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AUGSBURG
COLLEGE
Catalog 1986-88
Oflicial Publication of Augsburg College Fall 1986
731 21st Avenue South Minneapolis, MN 5545406121330-1000
This Catalog should answer most questlons students have about Augsburg College and its
curriculum. Although lnformatlon was current at the time ofp...
Show more AUGSBURG COLLEGE Catalog 1986-88 Oflicial Publication of Augsburg College Fall 1986 731 21st Avenue South Minneapolis, MN 5545406121330-1000 This Catalog should answer most questlons students have about Augsburg College and its curriculum. Although lnformatlon was current at the time ofpubllcatlon, It 1s subJect to change without notlce. It 1s the responslblllty of each student to know the requlrements and academlcpollcies In thlspubllcatlon. If you have questlons about anythlng In thls Catalog, consult a faculty advlser, the Dean of the College, or the Registrar. Key ofpces are llsted at the back of the catalog for correspondence or telephone Inquiries. Facts & Figures about A u g s b u r g C o l l e g e Location - Minneapolis, Minnesota, since 1872. Founded in 1869. Religious Affiliation - The American Lutheran Church. 59% of students are Lutheran, 14% other Protestant, 19% Roman Catholic, 8% other. 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 Association for Music Therapy, Inc., National Association of Schools of Music, 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. Enrollment (1985-86) - 1,802 from 22 states and 24 nations. Graduates - from 1870 through May 26,1985 - 9,231. Student/Faculty Ratio - 15.9 to 1.Class size averages 20-30. Campus - 14 major buildings. Major renovation 1979-80with special emphasis on accessibility. 9 major buildings are connected by a skyway/tunnel/enclosed walkway system. Library - Over 145,000 volumes, access to over 5,000,000 through the Twin Cities private college consortium and Minitex. School Year - September to May, 4-1-4 calendar, with January Interim. Two summer school sessions. Augsburg Weekend College - trimesters, September to June. Mqjors - More than 40 in 20 de- partments. Off-Campus Programs - Program in Global Community, Student Project for Amity Among Nations (SPAN), Higher Education Consortium for Urban Affairs (HECUA),Study Abroad, and extensive cooperative education program. 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, marital status, sex or handicap a s required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, a s amended, in its admission policies, educational programs, activities and employment practices. Financial Aid - Approximately 85% of the students receive some form of financial aid from the college and many other sources. Contents Facts & Figures ............................ 11 Introducing Augsburg ......................2 Admissions ....................11 College Costs, Financial Policies, & Financial Aid ............16 Student Life ................... 30 Academic Information .................38 Departments & Programs .................59 College Information: ..............................160 DCUS Board ........................162 Administration ...................162 Faculty Emeriti ...................164 Teaching Faculty ................ 165 Academic Calendar .........................173 Communications Directory .........................177 Index...................................1 7 8 lnfonnatlon Request Card ..................1 9 1 Regents Augsburg College Education in a Real World S tudents commonly speak of graduating from college as a way of getting into "the real world." In fact, Augsburg College provides students with an education in a real world. The diversity of the faculty, staff, and student body, the structure of the curriculum, and the academic environment mirror the complexity of life in contemporary society. The college's location in and involvement with a metropolitan setting offer continuous access to cultural opportunities, career experiences, and social realities that enrich students' educations. Augsburg's commitment to the liberal arts recognizes that the reality in which contemporary persons live and the persons themselves have been shaped by the tradition and history from which they come. The real world was not made this moming, and it is not simple. Only a broad education can present our world a s it is and give persons the ability to deal with it. Similarly, Augsburg College's continuing dedication to its heritage as a college of the church affirms a belief that the world is the creation of a loving God and that human persons are inescapably spiritual beings. T h e C o l l e g e Mission Statement These qualities of an Augsburg education flow from its mission statement which declares that the college exists to provide high quality educational opportunities which are based in the liberal arts and shaped by the faith and values of the Christian church and by the context of a great metropolitan center. Augsburg's location in the heart of the city represents the loom on which the multi-colored fabric of its identity has been woven. While students are prepared to take a place in and make a contribution to the world in which they live, they are educated to be critical of the quality of life in their society and to be reflective of their own values as they respond to it. ". ..based in the liberal arts " The academic program emphasizes the continuing validity of the liberal arts a s a foundation for developing the life of the mind. Augsburg College's faculty are dedicated to challenging their students to achieve the highest academic standards while supporting them in that endeavor with excellent teaching and individual attention. Students are expected to develop their abilities in critical thinking and communication and to gain sensitivity to and appreciation for their own and other cultures. Each student is encouraged to contemplate the eternal philosophical and spiritual questions of human life and of personal values and ethics. At Augsburg the great scholars, thinkers, writers, and artists of the past and present are studied and valued. Augsburg College considers an understanding of the content and method of science, a recognition of the place of technology, and an understanding of ways to maintain a sound body as important elements of a complete education. This insistence on the breadth of a traditional liberal arts education reflects a firm belief that human beings are more than their ability to perform a job. It reflects further a concerted attempt to direct students toward a full development of the many facets and capacities of the educated person. ". .. .. shaped. by the context o f a great metropolitan center" Yet, bounded as it is by an interstate freeway and the center of a vital city, Augsburg College is no ivory tower escape from the real world. The college community continually interacts with the city by attending cultural events and civic activities and by inviting city residents and visitors to the campus as lecturers, performers, and mentors. The city becomes a laboratory for experiential learning through internships, professional program field experiences, and cooperative education placements. ". ..and shaped by faith and values." This involvement with the real world is a reflection of Augsburg's spiritual heritage which values all that God has created. While its tradition supports intellectual freedom in the search for truth, the college affirms its belief that all students should reflect upon their ethical and spiritual values a s part of becoming educated. Students are encouraged through religion courses and through opportunities on campus for the practice and examination of spirituality to consider their relationship to others, to society, and to the world. Traditionally Augsburg College has insisted that an aspect of these relationships is contained in the motto: "Mucation for Service." In these words the college expresses a belief that, whatever career they pursue, graduates should consider the duty of citizens to contribute to the common good through service to others. \N ithin the larger community of the city and the world, Augsburg College is its own community. It is a community of support and collegiality composed of persons of diverse talents: of varied ethnic, national, cultural, and religious backgrounds: and of complementary interests and orientations. Through a competent, committed faculty and a dedicated staff, Augsburg College builds with its students a real world in which the whole person can be educated and developed. Augsburg College History A College o f 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 college students were enrolled in 1874 and the first college graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg's first president (1869-1876). Professor Weenaas recruited two teachers from Norway - Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants: and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three part plan: first - train ministerial candidates, second - prepare future theological students and third - educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rqjected 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 seminary. The F o c u s C h a n g e s This attitude began to change alter World War I. In 1911Georg 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 Bemhard Christensen, an erudite and scholarly teacher, to be president (1938-1962).His involvement in ecumenical and civic circles made Augsburg a more visible part of church 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 mqjors. With cumculum 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 now as serving the good society as a whole 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 (1963-1980) 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, Augsburg added the Music Hall, Mortensen Tower, Urness Tower, the College Center, Ice Arena and Psychology Building. Since 1980Augsburg has been led by Charles S. Anderson. He has continued Augsburg's commitment to the value of a liberal arts education, emphasizing diversity in enrollment efforts, spiritual growth and freedom and an academic program that draws on the resources of the city a s extensions of the campus and classroom. Serving the Non-traditional Student Augsburg's American Indian Program is recognized as successful. The program has had the highest retention rate of Indian students in Minnesota -some 85 percent. The Black Student Affairs Program, initiated in 1969,has had a growing number of students and supports a Black Student Union and a newspaper distributed by the office. The campus is accessible to the physically handicapped with a skywaytunnel-elevator system connecting nine major buildings. In only its second year, Augsburg's program for the learning disabled had 30 students enrolled. The program received a state award for excellence. Weekend College, started in 1982with 69students, had an enrollment of nearly 500 in fall 1985.Through Weekend College, adult students can work fulltime and pursue a bachelor's degree that has a practical focus on a liberal arts base. These programs bring working adults to the campus. They're complemented by the new Cooperative Education Program (begun in 1984) that sends Augsburg students into the workplace. The Co-op Education Program helps students get career experience in addition to their classroom studies. Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed: 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 11,000Augsburg 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 the "City of Lakes." The University of Minnesota West Bank campus and two of the city's largest hospitals, Fairview and St. Mary's, are adjacent to the campus. Downtown Minneapolis and St. Paul are minutes west and east via Interstate 94 which forms the southern border of the campus, or on bus routes that also connect with the suburbs. Reaching the Twin Cities is easy. Airlines providing daily service to Minneapolis-St. Paul International Airport include American, Continental, Delta, Eastern, Frontier, Midway, Northwest Orient, Ozark, People's Express, Piedmont, Trans World, United, USAir, and Western. Bus or train connections can be made from all areas of the United States. Policies It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origins, age, marital status, sex or handicap as required by Title 1X 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 in the Communications Directory (p. 177)or to the Director of the Minnesota Department of Human Rights, Bremer Tower, 7th 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 fully 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). W e 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. ~ e a i s t r a t b ndoes notmean that credits earned at the institution can be transfemed to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. Facilities and Housing 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, Music Hall, and the Psychology Building. Admissions Omce, located at 628 21st Avenue South, provides offices for the admissions staffand reception area for prospective students and their parents. George Sverdrup Library. (1955) 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. Science Hall (1949) houses classrooms, well-equipped laboratories, a medium-sized auditorium, and faculty offices. The Lisa Odland Observatory on the roof was completed in 1960. Old Main (1900) is home for the Foreign Language and Art departments and has classrooms used by other departments. Extensively remodelled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. West Hall (1966) is apartment housing for upperclass students. Mortensen Tower, (1973), named in honor of Gerda Mortensen, dean of women from 1923 to 1964, h a s 104 one and two-bedroom apartments that house 312 upperclass students, plus conference rooms and spacious lounge areas. Urness Tower, (1967) named in honor of Mr. and Mrs. Andrew Urness, who have given several generous gills 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. Augsburg College Center, (1967) center of non-academic activity, h a s spacious lounges and recreational areas, dining areas, bookstore, and offices for student government and student publications. Center for Global Service and Education, located a t 709 23rd Avenue South, provides offices for the Global Center staff and a resource room for those interested in global issues. Sverdrup-Oftedal Memorial Hall, (1938) named in honor of Augsburg's second and third presidents, provides space for administrative and faculty offices. Music Hall, (1978)newest building on campus, contains a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios and offices for the music faculty. Psychology Building (1964) has classrooms, offices and laboratories for the Psychology department in the former studio building. 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, provides facilities for the health and physical education program, intercollegiate and intramural athletics, chapel services, and general auditorium purposes. Ice Arena. (1974) with two large skating areas, is used for hockey, figure skating and recreational skating for Augsburg and the metropolitan community. Stage IITheater. formerly Old Music Hall, was redesigned in 1979 with a thrust stage a s a temporary performing facility for the Theater department, which also retains space in the Little Theater building. South Hall. Kueffner apartments, and annex houses, all located in or near the campus area, provide additional housing accommodations for students, faculty and staff. 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 larger community. Freshman and transfer applicants are encouraged to visit the campus and meet with an Admissions Counselor, because firsthand appraisal of programs, facilities, and academic atmosphere is valuable. 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. Just call any weekday from 8:00 a.m. to 430 p.m. -Admissions Office(612)330-1001. We'll answer your questions and arrange a tour for any day including Saturdays. Our office is on the Northwest comer of 7th Street and 21st Avenue South in Minneapolis (please call first). Augsburg selects students on individual merit without regard to race, creed, disability, national or ethnic origin, sex or age. Application Procedures forApplication Freshmen for Admission 1. Applicants should complete the application for admission and essay, and retum them to the Admissions Office together with the non-refundable $15.00 application fee. 2. 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 Examination Degree scores (G.E.D.) may be presented instead of the high school transcript. 3. 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. 4. 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. 5. 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 tile is complete and has been evaluated by the Admissions Committee. 6. 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 Director of Financial Aid. Accepted students who are not applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their letter of acceptance. Those students who wish to live in college housing must also submit a $100 housing deposit. Early Decision for Freshmen Augsburg offers an Early Decision Program for students who select Augsburg a s a primary college choice. Early Decision candidates must apply by November 15 of their senior year and will receive the admission decision about December 1.The College bases its admissions decision on the academic record through the junior year, test scores, and recommendations. Students who are eligible for Early Decision will receive maximum consideration for financial assistance. Early Decision candidates applying for financial aid are required to complete the Augsburg Early Decision Financial Aid Application, which enables our Financial Aid Office to compute a preliminary award. Candidates will be notified of their award by January 1.This application is available in the Admissions Office. 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 Director of Financial Aid. Accepted students who are not applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their letter of acceptance. Those students who wish to live in college housing must also submit a $100 housing deposit. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-timework 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. Application Procedures for 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 credit for worlt taken at unaccredited institutions, and to require that certain courses be taken at Augsburg. A cumulative grade point average (GPA) of 2.0 or better is required on previous college work. Admission to a major, a s well a s admission to the College, is sometimes necessary. Tor example, registered nurses seeking a Bachelor of Science degree in NursEna must have a 2.5 QFA and complete the Department of Nursing credit evaluation tests. Please check with the Admissions Office and departmental catalog section to see if admission to the major is necessary. 1. Application for Admission Applicants should complete an application for admission and return it to the Admissions Office together with the $15.00 non-refundable application fee. 2. Transcripts An official transcript sent directly to the Admissions Office from the college(s) you have attended is required. Transfer student applicants who have completed one year or less of college-level work must have an omcial transcript from their high school sent directly to the Admissions Office. Students who have completed a year or more of college work will be evaluated primarily on their college performance. 3. Additional Information If there is personal information that may have affected the applicant's previous college 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. 4. 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. 5. 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 Director of Financial Aid. Accepted students who are not applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their letter of acceptance. Those students who wish to live in college housing must also submit a $100 housing deposit. Re-Admission of Former Students Students who have interrupted attendance at Augsburg College without requesting a leave of absence and who wish to return, apply for readmission 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 one to the Registrar's Office. Returning students do not pay the application fee. Admission as a Special Student (Ron-Degree) 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 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. Admission for International Students International students should consult with the Director of Admissions regarding the procedures for applying a s an international student. All international students transferring to Augsburg from another United States college or university must apply and be accepted for admission to Augsburg two months prior to the start of the semester: July 1for Fall, November 1for Spring. To contact the Director, call (612) 330-1001 or write to: Director of Admissions Augsburg College 731 21st Avenue South Minneapolis MN 55454 U.S.A. College Costs, Financial Policies and Financial Aid A 11 students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The college raises that difference in gifts - from alumni, faculty, staff, parents, church, 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 t o supplement those resources. College Costs 1986-87 The Board of Regents has approved the costs listed for the 1986-87 academic year. The board reviews costs annually and makes changes a s required. The college reserves the right to adjust charges should economic conditions necessitate. Tuition, Fees, K e n t and B o a r d Tuition (full-timeenrollment) ..................................... $6.780.00 This rate applies to all full-time students entering in September, 1986. Students are 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, subscription to student publications, and admission to most college-supported events, concerts and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-timeenrollment) per course 540.00 This rate applies to students taking fewer than three courses in a semester and/or an Interim only. Audit Fee (for part-time students) per course 270.00 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) 1.400.00 1,300.00 Full Board (19meals a week) Other board plans are available a s defined in the housing contract booklet available from the Office of Student Life. Partial board (14 meals a week) is $1,260.00:the point plan is 51,020.00. ...................... ................. .................................. ........................................ Other Special F e e s (not refundable) Fees Billed on Student Account ACTC Bus (Full-time students . ..........$ 5.00 only) .................... Late Registration (per day after classes begin) .................... $ 10.00 Registration Change after first 5 days (Cancel/add/change grade option, or combination at one time) .......................$ 5.00 introduction to Cinema $ 35.00 Arts ................................. Life Drawing (See Interim Catalog for fee) Music Therapy Internship (one half course credit) ..............$270.00 Music Lessons Private, per semester (14 lessons) ...................... fi75.00 Class, per semester ..-........$ 50.00 Radio-Television Production ..................... $ .,. 10.00 Theater Technical Production .........................$ 35.00 Student Teaching (per course) ...................... $ 15.00 Study Abroad (in approved nonAugsburg programs) ..........$125.00 Student Government Fee ......$ 60.00 Fees Payable by CheckICash Application (new and/or special students) ...............$ Nursing Credit Validation Tests ,...,..... ..........$ Locker Rental (commuters) $ Student Parking Lot Permit - car .....................$ - motorcyle ..........$ .............. 15.00 75.00 5.00 Transcript Fee (per copy after first, which is free) ..............$ 2.00 Special Examinations, Cap & Gown Costs (Schedule on file in Registrar's Office) 40.00 20.00 Books and Supplies These costs are estimated to range between $250 - 300 per year. Deposits Enrollment Deposit (non-refundable) ........................... 9100.00 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 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 notifying the Office of Student Life in writing by the first day of registration. 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, $35.00 will be forfeited from the $100 deposit a s a service charge. The entire deposit will be forfeited if cancellation is after these dates. ........................................................... Payments Semester Fees - Prior to the start of each semester a "Statement of Estimated Charges" showing basic charges and credits designated by the Student Financial Services Office is sent to the student from the Business Office. Payment Optiona - (1) Annual payments, due August 20 a s billed; 42) Semester Payments, due August 20 and January 20 as billed; (3) Payment Plan upon appllcalion and after College approval, a three-month plan Is availabke each semester. Details are included with the Estimate of Charges letler. (4) 10-month Payment Plan upon application, College approval, and payment of a $50 administrative fee, the annual charges may be paid in 1 0 equal installments beginning June 20 and ending March 20. No finance charge will be assessed on accounts which are current. An application will be sent upon request. - A finance charge is applied at a simple rate of l0/o 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 (National DirectIDefense Student Loans-NDSL and the Nursing Student Loan), are current according to established repayment schedules. Refunds Students fill out withdrawal from College forms available in the Center for Student Development. 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 Porn 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 $100.00 administrativefee). 90% - from the sixth 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 21st 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 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 sub-lease. 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. Financial Aid 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 academic year 1984-85 approximately 85% of all students at Augsburg received scholarships, grants, loans and part-time employment totalling over $6,200,000 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 Amerlcan ~ o l l & eTesting Program (ACT) or the Financial Aid Porn (FAF) of the College Scholarship Service (CSS) helps determine the amount or 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 a s current income, assets, number of dependents, other educational expenses, debts, retirement needs, and special considerations. How and W h e n 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 ad- mission. 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 1 but before March 15for 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 three to four weeks, Augsburg will receive the analysis. If a t 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 package. 4. Acceptance of this financial aid package is required within the deadline stated. If necessary, the appropriate loan forms and/or work applications will then be sent to you. 5. Transfer students must submit a financial aid transcript from each college previously attended before financial aid will be offered. New Students - Early Decision This is for students who select Augsburg a s their primary college choice. An Early Decision Candidate must apply by November 15of the senior year and will receive the admission decision about December 1. 1. Early Decision Candidates applying fur financial aid may wish to complete the Early Decision PinancIal Aid Appljcatlon, available by writing or ca lllng t h e Admissions OWce. This enables our Financial Aid Office to colnpute a preliminary award before the Family Financial Statement is filed. Candidates will be notified of their award by January 1. 2. For confirmation of the financial aid award package, with any nec- essary revision, the FFS (or FAF for non-Minnesota residents) must be completed after January 1. Returning Stadenha Eligibility for assistance must be re-established each academic year by filing the application and Family Financial Statement (FFS).Renewal is based on financial eligibility, satisfactory academic progress, and fund availability. K i n d s of Aid A student applying for aid from Augsburg applies for assistance in gen- eral 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 others. Gift Assistance - Pull tuition 'Presidents Scholarships are awarded an~iuallylo LIIP rnosl academirally quatliied full-tinie freshmen students. Toese scholarships are awarded without regard to wed. Becatue this Is a unified program, Full tuiLicln Is assured, slnse lhe College guarantees the diFf~renccbetwecn non-Augsburg grants and schofarships (surti as slate sct~olarships,Pell grants. erc,) anti lull tuition, The award Is renewable Tor Ihrce years hastd oon academic perrorrnance at Augsburg. Special application is due January 15. Deans Scholarships - Full tuition and halr tuition Deans Scholarships are awarded each fall to (lie n~ostacademically qualified full-lime students who are direct transfers to Augsburg Coltcge rollowing completion ol an A.A. or A.5, degrce. having maintained a 3.5 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 program, full tuition is assured, since the College guarantees the difference between nonAugsburg grants and scholarships (such as state scholarships, Pell grants, etc.) and full tuition. Special application is due March 15. Presidents Scholarships 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. Announcement from the congregation must be made by October 1. Aupburg TuiHoa Grants - nvallahlt: to sludents who have shmvn academlc potentral and liavc financial need. A yl.aiil may pay up to full tuition and fees, A studenl's acadetnk pprkorrnanre, f l nanclal need, and high school and community involvcnient arc laken intn consideration, Minnesota State Scholarships and Grants - Awarded by the state to Minnesota residents who have financial need. For 1986-87, they range from $100 to $4115. All applicants from Minnesota are expected to apply. SwpplernentatMucattlonal Opporhrnity Grants - R federal progranl administered by the College. To bc eligible, n person must: (I)be a U.S. citi7cn or perinanent residenl; (2) llave suiflclent financial need as defirlrd by the program and demonstrated by Ihc FFS (or FAT): (3)be ci~pablcot mainlaining satisra'actoyacademic standlng at Ltbe College: and (41 be accepted h r adrriission. 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 1986-87 is $2100 minus the amount the student and family can be expected to contribute. Application is made by tiling the FFS (or FAF) and requesting on the application form that the necessary information be sent to the Pell Grant Program. lmeau of Indian R f f a i ~ / T d h and l State Indian Scholarships - Americ.an Indian studcnts who meet federal and state requirenlenls may apply for Bureau of Indiati Asfairs, Tribal and/or Stalp Indian Srholanhtp monies. Studcnts musl be lJ4 degree India11ancestry and be ~rirolledwilh a l e d ~ r a lrecognized l~ Irlhc. Irldlarl grants sup~lementall nlher sources of fl~tancialaid, For assistance in a ~ ~ l i c a t i ocontact n ~1;gsbur~'s Amerlcan Indian Program Dirtlchr or your Lrlhal agen'iy. Loan Assistance National Direct Shldent b a n s (RDSL) - Jolnt Augburg Colleg-federally funded program adminisle.r~dthrough llie College for students who demonstrate financial eligiblllty. Loans are. Inhrcst free durtngyour educalion. Nn inter~staccrues nor do payrnents have to be made on Lheprincipal at any lime you areenrolled at least halftin^^., Simple interrst of 5% and repaymcnl ob the priricipal (a1 the mlnlmum of$30 a month) hegln six months after you leavc school. liepayment may extend up to 10 years. Tl~eloan carria a Icacher canr.ellatlon clause, The maximum which may be barrowctt for undergraduate: study is $6,000, Guaranteed Student Loans (GSL) and Minnesota State Student Loans - Loan funds are obtained directly from a local lender or state agency in states which provide such programs. While the student is attending at least half-time, there is no inLerEst c h a t g . Reglnningwlth loans For school periods starting Septemkr 7 3. 1983 and alter, simple annual interpsl eT II% on the loan balance anrl repayment oT the principal brgin six lnonlhs after you leavc sclionl. Repayment may cxtend up to 10 years. The rnaxirnurn loan Es $2500 per year with the cumnlative undergraduaie nraxlmum of$I 2,500. Applications are available at the college. some banb, and the Mintlesota State SLudenl Loan ClfKce. Nursing Student Loan - Federal program with provisions similar to the National Direct Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial n e d and be rtgistered at least half time. The maximum loan is $2500 per year. - Parent Laan Program (PLUS) P1,US Is a loall program to help parents meet cotlege costs ol lhei~dc.pendcn1 children. Parents may bormw up to $3,000 per srudenl ol$15,000.Repayment begins withill 60 days llrr year with an aggregate ma~i~ntrm oi check dishursettic~itat a simple [nterest rate of 1 2 8 and a niinirnum payment of $50 per rnonlh. Applicatlorr ronns are avallahle a l Augshurg Colleqe or the tending fnsll~rrtlons.Applirljlinns are normally filed wilh thc hank or Lhrirt institution wlltl which your family has an account. Student Employment A i ~ g s b u r gCoflege provides work appoflt~nltieslor students with proveil finallcia! need who are at least one-hall time students. Assign. ment is made on the basis of need and potential competence in perfomfng the duties assigned. Part-time work provided by the College is considered financial aid, just as scholarships, loans, arld granls. A maxiniurn of 15 hours of on-campusemployment per week is recom- mended. 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. College WorR Study Program and minnesota State Work Study Program - Under tlle~eprograms the federal or state government supplies funds on a matching bask with Lhe College ta providt! some part-time work opportunities. Sponsored Scholarships Scholarship wlnners are selected by the Sttrdent Affairs Committee of t h e Faculty unless otherwise s ~ e c l f i e d .For deuartmenla! scllolarships, winr~ersa;e recommended b y facut ty of the department involved. Descriptions of awards are From statemen& or the donors' wlshes, *Indicatesendowed scholarships General Scholarships Clrarles and Lllura nlliss ~XlricationalFoundation Scholarships - A number of awards of vdryln!t d ~ t i o t ~[~nirtltii~tni ~~ls S500) are made each year on the basis of tlnancial need and ability. Established in 1973 by the foundation. Bremer Foundation Scholarships - Awarded annually to students from towns and cities where Bremer banks are located. Alma Jensen Dickerson Memorial Scholarship* - Awarded annually to deserving junior/ senior students. Established in 1961 to perpetuate her memory. Oliver M. and Alma Jensen Dickerson Memorial Scholarship* - Awarded annually to two deservingjunior or senior students. Established in 1969 by Alma Jensen Dickerson to honor her late husband and perpetuate their memory. Elias 6 . Eliason Sr. Memorial Scholarship* - Awarded annually to one or more needy and deserving upperclass 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 1965 by Maybelle and Malcolm Estrem. Memorial Scholarship Foundation Scholarships* - Awarded annually to an able and deserving upperclass student. Established in 1964 by undesignated memorial gifts. Minnesota Mining and Manufacturing Company Liberal Arts Scholarships - Given annually to needy students who are U.S. citizens. Established in 1972. John G. Quanbeck Scholarship Fund - Awarded annually to freshman students who without assistance would be unable to pursue higher education, Established in 1963 by a bequest of John G. Quanbeck. Readers Digest Endowed Scholarship* - Awarded to able and deserving students. Established by the Readers Digest Foundation in 1964. 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. Special Scholarships Aid Associalton Tor Lutherans - Awarded annually to able and deserving upperclass students who arthccrtlbcale (policy) holders with Aid Association for Lutherans Insurance Company. Es- Lnhlislicrtl in 1968. The Crown Prince Haraid Scholarship - Pstabllsh~dby authorization of the Augsburg ColIcqe Roar'rl of IIegentr in 1965 on the t ~ c ; l s i onf~ llrc ~ visit by Crown Prince Harald, this annual scllolarship prnvlde~hrll tuition for a Ireshnia~istudcrit from Norway. The winner is selected from rnrnpctitiort l~uldIrr Norway by t ' n ~Mnrgv-Amerika Foreningen. Grace Jewel Jensen Buster R~rnorialScholarship* - One or more scholarships are swartIrtl anri~rallylo sopliotnore,junior, or senior Chinese students who have outstanding acadmmir rvcords a i ~ darc preparing Irl work among the Chinese people. Established in 1983 by family allrl irlenda to lior~orLlir ~rfetnoryof Grace Jewel Jensen Buster, a 1922 alumna. The Mildred Ryan Cleveland Memorial Scholarship* - Awarded d~lntla[lyto able and de- FrrYlllg sL~id~ril(s) whn \lave physical disabilities and Isve d~~iionstlated financial need. EstabHsh~dIn 1972 by hcr huha~td,Iloyd Cleveland. In linnor tlw niernory uC Mrs. Cleveland, Augstl leader anrl rlt:vnted wlle. burg ah~rnna,~ o ~ a e c r a l cClirist~au Davld J. Fanno Aemorial Scholarship*-0nr or niarr schnlarships are awarded annually to i t I1a5 sucressrk~llyovrrcorllt: adversily and achieved excellence in a junlor nr qellior s t l ~ d r ~who at.adcrnlr and rxtrartrrriculdr pcirformancc. Estahlishcd in 1979 by members of his family t o Diivid .J. Tormn, ID64 alumnrrr. honnr the memory a i Colnnia~~drr Grace Anne JohnlFon Memorial Scholarsltip' - Onr nr mare scholarships are awarded annt~dllytn upperrlass Internatlor~alsludcnl? wlro havr overcntrlc adversity and achieved excell ~ n cIn t acadernlc and PXlrilCuIr i i u k r perrormanrt:. Btabllshrd i n 1981 by her parents, Dr. and Ars, I:ini~rJuhflsori, and other idrnily nienlbcrs and friprtds in memory of Grace Anne (Gay) 197 1-1973. Johnroll, a sludenl a l Auqs~~irg Catha .Ion- nemorial Scholarship' -Awarded alin~lallyto ripprrclass women of high moral charart~r,wllh prriewnrc (liven In female nr wale 5ttld~ntstranslcrdntl from Waldorf Colleqe Who (ire In n~~rslc andfnr e l r n i r n t a edutntion. ~~ Establishrd ill 1g75 111 memory of Catha on&, 1970 alumna, by her parerits. Mr. and Mrs. Kenn~tIiJnnrs, ntlirr IiItnlly and friends, and the A~~gshurg CnTIrgr Srnior Clrallt'nge Prograni. Lutheran Brotherhood Lutheran Senior College Scholarship - Awarded on the basis of scholastic achievement, religious leadership and financial need. Minimum award $500.00. The scholarship is renewable. The Rev. Horace E. Plyhus memorfal Scholarshfp. -Awardrd annually to a senior student(s) who lias st~rcessf~rllv nverromr ndvcrslly ant1 11.~5arhteverl exrrllence in academic and extrarurilcular perfor~rinricr.E ~ t a l ~ l i s tIn i ~ d1977 l o honnr lhr rlirtnorv of the Rev. Nyhus, a 1929 gmrliratr: nf Augshurg Ser~ilnarywl~oovrrramt: Lhr nrlvrrsily or early years to earn his own edtic;lllnn alrd whn served his lcllow nien wllh ht~n~anity and dsdnm. Minority Student ScholarshipsJawants The Hearst Arncrica~tltrdlan Scholarshio' - O ~ ior r rllnt c sctnlarshios srre awarded annuallv to an Ameslc iltl 11irIld11ul)prtrlillr~5llldC11I(~)WIIQ lias a ~ u ~ ~ i u l a tgrade i v e point average of 3.0 or better at Augsburq Collrg. fsli!blished In 1984 hy I l i e nears[ Fout~datlnn, Homecoming Auction Schol~rshlps-Awarcltrd annually to two students, one of whom must be a minority student, who 11avedeu~onstraleclability to facilitatediscussion about issues of social concern. Established in 1977 and funded by contributions to this annual event from faculty, staff and students. Marilyn Petersen Memorial Scholarship* - One or more scholarships are awarded annually to upperclass Oriental international students. Established in 1978 by her parents, family and friends to honor the memory of Marilyn's devotion of sharing and loving people, especially her service to students. National Scholarship &Grant Program for Minority dtudenb (sponsored by the American Lutheran Church) - Mernb~lsof American racial arid cthnic minorities who are either seeking admission to an America11 I.r~lheranCllklrcl~(ALL) rollegc OR are members of an ALC congregation may be considered. Marlys Johnson Simengaard Memorial Scholarship* - Awarded periodically to a Black American student. Established in 1964 in memory of Marlys Johnson Simengaard and her Christian concern for the problems of social injustice. Religion & Christian Service Scholarships The Norman and Louise Bockbrader Scholarship* - Awarded annually to students preparing for full-time service careers in the church. Established in 1981 by 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 Burgas Scholarship* - Available to both North American and international s t ~ r l p n Ll o~CIIcnurage men and women to enter full-time Christian service. Awards are based on dcri~nnslratrdircadrmic ability, moral character, and potential for Christian service. Established in 1983 by the Rev, and Mrs. Andrew S. Burgess. Thorvald Olsen BtrmtvedllSernorialScholarship*- Awarded annually to a student(s) in the senior class whr~is prrpali~iqInr Ilir mInLslry. Established in 1960 by family and a churchwide offering to honor Lllc rrlrnlnry nl Ilr. T , 0,Burntvedt, president of the Lutheran Free Church, 1930-1958. Henning and Sellstine Dahlberg Memorial Scholarship* - Awarded annually to an upperclass student preparing for a Christian vocation. Established in 1982 to honor the memory of Henning and ~ellstineDahlberg. lver and Marie lverson Scholarship* -Awarded on the basis of need, character and interest in Christian sewice. Established in 1957 by lver Iverson. The Rev. Arnold J. Melom Memorial Scholarship - Awarded annually to one or more students who demonstrate potential and tinancial need, with preference for those who are preparing for a religious service vocation. Gerda mottensen Memodal Scholarship* -One or more scholarships are awarded annually on L 1 1 ~bil!,is of srl~olarslrlp,sewicc. and dcvotlo~ito the Christian faith. Established in 1975 by tlir Ii~rnilyanrl h u g h u r g Collqf: in nlmlnrj or aerda Mortensen for five decades of service to Christian higher education at Augsburg College. Onesimus Scholarship* - Awarded periodically to students preparing for the Christian ministly. Established in 1962 by Mr. and Mrs. James Helleckson. Johah H. 0. ROdvik Memorial Scholarship* - Onr or more scholarships are awarded an~rq preparing for a proierslorial career in Christlan service. Established rtilally lo h u g s t ~ ~studrnts ill 1976 t)y Mr. nnrl Mrs. Luther H. Rodvik in mvriiory nl Jotiatt J. 0.Hodvik and his deep personal ~lrtl[cntIonLo liis ralling as a minister as well as his scholarly research and pioneer Lhought r o n c r r n l n ~the Apostle Paul's traditionally mlsilntlerstnod atlitude toward the question of equal rights and equal status for women. The Rev. Olaf R o g e Memorial &holarshlp* - Awarded on the basis of need, scholarship and interest in Christian scrvlce. Ectahllshed 111 1958 to honor the Rev. Olaf Rogne, business administrator of the college, 1940-1952. The Rev. lawrenre and Gertrude Sateren Scholarship* - Ont: or Inore scholnrshlps are to a Ji~nioror senlor prrparing b r a full-time vocation in the churcll. Eshbawarded a~~nually lished in 1980 by thclr chlldrrn, la~itiliesand hipr~dsLO l~unorLlre lifelonu dt:votlon that Lhc Rcu, and Mrs. lawre11ceSateren gav? to the cliurch, hugshurg Coll~ye,anrl Augsht~rgSelninaryover a period a160 years, Marguerite Hamilton StorIey memorial Scholarship -nwarded allnually to an able and des ~ r v i n g/ ~ l n i o ~ , k ~ ~slutlenl i I o r r~colnmendedby l l srhnlarship ~ committee. Semi-finalists are inlerv&d and sclcct~,dby thc dorlar, the flei. Catvili f. Storley. btablirhed in 1965 to honor the menlory o l Marqucr~lcljamlllon Slorley and licr intetest and cotice~nin the mission work of the Christian church. Morris G. C. d ilanna Vaageneu Misslanary Stholarship Fund* - Awiilded annually Lo a junior/senior student prepdrlng lor servlcc ac a missionary through the World FTlssion Dcparlment of The American Lulhtran Chorch, Lslabllshecl i l l 1969 by the RPV- and Mrs. Morri? 0.C. Vaagenes. Departmental Scholarships Art The Crown W n c w Sonja Art Scholarship - Established by authorization of the Augsburg College Board of Regents in 197n ta honor the Crown Princess of Norway. Awarded annually to a talented arl student will1 flnnncial need. Augaet molder Memorial Art Scholarship*-One or more scholarships are awarded annually to uppcrclass studc~itsmajoring in art. Established in 1982 by his wife, family and friends in memory of August Molder, accomplished artist and teacher for more than 20 years at Augsburg COI~P~P, Athletic The Carl Bloomberg Memorial Scholarship - Awarded annually to a needy student(s) particilmling iri Llh: Augsburg College hockey program whose cumulative grade point average is below 3.2. Estahtisherl in 1983 by friends in memory of Carl Bloomberg, a talented young hockey player. Paul Dahlen Memorial Scholarship*- Awarded annually to an able and deserving student on the basis of Christian purpose, athletic and academic achievement. Established in 1966 by his parents, the Rev, and Mrs. Lester Dahlen, in memory of their son, a senior student at Augsburg College. Paul Dahlen/Gerald Pryd Aemorial Scholarship* - Awarded annually to an able and deserving male student on the bash ol'personality, character, athletic and academic achievement. Established in 1966 by the tkv. and Mrs. Lester Dahlen and friends to honor the memory of these two Augsburg College studrnh. David Granner memorial Scholarship* -Awarded annually to h a or more students, particpaling in athletics or masic, who have demonstrated llnanrlal nced and/or high Christian character. The allllplicschotarship is for a mate rarlrliddlc only, w l l l ~a prefcrentr in basketball. Esand Mrs. Ethel tabliskrl In 1975 by Mrs. David Gronner and cllildren I{irhard, Caml, and Rt~l, 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 1945 by Mr. and Mrs. Charles S, Hoffman to honor their son who gave his life in the conquest of Okinawa. Rory Jordan Memorial Scholarship* - One or more scholarships are awarded annually to upperclass students participating in intercollegiate sports, with preference for students in the wrestling program. Established in 1980 by the William Jordan and Charles Schulz families in memory of Rory Jordan, an Augsburg graduate and nationally recognized wrestler, Magnus and Kristofa Meven Scholarship* - Awarded annually to students on the basis of achievement, personal character, and promise in the field of physical education. Established in 1958 by their children in memory of their parents. Biology Biology Scholarships - Established in 1972 by the faculty of the Biology Department to honor outstanding students who intend to major in Biology, Natural Science or Medical Technology. Business AdmlnletmtIon/EcenomEcs A~~gshusg Brrsiness Rlitmni Scholarship Fi~nd*- Awarded annually to sophomore, junior or wrrinr 4 1 1 ~ hIIIP t~ldjnri~l!]ilk ally of Hw dress encompassed within the Department of Business Arltiiini5lration and C.< .ruioniics and b a w l on acad~micrxccllence and financial need. Established in 1984 by Augsburg business alumni and other alumni and friends within the business community. Gamble-Skogmo Foundation Scholarship* - Awarded annually to one or more upperclass students interested in the field o f business. Established in 1965 by The Gamble-Skogmo Foundation. 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. Chemistry Ellen and Courtland Agre Chemistry Award - Given annually to a chemistry major, preferably one going into graduate studies to earn the doctorate in chemistry. Established in 1980 by Dr. and Mrs. Courtland Agre. Chemishy Scholarships* - Awarded annually to junior and senior students whose academic record indicates promise of achievement in the field of chemistry. Established in 1968 by family, Friends, and the Augsburg College Chemistry Department to honor: Manivald Aldre Carl Fosse Frederick C. and Laura E. Nortensen Dr. W. N. Sandstrom Walter E. Thwaite, Jr. Covey Hendrickson Minnesota Mining and ManufacturingChemistry Scholarship - Awarded to Chemistry majors who are citizens of the U.S. Established in 1979. Conrad Sunde Memorial Chemistry Scholarships* - Awarded annually to junior/senior students majoring in Chemistry who have a GPA of 3.0 or above and, preferably, graduate or professional school goals. Established in 1984 through the Conrad Sunde estate in memory of a 1915 alumnus who was the first Augsburg College graduate to earn a Ph.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 David Mathre Scholarship* - Awarded annually to qualified full-time student(s) in need of financia.1 assistance during the term in which they are student teaching. English Anne Pederson English Scholarship* - Awarded annually to jtlniorlstnior students who are majoring in English, with preference given to those who plan to t ~ a c hEngllsh as a career. Established in 1971 by faculty members of the English Department to honor the 37 ycars nl service of Anne Pederson as English teacher at Augsburg College. Prof. P. A. Sveeggen Memorial Scholarshipb- 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 Nimi Baez Kingsley Modern Language Scholarship* - Awarded annually to junior/senior students who are majoring in modern language, with preference given to those who plan to teach language. Established in 1969 by Mr. and Mrs. James Kingsley. Health-Related Ellen and Courtland Agre Pre-MedicineAward - Given annually to a student of any major who is planning on entering medical school to earn a doctorate in medicine. Established in 1980 by Dr. and Mrs. Courtland Agre. Augsburg Nurses Alumni Association Scholarship* - Awarded annually to a registered nurse seeking a baccalaureate degree in nursing. Established in 1983 by The Augsburg Nurses Alumni Association. - Eleanor Christensen Cdwards lkmorlal Scholarshipr Awarded annually to upperclass student(s) prrparing for a ratter in riirdirlne nr health. Established in 1978 in memory of Eleanor Christrr~senUwards' devotion and s~.rvjccin lieaitli care by members of her family, Bernhard Chrlsl~nscn.I;isic Christe~isenSchrocder, .le%l~ Cliristensen, Nadia Christensen and Theodore Christensen. History Dr. Carl H. Chrislock History Scholarship - Awarded annually to a history major. Established in 1980 by Gregory M. Rtzloff to honor Carl H. Chrislock. The Rev. and Mrs. 0. J. Haukeness History Award - Awarded annually to a senior student for excellence in history. Established in 1980 by Helen Ranck to honor her parents, the Rev. and Mrs. 0. J, Haukeness. H, R, aendrichdn lllsbry Scholarship* --Awarded annually to students majoring in history with prclrrencc given to llrose who plau a c a m In lhp field, blahlfshed in 1969 by Dr. and Mrs. Carl II.Chrlslork and aegnrentcd Ily otlier conLributlo~~s Lo iinnnr Ihe memory of H. N, Hendrickson, pmkssol uf llistory a1 Aussburg College, 1400- 1952, Library Science Library Student Assistant Scholarship - Established in 1984 by library staff to honor junior or senior students who have given outstanding performance as a library student assistant. Mathematics Mathematics Scholarship - Awarded annually to an able and desenring student in the field of mathematics. Established in 1980 by the Mathematics department. Minnegasco Scholarship - Awarded annually 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-UrbanStudies Joel and Frances Torstenson Scholarship in Urban Affairs* - One or more scholarships are awarded annually to upperclass students who actively contribute toward the fulfillment of Augsburg's Mission Statement relating to the College's urban involvement. Established in 1982 by colleagues, former students, and friends to honor the service and leadership of the Torstensons in community development and urban affairs. Music Peggy ChristensenBenson Memorial Scholarship*-Awarded annually to a student of choral music. Established in 1965 by Thomas 1. Benson in memory of Peggy Christensen Benson, an Augsburg College alumna. Prwhrnan Performance Studies Scholarships - Entering freshman music majors who evidence niarkrrf ablllty In their major instrument or voice will receive free lessons in that major nicldium during ihe Rmt two semesters of performance studies. David Gronner Memorial Scholarship* - Awarded annually to two or more students participating in athletics or music, who have demonstrated financial need and/or are of high Christian character. Established in 1975 by 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 have demonstrated proficiency in choral and/or instrumental music, interest or potential in conducting, and promise of overall academic success. Established in 1966 by 0. I, Hertsgaard. Leonard & Sylvia Kuschel Scholarship* - Awarded to upperclass 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 1975 by Leonard & Sylvia Kuschel to honor the beautiful message of music. Edwin W. and Edith 8, Norberg Scholarship* - One or more scholarships arc awardrrl annually to upperclass student(s) preparing for careers in church music. btablish~din 1980 by Edwin W. Norberg to honor his wife's lifelong career in the teaching and ro~iducllngoF piano, organ and choral music. Henry P. Opseth Music Scholarship* - Awarded annually to a sophomore/junior student of outstanding promise in the field o f music. Established in 1953 by his family to honor Henry P. Opseth, chairman of the Augsburg Music Department, 1922-1951. Senior Performance Scholarships - Senior music majors who have attained a cumulative GPA of 3.0 in their major instrument or voice will be awarded a Senior Performance Scholarship which provides for free lessons in that major medium during the two semesters preceding graduation. Marilyn Solberg Voice Scholarship* - Awarded annually to an Augsburg student who has music as a major/minor and who shows outstanding promise for achievement in the art of singing. Established in 1955 by her parents, Mr. and Mrs, lver 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 & Vera Thut Scholarship* - One or more scholarships are awarded annually to upperclass students who have achieved excellence in performance in voice or piano. Established in 1980 by John and Vera Thut, their family and friends. The Thuts cherished lifelong careers in the teaching of music, three decades of which was at Augsburg. Stuart West Memorial Scholarship* - Awarded annually to a student on the basis of skilled performance or aptitude in instrumental music. Established in 1983 by Mrs. Joan West and children, Kristine, Dale, David, and James. Physics Theodore J. Hanwick Physics Scholarship* - Awarded annually to an upperclass student majoring in physics. Established in 1976 by the Augsburg College Physics Department and friends to honor Dr. Hanwick on his 20th anniversary as a member of the Augsburg faculty. Political Science Political Science Scholarship* - One or more scholarships are awarded annually to upperclass students oursuina careers in Political Science. Established in 1980 bv Professors Norma Noonan and ~ j l e s~teishoel. Scandinavian Studies lver and myrtle Olson Scholarship'- Awarded antlually to an upperclassstudent@)with acadeniic ah~lltv.in lllc ~ ~ u t s uoti la rtpqwe. wit11 concentration in Scandinavian lanquaqes, literar and their familks and friends tulme,h l s l o i ac~rl/orcult~r~~e. ~ t a b l l ! h d In 1903 by l l ~ e lchildren to honor lver and Myrtlv Olson oa the occaslot~ol their golden wedding anniversary. 