diverse groups in society. Students will
focus on their own responsibilities in society, as well as
examine their personal value system in relation to special
concerns, such as poverty and the "isms."
Distribution:
Liberal Arts Perspective: The City
Maximum Enrollment: 30
Time: I
Room: Murphy Place 7
S WK 4 66-A (full course)
SWK 4 6 6 4 (.5course)
Instructor Vincent Peters
This is a continuation of Field Work I1 -educationallyfocused field placement in a social service agency. Students
will spend 15 (or 30) hours per week in field placement, plus
one hour per week in a faculty-facilitated supportive
seminar held on campus. Evaluations will be made in
writing by the field instructor using previously developed
contract and social work evaluation forms.
Prerequisite: SWK 462 (Field Work 11)
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: Open enrollment for senior social work
students
Time: I
Room: Murphy Place 2
SOC 232-A
lnstructoc Rita Weisbrod
In American culture, we have gone from nostalgia and
romanticism regarding children in the early decades of this
century to an increasingly widespread neglect of child
welfare. We will examine the social status of children in
Western society focusing on understanding problems in the
current social relationships of children in American society.
Students will develop a journal of their readings and
complete an individual project selected from several
options, including a child observation assignment or a
libray research assignment, and give an oral report to the
class followed by a written summary of their findings.
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 25
Time: 11
Room: Old Main 25
SOC 265-A
lnstructoc Jerry Cerasimo
The dimensions of racial and minority group relations.
Major attention is focused upon prejudice, racism, and the
role of self-understanding. (P/N grading only)
Distribution: Minority/Women/Urban Studies
Liberal Arts Perspective: Intercultural Awareness I
Maximum Enrollment: 25
Time: I
Room: Foss Center 20
SPA 777-A
lnstructoc Cabriela Sweet
Beginning Spanish I introduces the student to basic vocabulary and grammar. The emphasis is on spoken Spanish, but
secondary goals are to develop reading and writing skills as
well. After Interim, students will be prepared to continue
with Spanish 112 in the spring.
The approach used in class will be proficiency oriented, and
grammar explanations will be given as needed to clarify
those in the text. Evaluation will include class participation,
a test on each chapter, and a written and oral final exam.
Distribution: Modern Languages
Liberal Arts Perspective: Intercultural Awareness 2
Maximum Enrollment: 25
Time: I
Room: Old Main 27
SPC 348-A
lnstructoc Deb Bart
This course is an advanced television production course
which combines studio and field production with special
emphasis on post-production editing. Students work in
production teams to create and produce a one-hour
magazine format news program.
Prerequisites: Broadcast Production I or consent of instructor
Distribution:
Liberal Arts Perspective:
Maximum Enrollment: 20
Time: I
Room: Foss Center 175 (Media classroom)
Augsburg is part of a consortium called UMAIE, Upper
Midwest Association for Intercultural Education, which
offers overseas learning experiences during the Interim.
Additional information about the following courses can be
obtained from Kathleen Lutfi at the International Programs
Office, 620 2 n d Avenue S. (Tel. 33@1655)or from the
Interim Office (Tel. 330-1025). Registration for these Interims
ends October 29,1993.
These courses are offered on a P/Nbasis only and generally cany a lower division number.
Ancient Greece:Myth and Monuments
Art and Architecture of Ancient Egypt
China and Its Artistic Heritage
The Church in Brazil: Comforting the Afflicted, Afflicting the
Comfortable
contemporary European Business and Economic Systems
Coral Reefs in The Philippines and Hawaii
Cultural Conflict in Renaissance ltaly
English School and Family
Environmental Issues: East and West
Europe and The Rise of Modern Science
Hawaii: Cross Cultural Transmission and lntegration
Literary Ventures by Train: England and Scotland
Nairobi and Arusha: The Tale of the Church in Two Cities
The Natural History of the Galapagos Islands and an Ecuadorian
Rainforest
Post-Colonial Namibia: A land of Liberation and Peace Making
Readings of the Bible
ReJections in a Clouded Mirror: The Performing Arts and
Iapanese Culture
Russia, Ukrania and Poland after Communism
Social Work and Social Welfare in Sweden
Sounds and Sights of Europe
Spanish Art and Culture of the Siglo De Oro
Work Life in the Information Age: Action Research in Nonoay
and Sweden
These courses are offered by institutions or groups not
connected with Augsburg College, but have been approved
for credit by the College. Most cany a tuition cost plus other
expenses which are the responsibility of the student. They
are offered only on a P/N basis. Fuller descriptions and
details for registering are available in the Interim Office.
SAILING IN THE VIRGINISLANDS
(JANUARY 4 - 20, 1994)
HPE 455-A
Instructor: Joyce Pfaff
Designed for the beginning and intermediate sailor interested in the art and practice of sailboat mising. The course
will take the participant to a competent level of sailboat
handling (anchoring, mooring, helming, and crewing). The
student will live aboard a 43 to 46 foot fixed keel sailboat
with 5 to 6 other people and will function as an active crew
member. Actual on-thewater instruction will be the major
part of the course. Sailing will include mises to the various
islands and cays in the British and American Virgin Islands.
Snorkeling and windsurfing will be available on an optional
basis. Some classes will be held in December prior to leaving
for the Virgin Islands in January.
The course cost is $2,600, which includes airfare, for
Augsburg day students and qualifying 41-4 students.
Others will have to pay regular Interim tuition in order to
receive academic credit.
Prerequisite: Permission from loyce Pfaff of the Health and
Physical Education Department (6 12) 330- 1247.
Distribution: Lifetime Sports; also one course credit.
Graduation Level Skill: Lifetime Sports
OUTWARD
BOUND
HPE 212-A
Check for information in thehterim Office on dog sledding
and snowshoeing on the Minnesota-Canadian border or for
whitewater canoeing and desert camping on the Rio
Grande in the December 27 through January 26 period.