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 1930-35. E xperiences in the classroom are an important part of collene life, but learning and development also occur in formal and informal activities of the college and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. Campus Ministry a college of the church, we are concerned about spiritual, a s well as As academicand social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Since 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, Hunger conferences, concerts, plays and movies 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 Monday, Wednesday, and Friday to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. We seek to develop a free and open environment where people are encouraged to use and discover the gifts that God has given them. A s a college of the church, we encourage students to form their own values which will be the basis for the kind and quality of life that reaches beyond one's years at Augsburg. The College Pastor has an ofice in the College Center to be readily available for counseling, consultation, support or information. Student Government Through student government students secure a closer relationship with and better understanding of the administration and faculty, and provide input into the decision-making process at Augsburg. Student government also sponsors and directs student 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 College Center. Social, Cultural, Recreational Throughout the year, a variety of social and cultural activities takes place on campus as well a s in the Twin Cities. These activities include dances, special dinners, name entertainment, and visiting personalities in various fields. The College Center is the focus of lesiure-time activity on campus. Offices for the College newspaper, the Augsburg Echo, and the yearbook, the Augsburglan, are on the lower level. Many of the clubs that unite classroom or non-classroom related interests meet in the Center. KCMR, a student-operated non-profitradio station serving the needs of Augsburg and the surrounding Cedar-Riverside community, is located in the Mortensen 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 department. Intercollegiate Athletics Augsburg is affiliated with 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, hockey, wrestling, baseball, track, and golf. Women annually compete in volleyball, cross country, soccer, basketball, track & field, and softball. 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 a s 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. Student Activities A variety of interests is served by groups and clubs and by events spon- sored by the student government. If you need information or wish t o initiate a new group or activity, contact the Student Activities Director. Student Services ~ u ~ i b college u r ~ doncerned with educating the whole person and - is recognizes t h a t t h e environment for learning is a critical factor in achieving growth. Knowledge grows from more than intellectual endeavors. Expanding relationships, exploring values, identifying life styles, developing autonomy and interdependence, finding purpose and commitment - all combine with intellectual content and skills to produce the educational impact of the college on its students. The Division of Student Affairs supports this task. During the summer before your freshman year, or a t the time of transfer, you will receive a copy ofAugsburg Guide. This book will help you assess the possibilities in your education, choices to make, directions to consider and different destinations for which to plan. Augsburg Guide was designed t o act a s a sort of road map. Center for Student Development The Center for Student Development provides a variety of services t o help make yourjourney rich and meaningful. Some of the opportunities are listed below. Summer Orientation. Students can plan their first academic year and pre-register for classes. Students and their parents get acquainted with classmates, faculty, and staff as well as with the campus. They stay in the dormitory, attend events in the met: ropolitan area and seek answers to many questions about college life. Career Planning and Placement. Students may be uncertain about where they want to be whenthey finish their undergraduate experience, whether their life style will be a balanced one, or how work will provide opportunity for service and fulfillment. Augsburg has a four-year career development plan to help with a personal assessment, explore possibilities, test realities, and prepare for entry into the next phase of life. All new students will have a chance to review their interests with a counselor. Job Service. Augsburg College maintains a referral service in the Placement Office, Center for Student Development, to help students find part-time, temporaty, and summer employment off campus. Job Service initiates contact with employers in the area and the State Employment Service and acts as a clearinghouse to help match students and jobs. Human Development Seminars. A series of informal "mini-courses" is offered each year to help you grow in understanding of yourself and your relationship to others. Such topics as PEER (Positive Educational Experiences in Relationships),Choosing a Major, Issues in Men's and Women's Identity, Assertiveness, Job Seeking, and Sexuality are available. Information on current offerings and opportunity to register are provided several times during the year. Academic Enrichment. Students may want to improve their skills in such areas as reading, studying, note-taking, and testing by attending one or more of the workshops offered. Students also will have an opportunity to meet with a counselor to diagnose needs. If a particular course proves difficult, students can arrange for tutoring through the Center. Counseling and Guidance. Sometimes students find it difficult to cope with relationships or situations which they encounter during their college experience. Counselors are available to help students who are experiencing personal/interpersonal difficulties by providing individual and group counseling and a variety of personal growth groups. Learning Disabilities Program. A Learning Disabilities Specialist and trained peer counselors are available to LD students needing coursework assistance, as provided for by Section 504. Direct services and advocacy are provided in such areas as diagnostic assessment, admissions assistance, orientation and registration assistance, basic skills remediation, orientation to the College, and tutoring. A Learning Laboratoty, word processors, study guides, taped textbooks, and a peer support group are also available to students accepted into the LD Program. A separate brochure detailing services and fees is available through the Center for Student Development. Intercultural Center As a College in t h e city, committed t o t h e values and insights ofcultural diversity, Augsburg offers special advocacy a n d counseling for all minority students in close cooperation with administrators, faculty a n d community. At t h e present time t h e s e efforts concentrate in two major areas: American Indian Support Program. This program provides direct services and assistance in such areas as: recruitment and retention, admissions and financial aids procedures, orientation and registration, coursework selection and career counseling, tutoring, personal and crisis counseling, referrals and followup. The program provides advocacy in areas of health, child care, housing, and employment opportunities, with input into the implementation of American Indian courses and liaison with the Intertribal Student Union. Black Student Program. Augsburg offers a Black student program which provides career and personal counseling, administrative support, and assistance with the admissions process. Black History Month and the Black Student Union are student affairs programs emphasizing Black heritage and participation. The other facet of Augsburg's Intercultural Center focuses on students who are from or are interested in studying in other countries, and in planning activities and events to increase intercultural awareness of students, faculty and staff. Foreign Study. If students are interested in study abroad, they can consult the faculty member who serves as Director of lnternational Programs to check on the many opportunities available. International Students. Augsburg enjoys the academic and cultural participation of its students from countries outside the U.S. The Office of the International Student Adviser helps to orient and advise any student on a student visa, exchange program, or permanent resident status. The adviser handles information on immigration, work permits, and temporary status and arranges an American host for international students. See Augsburg Guide for information about the Cross-Cultural Club. Health Service The staff of Smiley's Point Clinic located on Riverside Avenue across the street from the campus will take care of students' health needs. Visits are free except for special testing or service, and prescriptions are available through the Fairview Pharmacy at cost. Students must check family health coverage to determine if they are included: if not, a student health insurance plan is available. Food Service The Commons,situated on the top floor of the College Center, is the main food serv- ice facility for students, faculty and staff. This pleasant room features small table units for easy conversation and overlooks the College Quadrangleand Murphy Square.The portions are generous and modestly priced. Students on board plan who live in residence halls eat their meals in the Commons. The Chinwag, located on the ground floor of the Center, features short orders and is open through the noon hour and in the evenings. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. Living on Campus 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 facilitate the process of group living and discuss personal concerns with individual students. Augsburg requires all freshmen and sophomores not living at home to live in college-operated housing. Married student housing is available in annex housing and South Hall. Students rent a room at the beginning of the fall term for the entire school year. New students receive room assignments the summer before they arrive a t Augsburg. Upperclass students make housing arrangements in 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. All students living 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. All new freshmen and some upperclass students live in U r n e s s Tower. This eleven story high-rise houses 324. Each floor is considered a house unit providing 36 students (two to a room), with their own lounge, study and utility areas. Mortensen Tower, the newest residence hall, is an alternative to traditional residence hall living. It contains 104 one- and two-bedroom apartments to accommodate 312 upperclass students. South Hall contains 12 apartments housing 34 upperclass students. W e s t H a l l contains 12 one-bedroom apartments housing 24 upper- class students. A n n e x H o u s i n g 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 t o ~ i c sa s Environmental Concerns, Men's and Women's Awareness, 'international Living, Honors Program, and Scandinavian Studies. Mortensen Tower is carpeted, air conditioned, and contains kitchen units. It is otherwise unfurnished. In other residence halls or houses, rooms are furnished except for bed linens, towels, blankets, bedspreads, and lamps. Laundry facilities are available in each residence. Student Riahts The College has adopted a statement of student rights and responsiY bilities 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 P!acement Office and 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, creed, marital status or age. Persons seeking additional information on these topics should contact the Center for Student Development or the appropriate coordinator a s listed in the Communication Directory at the end of the catalog. Academic Information ',, 1 I . . . ' i!! A ugsburg College constructs its cumculum upon the premise that students must be educated as full 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 well a s the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education cumculum 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 forty mqjor 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 cumcular 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. General Information D e g r e e s Offered Augsburg offers the Bachelor of Arts, the Bachelor of Music, and the Bachelor of Science degrees. The B.S. degree is awarded to graduates with majors in Music Therapy, Nursing 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. Academic Calendar Augsburg follows the 4-1-4 calendar, with Fall and Spring semesters of approximately 1 4 weeks separated by a 4-week January Interim. 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. (See Registration.) January 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. 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, Independent or directed study and internships are among the many Interim options. Augsburg Weekend College follows a trimester calendar (see Augsburg Weekend College). t. -+ - 4 II i' Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider their teaching to be the focus of their activity. Faculty are involved in research, including such varied studies a s 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 s e e their research a s 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 a s 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 a s both mentors and models for students. Computer R e s o u r c e s Approximately 50 microcomputers, including Apple Ile's, IBM XT's, laboratory computers, and graphics microcomputers are arranged in networks with larger machines, to satisfy standard educational needs. Students and faculty members needing even more computing power also have access to computers at the University of Minnesota. Library and Audio-Visual Services A relaxed atmosphere, a helpful staff and friendly student library as- sistants make the library a favorite place to study. The main library houses over 160,000books, periodicals, records, tapes and films. Music, Chemistry, and Art History slide libraries are located within the departmental areas. A service-dedicated staff provides students with assistance to meet diverse information needs including instruction in the use of the library, standard reference service, guidance in pursuing term paper topics, and directions to other local sources of information. Special arrangements are made for access by students with physical handicaps. Access to over 1,000,000volumes 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 Minnesota and Wisconsin libraries are accessible to Augsburg faculty and students. The Library Audio-Visual Center houses audio-visual materials and equipment and provides access to materials for rent or loan. Assistance with production of slides, transparencies, filmstrips and audio/ video tape recordings is available for faculty and students. Equipment such a s movie and slide projectors and tape recorders may be borrowed for limited periods. Film bibliographies and other advice on materials selection are available. Facilities for classes in broadcasting are located in the Center. Academic Organization and programs Divisions and Departments The college curriculum is offered by 20 departments which are grouped into four divisions for administrative and instructional purposes. Humanities - Raymond Anderson (Chairperson) Art, English, Foreign Languages, Philosophy, Religion, Speech, Communication and Theatre Arts - Earl Alton (Chairperson) Social and Behavioral Sciences - Norma Noonan (Chairperson) Natural Science and Mathematics Biology, Chemistry, Mathematics and Computer Science, Physics Business Administration and Economics, History, Political Science, Psychology, Sociology Professional Studies -Edwina Hertzberg (Chairperson) Education, Health and Physical Education, Music, Nursing, Social Work M q j o r s and M i n o r s 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. Students may contact the Registrar about creating a unique major, Mqjors available at Augsburg are: Applied Economics Art History Biology ~ u s i n e s Administration s (Accountina, Finance. International Business, -Management, Management Information Systems, Marketing) Chemistry Communication Computer Science East Asian Studies1 Economics Economics-Business Administration EngineeringZ English Foreign Languages: French, German, Norwegian, Spanish Health Education History Humanities International Relations Kindergarten-Elementary Education Mathematics Metro-Urban Studies Music Music Education (B.M.) Music Performance (B.M.) . . Music Therapy (B.S.) Nursing (B.S.) Occupational Therapys Philosophy Physical Education Physics Political Science Psychology Religion Russian Area Studies1 Scandinavian Area Studies Social Science Social Work (B.S.) Sociology Speech Studio Art Theatre Arts Transdisciplinary Minors available at Augsburg are: Art History Biology Business Administration Chemistry Communication Computer Science East Asian Studies East and Southeast Asian Studies Economics English Foreign Languages: French, German, Norwegian, Spanish Health Education History International Business Management Information Systems Mathematics Music Philosophy Physical Education Physics Political Science Psychology Religion Russian Area Studies1 Scandinavian Area Studies Social Welfare Sociology Speech Studio Art Theatre Arts It 1s posslble for students to complete other maJors through the Associated Colleges of the Twln Cltles (ACTC). Students who wlsh to complete a maJor oflered a t one of the other ACTC colleges must apply through the Augsburg Registrar's Ofpce. 1 - Cooperatlue Program of the Associated Colleges ofthe 7Luln Cities and agree- ments with the Unluerslty of Minnesota. It is possible for students to take beglnning and intermediate courses in Chinese, Japanese and Russian. 2 - Dual degree programs with the University ofMinnesota Institute of Technology, Washington Unluerslty School of Engineering and Applied Science, and Mlchlgan Technological Unluerslty. 3 - Dual degree program with Washington Unluerslty School ofMedlclne. Teaching Licensure Teaching Licensure programs a r e offered a t Augsburg in KindergartenElementary Education a n d t h e following fields in Secondary Education: English-Language Arts, French, German, Health, Life Science, Mathematics, Physical Science (Chemistry o r Physics), Science (Grades 5-9), Social Studies, Spanish, Speech, Theatre Arts, a n d in t h e special areas ofArt (K-12), Band (K-12) and Classroom Music (Grades 5-12),Orchestra (K-12) a n d Classroom Music (Grades 5-12),Vocal a n d Classroom Music (K-9), Vocal a n d Classroom Music (Grades 5-12), a n d Physical Education (K-12). Students planning t o teach o n t h e secondary level have advisers both in t h e Education Department a n d t h e area of their academic major(s). Certification Programs Special programs certifying skills a n d knowledge h a v e b e e n established a t Augsburg t o increase vocational possibilities and/or enhance personal growth: Certificate in Art - requires eight courses, one of which must be in art history. Special professional or avocational concerns of those wanting to teach art in less formal circumstancesthan a college are addressed. For further information, contact the Art Department Chairperson. Church Staff Work Certification - is designed to prepare for full-time specialized
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AUGSBURG COLLEGE
CATALOG
Augsburg College
731-21st Ave. So.
Minneapolis, Mn. 55454
332-5181
Dr. Donald Custafson, Interim Director
The Interim is an integral part of the school year at Augsburg College. It is
particularly intended to be a time providing opportunities for both students an...
Show more AUGSBURG COLLEGE CATALOG Augsburg College 731-21st Ave. So. Minneapolis, Mn. 55454 332-5181 Dr. Donald Custafson, Interim Director The Interim is an integral part of the school year at Augsburg College. It is particularly intended to be a time providing opportunities for both students and faculty to employ styles of teaching and learning, to investigate particular questions and topics and to use urban and other off-campus resources in ways not possible during the regular term. 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 t o complete one interim for graduation). A student may not receive credit for more than two interims in the student's major Also, only one interim course in religion may be applied to the three course requirement in religious studies. There are no tuition refunds for students who choose not t o enroll in an interim course. One course is considered a full time load during interim and no student is permitted t o register for more than one course during the period. (;RAI)IN(; AN]) COIJRSIE LISTI' INGS Most interim courses are graded traditionally on a scale of 4.0 to 0. Students generally have the option t o register on a Pass/No Credit basis. A few interim courses are graded only on the PIN system; this limitation 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/or a more rigorous grading standard. OIBTIONS June Interim At least two interim courses will be offered in the June 1976 session of summer school. An Augsburg student may register in a June interim course in lieu of the January term with no additional tuition charge; however, students planning to elect the June interim must register at the time of interim registration in the fall. Students wishing to take the June interim in addition to the January one will be required to pay regular summer course tuition. Independent or Directed Study Students may elect a program of either independent study (upper division) or directed study (lower division) for the interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent or directed study per interim. Students electing independent or directed study must: 1) meet departmental requirements 2) present at registration a written statement from the faculty member who will direct the study submit to the Interim director by December 1 a description of the intended study, (topic, procedure, end result, and form of evaluation). Students not submitting this information by December 1 will have their registration cancelled. Interims at Other Schools 3) Augsburg students may enroll at any other 4-1-4 institution which offers a reciprocal interim arrangement. Catalogs of these interim offerings can be consulted in the Interim Center, Room 111 Memorial Hall. Registration for interims at the Twin City colleges and at St. Olaf will be done at Augsburg during the regular registration period. Students interested in attending any other institution during the interim should consult with the Interim Director or his secretary (Room 1 11, Memorial Hall). Non-Augsburg Students Augsburg College will accept 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 charged in addition t o tuition. Other students will be charged $310 for the interim course. Students interested in registering for an Augsburg Interim should write t o the Interim Director for appropriate application forms. These students are responsible for their own housing and boarding arrangements, though requests for on-campus housing can be made t o the office of the interim director. CLASS MI%I%TIN(;S The interim day is divided into two blocks of time. I I1 - 8:OO - 12:30 12:30 - 5:OO The number and length of class meetings as well as the beginning time will be arranged the first day of class. All Interim classes will meet the first and last class days of the interim. Classes scheduled for Period I will meet the first day at 9:00 and classes scheduled for Period I1 will meet the first day at 1:OO. October 27-30 Interim Registration January 5 First Day of Interim Class I 9:00 a.m. Class I1 1:00 p.m. January 6 Last day for cancelladd January 9 Last day for determining grading system January 23 Last day for canceling class January 30 Interim ends Check with the Interim Center (Memorial Hall # I l l , extension 470) or with the Interim Director, Dr. Don Gustafson (Memorial Hall #114, extension 475). Instructor: Paul Rusten Film-making I, Film-making I1 Film-making through practical lab experience. Discussion and observation of the expressive and structural elements of film. The making of a 16 mm sound film. Lab Fee of $70.00. Prerequisites: None for Film-making I. NOTE: You must have taken Film-making I in order to take Film-making 11. Distribution: Humanities Time: I Room: East Hall Life Drawing Instructor: Norman Holen A study of undraped figures for art students and non art students. The media will include pencil, contikrayon, ink, charcoal, pastel, chalk. There will be a $10.00 per student model fee. Prerequisites: None Distribution: Humanities Time: I Room: Art Studio 6 The Arts of Spain Instructor: Philip Thompson A study of cross-cultural influences in art and architecture which appear to have blown into Spain on the winds of political change and which were deposited as monuments to both Western and Eastern civilization. El Greco, Velasquez and Goya reflect these influences and exert a personal freedom of expression which is characteristically Spanish. Picasso, Miro, Gaudi and Dali are modern examples of the Spanish artistic temperament nutured by centuries of "contradictoriety" via the country's great wealth and extreme deprivation. Although Spain appears to be untouched by Modernism, its artists have led revolutions in the arts. The purpose of this interim in Spain is also to investigate great art collections which are housed in and around Madrid, Burgos and Barcelona. Since Spanish art and architecture seem unaffected by the 20th Century Avant-Garde and the electronic revolution, this would be a chance to step out of our psychedelic cosmography into the perspective of the time in which the art of the Spanish past was created. Cost will be approximately $895.00. PIN grading. Prerequisite: Consent of Instructor; Register with Director of International Programs, Memorial Hall 125. Distribution: Humanities Scientific Racism Instructors: Johnny Bland, Roberta Lammers What is the biological definition o f race? What do biologists say about the evolution o f races? Is the biological concept o f race compatible with cultural and societal definitions? What is racism? We will be examining these questions along with the history o f the eugenics movement and the current controversies about race and IQ and about population control and food supply. Some o f the authors we will be reading critically are Charles Darwin, Francis Galton, Hans Eysenck, Arthur Jensen, Richard Hernstein, Ashley Montagu, Garrett Hardin, Stephen Rose, and Robert Williams. Prerequisites: Knowledge o f high school biology or equivalent Distribution: Science/Math, Urban Time: I1 Room: Science 21 3 Evolution: Believe It or Not Instructor: Ralph Sulerud For many decades most biologists have accepted the theory o f organic evolution as being supported by a body o f irrefutable evidence. Nevertheless, there has been an upsurge o f antievolutionism in the past few years, which has led to a great deal of discussion and the publication o f numerous books on the subject. In this course the historical development o f the theory o f evolution from Darwin to the present time will be traced. The evidence in support o f the theory will be discussed, and the mechanisms o f evolution as presently understood by biologists will be studied. During the last part of the course some o f the recent antievolution literature which attempts to refute the scientific evidence will be examined. In this part o f the course people representing various points o f view will be invited to some o f the sessions. Prerequisites: At least a high school course in biology Distribution: Science/Math Time: I Room: Science 205 Instructors: Robert Herforth, Kermit Paulson Nuclear Radiation Science (Biological Emphasis) : Oak Ridge Special Science Seminar A study o f nuclear radiation with emphasis on applications and "hands-on" laboratory experience for the individual student. The course will consist o f ( 1 ) introductory work on radiation detection and measurement at Augsburg, (2)participation in the 1976 Oak Ridge Special Science Seminar where the student has the opportunity to design his or her course o f study from projects in nuclear radiation physics, radiobiology, radiochemistry, environmental radiation, nuclear medicine, health physics, and radiological safety, and (3) summary and evaluation of the program back at Augsburg. Students may receive credit in Biology for this course by selecting projects having a biological orientation. This course is a cooperative venture with Oak Ridge Associated Universities - Special Training Division, and is the only opportunity of its kind in the United States. Two weeks of the course will be spent in Oak Ridge, Tennessee, utilizing the instructional staff and laboratory facilities of ORAU Special Training Division. These facilities provide the opportunity for laboratory experience not normally available to undergraduate students. Time will be available to tour the area, including the national laboratory, and special lectures, featuring scientists from the national laboratory, will be presented to the Special Seminar students. The cost will be approximately $200. Prerequisites: Consent of instructor. Distribution: Natural Science Time: I Room: Science 30 Seminar: The Cutting Edge Instructor: Neal 0 . Thorpe Students will conduct an in-depth literature research on an up to the minute topic in biological research. The class will attend seminars at the University o f Minnesota and several investigators will present seminars t o the class on campus. Students will develop a high quality paper on their topic and will present the subject orally to the class. This course fulfills the requirement of the seminar for the biology major. Prerequisites: Junior or Senior Biology Major Distribution: None Time: I Room: Science 212 BUS. AIDMIN. Principles of Managerial Accounting Instructor: Arnin Kader Introduction to business activities, basic concepts and fundamentals o f managerial accounting. Planning and controlling processes, decision-making and behavioral considerations. Prerequisites: Business Administration 101 Distribution: none Time: I Room: Old Main 23 Office Technology Instructor: Gertrude Lund Operation of transcription machines, introduction to data processing, and efficient handling o f office duties through simulation in various departments such as personnel, filing, purchasing, sales, and international trade. Prerequisites: Typewriting Distribution: none Time: I Room: Old Main 10 Symmetry in the Arts and Sciences Instructor: Margaret Etter The fundamental concepts of symmetry are universally appreciated. Small children entranced with a spinning top, musicians creating a fugue, scientists exploring crystal structures, and naturalists enjoying a buttercup are all more or less consciously involved with the science o f symmetry. We will explore the many facets of symmetry in our life, culture, and history as outlined by Martin Gardner in his intriguing text, The Ambidextrous Universe. An appreciation for the different types of symmetries involving rotations, reflections, inversions, and translations will be systematically studied, using H. Weyl's classic book, Symmetry. The symmetry operations used by the late artist M. C. Escher in his graphic works will ako be studied in some detail. One short seminar, one written report, and one creative project involving symmetry in any discipline will be required, in addition to routine class assignments and quizzes. Prerequisites: None Distribution: Science/Math Time: I Room: Memorial Hall 1 Quantitative Analytical Chemistry Instructor: Roy Hanson This course will cover gravimetric analysis, volumetric analysis, and solution equilibria in detail and will give an introduction to spectrophotometric techniques o f analysis. The course is to be taken by chemistry majors normally in the interim o f their sophomore year. Medical technologists should take Chemistry 353 in the spring. There will be daily classes, laboratory sessions and assignments. Prerequisites: Chemistry 106 or 116 Distribution: None Time: I & I1 Room: Science 315 Introduction to Chemical Research Instructor: Courtland Agre This course offersjunior and senior chemistry majors an opportunity to become acquainted with chemical research by pursuing a topic or problem in detail. The faculty member will work with students in areas o f their own interest such as continuation o f research problems already started or particular problems of synthesis or analysis. Off-campusactivities such as research at Argonne or in industry may be possible. The student is required to discuss his research with the instructor before the start o f the interim. Prerequisites: Junior or senior chemistry major Distribution: None Time: I Room: Science 318 Principles of Economics - Micro Instructor: Peter Morici 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 Economics 120 or 122. Prerequisites: None Distribution: Social Science Time: I Room: Old Main 28 Welfare Economics Instructor: Ed Sabella Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures;social welfare functions; normative concepts o f economic theory. Prerequisites: Economics 251 or permission o f instructor Distribution: Social Science Time: I Room: Old Main 21 1%IBIJCATION Construction of Learning Centers for Elementary and Pre-school Use Instructor: Steven Reuter Construction and display o f interest and learning centers for use in elementary and pre-sch ool environments. Students will have the opportunity to view, design, construct and display their creations. A unique opportunity to gain understanding in enriching the classroom. The course will include various field trips and some lab time in the public schools. Prerequisites: Elementary, Kindergarten, and Pre-school majors or anticipated majors. Distribution: None Time: I Room: Library 4 1%I)IJCATl' ION SIJDIMIER Orientation to Education in an Urban Setting (Elementary) Instructor: Lauretta E. Pelton This will be an opportunity for the student to investigate the teaching profession and to explore various job possibilities within it. Working in schools will highlight the course along with various exploratory ventures as promoted by the participating students'resourcefulness and creativity. Prerequisites: Sophomore or Junior standing Distribution: None Time: Summer Session 11I)UCATl' ION Audio-visual Media Instructor: Mary Alexander This course will provide the student with an opportunity to work with Media Specialists in Elementary or Secondary schools of the metropolitan area. The students will learn to use a variety of equipment and to produce AV material. Please contact Mary Alexander before December 1 in order that assignments can be made with specific schools. Prerequisites: Junior or Senior standing Distribution: None Time: I (and arranged) Room: Old Main 7 Things That Go Bump In The Night: The Literature of Fantasy Instructor: Ron Palosaari Human imagination has filled many books with strange creatures such as hobbits, ghosts, elves, and ghouls. Some of these creatures delight our taste for the fanciful. Others stir our fears. As the old Scottish prayer puts it: "From ghosties and ghoulies and wee little beasties And things that go bump in the night Good Lord, deliver us. " We will spend the month reading and discussing works of fantasy. We will start with Tolkien's The Hobbit and The Lord of the Rings trilogy and wander from there t o other fantasy writers. If January winds blow us some luck, there may be a film, a play, or a television show or two that will give us some additional fun. The course is open only to the curious andlor devoted. Students will establish their curiosity or devotion by reading at least The Hobbit and Fellowship o f the Rings before the class begins. The instructors who are slightly suspicious as well as curious and devoted will give an examination on the four Tolkien books on the third day o f class. - Prerequisites: See above Distribution: Humanities Time: I1 Room: Science 205 The Literature of Terror: Tales of Horror, Mystery and Detection Instructor: Lorraine Livingston Do you have a penchant for murder and detection? Do you like spine-tingling horror stories? You will be able to swap experiences with fellow students as you read both classical and modern mystery stories. A selected reading list will include such works as Great Tales of Horror by Edgar Allen Poe, Frankenstein by Mary Shelley, Dr. Jekyl and Mr. Hyde by Robert Louis Stevenson, The Moonstone by Wilkie Collins, The Hound o f the Baskervilles by Sir Arthur Conan Doyle, Rebecca by Daphne du Maurier, The Long Goodbye by Raymond Chandler, Murder on the Orient Express by Agatha Christie, The Odessa File by Frederick Forsyth, and In Cold Blood by Truman Capote. Brief be followed by group discussions, Each student will write one short paper on a subject lectures o f his choice. Prerequisites: None Distribution: Humanities Time: I1 Room: Old Main 2 1 Myths, Motifs, Mandalas and Much More: The Short Story and Archetypes Instructor: Richard Sargent We shall read and discuss a collection o f short stories by some familiar writers (Hemingway, Lawrence, Hesse) and some not so familiar (Anais Nin, Akutagawa, Tanizaki) from a variety of points o f view, but with emphasis on one called archetypal criticism, an interdisciplinary approach using insights from anthropology, psychology, sociology, and religion t o understand literature. The collection of stories will be of interest even to those who have read widely, since the selections are not over-anthologized, and represent a wide number of cultures. The course would be appropriate for someone just learning how to discuss and write about literature, but it would also be of interest to a literature student who wished to learn more about archetypal criticism. Prerequisites: None Distribution: Humanities Time: I Room: Old Main 25 L'homme moyen sensuel and The Bloomsday Book: Instructor: Toni Thornton James Joyce's Dubliners and Ulysses. The course will consist of a close reading of these two masterpieces and selected criticism. The focus will be on class discussion and analysis, and a paper to be completed by the end of the course. Those planning to enroll should be familiar with Homer's Odyssey. Prerequisites: One literature course Distribution: Humanities Time: I1 Room: Old Main 25 Intermediate French I1 Instructor: Ruth L. Aaskov Those who have studied the basic structures and forms of the French language once and have done a little reading may revitalize their skills by exploring twentieth century writings of current thema tic interest. Basics of the tenses and other grammatical forms will be reviewed in the language and there will be daily practice in listening and speaking. Understanding and communicating ideas are goals for leisure time French as well as readiness for courses in conversation, writing, civilization or reading. -- There will be lab assignments or work with C-60 cassettes and field trips en francais as possible for the group. Prerequisites: 3 years (high school level), 211 (college level) or consent of instructor Distribution: Language Time: I1 Room: Old Main 7 The Agony of 20th Century Germany as Reflected in Literature Instructor: William Oyler Works in English translation by significant 20th century German writers will be read and discussed. These works will reflect the crises and upheavals of the 20th century experience which are not uniquely German, but have a universal application as well. Topics will include: the anonymity of urban-industrial life, the search for personal identity and security, the uses of power, war, political change and confrontation with ultimate questions o f life and death. Works by East German and women writers will be included. Students will read and report on one work in addition to those discussed in class. This course is a variation on German Literature in Translation (244),which covers the nearly 200 years from the Age of Classicism to the present. Since the two courses are not identical, students who have taken 244 may get credit for 245 and vice versa. Credit does not apply to a major or a minor in German. Prerequisites: None Distribution: Language Time: I1 Room: Old Main 8 History of the German Language Instructor: Don Steinmetz How do languages grow? What causes them to change? How are languages related to each other? What are language families? These and other general questions of historical linguistics will be considered as exemplified by the history o f German. Topics studied include: the development of German, English and other Germanic languages from Indo-European through Ancient Germanic, the development of German from the earliest docurnents to the present day, the formation of the modern standard language and Martin Luther's contribution to it, German dialects, especially the difference between Low and High German. Prerequisites: German 112 or permission o f instructor Distribution: None Time: I Room: Old Main 1 Norwegian Composition and Conversation Instructor: Leif E. Hansen Intensive practice in spoken Norwegian with emphasis on pronuncia tion and original composition. Some attention will be given to regional speech variations and to differences between the two official languages of Norway. There will be a variety of contacts with native speakers of Norwegian now residing in the Twin Cities area. Students will be required to put in a total of 5 hours per week in laboratory work andlor field experience. Prerequisites: Norwegian 75212 or equivalent Distribution: Language Time: I1 Room: Old Main 3 Spanish Literature in Translation: Famous Literary Figures Instructor: Gunta Rozentals Emphasis upon the analysis of the basic human types and the fascinating characters of fact and fiction with which Spain has enriched world literature: The Cid, Celestina, Don Juan, Don Quiojote, the conquistador, the mystic, the rogue, the guardian of his honor, the modern agonist . . . . Lectures, discussion, extensive readings, reports and a paper. Prerequisites: None Distribution: Language Time: Summer Session Room: Spanish Expression Instructor: Mary A. Kingsley The main goal of the course is to improve the students'ability in oral and written Spanish, with a secondary goal of widening one's cultural background. It will include readings and discussions in Spanish on a wide variety of topics including: Spanish art; selected works of Ortega, Unamuno, Julian Marias, and Pio Baroja; the Spanish versus the Mexican tortilla, including lessons on how to make them; After Franco, What?; Spanish etiquette; macismo; etc. Special emphasis will be placed on clarifying grammar problems common among English speakingpeople, i.e.: porlpara, serlestar, subjunctive, passive voice, preteritlimperfect. In addition there will be a systematic general review of Spanish grammar. The course will be conducted entirely in Spanish. Prerequisites: One conversation class beyond intermediate level Distribution: Language Time: I Room: Old Main 3 History of London Instructor : Orloue Gisselquist "When a man is tired of London, he is tired of life, for there is in London all that life can afford" (Dr. Samuel Johnson, 18th century). This course does not promise all that! But London does offer much of value and interest to study. Its amazingly rapid growth since mid 16th century has meant that Londoners have felt, thought about, and responded to modern urban problems for at least four centuries. Its business community was at the forefront of economic change in the Western world for several centuries. Several times the city has represented high points in the history of European culture. It has had a massive influence on English society generally (well illustrated by its demographic preponderance in the nation) and a powerful leverage on British politics (whose capital was conveniently located just a few miles up the Thames River). And fortunately, for the purpase of our study, there is a great deal of literature about the city that is readily available. Urban history, and hopefully this course, appeals t o students o f various disciplines - geography, architecture, popular culture, economics, urban planning, political science, as well as history. Both in class activities and student assignments, there will be an effort t o construct the course so as to reflect this interdisciplinary interest. There will be wide choice in the matter o f assignments; it is understood, though, that an individual project emphasizing literature or architecture will evidence the insights and background gained in the broader concerns o f the course. Prerequisites: None Distribution: Urban or Social Science Time: I1 Room: Old Main 19 The Japanese-American Experience Instructor: Khin Khin Jensen This course is a study o f the Japanese-American experience in the USA. Perspectives o f their immigration patterns, geographic settlements, and their contributions to the American economy and society will be explored. Special focus will be given to the forced evacuation o f the Japanese-Americans during World War 11, how and why they were uprooted from homes and businesses at short notice. Where in the United States were the so-called "American concentration camps"located? How did this ethnic group adjust to detention and attempt to overcome the trauma o f their war-time experience? Japanese-Americans from the Twin Cities, films and slides will be used as resources. Field trips will be taken t o observe Japanese products, arts, cooking, and the headquarters o f the Japanese-American Citizens League. Some evening meetings may replace regular day sessions. A paper or an acceptable alternate project will be required. Prospective education majors may find the course valuable for their teaching. Prerequisites: None Distribution: Social Science Time: I Room: Old Main 18 From the Indus to Indira: Epochs in Indian History Instructor: Don Gustafson This course will present an introduction t o the vast panorama o f Indian culture from the early cities on the Indus River t o the problems and potentials o f modern India. Not only will a wide variety o f topics be covered, but in addition there will be a great variety in the materials used - cultural artifacts, recordings, slides, novels, religious texts, histories, and who knows what else. Prerequisites: None Distribution: Social Science Time: I1 Room: Library 1 IMT IERI)ISCII'LINl\IW Philadelphia and the Quest for a Humane City Instructors: Joel Torstenson, Carl Chrislock A Bicentennial study of the cultural and socioeconomic metamorphosis of an historic American city. The study will begin with an examination of the Philadelphia of William Penn; its socio-historic origins, its dreams, urban imagery and city design. With this starting point as background, the course will proceed to examine the sequential transformation of the city as it participates in the American Revolution, the industrial revolution, the 20th Century urban crisis, and the "urban renaissance" of the post-industrial city. Readings and other sources such as films will be selected from both social sciences and humanities. In the third week of the Interim, the course will be conducted in Philadelphia where academic, civic, and cultural leaders will guide the study. Special attention will be focused upon contemporary developments in Philadelphia such as the redevelopments of its historic central city and other urban renewal programs, the "urban renaissance" movement and the socio-political developments relating to the urban crisis. The implications of these developments for the city's present and future dreams and design and how they fit into America's "quest for the humane city" will be a guiding theme for the course. Approximate cost: $235. plus meals. Prerequisites: Lower Division - None. Upper Division - permission o f instructor. Distribution: Urban studies Time: I1 Room: Science 34 60272 Three Caribbean Cultures: Afro-European Civilizations in Transition Instructor: F. Mark Davis A study of three Caribbean states - Jamaica, the Dominican Republic, and Haiti with an emphasis on the heritages of European colonial po,wer - Great Britain, Spain, France. Each state gained independence at differing times and in differing ways. Each state is predominantly Black in population. How has the encounter of European and African heritages found expression in institutions, ideas, and values? A week will be spent in each of the capital cities and environs. The course will bean on the Augsburg campus with four days o f intensive reading and orientation. Harold Mitchell, Books to be read include: A. c.- ~ilg;s, Contemporary Politics and Economics in ihe Caribbean;I-Iarold Mi t h e l l , Europe in the Caribbean; Lionel Belasco, Strange Happenings: Tales of the Caribbean;Marjorie Engber (ed.), Caribbean Fiction and Poetry. Caribbean: In Kingston, Jamaica, time will be spent at the institute of Jamaica as well as government offices and the Hope Botannical Gardens. In addition two days will be at Knox College in Spaulding, Jamaica. In Haiti study will include the Centre dlArt, Theatre de Verdure,and the National Museum in Port-au-Prince. In addition the group will visit the San Souci Palace and Citadella Laferriere in Cap-Haitien. Finally the Dominican Republic study will include the University of Santo Domingo and the Primate Cathedral of America. The cost will be approximately $700. Prerequisites: Register with Director o f International Programs, Memorial Hall 125 Distribution: None 60308 Victorian Woman INTlERlBI SCI 1'IAINAIl\7 Instructor: Catherine Nicholl A study of woman in the Victorian period (chieflyin England), considering both the prevailing images of women and their actual condition. Materials used will include novels, poetry, essays, paintings, letters, biographies,journals, documents, and health and homemaking manuals. Specific topics studied, either by the class as a whole or by individuals, may include women at home (wives and daughters), the governess, the bluestocking, the domestic servant, the fallen woman, women's education, early feminists, the suffragemovement, family planning, women as factory workers, and such individual figures as Florence Nightingale, Harriet Martineau, Jane Carlyle, Elizabeth Barrett Browning and Queen Victoria. Students electing this course will do a substantial project leading to either a paper or (in most cases) a class presentation. Prerequisites: None Distribution: None Time: I 1 Room: Library 201 Aztec, Maya and Inca: Ancient American Civilizations Instructor: Bruce Reichenbach The conquering Spaniard discovered in the Americas, not bands of savages, but 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, agricultural techniques, and daily life. Prerequisites: None Distribution: None Time: I R o ~ m :Old Main 19 Exploring the Future Instructor: Sheldon Fardig We all realize that change is upon us from all directions. While we understand to a degree what is happening we probably have not come to grips with what the future may mean to us. Through this study of analyses of the post-technologicalfuture the student should develop a knowledge background of changes and issues expected, be aware of hislher value system and how the future may impinge upon it, and have some skill in alternative futures thinking. Topics will include limits of growth, technoIogy of the future, metaphysics of the future;projecting into the future by means of reading, film, video, special speakers, field trips, scenario writing and individual projects. Prerequisites: None Distribution: None Time: I1 Room: Science 318 Communications and Reasoning in Mathematics Instructor: Bev Durkee Exploration of the art of mathematical reasoning and communications: how to read mathematical materials, how to write mathematical statements, and how to construct mathematical proofs. Prerequisite: Consent of instructor (Math 224 or prior experience with proofs in high school mathematics) Distribution: Science/Math Time: I Room: Science 320 The Art and Science of Executive Decision Making: An Introduction to Operations Research Instructor: Warren L. Persons Operations research applies the scientific method to decision problems concerning the operation and coordination of activities to serve the best interests of an organization. The major objective of the course will be to acquaint the student with the methodology and terminology of 0.R. by providing ample opportunity to formulate and build mathematical models from a verbal description of a decision pro blem. Topics will include linear programming, the simplex algorithm, the transportation model, and duality. Major emphasis placed on mathematical modeling and applications. There will be a term project using the computer as a tool (no prior programming experience is necessary). Lab fee: $10. Prerequisites: Math 114 or equivalent Distribution: None Time: I Room: Science 213 DIIJSIC Electronic Music Instructor: Robert Karlen Sounds are created, manipulated, and organized into an individual, aural art, using traditional, contemporary, and novel sound sources; includes working with a synthesizer. Students will need to purchase some materials such as recording tape. It is also desirable that students have access to a tape recorder. Prerequisites: None Distribution: Fine Arts Time: I Room: Music 20 American Band Music (1776-1976) Instructor: Jim Carlson This course is designed for members of the Augsburg College band and will focus on the two hundred year history of American band music. After a brief discussion of European origins, the real study will begin with a consideration of the functional "fife and drums" and "bands of musick" of revolutionary times. Their development will be traced to the popular "business" band era exemplified by Gilmore and Sousa and their uses of marches, cornet solos, transcriptions, etc. The role of community bands will be examined. The midwestern roots of school bands and their phenomenal growth in the American education system will be analyzed. The present day development of the iriportant band music repertoire will conclude the study. When off campus, students will be brought in contact with persons and places of importance to American band music: Dr. Richard Goldman in Baltimore; Dr. Mark Hindsley at the University of Illinois; the Library of Congress and Smithsonian Institute in Washington D.C. The band will be presenting concerts while off campus. Student cost will be approximately $200. Prerequisites: Membership in Augsburg College Band Distribution: Humanities Time: I Room: Olivet Hall 82290 Brigadoon DI USIC Instructors: Stephen Gabrielsen, James Johnson The production of a Broadway Musical including singing, dancing, acting, stage design, choreography, lighting and promotion followed by a week of evening performances. Students will be responsible for supplying costumes and possibly for acquisition of musical score andlor libretto (depending upon audition outcome). Prerequisites: None Distribution: Fine Arts Time: I Room: Music 11 Revelation and Human Knowledge Instructor: Mark Fuehrer This course will be an intensive study of the problems of revealed truths. We will investigate how it is possible for the human intellect to receive information from sources other than normal perception. The role of perception in revelation will be studied, as well as the problem of inspiration, ecstacy and mystical insight. Prerequisite: None Distribution: Humanities Time: I Room: Old Main 22 Safety and Drug Education Instructors: Ed Saugestad, Edor Nelson An analysis of drug abuse and what can be done for the abuses. Also includes American Red Ooss First Aid course. Prerequisites: None Distribution: None Time: 11 Room: Melby 12 Recreational Activities and Rhythms Instructor: LaVonne Peterson 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. Prerequisites: Phy Ed major or minor. Distribution: None Time: I Room: Melby 12 Coaching and Judging of Women's Gymnastics Instructor: Joyce Pfaff This course will attempt to prepare the student to be a qualified gymnastics coach and judge. It will bring out new spotting and coaching techniques in the field or gymnastics. The main emphasis will be on judging of this sport. There will be practical experience of judging actual high school and college meets. The culminating activity will be to take the State High School League test for the judging o f gymnastics and therefore be an officialregistered judge for the state of Minnesota. It is required that women participate (perform-spot-assist)with the Augsburg Women's Gymnastic Team. Prerequisites: PE 472, Self-testingActivities for Women or 1 year experience with a women's gymnastics team. Distribution: None Time: I1 Room: Melby 13 'r 1'1 1T SICS The History of Astronomy Instructor: Ted Hanwick This brief course traces the development o f astronomy from the ancients through the 19th century. While special emphasis will be on Hipparchus, Ptolemy, Copernicus,Brahe', Kepler, Galileo, Newton, and Herschel, other lesser lights must also be mentioned for their contributions to the development of this subject. Prerequisites: None Distribution: None Time: I Room: Science 123 1'111 T SICS 'r Understanding the Weather Instructor: Ken Erickson An introduction to the earth's weather, its causes and character. Designed for those interested in weather and weather prediction, this course assumes no prior science or mathematics background. Topics to be discussed include: the rela tionship of sun, earth and atmosphere;important physical quantities such as temperature and pressure; clouds and precipitation; unusual conditions like tornados and hurricanes; techniques and instrumentation for weather monitoring and control; aviation weather; and the influence of weather on pollution. Possible course activities include experimentation, forecasting and guest speakers. Prerequisites: None Distribution: ScienceIMath Time: I Room: Science 22 1'111 T SICS 'r Nuclear Radiation Science (Physical Science Emphasis) : Oak Ridge Special Science Seminar Instructors: Kermit Paulson, Robert Herforth A study o f nuclear radiation with emphasis on applications and "hands-on"laboratory experience for the individual student. The course will consist of (1) introductory work on radiation detection and measurement (physical science applications) at Augsburg, (2) participation in the 1976 Oak Ridge Special Science Seminar where the student has the opportunity to design his or her course of study from projects in nuclear radiation physics, radiobiology, radiochemistry, environmental radiation, nuclear medicine, health physics, and radiological safety, and (3) summary and evaluation of the program back at Augsburg. This course is a cooperative venture with Oak Ridge Associated Universities - Special Training Division, and is the only opportunity of its kind in the United States. Two weeks of the course will be spent in Oak Ridge, Tennessee utilizing the instructional staff and laboratory facilities of ORAU Special Training Division. These facilities provide the opportunity for laboratory experience not normally available to undergraduate students. Time will be available to tour the area including the national laboratory and also special lectures, featuring scientists from the national laboratory, will be presented to the Special Seminar Participants. The cost d l be approximately $200. Prerequisites: Consent of instructor Distribution: Natural Science Time: I Room: Science 30 When You Haven't A Prayer: The Supreme Court on Church and State Instructor: Myles C. Stenshoel 85295 An investigation of significant decisions of the United States Supreme Court on issues of religious liberty and governmental neutrality under the First Amendment religion clauses. Analysis of principles of interpretation used by the Court, including their underlying assumptions, differential impact, and possible future constitutional development. Paper not required. 