There is a cost of approximately $1,275 (the Outward Bound
organization has some scholarships available).
POL 398-A
POL 398-A
POL 398-A
Students are required to take the full three week program
(January 3-21). Segments I and I1 meet from January 3 to
January 14,1994. Segment I11 meets from January 17 to
January 21,1994.
Campus liaison is Professor Milda Hedblom. Applications
for financial assistance from the college are available i n
Memorial Hall 117A; telephone is 33B1197.
The following activities are available to students during interim
and students may register for these classes as well as for a
regular course. These activities do not carry course credit, but
do meet the lifetime sports requirement for graduation.
HPE 002-A
lnstructoc Wayne Niles
The form, basic techniques, and practical usage of American
Karate, taught by a certified Third Degree M K A Black Belt
inshctor. Fee of $30.
Distribution: Lifetime Sports
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: Unlimited
Time: 12:OO-1:00 p.m. Mondays, Wednesdays, and Fridays
Room: Melby Gym
HPE 002-A
lnstructoc Brian Ammann
Practice and playing of badminton. Grading: P I N only
Distribution: Lifetime Sports
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: 16
Time: I M, W/alternate Fridays (1/3, 1/Sf 1/lo, 1/12, 1 /14,
7/17, 1/19, 1/24, 1/26 - 9 meetings)
Room: Melby, north court
HPE 002-A
lnstructoc Brian Ammann
Practice and playing of racquetball. Grading: P/N only
Distribution: Lifetime Sports
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: 8
Time: I T, Th/alternate Fridays (1/4, 1/6, 1/7,1/7 1,1/13,
1/78, 1/20, 1/2 1, 1/25 - 9 meetings)
Room: Melby, north court
HPE 002-A
lnstructoc leff Swenson
Grading: P/N only
Distribution: Lifetime Sports
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: 15
Time: I M, W,F - all term
Room: Melby, weight room
HPE 002-A
lnstructoc ]eff Swenson
Grading: PIN only
Distribution: Lifetime Sports
Graduation Level Skill: Lifetime Sports
Maximum Enrollment: 15
Time: I1 M, W,F -all term
Room: Melby, weight room
Show less
MASTER OF ARTS IN
EDUCATIONLEADERSHIP
AUGSBURG
COLLEGE
1990-1992
·'
-.Jnformation Sessions
MASTER OF ARTS IN EDUCATION-LEADERSHIP
Individuals interested in the Master of Arts in EducationLeadership program at Augsburg College are encouraged to
attend an information session. These free,... Show more
MASTER OF ARTS IN
EDUCATIONLEADERSHIP
AUGSBURG
COLLEGE
1990-1992
·'
-.Jnformation Sessions
MASTER OF ARTS IN EDUCATION-LEADERSHIP
Individuals interested in the Master of Arts in EducationLeadership program at Augsburg College are encouraged to
attend an information session. These free, two-hour sessions are
scheduled at various times prior to the beginning of each trimester. Please call the Master of Arts inEducation- Leadership Office
(330-1786) for details or to register for one of these information
sessions:
Thursday, May9, 1991
Tuesday, June 18, 1991
Thursday, July 18, 1991
Saturday, October 26, 1991
Saturday,Februaryl,1992
Tuesday, May 12, 1992
Tuesday, June 16, 1992
Thursday, July 16, 1992
7:00 - 8:00p.m.
10:00 a.m. - noon
10:00 a.m. - noon
9:00 - 11:00 a.m.
10:00 a.m. - noon
10:00 a.m. - noon
10:00 a.m. - noon
10:00 a.m. - noon
For more information write or call:
Master of Arts in Education-Leadership Office
Augsburg College
731 21st Avenue South
Minneapolis, MN 55454
612/330-1786
~·
Augsburg Colleg0
731 21ST AVENUE SOUTH
MINNEAPOLIS, MN 55454
3/91
·:.....·-·-·.
..
,6iee and Payment
Schedule
~
~ . ;:
~
..
·=·
.., ...·.·
Application Fee (payable once, non-refundable)
Tuition (per trimester course)
(one course =6 quarter credits or 4 semester credits)
Enrollment Reservation Deposit (non-refundable,
applicable to first semester's tuition)
Leadership Practicum Fee (per term for six terms)
Thesis Continuation Fee $100.00
Late Fee, per day (charged to any student registering
after the scheduled registration date).
Late registration includes incomplete registration as
defined: a) Unsigned Registration Form or
b) Unapproved Payment Plan
Registration Change after First Class Meeting
(cancel/add/change grade option, or combination
at one time)
Transcript Fee (per copy after first, which is free)
Finance Charge: A finance charge is applied at a
simple rate of 1% per month on any account with
an open balance of 30 days or more.
$25.00
$884.00
$100.00
$125.00
$50.00
$5.00
$2.00
Fees
The application fee ($25) is due on or before the application deadline
for a given term. The $100 non-refundable deposit (applied to first
semester's tuition) reserves a place in the program in a given term,
once a person is accepted. Tuition is due at the time of registration.
Payment Options*
1) Payment in Full: Due day of registration.
2) Payment Plan: Upon application and after college approval, a 3pay plan is available each trimester. Payment plans will be offered
only if previous plans have been adhered to.
3) Company Reimbursement: Full courses, or equivalent, which are
company reimbursed require a deposit of $150 per course reimbursed,
with full payment due within 50 days after the end of the term.
Tuition is set on an annual basis, payable in three equal installments at
the beginning of each trimester. Registration is permitted only if the
student's account for a previous term is paid in full as agreed. Augsburg
College will not release diplomas or academic transcripts until all student
accounts are paid in full. This also applies for student loan funds
administered by the college (Perkins Student Loan); they must be current
according to established repayment schedules.
•A non-sufficient-funds check will declare your registration invalid and could affect
further credit extended by the college.
~-
•nformation Sessions
MASTER OF ARTS IN EDUCATION-LEADERSHIP
Individuals interested in the Master of Arts in EducationLeadership program at Augsburg College are encouraged to
attend an information session. These free, two-hour sessions are
scheduled at various times prior to the beginning of each trimester. Please call the Master of Arts inEducation- Leadership Office
(330-1786) for details or to register for one of these information
sessions:
Thursday, May 9, 1991
Tuesday, June 18, 1991
Thursday, July 18, 1991
Saturday, October 26, 1991
Saturday,Februaryl,1992
Tuesday, May 12, 1992
Tuesday, June 16, 1992
Thursday, July 16, 1992
7:00 - 8:00p.m.
10:00 a.m. - noon
10:00 a.m. -noon
9:00 - 11 :00 a.m.
10:00 a.m. - noon
10:00 a.m. - noon
10:00 a.m. - noon
10:00 a.m. -noon
,r"'
.~~,::·
' \ ...:f
.>-a
'l-·~r
~··-·
tr1
~·
·t.rj". ...
~:-.:
For more information write or call:
Master of Arts in Education-Leadership Office
Augsburg College
731 21st Avenue South
Minneapolis, MN 55454
612/33~1786
Augsburg Col leg0
731 21ST AVENUE SOUTH
MINNEAPOLIS
3/91
MN 55454
z ·: .· ·
~:
B alendar
1991- '92
Saturday Schedule: 8:30 a.m. - Noon and 1:15 - 4:45 p.m.
Thursday Schedule: 6:00 - 7:30 p.m. and 8:00 - 9:30 p.m.
Fall Trimester 1991
Class Dates
Thursday, September 5
Saturday, September 14
Thursday, September 19
Saturday, September 28
Thursday, October 3
Saturday, October 12
Thursday, October 17
Saturday,October26
Thursday, October 31
Saturday, November 9
Thursday, November 14
Saturday, November 23
Thursday, December 5
Leadership Practicum Dates
Saturday, September 7: Workshop for returning students
Saturday, September 21: Assessment Center for new students
Saturday, October 5: Assessment Center for new students
Other Important Dates
Monday, August 19: Application deadline
Wednesday, September 4: Orientation
Monday, September 9: Last day to register and/or drop
Saturday, November 23: Last day to withdraw from class
Monday, December 16: Final grades due
Winter Trimester 1992
Class Dates
Thursday, January 9
Saturday, January 18
Thursday, January 23
Saturday, February 1
Thursday, February 6
Saturday,February15
Thursday, February 20
Saturday,February29
Thursday, March 5
Saturday, March 14
Thursday, March 19
Saturday, March 28
Leadership Practicum Dates
Saturday, January 11: Workshop for returning students
Saturday, January 25: Assessment Center for new students
Other Important Dates
Monday, December 2: Application deadline
Wednesday, January 8: Orientation
Monday, January 13: Last day to register and/or drop class
without record notation
Saturday, March 14: Last day to withdraw from class
Monday, April 6: Final grades due
.·- -~ ~.~
.·: ·.
Spring Trimester 1992
Class Dates
Thursday, April 2
Saturday, April 11
Thursday, April 16
Saturday, April 25
Thursday, April 30
Saturday, May 9
Thursday, May 14
Thursday, May 21
Saturday, May 30
Thursday, June 4
Saturday, June 13
Thursday, June 18
Saturday, June 27
~·
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~1
~
tr
~
~
tr.f ~,
z·
Leadership Practicum Dates
Saturday, April 4: Workshop for returning students
t·
~
;::
'!
b·
Other Important Dates
Monday, March 9: Application Deadline
Wednesday, April 1: Orientation
Monday, April 6: Last day to register and/ or drop without notation
Saturday, May 30: Last day to withdraw from class
Monday, July 6: Final grades due
....
~'
~
v
~-:-··
...,
,,.
"
II.•.•.
):
ljee and Payment
Schedule
-~.
Application Fee (payable once, non-refundable)
Tuition (per trimester course)
(one course= 6 quarter credits or 4 semester credits)
Enrollment Reservation Deposit (non-refundable,
applicable to first semester's tuition)
Leadership Practicum Fee (per term for six terms)
Thesis Continuation Fee $100.00
Late Fee, per day (charged to any student registering
after the scheduled registration date).
Late registration includes incomplete registration as
defined: a) Unsigned Registration Form or
b) Unapproved Payment Plan
Registration Change after First Class Meeting
(cancel/add/change grade option, or combination
at one time)
Transcript Fee (per copy after first, which is free)
Finance Charge: A finance charge is applied at a
simple rate of 1% per month on any account with
an open balance of 30 days or more.
$25.00
$884.00
$100.00
$125.00
$50.00
$5.00
$2.00
Fees
The application fee ($25) is due on or before the application deadline
for a given term. The $100 non-refundable deposit (applied to first
semester's tuition) reserves a place in the program in a given term,
once a person is accepted. Tuition is due at the time of registration.
Payment Options*
::.::-.
~--
'
+
1) Payment in Full: Due day of registration.
2) Payment Plan: Upon application and after college approval, a 3pay plan is available each trimester. Payment plans will be offered
only if previous plans have been adhered to.
3) Company Reimbursement: Full courses, or equivalent, which are
company reimbursed require a deposit of $150 per course reimbursed,
with full payment due within 50 days after the end of the term.
"";,:-<
"'
w
<
~··
~-
t,
,,
"
~
-=:
~:
·:~-.-..;
d
Tuition is set on an annual basis, payable in three equal installments at
the beginning of each trimester. Registration is permitted only if the
student's account for a previous term is paid in full as agreed. Augsburg
College will not release diplomas or academic transcripts until all student
accounts are paid in full. This also applies for student loan funds
administered by the college (Perkins Student Loan); they must be current
according to established repayment schedules.
> ::.:
::-.~
~-
•A non-sufficient-funds check will declare your registration in'Clalid and could affect
further credit extended by the college.