85495 Students will research, brief, analyze and criticize recent decisions, presenting the results of their studies to the combined group and in a paper. Prerequisites: Prior course in U.S. constitutional law or constitutional history or written permission of the instructor. Distribution: Social Science Time: I1 Room: Science 22 The British Design for Mass Media Instructor: Milda Hedblom British mass media can claim a world wide reputation for high quality production and content. The essential reasons for this distinction are cultural, political and artistic. The British design for the mass media will be the subject for a month of group and independent study o f mass communications in England, based in London. We will visit and interview at major media centers in London, including the British Broadcasting Corporation and the London dailies (though other special interests, such as film, might be accommodated). Topics we will study during the first half of the interim include British views on the proper use of the mass media, the nature of political controls and fundingprovisions, involving interviews with relevant public officials. The last two weeks of the interim will be devoted to independent work (under the supervision of the instructor) with each student studying a particular aspect of one medium such as television news production, or print censorship rules or radio overseas programming, etc. Some individuals may select topics requiring regional travel, such as Wales or Scotland. This is acceptable but will have a separate cost and be individually arranged in England. The cost will be approximately $850-895. Prerequisites: Register with Director of International Programs, Memorial Hall 125 Distribution: Social Science America's International Politicians Instructor: Norma Noonan Study of foreign policy decision making and decision makers in the U.S.A. In-depth study of decision process either in a major case, such as the Cuban Missile Crisis, or a simulated case. Discussion format with opportunity for the student to explore some aspect of U.S. foreign policy. Requirements: project and final examination. Prerequisites: None Distribution: Social Science Time: I Room: Library 201 Creativity in Preschool Children Instructor: Duane Johnson What conditions facilitate the development of creativity? For preschool children it is necessary to consider play materials, literature, television, life situations, experiences, tasks, personal interaction, and activities. Each student must make hislher own arrangements before the beginning of the course to have ready access throughout the interim to one specificperson in the age range of 3 to 6 (not children in the first grade o f school; children who will be 3 by July 1 , 1 976 are acceptable). The child should be available basically on a daily basis for purposes o f observing and interacting with the child. Student.should expect to spend up to $10 for purchase of materials for use with children. Prerequisites: None Distribution: None Time: I Room: Old Main 8 Your Personality and its Measurement Instructor: Lyla Anderegg Temperament, character, attitude, mood, trait, preference . . . these are some of the elements that are thought of as constituting your personality. Through the use o f surveys, scales, inventories and other means now available, we will investigate and evaluate your personality. Prerequisites: General Psychology Distribution: None Time: 11 Room: Old Main 22 Computer Applications in Behavioral Science Instructor: Richard Marken An introduction to the use of computers for the analysis of behavioral data and simulation of behavioral processes. Students will learn to write programs to do statistical analyses such as correlation and linear regression, analysis of variance, and Chi square. Programs will be written in FORTRAN IV. Students will also study the behavior of programs which simulate interesting behavioral and biological processes such as perception, learning and evolution. Each student will be required to do a programmed project on a topic of interest. Topics for projects will be quite varied and range from demonstrations of theorems in statistics to simulation of rumor propagation in crowds. A lab fee of approximately $1 0. Prerequisites: General Psychology Distribution: None Time: I1 Room: Science 212 Israel: A study in Social Change Instructor: Grace Dyrud Israel represents more differentlife styles and more planning for social adaptation than any other spot of that size in the world. Some people work on computers while some herd goats and sheep as in Biblical times. Social adaptation will be seen through visits to an absorption center, a kibbutz, a center for social change research, and visits with Israelis. Social policies such as the following will be viewed: settlement policies, places of women and minorities, and the resolution o f religious and secular interests. The areas visited will be Tel Aviv-Jaffa,Beer Sheba, Jerusalem, Jericho and the Galilee. Ancient and Biblical hist0r.v will be briefly described in conjunction with the above visits and others such as Caesaria and the Dead Sea Scroll sites. The cost will be approximately $1 100.00. Prerequisites: None Distribution: None Time: Room: The Behavior of Nerve Cells Instructor : Norm Ferguson Learn how your brain actually functions! A study of the basic processes o f the nervous system. Emphasis will be placed on the action o f individual neurons; how they behave and interact with one another. Topics to be considered will include: the electrophysiological methods used in studying nerve cells, the electrical properties o f the nerve axon, the synapses between neurons, the integrated activity o f neurons, and the organization o f sensory receptors. Prerequisites: A course in Biology and/or Chemistry or consent of instructor Distribution: ScienceIMath Time: I Room: Science 34 World Order and Religion Instructor: Eugene M. Skibbe The world appears to be in a state o f crisis. What is necessary to provide order? What kind o f order would be best? Usually we turn to political science or ecological sciences to find the answers and principles o f order. However, religions have always been ways in which people have ordered their world. We will take that approach. What are leading religious and theological concepts of order? What does the religious map o f the world look like today? What can religion contribute to world order? What might the future be and how can we work toward a desirable future with regard to religion and world community? Reading, discussion, lecture, simulation game, films, and visiting speakers. Prerequisites: Religion 11 1 or 121 Distribution: Religion Time: I1 Room: Old Main 27 RELIGION Contemporary Religious Movements Instructor: Douglas Ollila A study o f several contemporary religious groups, both Christian and non-Christian, including the Jesus movement, neo-pentacostalism, and selected non-Christian groups such as Hare Krishna. Emphasis will be placed on visitation to group meetings and discussions conducted by rnovemen t leaders. Prerequisites: Religion 11 1 or 121 Distribution: Religion Time: I Room: Old Main 27 Israel: Ancient and Modern Instructor: Philip Quanbeck The land of Palestine has long been a focus o f interest and intense loyalties. Christians, Jews and Moslems have seen in that relatively small area at the eastern end o f the Mediterranean a place o f great importance. The current discussions and peace initiatives are a measure of the continuing interest in the whole o f the Middle East. The goal of the interim in Israel is fundamentally two-fold. First, we will attempt to become acquainted with the methodology, procedu~so f archaeological study and some of the results. Second, we will seek to gain a modest first-hand acquaintance with the geography of Israel especially as this geography relates to biblical history. To accomplish these purposes, there will be assigned reading, and we will listen to lectures and visit museums. We will stay in Jerusalem which will make possible a number of walking tours o f the Old City. In addition t o this there will be two three-day trips; one trip to the north where we will visit places such as Hatzor, Nazareth, Tiberius, and the Sea o f Galilee. One trip to the south where we will visit places such as Qumran, Beersheba, Hebron, Bethlehem, and Arad. On the return trip we will stop a few days in London before returning to the U.S. The cost will be approximately $1 100.00. PIN grading. Prerequisites: Register with Director o f International Programs, Memorial Hall 125 Distribution: Religion Practicum in Human Services Instructor: Paul Steen With faculty approval, student selects a placement as a half-time volunteer in a social agency or institution. Opportunity to know social work professionals, social service delivery systems, and career aspects in the helping vocations. Independent study with a term paper report and review conferences. Especially recommended for freshmen and sophomores. Prerequisites: Consent o f Instructor Distribution: Required for Social Work Majors Time: I 1 Room: Memorial Hall 1 Human Service Issues in Selected Areas Instructor: Tony Wagner A series of seminars designed to introduce the major issues of human service delivery in selected areas such as youth, aged, mentally and physically handicapped, alcohol and chemical dependency, social security, or the ecology of welfare. There will be 16 hours a week of field experience. Prerequisites: Social Work 95351 or consent of instructor. Distribution: Social Science (required for Social Work majors) Time: I Room: Old Main 2 Hi-Rise vs. Homestead: Patterns of Urban Housing Instructor : Gordon Nelson An examination of housing alternatives in the urban setting. The course will focus on the tension between the demands of population density and American life-style preferences, but will also examine the ways in which political pressures and economic considerations affect the patterns of urban housing. During regular class hours the class will meet occasionally at off-campus sites such as the Minneapolis Housing Authority, new apartment developments, and rehabilitated houses in older city neighborhoods. The course grade will be based on the quality of class participation and on a "take-home" examination designed to relate class discussion to assigned reading. Prerequisites: None Distribution: Urban Time: I Room: Melby 24 Death and Play in Zen and Don Juan Instructor : Jerry Gerasimo There are interesting parallels between the teachings of Don Juan, the Yaqui Shaman, and the instructions of the Zen Buddhist masters to their pupils. We will compare these methods as to form, content, and implications. We will compare the roles of death, time, and play in their teachings, and ask what ways can these teachings be transferred to ordinary life. The texts used will include: Carlos Castaneda, A Separate Reality and Journey to Ixtlan; Eugene Herrigel, Zen in the Art of Archery; and D. T. Suzuki, Zen and Japanese Culture. Prerequisites: None Distribution: Social Science Time: I1 Room: Old Main 28 Advanced Public Speaking Instructor: Ray Anderson This course will provide an opportunity to work toward a polished speaking style in both composition and delivery. Attention will be given to great speeches and to rhetorical theory, but the emphasis will be on performance. Students will perform in some way every day. An effort will be made to develop each student's unique powers of creativity and showmanship. Prerequisites: A beginning course in speech - either high school or college Distribution: Humanities Time: I Room: Library 1 Issues in Human Development: A Cultural Perspective Instructor: Joel Mugge The interim will be based both in Mexico City and in a Benedictine monastery in the village o f Ahuatapec near Cuernavaca,Mexico. Travel to Mexico will be by charter bus and train. The goal of the interim will be to provide both an academic and experimental framework for the students to clarify their social and religious values as these values are placed in juxtaposition with those of the Mexican culture, the monastic community, and other members of the group. The class will not only be a learning community for a month, but a working, living, and worshipping community as well. While at the monastery, students will be expected to participate as fully as possible in the discipline of the monastic community and will spend a part o f each day in class and part of the day working in agricultural projects in the village. Also, conscious attention will be given to the building of community within the group itself,and the skills involved in developing community. In addition, some time will be spent in small groups in travel experiences to other parts of Mexico. Background reading, an extensive daily journal, and a final paper will be required. The cost will be approximately $450. PIN grading. Prerequisites: Register with Director of International Programs, Memorial Hall 125 Distribution: Humanities Theater Practicum Instructor: Ailene Cole The course consists of the artistic preparation of a children's play through improvisation,its technical preparation and performance of it for audiences by those enrolled. Prerequisites: None Distribution: Fine Arts Time: I & I1 (9:30a.m. - 3:00 p.m.) Room: Speech Auditorium SIDEIICII The British Design for Mass Media Instructor: Milda Hedblom See description under Political Science. SIBBIICII Advanced Acting Instructor: Esther Olson A study of the Stanislavski method in acting as it relates to the development of character and style. Approximately ten plays from different pen'ods will be studied, and students will reenact scenes from these dramas. Field trips to community theaters and Minneapolis Institute of Art will be included. (Fees for tickets will amount to approximately $10.) Prerequisites: Speech 232 (Acting) or permission of instructor Distribution: None Time: I Room: Speech 43
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This publication has been written and designed to answer most of the questions
which might be asked about Augsburg College and its curriculum. Although copy
was correct at the time of publication, information contained herein is subject to
change without notice.
Each student is responsible ...
Show more This publication has been written and designed to answer most of the questions which might be asked about Augsburg College and its curriculum. Although copy was correct at the time of publication, information contained herein is subject to change without notice. Each student is responsible to know the rules, regulations, requirements, and academic policies contained in this publication. I f doubt should arise with regard to any matter published herein, the student is responsible to consult with a faculty adviser or the dean of the college. Table of Contents PAGE 5, INTRODUCTION PAGE 6, THE COLLEGE PAGE 8, CAMPUS MAP PAGE 12, ACADEMIC LlFE PAGE 18, STUDENT LlFE PAGE 22, ADMISSION TO THE COLLEGE PAGE 24, FINANCIAL AID PAGE 25, EXPENSES PAGE 27, ACADEMIC ADMINISTRATION PAGE 31, GENERAL INFORMATION PAGE 32, COURSE DESCRIPTIONS AND OFFERINGS PAGE 89, ENROLLMENT AND GRADUATES PAGE 90, FACULTY BIOGRAPHIES PAGE 97, PERSONNEL AND ADMINISTRATION PAGE 98, INDEX Glossary of Terms This Augsburg College catalog is designed to give you the information you need to know as a student or prospective student. In it you will find most of the answers to questions you may have about Augsburg. If you have others, please feel free to write or phone the Office of Admissions at the College. Certain terms used in this catalog may be unfamiliar to you. We hope the following brief definitions will be helpful. ACADEMIC . . . . . . . . . . . . The practices, principles, regulations, and customs which characterize school and college. COURSE. . . . . . . . . . . . . . A subject studied during one semester or an interim such as "Community Development and Organization." In general, four courses are taken each semester at Augsburg and one is studied during the interim in January. . . MAJOR. . . . . . . . . . . . . A concentration of study in one area. Augsburg offers majors in 1 8 de~artments. . . . . . , . . . . A concentration in a field of study in less depth than the major. . . . . . . . . . . A course not required for the major or minor but taken by the student MINOR . . . . . ELECTIVE.. . from any college department as his or her interests dictate. FEE. . Charges made by the College for special services such as laboratory equipment or locker rental. LOAN . . . . . . . , . . . . . . . . Money a student borrows for college expenses and later repays. See "Financial Aid." SCHOLARSHIP. . . . . . . . . Financial assistance received by a student based on high school performance in and out of the classroom, college standing, or the result of special tests such as the SAT or ACT. Scholarships vary in amounts and length of duration. The amount generally depends upon the financial need of the student. There is no obligation to repay. The same criteria are used for Grants-In-Aid. SEMESTER. , . . . . . . . . . . The College operates on a 4-1- 4 calendar. Each semester is 1 5 weeks in length and the interim is 4 weeks. PREREQUISITE . . . . . . . . A course which a student is required to complete before another one may be taken. The prerequisite course may be either in the same or another department. Introduction Few liberal arts colleges cgmbine the excitement and vitality of a metropolitan center with the smallness and intimacy of the rural setting. Augsburg is one of the few, very special Christian colleges which can offer you both. The small college atmosphere enables you to be a participant or a spectator at a variety of events and activities. Exhibitions, concerts, films, and lectures are regularly available to you on campus. Through the intercollegiate or intramural athletic programs you may choose participation in athletics. Religious activities are a vital part of the campus. The Religious Life Commission has been established by the Student Government to oversee, stimulate and perpetuate religious life on the Augsburg campus. Its primary purpose and goal is neither self-serving nor selfsustaining, but rather furthering the ministry of Christ on the Augsburg campus. You, the student, are an individual at Augsburg. You design your own learning experience. While distributional and major requirements act as guidelines, there is latitude to design a portion of your own education. At Augsburg, the innovative and experimental as well as the individual are central. The college follows the calendar known as the "41-4." In the study of the liberal arts, you will encounter ideas and experiences from the whole range of human knowledge. The liberal arts education, however, is more than an accumulation of knowledge from a number of fields. Augsburg recognizes that concentration is necessary in your chosen field. You may choose from a variety of majors for hundreds of career possibilities. Augsburg is in the center of the Twln Cities of Minneapolis and St. Paul. In this metropolitan setting, a rich kaleidoscope d resources and activities are available to enrich your educafion, if you choose. You may select an evening at the Guthrie Theater, the Brave New Workshop, or at any of the many galleries or cofee houses. You might spend an afternoon touring the Minneapolis Institute of Arts. You may choose a concert by the Minnesota Orchestra or one by the many professional touring groups that appear in the Twin Cities. There are numerous opportunities for individual and team sports. Professional sports are also available the Twins, the Vikings, the North Stars, the Fighting Saints, and the Kicks. Thus, we feel Augsburg is a distinctive combination: a strong academic program, a capable and dedicated staff, an eager student body and a remarkable location. The College Identification Augsburg is a four-year liberal arts college affiliated with the American Lutheran Church (ALC). Founded more than 1 0 0 years ago, Augsburg celebrated its centennial in 1 9 6 9 and is in its second century of Christian higher education. The current student body of over 1 7 0 0 is largely of Lutheran background though many denominations are represented on campus. About 65% are resident students, while others commute daily from the surrounding metropolitan area. Location You and your education will have the option of benefiting from Augsburg's location in the Twin Cities. Excellent art collections are available to you in the Minneapolis Institute of Arts, the Walker Art Center, and many other galleries. The Minnesota Orchestra and other area performing organizations afford rich opportunities for the enjoyment of music of many types. The Twin Cities also appear regularly on the itineraries of major performing artists. A variety of dramatic and musical presentations is provided by several theaters in the area such as the nationally known Guthrie Theater, Theater-in-the Round, the Old Log Theater, the St. Paul Opera, Chimera Theater and the Chanhassen Dinner Theater. Recreational activities abound. You can play tennis at parks near the campus or swlm in one of the many area lakes. In the winter you may join other students on skiing trips. Professional sports are available the year around. Reaching the Twin Cities is easy. Several major airlines provide daily service to Minneapolis-St. Paul International Airport, including United, Northwest Orient, Eastern, Braniff, North Central, Ozark and Allegheny. Bus or train connections can be made from all areas of the United States. The Augsburg campus is just five minutes east of downtown Minneapolis via Interstate 9 4 which forms the southern border of the campus. (Directions are given in the map section of this catalog.) History Augsburg was the first seminary founded by Norwegian Lutherans in America. Minneapolis replaced Marshall, Wisconsin, as Augsburg's home in 1 8 7 2 . The first college students were enrolled in 1 8 7 4 and the first college graduation was held in 1 8 7 9 . The school was officially named Augsburg College in 1 9 6 3 when its former sponsor, the Lutheran Free Church, merged with the American Lutheran Church. Augsburg Seminary joined with Luther Theological Seminary in St. Paul that same year. Nature and Objectives Augsburg is a four-year liberal arts college of the American Lutheran Church. It is committed to an open, honest, competent inquiry into the sciences, arts, and humanities in the context of the Christian faith. Augsburg emphasizes the following primary objectives: To expose students to a wide variety of ideas and disciplines, while assisting them to become proficient in one area or major to help students understand the Christian faith in relation to the contemporary world to develop students' love of learning and their faculties of reason, criticism, curiosity and imagination by encouraging and maintaining academic excellence to increase students' understanding o f the urban environment and culture, and to enable them to gain the skills needed to respond creatively to the problems and potentialities of the modern city to encourage students to ascertain their interests and abilities, and to aid them in discovering the occupational opportunities which exist for them to assist students in their intellectual, emotional, and spiritual growth; to encourage them to develop attitudes and qualities o f character compatible with the Christian faith. The Campus I 1 Augsburg's compact campus is located in the heart of Minneapolis surrounding Murphy Square, the first of the 1 5 5 parks in the "City of Lakes." The College currently has 1 5 major buildings with a number of cottage housing units that are very popular with the students. The University of Minnesota and two of the city's largest hospitals, Fairview and St. Mary's, are adjacent to the campus. Accreditation Augsburg has achieved full accreditation in the following associations that set standards by which excellence is judged: North Central Association of Colleges and Secondary Schools The National Council for the Accreditation of Teacher Education (Secondary and Elementary) The American Chemical Society Visiting the Campus The purpose of the campus visit is to permit students to learn, first-hand, about the College program, facilities, and admissions requirements. A personal interview affords candidates, parents, and the admissions counselor the opportunity to exchange information vital in the process of selecting a college and in making admissions decisions. A campus tour and an interview with an admissions officer are strongly recommended but are not mandatory. Students who wish to arrange for a tour and an interview are asked to write for an appointment or call the office ( 3 3 2 - 5 18 1 ) . Preferred times for campus visits are 9 a.m. - 4 p.m. weekdays. Arrangements may also be made to meet with a member of the faculty and to attend classes, Monday through Friday, when school is in session. School, church, and other groups are welcome to visit the College. Arrangements may be made by writing the Office of Admissions, Augsburg College, Minneapolis, Minnesota 55454. Library Science Hall Old Main Mortensen Tower Urness Tower College Center The Quadrangle Memorial Hall Art Studio and Art Annex Music Hall Si Melby Hall Augsburg College Ice Arena Little Theatre (Speech and Drama) East Hall Fairview-St. Mary's Medical Center Olivet Hall (not shown; located south of the campus on Franklin Avenue) Admissions Parking Student Parking Murphy Square Faculty-Staff Parking Fairview-St. Mary's Parking Ramp Offices Admissions ( 6 2 8 2 1st Ave. S.) Alumni Programs (Memorial 2nd floor) Audio-visual (Memorial ground floor) Augsburgian (College Center ground floor) Auxiliary Program (Memorial 1st floor) Bookstore (College Center 1st floor) Business Affairs (Science 139) Career Planning and Placement (Memorial 1 st floor) Center for Student Development (Memorial 1st floor) C.H.R. (Memorial ground floor) --= --Data Processing (Science 32) Dean of the College (Science 135) Development Office (Memorial 2nd floor) ECHO (College Center ground floor) Financial Services (Science 156) Housing (Memorial 1st floor) Interim Director (Science 135) Internship Office (Science 135) Little Theatre (Speech Building) News Bureau (Memorial 2nd floor) Personnel Office (Science 139) Plant Services (Science 156) President's Office (Memorial 1st floor) Printing and Mailing (Science 9) Public Relations (Memorial 2nd floor) Publications (Memorial 2nd floor) Residence Programs (Memorial 1st floor) Registrar (Science 1 14) S.O.S. (College Center Office) Special Programs (Science 135) Student Government (College Center Office) Student Programs (College Center Office) Study Abroad (Memorial 1st floor) Summer School Office (Science 135) Treasurer's Office (Science 147) DRIVING TO THE CAMPUS. Augsburg is easily reached by Interstate 94. If you are coming east from Minneapolis, take the 25th Avenue exit, turn left to Riverside Avenue, and left again to 21 st Avenue South. (You'll see the Augsburg sign.) If you are coming west from St. Paul, take the Riverside Avenue exit (right after you cross the Mississippi River) and then turn right onto Riverside. Watch for the Augsburg sign and turn left at 21 st Avenue South. Academic Life Augsburg is a modern well-equipped college which aims to provide its students with a broad liberal arts education as well as prepare them for a career. A strong academic program in the arts and sciences and in theology is available. Pre-professional preparation for such fields as engineering, medicine, law and the Christian ministry is offered. The College prepares students for graduate study in several disciplines. Preparation for careers in business, communications, medical technology, music, nursing, occupational therapy, social work, and teaching is available. Augsburg seeks to assist its students through their academic experience to better understand themselves and the world and to equip them to serve according to their individual interests and abilities. The 4- 1 -4 Calendar Augsburg follows the 4-1.-4 calendar. Two 1 5 week semesters are separated by a 4-week interim in January. During each semester the student generally enrolls in four courses; during the interim concentration is on one subject. The interim period is an especially exciting time. The whole world becomes an arena of learning. Creative energies and individual interests determine the course of study. Innovation and experimentation are encouraged in this change from the general academic schedule. Interest in music may take form in the study and presentation of a concert program. Interest in people may find form in the study and participation in activities of a social agency. Newspapers and advertising agencies provide opportunities for those interested in communications. Whether your interests are sedate or spectacular the interim will afford the opportunity to experience and experiment while learning. Faculty Augsburg has an able faculty who try to take a personal interest in their students. The studentfaculty ratio is approximately 1 7 . 8 to 1 , with class size averaging 2 5 or less. Augsburg faculty members serve as academic advisers and are available for help on individual problems. They often join students in discussing the political climate, comparing notes on a visiting speaker, or talking over the latest Viking victory while having coffee. General Education Requirements Distribution requirements for graduation are minimal, affording the student considerable freedom in the choice of courses. A student seeking a liberal arts education would probably choose many of them even if they were not required. In the humanities division, students select courses in literature, philosophy, art, music, speech, drama, and religion. Science courses may be chosen from biology, chemistry, mathematics, physics, or psychology. Courses in economics, history, political science, sociology, and foreign languages or literature are available. Proficiency in English writing must be demonstrated. One course from an approved list of courses containing an emphasis on metropolitan concerns is required as well as physical education activities. (For details, see "Academic Administration" section.) Majors Augsburg offers the following majors: American Studies Art Biology Business Administration Business Education Chemistry Communications East Asian Studies Economics Economics/Business Administration Elementary Education Engineering English French German History Mathematics Medical Technology Metro-Urban Studies Music Music Therapy Pre-Engineering at Augsburg Recommended Programs for students in Dual Degree Programs of Liberal Arts and Engineering at Augsburg College. Any Augsburg academic major that meets the recommendations listed below would be eligible to participate in the Engineering program at Michigan Technical University or Washington University in St. Louis: 3 years at Augsburg, and two years at either university. The majors that would most typically meet the recommendations would be physics, chemistry, and mathematics. Natural Science Nursing Philosophy Physical Education Physics Political Science Psychology Religion Scandinavian Area Studies Social Science Social Work Sociology Spanish Speech Theater Arts Transdisciplinary Other majors such as linguistics and library science are available through the Associated Colleges of the Twin Cities (ACTC) student exchange program. The Office of the Registrar should be consulted for further information. Pre-Professional Training Students who plan to enter the fields of law, medicine, dentistry, the ministry, and engineering, can profit from a liberal arts education at Augsburg. It is suggested that requirements for admission to graduate schools or seminaries be reviewed and then the course of study at Augsburg be planned accordingly. Augsburg offers a wide scope of courses in the natural and social sciences, in the humanities, and in religion and philosophy which will provide the necessary preparation for future professional study. First Year English 11 1 Physics 1 2 1 , 1 2 2 Math 1 2 4 , 1 2 5 Religion 11 1 Electives in English or Social Science Phy. Ed. 102, 1 0 3 Second Year Economics 1 2 2 Math 2 2 4 , 226 Chem 1 1 5 , 1 1 6 Physics 245 Foreign Language Religion Electives in Humanities or Social Science Third Year Advanced Math or Science Political Science 121 Electives to meet distribution requirements and to make a total of 2 6 courses Pre-Dentistry at Augsburg 1 1 1, English - 2 courses; General Biology 11 2; Physics - 1 2 1 , 1 2 2 (complete basic course required) Principles of Chemistry 1 1 5, 1 1 6 (or 1 0 5 , 1 0 6 ) Organic Chemistry 3 5 1 , 3 5 2 ; Mathematics - 1 2 4 ; Psychology 1 course Some variation from these recommendations can be accommodated since not all courses listed above are required in every Engineering curriculum and some may be transferred as free electives in some curricula. Questions may be answered by the Dual Degree Coordinator at Augsburg College (Dr. Earl Alton) or by direct communications with the head of the appropriate department at either Michigan Technological University or Washington University in St. Louis. Students are encouraged to consult with the faculty advisor early in the freshman year. *Requirements have been designed to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota. Requirements at other universities may vary. Pre-Law at Augsburg Students planning to pursue a career in law should consult the handbook published by The Association of American Law Schools. Early consultation with the pre-law adviser, Dr Miles Stenshoel, is strongly suggested. Students may - wish to take the Political Science course, Law in the United States, to help determine whether they possess an interest in law. Since law schools encourage students to maintain a high grade point average, the pre-law student should be aware that many graduate schools consider the grade PIN given for a course as a "C". This information may help students in planning their class schedules. Pre-Medicine at Augsburg General Biology 1 11 , 11 2 ; Chemistry 11 5 , 11 6 (or 1 0 5 , 1 0 6 ) 3 5 1 , 3 5 2 ; English and Literature 11 1 and another, 3 5 1 , 3 5 2 ; Mathematics 1 2 4 , 1 2 5 ; Physics 1 2 1 , 1 2 2 ; Biochemistry 3 6 7 ; Sociology and Behavioral Sciences and Humanities - 5 courses. Students are encouraged to consult with the faculty adviser early in the freshman year. Programs have been designed to fulfill the minimum requirements of the Medical School of the University of Minnesota. Requirements at other universities may vary. Pre-Pharmacy at Augsburg Biology 11 1 , 11 2 ; Chemistry 11 5 , 11 6 , 3 5 1 , 3 5 2 ; Economics 1 2 2 and a second course; English 1 1 1 and a second course (English 21 9, Speech 1 1 1 or Speech 3 5 4 are acceptable second courses, Students exempted from the freshman English requirement may elect higher level English courses or general electives). Health Ed. 11 0 Math 11 4 (students who have a math proficiency beyond college algebra may elect to take calculus or general electives). Physics 1 2 1 , 1 2 2 ( 2 courses) Elective - to fulfill the 6 0 credit semester hour requirements courses should be chosen so as to fulfill the distribution requirements in humanities, literature, and the arts. Please refer to the bulletins published by the College of Pharmacy of your choice. Students are encouraged to consult with the faculty adviser early in the freshman year. Programs have been designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota. Requirements at other universities may vary. Pre-Seminary at Augsburg One may enter a theological seminary with any of several different majors, e.g.. history, philosophy, English, psychology, sociology, or religion. The student planning to enter seminary should include Religion 11 I , 221 among the courses selected. A pre-seminary curriculum should include at least two semesters of history (Western Civilization) and one or more courses in the history of philosophy. It should also include Greek in the junior andlor senior year. Pre-Veterinary at Augsburg Freshman English1Communications 2 courses; Mathematics 1 2 4 ; Public Speaking 1 course; Chemistry (must include laboratory): General 11 5 , 11 6 or 1 0 5 , 1 0 6 ; Analytic 3 5 3 ; Organic 3 5 1 , 3 5 2 ; Biology 11 1 , 11 2 , Physics 1 2 1 , 1 2 2 ; Economics - 1 course of introductory level; Other - anthropology, economics, geography, history and political science, psychology, social science and sociology courses can usually be used to fulfill the remainder of the distribution requirements. Artistic expression - 2 courses (art, literature, music, humanities, theater and upper division foreign languages). Students are encouraged to consult with the faculty adviser early in the freshman year. Programs have been designed to fulfill the minimum requirements of the college of Veterinary Medicine at the University of Minnesota. Requirements at other universities may vary. Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. LIBRARY AND MEDIA CENTER Through C.L.I.C., the Twin Cities private colleges library consortium, and Minitex, the statewide library network, the Augsburg community has access to over 5 , 0 0 0 , 0 0 0 volumes. Augsburg's library works with a collection of educational materials including approximately 1 5 0 , 0 0 0 books, periodicals, records, tapes, scores and films. The library is open seven days a week, and the Audio-Visual Center includes audio and television studios, and provides film rental and related services. ASSOCIATED COLLEGES OF THE TWIN CITIES. Full-time students at Augsburg and the St. Paul colleges of Hamline, Macalester, St. Catherine and St. Thomas may elect a course each semester at another campus. No additional fee is required for such an exchange, except for private instruction in music and some independent studies. See under "Independent Study" for further 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. [he interim term may also be taken on another campus. A regularly scheduled bus shuttles students free between the campuses. Augsburg College also cooperates with other colleges in planning study opportunities for the January interim. For example, Augsburg and St. Olaf jointly plan a number of foreign study opportunities for the interim. Since the interim program is new each year, the Interim Director should be consulted regarding planned programs. THE HIGHER EDUCATION CONSORTIUM. This group is composed of colleges and universities in Minnesota, Iowa, and South Dakota. Planned activities include innovative curricular programs for s t ~ ~ d e n t interchange s, and sharing of academic personnel and other college resources, cooperative research projects, foreign study, joint sponsorship of a metro-urban affairs conference, and development of programs consistent with the needs and resources of the community organizations of the Upper Midwest. CHEMICAL DEPENDENCY PROGRAM. A cooperative effort between Augsburg College and Metropolitan Community College in downtown Minneapolis has resulted in the establishment of a four-year program in 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 both on the Augsburg and the Metropolitan camwses. CONSERVATION OF HUMAN RESOURCES (CHR). These co-learning classes bring together Augsburg students, prison inmates, mental hospital patients, guards, and students at rehabilitation centers. Classes are held at such places as the Shakopee Institution for Women, Stillwater State Prison, Trevilla of Robbinsdale (a center for the severely physically handicapped), or on the Augsburg campus. The classes offered through several departments give students first-hand views of the prisons, hospitals, and rehabilitation centers. The response of students involved in the courses, both from Augsburg and the institutions, has been extremely favorable. COMPUTER PROGRAMMING. Augsburg and Control Data Institute have an arrangement whereby students may transfer the equivalent of three courses in computer programming taken at CDI to Augsburg College. AFFILIATION WITH SCHOOL OF NURSING. Nursing students in the school of nursing at Lutheran Deaconess Hospital receive instruction in biology, chemistry, and other basic courses at Augsburg. Applications for admission to the school of nursing should be made directly to the hospital. MEDICAL TECHNOLOGY. In cooperation with Hennepin County General, Metropolitan Medical Center, and Northwestern hospitals, Augsburg offers work which enables qualified students 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 three hospitals when the student is accepted by the participating hospital for its program. Augsburg College does not guarantee acceptance by the hospitals. ENGINEERING. Affiliation with Washington University School of Engineering and Applied Science in St. Louis, Missouri, and Michigan Technological University in Houghton, Michigan, enables a student to receive the Bachelor of Arts degree from Augsburg College and an engineering baccalaureate degree from Washington University or Michigan Technological University, in a five-year program. The first three years are spent at Augsburg and the last two at the affiliated university. CORRECTIVE THERAPY. A program in Corrective Therapy worked out in cooperation with the Veterans Administration Hospital, Fairview Hospital, and Cambridge State Hospital, is available to students who complete a major in physical education with specialization in Corrective Therapy. Admission to the intercollegiate programs requires an application to be approved by the Director of Physical Education. Application should be made during the spring semester of the sophomore year. Candidates are required to have a 2.5 grade-point average in work completed in the major and a 2.0 grade-point average over-all. All candidates should, as soon as possible, consult with the Director of Physical Education regarding proper sequence of courses. Opportunities for Study Abroad Several types of international experience are available to Augsburg students. Some of them are briefly described below. For application procedures and further information, request the special brochure on lnternational Study at Augsburg from the Director of lnternational Programs. STUDENT PROJECT FOR AMITY AMONG NATIONS (SPAN). Augsburg participates in the SPAN program. This is a joint venture of the University of Minnesota and several colleges in the state. Each year three or four countries are selected, and qualified students are granted partial scholarships to enable them to spend a summer in informal study in one of the countries chosen. Applications to the program are made in the spring of the freshman or sophomore year. The SPAN program consists of three stages: language study and group meetings during the school year before departure, independent study abroad on a topic of one's choice auring the following summer, and the writing of a paper upon return. SEMESTER OR YEAR ABROAD. Arrangements have been made under which Augsburg students may spend their sophomore or junior year in study at a number of foreign educational institutions. These institutions are the University of Oslo, Norway; Schiller College in London and Heidelberg; Warnborough House College at Oxford, England; the lnstituto Allende at San Miguel de Allende in Mexico; the Institute for American Universities at Aix-enProvence and Avignon in France; The Goethe Institute in Germany; The University of Hamburg, Germany; the University of Seville, Spain; and the University of Laval in Quebec. In addition, through the Higher Education Consortium for Urban Affairs, Augsburg students may take part in the Scandinavian Urban Studies Term and through the Experiment in lnternational Living, Augsburg students are offered study programs in Columbia, Denmark, England, France, Germany, Ghana, Greece, Guatemala, India, Ireland, Italy, Japan, Nepal, Spain, Taiwan, Turkey, and Yugoslavia. This type of study must be approved before departure by the Director of lnternational Programs, one's faculty adviser, and the Committee on Admissions and Student Standing. Credit earned through foreign study may be applied to the student's graduation requirements as electives, as elements of the major sequence, or to satisfy some of the general education requirements. SUMMER SCHOOL. Again there is a wide variety of possibilities for those who wish to spend a summer studying abroad. Recently Augsburg students have spent summers in Norway, Spain, Mexico, France, Greece, Germany, and England. Those interested in further information should contact the Director of lnternational Programs. INTERIM. Study abroad during the interim is planned for each year. See listings under the Augsburg Interim Catalog and in the brochure on Interims Abroad issued each spring for the following January. Honors Program The Honors Program at Augsburg College is undergoing re-evaluation. Students wishing to pursue an honors program should address inquiries to the Office of the Academic Dean. lnternship Program The Internship Program is a college-wide program. It provides students in almost all fields of study an opportunity to gain practical on-thejob experience that can be related to their academic program or personal interests. Internships are available with a variety of companies, agencies and community organizations. Degrees Augsburg College offers the Bachelor of Arts degree, the degree of Bachelor of Music, and Bachelor of Science degree. The degree Bachelor of Science, is awarded to graduates with majors in Medical Technology, Music Therapy, Nursing and Social Work. Majors in Music may select the program for either the Bachelor of Arts or the Bachelor of Music degree. Graduates with majors in other fields receive the Bachelor of Arts degree. Student Life Your experiences in the classroom are major influences in your college life. They need supplementing, however, by other activities and opportunities. Whether as a resident student or commuter, you'll find that the climate for learning and living at Augsburg can add dimension to your education. golf. Augsburg is also a member of the Minnesota Women's lntercollegiate Athletic Association (MWIAA) and the Association for lntercollegiate Athletics for Women (AIAW). The women annually compete in volleyball, gymnastics, basketball, badminton, golf and tennis. Social and Cultural 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, name entertainment, and visiting personalities in various fields. The College Center is the focus of leisure-time activity on campus. Offices for the College newspaper, the Augsburg Echo, and the yearbook, the Augsburgian, are on the lower level. Many of the clubs that unite classroom or nonclassroom related interests meet in the Center. There are several opportunities for participation in music and drama. In addition to campus and local performances, the Augsburg Choir, Concert Band, and Orchestra tour. The String Ensemble, the Chorale, the Jazz Ensemble, and several student-organized groups such as the Cabaret Singers also perform on and off campus. Several plays are given on campus each year under the direction of the theater arts department. Recreation Every student is urged to participate in some activity for his or her 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 intramural winners at various colleges. lntercollegiate Athletics Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Association of lntercollegiate Athletics (NAIA). The College annually competes in ten sports, including football, soccer, cross country, basketball, hockey, wrestling, baseball, track, tennis, and Religious Life An important part of daily life at Augsburg is religious activity. The Religious Life Commission, chaired by a student and composed of students and faculty, sees its major responsibility in relation to worship, devotional life, and the stimulation of faith through discussion and service. Chapel services are held three times a week and are both experimental and traditional in character Students, faculty and staff attend voluntarily. Student Services The staff of the Center for Student Development is available for personal, career, and academic counseling and consultation on questions of academic procedure, student activities, and residence living. Reading and study skills assistance and tutoring are provided by the Center for Student Development staff. All members of the Augsburg faculty serve as academic advisers. Advisers are assigned on the basis of academic interests and students are encouraged to establish close working relationships with their adviser. Secondary Education students may desire a second adviser: one in the major and one in the area of education. Freshmen also have an upperclass adviser. Career Planning and Placement services are available to all students, and a Minority Coordinator provides special support services and programs for minority students on campus. The office of Student Financial Services provides assistance with financial problems. A special Foreign Student Adviser works with students from other countries. New Dimensions Program The New Dimensions Program is for adults who have not attended or who have not graduated from college. The program provides admissions counseling, career guidance and planning, a simplified time-saving registration procedure, on-the-job experience prior to graduation, and, for those who desire it, a special course to ease the transition to academic life. The transitional course, "The Adult Student: Issues and Challenges," is offered several times a year. It includes self-assessment, testing, counseling, training and practice in study skills, career exploration, and discussion of personal and family problems arising from the return to school. The course enables returning adults to get to know each other through sharing experiences, problems, hopes and aspirations. For further information, contact the New Dimensions Office at Augsburg. Housing 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 is designed to promote student growth through relationships with other students and being an active participant in group decision making. Each residence unit has one or more Resident Assistants who are able to facilitate the process of group living as well as discuss personal concerns with individual students. All new freshmen and some upperclassmen live in Urness Tower. This eleven-story high-rise houses 3 2 4 . Each floor is considered a house unit providing 3 6 students, two to a room, with their own lounge, study, and utility areas. Mortensen Tower, the newest residence hall, is an alternative to traditional residence hall living. It contains 1 0 4 one- and two-bedroom apartments to accommodate 31 2 upperclass students. Sverdrup-Oftedal Memorial Hall houses about 6 0 upperclass men and women. Memorial's special advantage is that it is large enough to meet new people, but small enough to retain a friendly, close atmosphere. Another alternative option is Annex Housing which provides a unique opportunity to try group living. Groups of upperclass men or women share living space, house responsibilities, and cooking. Houses are located in the campus area. Married student housing is available in annex housing, Mortensen Tower and West Hall. All freshmen and sophomores not living at home are required to live in college-operated housing. Mortensen Tower is carpeted, air conditioned, and contains kitchen units. It is otherwise unfurnished. In other residence halls or houses, rooms are furnished except for bed linen, towels, blankets, and bedspreads. Laundry facilities are available in each residence. Students engage a room at the beginning of the fall term for the entire school year. New students receive room assignments during the summer before they enroll at Augsburg. Upperclass students make housing arrangements in the spring. All resident students must sign housing 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 are required to pay a $ 5 0 advanced payment when they sign the housing contract. The fee is credited to the students' account when they move into the residence. Food Service The Commons, situated on the top floor of the College Center, is the main food service facility. This pleasant 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 living in residence halls eat their meals in the Commons. The Chinwag, located on the ground floor of the Center, features short orders and is open through the noon hour and in the evenings. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. students' rights, and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Student government is organized into three branches: the executive branch, the legislative branch, and the judicial branch. Student Government The Buckley Amendment Student government is the vehicle through which students can secure a closer relationship and better understanding with the administration and faculty, and provide better input into the decision making process at Augsburg. Student government also sponsors and directs student activities, protects 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 office, and to challenge inaccurate or misleading information. Challenges may be made to the judicial council for a hearing. Admission to the College Applying for admission to Augsburg College is a simple procedure. Each application is reviewed by the Admissions Office and students are accepted on the basis of high school performance, promise of success in college as shown by college entrance examination scores, other motivational factors, and personal recommendations. It is the policy of Augsburg College to afford to all persons equal opportunity to benefit from its educational programs, student personnel services, financial aid, housing, student employment and other services without regard to race, color, religion, sex or ethnic background. A visit to the campus is highly recommended: admissions counselors are available to help you, answer your questions, and arrange for you to see the campus. information will be mailed to the student during the summer. Transfer Students are accepted by transfer from other colleges and universities on the basis of their academic record. 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, and to grant provisional credit for work taken at unaccredited institutions. The grade average for araduation is based on work taken at Augsburg, but to determine graduation with distinction, all grades are averaged. Transfer students with the A.A. degree are considered as having met all general education requirements at Augsburg except for two courses in religious studies. The Application Process 1 . From the Admissions Office secure an official application for admission, complete it. 2. Hand the completed application to your high school counselor, along with the $1 0 . 0 0 application fee, and ask that these be sent with your official high school transcript to: Admissions Office Augsburg College 731 21 st Ave. South Minneapolis, Minn. 5 5 4 5 4 3 . Submit scores from the SAT or ACT or PSAT. The College recommends that candidates sit for the examination as early as possible during the senior year. Your high school counselor can tell you when these tests are scheduled in your area. 4. Admissions to the College are made on a "rolling" basis: soon after an application file is complete, a decision will be made and the student notified. A non-refundable $50.00 tuition deposit is required by April 1 after acceptance has been made andlor financial aid (if applied for) has been awarded. 5 . After the deposit has been made, the student must complete a medical history form, which will be sent by the College. 6. Room assignments for those who have requested to live on campus, and matriculation The Transfer Process 1 . From the Admissions Office, secure and complete, an official application for admission. This should be sent to the Admissions Office with a $1 0 . 0 0 application fee. 2. Request official transcripts from all colleges or universities attended to be sent directly to: Admissions Office Augsburg College 731 21 st Ave. South Minneapolis, Minn. 5 5 4 5 4 3 . Admissions to the College are made on a "rolling" basis: soon after an application file is complete, a decision will be made and the student notified. A non-refundable $50.00 tuition deposit is requested within one month after acceptance has been made andlor financial aid (if applied for) has been awarded. 4. After a deposit has been made, the student will be requested to complete a medical history form, which will be sent by the College. 5. Room assignments for those who have requested to live on campus and matriculation information will be mailed during the summer. Early Decision An Early Decision Program is offered for students who select Augsburg as their first college choice and who will accept an offer of admission if it is extended. An Early Decision candidate must apply by November 1 5 of the senior year and will receive the admission decision about December 1 . After notification of admission and adequate financial aid, if needed, has been provided, the student is encouraged to withdraw applications made to other colleges. The admissions decision is based upon the academic record through the junior year, test scores, and recommendations. A $50.00 tuition deposit which is nonrefundable is required by January 1 . Early Admission An Early Admission Program is offered for a few high school juniors. To apply for Early Admission, a student must have a high academic record and test scores, recommendation from the high school, and the maturity to cope with a college course after the junior year in high school. Also, it is recommended that the student complete the requirements for a high school diploma during the summer or during the first year of college. A student applying for Early Admission can take the Scholastic Aptitude Test in January or March of the junior year. Project Ahead A cooperative program between Augsburg College and the United States Army makes provision for an individualized plan of education. A prospective student who qualifies for tHe program may choose Augsburg as a home school and carry on a pre-planned course of study at other colleges while in the Army. An adviser at Augsburg assists the student in the selection of courses which will transfer and apply toward graduation when the student matriculates at Augsburg. A registration fee of $1 00 is charged. This fee will apply toward the student's tuition, provided he or she matriculates as a full-time student at Augsburg College within five years from initial registration with the college in Project Ahead. The Army provides up to 75% of the tuition for courses under Project Ahead. After enlistment, when the student enrolls at Augsburg, the Army provides 36 months of financial assistance under the G.I. Bill. 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 level. Placement may be determined by tests, or by the level and length of the study previously completed. Advanced Standing College credit is granted to high school students who have successfully completed a college level course and who have scored high on the Advanced Placement Examinations. Augsburg will also award credit on the basis of scores received on the College Level Examination Program (CLEP) offered by the College Entrance Examination Board. Requests for detailed information may be addressed to the Registrar at Augsburg. Financial Aid About 80% of all Augsburg students receive financial assistance from the college through some form of scholarships, grants, loans, campus employment, or a combination of these. ~ s s i s t a n c eis awarded on the basis of financial need and academic record. Application for aid is made by completing the Family Financial Statement (FFS) of the American College Testing Program. While Augsburg College prefers the FFS, which is required for students applying to the Minnesota State Scholarship and Grant Program, students may instead submit the Parents Confidential Statement (PCS) of the College Scholarship Service to be considered for financial aid. Upperclass students must also complete the Augsburg Application for Financial Aid. For the academic year 1 9 7 5 - 7 6 , approximately 80% of the students at Augsburg received scholarships or grants totaling $1 , 9 0 4 , 8 8 0 from Augsburg and all other sources. And federal loans totaling $ 9 3 2 , 5 0 0 . Augsburg participates in the Minnesota State Scholarship and Grant Program for which all Minnesota residents are expected to apply, and the following federal programs: Supplementary Educational Opportunity Grant, Basic Opportunity Grant, National Direct Student Loan (formerly National Defense Student Loan), College Work-Study, and Federally Insured Student Loan. Both on-campus and off-campus work opportunities are also available. Applications for financial aid received by April 1 will be considered first. For further information, contact the Office of Student Financial Services at Augsburg College. Expenses The costs expressed herein are subject to change without notice. TUITION This full-time rate applies to new freshmen, transfer or returning students (not on a prior year guarantee plan) entering the academic year beginning September, 1 9 7 7 . Students are considered full-time when they take three or more courses during the semester terms. Under the 4-1- 4 calendar, the student must register for the semester periods. If the student elects to omit an interim or to graduate in December, a refund is not authorized. A part-time rate of $ 3 9 0 a course is charged the student taking less than three courses in a semester or registering for an interim course only. Full-time students may audit a course without charge. For part-time students, the charge for auditing is $1 9 5 a course. Part-time students who take Lifetime Sports are charged the audit rate for that course. - NOT REFUNDABLE An application fee of $1 0.00 is required from all new students. A registration fee for students studying abroad on approved non-Augsburg programs is $25.00. Seniors enrolled in the Medical Technology program at one of the hospitals must register at Augsburg. The charge will be $230. Fee for change in registration after the first three days of classes is $ 2 . 0 0 for each course cancelled or added. Late registration fee after classes begin is $ 5 . 0 0 per day. SPECIAL COURSE FEES REFUNDABLE - See Study Abroad Adviser, Music lessons in addition to tuition are $1 1 0 a semester ( 14 lessons), or $8.00 per lesson during the interim. - $2,850. SPECIAL FEES Study Abroad - NOT Cinema Arts, $20 Practice Studio rental for each semester for one hour a day: organ, $20.00 ($5.00 an interim); piano or voice, $ 8 . 0 0 ( $ 2 . 0 0 an interim). Band-Orchestra instrument rental: $1 5 . 0 0 a semester. OTHER COSTS Transcript fee; first copy free; additional copy, $1 . o o . Locker rental for commuter students: $ 5 . 0 0 or $7.00. Arrangements for special examinations are made in the Registrar's Office, with charges according to the schedule on file. Books and supplies are available from the Bookstore on a cash or charge account basis. BOARD AND ROOM Full Board and Room - $ 1 , 4 0 0 Partial Board and Room - $1,310 Meal Coupons and Room (Limited Residences) - $915 5 Day Lunch Plan - $ 2 8 0 In the event of excessive increases in the cost of operation, these board rates may be increased at any time before or during the contract year. A full board plan provides 21 meals per week. The partial board plan provides 1 4 meals per week in a combination of breakfasts and dinner or noon lunch and dinners. Computer Science, $ 3 0 per course The meal coupons are restricted to apartment style residences named by the College in the "Housing and Food Services contract.'' Student Teaching, $ 3 5 A lunch contract is available to non-resident students and provides five noon lunches per week. No student is permitted to register if his or her account for a preceding term has not been paid in full. Linen service is available in residence halls on a direct contract basis from a local linen supply company at about $50 per year, 1977-78 Cost Summary Application Fee - $1 0 . 0 0 Tuition - $2,850. (Tuition deposit of $50.00 paid on acceptance to Augsburg and applied to the tuition charges.) Board and Room - $ 1 , 4 0 0 Breakage and Fine Deposit - $25.00 (Refunded on termination of studies at Augsburg) Deposits TUITION DEPOSIT - New students, $50.00 (not refundable). Required of students whose application for admission has been accepted; to be paid by April 1 , 1977. (Payment is due January 1 under Early Decision Program). The payment is applied to the tuition charge. ROOM RESERVATION DEPOSIT - All resident students, $ 5 0 . 0 0 advanced payment. Required at the time of signing a contract, to reserve a housing assignment for the term beginning September, and applied to the room charge. BREAKAGE AND FINE DEPOSIT - All students at registration, $25.00. Refundable upon graduation, transfer to another institution, or discontinuing education program at Augsburg. Settlement of Account A statement of estimated charges for the year will be prepared and forwarded to the student early in August. Payment of the first half year billing period is due August 2 0 , and the second half year is due January 20. Variation from this schedule must be arranged with the Office of Student Financial Services prior to August 2 0 . Refunds A student cancelling part or all of his registration and/or being released from his housing contract will be refunded charges for tuition and room except for the minimum deduction of $1 0 0 of fees to cover administrative costs according to the following schedule.. . 100% through the first five days of classes 90% from the sixth day through the tenth day of classes. 80% from the eleventh day through the fifteenth day of classes. 70% from the sixteenth day through the twentieth day of classes. 60% from the twenty-first day through the twenty-fifth day of classes. 50% from the twenty-sixth day to the middle of the term. No refund will be made after the middle of the term. Should a student to forced to cancel his registration during the first one-half of the term due to illness or accident, upon submission of a report from the attending physician stating the inability or inadvisability of continued matriculation, the charges will be reduced by one-half. Students required by military law to enter the service will receive a full refund of tuition and proportionate refund on room charges. In all cases board refunds are made on a proportionate basis. All refunds of charges will be applied back to the account of the student and all adjustments for aid, loans, fines and deposits, etc. shall be gathered in the student's account before eligibility for a cash refund shall be determined. Academic Administration Students who enroll at Augsburg College are encouraged to plan their own course of study with the help of faculty advisers who are readily available for consultation and guidance. A wellplanned program of liberal arts studies will include courses in the humanities, the natural sciences, and the social sciences. 2. Completion of a major. Requirements for each major are listed under departmental headings. 3. A grade point average of 2 . 0 in all courses taken and in courses which apply toward the major. Augsburg graduates are expected to be able to write effectively; they are also expected to be knowledgeable about urban concerns and have some understanding of cultures outside the United States. 4. The last year of study at Augsburg College. The general recreational activities courses at Augsburg are designed to acquaint students with and to equip students for lifetime sports. 6. Satisfactory completion of distribution requirements as follows (one course may meet one requirement only): Courses in religion are intended to assist students in their reflection on the meaning of the Christian Church through the study of its beliefs, its scripture, and its mission. Augsburg College offers the Bachelor of Arts degree, the degree of Bachelor of Music, and the Bachelor of Science degree. The degree, Bachelor of Science, is awarded to graduates with majors in Medical Technology, Music Therapy, Nursing and Social Work. Majors in Music may select the program for either the Bachelor of Arts or the Bachelor of Music degree. Graduates with majors in other fields receive the Bachelor of Arts degree. MINIMUM GRADUATION REQUIREMENTS INCLUDE THE FOLLOWING: I . A total of 3 5 courses of which 1 1 must be upper division (numbered in the 300's and 400's) and not more than 1 3 in one department, except 1 7 for Bachelor of Music degree and 1 8 for the Bachelor of Science in Nursing. A maximum of 4 C.H.R. courses, 2 courses by independent study or directed study or a combination of directed and independent study, 4 courses of internship and 8 courses with a grade of P (two in the major [except Elementary Education] and one in the minor if approved by the department chairman) may apply toward the 3 5 total courses required. 5 , Three interim courses. For transfer students, the number of interim courses is one less than the number of years at Augsburg. a. A course in writing (English Ill) or certification of demonstrated proficiency by the Department of English. Exemption tests are administered during the summer and fall orientation periods. b. A course from at least two of the following four groups; art or music; literature (from the Department of English); philosophy; speech or drama. c . A course from at least two of the following departments: biology, chemistry, mathematics, physics, psychology. d. A course from one or two of the following departments (two different departments): economics, history, political science, sociology; and one or two courses from the Department of Foreign Languages to make a total of three courses in these five departments. e. Three courses in religious studies of which not more than one may be an interim course. For transfer students, the number required is one for each year of study (or equivalent) at Augsburg. f. A course relating to urban concerns. g. Three recreational activities or demonstrated proficiency in three lifetime sports. Students with proficiency in one or two sports may meet this requirement with one or two additional activities in a semester. Divisional Organization The college curriculum is organized into four divisions in order to make interdepartmental coordination more convenient and cooperative aims more easily achieved. A chairman for each division is elected for a two-year term. Registration Major and minor requirements are indicated in the departmental statements in the course listing section. A normal load is four courses per semester and one course in the interim. Students registered for three or four courses in a semester are classified as full-time students. A student must be registered for a course in order to receive credit for it. NATURAL SCIENCE AND MATHEMATICS Chairman: Earl R. Alton Department of Department of Department of Department of Biology Chemistry Mathematics Physics SOCIAL AND BEHAVIORAL SCIENCES Chairman: Duane Johnson Department of Business Administration, Business Education, and Economics Department of History Department of Political Science Department of Psychology Department of Sociology and Social Work PROFESSIONAL STUDIES Although a student may register up to two weeks after the semester begins, it is advantageous to register at the regularly scheduled time. A fee is charged for late registration. A fee is also charged for changing registration, i.e., cancelling or adding courses after the first three days of the semester. Students are urged not to abandon courses for which they are registered. Abandoned courses result in a failing grade. Cancellation of courses or cancellation from College must be done in the Registrar's Office. Cancellations from college and resulting adjustments in accounts are effective as of the date the completed Cancel From College form is returned to the Office of the Registrar. Students who have completed at least seven courses with a 2 . 0 average are classified as sophomores, 1 6 as juniors, and 2 5 as seniors. Chairman: Einar 0.Johnson Probation and Dismissal Department of Education: Elementary Education, Geography, Library Science, Secondary Education Department of Physical Education and Health Education Department of Music Department of Nursing A student may be placed on scholastic probation at the end of a term if his achievement is unsatisfactory. FRESHMAN, SOPHOMORE, HUMANITIES Chairman: Eugene Skibbe JUNIOR, Department of Art Department of English Department of Foreign Languages: Chinese, French, German, Greek, Linguistics, Norwegian, Spanish Department of Philosophy Department of Religion Department of Speech, Communications, and Theater Arts SENIOR, below 1 . 6 or 2 zero grades having taken 6 or fewer courses below 1.7 or 3 zero grades having taken 7 - 15 courses below 1 . 9 having taken 1 6 - 2 4 courses below 2.0 having taken 2 5 or more courses If a student has been on probation two or more semesters consecutively, he is subject to dismissal at the end of the following spring term. A student who has a poor academic record may be strongly advised to withdraw before the end of spring term. Dismissal from the College will not be automatic. Each case will be reviewed by the Committee on Admissions and Student Standing. the PIN grading system. Any changes in choice of grading system must be made during the first two weeks of the semester. A fee is charged after the first three days of classes. A student who has been on probation for two terms and withdraws from the College voluntarily must have special permission to re-enroll. Music organizations and performance studies, Chemistry Seminar and Lifetime Sports are graded PIN. Grading An incomplete grade (I) may be given only in the case of extreme emergency. To receive an I grade, a student must file a petition with the Committee on Admissions and Student Standing stating the reasons for requesting it, the plan and date for removing it, and comments from the instructor of the course. If permission to receive an I grade is granted, it must be removed during the following semester. If the incomplete is not removed during the following semester, it becomes the grade submitted by the teacher along with the incomplete. Most courses are graded on a scale of 4.0 to 0 with definitions as follows: 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. 1.5 1.0 Performance below basic course standards. .5 0 . Unacceptable performance (no credit for the course). Most courses are also offered on a PassINo Credit system, with P meaning a grade of 2 . 0 or better and N meaning no credit and a grade of less than 2.0. On the PIN grading system the grade is recorded but not computed in the grade point average. A student may count a maximum of eight courses of P toward graduation. For transfer students the maximum is an average of two courses per year. Two courses in the major (except Elementary Education) and one in the minor may be on PIN grading system if approved by the department chairman. Sociology 3 8 3 , some education courses and several interim courses are graded only on the PIN grading system. Students may select the traditional grading system in other courses. Students are cautioned to use the PIN grade option with care since some graduate and professional schools do not look favorably on a large number of P-graded courses. Students must indicate on their registration card those courses which they wish to take on A grade of X may be given for an Independent Study or Directed Study course that is to be spread over more than one semester. Such a course must be completed during the second semester or the grade of X will remain on the record. A course in which a grade of 0 , 1 .O, 1.5, N, I, or X has been received may be repeated for credit. Only the credits and grades earned the second time are counted toward graduation and in the grade point average. Courses in which higher grades have been earned may not be repeated for credit; they may, however, be audited. Students who wish to take courses without credit or grade may do so by registering for Audit (V). Such students should confer with the professor within two weeks of the beginning of the term to determine expectations, attendance requirements, etc. If expectations have been met, the course will be listed on the student's transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W (withdrawn). Full-time students may audit a course without charge. The charge for part-time students is listed under Expenses. Graduation With Distinction Graduation with distinction is determined as follows: Summa cum laude Magna cum laude Cum laude 3.9 - 4.0 grade average 3.6 - 3.89 grade average 3.3 - 3.59 grade average For transfer students all grades are averaged to determine graduation with distinction. A student who registers for independent study should normally expect to complete it in one semester but may extend it into the next term by permission of the instructor. In such cases, a grade of X is given at the end of the first term, and the student will register again for the course in order to receive the final grade. A maximum of two courses in lndependent Study and/or Directed Study may count toward the 3 5 courses required for the degree. lndependent Study lndependent study programs are offered by many departments in the College. These programs are often available to conscientious students who can demonstrate sufficient background and preparation in a given field to carry out work on an independent basis. Students interested in registering for independent study must first secure permission from the faculty member who will direct the study as well as from the department involved. In the Five College Cooperative Program, students may cross-register for independent studies only when the major field in which the independent study is proposed is not available on their home campus. Requests for exceptions to this policy should be made directly to their own academic dean. The student will be charged for any special costs attached to independent study by the host campus. General Information Credit by Examination Students who are interested in earning credit by examinations should consult with department chairmen or with the Registrar. Credit may be earned through the College Level Examination Program (CLEP) or by comprehensive examinations. Classification Sophomore . . 7 courses . . . 1 4 grade points Junior. . . . . . . 1 6 courses , . . 3 2 grade points Senior . . . . . 2 5 courses . . . 5 0 grade points . To be considered full time for the year, a student must register for at least three courses each of the two semesters and one course during the interim (for a total of seven courses). To be considered full time for a semester, a student must register for at least three courses. Courses All courses have equivalent value unless otherwise indicated. A course has the approximate value of 4 semester credits. A total of 3 5 courses is required for graduation. periods or two ninety-minute periods a week in addition to laboratories. Each semester is approximately 1 5 weeks in length. Unforeseen circumstances may necessitate making changes in course offerings. Courses with inadequate registration may be cancelled. Students should consult the schedule of classes to determine definitely the current course offerings. Numbering Courses numbered below 3 0 0 are lower division courses; those numbered 3 0 0 and above are classified as upper division. In general, courses numbered in the 1 0 0 ' s are primarily for freshmen; 2 0 0 ' s for sophomores; 3 0 0 ' s for juniors; and 400's for seniors. The first number indicates the level of the course; the second is the division within the department; and the third identifies the course. Symbol # Courses may be taken with the consent of the instructor irrespective of prerequisites. "Meets urban requirement. Most courses meet for three sixty-minute Course Descriptions Descriptions of the courses offered in 1 9 7 7 - 7 8 are given on the following pages. See preceding pages for information on numbering and credit value. The symbol # indicates that the course may be taken with the consent of the instructor irrespective of prerequisites. American Studies Director: Grier Nicholl MAJOR: 1 3 courses including 2 9 5 or 4 9 5 and 3 9 9 or 4 9 9 , plus 1 1 courses in U.S. History, Literature and the Fine Arts in the U.S., and Social Sciences in the U.S. ( 5 courses in one of these areas and 3 in each of the others): * History of the United States American Studies 2 3 1, 260 History 221, 222, 3 3 1, 332, 353, 4 9 5 (American emphasis) Religion 352, 3 6 3 Humanities in the United States American Studies 232, 2 6 5 Art 102 English 24 1 (also Speech 24 I), 250, 3 5 1, 490 and 491 (American emphasis) Philosophy 344 Social Sciences in the United States Economics 120, 122, 123, 251 Education 4 78 # Political Science 121, 122, 170, 325, 326, 370, 371, 421 Psychology 48 1 # Sociology 1 1 1, 3 73, 381, 3 8 3 Social Work 3 5 1, 463 * "American area oriented courses taken during the Interim, Summer School and at other colleges should be approved by the director for inclusion in the major. TEACHING MAJOR: 16 courses. Same as above, plus 3 courses in foreign civilization to be approved by director. MINOR: 7 courses including 2 9 5 or 4 9 5 plus 2 courses in each of the above groupings under MAJOR. 231 RELIGION IN AFRO-AMERICAN HISTORY An examination of selected topics related to the black experience, e.g. African backgrounds, religion under slavery, evangelicalism. Course content subject to change from year to year. Meets one religion requirement. (Fall) 232 AFRO-AMERICAN HUMANITIES Focuses on a significant period of the black experience in urban America, e.g. Harlem Renaissance, post-World War II, with emphasis upon the contributions of literature, art and music of the period. Course content subject to change from year to year. (Spring) * 260 CONTEMPORARY AMERICAN INDIANS A study of the characteristics of mid-western and eastern Indian tribes of the 19th century, with emphasis upon the persistence of Indian cultural values in the modern world. (Spring) 265 WOMEN IN AMERICAN CULTURE Focuses on the changing roles and perceptions of women in America seen from the perspective of various disciplines. (Fall) 295 TOPICS IN AMERICAN STUDIES Focuses on a significant problem or phenomenon in American urban life. Includes a study of the approaches of several disciplines to the topic and practice in the integration of primary source materials. Occasional use of Twin Cities resource persons and the colearning model when appropriate to topic. Open to freshmen and sophomores. * (Fall) 399 INTERNSHIP A field project of an interdisciplinary nature in area of student's choice. Consult director to determine conditions of contract. Intended for majors only. Others # (Fall, Interim, Spring) 495 TOPICS IN AMERICAN STUDIES For description, see 295. Open to juniors and seniors who will do a different level of work. (Fall) 499 INDEPENDENT STUDY A research project of an interdisciplinary nature in area of student's choice. Consult with director to determine conditions of contract. Intended for majors only. Others #. (Fall, Interim, Spring) Department of Art Chairman: Philip Thompson 132 PHOTOGRAPHY STUDIO ART MAJOR: 9 studio courses and 3 art history courses, including 107; and three from 3 8 2 , 3 8 6 , 3 8 7 , 3 8 8 . The camera used as a tool for visual creativity and expression with attention given to black and white photographic processes. TEACHING MAJOR: Same as studio art major but 3 5 0 required and 1 3 2 recommended. STUDIO ART MINOR: 4 studio courses and 1 art history course, including 1 0 7 ; two from 1 1 8 , 2 2 1 , 2 2 3 , 2 2 5 , 350; and one from 3 8 2 , 386, 387, 388. 150 JEWELRY. Experience in making jewelry with an emphasis on design, materials and process. 221 SCULPTURE l ART HISTORY MINOR: 5 art history courses including 3 8 6 , 3 8 7 , 388. Three major works in any of the following media: terra cotta, welded steel, bronze, wood, stone, lead, plaster, polyester resin, acrylic sheets and others. (Prereq.: 107. Fall, Spring) 102 ENVIRONMENTAL AESTHETICS 223 PRINTMAKING I Fine arts and the environment in the local and world setting. Topics include art history, urban archaeology and environmental design leading towards appreciation and criticism. Principles and methods of printmaking in a variety of media. (Fall, Spring) 107 DRAWING Drawing in pencil, charcoal, ink, and other media. Descriptive, experimental and figure studies. (Fall, Spring) 118 PAINTING 1 Introduction to painting media. Application of historical and contemporary techniques in acrylic and/or oil. (Fall, Spring) 225 VISUAL COMMUNICATIONS I The theory and practice of visual perception and communication using elements such as color, line, shape, texture, and pictorial images. (Fall, Spring) 230 VISUAL COMMUNICATIONS II A study of visual communications in magazines, television, film, advertising symbols, and other mass media. Practice in areas of photography. typography, and illustration. (Prereq.: 225. Fall. Spring) 242 FILM-MAKING Film-making through practical laboratory experience. Discussion and observation of the expressive and structural elements of film. (Summer, Interim) 350 CERAMICS l An introduction to the making of pottery with an emphasis on handbuilding and glazing. (Fall, Spring) screen, etching, and engraving. (Prereq.: 223. Fall, Spring) 382 SCANDINAVIAN ARTS Survey of the visual arts in Scandinavia from pre-history to modern times. 386 ANCIENT AND MEDIEVAL ART 351 CERAMICS II Survey of the early development of the visual arts throughout the world with emphasis on the Mediterranean region and Europe. Creative clay pieces with the throwing and handbuilding techniques. (Prereq.: 350. Fall, Spring) 387 RENAISSANCE THROUGH 19TH CENTURY ART 355 PAINTING II A study of architecture, painting and sculpture from the 15th century through the 19th century in Europe and America. Advanced study of painting. (Prereq.: 1 1 8. Fall, Spring) 388 ART IN THE 20TH CENTURY 360 DRAWING AND WATERCOLOR PAINTING Contemporary developments in the visual arts with emphasis on America and Europe. Seven weeks of descriptive and experimental drawing followed by seven weeks of watercolor painting with emphasis on the landscape. The functions of perception, structure, and gesture in drawing and transparent watercolor. (Prereq. : 10 7 or #) 399 INTERNSHIP 361 ART METHODS (Elementary and junior high school) (K-12) Materials and methods for the teaching of art at the elementary and junior high school level. (Fall) Advanced work in various media, including silk Consult Chairman or Internship Director to determine project. 478 SCULPTURE II Three major works in any of the following media: terra cotta, welded steel, bronze, wood, stone, lead, plaster, polyester resin, acrylic sheets and others. (Prereq.: 22 1 . Fall, Spring) 499 INDEPENDENT STUDY Advanced study in area of the student's choice. Intended for senior art majors. (Fall, Spring) Department of Biology Chairman: Neal Thorpe MAJOR: Option 1 : 7 courses, including 1 1 1 , 1 1 2, 491 and at least one course from each of the following three groups: 3 5 1 , 3 5 3 , 3 6 1 (Group 1); 3 5 5 , 4 7 3 , 4 7 4 (Group 11); 4 4 0 , 4 7 1 , 4 7 6 (Group Ill); Chemistry 1 1 5 , 11 6 (or 1 0 5 , 1 0 6 ) , 3 5 1 , 3 5 2 ; Mathematics 1 2 4 , 1 2 5 (or 1 2 1 , 1 2 2 ) ; Physics 1 2 1 , 1 2 2 also required. Students intending to enter graduate school should ordinarily choose this major. as applications of microbiology to the fields of medicine and sanitation. ( 3 hours lecture, 3 hours laboratory. For student nurses only. Prereq.: Chemistry 1 0 3 . Spring) 111, 112 GENERAL BIOLOGY MAJOR: Option 11: 9 courses, including 1 1 1 , 11 2 , 491 and at least one course from each of the following five groups: 3 5 1 , 3 5 3 (Group I); 3 5 5 . 4 7 4 (Group 11); 3 6 1 , 481 (Group Ill); 4 7 1 , 4 7 3 (Group IV); 4 4 0 , 4 7 6 , (Group V); Chemistry 11 5 , 11 6 (or 1 0 5 , 1 0 6 ) , 2 2 3 (or 3 5 1 , 3 5 2 ) also required. Students who plan to teach in secondary schools often select this major. MINOR: 5 courses, including 11 1 , 11 2 and three upper division courses. Chemistry 1 1 5 , 1 1 6 (or 1 0 5 , 1 0 6 ) also required. PRE-MEDICAL BIOLOGY MAJOR: The same as Option I major In addition, medical schools usually require Chemistry 3 5 3 (Quantitative Analytical Chemistry). 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 for the honors major should be made no later than the first term of the senior year. 101 HUMAN BIOLOGY Basic biological concepts from an anthropocentric point of view. An attempt to answer such questions as: What makes man just another member of the biotic fold? Does man have a niche in the ecosystem? What influence does man have on the environment? What influence does the environment, especially the urban environment, have on man? (3 hours lecture, 1 1/2 hours laboratory. A student may not receive credit for both Biology 101 and 1 0 3 . ) 103 HUMAN ANATOMY AND PHYSIOLOGY A professional course in the structure and function of the human body. (Lecture and laboratory. Fall for nurses only; Spring for other students. A student may not receive credit for both Biology 1 0 1 and 1 0 3 . ) 108 MICROBIOLOGY Basic microbial features are considered as well 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, evolutionary mechanisms, anatomy, physiology, ecology, and phylogenetic relationships of organisms. Must be taken in sequence except by permission of instructor. ( 3 hours lecture; 4 hours laboratory. 1 1 1 , Fall; 1 1 2 , Spring) 351 INVERTEBRATE ZOOLOGY A study of the invertebrate groups stressing classification, morphology, behavior, life history, and evolutionary relationships. (3 hours lecture, 4 hours laboratory. Prereq.: 11 2. Fall, 19 78. Offered alternate years). 353 COMPARATIVE VERTEBRATE ZOOLOGY A comparative study dealing with the classification, morphology, distribution, evolution, behavior and population dynamics of the vertebrates. ( 3 hours lecture, 4 hours laboratory. Prereq.: 1 1 2 . Spring) 355 GENETICS The principles of heredity with emphasis on recent advances in human genetics. Laboratory work stressing Drosphila and certain microorganisms. (3 hours lecture, 4 hours laboratory. Prereq.: 112 . Spring) 361 PLANT BIOLOGY A survey of the major divisions of the plant kingdom including the study of anatomy, physiology, life histories, taxonomy and ecology. (3 hours lecture, 4 hours laboratory. Prereq.: 1 12. Fall) 367 BIOCHEMISTRY An introductory consideration of the chemistry of proteins, carbohydrates, lipids and nucleic acids including intermediary metabolism. ( 3 hours lecture. Prereq.: 11 2 ; Chemistry 2 2 3 or 3 5 2 or #. Fall; this course is prereq. to 4 71 and 4 76). 440 PLANT PHYSIOLOGY the vertebrate animals. Experimental as well as descriptive studies are included in the laboratory work. ( 3 hours class, 4 hours laboratory. Prereq.: 1 12. Spring) A consideration of the chemical and physical mechanisms involved in photosynthesis, respiration, growth and development, and water relations in vascular and nonvascular plants. The relationships of these processes to plant structures. (3 hours class, 4 hours laboratory. Prereq. 1 12. Fall, 19 77. Offered alternate years). 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. (3 hours class, 4 hours laboratory. Prereq.: 1 12, 3 6 7 or #. Fall) 471 CELLULAR BIOLOGY 481 ECOLOGY A study correlating cell function with ultrastructure. Laboratory work includes microtechnique, cytological studies, cell physiology and tissue culture. (3 hours class, 4 hours laboratory. Prereq.: 1 12, 3 6 7 or #; Physics 103 or 122 or #. Spring) A survey of representative biological communities; the study of reciprocal relationships between organisms and their environments. (3 hours class, 4 hours laboratory, some Saturday field trips. Prereq.. 112, 361, or 4'. Spring) 473 ANIMAL PHYSIOLOGY 491 SEMINAR A study of the physical and chemical processes occurring in animals with emphasis on the vertebrates. (3 hours class, 4 hours laboratory. Prereq.: 112; Chemistry 223 or 3 5 2 or #; Physics 103 or 122 or #. Fall) Oral presentations and written papers relating to recent biological literature and research. (For seniors majoring in biology) 474 DEVELOPMENTAL BIOLOGY Individual laboratory, field, or library research under the direction of an instructor Intended for biology majors who are juniors or seniors. (Prereq.: 7 12, and previous arrangement with instructor. Fall. Interim, Spring, Summer) A consideration of the physiological and morphological changes which occur during the development of organisms with emphasis on 476 MICROBIOLOGY 499 INDEPENDENT STUDY Department of Business Administration, Business Education, and Economics Chairman: Edward M. Sabella Business Administration MAJOR WlTH ACCOUNTING SPECIALIZATION: Business Administration 101, 102, 131, 261, 262, 263, 379, 381, and either 483 or 484. Economics 122, 123, 251 and one additional course selected from 258 or 391 or 392 are also required. At least three upper division courses are required. For those planning on careers in accounting, completion of the two remaining courses in the sequence 381, 382, 483, 484 is recommended. In addition, courses in data processing and computer programming are strongly recommended. MAJOR WlTH FINANCE SPECIALIZATION: Business Administration 101, 102, 131 , 261 , 262, 373, 379, 478, and one other course from the sequence 381, 382, 483. Economics 1 2 2 , 1 2 3 , 251 and one additional course selected from 2 5 8 or 3 9 1 or 3 9 2 are also required. At least five upper division courses are required. ( 3 9 2 is strongly recommended.) In addition, courses in data processing and computer programming are strongly recommended. 131 BUSINESS LAW Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the Uniform Commercial Code. (Spring) 261 FUNDAMENTALS OF FINANCE MINOR: 6 courses, including Business Administration 101 , 10 2 , and one of 261 , 3 7 3 , 3 7 9 , 478; and one of 2 6 2 , 3 7 9 , 381; and Economics 1 2 2 and 123. HONORS MAJOR: GPA of 3 . 5 0 in the major, with average of 3 . 0 over-all; a senior thesis and comprehensive oral examination in the major field of concentration. C.P.A. CERTIFICATION: Graduates who wish to take the Certified Public Accountants (C.P.A.) examination prior to fulfilling the experience requirement must have completed the major in Business AdministrationAccounting, taken all accounting and businesslaw courses offered, fulfilled the Natural Sciences or Mathematics general college requirement by taking mathematics, and completed at least 5 courses but not more than 1 2 courses of related business subjects (Economics, Finance, and Mathematics). Students who have completed the above requirements are qualified under the rules of the Minnesota State Board of Accountancy to sit for the examination immediately after graduation. 101 PRINCIPLES OF FINANCIAL ACCOUNTING lntroduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle and preparation of financial statements. (Fall, Spring) 102 PRINCIPLES OF MANAGERIAL ACCOUNTING lntroduction to business activities, basic concepts and fundamentals of managerial accounting. Planning and controlling processes, decision making and behavioral considerations. (Prereq.: 10 1. Fall, Spring) 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.: 10 1, 102. Fall) 262 INTERMEDIATE ACCOUNTING I An analysis of accounting theory pertaining to financial statements, income concepts, capital stock and surplus accounts, current and longterm assets. (Prereq.: 10 1 , 10 2 . Fall) 263 INTERMEDIATE ACCOUNTING II 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.: 262. Spring) 373 FINANCIAL MANAGEMENT: THEORY AND CASES Advanced financial theory: a systems approach to financial structure and policy. Emphasis on decision-making, presentation through literature, readings, lectures and case material. (Prereq.: 2 6 1, Spring) 379 QUANTITATIVE METHODS FOR ECONOMICS AND BUSINESS An introduction to quantitative reasoning, descriptive measures, probability, sampling distributions, inference and estimation with emphasis on their use in applied problems in business and economics. (Prereq.: High School Algebra. Fall) 381 MANAGERIAL COST ACCOUNTING Accounting tools for planning and control of economic activities. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: 101, 102. Spring) 382 TAX ACCOUNTING The more common and important provisions of federal income taxes for individuals and various forms of business enterprises. (Prereq.: 101, 102. Spring. Offered alternate years) 499 INDEPENDENT STUDY The student may earn independent study credits through individually supervised projects designed to afford him or her the opportunity to analyze some topic or issue in depth. (Prereq.: #. Fall, Spring) Business Education 399 INTERNSHIP PROGRAM MAJOR: 12-14 Courses. 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 industrial organization. In addition the student will write a report on his or her activities. (Prereq.: #. Fall, Interim, Spring, Summer. Cannot be taken in Interim only). CORE PROGRAM: Business Administration 101, 102, 131 ; Business Education 110, 364, 460, 465; Economics 122, 123; high school typewriting or equivalent required. In addition, courses in data processing and computer programming are recommended. 478 INVESTMENTS AND FINANCIAL INSTITUTIONS Appraisal of the riskheturn relationships of various types of securities from the viewpoint of both individual and institutional investors. Extensive coverage of capital markets and portfolio management. (Prereq.: 2 6 1. Economics 392 is strongly recommended. Fall) ACCOUNTING SPECIALIZATION: Core plus Business Administration 262, 263, and Business Education 108. ECONOMICS SPECIALIZATION: Core plus Economics 251, 258, 391 or 392. SECRETARIAL SPECIALIZATION: Core plus Business Education 221, 350, and 353. OFFICE SPECIALIZATION: Core plus Business Education 108, 350, and English 21 9. MINOR: Five courses in Business Education. 483 AUDITING Internal and external auditing procedures. Emphasis on internal checks and controls for accounting systems. (Prereq.: 263. Fall) COMPREHENSIVE MAJOR: Core plus 5 other courses including Business Education 108, 121, 350 and 353. TWO-YEAR SECRETARIAL PROGRAM 484 ADVANCED ACCOUNTING 295, 495 TOPICS If a student desires a two-year secretarial program, a certificate will be awarded upon completion of the following: Business Education 108, 110, 221, 350, 353, 364, 460 and Business Administration 101 , 102, 131 and Economics 120. A student in the two-year program must select six courses from the general education requirements. Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of Accounting, Finance or General Business. (Prereq.: #. Fall, Spring: On Demand) HONORS MAJOR: GPA of 3.50 in the major, with average of 3.0 over-all; a senior thesis and comprehensive oral examination in the major field of concentration. Accounting for business combinations, governmental accounting, partnership accounting and fund accounting. (Prereq.: 263. Spring. Offered alternate years) 101 ELEMENTARY TYPEWRITER (No Credit) The fundamental skills of typewriter. Emphasis on personal use. Not available to students who have had one year of high school typewriting. (Interim) an internship program which is applicable to graduation but not to the major. This program will afford the student the opportunity to spend some time working with some organization. In addition, the student will write a report on his or her activities. (Prereq.: #. Fall, Interim, Spring, Summer. Cannot be taken in Interim only) 108 CALCULATING MACHINES 460 OFFICE MANAGEMENT Operation of ten-key adding machine; rotary, printing and electronic calculators. (Fall) 110 OFFICE TECHNOLOGY Operation of transcription machines, filing and records management, introduction to data processing, and efficient handling of office duties. (Interim) 221 ELEMENTARY SHORTHAND Fundamentals of Gregg Shorthand (Diamond Jubilee) with emphasis on theory, reading, and writing shorthand. Introduction to transcription. Development of speed in transcribing material dictated at minimum speed of 8 0 words a minute. (Not open to students who have had one year of shorthand in high school. Fall) 350 ADVANCED TYPEWRITING Development of typewriting technique in business letter arrangement, billing, tabulating, manuscripts, legal documents, and duplicating. (Prereq.: High school typewriting or equivalent. Spring) 353 ADVANCED SHORTHAND Students of Gregg, Forkner, or other shorthand systems may enroll for rapid dictation and transcription of material dictated at speeds of 80-1 20 words a minute. (Prereq.: 22 1 or equivalent. Spring) 364 BUSINESS COMMUNICATIONS Communication in the office through use of telephone, telegram, and writing of business letters, memorandums, manuals and reports. (Fall. Offered alternate years, 19 75- 76) Problems relating to supervision and management in the business office, selection and training of employees; and human relations within the office. (Spring) 465 BUSINESS SEMINAR-MARKETING Principles of marketing with emphasis on distribution and the role of the consumer in the marketing process. Materials and methods in teaching of basic business subjects and projects in marketing. (Fall. Offered alternate years, 19 76- 77) Economics MAJOR I N ECONOMICS: Economics 122, 123, 251, 258, 454 and three other courses of economics offerings. Business Administration 101 , 102, 379, also required. The complete calculus sequence is very strongly recommended for those planning graduate study in economics. Mathematics 373 may be substituted for Business Administration 379. In addition, courses in data processing and computer programming are strongly recommended. COMBINED MAJOR IN ECONOMICSBUSINESS ADMINISTRATION: Economics 122, 123, 251 , and 258 and one other course from economics offerings. Business Administration 101 , 102, 261 , 373, 379 and one other course from business administration offerings also required. In addition, courses in data processing and computer programming are highly recommended. MINOR: 399 INTERNSHIP PROGRAM A student may receive course credits through Economics 122, 123, 251, 258 and one other course from economics offerings. HONORS MAJOR: GPA of 3.50 in the major, with average of 3 . 0 over-all; a senior thesis and comprehensive oral examination in the major field of concentration. Economics 120, 1 2 2 and 1 2 3 will satisfy general education requirements. Economics 1 2 0 will satisfy the urban concerns requirement. in order for the student to progress more rapidly to other courses. (Fall, Spring) 251 INTERMEDIATE MICRO-ECONOMICS 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.: 123. Fall, Spring) 258 INTERMEDIATE MACRO-ECONOMICS 120 ECONOMICS OF URBAN ISSUES Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are: Population "Crisis"; Draft versus an AllVolunteer Army; Ecology and Income Distribution; Distributing Free Bread; Mass Transit Systems, etc. Fundamental microeconomic tools introduced to facilitate discussion of the above-mentioned topics. NOTE: Economics 1 2 0 is a basic course designed for those students who do not plan to major in either Economics, Business Administration or Business Education. Students who plan to major in the above three areas should enroll in 1 2 2 and 1 2 3 rather than 1 2 0 . 1 2 2 and 1 2 3 are also open to non-majors. (Fall, Spring) Determinants of national income, employment and price level analyzed via macro-models. Attention paid to areas of monetary-fiscal policy, growth and the business cycle. (Prereq.: 122. Fall) 379 QUANTITATIVE METHODS FOR ECONOMICS AND BUSINESS See under Department of Business Administration. 391 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.: 123. Fall) 392 MONEY AND BANKING 122 PRINCIPLES OF ECONOMICS (MACRO) An introduction to macro-economics; national income analysis, monetary and fiscal policy, international trade, economic growth. Application of elementary economic theory to current economic problems. May be taken independently of Economics 1 2 3 or 1 2 0 . Economics 1 2 2 and 1 2 3 may be takgn in either order, or may be taken in the same term in order for the student to progress more rapidly to other courses. (Fall, Spring) 123 PRINCIPLES OF ECONOMICS (MICRO) An introduction to micro-economics, the theory of the household, firm, market structures and income distribution. Application of elementary economic theory to market policy. May be taken independently of Economics 1 2 2 or 120. Economics 1 2 2 and 1 2 3 may be taken in either order, or may be taken in the same term 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.: 1 2 2 . Spring) 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 some time working with some organization. In addition, the student will write a report on his or her activities. (Prereq.: #. Fall, Interim, Spring, Summer. Cannot be taken in Interim only) 453 ECONOMICS OF LABOR AND POVERTY Analysis of labor markets; determination of wages, collective bargaining. Particular attention paid to the economic problems of minority groups and poverty areas. (Prereq.: 2 5 1 or #. Spring) 295, 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. (Prereq.: #. Fall, Interim, Spring. On Demand) 454 WELFARE ECONOMICS 499 INDEPENDENT STUDY Basic concepts and propositions; Pareto optimality, economic efficiency of alternative market structures; social welfare functions; normative concepts of economic theory. (Prereq.: 2 5 1 or #. Spring, alternate years) The student may earn independent study credits through individually supervised projects designed to afford him or her the opportunity to analyze some topic or issue in depth. (Prereq.: #. Fall, Spring) Department of Chemistry Chairman: Earl Alton GRADUATION MAJOR IN CHEMISTRY: 1 1 5 , 1 1 6 (or 1 0 5 , 106), 3 5 1 , 3 5 2 , 3 5 3 , 3 6 1 and one advanced course which may include Biochemistry. Physics 121 , 122, and Mathematics 1 2 4 , 1 2 5 also required. Participation in seminar. Since upper division courses have mathematics and physics prerequisites, students should plan to have Mathematics 1 2 4 , 1 2 5 the freshman year, and Physics 121, 1 2 2 the sophomore year. AMERICAN CHEMICAL SOCIETY APPROVED MAJOR: 1 1 courses including 1 1 5 , 1 1 6 (or 1 0 5 , 106), and all chemistry courses above 3 5 0 . Chemistry seminar participation; Mathematics 1 2 4 , 1 2 5 (which should be taken during the freshman year); Mathematics 2 2 4 ; and Physics 1 21, 1 2 2 (which should be taken during the sophomore year). Reading ability in German equivalent to 2 semesters also required. that Advanced Inorganic be taken as the advanced course. Certification after July, 1 9 7 9 , also requires three courses in earth and life sciences. Students are also advised to consult with the Education Department early in their planning. 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. DEPARTMENTAL HONORS: Full ACS major; average of 3 . 5 0 in chemistry, mathematics, and physics; 3.00 over-all; one summer or course of approved research; participation in seminar. Credit will not be granted for both 1 0 5 and 1 1 5 ; 1 0 6 and 1 1 6 ; 223 and 3 5 1 , 3 5 2 . 103 ELEMENTARY CHEMISTRY MINOR: 5 courses which must include 1 1 5 , 1 1 6 (or 1 0 5 , 1 0 6 ) and 3 additional courses in chemistry. Chemistry 2 2 3 , 3 5 3 , and 3 6 1 are recommended; biochemistry may be substituted for 361. TEACHING MAJOR: The same as the graduation major except that it is suggested Designed for nurses at Lutheran Deaconess Hospital. Selected elements of general, organic, and biological chemistry around the theme: the molecular basis of life. (3 one-hour lectures, 1 two-hour laboratory. Prereq.: high school chemistry. Fall) Does not apply toward the major. 105, 106 PRINCIPLES OF CHEMISTRY Somewhat less rigorous than 1 1 5 , 1 16; designed especially for students who will not major in chemistry, although students may go from 1 0 6 into 3 5 1 , 3 5 3 , or 2 2 3 . Concepts and laws underlying chemistry illustrated by a variety of examples including organic and environmental systems. ( 3 one-hour lectures, 3 hours o f laboratory. 105, Fall; 106, Spring) 11 5, 116 GENERAL AND QUALITATIVE ANALYSIS An intensive course for pre-medical students and future chemists. First semester devoted to fundamental principles; and second to inorganic chemistry, qualitative analysis, and a brief introduction to organic chemistry. (3 one-hour lectures, 3 hours of laboratory. Prereq.: high school chemistry, algebra, plane geometry. 11 5, Fall; 116 , Spring) 223 ELEMENTARY ORGANIC CHEMISTRY Designed for medical technology students and others in a paramedical science area whose professional goals require less than the more intensive two-semester organic course. Aliphatic and aromatic compounds with frequent reference to biochemistry. (3 one-hour lectures, 1 three-hour laboratory. Prereq.: 105 or 11 5. Spring) 325 ANALYTICAL CHEMISTRY This course is intended to meet the needs of medical technology majors and others not working toward a chemistry major. Theo
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AUGSBURG
COLLEGE
INTERIM
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Calendar .................... 3
Introduction
About this Catalog
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Courses .....................