"'r
1 he most important key to developing a collective will to
overcome many of our commonplace problems is leadership.
Certainly leadership is characterized by more than knowing. It is
also more than acting. It is ultimately defined in coalescing others
to act when they otherwise might not have. Leadership, including
teacher leadership, is ultimately proven in the efforts of others to
attempt to scale heights of human achievement and plunge depths
of human caring not otherwise envisioned."
-Ken Howey
Augsburg College
731 21st Avenue South
Minneapolis, MN 55454
612/330-1786
Calendar for 1990-'91 .................................................................... 4
Introduction to the Master of Arts in Education-Leadership ... 6
Leadership Development Model ................................................. 7
Curriculum Design ....................................................................... 9
Course Descriptions .................................................................... 10
Graduate Faculty ........................................................................ 12
Library .......................................................................................... 12
Accreditation and Affiliations ................................................... 12
Student Support Services ........................................................... 13
Student Rights ............................................................................. 13
Admission Requirements ........................................................... 14
Application Procedures ...... ......... ..... ........... ..................... ...... .... 14
Evaluation Standards ................................................................. 15
Academic Policies ....................................................................... 16
Fee and Payment Schedule ........................................................ 17
Financial Aid ...... ................... ...................................................... 18
About Augsburg ......................................................................... 21
Campus Map ......................................................... .......... ............ 22
Campus Location ............................... ........... .............................. 23
B alendar
1990-'91 Calendar
Saturday Schedule: 8:30 AM - Noon and 1:15 - 4:45 PM
Thursday Schedule: 6:00 - 7:30 PM and 8:00 - 9:30 PM
Fall Trimester 1990
. ...
"
Class Dates
Thursday, September 6
Thursday, September 13
Saturday, September 22
Thursday, September 27
Saturday, October 6
Thursday, October 11
Saturday, October 20
Thursday, October 25
Saturday, November 3
Thursday, November 8
Saturday, November 17
Thursday, November 29
Saturday, December 1
Leadership Practicum Dates
Saturday, September 8
Saturday, September 15
Other Important Dates
Monday, August 20: Application Deadline
Wednesday, September 5: Orientation
Monday, September 10: Last day to register and/ or drop
class without record notation
Saturday, November 17: Last day to withdraw from class
Monday, December 17: Final Grades Due
Attendance Policy
Because leadership issues are presented, discussed and analyzed in the classroom, regular attendance is highly important and should be considered a responsibility, not only to
one's self, but to one's classmates and the course instructor.
Irregular attendance may, at the discretion of the instructor,
adversely affect one's grade.
Winter Trimester, 1991
Class Dates
Thursday, January 3
Saturday, January 12
Thursday, January 17
Saturday, January 26
Thursday, January 31
Saturday, February 9
Thursday, February 14
Saturday, February 23*
Thursday, February 28
Saturday, March 9
Thursday, March 14
Saturday, March 23
Thursday, March 28
Leadership Practicum
Saturday, January 5
*One week between classes
Other Important Dates
Monday, December 3: Application Deadline
Wednesday, January 2: Orientation
Monday, January 7: Last day to register and/ or drop
class without record notation
Saturday, March 16: Last day to withdraw from class
Monday, April 1: Final Grades Due
Spring Trimester 1991
Class Dates
Thursday, April 11
Saturday, April 20
Thursday, April 25
Saturday, May 4
Thursday, May 9
Saturday, May 18
Thursday, May 23
Saturday, June 1
Thursday, June 6
Saturday, June 15*
Thursday, June 20
Saturday, June 22
Thursday, June 27
Leadership Practicum
Saturday, April 6
*One week between classes
Other Important Dates
Monday, March 4: Application Deadline
Wednesday, April 10: Orientation
Monday, April 15: Last day to register and/ or drop
class without record notation
Saturday, June 1: Last day to withdraw from class
Monday, July 8: Final Grades Due
6,Jntroduction to the
Master of Arts in
Education-Leadership
Developing Leaders for Education
The Masters of Arts in Education-Leadership is a program for
educators who value and enjoy their direct contact with
students and want to retain that focu in their careers. It is a
program that at the outset promotes the imp rtance of teaching.
It is also a program that values the role educators can play as
leaders within their places of work.
People who become part of this Master of Arts program will
have opportunities to:
• Examine what "leadership" is and who leads;
• Explore who they are as leaders, both within an educational
setting and outside of it;
• Gain specific knowledge of education and leadership that
can support their development; and
• Develop skills that can increase the effectiveness of their
leadership.
This program values the role that good educators play in the
lives of students and operates from the belief that educators
need to exercise leadership within the workplace without relinquishing the role of teacher.
Accommodating the Full-Time Work Schedule
The Master of Arts in L adership pr gram is designed to meet
the needs and preferences ol working adults. The pr gram is
bas don the assum,ption that the men and women who enroll
are employed, self-disciplined and well-motivated individuals
who seek a balance of classroom experience, group interaction
and individual study. Each course is, therefore, divided into
period of tudy, group effort and clas pr paration. To accommodate this format for learning, each cla s meet on alternate Saturdays for thr e-and- ne-half hours and alternate
Thursday evenings for one-and-one-half hours.
Leadership Development Model
Th Ma ter of Art in Education-L adership program promotes
leadership as a pl'oce which 1) inspires cooperation among
people who must compete for limit d resource , 2) pr motes
productivity within and beyond the organizati n, and 3) works
toward progress. To accomplish this, individuals aspiring to
positions of leadership must possess thre k y attributes: a
sen e of vision, the ability to persuade and the ability to direct
action. Underlying thes attributes is a broad range of abilities
and awarenesse . Thes abilitie and awarenesses, outlined in
the diagram on page 7, serve as specific outcomes for the
Leadership Development Model
Leadership
Sense of
Vision
Orientation
Toward Action
/
Ethical
+ Social awareness
+ Environmental
awareness
+ Tolerance of
religious and
philosophical
differences
+ Appreciation
of situational
complexity
/1
Facility for
Persuasion
/
Communicative
Creative
+ Long-term
perspective
+ Flexibility
+ Adaptability
+ Innovativeness
+ Effective listener
• Effective speaker
+ Effective writer
+ Diplomatic
ability
+ Effective team
member
+ Interpersonal
sensitivity
I
Risk Assumptive
+ Curiosity
+ Achievement
motivation
+ Self-esteem
Decisive
+ Self-confidence
+ Analytical ability
+ Ability to think
critically
+ Understanding of
research
+ Ability to manage
conflict
""'
Culturally
Aware
+ Appreciation
for cultural
differences
• World-view
perspective
• Tolerance of
individual
differences
Master of Arts in Education-Leadership. Augsburg's model of
leadership development is designed to assess, promote, enhance
and refine these capabilities within the individual.
Community of Learners
Essential to the goals of the Master of Arts in Education-Leadership is participation in a community of learners. Learning can be
enhanced when the student is involved in a stable community
that provides opportunity and encouragement for active participation both in and out of the classroom. This community will be
enriched by the presence of men and women who bring to the
program a variety of work and life experiences.
. ...
To facilitate this kind of community interaction, Augsburg
encourages graduate students to make use of college facilities
such as the library, meeting rooms and the Christensen Center; to
take the opportunity to share meals and coffee breaks; to participate in optional lunchtime seminars; and to attend other college
activities such as music and dramatic presentations and athletic
events.
Leadership Practicum
Master of Arts in Education-Leadership students enroll in a half
course called "Leadership Practicum." Students are required to
enroll in this professional assessment and development course
for six terms during their graduate work at Augsburg. Upon
completion of the entire practicum, students receive a half-course
credit.
Early in the program a major component of this practicum is a
full day professional assessment to determine students' abilities
and potential relative to each of the outcomes of the Leadership
Development Model (see page 3). Assessment instruments
include paper and pencil exercises and simulation and group
experiences. Following the assessment, students meet individually with a trained assessor who provides guidance in personal
goal setting and in the creation of a professional development
plan focused on dimensions of leadership.
In subsequent terms "Leadership Practicum" includes workshops designed to meet the needs of students in the following
areas: communication skills, self-assessment measures, group
processes, and other professional development topics identified
by graduate students and staff. These workshops are developed
by students enrolled in the course "Creativity and Problem
Framing. " The Assessment and Leadership Practicum also asks
students to focus on leadership opportunity within their
workplace, or in an appropriate volunteer setting. Students will
develop a learning agreement which outlines the scope of their
project and what they hope to accomplish and learn through that
project. Students will be supported throughout this project by
peer and faculty coaching sessions which meet as an ongoing
part of the Assessment and Leadership Practicum.
B urriculum Design
The Master of Arts in Education-Leadership program is
composed of 12 courses. Each course uses a variety of learning
techniques appropriate to adult learners including case study,
debate, written and oral seminar presentations and small group
activity. These courses develop targeted leadership abilities
and understandings as a boundary crossing endeavor in need
of the leadership skills and visions of people from all levels of
an organization.
The Master of Arts in Education-Leadership will provide opportunities for students to:
conceptual frameworks of leadership
issues of leadership
history of education
current issues in education
conceptual models of teaching and learning
Study
•
•
•
•
•
Reflect
• on the various natures of leadership
• on themselves as leaders
• options and opportunities for leadership in
education
• on ethics and values in leadership
Assess
• themselves as leaders
• situations in which they lead
• programs, projects and ideas
Exercise
• creative leadership both individual and collective
• a variety of thought processes
Integrate • viewpoints on leadership with p r anal experiences
• viewpoints on education from a variety of
disciplines
Required Courses Include:
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
EDU
510
511
512
513
514
515
516
517
500
590
591
592
Ethics and Leadership
Legacy of Education
Models of Teaching and Learning
Diversity and Education
Evaluation and Documentation
Creativity and Problem Framing
Models of Educational Process
Politics and Public Policy of School Offerings
Assessment and Leadership Practicum
Thesis Research Seminar I
Thesis Research Seminar II
Thesis Consultation
a ourse Descriptions
EDU 510 Ethics and Leadership
Study of leadership within the context of personal and professional ethics, values and faith. Weighing and balancing competing values within an ethical framework will be explored as a
part of experiential exercises. Leadership issues of gender,
ethnic origins, and culture will be explored. Leaders of past and
present, recognized and unrecognized, will be studied. This
course views the nature and purpose of leadership from a
variety of disciplines and perspectives.
EDU 511 Legacy of Education
Comparative study of education through political, historical,
economic and sociological perspectives. This course will provide a knowledge base for students to discharge their leadership
responsibilities with wisdom gained from knowing the past.
EDU 512 Models for Teaching and Learning
Study of the teaching and learning processes. Recent research
findings about teaching and learning will be examined. Interpretation of the research findings in light of prejudgments
concerning teaching and learning will be explored. Technological applications to the field of teaching and learning will be
included.
EDU 513 Diversity and Education
An exploration of the interrelatedness of world concerns and
cultural diversity as they impact on the field of education.
EDU 514 Evaluation and Documentation
Evaluation and documentation of programs, projects, and ideas
as they relate to educational policy and practice. Qualitative
and quantitative tools will be discussed.
EDU 515 Creativity and Problem Framing
Study and application of the thinking processes as they affect
problem solving and decision making. Models of goal formation, program planning and implementation will be included.
Students will create seminars, to be conducted for peers in the
program.
EDU 516 Models of Educational Process
Exploration of supervisory and consultative models, both
within and outside the field of education. Major topics include
mentoring, peer collaboration, varieties of administrative
processes and procedures and observational techniques.