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Introduction to Interim
Interim is an integral part of the school year at Augsburg College.
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Show more AUGSBURG COLLEGE INTERIM ................. 2 Calendar .................... 3 Introduction About this Catalog ............3 ..................... Courses ..................... Options 3 5 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. There will be no summer Interim in 1988. 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 at 330-1025 Interim Director, Dr. Don Gustafson, at 330-1192 (Memorial 114b) Interim Calendar 1988 ...................... .................... .......................... November 2-6 .Interim Registration December 7 .Late Interim Registration January4 .First Day of Interim Class I 9 a.m. Class I1 1 p.m. January5 .Last Day for Cancel/Add January18 .Last Day for Determining Grading System with Registrar January20 ... .Last Day for Withdrawing from Full Courses January29 .Interim Ends February 2 .Validation of Spring Class Registration February 3 .Spring Semester Begins ..................... . ............................... ........ ...................... The number and length of class 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 a.m. to Noon (On the first day of classes Time I classes will begin at 9 a.m.) Time 11: 1p.m. to 5 p.m. Note: Martin Luther King Day will be observed at Augsburg with a special convocation on Monday, January 18, at one o'clock. 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 Interims - Students are invited to be part of one of the 26 international interims offered by the Upper Midwest Association for International Education (UMAIE). These course opportunities are listed near the end of this catalog. Internships - Students electing an internship must present a completed internship learning contract to the Internship Office (Memorial 230) no later than Tuesday, November 24. Contract forms are available in the same 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 or directed 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 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. 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 $560 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. Lourses Art d Li e Drawing A T 247-48001 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 4B 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 J PlantsUand Civilization BIO 102-48002 Instructor: Erwin Mickelberg A study of the profound influence of plants on mankind's economic, cultural and political history, as well as the steps that civilization has taken to improve chosen plants for use. Some plant anatomy and physiology will be discussed. Academic evaluation will be based on course exams. Distribution: Biology-Chemistry Time: I1 Room: Science 205 1 Biological Evolution BIO 107-48003 Instructor: Ralph Sulerud That organisms have evolved and, accordingly, all creatures are biologically related are probably the most significant conclusions which biology has contributed to human knowledge. The anti-evolutionist arguments of the "scientific creationist" will be investigated in this course. However, to the vast majority of biologists evolution is accepted as a fact, and the evidence in its support will be examined. Biologists do not agree concerning the mechanisms and pace of evolution. Indeed, theories as to these matters have evolved and continue to do so. Much of the course will involve historical study of evolutionary thought from preDarwinian times to the present. Finally, we will address the course of evolution from the origin of life itself to the origin of human life. There will be a variety of readings, and classes will consist of lectures and discussions. Grading will be based primarily on quizzes and tests. Prerequisite: High School biology Distribution: Biology-Chemistry Time: I Room: Science 212 Business H Business Ethics: The Social Responsibility o Business f; B S 270-48004 Instructor: Dick Herzog In this course we will focus on the responsibilities of business to society and consider problems that businesses and business people face in a world of competing value systems. We will explore the moral foundations of capitalism and the use of reason to study systematically business conduct and behavior. Topics will include discrimination/affirmative action, truth in advertising, insider information, corporate take overs and green mail, multinational corporations and so on. There will be lectures, discussions and probably some guests. Students will write and defend in class two essays on assigned topics. There will be a final examination. Prerequisite: Ethics recommended Time: I1 Room: Old Main 21 Management Simulation Games BUS 278-48071/378-48072 Instructor: Amin Kader During this course, students will be grouped into teams to play a computerized business management exercise. Each team will control a company which manufactures and sells similar products. Each team will attempt to outperform other teams by selecting what appears to be the optimal operating strategy. This strategy will involve setting production volume, marketing expenditures, and selling prices and determining plant and securities investments as well as stockholders dividends. Students registering for upper division credit will be expected to have had at least one business course and to be able to apply business concepts learned. The lower division credit is designed for students who are interested in business but who have had no academic business training. This level will require students to rely on systematic and deductive analysis which will allow students to discover for themselves the relationship between the various component parts of the business decision. The lower version of the computerized game will be used for this group. Prerequisite: For 378 - BUS 242 or 252, BUS 221 or 331 and ECO 112 or permission of instructor Room: Psych 3 Time: I1 " Chemistry ' fur Changing Times CHE 100-48005 Instructor: Arlin 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 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 meets a distribution need but does not satisfy prerequisites for Chemistry 106 or 116. Distribution: Biology-Chemistry Time: I1 Room: Science 315 Chemistry in Health CHE 120-48006 Instructor: John Holum This course will progress from a study of basic principles of chemistry (with emphasis on acid-base equilibria) to a study of the chemical reactions by which our bodies manage the transport of oxygen and waste carbon dioxide in the chemistry of cellular respiration. We shall study several situations in which this chemistry goes awry - drug overdoses, overbreathing at high altitudes, emphysema, diabetes, hysterics, and pulmonary diseases. There will be some attention to the nature of chemistry in particular and science in general. Average of four two-hour lectures per week with demonstrations; evaluations by hour examinations and a final. This course meets distribution but does not count toward a chemistry major or minor. Distribution: Biology-Chemistry Time: I Room: Science 315 History of Chemistry CHE 125-48061 Instructor: Jean C. Kung This course seeks to outline the influence of history on the discovery of the elements. Ancient peoples discovered and used a few elements setting the prologue for chemistry. We will examine the discoveries of the elements, their utility and the development of chemistry from ancient concepts to alchemy to the powerful modern science of today. The course grade will be based primarily upon a term paper. Distribution: Biology-Chemistry Time: I Room: Science 319 Computer Science f7 ~ort;an CSC 270-48007 Instructor: Larry Ragland A study of the FORTRAN 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 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. Prerequisite: One course with a study of a computer language (e.g. CSC 170 or MAT 175) Time: I1 Room: Science 112 Economics Economics of Urban Issues ECO 110-48008 Instructor: Ed Sabella Study of economic implications of many problems facing a metro-urban 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 are 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.) Distribution: Either Economics-Political Science or Urban Concerns Time: I1 Room: Library 1 Planned Economies (Soviet Union, Yu oslavia, India) 8 EC 495-48009 Instructor: Satya Gupta Students will study the evolution, objectives and performance of the present day economies of the Soviet Union, Yugoslavia and India under different systems of management. Students should be able to conceptualize and appreciate the differences in approach and solutions of economic problems of these countries. Grades will be based on three tests and one research paper. Prerequisites: ECO 112 or 113 (or consent of instructor) Time: I1 Room: Old Main 13 Education Student Teaching EDS 481-48010;EDE 481-48014 EDS 482-48011;EDE 482-48015 EDS 483-48012;EDE 483-48016 EDS 484-48013;EDE 484-48017 Instructors: Marie McNeff, Ann Fleener, Vicki Olson Observing and directing learning under supervision of college and secondary school personnel. This is a full day experience in a school. Grading is P/N only. Prerequisites: Acceptance in Education Program and permission of instructor. fke Once and Future King: Arthur Through the Ages ENG 130-48018/ENG 430-48025 Instructor: Joan Griffin "Hic jacet Arthurus Rex quondam rexque futurus (Here lies King Arthur, the once and future king)." These words, legend says, are engraved on the tomb of the greatest king who ever lived, Arthur of Britain. But another tradition says that Arthur never died. Instead, he was taken to the magical island of Avalon after he was wounded in his last battle. There he will remain until the world has need of a leader as great as he. In fact Arthur has returned again and again in myth, legend, poetry, novels, and films. Arthur (and Arthurian themes) have appeared in the works of great writers like T.S. Eliot and James Joyce. But he's appeared just as often on the best seller lists (in novels by Mary Stewart, for example), on the stage (Camelot) and in the movies (Excalibur). King Arthur is as compelling a figure in modern imagination as he was in medieval literature. Why7 Who is this Arthur7 Who was he in his own time, and what has he become throughout the centuries7 Our quest for the meaning of King Arthur will take us from medieval to modern times. We will look at classics like Sir Thomas Malory's Le Morta D'Arthur, and Alfred, Lord Tennyson's Idylls of the King. We will also look at more popular works like T.H. White's Once and Future King and movies like Monty Python and the Holy Grail and Excalibur. Evaluation will be based on a number of short papers, contributions to class discussion, and an exam. Students enrolling for upper division credit will also be asked to lead a class discussion and write a long paper based on additional readings. Prerequisites: ENG 111Effective Writing (or consent of instructor) Time: I1 Room: Old Main 16 Rock 'N' Roll: Lyric, Metaphor, Lore ENG 355-48019 Instructor: John Mitchell Devotees of rock and roll music tend neither to listen to the lyrics nor to understand them when they do, probably by preference. This course will examine the language of rock and roll, emphasizing figures of speech and other poetic techniques (metaphor, irony, etc.) and their thematic implications. Feature films, ranging from Blackboard Jungle to Woodstock to The Wall, will also be examined for their cultural implications and themes. Students will be required to take tests and to write an extended analysis based upon assigned readings and the use of language in the music. A fee will be charged to help pay for film rentals. Prerequisites: ENG Ill-Effective Writing Time: I1 Room: Science 123 Five College Advanced Short Fiction Writing ENG 362-48058 Instructor: Carol Bly This course will focus on writing short stories, but will also include a study of basic fiction theory and the reading of excellent works for use as examples. There will be frequent in-class exercises, short (200 word) homework fiction to write, peer and class critiquing and frequent conferences with the instructor. Small group work will be encouraged. We will explore sophisticated means of writing short American literature--with emphasis on generosity of plot, sensuous detail in place and time settings, presentation of characters, brisk and lovely language as well as we can manage. Grades will be based on writing, class participation and evidence of the grasp of advanced literary principles. Prerequisite: One writing course beyond effective writing and permission of Professor John Mitchell Time: 10:OO-12:30 TWRF Room: Hamline University, LC 102 E French Beginning French FRE 111-48057 Instructor: Ruth Aaskov This course aims to develop communication skills of understanding, speaking, reading and writing. Through conversations, classroom practice and readings, this course works toward the discovery of French culture and the French way of life. Distribution: Foreign Language Time: I1 Room: Old Main 25 German Introduction t o Yiddish GER 220-48070 Instructor: Don Steinmetz What do the works of Sholem Aleichem (which inspired "Fiddler on the Roof"), Issac Singer (Nobel Prize for Literature), and several other great writers have in common7 They were written in Yiddish. How did expressions like "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. Grades will be based on performance and at least two tests. dia NLL 4 d ~ 1rrL ri~~,a Prerequisite: One year of college German or permission of instructor Time: I Room: Old Main 12 Health and Phwsical Education II Recreational Rhythms and Activities PE 232-48022 Instructor: Mary Manderfeld 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 1/2credit course. Time: I1 Mondays, Wednesdays, and alternate Fridays Room: Melby H Sailing in the Virgin Islands HPE 455-48023 Instructor: Joyce Pfaff This course is designed for the beginning and intermediate sailor interested in the art and practice of sailboat cruising. The course will focus on taking the student to a competent level of sailboat handling (anchoring, mooring, helming and crewing). The student will live aboard a 39 foot fixed keel sailboat with five other people and will function as an active member of the crew. 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. Evaluation will be based on performance as a crew member as well as a written final exam. Prerequisite: Instructor's permission Distribution: Lifetime sport Beiltg H14man INS 18848063 Instructor: Bruce Reichenbach What is it to be a human being? We will first raise questions about the extent of our knowledge, about the meaning of life, and about values. Secondly, we will explore how individuals are related to their society. We will analyze, among other things, the nature and purpose of education and the role of the individual in the state. Finally, we will focus on the impact which contemporary developments in artificial intelligence have on how we view ourselves. The course will emphasize reading original sources from various historical periods, and frequent written interaction with those readings. Several short papers plus written preparation for small group discussions will be expected. Prerequisite: Freshmen only Distribution: Urban Time: I Room: Music 24 Images of America: From Wilderness Forest to Urban Sprawl EVE INS 188-48064 Instructor: Ron Palosaari When Europeans first settled in America they found themselves in a wilderness they hoped to transform into a garden. We modern Americans find ourselves in an increasingly urbanized environment and want simultaneously to transform the city to make it more liveable and also to flee the city and escape its problems by going back to nature. In this course we will study some works of literature and other texts that will help us understand how we got our attitudes toward city and country. We will consider the Greek development of the idea of the city, move on to the Hebrew and Christian conceptions of the ideal society and then study some of the development of American ideas about country and city. Students will be expected to develop a personal statement of their attitudes towards the rural and the urban. Students will write three papers and take a final examination. We will take a field trip or two and have several guest speakers. Texts: L. Mumford, The City in History, selections I Plato, The Republic, selection Bible, selections Augustine, The City of God, selections R.W.Emerson, "Nature" H.D. Thoreau, "Waldenff,selections N. Hawthorne, "My Kinsman Major Molineaux" E.A. Poe, "The Man of the Crowd" S . Crane, Maggie J. Baldwin, Go Tell It On the Mountain J.C. Oates, Them Prerequisite: Freshmen only Distribution: Urban Time: I Room: Music 23 Leadership in the City flz/E INS 188-48065 Instructor: Richard Nelson It has often been observed that leadership cannot be taught. While that is probably true, it is definitely true that leaders and leadership can be profitably studied. In this course we will study leadership within the context of the city. Through readings, discussion, and lectures we will view the ancient and modern city and selected problems within urban culture which require the development of various types of leaders and styles of leadership. During the first two weeks of class we will read from texts and view films which will provide us with background material, and since all events are rooted in time, much of this material will be historical in nature. The third week of the course will be devoted to time spent observing the city. Each student will visit with a leader in our metropolitan community whom you will interview in order to gain primary data about his or her role as a leader. In addition, you will work in teams to view the life of the city and formulate questions and observations about the nature of our metropolitan area. In the final week of the class we will reserve time for individual and team reports to be given in class. During the course you will write four short papers (3-4 pages), prepare oral reports based on your week in the city, and write three short exams. Each component, the short papers, the oral reports, and the short exams will comprise 30% of your final grade. Your participation in discussions will count 10% of your final grade. Prerequisite: Freshmen only Distribution: Urban Time: I Room: Old Main 16 1 H Urban Theatre and Art 11v,C INS 188-48065 4 Instructor: Julie Bolton The Twin Cities is among the three largest theatre centers nationally. In this seminar we will use current local productions as a laboratory for our exploration of meaning in drama and theories of drama (expectations and needs of the audience, the nature of the dynamic process which is related between the actor and audience, and the differentiation between the play and the production). Play productions which were available in 1987 were Shakespeare's As You Like It, Chekhov's Uncle Vanya, Ping Chong's Nosferatu, and David Hare's A Map of the World among others. The seminar will focus on the themes: city/rural, artificial/ real, technology and civilization/nature, sin and darkness/ healing and restoration. We will use as background material classical humanistic texts: Job, Plato's The Republic, Shakespeare's Macbeth, Adam's The Dynamo and the Virgin and Lewis Mumford's City in History. Three productions will be viewed on which three 3-5 page critical reviews will be written and shared with the group as a basis for discussions. Research problems will require library use. Play productions will be supported by visits to art museums. There will be a fee for play admissions. Prerequisite: Freshmen only Distribution: Urban Time: I Room: Old Main 11 Interdisciplinary Externship: e ink in^ ducati ion and the World of Work INS 299-486% Instructors: Garry Hesser and Lois Olson Learn from your experiences. Discover new ways to learn by observing, collaborating, and reflecting on your experiences. The externship is a modified internship consisting of a halftime placement and active 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 obtain valuable first hand experience in the world of work. The course is designed to achieve two major objectives: 1) to enable students to observe and experience the relationships between the worlds of work and the classroom; and 2) to expand the students' abilities to learn from first hand experience. Each participant will observe and work approximately 20 hours per week in a placement which matches his/her major or career interests. The seminar will meet twice a week for approximately two hours. Evaluation will be based upon the overall quality of participation, supervisor assessment, critical incident analysis, journal/log and seminar participation. Participants will complete a resume by November 24 and secure a placement before the end of Fall classes (December 11). Prerequisites: Permission of instructor and placement secured by December ll. Women, Men and the Bible INS 181-48027 Instructor: Bev Stratton Who are the women of the Bible7 How have women been involved in or neglected by the Jewish and Christian faiths through the centuries7 How have other religions dealt with gender issues7 What does the Bible say about the roles and relationships of women and men in the family and in the church7 How do our images of God and our language effect our beliefs7 When must masculine pronouns be retained in Biblical translation, and when is inclusive language appropriate? How do our religious understandings of the roles of women and men impact our actions in society? We will explore these and other questions through extensive reading and class discussions. Our focus will be on the Judeo-Christian tradition, but we will also consider other religions, modern reactions to patriarchy, and inclusive language for worship. Evaluation will be based on class discussions, quizzes, short papers, exams, and a project. Prerequisites: An open mind Distribution: urban/women/minority Time: I Room: Old Main 13 Politics and Process in Education INS 183-48053 Instructor: Norm Ferguson Ever wondered about the advantages and disadvantages of the formal education you are experiencing? How have the educational methods you have been exposed to shaped your view of yourself and the world7 The objectives of this course are to examine the processes used today in American education (from elementary school through college) and to evaluate them from a variety of social science perspectives (political, psychological, sociological). The content of the courses will include topics such as: cooperative learning, experiential education, individual learning styles, whole-brain learning, social responsibility, and student-teacher interactions. Class time will be devoted mainly to the discussion of topics such as these. Guest speakers will illustrate some of the alternative approaches to education being used currently in the Twin Cities. Evaluation will be based on: (a) class participation and (b) two papers or one paper and one class presentation. Prerequisites: Consent of instructor Time: I Room: Psych 2 The Rabbi and the Robot: Human Value in the Computer Age INS 185-38029 Instructor: Larry Crockett This course will explore how human beings should be understood in an age of robots, intricate computers, and artificial intelligence. Using film, non-fiction, and fiction, we will examine these questions: Are human beings in some sense machines7 Is it conceivable that smart machines might in some sense be persons? What does the JudeoChristian tradition have to say about such questions7 Students will be asked to write one essay each week and to write one exam consisting of multiple choice and essay items. Prerequisites: A computer science, psychology or philosophy course Time: I Room: Old Main 21 Cultural and Political Realities in Jordan, Israel, the West Bank and Egypt INS 262-480 Instructors: Joel Mugge and Gary Olson Students will visit Jordan, Israel, the West Bank and Egypt to examine historical, cultural, socio-economic and political factors in interaction. The course will include readings, lectures and field experiences designed to illuminate life in the Moslem, Jewish and Christian communities and to increase understanding of the political and social dynamics which have engendered conflict in the region. Participants will meet with people and organizations representing the countries' many political and religious viewpoints. The group will also travel to key historical sites such as Jerusalem's Old City and Cairo's pyramids. Trip leaders will be Moravian College political science professor Gary Olson and Joel Mugge, Director of the Center for Global Education at Augsburg College. Approximate cost will be $1800 from Minneapolis, including all transportation, accommodations, tours and meals with an itinerary extending from January 7 through January 24. Grading will be on a P/N basis only and evaluation will be based on a journal integrating experiences with assigned readings and on participation in a global perspectives forum during the spring term. Interested students must register first with the Center for Global Studies by October 30. Mathematics Shaping Up MAT 151-48056 Instructor: Bev Durkee A look at two and three dimensional geometric shapes by drawing or building models and by considering the mathematical structure of the patterns of their symmetries (rotations, reflections, etc.) through transferational geometry. The course should be helpful to those in elementary education or other nonscience majors interested in visual patterns. Assignments will be required. Course examinations at midterm and final. Prerequisite: Level 3 on Mathematics Placement Test Distribution: Mathematics-Physics Time: I Room: Science 112 H Math of Interest MAT 173-48062 Instructor: Ken Kaminsky Have you ever wondered why women have been charged more than men for annuities and received lower pension benefits than men? 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 participation and quizzes. This course should be useful for students in business and economics or for any students interested in careers in finance-related fields. Prerequisites: Group I11 on math placement test or equivalent. Distribution: Mathematics-Physics Time: I1 Room: Old Main 27 H The Logical Game of Mathematics MAT 241-48028 Instructor: Larry Copes Lower-division mathematics students generally play only games of calculation and concepts. But DOING mathematics as professionals requires an ability to prove and disprove conjectures and to write up proofs. The objectives of this course are to help prospective mathematics majors gain or improve those skills, and to get a taste of REAL mathematics before committing themselves to a major. Toward that end there will be daily assignments and weekly exams, including a cumulative final exam. Prerequisite: Completion of Calculus I with 2.0 (C) or better Time: I Room: Science 205 Music E Music Therapy: A Clinical Overview MUS 110-48033 Instructor: Roberta Metzler An introductory course for students planning to major in music therapy. Course will consist of a general overview of the field of music therapy, with visitations to several clinical sites in the area. Evaluation will be based on three tests and field trip reports. Special fee to cover transportation: $15. Time: I1 Room: Music 26 E Improvisation in Music MUS 129-48032 Instructor: Stephen Gabrielsen Improvisation in Music meets every day for three hours, and each student will improvise daily at class meetings, using a variety of improvisational techniques and styles. Prerequisite: Minimal ability on a musical instrument or instructor's permission Time: I1 Room: Music 4 The Electronics of Music MUS 230-48030/MUS 430-48031 Instructor: Robert KarlCn An opportunity for students to explore, experience, and create some of the sounds found in 20th Century music. Through a "hands-on" approach, participants will be involved in: 1. Making multi-track recordings on half-track, quartertrack, and cassette decks through an eight-track mixer. 2. Individually creating, modifying, and mixing sounds from traditional sound sources as well as from analog and computer-controlled 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-traditional sound sources. Upper division students will also use electronically synthesized 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 Norwegian Be inning Norwegian g NO 111-48034 Instructor: Nancy Aarsvold 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 focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. The final grade is derived from daily assignments, ~ u ~ = F s and , a final examination. Distribution: Foreign Language Time: I1 Room: Old Main 29 Nursing Pends and Issues in Nursing NUR 330-48035 Instructor: Terry Welcher This course is intended to give students a broad perspective by introducing current trends and issues in health care and the profession of nursing. Many of the issues are controversial, are relevant to current practice and have potential for far-reaching effects in health care. Students will be graded on group presentations, written examinations and field trip reports. Prerequisite: Registered Nurse Time: I Room: Old Main 23 Philosophy Readings in Mystical Literature: The Western Padition PHI 390-48036 Instructor: Mark Fuehrer The object of this course is to analyze the principles of the various forms of mystical experience based on discussions of selected mystical texts that are considered as basic (classic) in forming Western spirituality. Topics include: ecstatic experience, purgation of the senses, mysticism and the feminine, mysticism and poetry. Evaluation will be by short papers and final examination. This course meets the Humanities major requirement of a perspectives course. Time: I Room: Memorial 323 Philosophy of Science PHI 365-48037 Instructor: Kenneth Bailey Sometimes it is said that we live in the Age of Science. What does that mean? In what sense(s) might such a statement be said to be true or false? Is it really true that only science can say something meaningful about Reality? Are there any limits to scientific method? For example, what does science have to say about values? These and other questions about scientific methods, scientific knowledge, and the applications for 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 an individual study project. Prerequisites: Suggested prior courses: PHI 130 (Logic)and one course in natural science Distribution: History-Philosophy Time: I1 Room: Old Main 11 Phusics ~&oduction to Weather PHY 106-48040 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 weather's impact on world events. This course is designed to be an elective or satisfy the Mathematics-Physics 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 US 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. Prerequisite: High School Algebra Distribution: Mathematics-Physics Time: I Room: Science 123 The Physics of Music PHY 112-48038 Instructor: Jeff Johnson This course will examine the physics underlying the experience of music. After developing the essential physics, we will examine string and horn instruments (and possibly others including the human voice) to see how they actually work. The requirements of the course include laboratory exercises and homework assignments. There will also be a final exam in addition to a term paper on the history of the student's favorite musical instrument. Prerequisite: High school algebra Distribution: Mathematics-Physics Time: I Room: Science 30 The Starship Accords PHY 180-48039 Instructor: Mark Engebretson You have been selected to participate in the establishment of the first permanent human settlement outside our solar system. As one of the colonists, it will be your duty during flight to: A. Familiarize yourself with the environment expected in any of the several galactic locations thought to be suitable for colonization. B. Choose the location, design, and level of technology of the new colony. C. Help design a system of governance for the entire community. Assigned readings in science, science fiction, and political theory will form the basis of class discussions and individual and group projects. Evaluation will be based on the above and on two short quizzes. Distribution: Mathematics-Physics Time: I Room: Library 1 Po Iitical Science II Patterns of Change in the Middle East POL 268-38068/468-48069 Instructor: Mary Ellen Lundsten The objectives of this course are to go behind the headlines and achieve deeper understanding of the issues facing policy makers in the Middle East today and to make use of theoretical perspectives from history, comparative politics and international relations while examining Middle East political life. Lectures and class reading will explore the long heritage of Islam in the area as well as the impact of Western power and political concepts. How ideas and social movements confront each other amidst rapid technological and social change will be studied. Students will also analyze the complex policy choices facing outside powers with interests in the region. All students will read an introductory text and select from recent specialized studies on six societies: Iran, Israel, Egypt, Lebanon, Saudi Arabia, and the Palestinians. All students will give oral critiques of two books from the set of specialized studies and will write a final essay on political aspects of two countries. Additional class meetings will be held to discuss readings on the comparative method and selected Middle East political topics as treated in an additional text required for upper division credit. Upper division students will critique methodology as well as the information and stylistic approach of the books presented in classroom critiques. An additional final essay applying comparative theory to two Middle East countries will be required for upper division students. Prerequisites: None for lower division; one political science course and sophomore status for upper division Distribution: Economics-Political Science Time: I1 Room: Old Main 10 H Political Economy POL 459-48041 Instructor: Joseph Goldman This course introduces students to the theoretical and policy questions dealing with political economy; especially how politics and economics interrelate across industrializing and postindustrializing systems. Using history, political science and economics, we will look at the concepts, models, theories and paradigms of national and international development. Issues like the "North-South debate, GNP growth, market expansion, industrialization, capitalization, the arms race and high technological advancement are covered. Students are evaluated on a comprehensive examination and a short (15-20 pp) term paper in the form of a case study or policy study in consultation with the instructor. The examination and a paper are worth each 50% of the total grade. Prerequisites: Preferably course work in political science or economics Distribution: Economics-Political Science Time: I Room: Psych 3 Ps ycilology H Introduction to the World of Psychology PSY 121-48042 Instructor: Paul Hirdman Psychology is more than rats1 It is a world of great breadth, with differing levels of depth. Here you will have the opportunity to explore some of the concepts, data and methods of psychology and gain some understanding and insights from this discipline. Readings, lectures, and special presentations will be utilized involving the instructor and class members. Evaluation will involve class participation, student research presentations and exams. Distribution: Psychology-Sociology Time: I Room: Psychology 4 Idealism and the Adolescent PSY 370-48043 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. Each student will be required to seek out and interview persons in the adolescent level of development. Typewriting or equivalent word processing 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 available in the Augsburg Bookstore by 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. Prerequisites: PSY 105-General Psychology Time: I Room: Old Main 27 The ~ u t h e r a n Heritage REL 345-48044 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, but also study its origin in the 16th century and its development and cultural influence during 450 years of history. The text by Bergendoff will provide an overview. Lecture and class discussion will deal with examples of Lutheran witness to the Gospel in art, music, missions, philosophy, sociology, and theology. Requirements will include two exams and one short paper. One text costing approximately $12.00 must be purchased in class on the second day. Prerequisites: REL 111or 221 Distribution: Religion (Only one interim course may be used to meet religion requirements) Time: I Room: Old Main 18 The Bible, Language and Interpretation REL 445-48052 Instructor: Philip 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, a presentation to the class and an examination. Prerequisites: Senior Honors Student or permission of instructor Distribution: Religion (Only one interim course may be used to meet religion requirements) Time: I Room: Old Main 10 Social Work Ex loring Human Services SJ K 257-48055 Instructor: Francine Chakolis 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; working 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 3 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: Melby 24 Issues of Hornelessness SWK 339-48051 Edwina Hertzberg The intent of this course is: 1. To expand student's knowledge of homelessness in an historical context; 2. To expand student's knowledge of the reality of homelessness in the Twin Cities; 3. To expand student's understanding of the causative factors which contribute to persons being homeless: economic, employment, personal. 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 semin a r f o r m a t will be used in the classroom f o r 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: Psych 2 H Social Work and Community Services in Great Britain SWK 346-48059 Instructor: Rosemary Link Great Britain is an exciting mixture of ancient and modern - ancient in its culture and modern in its social policies. The course explores social work services with this dual focus. We will visit a variety of community agencies: formal public, private, and natural helping networks in a range of urban and rural settings. In order to experience the nation's culture, we will be invited to English family homes, meet with social work students, attend theatre performances, and visit historic treasures. London is the nerve center for the countrv's resources and we will begin by visiting some of its foremost community institutions such as Great Ormond Street Childrens' Hospital and Toynbee Hall Settlement. With the help of English social work students, we will unravel the post Second World War commitment to universal social policies. These policies have established services available to all citizens in health, education, income maintenance, housing, and personal social services. They also provide the major working turf of the social work profession. As a contrast to the inner city of London, we will visit Exeter and explore the rural and beautiful coastal West Country. In addition to the formal 'public' social work agencies such as Probation and Corrections, we will make contact with informal services and the small, more extended family oriented fishing and farming communities. Throughout the course, there will be an emphasis on understanding current national policies and attitudes through cultural and literary connections. Therefore, visits to the National Theatre, The Houses of Parliament, cathedrals, and ancient community sites such as Oxford are an integral part of recognizing and appreciating the whole community. Culture and history come to life during day excursions through the gentle English countryside to Oxford and Stratford, Warwick and Coventry, Bath and Canterbury. Students will complement their direct experience by reading the British press and current social policy pamphlets, journals, and books. Suggested Readings: A. Kahn and S. Kammerman, Not the Poor Alone; M . Bruce, The Rise o f the Welfare State; l? Barclay, Social Workers: Their Role and Tasks; Charles Dickens, Oliver Twist; any play by G.B.Shaw, and the 'quality press' - The Guardian, The Times, The Telegraph. Student evaluation will be based on a summary of a reflective journal, an agency study, a critique of a current social policy (which includes a comparison with their American experience), and participation in visits and discussions. The comprehensive fee of $1,965 includes air and surface travel, accommodations, six dinners, four theater tickets and a one week London travel pass. Registration for this interim must be made before October 23 in The International Center, Old Main 20. Field Work III SWK 466-48045/SWK 466-48046 Instructor: Maria Brown The objectives of the class are to use supervisory relationship 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 held 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 (466-48045) (15 hours per week) or full (466-48046) (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 Racial and Minority Group Relations SOC 265-48047 Instructor: Gordon Nelson 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 is offered only on a P/N basis. Students can expect evaluation to be based on a combination of class participation, written assignments, and/or examinations. Distribution: Urban/Minority Time: I Room: Old Main 25 .- Spanish Evaluating Continental Literature SPA 250-48048 Instructor: Gunta Rozentals The objective of the course is to enable students to discuss continental literature through the use of valid critical tools. It will involve both theory and subsequent evaluation of the reading selections from different points of view. We shall read half a dozen short stories, several plays, one novel and a number of poems. Student evaluation will be based on three written reports, participation in class discussions, and a final exam. This course is designed for foreign language students but anyone with an interest in European continental literature is welcome to enroll. Offered in English. Prerequisites: Sophomore standing or consent of instructor Distribution: English-Speech Time: I Room: Old Main 22 Speech, Communication, Theatre Children's Theater SPC 285-48049 Instructor: Gary Parker Class members will work as an ensemble to create and perform a play for children. Development of the play will emphasize techniques of improvisation. Students will participate both on and off stage as performers (actors, singers, dancers, musicians), production staff (publicity and management), and technical staff (lights, scenery, costumes, and props). Public performances will be scheduled during the final week of class. Grading will be based on the commitment and effectiveness of work on the production, and a written notebook of daily activities and reactions. No theater experience is necessary. Time: 9:30-12:00,1:00-3:00 Room: Stage Two H Television News Production SPC 344-48050 Instructor: Warren Harmon This will be a basic course in television news production taught on location. Students will get practical experience in interviewing, shooting, writing, editing and producing the news. Grades will be based primarily on how well these tasks are performed and on the quality of material produced. Students will work in a newsroom setting, not a television studio. Students should have some previous TV coursework. Check with Julie Bolton in the speech department for further information. Prerequisite: Permission of Department chair, Julie Bolton Time: I Room: Dayton-Hudson Production Studios, St. Paul 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 Mary Kingsley in the International Center, Old Main 20, or from the Interim Office. Registration for these Interims ends October 23, 1987. These courses are offered on P/N basis only and generally carry a lower division number. H Art and Culture in Europe: A Study in Contrasts H Austria, Italy and Eastern Capitals: The Habsburg Heritage H The Bahamas: Women, Health and Healing H Biology and Natural History of the Hawaiian Islands H China: Yesterday, Today, and Tomorrow H Costa Rica: Ecology of Tropical Forests H English Castles and Cathedrals, Cities and Countryside H The English School and Family H Europe and the Rise of Modern Science H France at the Dawn of the XXI Century: Modernity and Tradition H German Language and Culture H The Greek Experience H Hawaii: A Cultural History H Intermediate German: 2000 Years in Trier International Law and Business in a European Environment H The Irish Renaissance H Italy and Malta: Ancient Cultures and Contemporary Problems H London, Paris, Amsterdam: The Legacy of Wealth and Power Mexico: The Old and the New H From Monastery to Manufacturing: The Dawn of Capitalism The Natural History of New Zealand Paris-Dakar: The French-African Connection Social Work and Community Services in Great Britain H The Soviet Union: Church and State After 1000 Years H Theatre in England: Its Texts and Contexts H The Vikings 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. Fuller descriptions and details for registering are available in the Interim Office. Outward Bound HPE 212-48073 Check for information in the Interim Office for 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 27 through January 17 period. There is a cost of approximately $1,275 (the Outward Bound organization has some scholarships available). Washin on D. C. Interims ? Leaders on eadership: Models for Policy Making POL 398-48073 Law and Society: An Examination of Issues and Principles POL 398-48074 These Interims begin December 28 and continue until January 16. Information on either of the above programs, housing and financial assistance is available from Dr. Milda Hedblom in Memorial 117A. The foSlowing activity is available to students during Interim and srudenks may register for this class as well as for a repsilar course. This activity does not carry official credit, but does meet h e liferime sports requirement for graduation. Students may participate in his 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 002-48067 Instructor: Mike Teitelbaum The form, basic techniques and practical usage of American Karate, caught by a certified Second Degree MKA Black Belt instructor. Fee of $25.00. Distribution: Lifetime Sports Time: 12:OO-1:00M, W,F Room: Melby
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Augsburg College, Minneapolis, Minnesota
Catalog for the Academic Years 1970-71 and 1971-72
Record for the Academic Years 1968-69 and 1969-70
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FIRST SUMMER SESSION 1970
June 8 . . . . . . . . . . . . . . . . . .
Mon.
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Fri.
Final registration and
beginning of cl...