Developing partnerships and collaborative ventures among
programs and institutions within the community will be a part
of this course. An underlying focus of this course is that of
change: identifying where it's needed, initiating the process,
and adapting to the outcomes.
EDU 517 Politics and Public Policy of School Offerings
Study of school curriculum; selection of curricular offerings,
society's impact on school offerings, politics of curricular
change and offerings, curriculum development and research in
content areas.
EDU 500 Assessment and Leadership Practicum
A professional assessment and practicum which spans six
terms. This course includes a full-day professional assessment;
subsequent seminars designed by the students in the course,
"Creativity and Problem Framing"; and opportunity to design
and implement a leadership project within the workplace with
the support of peer and faculty coaching. Half course. Graded
on a P /N basis.
EDU 590 Thesis - Research Seminar I
This course provides each individual the opportunity to
develop a research topic and to synthesize previous study and
work experience. Graded on P /N basis.
EDU 591 Thesis - Research Seminar II: Synthesis of
Findings
This seminar focuses on the results of individual projects
developed in Research Seminar I. At the completion of the
seminar, students present their final results orally and submit
written theses. Graded on P /N basis.
EDU 592 Thesis Consultation
A series of meetings with a faculty thesis advisor simultaneous
with EDU 591 and during the term in which the thesis is being
prepared for final submission. Half course. Graded P /N.
(Students not completing the thesis during the same term in
which they enrolled in EDU 591 are required to pay a thesis
continuation fee during each subsequent term until the thesis
is completed.
a raduate Faculty
Faculty who teach in the Master of Arts in Education-Leadership
program are full-time senior faculty with doctorates or appropriate professional degrees. Some courses are team taught by
bringing together faculty from different disciplines or combining
a faculty member with professionals from relevant fields. In
these situations, at least one member of the team has a Ph.D. and
substantial teaching experience. All of the program faculty have
extensive experience teaching adult learners.
The Augsburg library houses over 160,000 books, periodicals,
records, tapes and films. Music, chemistry and art history libraries are located within the departmental areas. Access to over
1,000,000 volumes is available via daily interloan and courier
service among seven private liberal arts colleges and the Hill
Reference Library. Through Minitex, the statewide network, the
additional resources of the Minnesota and Wisconsin libraries
are accessible to Augsburg faculty and students.
'Blccreditation and
Affiliations
Students who successfully complete Augsburg's EducationLeadership program will receive a Master of Arts Degree.
Augsburg is accredited by the North Central Association of
Colleges and Schools. The college is a member of the Associated
Colleges of the Twin Cities (ACTC), Lutheran Education Council
in North America and Minnesota Private College Council.
Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement
of the institution. Registration does not (necessarily) mean that
credits earned at the institution can be transferred to other
institutions or that the quality of the educational programs
would meet the standards of every student, educational institution, or employer.
~tudent
Support Services
The Augsburg Master of Alis i11 Education-Leadership
Program assists stud nts i:n making education and career
plans, in working on their personal developme1\t, and in
participating in activities beyond th classroom. Some of thes
service, are listed below.
Academic Planning
In addition to the facu lty who provide consultation and advice,
academic planning is guided by the Leadership Practicum assessors, thesis advisers, and Ma ter of Arts in
Education-Leadership staff.
Career Services available include:
• Professional assessment through the Leadership Practicum
• Self/ career assessment counseling through the Career
Services Office (330-1162)
• Development of a resume and a career-search plan through
the Career Services Office
• Work experience related to a student's field of specialization
through the Coop rative Education Office (330-1148)
• tudent Rights
The College has adopted a statem nt f student rights and responsibilities and ha pr vided for du proce sin the matters
of disciplin, ry action, grievances and grade appeal. Students
who wish to identify appropriate procedmes for complaint
hould contact the Vic President for Student Affair (3 0-1160).
Th College operates in compliance with the Family Rights and
Privacy Act and Title IX. Students hav the right to insp ct aJJ
official records which pertain to them and which are maintained in the Registrar's Office and the Placement Office
(except where a waiver f access ha been signed) and to
challenge inac urate or misleading information. Students hav
a right t experienc education free from discrimination ba ed
on sex, race, tlmic or cultural background, handicap, creed,
marital status or age.
A)dmissions Requirements
Applicants to the programs must hold a baccalaureate degree
from an accredited four-year college or university.
Applicant to the program are expected to have a minimum
undergradua te grade point average of 3.0 on a 4.0 scale in an
accredited master's program or demonstration of 3.0 course
work b yond the bachelor' plus a probationary term.
Applicants to the program must have two years of experience
(or equivalent) in a position demonstrating leadership potential
in an educational setting.
Decisions about admission to the program will be made on an
individual basi . Ad mi sion to each entering graduate class will
be given t the most highly qualified individuals. Selection of
candidates will be made on the basis of an evaluation of each
applicant's:
• previous college record
• letters of recommendation
• experience and organizational background
• Miller Analogies Test scores
• written statement and possible interview
m pplication Procedures
To apply, student must submit the following materials to the
Master of Arts in Leader hip Office:
• Completed application form with $25 (non-refundable)
application fee.
• Written statement relating the applicant's career and life
goals focusing on leadership a pirations.
• Letter of recommendation from an immediate supervisor,
assessing leadership potential.
• Letter of recommendation from a co-worker (at the same
level) describing applicant's work style and potential as a
leader.
• Official transcripts of undergraduate and graduate work from
each institution attended indicating degrees conferred.
• Official set of re ults on the Miller Analogies Test, or for
applicants whose nativ · language is not English, a minimum
score of 600 on the Test of English as a Foreign Language
(TOEFL).
• Possible interview with a graduate program staff member.