Show more Augsburg College, Minneapolis, Minnesota Catalog for the Academic Years 1970-71 and 1971-72 Record for the Academic Years 1968-69 and 1969-70 I I FIRST SUMMER SESSION 1970 June 8 . . . . . . . . . . . . . . . . . . Mon. .................... Fri. Final registration and beginning of classes Final examinations M o n. . . . . . . . . . . . . . . . . . . . . Fri. .................... Classes begin Final examinations ...................... SECOND SUMMER SESSION 1970 July 17 ................. July 20 Aug. 14 .................. .................. ACADEMIC YEAR 1970-71 FALL TERM Sept. 4-8 . . . . . . . . . . . . . . . . . . . Sept. 8,9 . . . . . . . . . . . . . . . . . . Sept. 10 . . . . . . . . . . . . . . . . . . . . Sept.16 . . . . . . . . . . . . . . . . . . . . Nov. 4 ..................... Nov. 16 . . . . . . . . . . . . . . . . . . . . Nov. 17 . . . . . . . . . . . . . . . . . . . . Nov. 18-24 . . . . . . . . . . . . . . . . . Nov. 25-Dec. 1 . . . . , . . . . . . . . WINTER TERM Dec.1 ..................... Dec. 2 ................. Dec.8 . . . . . . . . . . . . . . . . . . . . . Dec. 18,9:00 p.m. .......... Jan.4,7:45a.m. ........... Feb. 9 . . . . . . . . . . . . . . . . . . . . . Feb. 2 2 . . .................. Feb. 23 .................... Feb. 24-Mar. 2 . . ........... March 3-9 ................. SPRING TERM March 9 . . . . . . . . . . . . . . . . . . . March 10 .................. March 16 .................. April 7,9:00 p.m. .......... April 13,7:45 a.m. ......... May5 ..................... May7 . . . . . . . . . . . . . . . . . . . . . May 19 .................... May21 .................... May24-28 . . . . . . . . . . . . . . . . . May30 .................... .... Fri.-Tues. ................ Tues., Wed, .............. Thurs. ................... Wed. .................... Wed. .................... Mon. . . . . . . . . . . . . . . . . . . . . Tues. .................... Wed.-Tues. Wed.-Tues. ............... Freshman Welcome Week Registration Classes begin Last day for adding classes Last day for cancelling classes Last day of classes Reading day Final examinations Thanksgiving recess Tues. .................... Wed. . . . . . . . . . . . . . . . . . . . . Tues. .................... Fri. ...................... Mon. .................... Tues. .....-......-....... M o n ..................... Tues. .................... Wed.-Tues. .............. Wed.-Tues. .............. Registration Classes begin Last day for adding classes Christmas recess begins Classes resume Last day for cancelling classes Last day of classes Reading day Final examinations Term break Tues. .................... Wed. .................... Tues. .................... Wed. .................... Tues. .................... Wed. ................... Fri. ...................... Wed. .................... Registration Classes begin Last day for adding classes Easter recess begins Classes resume Spring pre-registration Last day for cancelling classes Cap and gown day Last day of classes Final examinations Baccalaureate, Commencement ............... Fri. ...................... Mon.-Fri. ................ Sun. ..................... Academic Calendar FIRST S U M M E R SESSION 1 9 7 1 ...................... June7 . . . . . . . . . . . . . . . . . . . . . Mon. July 4 . . . . . . . . . . . . . . . . . . . . . July 16 . . . . . . . . . . . . . . . . . . . . Fri. . . . . . . . . . . . . . . . . . . . . . . Fri. . . . . . . . . . . . . . . . . . . . . . . . Final registration and Beginning of classes Holiday Final examinations S E C O N D S U M M E R SESSION 1 9 7 1 July 19 . . . . . . . . . . . . . . . . . . . . M o n....................... Aug. 13 . . . . . . . . . . . . . . . . . . . . Fri. . . . . . . . . . . . . . . . . . . . . . . . Classes begin Final examinations ACADEMIC YEAR 1971-72 FALL TERM Sept. 3-7 . . . . . . . . . . . . . . . . . . . Sept. 7,8 . . . . . . . . . . . . . . . . . . Sept.9.. . . . . . . . . . . . . . . . . . . . Sept.l+% : . . . . . . . . . . . . . . . . . . Nov. 3 . . . . . . . . . . . . . . . . . . . . . N o . .............. N0v.p .................... NOV-W. ././;i.ly. . . . . . . . ... N o v . 2 e 3 g . a . -2 1.. 7"" WINTER TERM Nov. 30 . . . . . . . . . . . . . . . . . . . . Dec.1 . . . . . . . . . . . . . . . . . . . . . Dec.7 . . . . . . . . . . . . . . . . . . . . . Dec. 17,9:00 p.m. . . . . . . . . . . Jan. 3, 1:45 a.m. . . . . . . . . . . . Feb. 8 . . . . . . . . . . . . . . . . . . . . . Feb. 21 . . . . . . . . . . . . . . . . . . . . ~ e b a. .. . . . . . . . . . . . . . . . . . F e b . M d p 3 - 3 ......... kke+iH+&-~~.,-.+.b T W ~ I .lYI.\ .IL'VE 1 K 1 P ---. I. 1 2 3 l'GI I JL 1 ...................... Tucs. Registration Classes begin Last day for adding classes Easter recess begins , Classet resyne,;, Spring pre-registration Last day for cancelling classes Cap and gown day Last day of classes Final examinations Baccalaureate, Commencement Wed. ............ .: . . . - . . . . ..........--.......-.. Tues. Wed. ...................... Tues....................... Wed. . . . . . . . . . . . . . . . . . . . . . . Fri. % ....................... Wed. ...................... Fri. ....................... Mon-Fri. .................. Sun. . . . . . . . . . . . . . . . . . . . . . . . lq-I ! ..................... Tues. . . . . . . . . . . . . . . . . . . . . . . Wed.-Tues . . . . . . . . . . . . . . . . . Wed.-Tues . . . . . . . . . . . . . . . . . 1 S M T W T F nr'TORTR 1971 SEPTEilRER 1 9 2 t"T1 Al1(;li- 910 6 , 7 8 91fil112 4 5 ' 6 7 8 11213 13 14,1516li11819 11 13 1314 131617 20 21 21'232425 26 1 18119 20 21 22 23 24 27 28 29 30 35 26 27 23 P.30 31 1 9P( T\IFlEH 1 . 1 Registration Classes begin Last day for adding classes Christmas recess begins Classes resume Last day for cancelling classes Last day of classes Reading day Final examinations Term break Mon. SS H T W T F S 1 T u a. . . . . . . . . . . . . . . . . . . . . . . Tues. ...................... Mon....................... SPRING TERM March 7 . . . . . . . . . . . . . . . . . . . March 8 . . . . . . . . . . . - . . . . . . . March 14 . . . . . . . , ........ March 29,9:00 p.m. ........ April 4, 7:45 a.m. . . ..:,. . . . . May3 . . . . . . . . . . . . . . . . . . . . . May5 ..................... May 17 . . . . . . . . . . . . . . . . . . . . May19 . . . . . . . . . . . . . . . . . . . . May 22-26 . . . . . . . . . . - - . . - . . May28 . . . . . . . . . . . . . . . . . . . . M Freshman Welcome Week Registration Classes begin Last day for adding classes Last day for cancelling classes Last day of classes Reading day Final examinations Thanksgiving recess Wed. . . . . . . . . . . . . . . . . . . . . . . rues, . . . . . . . . . . . . . . . . . . . . . . Fr i. ....................... / ' S Fri.-Tues. ................. Tues., Wed. ............... Thurs. . . . . . . . . . . . . . . . . . . . . . Wed. . . . . . . . . . . . . . . . . . . . . . . Wed. ...................... Mon. . . . . . . . . . . . . . . . . . . . . . . Tues. . . . . . . . . . . . . . . . . . . . . . . Wed.-Tues. ................ Wed.-Tues. ................ s f 1314 51617 8 910111213114 ~ 1 M T W T F NOVEMBER 1971 IMIWT-F-S S SLT-W-T-PS . 1 2,314 5 6 7 8 91011 3 1.516 17'18 192011 1213 1115 161718 10 22 23.24'25 2627 2R 19'2021122 23'2425 17 2'3'30 31 1 1 . I,, FEBKI' Z H I I'I': 242728230 I 1. MARCH 1972 2425262718330212030 31 APRIL 1'1": \ l A Y lq7> Mile 6 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, 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 O F STUDY Augsburg College offers a Liberal Arts education with courses leading to a Bachelor of Arts degree offered in several 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 to 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 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. Over the years it has provided funds for land acquisition and additional buildings on the Augsburg College campus. GENERAL INFORMrK>N Augsburg College is located near the Minneapolis loop along Interstate Highway 94. The administrative offices are in the Science Hall at the corner of 21st Avenue South and 7th Street. Information is available in the College Center at the corner of 22nd Avenue South at 7% Street. Prospective students and other interested persons are cordially invited t o visit the campus. Visiting hours are 9 a.m. t o 5 p.m., Monday through Friday; Saturday by appointment. A letter or telephone call in advance is recommended. Call or write t o the Admissions Office, Augsburg College, Minneapolis, Minnesota 55404; 332-5181. AlMS 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 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 Cod 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 Chl~rch;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 i s 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 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 student to look upon his life as a Christian vocation, and an opportunity for service to God and man. DlSTl NCTlVE CHARACTER Augsburg College is a Christian community of life and learning. As a Christian academic community, Augsburg seeks that high level of excellence which i s 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. 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 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, 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 three-story 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 i s an observation lounge at 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 incorporates a building donated to the college in 1939 from the late Dr. lver 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 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 conveniently located George Sverdrup Library provides students and faculty ample resources and reference works for research and study. It contains in total about 100,000 volumes exclusive of pamphlets, curriculum materials, and rare books. The yearly growth rate during 1965-69 averaged about 7000 volumes. All books are kept on open shelves. Reference service is provided by an able and well trained staff. Special collections have been developed in music, chemistry, teacher education, library science, and Scandinavian music. A separately administered AV Center is adjacent to the library in Sverdrup-Oftedal Memorial Hall. Additional conveniences in the library include carrels and individual study areas. A typing corner is also provided in the first floor reading room. The library has the New York Times on microfilm as well as other microforms. A Xerox Microprinter can provide printouts from any article on microfilm or microfiche. The library subscribes to more than 600 magazines in numerous subject fields. Many of the current issues are displayed in the library reserve room. A cons.ortium of private Iiberal arts colleges of theTwin City area, CLFC, can provide students of Au~sburgCollege combined resources of all the member libraries, a total of 750,000 volumes. Any student enrolled at Augsburg can read and obtain library services from the collections of Bethel, Concordia and Macalester colleges, Hamline University, the Colleges af St, Catherine and St. Thomas and the Hill ReferenceLibrary. The proximity of the Wilson Library of the University of Minnesota and the Minneapolis Public Library provides further opportunitieri for the serious student. 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. An astronomical observatory is located on the roof of Science Hall. FINANCIAL INFORMATION 1971-72 R t/ TUITION ($1.650) New freshmen, transfer. or returning students (not on a prior year guarantee plan) entering September 197 1 are charged $1,650 per year or $550 per quarter. Part-time students carrying 7-1 1 credits per term. $45 per credit hour. Part-time students carrying 1-6 credits per term, $35 per credit hour. Fee for auditing, $20 per credit hour. Students carrying more than 18 credits per term are charged $35 per credit hour for excess hours. SPECIAL COURSE FEES Computer Science, $20. Student Teaching, $SO. Improvement of Reading, $25. Music Lessons (10 per term). $45. Practice Studio Rental (one hour per day): Organ. $1 2; Piano or Voice, $5. Cinema Arts. $1 0. BOARD AND ROOM ($957-$1,020) For men $990 or $1,020 ($330 or $340 per quarter) partial or full board. For women $957 or $987 ($31 9 or $329 per quarter) partial or full board. A full board plan provides 21 meals per week; a partial board plan provides 1 4 meals per week (excludes breakfast). Available t o commuters is a noon meal only plan, Monday thru Friday, for $68 per quarter. Linen service, required in residence halls. approximately $30 per year. FEES, required but not refundable or transferable: General Fee, $1 0 0 per year. (Applies t o costs for subscription t o yearbook, newspaper. admissions t o all regularly scheduled athletic events. dramatic productions, convocations, and for the support of Student Society activities and the College Center.) Part-time students are charged on a proportionate basis. Application Fee, $10. Required of all new students. OTHER COSTS Change in registration after first three days of classes: $2 per cancel or add. Late registration after classes begin: $5 per day. Graduation Fee: $1 5. Transcript Fee: first copy free, additional copy. $1. Arrangements for special examinations are made in the Registrar's Office, w i t h charges according t o schedule on file. Students required t o enter military service will receive a full refund of tuition and a proportionate refund on room charges. Books and supplies are available from the bookstore at approximately $1 0 0 per year. on a charge account.basis. In all cases, board refunds are made on a proportionate basis. Fees and costs are subject t o minor adjustments. DEPOSITS Tuition Deposit-New Students, $100. (Not refundable). Required of students whose application for admission has been accepted; t o be paid by April 1, 1971. The payment is applied t o the tuition charge (under early decision program. payment is due January 1 ). Room Reservation Deposit-Returning Students, $25. Required by July 1. 1971. t o reserve a housing assignment for the term beginning September 197 1 and applied t o the room charge. Not refundable. Breakage Deposit (required of all students) $ 2 0 Refundable upon graduation, transfer t o another institution, or discontinuing educational program at Augsburg College. SElTLEM ENT OF ACCOUNT A statement of estimated charges for the year will be prepared and forwarded t o the student early in August. Payment of one-third of the annual charge is due August 20, November 20, and February 20. Variation from this schedule must be arranged w i t h the Business Office prior t o August 20. A monthly payment plan is available thru Education Funds, Inc., w i t h a service charge of $25 per year. No student is permitted t o register if his or her account for a preceding term has not been paid in full. REFUNDS If a student decides t o 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 t o 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. FINANCIAL ASSISTANCE Financial Aid in the form of scholarships, Educational Opportunity Grants. loans and employment is available. 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 t o submit a copy of the Parents' Confidential Statement (PCS) form t o 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 t o submit a Parents' Confidential Statement Renewal form each year. Academic Grants are awarded to students on the basis of financial need as demonstrated by the College Scholarship Service. Students who are adAugsburg College Merit Scholarships. The college mitted t o Augsburg College but do not qualify for in cooperation with the National Merit Scholarship a scholarship may be considered for an academic grant or financial award. These awards range in Corporation awards Merit scholarships up to amount from $1 0 0 t o $600 and may be renewable $1 500 a year and renewable for four years. for four years with a grade point average of 2.0 All applicants must take the National Merit (C average). Scholarship Qualifying Test which is given in the spring of the junior year in high school. Informa- Minnesota State Scholarships and Grants. Resition may be obtained from the high school coun- dents of the State of Minnesota are eligible for state financed scholarships and grants while atselor. tending Augsburg College. Applications must be obtained through the high school counselor. The Foundation Fellowships are offered t o students awards vary from $200 to $800 and are renewable with outstanding high school records and high for four years. 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 t o full tuition and are renewable for four years for stu- SCHOLARSHIPS AVAILABLE TO dents with a grade point average of 3.0 (B average). To qualify for a Foundation Fellowship a UPPER CLASSMEN student should rank in the upper five percent of The Peggy Christensen Benson Memorial Scholhis high school class and have a combined score arship was established in 1965 by her husband, of 1200 or higher on the Scholastic Aptitude Test. Thomas I. Benson. The Scholarship is awarded The scholarship committee also considers an indi- annually to a student studying choral music. vidual's interests, abilities, and character. The Thorvald Olsen Burntvedt Memorial SchoHonor Scholarships are offered t o good students arship Fund was established in 1960 by gifts from who have strong potential for academic success the Burntvedt family and through a church-wide at Augsburg College. These awards range in offering, t o honor the memory of Dr. T. 0. Burntamount from $100 t o full tuition and may be re- vedt who was President of the Lutheran Free newed for four years for students with a grade Church from 1930 t o 1958. One or more scholarpoint average of 2.50. Students who rank in the up- ships are awarded annually to a student or stuper fifteen percent of their high school class and dents in the senior class who are preparing for the have above average scores in the Scholastic Apti- ministry. tude Test are eligible for Honor Scholarships. The Paul Dahlen Memorial Scholarship was established in 1966 by his family and friends t o honor Chemistry Scholarships and Research Awards his memory. A Scholarship of $100 or more will are offered each year by the Department of Chembe awarded annually t o an able and deserving stuistry t o students strongly interested in chemistry dent as selected by the Scholarship Committee or medicine. The six awards vary in amount from based on Christian purpose, athletic interest, and $2,000 to $4.000 over four years. A student qualiacademic ability. fies for a Chemistry Scholarship on the basis of his high school performance, a special chemistry The Paul Dahlen-Gerald Pryd Memorial Schoexamination, financial need, and vocational arship was established in 1966 by members and objective. Summer Research Awards are also friends of Gamma Phi Omega Society t o perpetuavailable t o students in chemistry. This award ate the memory of t w o members who died in a provides a stipend of $600 for each student t o do plane crash. The award will be given annually on research under the guidance of the chemistry the basis of personality, character, athletic and department. academic achievement. SCHOLARSHIPS AVAILABLE TO FRESHMEN 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 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 t o a student selected on the basis of academic achievement, personal character, and ability in the field of athletics. The M . J . Estrem Scholarship was established in 1965 by Mr. and Mrs. M. J. Estrem of Minneapolis t o provide an annual scholarship for some The Robert W . and Gladys Johnson Scholarship worthy student of the College, such student t o be was established in 1968 by Mr. and Mrs. Robert selected upon the recommendation of the Scholar- Johnson of Chetek. Wisconsin. An annual award of $400 will be made t o a Junior or Senior student ship Committee of the College. who has declared his intent t o enter the ministry. Augsburg awards Foreign Student Scholarships Preference is given to such students from Chetek each year t o deserving students from other counLutheran Church, the Rice Lake Conference, or tries. These scholarships may be awarded in the Northern Wisconsin District of the American amounts up t o the equivalent of full tuition. Lutheran Church. The Gamble-Skogmo Foundation Scholarship Fund, established in 1965, makes possible the awarding of one or more scholarships each year t o upperclass male students interested in careers in the field of business. The Mimi Baez Kingsley Modern Language Scholarship was established in 1969 from funds given by friends and family t o honor the memory of Mimi Baez Kingsley, a teacher of Spanish at Augsburg from 1947 t o 1969. One or more scholarships will be awarded annually t o Junior The Crown Prince Harald Scholarship was cre- or Senior students who are majoring in a modern ated by the Augsburg College Board of Regents language with preference given to those who plan on the occasion of the visit by Crown Prince Har- t o teach language as a career. ald of Norway t o the Augsburg campus in The American lndian Scholarship was estabOctober. 1965. This annual scholarship provides lished in 1955 by Spring Lake Park Lutheran one year's full tuition for a student from Norway Church. Minneapolis. It is a scholarship of $200 who wishes to study at Augsburg. The recipient is chosen from applicants by a committee in Nor- t o be applied on tuition at Augsburg College. It is t o be awarded t o an American Indian student way set up for this purpose. selected on the basis of scholarship and economic need. The H. N. Hendrickson History Scholarship Fund was established in 1969 by one of his former stu- International Milling Company Scholarships dents and later augmented by other contributions, are funded by contributions made by the Intert o honor the memory of H. N. Hendrickson, a pro- national Milling Company t o the Minnesota Prifessor of History at Augsburg College from 1900 vate College Fund. These scholarships of varito 1952. One or more scholarships will be awarded able amounts are awarded annually t o able and annually t o student(s) who are majoring in His- deserving upper-class students. tory with preference given t o those who plan a career in the field. 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 who show promise of overall academic success. The lver and Marie lversen Scholarship was established in 1957 through a grant from Mr. lver lversen 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 t o honor their parents. The scholarship is award- ed annually t o a student on the basis of academic achievement. ~ersonal character, and promise of achievemen; in the field of ohvsical 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 lnsurance Company. These scholarships of variable amounts are awarded annually t o able and deserving upper-class students who are policy holders. David Mathre Memorial Scholarship for Student Teachers is available t o 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. 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 t o a sophomore or junior student of outstanding promise in the field of music. The Quanbeck Scholarship Fund was established in 1963 by a bequest of John G. Quanbeck. The income from this fund is awarded annually t o freshman students who would be unable t o pursue higher education without assistance. The Reader2 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 t w o anonymous donors t o honor the memory of Reverend Olaf Rogne. business administrator of the college from. 1940 t o 1952. Three awards of $500 each are made annually t o selected students preparing for Christian service. 'I. ?ii. I The Marlys Johnson Simengaard Mernorial 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 t o 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 t o students at Augsburg College. The recipients must be juniors or seniors of the Lutheran faith who are enrolled in social work courses and plan t o continue training in a graduate school of social work. In addition t o 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 Augsburg College Choir from 1950 until the time of her death in 1953, was established in 1955 by her parents, Mr. and Mrs. lver Solberg 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 t o honor her memory. A scholarship of $300 will be awarded annually t o 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 t o 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 t o 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 Morris G. C. and Hanna Vaagenes Missionary Scholarship Fund was established in 1969 by the Rev. and Mrs. Morris G. C. Vaagenes, Sr. An annual award of one or more scholarships will be made t o a needy Junior or Senior student pre- paring for service as a missionary through the World Mission Department of The American Lutheran Church. 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 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 t o honor the memory of Carl Fosse. professor of chemistry at 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 was established in 1967 by the family and friends and the Department of Chemistry t o honor the memory of Covey Hendrickson, a student of chemistry at Augsburg until his death in June, 1966. The annual award is made t o 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 t o 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 t o 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 chemis- try at Augsburg until the time of his death in January, 1960. The annual award is 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 was established in 1963. This annual award is made t o a student whose academic background indicates promising achievement in the field of chemistry. Educational Opportunity Grants are provided by the Federal Government. The grants vary from $ 2 0 0 t o $ 1 0 0 0 and are available t o all students including freshmen and transfer students provided that the applicant has exceptional financial need as determined by C.S.S. The grants are restricted t o students taking a full time load and are renewable for four years. -- LOAN FUNDS 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. 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. Students may borrow up t o $ 1 0 0 0 per academic year. Repayment begins nine months after graduation or leaving school. United Student Aid Fund Loan and Federal Insured Loan Programs are programs under which an educational loan is obtained directly from a bank or other commercial lender. The federal government guarantees the loan t o the lender and assists eligible students w i t h their interest payments until repayment begins which is nine months after graduation or leaving school. Students may borrow up t o $1 5 0 0 per academic year. Applications are available in the Office of the Dean of Students. State Loan Programs are provided by some states, e.g., Illinois, Michigan. New Jersey, New York, Ohio, Pennsylvania and Wisconsin which have their own loan program. Students are eligible if they are a legal resident of the state regardless of where they attend college. Applications for these loans must be obtained from the specific state agency that is responsible for administering the program. These loans are also federally insured and eligible for interest subsidy. STUDENT EMPLOYMENT An employment service assists students in obtaining part-time remunerative work during the school year. Both on-campus and off-campus jobs are available. The college also participates in the federally financed College Work Study Program. Under this program students are limited t o 1 5 hours of work per week during the academic year and the job must be on campus. Preference is given t o students from low income families. 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 graduation 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 at least 12 academic credits in his college preparatory curriculum, which should include four credits of English and at least t w o credits each of a foreign language, social studies. mathematics, and science. A credit is defined as a course covering one academic year and equivalent t o at least 120 hours of classwork. A recent physical examination is also required. Students will be provided with blanks early in the summer t o 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 t o register. required t o make the $100 tuition deposit within t w o weeks of notification of acceptance. The tuition deposit is not refundable but applies t o the cost of tuition. 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 to send us a transcript of your high school record and all test results. Transfer students will request the previous college or colleges t o 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. A student can apply before taking the SAT. See your counselor about registering for the SAT or write t o the College Entrance Examination Board, c/o Educational Testing Service. Box 592. Princeton. New Jersey. Transfer students are not required t o take the SAT. 4. An interview on campus is encouraged. APPLICATION PROCEDURE Applications for admission are provided by and submitted t o 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. Students applying under the Early Decision Program which is described below will receive the admissions decision about December 1. All other applicants will be notified concerning admission about two weeks after their application is completed. A $100 tuition deposit is due before April 1, with earlier payment giving preference in the assignment of campus housing. Students admitted after April 1 are EARLY DECISION An Early Decision Program is offered for students who select Augsburg as their first college choice and who will accept an offer of admission if it is extended. An Early Decision candidate must apply by November 15 of the senior year and will receive the admission decision about December I . After notification of admission and adequate financial aid, if needed. has been provided, the student must agree t o withdraw applications made t o other colleges. The admissions decision is based upon the academic record through the junior year, test scores, and recommendations A $100 tuition deposit which is non-refundable is required by January 1. EARLY ADMISSION An Early Admission Program is offered for a few high school juniors. To apply for Early Admission, a student must have a high academic record and test scores, recommendation from the high school, and the maturity to cope with a college course after his junior year in high school. Also, it is recommended that the student complete the requirements for a high school diploma during the summer or during the first year of college. A student applying for early admission can take the Scholastic Aptitude Test in January or March of his junior year. TRANSFER Students are accepted by transfer from other colleges and universities on the basis of their academic record. test results, and recommendations. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. A maximum of 108 quarter credits is allowed on transfer from a junior college. The college reserves the right not t o 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 at Augsburg. ADVANCED PLACEMENT Advanced placement is granted t o students who qualify, on the basis of work taken in high school or elsewhere, t o 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. Augsburg College will also award credit on the basis of scores received on the College-Level Examinations offered by the College Entrance Examination Board. Requests for detailed information may be addressed to the Registrar. CAMPUS LIFE CAMPUS LIFE There are many influences which mold life and character in college. The exercises of classroom, laboratory and library form the main dimensions of college life, but they need to be supplemented by other programs, activities and opportunities.The climate of living and learning at a college is greatly influenced by extra-curricular activities that take place both on campus and off campus. 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 t o worship, devotional life, and the stimulation of faith through discussion and service. An important part of Augsburg's program is the chapel service held four times a week. These services. both experimental and traditional, provide an opportunity for students and faculty t o become involved in corporate worship. Attendance is voluntary. CONVOCATION Convocations are held on Wednesdays throughout the year. These programs acquaint the campus community with outstanding personalities i n various fields. A wide range of interests is covered. including the scientific, political, social. religious. and artistic. SOCIAL, CULTURAL AND RECREATIONAL PROGRAMS In attempting t o 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, educational and cultural activities. The activities program is designed t o complement the classroom experience and t o 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, 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 Inter-Society Council which, in turn, is responsible t o the Student Council. The recreation program has activities for hoth 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 billiard tables. ping-pong, and bicycles are available i n addition t o 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 t o attend. The cultural program includes activities from the creative and performing arts. In the College Center there are art exhibits, discussions, small recitals, concerts, drama readings and films. Art work is also exhibited in the Studio. The annual choir, orchestra. and band concerts are held in Melby Hall. The college features a major dramatic production each term in the Little Theatre. Students are admitted free t o 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 t o make use of some of the finest educational and cultural advantages which the Northwest has t o 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 t o large collections of historical material. The Minnesota 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, and St. Paul Civic Opera Company provide a variety of dramatic and musical presentations. Many students and faculty attend Minnesota 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, North Stars hockey, and Viking football games at Metropolitan Stadium and sports center. STUDENT GOVERNMENT The Student Society consists of all full-time and part-time students enrolled at Augsburg College. The central concern of student government is focused on education t o the end that individuals may develop their full capabilities through intellectual growth. The student government relates t o this broad objective by assuming responsibilities for furthering student affairs, educating members t o 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. Seven commissioners are each responsible t o 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 t o appeal only t o 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 Government directs several projects of interest t o the college community. These projects include the annual One-Appeal 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. Associtated Women Students, composed of all the women students. provides opportunity for the women to develop meaningful self-government. It aims t o create a sense of ha,rmony and fellowship, t o promote and maintain high standards of honor and integrity in personal conduct, and t o 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. 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 t o 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. CO-CURRICU LAR PROGRAM The enthusiasm and energy of students motivate them t o pursue their interests beyond the classroom For most effective participation. students w i t h similar interests have united t o form clubs. Several of these are extensions of courses beyond the classroom. Others are devoted t o interests not offered in the curriculum. All these organizations are co-ordinated through the Commission of Student Organizations of the Augsburg Student Society. This Commission acts t o evaluate the clubs and societies and their activities. and t o represent them at the Student Council meetings. The Augsburg Chemical Society is open t o majors and minors in chemistry. Weekly meetings consist of seminars given by outside speakers. faculty, or students on current topics or research experiences in various areas of chemistry. The Augsburg College Association for Childhood Education is an organization for students in the elementary education program. I t is concerned primarily w i t h professional standards in the teaching profession, educational changes and needs of children in the field of elementary education. Augsburg College Children's Groups involves students w h o meet weekly w i t h 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 o w n personal involvement. Augsburg College Republicans aim t o stimulate interest in public affairs and give students opportunity t o participate actively in local. state and national politics. The Augsburg Society for Dramatic Arts provides for its members an opportunity t o learn from participation in stage presentations and from field trips. as well as from reading and seeing plays produced. Membership is open t o all students. Membership in the National Collegiate Players represents recognition for continued excellence in drama participation. It is open t o qualified upper classmen. The "A" Club is limited t o men w h o have w o n a major letter 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 t o keep the athletics of Augsburg on the highest possible plane." The Black Student Union of Augsburg College promotes a feeling of unity and creates a self awareness among its members. I t aims toshare w i t h the total community its culturally rich heritage. The Cosmopolitan Club brings together foreign and American students w h o have a mutual interest in the culture, language. and people of various countries. The foreign lanugage clubs are made up of students studying French, German, Norwegian or Spanish. In addition t o providing opportunity for conversational practice, the clubs also promote understanding appreciation of the culture of their country, its achievements and customs. 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 acquainting its members with the vocation of the Christian ministry. The Ski Club is a recreation group promoting interest and developing skills in skiing. There are winter weekend ski trips which are open t o all students. The Sociology Forum is an organization of students preparing for professional work in the field of social service. The aim of the Student Democratic League is t o join students in the College into an intelligent, agressive and cooperative democratic group which seeks t o create and sustain a community awareness of the problems and concerns in politics and education. The Student National Education Association, Martin Quanbeck Chapter. offers t o its members associate membership in professional education associations and strives t o acquaint future teachers with the importance of teaching as a profession. 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. MUSIC ORGANIZATIONS ' . q.. The Augsburg Concert Band numbers fifty members selected by audition from all classes. In a d ~ t ~ o n t o local appearances. the band tours annually t o various parts of the United States. The Augsburg Choir has sixty-five members selected by audition from all classes. In addition t o local appearances, the choir goes on tour each year t o various parts of the United States and occasionally t o Canada. The Augsburg College Choral Club performs frequently i n 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 t o campus and local appearances, the orchestra tours in the Midwest. Membership is by audition. 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 lntercollegiate Athletic Conference. The college is represented annually by teams in football. cross country, basketball. hockey. wrestling, baseball, track, soccer, tennis, and golf. PURPOSE AND PHILOSOPHY OF INTERCOLLEGIATE ATHLETICS It is the purpose of Augsburg College t o provide an intercollegiate athletic program which is in harmony with its Christian philosophy. This philosophy is t o be reflected in the conduct and outlookof 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 t o be maintained. lntercollegiate athletics as a phase of that program, gives recognition t o the fact that competitive play can contribute t o 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 t o his other educational activities. (3)The student spectator should acquire and axhibit 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 t o the development of a unified and health "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 t o participate in certain extra-curricular activities, students must meet established eligibility requirements. Organizations check eligibility of candidates by submitting a list t o the Director of the College Center for approval. Eligibility for participation in intercollegiate athletics is governed by the rules of the Minnesota lntercollegiate 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 t o accept elected or appointed student-government offices of chairmanships. This list is not inclusive and other activities may be designated. HONORS AND AWARDS The purpose of Beta ChiEpilson is t o honor those senior women who have maintained a high level of academic achievement and who have shown loyalty by giving advice 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 t w o years. Omicron Chapter of Lambda Iota Tau, a national honor society, is open t o 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 t o 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 M u , 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 t o 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 at Augsburg College. The 1925 Class Cup in Athletics is awarded t o the athlete who has made outstanding records both in athletics and scholarship. The HaroldA. 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 t o scholarship, leadership and participation in extracurricular activities, such as athletics. drama. music organizations, societies, student government and community activities. STANDARDS AND DISCIPLINE At Augsburg all of the work of the college rests on certain assumption about man, his relationship t o himself, his relationship to others and his relationship t o God.As a church-related liberal arts college. Augsburg attempts t o take these relationships seriously and therefore seeks t o educate the whole man. 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 college community, and students who do not feel drawn t o this type of community should not seek t o be enrolled at Augsburg College. Without attempting t o dictate t o the individual conscience. the college reserves the right t o ask its students t o adapt themselves t o the social and recreational program approved by the college. It reserves the right t o dismiss any student whose continuation in college is deemed undesirable. 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 t o 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 t o develop a constructive recreational program. some limitations have been placed on certain activities. The college is opposed t o all forms of gambling. The college does not allow the posse~sionor consumption of alcoholic beverages in any college-owned building, in residence halls, in any college-approved place of residence or at any college-sponsored event. Minnesota state law forbids the possession or consumption of alcoholic beverages by people who are not 21 years of age. STUDENT PERSONNEL SERVICES Institutional services for 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. 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 t o high school seniors. sophomores and juniors are encouraged t o use these services and also t o visit the campus if at all possible. COUNSELING Counseling services are maintained in an effort t o assist each student t o 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 a keener awareness of resources available t o them as they meet the problems of daily life. A t Augsburg the counseling process is carried on at several levels. All faculty members participate in the counseling program. and each new student is assigned t o a faculty counselor w h o works w i t h him until he chooses a major field of study. A t that time, the major adviser becomes his counselor. In addition, there are staff members w h o have specialized training in counseling and techniques for dealing w i t h problems of adjustment. The personnel deans serve as special counselors. The counseling program is coordinated by the Director of the Center for Student Development i n the Office of the Dean of Students in accordance w i t h the plans and policies established by the Student Personnel Committee. RECORDS Individual student records are kept i n 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, report of counseling and other information. The office of the Center Director maintains a file of student government officers of clubs and societies. including the constitutions, activities and schedules. STUDENT HEALTH SERVICE The Student Health Service provides dispensary service w i t h 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 t o the campus. Physical examinations are given t o all seniors. Before registering, each entering student is required t o have on file the report of a physical examination given by his family physician. Corrective treatment is prescribed where needed. A voluntary hospital insurance plan is also available on a 12-month basis NEW STUDENT ORIENTATION New students participate i n Orientation sessions before the beginning of classes each year. The students take tests, attend classes, inspect the college facilities, and become acquainted w i t h their fellow students. w i t h the faculty, and especially w i t h their o w n 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. Scholastic Aptitude Test scores and special placement test scores are used by counselors t o help students plan their initial programs. Personality inventories and the vocational interest profiles help the students t o know more about themselves, i n order t o make a good choice of subjects and occupational goals. A special course in improvement of reading is offered for interested students. Freshmen w h o expect difficulty w i t h the increased quantity and complexity of the reading material encountered in college are especially urged t o enroll i n this course. HOUSING AND FOOD SERVICE In its residence program the college aims t o develop a student's character, self-control and thoughtful consideration of others. The college also realizes that a student's happiness, comfort and emotional adjustment in his place of residence are direct influences on his general efficiency in the classroom. In an effort t o provide these opportunities for development. student residence councils assume the responsibilities for the administration of dormitory life policies in consultation w i t h the head residents and personnel deans. Upper-class students serve as counselors in the residences and attempt t o help residents with problems of personal adjustment. The head residents and personnel deans serve as resource people for these counselors and handle cases referred t o them. Any student who is 21 years old on or before the first day of classes in the Fall term may live off campus. Juniors or Seniors who are not 21 years old may live off campus provided that a parental permission form is on file in the Office of the Director of Housing by May 1. All Freshmen and Sophomores not living at home are required t o live in college operated housing. Students desiring t o live with relatives in the city must first secure approval for such an arrangement from the Office of the Director of Housing. All students living in residence halls take their meals in the Commons. The college also provides a number of houses for upperclass men and women with a variety of board plan options. Residence halls are open t o students no more than 2 4 hours before the day of registration or the beginning of classes, and they close no later than 2 4 hours after a student's last examination or after the beginning of a vacation period. Students who wish t o 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 at a reasonable cost. This service is required of all students in residence halls. An optional linen service is available t o 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 t o hold a room. This fee is payable at the Treasurer's Office by May 1. Students who have not paid the room deposit by this date are automatically removed from the housing roster. No refunds are made after July 1. All students living on campus are required t o pay a $20 key and breakage fee at 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 at 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 $5.00. There is no placement fee. STUDENT ACTIVITIES The Director of the College Center serves as the coordinator of student activities by assisting student officers in planning and implementing their programs. The office also keeps on file club constitutions and schedules of meetings. Faculty advisers t o 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 t o other Boards and Commissions under the Augsburg Student Society. A weekly bulletin of events is prepared for the Echo by the Office of the Center Director, and the College Master Calendar is also kept by the office. GRADUATION REQUIREMENTS Following are the requirements for graduation with the Bachelor of Arts degree from Augsburg College: 1. 2. 3. 4. 5. Satisfactory completion of the General Education Requirements described below. Completion of a major. A total of 180 quarter credits. At least 5 4 credits in courses numbered above 50. A minimum of "C" average in all courses taken and "C" average (2.0) in courses which apply toward the major. 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. 2. 3. 4. 5. 6. 7. 8. 9. 10. 1 1. 12. English Writing and Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-10 4 History 1 or 2 or 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...................................................... 5 Religion 11 Sociology 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1 Physical Education 1, 2, 3 (one year) . . . . . . . . . . . . . . . . . . . . . . . . Fine Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0-5 Philosophy.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-5 Foreign Language - Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0-25 Natural Science or Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8-12 4 Political Science or Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Speech-Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-5 Religion (above Religion 1 1) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 0 credits credits credits credits credit credits credits credits credits credits credits credits The first five course requirements listed above should be taken in the freshman year. except that students with majors in biology, physics, chemistry, music, or medical technology may postpone history or sociology until the sophomore year. I t is recommended that the general education requirements be completed in the first t w o years of college, except item 12 above which should be taken in the sophomore, junior, and/or senior years. The requirement in English writing and literature consists of three options: (1) English 11 and 12: (2) English 1 1 and either 12. 30. 35. 4 0 or 45; (3) English 30, 35, 40, or 45. Options will depend upon high school rank, test. writing demonstrations. and teacher's recommendations. t:. The fine arts requirement may be met by successful completion of Music 30: Art 1, 86, 87, 88: Speech 41, 61 ; or exemption by petition on the basis of participation in drama, music, art, and extensive readings. Philosophy 21.22.23 or any other course i n philosophy except 99. will meet the philosophy requirement. The foreign language-literature requirement may be met in several ways. Students who have completed four or more years of one foreign language in high school are exempted from the requirement. If they have studied from one t o three years of a foreign language in high school they have three options: (1) complete the equivalent of four terms of one foreign language in college; (2) complete t w o terms of one foreign language in college (or its equivalence) plus one term of study in a foreign country (excluding Canada): (3) complete four terms of literature i n translation or at least t w o terms of literature in translation and one or t w o 'ierms of linguistics and philosophy of language t o make a total of four terms. .his I Students who have studied no foreign language in high school have t w o options for meeting the foreign language-literature requirement: (1 complete four terms of one foreign language in college: (2) complete t w o terms of one foreign language and three terms of foreign literature in translation, linguistics, or philosophy of language, of which at least one must be literature in translation. In the natural sciences, t w o courses in biology, chemistry, mathematics, or physics satisfy the requirement. It is recommended that the t w o courses be taken in the same department. Students 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. Students may choose from Political Science 20. 21. 2 2 or Economics 22, 23 for the requirement in political science or economics. The general education requirement in speech-communication may be satisfied by: Speech 11. 15. or 51; Philosophy 23; or English 55. MAJORS AND MINORS The following majors are offered: American Studies Art Biology Business Administration Business Education Chemistry Classical Languages Economics Economics and Business Administration Elementary Education English French German 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. Communication, and Theater Arts Students are required t o apply for the major and obtain approval of an adviser in the department offering the major. This is normally done in the spring term of the freshman year. A student may earn a minor in most of the fields listed above. Minors are also offered in Greek, Latin, and Library Science. For major and minor requirements, see departmental statements. ELECTIVE CREDITS Most courses of study are designed t o give the student an opportunity to 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 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 considered separate departments for this purpose. A student may earn up t o five credits in independent study courses in one year. A maximum of ten credits earned by independent study may be applied toward the 180 credits required for the degree. PROFICIENCY IN WRITING Students are required to take a writing test at the beginning of the junior year and 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 follows: ... Summa Cum Laude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.8-4.0 Magna Cum Laude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.5-3.79+ . -3.49+ Cum Laude . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.1 grade average grade average grade average To be eligible for these honors. the student must have completed at least one year of work at Augsburg, and his record at Augsburg. as well as his transfer 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Satisfacton/. 2 grade points per credit D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . Passable. 1 grade point per credit F . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Failure. 0 grade points per credit f ........................................................ - . . . . . . . . . . .Condition I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Incomplete .. W . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . course withdrawn during first eight weeks; or student withdrew from college. S (satisfactory), P (pass). N (no credit) indicate level of achievement. Grades of W, S, P. N do not affect the grade point average. A grade of WF is computed with 0 grade points per credit. 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 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 at 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 t o one-half the credit registration in determining laad 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 t o 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 t o students who have gained an average record of B, or three grade points per credit, in the preceding term. No student is permitted t o carry work for more than 19 credits per term. Students working part-time are urged t o arrange the amount of their registration 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. 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 eight weeks of classes is followed by W. No course may be cancelled after the eighth week of classes. A student who finds it necessary t o leave school before the end of a term must cancel his registration at the Registrar's Office in order t o remain i n good standing. CLASSIFICATION In order t o be classified as full-time, 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 and grade points: Sophomore Junior Senior Credits 36 84 130 Grade Points 72 168 260 Students are classified by this regulation at the time of their registration each school year. Non-degree students are classified as special students. Students carrying less than 1 2 credits are part-time students. PROBATION AND DISMISSAL A student may be placed on scholastic probation at the endof a term if his achievement is unsatisfactory. The following guidelines are used in-placing a student on probation: Freshmen with a cumulative GPA below 1.5 Sophomores with a cumulative GPA below 1.6 Juniors with a cumulative GPA below 1.8 Seniors with a cumula.tive GPA below 2.0 A student will be removed from probation when his cumulative GPA exceeds the minimum listed above, If a student has been on probation 2 or more terms consecutively he is subject t o dismissal at the end of the following spring term. A student who has a poor academic record may be strongly advised t o withdraw before the end of spring term, but if he wishes t o do so he may continue on probation until the end of the spring term. Dismissal from the college at the end of the spring term will not be automatic. Each case will be reviewed by the Committee on Admissions and Student Standing. A student who has been on probation for t w o terms and withdraws from the college voluntarily must have special permission t o re-enroll. 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 t o be absent because of illness or for other reasons should report the reasons for the absence t o their teachers. For prolonged absence of over one week due t o 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 t o exact periods absent, are issued by the Dean t o 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. EXAM INATIONS 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 Registrs: who forwards them t o the students, parents, and advisers. Final reports are sent at the end of each term t o the parents. students, and advisers. Written examinations are regularly scheduled at 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 or the Registrar t o take a final examination at another hour than that scheduled, he is charged a fee of $ 1 0 for such an examination. Before he takes the examination, he must obtain a signed statement from the Dean or Registrar and bring it t o 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 t o take a comprehensive examination must apply in writing t o 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 at the University may be transferred t o Augsburg College and counted towards graduation. SPEClAL PROGRAMS OF STUN AFFILIATION WITH SCHOOLS OF NURSING Student nurses in the Schools of Nursing at the Lutheran Deaconess, Fairview, and Methodist hospitals in Minneapolis receive some of their instruction at Augsburg College. Application for admission to the Schools of Nursing should be made to the hospitals directly. MEDICAL TECHNOLOGY In cooperation with the Hennepin County 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 Arrangements have been made under which Augsburg College students may spend their sophomore or junior year in study at a number of European educational institutions. These institutions are: The University of Oslo, Norway; Schiller College and The Goethe lnstitute in Germany; and The lnstitute for American Universities at Aix-en-Provence in France. Study at 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 at 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. CORRECTIVE THERAPY A program in CorrectiveTherapy worked out in cooperation with the Veterans Administration Hospital, Fairview Hospital, and Cambridge State Hospital, is available to students who complete a major in physical education with specialization in Corrective Therapy. Admission to the curriculum requires an application to be approved by the Director of Physical Education. Application should be made during the spring term of the sophomore year. Candidates are required to have a 2.5 grade-point average in work completed in the major and a 2.0 grade-point average over-all. All candidates should, as soon as possible, consult with the Director of Physical Education regarding proper sequence of courses. HONORS PROGRAM For superior freshman students, some special accelerated sections are available in such subjects as philosophy and history. For superior students of all classes, special colloquia (interdisciplinary honors seminars) are offered each term. Some departments of the college offer programs through which the student can earn honors in his major field. One provision available throughout the college that is of particular value to able students is the opportunity to do independent study in fields of interest. For students who apply for and receive special status as Honors Scholars, General Education requirements are modified as necessary to meet a student's needs and interests. Students of high ability who are r t:. .his '. I 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 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), hisher 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 office of the Dean or the President of the Student Society. - THE PASS/NO CREDIT GRADING SYSTEM A Pass/No Credit grading system is available to juniors and seniors, applicable to a maximum of one course per term. The provisions of the system are as follows: 1. Juniorsand 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
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- Augsburg College Interim Catalog, 2002
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......................2
Options ......................4
Visiting Students ................5
About This Catalog................. 5
Calendar ........................6
Interim Courses ...................7
Lifetime Sports ...................36
Interim Abroad .................. 38
Other Courses ...
Show more ......................2 Options ......................4 Visiting Students ................5 About This Catalog................. 5 Calendar ........................6 Interim Courses ...................7 Lifetime Sports ...................36 Interim Abroad .................. 38 Other Courses ...................39 Introduction Introduction to Interim The College follows a 4- 1-4 calendar, with fall and spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. The College is changing its calendar next year to a 4-4 calendar so January Interim 2002 will be the last opportunity to take an Interim course. Freshmen are required to take an Interim course their first year. All other current students are expected to complete the two interims required for graduation. Interim is an opportunity for intense concentration on a single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should be prepared for at least 40 class hours during the Interim and should anticipate the equivalent of the normal two hours of study for each class hour. Since the course length is only 3 112 weeks, attendance at every class is imperative. While it is expected that students will attend every class period, instructors will establish the precise attendance policy for their courses. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a PassINo credit basis. A few Interim courses are graded only on the PIN system; this is indicated in the course description. Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers listed and students must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees, although intended to be accurate, may change and students should check with the instructor to verify the final costs. Day school students (3.0 credits or more for fall) can take a total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full time, they will be charged. Weekend students can take 1.0 course credits in Interim as a cross registration and will be charged WEC tuition $1321 per course credit and a $25 technology fee. If they do so, they may petition to take an additional 1.0 course credit in Weekend College for winter trimester. Augsburg College, as afirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to Betty Wade, afirmative action coordinator, Ofice of Human Resources, CB 79,Augsburg College, 221 1 Riverside Ave., Minneapolis, M N 55454. She can be reached by telephone, (612) 330-1023; or by e-mail, <wadeb@augsburg.edu>. Options International Interim-Students are invited to participate in the international Interim courses offered by the Upper Midwest Association for Intercultural Education (UMAIE) and other consortia. These course opportunities are listed on page 38. Some courses have early registration deadlines. Internships deadline-Friday, December 7. January Interim internships must be planned in advance. Students electing an internship must meet departmental requirements and present a signed internship-learning agreement plan to the Center for Service, Work, and Learning (1st floor Memorial) by the first day of Interim classes. The learning-agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning internships is available in the Center for Service, Work, and Learning. Independent studylresearch or directed study-Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim. Students choosing to pursue independent or directed study must: 1. Meet departmental requirements 2. Present to the registrar a copy of the proposed study plan approved by the supervising faculty member and the directedlindependent study registration form. These forms must be submitted by December 1. Appropriate study proposal and registration forms can be obtained in the Office of the Registrar. Interims at other schools-Augsburg students may enroll at any other 4-1-4 institution that offers a reciprocal Interim arrangement. Catalogs of these Interim programs are available in the registrar's office. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 4-1-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's general education requirements or major requirements. Visiting Students Augsburg College welcomes students from other 4- 1-4 schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition does not include special fees, housing, or board costs. Other students will be charged $1,844 for the Interim course plus a $25 technology fee. Students interested in registering for an Augsburg Interim should write to the Office of the Registrar for application forms or use the forms provided by the Interim office at their own school. There is an application processing fee of $25. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Office of Residence Life. It should be noted that neither ACTC exchange students nor visiting students may register for 199,299,399, or 499 courses. About This Catalog The catalog lists courses by departments in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the College for Interim credit. Students may also register for one of the lifetime sports listed at the end of the catalog. Courses that include travel are marked with an airplane. Interim Calendar 2002 November 13 to December 1 January 3 . . . . . . . . . . Interim registration ..........................First day of Interim Time I-9:00 a.m. (first day) Time 11-1:15 p.m January 4 . . . . . . . . . . . . . . Last . day to register or add a class January 7 . . . . . . . . . . . . . . . . . . . . . . .Last day to drop a class without notation on record January 16 ..................... Last day for determining grading option with registrar January 16 .........Last day for withdrawing from courses January 2 1. . . . . . . . . . . . . Martin Luther King Day-no class January 25. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interim ends January 29. . . . . . . . . . . . . . . . . . . . . . . Spring semester begins February 1 . . . . . . . . . . . . . . . .Interim grades due to registrar The time, number, and length of meetings as well as the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 to 11:45 a.m. (Note:on the first day, Time I classes will begin at 9:00 a.m.) Time 11: 1:15-5:00 p.m. Note: Martin Luther King Day-no class For More Information For more information contact Barbara Pappenfus in the Interim Office at 612-330-1 150. h f e Drawing ART 247-J Instructor: John McCaffrey A study of undraped figures for art students and non-art students. The figures will be depicted with a variety of drawing media. Students will study form, structure, skeletal and surface anatomy, proportion, rendering techniques, and composition. There will be a $45 fee to be paid on the first day of class Liberal Arts Perspective: Aesthetics Maximum Enrollment: 20 Tme: I Room: Old Main 17 /Topics: Watercolor Painting: Art of the French Table ART 300-J Instructor: Tara Christopherson A !r' Aim What Arles cafe seated Van Gogh on the yellow chair he immortalized? What Provencal traditions produced the inspiration for Cezanne's still life, Fruit Bowl, Glass and Apples? How did the region's pottery and glass artisans influence the dramatically modern Leger and Picasso? The wallpaper in Matisse's tableau, Harmony in Red-did it hang in his studio on the outskirts of Nice? And FragonardProvencal romantice, what perfumes from his native Grasse inspired his flower-filled paintings? In this course, students learn transparent watercolor techniques and experience the art of the French table by painting on location-subject matter, conversation, locations, and traditions that inspired masters. For more information, contact Prof. Tara Christopherson, 612-330-1232. Maximum Enrollment: 15 Marine Biology of the Florida Keys BIO 140-J BIO 340-J Instructor: William Capman dLm The Florida Keys provide an excellent site for study of natural history and ecology of marine, coastal, and sub-tropical communities. This class will spend about two weeks in Florida at the Newfound Harbor Marine Institute located on Big Pine Key. The institute offers laboratory facilities, oceangoing research platforms, housing, and a dining hall. Field trips to coral reefs (Looe Key National Park), tide pools, turtle grass flats, mangrove islands, and upland hammocks will be led by professional naturalists from the institute. Organisms and communities will be studied on site and in the laboratory. Research projects will be initiated shortly after arrival at the station in order to provide opportunities to gather data over a period of several days. Visits to Pennicamp State Park, Key West, and the Everglades will be included. Evaluation will be based on: BIO 140: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, and (4) final exam. Prerequisite for BIO 140: Any one of the following courses or their equivalents-BIO 101, 102,103,113, 114, or consent of instructor. BIO 340:(l)field and laboratory records, (2)personal journal, (3)quizzes at Marine Institute, (4)written report of the research project, and (5)final exam. Prerequisite for BIO 340: BIO 351 or BIO 481 or consent of the instructor. Estimated cost of the course: $2,500 (includes airfare, all ground transportation, housing, and meals while at the institute). Contact the instructor for details. Prerequisite: See Above Maximum Enrollment: 12 Time: II Room: Science 225 Rhe Biology of Aging BIO 185-J Instructor: Bob Herforth With the aging of the Baby Boom generation, interest in, and research on, the biological basis of the aging process has taken on an air of urgency, compared with an earlier more leisurely approach. This course surveys functional changes which occur in the body with age and diseases associated with aging, such as osteoporosis, Alzheimer's disease, and cardiovascular disease. The major theories that have been proposed to explain what causes aging will be presented, including findings on the cellular and genetic basis of aging. Attention will also be focused on the results of attempts to slow the aging process in experimental animals and humans. Prerequisite: None Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 25 Time: I Room: Science 315 /personal Finance BUS 240-J Instructor: Ashok Kapoor This is an introductory course in personal financial planning. Students will be introduced to budgeting, credit, income taxes, insurance, real estate, investment and retirement planning. Evaluation: Quizzes and exams. Prerequisite: None Maximum Enrollment: 25 Time: II Room: Foss 43 Responding to the Challenge of Japan BUS 368-J Instructor: Steven LaFave This course provides an examination of current Japanese business practices using a cultural perspective. A multimedia approach will be employed involving film, television documentaries, radio speeches, and readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of the students. Evaluation will be based on a paper, two 20minute sessions of seminar leadership, class participation, and mid-term and final examinations. This class should be of interest to anyone majoring or minoring in international business or any field of business administration, as well as anyone interested in Japan. Students who cannot attend every class should not enroll in this course. Prerequisite: Junior standing or consent of the instructor Liberal Arts Perspective: Intercultural Awareness I Maximum Enrollment: 25 Time: I Room: Old Main 29 Introduction to Polymer Chemistry and American Plastic CHM 104-J Instructor: Ron Fedie Previously there was the Stone Age, Iron Age, and Bronze Age. Now we live in the Age of Polymers (and Plastics). Without this innovative technology, life as we know it would be much different. The variety of polymer molecules and their properties make up many, diverse plastics and the variations are endless. Many items and materials in the areas of coatings, adhesives, leisure/sports equipment, building/construction, automobiles, furniture, clothes, medical supplies, cosmetics, and others that are used everyday come from different polymeric materials made from polymer molecules. In this course we will explore and discuss the world of polymer chemistry. Polyethylene is one of the most commonly used synthetic polymers in "plastic" wrap and trash bags. A common natural polymer, polyisoprene, is collected from the sap of rubber trees and tires, golf balls, and latex gloves are just some of the many uses. The class will focus on two books. One, American Plastic: A Cultural History, by Jeffrey Meikle, for the historical perspective of our world of polymers. Themes from the book, the different types of polymers used, and recent themes such as the recycling of plastics will be discussed. A second book, Giant Molecules, by Grosberg and Khokhlov, will help with the previously mentioned themes and give more depth to the broad world of polymers not covered in Meikle's book. There will be six lab periods in which some polymer molecules will be made and several of their interesting properties will be explored. Students will be graded on 25 group worksheets, six quizzes, six reflection papers, six lab periods, and an individual project and presentation. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 1 or 2 Maximum Enrollment: 22 Time: II Room: Science 315 States of Maiter (.50 Credit) CHM 114-J Instructor: Joan Kunz CHM 114 provides an overview of the main states of matter, examining the laws governing the behavior of gases, liquids, solids, colloids, and solutions. The course connects chemical theory and models of matter with real world behavior and application. CHM 114 is a required transitional course for students needing one year of general chemistry who enter at the CHM 105 level and intend to take CHM 116 in the spring. CHM 106 will not be offered in the spring of 2002; all students needing two semesters of general chemistry must take either CHM 1151116 or CHM 10511141116. Prerequisite: CHM 105 Time: I Room: Science 212 Introduction to Computer Science and Communications CSC 160-J Instructor: Charles Sheaffer This course introduces the major areas of computer science and computer communications. These areas are: algorithms, algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating systems, programming languages, operating systems, theory of computation, mathematical foundations of computer science, Turing machines, computer communications and the Internet, packet switching, Internet services, and operation. This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will be based on examinations, labs, and homework. This is not a course in computer applications or how to use computers, although we may touch on these topics. Prerequisite: Math Placement Group 3 Maximum Enrollment: 25 Tune: I Room: Sverdrup 202 UNlX and C CSC 272-J Instructor: Karen Sutherland Study of UNIX operating system and the C programming language. It is assumed that the student has knowledge of programming methods and has done programming in some other language. Grading will be based on examinations and programming assignments. Prerequisite: CSC 170 or programming in some other language Maximum Enrollment: 20 Time: II Room: Sverdrup 202 School and Society EDC 480-J Instructor: Joe Erickson -l'l~iscrmrse will rxanainc. the rr~lcof schools and ducatinn in two cultures: the United States and Nicaragua. Participants will have an opportunity to see how these two contrasting cultures and social systems view the role of schools within their societies. Every system of learning has both opportunities and defects. Those in leadership roles within each system make choices about how to educate. The goal of the course is to enhance participants' understanding of the role of teaching and learning within a society, both in the formal elementary and secondary educational systems and in non-formal educational structures such as adult literacy campaigns. For more information, contact Prof. Joe Erickson, 612-330-1647. Prerequisite: Sophomore-standing education majors & completed PPST & admitted to the education department Liberal Arts Perspective: Social World 1 or 2 Graduation Skill Requirement: Writing (If taken in conjunction with EDC 200.) Time: WEClDay 1 Topics: Live Theatre Here and Abroad: The Best of Two Worllds ENG 282-2 Instructor: Ron Palosaari & Darcey Engen W f/F , ~ I London, an exciting city to visit, has the best live theatre in the world. MinneapolisISt. Paul is one of the best places for drama in America. We will spend 10 days enjoying London theatre, nightlife, and cultural opportunities. Then we will return and study Twin Cities theatre, which has its own strengths. Students will also be assigned several museums and art gallery visits, hear guest speakers that will include directors, actors, and stage managers. Our course will be especially good for those students who want to travel abroad but are looking for a shorter or less expensive trip. Any interested student, however will find this course a rich educational experience. For more information, contact Prof. Ron Palosaari, 612-330-1005, or Prof. Darcey Engen, 612-330-1549. Prerequisite: None Liberal Arts Perspective: Aesthetics Topics: Investigating the Victorian Thriller ENG 282-D ENG 482-D Instructor: Dallas Liddle This course will study the phenomenon in 19-century Britain of the popular novel of suspense, mystery, and terror. From Frankenstein early in the century to Dracula at its end, the nightmares imagined by novelists of Great Britain have continued to interest and horrify readers throughout the 20th century. Early in the century these tales were generally either "Gothic" (stories of horror and the supernatural set in Italy or Spain) or "Newgate" novels (true-crime stories about the lower classes). By the 1860's however, popular novelists including Charles Dickens, Mary Braddon, Eliza Wood, and Wilkie Collins were producing a stunningly successful series of works in which the action was set in the everyday world of the Victorian middle classes, and the villains (as one reviewer remarked) seemed like people the reader might meet at dinner. Often challenging and sometimes subversive, these novels drew intense public scrutiny by raising issues that the politer genre of domestic fiction could hardly hint at including gender roles and sexual transgression, class and race oppression, obsession and madness, and the dark sides of urban life, industrial poverty, and empire. We will read several of the best of these thrillers, at the same time actively investigating the culture that produced them. We will read original reviews and responses, including parodies, and learn about the context of newspaper and magazine journalism in which several of the novels appeared. While we investigate the power of the Gothic and Sensation genres for their original audiences, however, we will also work to determine why these novels have continued to appeal to successive generations of readers. Course grades will be based on class attendance and participation, two short papers, a group presentation, and a final exam. Upper-level students will read one additional novel, write a research-based paper on it, and share the results of their research with the class. Prerequisite: ENG 111 Liberal Arts Perspective: Western Heritage Maximum Enrollment: 25 Time: II Room: Foss 20 Topics in History: Minnesota History HIS 195-J Instructor: Bill Green This course will cover the early racial, ethnic, political, and economic history of Minnesota, focusing on the Ojibway and Dakota, the explorations of the French and British, the U.S. territorial era, and statehood. We also will look at how European immigration impacted Minnesota, and how the rise of various political movements influenced the governance of the state. Prerequisite: None Maximum Enrollment: 25 Time: I Room: Old Main 23 Dance (men only) (0.5 course credit) HPE 232-M Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Maximum Enrollment: 12 Time: I- 1~,118,119,1110,1111,1114,1115,1116 Room: Melby Gym - center court Dance (women only) (0.5 course credit) HPE 232-W Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Maximum Enrollment: 12 Time: I - 1~,118,119,1110,1111,1114,1115,1116 Room: Melby Gym - center court Instructional Materials & Methods in Health Education HPE 390-J Instructor: Eileen Uzarek This course will cover principles and methods of instruction applied to health education(5-12). Emphasis upon teachingllearning strategies and student assessment. Development and delivery of lessonslactivities is included. Students are evaluated by their peers and the instructor on their ability to create, deliver, and assess health education lessons in a "real"c1assroom. Evaluationlgrading is also based upon the completion of a "technology project:' resource file, and exam. Prerequisite: HPE 110 Maximum Enrollment: 25 Time: I Room: Melby 202 Sailing in the Virgin Islands HPE 455-J Instructor: Joyce Pfaff 1'1 e>m Designed for the beginning and intermediate sailor interested in the art and practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will live aboard a 43'-46' fixed-keel sailboat with five to six other people and will function as an active crew member. Actual on-the-water instruction will be the major part of the course. Sailing will include cruises to the various islands and cays in the British and American Virgin Islands. Snorkeling and wind surfing will be available on an optional basis. Some classes will be held in December prior to leaving for the Virgin Islands in January. The course cost is $3,500, which includes airfare for Augsburg day students and qualifying Interim exchange students. Others will have to pay regular Interim tuition in addition to this course cost in order to receive academic credit. PIN ONLY. Applications may be picked up from the office of Joyce I Pfaff, Melby Hall 121, Augsburg College. They must be turned in with deposit and appropriate signature before final acceptance is given. Prerequisites: Permission from Joyce Pfaff, health and physical education department, 612-330-1247; no smoking is allowed; basic swimming skills; Graduation Skill Requirement: Lifetime Sport, also one course credit upper division Maximum Enrollment: 10 ( A waiting list will be kept after the original 10 spots are filled) Introduction to Islam INS 225-J Instructor: Amin Kader This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and political systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). Some effort will be made to deal with the similarities and differences between Islam and both Christianity and Judaism. Students will also visit one of the mosques in the Twin Cities. Evaluation is based on two tests and a paper. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 25 Time: I Room: Old Main 27 Paideia Seminars INS 255-J Instructor: Anne Kaufman Students will participate in a series of seminars following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates. Students will also view selected films for seminar discussions; develop and lor hone skills of mature, intellectual talk; observe seminars conducted in a St. Paul public school; evaluate their own behaviors during seminars, and lead seminars. Students will be assessed on journal entries including evidence of seminar preparation, reflection, peer and self-evaluation, as well as a final summary paper. Graduation Skill Requirement: Critical Thinking Maximum Enrollment: 20 Time: I Room: Old Main 18 Topics: I've Been Working on the Railroad INS 268-J Instructor: Noel Petit An overview of the history, technology, economics, and future of railroading in the United States. Includes visits to rail and transportation facilities here in the Twin Cities as well as a rail trip to Chicago on Amtrak to experience intercity and commuter rail systems. Designed to give the student an understanding of the significance of this hidden part of the U.S. economy. The student will learn how significant Minnesota has been in the development of rail systems where we are going in this growing industry. We will have a special emphasis on the development of the towns of the Midwest. Students will complete four papers (one each week) and present their paper to the class (with multimedia images and videos) each week. Students will critique each presentation. Trip Fee: $300. Note: This fee will be placed on your student account when you register for this course. Prerequisites: Effective Writing English 111 Maximum Enrollment: 25 Liberal Arts Perspective: The City Graduation Skill Requirement: Speaking Time: I Room: Sverdrup 201 Work in the City Externship: Linking Education and the World of Work INS 298-K Instructors: Lois Olson & Lynda Olson This course introduces students to the nature of work, and its role and value to the individual and to society. Seminar format will focus on work as viewed by this generation and the requirements to succeed both now and in the future. A special emphasis will be on self-discovery learning activities, visits to Twin Cities businesses and community organizations, and discussions with panels of professionals. Students will be expected to research employment trends and career options, complete a portfolio of reflections, exercises and selfassessments, and give individual and group presentations. Students will also explore various organizations of the Twin Cities and understand their role and impact in a major metropolitan area. PIN grading only. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: II Room: Lindell 16 Native American Storytelling INS 332-J Instructor: Sophia Jacobsen The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will learn how the art of storytelling is integral to story content. Liberal Arts Perspective: Aesthetics or Intercultural Awareness 1 Maximum Enrollment: 25 Time: II Room: Music 23 Topics: The Czech Republic: Social and Cultural Impact of the Emerging Free Market Economy INS 495-C Instruclor: Stu Stoller This intensive experience in contemporary Czech culture and society will allow you the opportunity to develop an appreciation for the many diverse cultures that intersect in Central Europe. Students will reflect critically on how their own life experiences have shaped their perspectives in the world, and how this differs from people in other countries. During week one, there will be excursions and field trips that will explore the environs of Olomouc and study the history, culture, art, and architecture of the Czech Republic. Week two will focus on the Czech Republic's recent membership of NATO. Students will study the roots of the divisions of modern Europe, the concerns of the Czech government as it approaches membership in the EU. The final week will concentrate on developing a capitalist enterprise in the excommunist world, looking at how models are succeeding, and how different sectors of Czech society are responding to the changes in social norms and values, which underlie these new economic initiatives. For more information contact Stu Stoller at 612- 330-1772 Applied Algebra MAT 105-J Instructor: Su Doree Concepts of linear, exponential, logarithmic, and other models with an emphasis of applications to the social and natural sciences, business, and everyday life. Prerequisite: Math Placement Group 2 Maximum Enrollment: 25 Time: I Room: Sverdrup 1 I ' Math of lnterest MAT 173-J Instructor: Nick Coult Learn how to determine the monthly payments on a house or car. Find out how much you need to be socking away now to have a million when you retire. Learn how annuities, perpetuities, and life insurance work, and more. Evaluation will be based on classroom participation, quizzes, and a final examination. Prerequisite: Math Placement Group 3 or consent of instructor Graduation Skill Requirement: Quantitative Reasoning Maximum Enrollment: 25 Time: I Room: Science 205 Math of lnterest MAT 173-K Instructor: Ken Kaminsky Learn how to determine the monthly payments on a house or car. Find out how much you need to be socking away now to have a million when you retire. Learn how annuities, perpetuities, and life insurance work, and more. Evaluation will be based on classroom participation, quizzes, and a final examination. Prerequisite: Math Placement Group 3 or consent of instructor Graduation Skill Requirement: Quantitative Reasoning Maximum Enrollment: 25 Time: I Room: Science 108 I Topics: Sounds and Sights of Europe w M U 5 179-J Instructors: Roberta Kagin & Gabe Gabrielsen d m\,/I ' I ' h i ~cnlirse provides an opl~nrtiir~ity t1-r visit sonw of tlw F Great Eurclpeau c~~ltural ccfilers that ~~rovidcd the impctits f i l l I development of cultural life in the New World. For more information you may call Prof. Roberta Kagin, 612-330-1273. Liberal Art Perspective: Aesthetics Maximum Enrollment: 15 Survey of Rock History and Musical Style, 1951-1971 MUS 204-J Instructor: Ned Kantar An introduction to the fundamentals of music and musicology as they occur within the context of rock's inception (1950s) and maturation (1960s) periods. This course will examine the historical background, musical content, and methods of selected artists and their work. Evaluation will be based on class participation, written assignments, exam, and a group project. For non-music majors. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 25 Time: II Room: Music 3 . Skills of Music Theatre MUS 235-J THR 235-J Instructors: Sonja Thompson & Darcey Engen Music-theater exists in every culture, stemming from the basic human impulse to dance, sing, and express oneself. Come join theatre professor Darcey Engen and music professor Sonja Thompson as we explore this interdisciplinary art form, and assist you in developing your own performance skills. In addition to memorizing, analyzing, and performing your own scene from an opera, operetta, or a musical, you will also be introduced to music-theater from China, Japan, India, and other cultures. The course includes writing and research, class discussion and exercises, improvisation, and small and large group instruction. Performers of all levels are welcome, though some singing and acting ability is required. Interested students will be auditioned in December and appropriate material will be assigned. Course may be repeated with permission from the instructors. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 30 Time: I Room: Sateren Auditorium Beginning Norwegian I NOR I l l - J Instructor: Becky Hegstad This course is for students with no previous background in Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, quizzes, and a final exam. Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 25 Time: I Room: Old Main 26 The Philosophy of Socrates PHI 231-J Instructor: David Apolloni We shall examine the historical and intellectual background of Socrates and what our sources allow us to say about his person and teachings. We shall clarify and critically examine Socrates' key teachings: that virtue is a form of knowledge and that all virtues are somehow one; that evil is ignorance; whether or not virtue can be taught; that it is impossible for wrong doer to be happy; and that being a citizen requires obedience to the state's laws, even if that means accepting one's own death. There will be take-home written assignments and weekly quizzes. Prerequisite: None Liberal Arts Perspective: Western Heritage Maximum Enrollment: 25 Time: I Room: Old Main 13 Existentialism PHI 370-J Instructor: Bruce Reichenbach We begin with the philosophical background of Existentialism in Kierkegaard, Nietzsche, Husserl, and Heidegger. We then consider what it is to be beings-in-theworld by focusing on central themes such as freedom, absurdity, guilt, despair, paradox, risk, and the presence and absence of God in the philosophical and literary works of individuals like Sartre, Camus, Kafka, Beckett, and deBouvoir. Prerequisite: One prior course in Philosophy Maximum Enrollment: 25 Time: I Room: Music 22 Introduction to Space Science PHY 320-J Instructor: Ken Erickson This course provides a survey of Earth's space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). Evaluation will be based on two exams, class assignments, one research paper, and at least one class presentation. Prerequisite: Phy 245 or permission of instructor Maximum Enrollment: 15 Time: I Room: Sverdrup 206 Environmental and River Politics POL 241-J Instructor: Joe Underhill-Cady We live and work on the shores of the largest river in North America. It is the reason the Twin Cities are located where they are, and it continues to define the city, as human settlement here in turn has profoundly shaped the river ecosystem. Of late in cities across America there has been "a return to the river," and in this class we will be doing the same. The river stands as a remarkable symbol for the community, of continuity and change, of cycles and transformation, of the power and beauty of the natural world, and there is much to be learned from studying it. Using the Mississippi as the focus, this course looks at the changes in thinking about the relationship between humanity and the natural world, as the relationship has been expressed in literature, law, science, religion, political philosophy, and popular culture. Particular attention will be paid to legal and cultural conceptions of the natural world, including the ideas of property and ownership. We will explore the distinction between wilderness and civilization and the political function of the line dividing those two realms. We will cxplott. the ~bivorlhrt>ughthc cycs and cxpcrienccs c b f those whv have wr-rkerl ancl lived their lives along il, anrl through sitc visits to Incatio~lsalong thc river, speakers in class, nnd on the Internet. S!~tdentswill t~avi.iln opportui~ity to explow thcir own inttresrs in tl~criver through i n d i v i d u a l projects, ranging rrom boat building, lo Inhlying at the Stutc Ct~pital,In rhe vnrinlrs Mississippi Honds, tn river wolcl~yand "green consumerism." There will bc o p p o r t u n i l i e s to work will1 Incrll river-relatctl groups 011 thasc projccts,'~h~.ou~liont thc coursc s ~ t ~ d e nwill t s he encousngctl to drcnm, and to worlc o t ~talcing that vision and ~ i ~ a k i nit gn i.e:~li~y, in building wip port lor n projccr, in netwnrlritls, in hilvinp, palicnce, in fclllnw ing rhrouph, in working hartl, R I I ~ at ! tlir enrl, 11;lving sornr~l~i~ig concrete to show for thtir effilrrs. T11esc pmjcc~s can h~ B j~rtjtntypcfor the f ~ ~ t ~pt ur ~ r s r ~nf i l a vnratiori lo cnntribute lo thc*jrworld in whntcvor wny one is celled to tic1 SO. Liberal Arts Perspective: Social World 1 or 2 Graduation Skill: Critical Thinking Maximum Enrollment: 25 Time: I Room: Old Main 25 Understanding Asian America: The Politics of Identity POL 282-J Instructor: Andrew Aoki This course focuses on Asian Pacific Americans (APAs) and thcir chilnging p o s i l i o n in Amcrican socie~y,Innking a t history ns ~ c l as l contcinpnr:lry ile\~cloymcnls. L l x n ~ i ~ i n c s Elnw hltAs hnvc hccn idcn~ificdhy olliers, ar~rlhow Asian An~cricar~s itlcntify thcrusrlvcs. Will Al+'ir fi~llnwa "'racial" pailern Isii~~ibr to Al'laicnnAmcricarts), or will they follow nn "eihnic" pattern (similar lo I'uropean Arnoricans)? Tc, what cxtcrit rrrill those not nf E u r o p c a n dcqccnt be sccn as part CII the mainstream rather than the margins? These questions are relevant not just for APA affairs, but also for the larger social changes that are sweeping America at the beginning of the Science and Religion J .9. -- 7 - REL 374-J Instructors: Larry Crockett & Mark Engebretson For somc in our sncicty, scie~lccir t l ~ driving c enainc ofa l)cttcr, inore scclrre l i f t i ~ n dthe hasis h r a philosopl-ty of life. I:or n~hers, scici~ura nrl irs assaciatecl ~cchnologieq,n long wit11 its inviratinn tn hecomc n glnbal wnrltlview, constilcitc a gl-nvc tlircal. Smne Cl~rislinnspart irulnsly iccl thrcntencrl by science. Tlris coarse will adclrcss ~ h c s rlnatters in two ways. Firs!, it will I~cginwiih a historica! nvcrview nS tlie relatioi~s bstwecn scicncc and tllc Chrisiinn f6~itll, empl~wsizills~lircc periods: he clrigins o f the Clrrisiian faith, thu clevcl~ipmentof "morlern" sciencc ant! ~~~cclianistic ~diilrrsal~liy, and thr recvilluat ion [tf scicncc anil natulnchirr Ihc 201h rcnt~rry.Scconci, it will stlldy systematically the wnrlctvictm of scicncc and religion to see how they compare. Class tilnc will hc tlivirlud ,lmnng a variety of artivitics including lectures, wliolc class tlisctrssicms, snlall Rruilp IU rorials, arrrl an oxtended simtr Intion cxercisu in dcvclnpirrg a space cillol~y,itlrawitig from thr ide;is rlcvclopcll in ihr coiirse. (hurse cv:tluatic~nwill I>c hnsurl un two sl~ortexams, participation in small group tutorials based on assigned readings, a group project presentation, and a major synthesis paper based on the group project and course materials. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 30 Time: II Room: Science 205 Topics: Heaven, Hell and the End of the World: Interpreting Biblical Apoca!yptic Liferature REL 490-J Instructor: Philip Quanbeck I 1 This course is a study of the apocalyptic literature of the Bible with emphasis on the book of Daniel in the Old Testament and the book of Revelation in the New Testament, as well as apocalyptic themes elsewhere in the New Testament, such as the letters of the Apostle Paul. The apocalyptic literature of the intertestamental period will also be examined. This course will also address the legacy of apocalyptic literature in the history of Christian thought and experience including an examination of contemporary apocalypticism. This will include the role of biblical apocalyptic imagery in art, literature, film, and popular culture. Coursework will include group presentations, two exegetical papers on biblical texts, and a final project. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 1 or 3 Maximum Enrollment: 25 Time II Room: Old Main 25 Cultures of Violence SOC 290-J Instructor: James Vela-McConnell Street gangs and warfare. Police brutality and genocide. Domestic abuse and terrorism. What are the dynamics underlying these and other forms of violence? What do they have in common? How do they differ? This course takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives. With this in mind, we will compare different theoretical perspectives on violence, such as psychological, social psychological, and socio-cultural perspectives. The course will involve a combination of lecture and discussion based on readings and videos, debate of current issues in the field, and guest speakers from and field trips to local organizations dealing with problems of violence. Students will be expected to research, write about, and present on the sociological dimensions of a particular form of violence. In addition, there will be short reaction papers based on the readings, and classroom participation will be an important part of grading. This course has a lab fee of $25 payable the first day of class to the instructor. Prerequisite: None Maximum Enrollment: 25 Time: II Room: Old Main 13 Topics: The Sociology of Social Movements SOC 295-J Instructor: Lars Christiansen Scores of social movements have shaped and challenged the social, political, and economic institutions of the United States. Many of these protest movements seek to change the established social order; some seek its defense and preservation. This course offers the sociological study of social movements in the United States within the last two centuries. We will explore important question such as: Why do people engage in protests at certain times, while at other times reamin silent? Why are people willing to risk their lives to create social change? How do social movements form, and what causes their decline? Is the use of violence an effective means of establishing social change? We will address these and other crucial questions through a systematic study of several social movements including labor, civil rights, feminist, environmentalist, and anti-global capital movements. Prerequisite: Soc 121 or permission of professor. Maximum Enrollment: 25 Time: II Room: Old Main 29 Documentary Video SPC 347-J Instructor: Deb Redmond Documentary video is a video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. Students will work in production teams, gaining experience in field production and editing. The production teams will produce a 30-minute documentary piece. Evaluation will be based upon student journals, critiques, and a paper. This course requires additional lab time for editing. Prerequisite: None Maximum Enrollment: 16 Time: I Room: Science 123 Exploring Human Services SWK 257-A SWK 257-B Instructors: Glenda Rooney & Francine Chakolis Experiential learning occurs as students volunteer 60 hours in a service agency or institution that they select. The placement must be approved by course faculty and supervised by agency staff. The course is designed to introduce the fields of practice in social work and to help students explore a possible major in social work or future career in the human services. The three-hour weekly seminar is devoted to discussions that assist students in integrating agency experiences and readings that explore the historical development of social welfare as an institution and the nature and value system of social work as a profession. Students will also examine and critique the manner in which social, economic, and political structures impact diverse groups in society. Students will focus on their own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as poverty and the "isms." Detailed information will be sent to students at the close of Interim registration. Liberal Arts Perspective: The City Maximum Enrollment: 60, 2 sections Time: I Room: Foss 21 A and B Field Work I: Integrative Seminar SWK 307-A SWK 307-B Instructor: Curt Paulsen & Joe Clubb Junior social work majors are required to have 240 hours of supervised professional experience in a social work agency. This small group seminar supports the first 120 hours of this placement and is facilitated by the faculty member who serves as liaison to the student's practicum field agency. The course provides structure and process for students to integrate learning from their practicum and academic coursework focusing on generalist practice with individuals. Prerequisites: Candidacy status, SWK 301, and SWK 306 Maximum Enrollment: 12 Time: I Room: Murphy 111 Introduction to Dance (0.0 credit) THR 002-T HPE 002-T Instructor: Sandra Agustin With each session beginning with a rigorous physical warmup, this class offers an overview of various forms of dance, including modern, ballet, Asian, and Latin forms. Each class includes a rigorous physical warm-up, mixing yoga, pilates, and modern dance. Graduation Skill Requirement: Lifetime Sport Prerequisite: None Maximum Enrollment: 15 Time: 12:OO-1:00 M, T, W, Th, F Room: Sateren Auditorium Modern Dance/lmprovisation THR 004-J HPE 004-J Instructor: Sandra Agustin Students will learn various phases of movement incorporating floor exercise and will learn to travel through space using level, volume, and floor pattern, culminating in the creation of short, improvisational pieces. Graduation Skill Requirement: Lifetime Sport Prerequisite: THRIHPE 002 or instructor's permission. Maximum Enrollment: 15 Time: 1:OO-2:00 M, T, W, Th, F Room: Sateren Auditorium Skills of Music Theatre THR 235-JIMUS 235-J Instructors: Sonja Thompson & Darcey Engen See course information listed under MUS 235-J. Resources for Youth and Family Ministry Y FM 201-J Instructor: Nancy Going The Twin Cities are home to many youth and family organizations and parachurch ministries. This course in an unbelievable opportunity to visit many of them, and to get to know many of the creative people who have conceived and given shape to significant resources for the church. In addition, students will have hands-on opportunities to review and use the printed, music, media, and Web resources that are shaping ministry in the church today. Finally, students will learn a process for planning, and develop their presentation skills by providing leadership for a two-day retreat. Retreat costs: $30. We will pool transportation for site visits and the retreat. Prerequisite: REL 111, 221, or 331 Maximum Enrollment: 25 Time: II -January 3, 4, 7 - 11, 17, 18, 22, & end with retreat on January 23-24 from 9:00 a.m. on January 23 to 8:00 p.m. on January 24. Room: Sverdrup 1 Peer Ministry: Principles and Leadership YFM 232-J Instructor: Lyle Griner Students will be instructed to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listenerlhelper. Peer ministry integrates the act of caring and serving others within a Christian belief system. Prerequisite: REL 111, 221, or 331 Liberal Arts Perspective: Christian Faith 3 Maximum Enrollment: 15 Time: 9 a.m. - 11:30 a.m. on January 3,8, l0,22, & 24; and 9 a.m. - 5 p.m. on January 14, 15, 16 & 17 Room: Sivertsen Lifetime Sports The following activities are available to students during Interim, and students may register for these classes as well as for a regular course. These activities do not carry course credit but do meet the lifetime sports requirement for graduation. Lifetime Sport: Badminton/Pickleball HPE 002-B Instructor: Brian Ammann Practice and playing of badminton and pickleball. Grading: PIN only. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time: 12:OO-1:00 M, T, W, Th, F Room: Melby Gym-northlsouth courts Lifetime Sport: Ultimate Frisbee HPE 002-F Instructor: Paul Grauer Practice and playing of ultimate frisbee. Grading: PIN only Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time: 12:OO-1:00 M, T, W, Th, F Room: Air Structure Lifetime Sport: Golf HPE 002-G Instructor: Brian Ammann Practice in the various shots used in the game of golf. Grading: PIN only Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 16 Time: 1:00-2:00 M, T, W, Th, F Room: Air Structure Introduction to Dance HPE 002-T/THR 002-T Instructor: Sandra Agustin See course information listed under THR 002-T. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 15 Time: 12:OO-1:00 M, T, W, Th, F Room: Satern Auditorium Modern Dance/lmprovisation HPE 004-JTTHR 004-J Instructor: Sandra Agustin See course information listed under THR 004-J. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 15 Time: 1:00-2:00 M, T, W, Th, F Room: Satern Auditorium Interim Abroad UMAIE SPP 201-J Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, that offers overseas learning experiences during the Interim. Further information about the following - courses can be obtained from Cynthia Truitt Lynch at the Center for Global Education, CB 307, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454,612-330-1650. These courses are offered on a PIN basis only and generally carry a lower division number. Africa e5 the Middle East African Stories: Philosophical Ideas in Literature Crossroads Africa: Arts and Culture in Morocco The Natural History of Tanzania Australia and the South Pacific Sustainable New Zealand: Ecology, Economy and Society Australia: The Economy and its Social Context Europe Introduction to Peace and Conflict Studies: The Northern Ireland Context The Czech Republic: Social and Cultural Impact of the Emerging Free Market Economy Tltr 13rrcqlish Srlrard nnrl l:rrt~riiy:A Cot?~parrrtiveStudy in Nirt', Id~*tlr), and Paris Frct~rhI,nri,vra,qc rrrtd Culrr~n~ ?t~~errnl?rli~rrr .'ipnrrisi~C n ~ r g i r g rrrlrri Ctrl/rri-cin Southern Spain Live Theatre In and Around London The Lost Generation: Americans in Paris Spain: The Influence of a National Culture on Organizational Practices Theatre in England Watercolor Painting: Art of the French Table The European Union in the 21st Century Latin America and the Caribbean School and Society . Other Interim Abroad Courses HECUA Development and Community in Bangladesh ACTC Peace and Conflict Resolution in Northern Ireland ACTC Creative Writing Workshop at Hamline: Transforming Genres Course will carry upper division English credit Instructor: David Mura David Mura will teach the ACTC 2002 advanced creative writing course at Hamline University. His topic will be "transforming genres." Mura, a poet, creative nonfiction writer, critic, playwright, and performance artist, will encourage students to write in one genre to explore shifting their work to another genre. The total class size will be limited to 2-3 recommended students from each college. Prerequisites: Eng 226, or other introductory creative writing course, and recommendation of the creative writing faculty. To apply for this course, contact Professors Cass Dalglish and Doug Green. Maximum Enrollment: Three student writers from each of the ACTC colleges. Other Courses These courses are offered by institutions or groups not connected with Augsburg College but have been approved for credit by the College. Most carry a tuition cost plus other expenses that are the responsibility of the student. They are offered only on a PIN basis. Inside Washington 2002: Academic seminars Politics and the Media Politics, Power, and the Presidency January 6-1 8, 2001 Pol 398-A(l.O Credit) January 2002 marks the end of President Bush's first year in office and the beginning of the race for the congressional midterm elections that may mean a party switch in the House or Senate. Much is also at stake at the state level as numerous gubernatorial races may determine who will run for president in 2004. Many retirements and new seats as a result of reapportionment and redistricting means that the political deck is being reshuffled. Who will be advantaged? What are the likely outcomes? What main forces will be at play? How will President Bush's policy agenda affect the political landscape and what role does the media play in the political and policy games of Washington, D.C.? Inside Washington 2002 is an exceptional opportunity for students to step into the fire of politics and gain a unique insight into these and many other issues. Through site visits, tours, briefings, and lectures, politicians, media personalities, policy makers, and scholars will take students on a behind-the-scenes journey through the halls of power. Don't miss this special opportunity to go inside Washington! The first week, "Politics and the Media:' will examine how the relationship between politicians and the media shapes political news. The second week, "Politics, Power, and the Presidency:' will explore the first year of the Bush Administration, and the influences that affect the public policy agenda of any new presidential administration. For further information about the program see Professor Hedblom in Memorial Hall 117A, call her at 330-1197, or email: hedblom@augsburg.edu.There are four scholarships available to cover registration and tuition costs based on priority in registration through the political science department.
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"If we are not for our children, who shall we be for?"
-Paul Wellstone
TABLE OF CONTENTS
Welcome ... .............. ... . ... ....... . ..... .... .. .... .... 1
Education Department ..... . .. . .. ........ . .. . ... . ............ .2
Introduction ..... . .... . .. .... . ............ .....