ID valuation Standards
Evaluation of academic performance for the Master of Arts in
Education-Leadership will be based on number grades using a
4.0 point scale with these definitions:
4.0
3.5
3.0
2.5
2.0
P
N
W
I
Achieves highest standards of excellence
Achieves above basic course standards
Achieves the minimum passing standard
Achieves at or above the 2.0 level (not computed
in grade point average)
Does not meet minimum course standards (no credit and
non-punitive-not computed in grade point average)
Grade given when course is dropped
Incomplete grade given when student is unable
to complete course requirements for reasons beyond the
student's control (to receive an incomplete, a student
must file a petition with the Graduate Program staff
stating reasons for the request, the plan and date for
removing the incomplete grade, the signature of the
instructor, and any other necessary docw11entation).
No more than two courses with a grade below 3.0 will count
toward the degree. No more than two courses with a grade
below 2.0 can be repeated. Only the credits and grades earned
the second time are counted in the grade point average.
Academic Probation and Dismissal
"
Student must maintajn a 3.0 cumulative grade point average.
If a tudent falls bel w a 3.0 average, the student will be plac d
on probation for the following term. A 3.0 cumulatjve grade
point average must be restored in order for a student to b
removed from probation. If a student receives a grade of N in
a course, the student must petition successfully with the
Graduate Program Committee before being permitted to continue in the program. A plan for the student to follow would
be outlined at that time. If the cumulative grade point average
again fall s below 3.0, the student may be dismissed from the
program by the Graduate Program Committee. Students also
may be dismissed by the Graduate Program Committee for
behavior detrimental to the program such as a gross violation
of college policy (as published in the Student Guide). Dismissal would occur only after established procedures were
followed .
Credit for Prior Education, Training and Experience
Transfer credits will be evaluated on an individual basis. No
more than three courses will be accepted for transfer into the
Masters of Leadership-Education program.
Credit and Contact Hours
Each graduate course in the Master of Arts in EducationLeadership program is the equivalent of four semester credits
or six quarter credits. Students meet in class a total of 30 hours
and are responsible for a significant amount of individual
study and preparation.
Enrollment Policy/Leaves of Absence
Students may take either one or two courses each trimester.
Enrolling in two courses per trimester enables a student to
complete the program in two years. All students are required
to comple te th program within fou r years. Extensions beyond
four y ars will b considered on the basi of petition to the
Graduate Program Committee. Students who leave the program for more than one term mu t request a leave of absence
in writing from the Graduate Program Committee.
Last Date to Withdraw from Class
The last date on which students may withdraw from a class
and receive a "W" on their records is noted on pp. 4 and 5.
ee and Payment
Schedule
Application Fee (payable once, non-refundable)
Tuition (per trimester course)
(one course = 6 quarter credits or 4 semester credits)
Enrollment Reservation Deposit (non-refundable,
applicable to first semester's tuition)
Leadership Practicum Fee (per term for six terms)
Thesis Continuation Fee
Late Fee (charged to any student registering
after the scheduled registration date.)
Late registration includes incomplete registration as
defined: a) Unsigned Registration Form or
b) Unapproved Payment Plan
Registration Change after First Class Meeting
(cancel/add / change grade option, or combination
at one time)
Transcript Fee (per copy after first, which is free)
Finance Charge: A finance charge is applied at a
simple rate of 1% per month on any account with
an open balance of 30 days or more.
$25.00
$815.00
$100.00
$125.00
$100.00
$50.00
per day
$5.00
$2.00
Fees
The application fee ($25) is due on or before the application
deadline for a given term. The $100 non-refundable deposit
(applied to first semester's tuition) reserves a place in the program in a given term, once a person is accepted. Tuition is due
at the time of registration.
Payment Options*
1) Payment in Full: Due day of registration.
2) Payment Plan: Upon application and after college approval,
a 3-pay plan is available each trimester. Payment plans will be
offered only if previous plans have been adhered to.
3) Company Reimbursement: Full courses, or equivalent,
which are company reimbursed require a deposit of $150 per
course reimbursed, with full payment due within 50 days after
the end of the term.
Tuition is set on an annual basis, payable in 3 equal installments at the beginning of each trimester. Registration is permitted only if the student's account for a previous term is paid
in full as agreed. Augsburg College will not release diplomas
or academic transcripts until all student accounts are paid in
full. This also applies for student loan funds administered by
the college (Perkins Student Loan); they must be current according to established repayment schedules.
*A non-sufficient-funds check will declare your registration invalid and
could affect further credit extended by the college.
Refund Schedule
A per-course tuition refund will be made on the following
basis: (In order to be eligible for the refund, students are responsible for cancelling courses with the Registrar's Office.)
Prior to
Prior to
Prior to
Prior to
Prior to
Prior to
the first scheduled class meeting-100 %
the second scheduled class meeting-90%
the third scheduled class meeting-80 %
the fourth scheduled class meeting-70%
the fifth scheduled class meeting-60%
the sixth scheduled class meeting-50 %
Iiinancial Aid
In a number of ways, students may receive assistance in meeting Graduate Program costs. Enrollment in two courses per
trimester allows the student to be classified as full-time . One
course is considered half-time enrollment. The Office of Student Financial Services (330-1046) assists students in assessing
financial aid eligibility and offers financial aid from available
alternatives, including the following:
Augsburg Tuition Grant
Augsburg College may provide grants and scholarships to
graduate students who show academic potential and have financial need.
Funded Scholarships
Augsburg actively pursues outside funding for special scholarships. The availability of such scholarships enables the participation of individuals of limited financial means as well as individuals working for volunteer agencies and other organizations
not likely to provide tuition reimbursement.
Company Tuition Assistance Programs
Many companies, agencies and corporations offer full or partial
tuition assistance to employees who participate in work-related
or degree-related college programs. Augsburg College provides several payment plans by which employees may handle
tuition reimbursement.
Bureau of Indian Affairs, Tribal and State Indian
Scholarships
American Indian students who meet federal, state or tribal
requirements may apply for these scholarships. Indian grants
generally supplement other sources of financial aid. For assistance in application please contact Augsburg's American Indian
Support Program Director at 330-1138 or your tribal agency.
Federal and State Aid Programs
The Office of Student Financial Services determines eligibility
for any Federal or State financial aid programs available to
graduate students. Determination of eligibility is based on
standard, nationally accepted methodology.
+ Perkins Student Loan-Joint Augsburg College-federally
funded program administered through the College for students who demonstrate financial eligibility. No interest
accrues nor do payments have to be made on the principal at
any time while you are enrolled at least half-time. Simple
interest of 5% and repayment of the principal (at the minimum
of $30 a month) begin six months after you leave school (nine
months for new borrowers after 7-1-87). Repayment may
extend up to 10 years. The maximum which may be borrowed
for combined undergraduate and graduate study is $18,000.
+ SLS (Supplemental Loans for Students)-A Federal loan
program. Independent students may borrow up to $4,000 per
year to a maximum of $20,000 and must be enrolled at least
half-time. Variable interest rate is set annually with a cap of
12%; payment usually begins within 60 days after disbursement. Principal may be deferred until the student ceases halftime enrollment. Interest may, at the lender's option, accumulate until the in-school deferment ends. Students must apply
for financial aid.
+ SELF (Student Educational Loan Fund)-A Minnesota
State loan program. Students may borrow up to $4,000 per
year ($16,000 cumulative) as undergraduates with a $25,000
aggregate maximum when graduate study is included ($1,000
minimum). Interest rate is variable, paid by the borrower
quarterly while in school. Principal payments begin 13 months
after leaving school. Students must apply for financial aid and
be enrolled at least half-time.
+ Stafford Student Loan (formerly the Guaranteed Student
Loan)-Loan funds are obtained directly from a local lender or
state agency in certain states. While the student is attending at
least half-time, there is no interest charge. Simple annual
interest of 8% on the loan balance and repayment of the
principal begin six months after leaving school. Repayment
may extend up to 10 years. The maximum loan is $2,625 for
the first two years and $4,000 for the remaining years of undergraduate study and $7,500 per year for graduate study. The
cumulative undergraduate and graduate maximum is $54,750.
To Apply for Financial Aid:
1) Complete the Application for Admission and indicate your
desire to also apply for financial aid.
2) The Office of Student Financial Services will send you the
necessary application and financial statement form (or you
may pick them up in the Office of Student Financial
Services, 152 Science Hall, or the 'Master of Arts in
Education-Leadership Program Office, 2222 Murphy Place).
3) All students must have a Financial Aid Transcript on file
with Augsburg from each previously attended institution
even if they did not receive aid. Forms are available from
the College.
4) Complete and return the financial aid forms by the
deadlines indicated.
5) Accept the financial aid offered, in whole or in part, within
the deadline stated.
\.
• bout Augsburg
History
Augsburg was the first seminary founded by Norwegian
Lutherans in America. Named after the confession of faith
presented by Lutherans in Augsburg, Germany, in 1530,
Augsburg opened in September, 1869, in Marshall, Wisconsin,
and moved to Minneapolis in 1872.
Campus Location
Augsburg's campus is located in the heart of the Twin Cities
surrounding Murphy Square, the oldest of 155 parks in the
"City of Lakes." Adjacent to the campus are Fairview and
St. Mary's Hospitals, the West Bank campus of the University
of Minnesota and Mississippi River parkways.
Accessibility
Augsburg College has made a major effort to become one of
the most accessible campuses in the region. Skyways, tunnels
and elevators provide accessible connections between nine of
the 14 major buildings-student housing towers, Christensen
Center, main academic and administrative halls, the library
and music building. In addition, there are programs for
students with learning and physical disabilities.
Church Affiliation
Augsburg is a college of The Evangelical Lutheran Church in
America. About 59 percent of the students are Lutheran,
14 percent other Protestant and 19 percent Roman Catholic.
Several other affiliations are represented among students and
faculty.
Non-Discrimination Policy
Augsburg College does not discriminate on the basis of race,
creed, national or ethnic origin, age, marital status, sex or
handicap as required by Title IX of the 1972 Educational
Amendments of Section 504 of the Rehabilitation Act of 1973
as amended in its admission policies, educational programs,
activities, and employment practices.
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15.
16.
17.
18.
Admissions House
George Sverdrup Library
Science Hall
Old Main
West Hall
Mortensen Tower
Urness Tower
Christensen Center
Sverdrup-Oftedal
Memorial Hall
Music Hall
2222 Murphy Place
Melby Hall
Ice Arena
Stage II Theatre
Center for Global
Education
Scandinavian Center
Foss, Lobeck, Miles Center
for Worship, Drama and
Communication
Youth and Family Institute
19. Office Annex House
20. Tutor House
21. American Indian Support
and Minority Education
Partnership
A. Admissions Parking
B. Student Parking
c.
Visitor Parking
D. The Quad
E. Faculty /Staff Parking
F. Murphy Square
G. Anderson-Nelson
Athletic Field
H. Fairview I St. Mary's
Parking Ramp
I. Husby-Strommen
Tennis Courts
J. Resident Parking Only
I6. I
Accessible Entrance
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DOWNTOWN
MINNEAPOLIS
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From Minneapolis
Interstate 94 east to 25th A venue exit, left to Riverside
Avenue, left to 21st Avenue South, left at Augsburg sign.
From St. Paul
Interstate 94 west to Riverside exit, right on Riverside
Avenue to 21st Avenue South, left at Augsburg sign.
Parking
All posted Augsburg College parking lots are free and
open for student use from 4:30 p.m. Friday through
Sunday evening. Lots are located on 7th Street between
21st and 22nd A venues and north of 8th Street on 21st
A venue. Most street parking is two hour parking, seven
days a week. Additional parking is available in the
Riverside Medical Center ramp, or U of M parking lots
on the north side of Riverside A venue.
Augsburg College__;
731 21ST AVENUE SOUTH
MINNEAPOLIS, MN 55454
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