Show more "If we are not for our children, who shall we be for?" -Paul Wellstone TABLE OF CONTENTS Welcome ... .............. ... . ... ....... . ..... .... .. .... .... 1 Education Department ..... . .. . .. ........ . .. . ... . ............ .2 Introduction ..... . .... . .. .... . ............ ... ..... .. . ...... .3 Elementary Education ..... .. ................ . . . ...... ........ 5 Secondary Education .... .. ............... .. .. . . .............. 6 Special Education . . ... . .. . . .......... . . . ...... ... . .... . ...... 7 Reading Endorsement .. . .. ............................... . .. .9 Student Teaching .... . .... ... . ... . ... . ........ . .....•... . .... 9 Graduate Degree Completion ........ .. .. ...................... 10 Course Descriptions ... ... .. .................. . . . ..... . ...... 12 Admissions Requirements .. .............. . .. . . . .... . .. . ...... 18 International Applicants .... . . .. . ............................. 19 Academic Policies ......... .. .... ............ .... . . . . .. . ... . .20 Fee and Payment Information . . .. ... . .. . ...................... 23 Financial Aid ........ . . . . ............................ . ..... 25 About Augsburg .. .... .... ............... . . .. . ........ . . . ... 27 MAE Faculty . .... . . .. . ... ............... .. .. . ... . . . . . ...... 28 Campus Maps ........ . ... ........................... back cover WELCOME TO THE AUGSBURG COLLEGE EDUCATION DEPARTMENT We are pleased that you are interested in the Master of Arts in Education (MAE) program, which offers teaching licensure within a master's degree. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota. We know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals-and here's why. OUR PHILOSOPHY. The Education Department program theme-Teacher as developing professional from classroom decision-maker to educational leadersuggests the expectations we have that our students will leave our programs prepared to exercise leadership in the classroom and, eventually, the institution. Our department mission statement goes beyond leadership to also lay out our expectations for fostering "student learning and well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice, building relationships, embracing diversity, reflecting critically, and collaborating effectively. " Our urban setting provides yet another dimension to our programs through course content, field experiences, and classroom instructors. Our goal is that students leave our programs prepared to be knowledgeable, collaborative, capable beginning teachers who imbue their practice with ethics, tolerance, and compassion. OUR FACULTY. Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do . We value good teaching and, most especially, we value good teachers. OUR ACCESSIBILITY. We realize that though teaching is your dream, your reality likely includes work, family, and personal responsibilities. Because we understand the demands adult students face , we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. As a student in Augsburg's Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher-the teacher you can become. Vicki Olson, Ph.D. Program Director The Augsburg College Education Department commits itself to developing future educational leaders who foster student learning and well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice, building relationships, embracing diversity, reflecting critically, and collaborating effectively. PROGRAM THEME Teacher as developing professional, from competent classroom decision-maker to educational leader. PROGRAM DIMENSIONS What we do-concepts and strategies of teaching (being competent in pedagogy; building relationships) I How to assess and evaluate student ability and performance (MSEP 8: Assessment). I How to plan instruction to meet student needs (MSEP 7: Planning Instruction) I How to implement instruction to promote student learning (MSEP 4: Instructional Strategies) I How to manage children and classroom life effectively (MSEP 5: Learning Environment) I How to help students develop emotionally and socially (MSEP 2: Student Leaming; MSEP Standard 5: Learning Environment) I How to integrate technology and service learning into a learning environment. Who we teach-knowledge of children and youth (embracing diversity) I How students develop and learn (MSEP 2: Student Learning) I Similarities/differences across communities, cultures, learning styles, abilities, special needs , and lifestyles (MSEP 3: Diverse Learners) I Current issues affecting children and youth (MSEP 9: Reflection and Professional Development; MSEP 10 Collaboration, Ethics, and Relationships) Where we work-contexts of schools (collaborating effectively; being knowledgeable in content) I Foundational knowledge of schools and education in the U.S. (MSEP 9: Reflection and Professional Development) I Collaboration and teaming skills (MSEP 10: Collaboration, Ethics, and Relationships) Who we are as individuals and teachers-personal stance and knowledge base (reflecting critically; being knowledgeable in content; being ethical in practice; developing future educational leaders) I Leadership skills (MSEP 9: Reflection and Professional Development; MSEP 10 Collaboration, Ethics, and Relationships) I I know and how I learn (MSEP 1: Subject Matter) I How I think: critically, creatively, ethically, reflectively (MSEP Subject Matter; MSEP 9: Reflection and Professional Development) I What I believe to be true about education and people; personal philosophy of education (MSEP 9: Reflection and Professional Development) I What I can do to develop as a professional (MSEP 9: Reflection and Professional Development) I How I communicate and understand the communication of others (MSEP 6: Communication: MS 10: Collaboration, Ethics, and Relationships) - I At Augsburg College you can pursue your dreams of becoming a teacher while continuing to work. We offer you an opportunity to earn your education licensure as a component of a Master of Arts in Education (MAE) degree through classes that primarily meet every other weekend and limited weekday evenings. Augsburg's MAE degree is flexible, for people who: I have a baccalaureate degree already and are seeking teaching licensure with an option to complete a master's degree; I are licensed teachers seeking a master's degree; I are seeking a master's degree in education without teaching licensure. Through weekend and weekday evening classes, students can earn licensure in: I Elementary education with a middle school specialty. Specialty areas in communication arts, math, and social studies are available through this program. The science specialty is available through a combination of weekday, weekday evening, and weekend courses. All education courses are available through weekend and weekday evening courses. I Secondary and K-12 education. Undergraduate majors in licensable content areas serve as the foundation for secondary and K-12 education licensure. These majors are evaluated by Augsburg's content area departments to determine remaining content area courses necessary for licensure. In general, a minimum of two courses within the licensure major must be completed at Augsburg. Social studies, art, and communication arts/literature are available entirely through weekend and weekday evening classes. Other licensure majors are offered primarily through weekday courses, including biology, chemistry, health education, mathematics, music education, physical education, physics, and theatre arts. All education courses are available through weekend and weekday evening courses. I Special education. Licensure areas in special education include emotional/behavioral disabilities and learning disabilities. These programs, designed primarily for people who have already earned a baccalaureate degree and now want a teaching license, are comprised of two distinct parts. First is the licensure component. If you are seeking licensure and qualify for admission into the MAE program, you can take a portion of the licensure courses at the graduate level. While these courses do not fulfill all MAE degree requirements, they form the core of the master's degree. Second is the graduate degree completion component. Between four to six licensure courses completed at the graduate level with a 3.0 or better cumulative GPA can be applied towards the MAE degree. Once licensure is achieved, you can continue to take graduate classes in education and leadership to complete the MAE degree. - Already licensed teachers can work towards the MAE degree through the following options: I Special education E/BD and LD I Reading licensure People seeking an education-related master's degree who do not want licensure can pursue an MAE degree, as well. These programs are made up of a core of graduate level education courses plus additional courses in leadership. Whether seeking licensure and/or a master's degree, this program allows you to change or enhance your career while fulfilling your family and professional commitments in the company of adults with similar goals. PROGRAM CONCEPTUAL FRAMEWORK Teacher leadership is the theme that threads through our graduate licensure and degree completion program. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. ,. The leadership focus plays out in two ways. First, the additional work required in focuses on providing graduate students the chance to exercise leadership as well a: requirements. Second, in the degree completion component, students are required courses from our Master of Arts in Leadership (MAL) program. This provides the : aspects of leadership as part of their degree program. WEEKEND & EVENING WEEKEND, EVENING, & DAY Communication Arts Social Studies Mathematics Science ELEMENTARY SECONDARY & K-12 Art Communication Arts/Literature Social Studies Biology Chemistry Health Education Mathematics Music Physical Education Physics Theatre Arts/Dance SPECIAL EDUCATION - he graduate versions of the "slash" courses extend their knowledge beyond the basic o include at least two graduate-level udents the chance to focus on some Emotional/Behavioral Disorders Learning Disabilities LICENSURE COMPONENT The K-6 elementary with a middle school specialty license allows you to teach in grades K-6 and in your specialty area of math, science, social studies, or language arts in middle school. Augsburg Weekend College offers this license to people who already hold a bachelor's degree and meet admissions requirements, as well as to people seeking a bachelor's degree. Licensure requirements are offered at undergraduate/ graduate level. That means classes will consist of both undergraduate and graduate students, with graduate students having additional course responsibilities. The graduate course numbers are taken at the 500 level. The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and between four and six may also be applied toward the master's degree in education. EDC 200/522 EDC 206/566 EDC 310/533 EDC 410/544 EDC 480/580 EED 320/520 Orientation to Education (1.0) * Diversity/Minnesota American Indians (1.0) Learning and Development (l.O) * Special Needs Learner (I.O) * School and Society (1.0) K-6 Methods: Reading (l.O) * To complete the license, you will also need to complete certain requirements at the undergraduate level: HPE ll5 Chemical Dependency (.5) EDC 220 Educational Technology (.5) EED 310 K-6 Methods: Health/PE (.5) EED 330 K-6 Methods: Children's Lit./Lit. Arts (1.0) K-6 Methods: Art (.25) EED 34 I EED 342 K-6 Methods: Mustic (.25) EED 350 K-6 Methods: Math (1.0)* EED 360 K-6 Methods: Science (l.O) EED 370 K-6 Methods: Social Studies (.5) EED 380 Kindergarten Methods (.5) * Middle School methods in specialty* (.5-1.5) Student Teaching (2.0) EED 48I,483 *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings are required prior to student teaching. Students spend approximately 20 hours per term in field experiences. UNDERGRADUATE LIBERAL ARTS REQUIREMENTS The number of supporting liberal arts courses required for licensure depends upon the courses taken previously as part of the bachelor's degree. Requirements are determined by: I Minnesota licensure standards for specific college level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. I Minnesota licensure standards in a specialty area for middle school. Subject area specialties are offered in language arts, social studies, math, and science. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department determines the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. In limited cases, life experience can be considered as a substitute for specific program requirements. In such cases students must provide significant evidence of competency in the affected standards. The College's Applicat~on of Prior Learning (APL) process is used as a framework. The Education Department determines what is accepted. - K-12 and 5-12 licensures in several content areas are offered in Weekend College through a combination of graduate and undergraduate coursework. Education requirements are offered primarily on a weekend schedule (along with a limited number of weekday evening courses) . Graduate-level licensure coursework is available to people who already hold a bachelor's degree and meet admissions criteria. The following majors are offered almost entirely through Weekend College: communication arts/literature, history or economics or psychology or sociology (all for social studies), studio art. The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and four to six may also be applied toward the master's degree in education. People seeking 5-12 licensure in social studies and biology, chemistry, or physics must complete a broad-based core of courses in their selected field in addition to the major. Previous coursework is accepted when appropriate. This is part of the evaluation of major coursework. EDC 200/522 EDC 206/566 EDC 310/533 EDC 410/544 EDC 480/580 ESE 300/500 Orientation to Education (1.0) * Diversity/Minnesota American Indians (1.0) Learning and Development (l.O) * Special Needs Learner (l.O) * School and Society (1.0) Reading and Writing in Content Area (l.O) To complete the license, students also will need to complete certain requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (l.O)* ESE 3XX K-12 or 5-12 Special Methods (1.0 -2.0)* ESE 481 , 483, 485 Student Teaching (2.0-3.0) *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings are required prior to student teaching. Students spend approximately 20 hours per term in field experiences. UNDERGRADUATE LIBERAL ARTS REQUIREMENTS The equivalent of a major in a content area is required for K-12 and 5-12 licensure. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Additional coursework tied to licensure standards is generally required. - The following majors are offered primarily or entirely through the weekday program: biology, chemistry, physics, health and physical education, theatre/dance, mathematics. LICENSURE COMPONENT Learning Disabilities Core There are two licensure options in the K-12 Special Education program: emotional/behavioral disabilities, and learning disabilities. Both of these programs qualify you to teach in special education programs and positions. Many students get licensure in both emotional/behavioral and learning disabilities. Students wishing to earn a Learning Disabilities licensure in addition to a Emotional/Behavioral licensure will take the above courses in the Emotional/Behavioral core, and two additional specialty courses. Emotional/Behavioral Disabilities Core SPE 434/534 The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six may also be applied toward the master's degree in education. EDC 200/522 EDC 206/566 EDC 310/533 EDC 410/544 EED 320/520 SPE 400/500 SPE 410/510 Orientation to Education (1.0) * Diversity/Minnesota American Indians (1.0) Learning and Development (1.0) * Special Needs Learner (1.0) * K-6 Methods: Reading (l.O)* Teaching Students with Emot./Behavioral Disabilities (1.0)** Implementing Assessment Strategies SPE 420/520 SPE 430/530 Planning, Design, and Delivery (1.0) ** Instructional and Behavioral Practices SPE 440/540 Parent and Professional Planning (1.0)** SPE 424/524 Etiology and Origins of Learning Disabilities (l.O)** Teaching Content Areas to Students with Learning Disabilities (1.0)** A student wishing to earn only a Learning Disabilities licensure would take all of the Emotional/Behaviorial Disabilities core class as well, with the exception of SPE 4 30/530 Instructional and Behavioral Practices. (1.0)** (1.0)** - To complete the license, students will also need to complete certain requirements at the undergraduate level: HPE 115 EDC 220 EED 330 EED 350 EED 360 Chemical Dependency (.5) Educational Technology (.5) K-6 Methods: Children's Lit.IL.Arts (1.0) K-6 Methods: Math (1.0)* K-6 Methods: Science (1.0)* Student Teaching (1.0-2.0) *10-20 hours of field experience are required as part of this course. Students currently working in schools can often use their school employment for their field experience. **These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD is required. The ideal situation for the internship year is to be working in a K-12 setting with these students. Students not currently employed in schools must be available for extensive volunteer field placements during the internship year. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department determines the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Eligibility To be eligible to apply to the Special Education program, students must: I have college credits, an associate degree, or degree and/or licensure in another field; and I be currently employed in a K-12 setting as a paraprofessional or licensed teacher; and/or I have experience working with students who are labeled with emotional, behavioral, or learning disabilities, as well as considerable time available for volunteer field placements. - Innovative Model This program is based on an internship model that allows coursework and experience to occur simultaneously In addition to student teaching, students must complete two 40-hour field placements where they will gain experience working with students from age groups different from their internship site. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and regular educators to facilitate inclusion of special education students into the regular education classroom. Augsburg College also offers a K-12 Reading Endorsement program. This endorsement has been established to provide teachers with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction. Candidates for this license will complete 4.5 credits of coursework that have been designed to meet the requirements established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree. These courses include: EED 520 K-6 Methods: Reading (LO)* ESE 500 Reading/Writing in the Content Areas (LO)* EDC 505 K-12 Literature in the Classroom (.5) EDC 508 K-12 Reading Assessment and Evaluation (LO) EDC 510 Clinical and Reading Program Leadership (LO) EED 320/520 and ESE 300/500 are offered to both undergraduate and graduate students. EED 320/520 is part of the elementary and special education initial licensure programs, and ESE 300/500 is part of the secondary initial licensure program. The rigor of the course is increased for those taking it at the graduate level. The following policies apply for licensed teachers seeking the reading endorsement: I Reading license candidates who have already received their initial teaching license and who are graduates of Augsburg College or completers of Augsburg licensure programs within the past seven years will not be required to retake the entire version of EED 520 or ESE 500. However, they will be expected to complete the requirement for the graduate portion of the course that they may have taken at the undergraduate level (EED 320 or ESE 300) within the context of a half-credit graduate level independent study. If the graduate level of the course was taken as part of the initial license (EED 520 or ESE 500) within the past seven years, students do not need to repeat it or do the independent study. I Reading license candidates who have already received their initial teaching license and who are graduate/completers of Augsburg College, but not within the past seven years, will be required to take EED 520 and/or ESE 500 at the graduate level. I Reading license candidates who have already received their initial teaching license and who are not graduates of Augsburg College will be expected to take EED 520 and ESE 500 at the graduate level as part of the endorsement program. STUDENT TEACHING All education students are required to complete student teaching in their content area. In the MAE program, student teaching is completed after the core education classes are completed, but before the master's completion electives and final project. Student teaching generally lasts for 12 weeks; however, it may vary slightly for some specific content areas. During that time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for two credits of student teaching, and meet at Augsburg College for a student teaching seminar three times during the term. Most placements are in the Minneapolis/St. Paul metropolitan area. However, students do have the opportunity to teach abroad, where students do half of the student teaching experience in the metro area, and the remaining portion in another country. Opportunities to teach abroad are available around the world, and it is a wonderful opportunity to build a global perspective in education. - Students progress in graduate coursework during the licensure program. The licensure coursework forms the Master of Arts in Education core, with up to six Augsburg graduate-level licensure courses fulfilling the master's requirements. Declaration of Intent to Complete Students who have been admitted into the MAE program must formally declare their intent to complete the master's degree beyond licensure. This can be done any time during coursework, and up to one year after completing student teaching. Students have seven years to complete the degree after filing the intent to complete form The declaration of intent is made to the MAE program coordinator. Graduate-level courses in which a 3.0 or better is achieved will be accepted into the degree program. If a graduate course is graded 2.5 it can be accepted into the MAE degree completion program as long as the cumulative GPA remains at 3.0 or higher. A maximum of two courses at 2.5 can be used to complete the MAE degree. Students need nine graduate-level courses to complete the MAE. Between four and six courses can be drawn from the appropriate core; the remaining courses will be education or leadership requirements and electives. Once graduate-level students have declared their intent to complete the master's degree, they are eligible to take Master of Arts in Leadership and other education graduate courses. If education graduate courses are used as electives in the degree completion component, they must be drawn from a pool of education non-licensure courses offered at the graduate level. In most cases students will complete the licensure component prior to the graduate degree. The MAE program is also open to students seeking a master's degree without licensure. Students taking this path file Intent to Complete forms with the MAE program director prior to taking their first graduate-level course. The same GPA standards apply (3.0 or better on coursework) and the core of the graduate program is made up of four to six graduate-level licensure courses, plus the degree completion options outlined for those seeking licensure. The difference is that these students are not required to complete the undergraduate courses in education and liberal arts that are required for licensure. Graduate Degree Completion To earn a master's degree beyond the core of education classes, students will need to successfully complete a minimum of three additional graduate-level courses. They are: I A research methods course, typically ML 514 I An elective course, chosen from leadership-focused courses in the Master of Arts in Leadership (MAL) program (see page 11) I A research- or leadership-based final project Students bringing fewer than six graduate-level licensure courses into the degree program must complete additional leadership or education graduate courses to reach the total of nine required courses. - The research methods course will help prepare students to evaluate and document research for use in their final project or paper. In this course, both qualitative and quantitative research methods will be examined. The leadership elective courses allow students to examine issues of leadership at a personal or institutional level. The goal for the graduate degree completion component is to foster the development of teachers as leaders within the institution and community as is in line with our program theme and department mission statement. FINAL PROJECT OPTIONS Students have two options for fulfilling their Master of Arts in Education final project, which serves as the capstone of the master's program: a Leadership Application Project or action research. LEADERSHIP ELECTIVE OPTIONS The Leadership Application Project is a research-based study that links issues of leadership and education with the degree candidate's personal interests. The character of the project will vary with the nature of the investigation and the materials involved, but will always be application oriented. The central component of the Leadership Application Project is the demonstration of leadership ability through a concrete research-based project appropriate to the candidate's workplace or place of service. Students taking this option will register for EDC 585 Independent Study and work closely with a project adviser from Augsburg College. ML510 Visions of Leadership ML 511 Creativity and Problem-Solving ML 520 Self Identity, Values, and Personal The second option is action research in education. Action research is a collaborative, self-reflective research method designed to be used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one's practice while improving the situation in which the practice is conducted. This option is composed of two half-credit courses taken in sequential terms. The first course, EDC 586, introduces students to action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. The second course, EDC 587, is focused on collecting and analyzing data. It culminates in a symposium where students present their research in a public forum. Growth ML525 Personality and Systems Theories ML 530 Ethics in Communication ML 531 The Dynamics of Change ML 545 Decision Making and Leadership ML 550 Communication, Decision Making, and Technology ML 560 Developing a Multicultural Perspective ML 565 Women and Leadership - Many education courses in the Master of Arts in Education program are offered at both the undergraduate and graduate level. Both undergraduate and graduate students take courses together, with graduate students having additional responsibilities and expectations. Graduate courses are offered at the 500 level. All courses are 1.0 credit unless noted otherwise. EDC 410/544 The Special Needs Learner The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) EDUCATION COURSES EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. (Undergraduate prereq.: ENG 111, sophomore standing) EDC 206/566 Diversity/Minnesota American Indians Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: PPST and admission to department) EDC 505 Literature in the Classroom (.5 course) This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. The study of student reading development, the knowledge and use of gathering and analyzing data of students' reading, and designing and applying appropriate reading curriculum based on this information. EDC 220 Educational Technology (.5 course) EDC 510 Clinical and Reading Program Leadership Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. The study of effective leadership and professional development strategies for individual schools and school districts, reading standards, state and federal reading legislation, and fiscal and budgetary operations. The focused implementation of knowledge and skills gained in reading licensure coursework. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) - EDC 480/580 School and Society The study and use of literature in the K-12 classroom. EDC 508 K-12 Reading Assessment and Evaluation ELEMENTARY EDUCATION COURSES EEO 310 K-6 Methods: Health/Physical Education (.5 course) Examination and preparation of materials and resources for physical education and health at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 320/520 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience. (Prereq.: PPST and admissions to department) EEO 330 K-6 Methods: Language Arts/Children's Literature Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 331 Middle School Methods: Communication Arts/Literature-Writing (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: PPST and admission to department) EEO 341 K-6: Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 342 K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EEO 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EEO 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: PPST and admission to department) EEO 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure program and program portfolio. - SECONDARY EDUCATION COURSES ESE 340 5-12 Methods: Science ESE 300/500 Reading/Writing in the Content Areas Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. (Prereq.: PPST and admission to department) . •. ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 310 5-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) ESE 320 5-12 Methods: Theatre/Dance Introduction to the teaching of theatre and dance in schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to the department) ESE 330 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) - ESE 350 5-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Required for elementary concentration in communication arts/literature and for communication arts/literature license. Fieldwork experience. (Prereq.: PPST and admission to department. NOTE: Students seeking 5-12 communication arts/literature license do not need to take ESE 300.) ESE 351 5-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) ESE 352 5-12 Methods: Media Literacy (.5 course) Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience.(Prereq.: PPST and admission to department) ESE 370 K-12 Methods: Music SPE 420/520 Planning, Design, and Delivery Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department) This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Occurs upon satisfactory completion of licensure program and program portfolio. SPECIAL EDUCATION COURSES SPE 315 Critical Issues: Special Education Seminar (.5) This course is designed to support students seeking special education licensure throughout their internship year. Issues related to special education and their specific settings are the focus of the course. The department portfolio is completed as a part of this course. SPE 400/500 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq: PPST and admission to the department) SPE 410/510 Implementing Assessment Strategies This course examines the assessment process from the prereferral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the department) SPE 424/524 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities, which includes the medical and sociological aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. SPE 430/530 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD . It emphasizes the use of reflective, pro-active, and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning, and functional assessment. (Prereq: PPST and admission to the department) SPE 434/534 Teaching Content Areas to Students with Learning Disabilities This course will teach students how to identify, adapt, and implement developmentally appropriate instruction and strategies that support the learning of students identified as having learning disabilities. The specific focus will be on the areas of reading, writing, and listening comprehension; and math, reasoning, and problem solving skills. SPE 440/540 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. (Prereq: ENG 111, PPST and admission to department). - GRADUATE-LEVEL RESEARCH REQUIREMENTDEGREE COMPLETION ML 514 Research Methods Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. ML 530 Ethics in Communication Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. GRADUATE-LEVEL ELECTIVES At least one elective must be taken from the following Master of Arts in Leadership courses. ML 510 Visions of Leadership: A Historical and Literary Journey Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. ML 511 Creativity and the Problem-Solving Process Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative world-view. ML 520 Self-Identity, Values, and Personal Growth Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors that influence the development of self-identity and personal values; and the effect of personal values of learning and leadership strategies. ML 525 Personality and Systems Theories - Study of leadership in the dual context of personality theory and systems theory. Contributions of Jung, Fromm, Maslow, May, and others to personality theory are considered as are the systems' theories of von Bertalanffy and Bateson. The theories are applied to the concrete realities of leadership in a variety of settings. ML 531 The Dynamics of Change This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The course explores these various perspectives, including areas of conflict and opportunities for leadership in social and organizational change. Sociological, human development, and economic theories are applied to contemporary public and private sector issues for social change. ML 545 Decision Making and Leadership Review of the decision-making process-the setting, goals, and contingencies-as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present-their intentions, consequences, arguments, explanations, and justification. ML 550 Communication, Decision Making, and Technology Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their organizations. concrete project appropriate to the candidate's workplace or place of service. EDC 586 Action Research in Education (.5 course) This course will introduce students to action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one's practice while improving the situation in which the practice is conducted. This is the first of a two-trimester course. ML 560 Developing a Multicultural Perspective EDC 587 Action Research (.5 course) This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. The second term of this course involves intensive data analysis, writing, and sharing of the degree candidate's research. It requires active self-reflective inquiry and collaboration. The trimester will culminate with a symposium in which student work will be presented in a public forum. ML 565 Women and Leadership A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. MAE FINAL PROJECT OPTIONS EDC 585 Leadership Application Project The Leadership Application Project is a research-based study that links issues of leadership and education with the degree candidate's personal interests. The character of the project will vary with the nature of the investigation and the materials involved, but will always be application oriented. The central component of the Leadership Application Project is the demonstration of leadership ability through a - Admission into the Master of Arts in Education program is a two-step process: admission into Augsburg College Graduate Studies, and admission into the Education Department. AUGSBURG GRADUATE ADMISSION Immediate graduate admission requires applicants to hold a baccalaureate degree from an accredited four-year college or university with a minimum undergraduate cumulative grade point average of 3.0 (on a scale of A= 4.0). Any graduate courses taken will also be factored into the cumulative grade point average. However, if an applicant holds a graduate degree with at least a 3.0 grade point average, he or she is waived from holding a minimum undergraduate cumulative grade point average . ·.· . Applicants with cumulative grade point averages between 2.5 - 3.0 will be admitted to the undergraduate-level licensure program until they achieve a 3.0 or better in 2.0 courses at Augsburg College. Decisions about admission to the program will be made on an individual basis by the Education Department Admissions Committee. Admissions are handled on a rolling basis, with students being admitted at the beginning of the fall, winter, and spring terms. To apply to the College, the following materials must be submitted to the Office of Graduate Admissions: I Completed application form I $35 non-refundable application fee I A one-to-three page statement about the applicant's teaching aspirations I Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred I Official transcripts from all graduate institutions attended, listing all courses taken and degree(s) conferred, if any. EDUCATION DEPARTMENT ADMISSION Once accepted into the College, students may take lower division courses in education and required content areas. Prior to taking the upper division courses, students must be admitted to the Education Department. In order to be accepted into the Education Department, students must take the PreProfessional Skills Test (PPST), have the required cumulative grade point average, and submit two letters of recommendation. - To obtain an Education Department admissions packet, go the Education Department office in Sverdrup Hall 11. Augsburg College encourages qualified applicants from other countries. See Admission Requirements for a description of the admission process and selection criteria. Application materials required for international applicants are: I Completed application form I $35 application fee (non-refundable) payable in U.S. dollars I A one-to-three page statement relating the applicant's career and life goals to leadership aspirations I Completed Declaration of Finances (see below for further information) I Official mark-sheets with certified translations from all undergraduate institutions attended listing all courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation center I Official mark-sheets with certified translations from all graduate institutions attended listing all courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation center I Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 for the paper test, or 250 for the computer version Applicants may be asked to participate in an interview, in person or over the phone, with graduate program faculty and/or staff members. Students and their financial sponsor must complete a Declaration of Finances as part of the application for admission, along with appropriate certifications. In accordance with federal regulations, applicants seeking an F-1 student visa or J-1 exchange visitor visa must provide documentation to the school that they have financial resources adequate to cover all expenses for the duration of the program. Once a student has been accepted into the program, the appropriate school official will issue the student an 1-20 (if seeking an F-1) or DS-2019 (if seeking aj-1). - EVALUATION STANDARDS Evaluation of academic performance in the MAE program will be based on number grades using a 4.0 point scale and as defined below. Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being graded on PIN basis. In order to receive a grade of P, a student must achieve at least a grade of 2.0. No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 2.0 1.5 1.0 Achieves the minimum passing standard Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) P Achieves at or above the 2.0 level (not computed in grade point average) N Does not meet minimum course standards (no credit and nonpunitive-not computed in grade point average) W Grade given when a student withdraws from a course after the deadline without notation on the record An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that apply to course completion. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term. If the work is not completed by the specified date of the following academic term, the grade for the course becomes a 0.0. ATTENDANCE POLICY Attendance is highly important and should be considered a responsibility, not only to one's self, but to one's classmates and course instructor. - ACADEMIC PROBATION AND DISMISSAL POLICIES Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition successfully with the MAE program director before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the MAE program director. Students may also be dismissed by the MAE program director 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 Students may petition the MAE program director for approval of any variation in the curriculum including the transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from accredited colleges and universities, whose course content is comparable to those in the MAE program. No more than two courses will be accepted for transfer credit. CREDIT AND CONTACT HOURS Each full-credit graduate course is the equivalent of four semester credits or six quarter credits. Students meet in class a total of 28 hours and are responsible for a significant amount of individual study and preparation. LAST DAY TO WITHDRAW FROM CLASS The last date on which students may withdraw from a class and receive a "W" on their records is published annually in the Weekend College class schedule and on the Weekend College Web site <www.augsburg.edu/weccurrent> and on the registrar's Web page at <www.augsburg.edu/enroll/registrar>. - FEDERAL PERKINS LOAN PROGRAM A joint Augsburg College-federally funded program administered through the College for students who demonstrate financial eligibility. A signed a promissory note is required per term after which funds are credited to the student account. Awards are made based on available funds. Borrowing Limits: You may borrow up to $6,000 per year as a graduate student with a $40,000 aggregate maximum. Interest and Repayment: Simple interest of 5% and repayment of principal begin nine months after you graduate or leave school. Partial or total loan cancellation privileges exist for certain types of teaching, disability and, in certain circumstances, military service. Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the Enrollment Center if you think you are eligible for a deferment. SELF (Student Educational Loan Fund) The SELF is administered through the Minnesota Higher Education Services Offices. Applications are available from the Enrollment Center and should be completed by the borrower and co-signer and returned to the Enrollment Center for further processing. Loan proceeds are released through eiectronic funds transfer. Borrowing Limits: Graduate students may borrow up to $9,000 per year minus any other student loan indebtedness. Maximum graduate borrowing cannot exceed $40,000 including undergraduate. The minimum annual loan is $500. Interest and Repayment: 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 in the 13th month after you leave school. Deferments: There are no deferments. Contact the Minnesota Higher Education Services Office regarding special circumstances and repayment. TO APPLY FOR FINANCIAL AID Financial aid application materials are available at <www.augsburg.edu/enrolb. Applicants must be admitted to Augsburg as regular students or be returning students in good academic standing. The financial aid application will be processed when the following documents are received: 1) The Free Application for Federal Student Aid (FAFSA) or the renewal FAFSA. Apply online at <www.fafsa.ed.gov>. 2) Federal income tax return(s) . 3) Verification worksheet. Obtain a copy at <www.augsburg.edu/enrolb and return it to the Enrollment Center. FOR FURTHER INFORMATION, CONTACT Enrollment Center 612-330-1046, 1-800-458-1721, enroll@augsburg.edu, or <www.augsburg.edu/enrolb. ABOUT 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 first of 155 parks in the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-Fairview University Medical Centerare adjacent to Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away. ACCESS I Bl LITY 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 among major buildings-student housing towers, the Christensen Center, main academic and administrative halls, the library, and the music building. In addition, there are programs for students with learning, physical, and psychiatric disabilities. CHURCH AFFILIATION Augsburg is a college of the Evangelical Lutheran Church in America. It has a diverse community with many strong religious traditions represented among the students, faculty, and staff, including Lutheran, Protestant, Roman Catholic, Jewish, American Indian spirituality and thought, Buddhist, and Islamic faiths. NON-DISCRIMINATION POLICY Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 22Il Riverside Avenue, Minneapolis, MN 55454, or 612-330-1023. \ - MASTER OF ARTS IN EDUCATION FACULTY JOY E. BARTLETT, Assistant Professor MARY BETH KELLY, Instructor, part-time B.A., West Virginia State College; M.A., University of Minnesota. B.S., University of Wisconsin; M.Ed., Bethel College. WILLIAM P. BIERDEN, Instructor, part-time B.S., Southwest State University; M.S., Mankato State University; Ed.D., University of St. Thomas. CAROL KNICKER, Assistant Professor B.S., M.S., Mankato State University. CHRIS BROWN, Instructor LYNN E. LIN DOW, Assistant Professor B.S., Bemidji State University; M.Ed., University of Sydney, Sydney, Australia. B.S., Mankato State University; M.S., North Dakota State University; Ph.D., University of Minnesota. JOSEPH A. ERICKSON, Professor PATSY H. MOGUSH, Instructor, part-time B.A., University of St. Thomas; M.A., Luther Seminary; Ph.D., University of Minnesota. B.A., .B.S., University of Minnesota; M.A., University of St. Thomas; Ph.D., University of Minnesota. JEANINE A. GREGOIRE, Assistant Professor SUSAN E. O'CONNOR, Associate Professor B.S., M.A., Ph.D., University of Minnesota. B.S., University of Minnesota; M.S., Ph.D., Syracuse University. RICHARD A. GRESCZYK, Instructor, part-time VICKI L. OLSON, Associate Professor, Dept. Chair B.S., M.Ed., University of Minnesota. B.S., M.A., Ph.D., University of Minnesota. LISA L. HYLAND, Instructor, part-time B.S., M.S., University of Wisconsin. B.A., M.A., University of St. Thomas. RICHARD W. PEARL, Instructor, part-time GRETCHEN K. IRVINE, Assistant Professor RONALD W. PETRICH, Assistant Professor B.A., College of St. Teresa; M.S., University of WisconsinRiver Falls; Ph.D., University of Minnesota. B.A., Augsburg College; M.A., United Theological Seminary. MARY J. JACOBSON, Assistant Professor B.S., University of North Dakota; M.A.Ed., Ed.D., Hamline University. DEBORAH D. KATZ, Instructor, part-time A.B., Stanford University; Ed.M., Harvard Graduate School of Education; Ed.D., National-Louis University. LINDA L. STEVENS, Assistant Professor B.A., University of Northern Colorado; M.A., Mankato State University; Ph.D., University of Minnesota. BARBARA A. WEST, Instructor/Director of Student Teaching Placement and Licensing B.S., St. Cloud State University; M.S., Syracuse University. ANNE M. KAUFMAN, Associate Professor B.S., M.A., Ph.D., University of Minnesota . - .A-UGSBURG C 0 L L E G E Transforming Education AUGSBURG LOCATION MAP AUGSBURG CAMPUS MAP 6th Street S. Master of Arts in Education Admissions office Visitor Parking Augsburg campus buildings Student /Staff Parking I\) g ::r ~ ::J c <D fll Butler Place ~Interstate 94 West Interstate 94 East ~ '·
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TABLE OF CONTENTS
Welcon1e . . ... ... ... ........ . . ... . ... ...... ... . . . .. ....... . . 1
Transcultural Nursing in Community .... . . ...... ... . .. . . . ... . .. .2
Transformational Leadership and Management ..... . .... .......... .3
Thesis or Graduate Project ...............
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TABLE OF CONTENTS Welcon1e . . ... ... ... ........ . . ... . ... ...... ... . . . .. ....... . . 1 Transcultural Nursing in Community .... . . ...... ... . .. . . . ... . .. .2 Transformational Leadership and Management ..... . .... .......... .3 Thesis or Graduate Project ................ . . ......•.. . . ... . .. . .4 Practica .................... . .......... .............. . ...... 5 Study Abroad Opportunities ............... .. ... ... . .... . ...... 5 Course Descriptions ............. . ...... .. .. .... .... .. ........ 6 Admissions Requirements and Procedures .... .. .. .. . ............ 10 International Applicants .................... . . . ..... ... . ..... . 11 Academic Policies ....................... .. .................. 12 Fee and Payment Information ... .... ...... ... . ... . ... ... .... .. 15 Financial Aid .......................... . . . . ....... ......... 17 About Augsburg . ... .................... .. . .......... . .. .. . . 19 MA Nursing Faculty .... . ..... . ........... . .. ..•.......... ... 20 Campus Maps ......................... ....... . ... . .. back cover WELCOME TO THE AUGSBURG COLLEGE NURSING DEPARTMENT We are proud of the opportunities, the diversity of experiences and the breadth of transcultural nursing knowledge you will encounter in the Master of Arts in Nursing program at Augsburg College. You will find faculty and staff available and eager to assist you in expanding your nursing practice and advancing your career while we explore together our understanding of what it means to live and practice nursing in a global society. Students entering the Master of Arts in Nursing come from diverse cultural, educational, and experiential backgrounds. While some master's degree candidates enter directly from college, others are making mid-life career changes, and some are returning to college after raising a family. The career options in nursing are more variable and more rewarding than ever before. As our population ages and becomes increasingly diverse, nurses are challenged to respond with creativity and competence. The master's program prepares nurses for leadership across care settings, population groups, cultures, and care systems, with particular emphasis on addressing global and local health inequities. Graduates of our master's program are practicing in acute care, community and public health, nursing education, nursing administration, and in emerging care settings that are responsive to the needs of culturally diverse and underserved populations. Many of our graduates have created innovative practice and educational models that demonstrate interdisciplinary leadership and economically feasible solutions to health inequities within communities. Our curriculum invites persons into one of two tracks of study: Transcultural Nursing in Community or Transformational Nursing Leadership and Management. Both tracks encourage students to apply for advanced nursing certification through the American Nurses Credentialing Center (ANCC) or the Transcultural Nursing Society (TCNS). Students certified in Advanced Community Health Nursing are eligible to apply for Clinical Nurse Specialist (CNS) status through the Minnesota Board of Nursing. Courses are offered at the Augsburg campuses in Minneapolis and Rochester, Minnesota, and the program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). With its emphasis on nursing science and the liberal arts, the Master of Arts in Nursing fosters the development of values and skills essential for transcultural nursing leadership in contemporary society. Faculty and staff at Augsburg are receptive and committed to our students and to an educational process that equips you to transform your unique gifts and interests into personal and professional service in the world. Sincerely, Cheryl Leuning, Ph.D. Professor and Chair Department of Nursing The Transcultural Nursing in Community track in the Master of Arts in Nursing program was designed to prepare nurses for advanced population-focused practice in culturally diverse communities. The curriculum is grounded in nursing science, public health principles, themy-guided practice, and transcultural care. The program of study focuses on reaching populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the program provides rich alternative teaching and learning opportunities for graduate students locally and internationally This program prepares nurses to apply for certification in Transcultural Nursing through the International Transcultural Nursing Society Also, graduates of this track of the masters program will be eligible to apply to take the American Nurses Credentialing Center (ANCC) certification exam in Advanced Community Health Nursing. Students will take a total of 10 courses, plus a thesis or graduate project. Three courses form the Advanced Nursing Core, which all Master of Arts in Nursing students must take, and five additional courses make up the Transcultural Nursing in Community Track. ADVANCED NURSING CORE (THREE COURSES) NUR 505 Theoretical Foundations for Advanced Nursing Practice NUR 520 Research Methods in Nursing NUR 523 Theory, Research, and Practice Seminar TRANSCULTURAL NURSING IN COMMUNITY TRACK (FIVE COURSES) NUR 500 Transcultural Health Care NUR 503 Transcultural Health, Families, and the Life Cycle NUR 515 Managing Nursing Effectiveness within Care Systems OR NUR 541 The Politics of Health Care Two of the NUR 510 NUR 511 NUR 530 NUR 532 following courses: * Advanced Community Health Nursing I Advanced Community Health Nursing II The Power of Ritual and Ceremony for Transformation Transcultural Healing Practices ELECTIVES - Students choose two of the following graduate electives: (TWO COURSES) ECO 520 Economics of Health Care in a Global Community ML 510 Visions of Leadership Creativity and the Problem-Solving Process ML511 ML530 Ethics in Communication ML 531 The Dynamics of Change ML560 Developing a Multicultural Perspective Investigation of Multicultural Issues NUR 506 Nursing Leadership & Management Roles I ** NUR 507 Nursing Leadership &: Management Roles II ** NUR 530 The Power of Ritual and Ceremony for Transformation NUR 532 Transcultural Healing Practices THESIS OR GRADUATE PROJECT - Students are required to complete either a thesis or a graduate project: (ONE COURSE) NUR 525 Graduate Field Project NUR 535 Integrative Master's Thesis *Students seeking certification in Advanced Community Health Nursing from the American Nurses Credentialing Center (ANCC) must complete 500 hours of clinical practicum work and select NVR 510 and NVR 511; students seeking certification from the International Transcultural Nursing Society may select NVR 530 and NVR 532. Clinical practicum hours are integrated into several courses in the curriculum. - I **Augsburg College grants graduate credit for participation in the Nursing Leadership Academy (NLA) workshops provided through hospitals and healthcare systems. The credit can be applied to the Master of Arts in Nursing degree. The Transformational Leadership and Management track unites the liberal arts with nursing science and practice. This track is designed to develop nurse leaders who are analytical, articulate, and constructively critical and who will be able to cope with high-level healthcare delivery issues. Curricular emphasis is on interdisciplinary collaboration across care settings. Participation in nursing leadership practica and classroom dialogue provides opportunities for students to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Specialty electives build on students' competencies and goals. Courses are offered by the Department of Nursing faculty as well as faculty teaching in the Master of Arts in Leadership and Master of Business Administration programs. Students will take a total of 10 courses, plus a thesis or graduate project. Three courses form the Advanced Nursing Core, which all Master of Arts in Nursing students must take, and five additional courses make up the Transformational Leadership and Management Track. ADVANCED NURSING CORE (THREE COURSES) NUR 505 NUR 520 NUR 523 Theoretical Foundations for Advanced Nursing Practice Research Methods in Nursing Theory, Research, and Practice Seminar TRANSFORMATIONAL NURSING LEADERSHIP TRACK (FIVE COURSES) * NUR 500 NUR 521 BUS 520 Transcultural Health Care Transformational Nursing Leadership Management of the Healthcare Organization Two of the following courses: ML ML ML ML 511 527 535 565 Creativity and the Problem-Solving Process Spirituality and Leadership in the Workplace Organizational Theory and Leadership Women and Leadership ELECTIVES - Students choose two of the following graduate electives: (TWO COURSES) ECO 520 ML510 ML511 ML530 ML 531 ML 560 NUR 506 NUR 507 NUR 530 NUR 532 Economics of Health Care in a Global Community Visions of Leadership Creativity and the Problem-Solving Process Ethics in Communication The Dynamics of Change Developing a Multicultural Perspective Investigation of Multicultural Issues Nursing Leadership & Management Roles I ** Nursing Leadership & Management Roles II ** The Power of Ritual and Ceremony for Transformation Transcultural Healing Practices THESIS OR GRADUATE PROJECT - Students are required to complete either a thesis or a graduate project: (ONE COURSE) NUR 525 NUR 535 Graduate Field Project Integrative Master's Thesis *The Transformational Leadership and Management track provides the academic background to apply for certification in Advanced Nursing Administration from the American Nurses Credentialing Center (ANCC). **Augsburg College grants graduate credit for participation in the Nursing Leadership Academy (NLA) workshops provided through hospitals and healthcare systems. The credit can be applied to the Master of Arts in Nursing degree. - Students have two options for fulfilling their Master of Arts in Nursing final project, which serves as the capstone of the master's program: a graduate field project, or an integrative master's thesis. The Graduate Field Project, NUR 525, is based on a selfselected issue relevant to transcultural community health nursing, or nursing leadership. The student will focus primarily on the application and integration of knowledge. Working with an adviser, the student will design and/or implement and evaluate a model of advanced practice nursing applied to solving a transcultural problem related to health inequities in a selected community, or a nursing leadership issue. The integrative thesis option, NUR 535, expands upon and/or extends theoretical foundations or concepts identified in transcultural nursing, community health nursing, and/or nursing leadership literature. The thesis project demonstrates the student's ability to do independent research involving the exposition of primary and secondary literature appropriate to the topic, the collection and analysis of empirical data, and the articulation of implications for advanced practice nursing. Students register for their final project, with their adviser's permission, near the end of the program. Students must complete all coursework and defend the project within one year after registration. After one year, students must pay a continuation fee of $350 per term in order to retain student status in the graduate program, including library privileges, AugNet access, and parking privileges. Please refer to the "Graduate Field Project or Integrative Thesis Procedures and Policies" booklet available in the Nursing Department for additional information. - Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students who complete the Transcultural Nursing in Community track will have enough practice hours to be eligible to apply to take the certification exam in Advanced Community Health Nursing through the American Nurses Credentialing Center. Practice experience with diverse populations will also provide students with the options to apply to take the certification exam in Transcultural Nursing. In this track students practice in nontraditional settings with persons underserved or excluded from mainstream health care. This practice emphasizes cultural diversity and health inequities across health care settings. Students in the Transformational Leadership and Management track will have practice experience in several courses with preceptors in leadership positions in a variety of care settings. A unique opportunity offered for practica at Augsburg is provided by the Augsburg Central Nursing Center. The Nursing Center provides services for persons struggling with poverty and homelessness in the city of Minneapolis. People from diverse backgrounds, who have health experiences grounded in wide-ranging cultural contexts, provide many opportunities for students to explore advanced nursing roles and new models and forms of practice. STUDY ABROAD OPPORTUNITIES The Nursing Department works closely with Augsburg's Center for Global Education in developing study abroad opportunities. Currently, four study abroad opportunities exist for student practicum experience. Annually, students may travel to Namibia in southwest Africa to spend three weeks exploring health and health care challenges within a rapidly developing country: Practical experience with nurses in a variety of care settings, meaningful dialogue with key resource persons, and critical reflection foster personal and professional growth. There are also week-long practica experiences on the Pine Ridge Indian reservation in South Dakota. In this experience, students live on the reservation and participate with public health nurses providing health services. Students also interact with tribal leaders and experience cultural events relevant to the Lakota people of Pine Ridge. Week-long experiences are available in Mexico and Guatemala on alternating years. Students explore the relationships of indigenous and Western health care, the connection between social justice and health, and interact with local indigenous healers. Students may apply these study abroad experiences to the practicum requirements for a variety of courses, including the thesis and graduate field project. - NUR 500 Transcultural Health Care NUR 510 Advanced Community Health Nursing I This course explores meanings and expressions of health, illness, caring, and healing transculturally. Focus is on understanding and developing professional competence in caring for individuals, families, groups, and communities with diverse cultural backgrounds. Culture is examined as a pervasive, determining "blueprint" for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed, and health destroying patterns of interaction, e.g., stereotyping, discrimination, and marginalization, are examined and submitted to moral and ethical reflection. (36 hours of practice experience) This course focuses on persons, families and groups living in relationship. Emphasis is on applying the core functions of community/public health - assessment, policy development and assurance. Principles of epidemiology, population demographics, and culture care are integrated into community-focused health care delivery models. Power structures within dominant social systems are analyzed and critiqued with regard to resource access and distribution among underserved populations. (72 hours of practice experience) NUR 503 Transcultural Health, Families, and the Life Cycle The major curriculum concepts of individuals, health, nursing, and society are developed further in this course as the function of individuals living in families and in communities is explored. Content about systems, communication, small group, and nursing theories, introduced earlier, is applied to family constellation. The influence of the multigenerational family is examined in terms of culture, belief system, roles, and healthcare patterns, values, and goals. Specific concepts related to values and culture are expanded and applied to the more complex social structures of traditional and nontraditional families as they interact in and with society. NUR 505 Theoretical Foundations for Advanced Nursing Practice This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. (36 hours of practice experience) - NUR 511 Advanced Community Health Nursing II Emphasis is on the application of publidcommunity health theory and research in providing health care to populations and communities. Essential public health services are assessed for adequacy in meeting community health needs and addressing health goals. The impact of diversity, privilege, resource limits, and globalization add depth and reality to local and global community health concerns, patterns of health, suffering, and health care provisioning. Prerequisite: NUR 510. (72 hours of practice experience) NUR 515 Managing Nursing Effectiveness within Care Systems In planning and implementing nursing activities, healthcare organizations are considered subcultures of society, which entail particular issues of access and utilization for marginalized people. Strategies for negotiating structures of privilege and professional control will be explored. Working with marginalized populations, students will identify and support the agency or persons who are seeking help from these systems. Nursing action will focus on mediating subcultures of clients with the subculture of healthcare systems. Major emphasis will be placed on mutuality with clients in planning actions and evaluating outcomes. (72 hours of practice experience) NUR 520 Research Methods in Nursing Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. (pre-requisite: a college-level statistics course) and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (72 hours of practice experience) NUR 525 Graduate Field Project This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. Working with a nursing faculty adviser, students design and/or implement and evaluate a theory-based model of advanced practice nursing. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged . Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. NUR 521 Transformative Nursing Leadership This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. (72 hours of practice experience) NUR 523 Theory, Research, and Practice Seminar Through a combination of literature review and class discussion, conceptual models of nursing will be critiqued for their effectiveness, their relevance, and their substantiation. The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on the contribution to developing practice in transcultural community health care. Through reflection - NUR 530 The Power of Ritual and Ceremony for Transformation In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific approach to healing. Students will have an opportunity to interact with persons who integrate ritual and ceremony into their lives and healthcare practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. NUR 532 Transcultural Healing Practices This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies. Selected complementary therapies are: music therapy, traditional Chinese medicine, mind-body healing, spiritual and faith practices, energy healing practices, movement therapies, homeopathy, manual therapies, and nutrition and nutritional supplements. NUR 535 Integrative Master's Thesis The integrative thesis expands upon or extends the theoretical foundations in the literature of Transcultural Nursing in Community or Transformational Leadership and Management. It demonstrates the student's ability to do independent research that integrates past and current literature appropriate to the topic, the collection and analysis of empirical data, and the articulation of implications for advanced nursing practice or leadership in nursing organizations. Students will defend the project to their selected graduate committee (comprised of the student's faculty adviser and two readers) and invited - guests. Plans for disseminating the report for public and professional use are encouraged. NUR 541 The Politics of Health Care This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to healthcare resources. This course will include an optional study abroad experience in Guatemala. (72 hours of practice experience) BUS 520 Management of the Healthcare Organization This course provides an overview of the key organizational and behavioral concepts which underlie effective management practices in healthcare organizations. It addresses both the theory and practice of effective management. The course will emphasize the importance of addressing the expectations, needs, and performances of people in organizations, and recognizes the role of the internal, external, and global cultures that impact organizational structure, behavior, and change. ECO 520 Economics of Health Care in a Global Community At the end of the class, students will be better able to apply economic concepts to the health systems of both the United States and other parts of the world. The focus will be on the public policy aspects of the healthcare system, e.g., issues of access and cost. leaders in public and private domains and across cultures. The course explores these various perspectives, including areas of conflict and opportunities for leadership in social and organizational change. Sociological, human development, and economic theories are applied to contemporary public and private sector issues for social change. ML 510 Visions of Leadership: A Historical and Literary Journey Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. ML 535 Organizational Theory and Leadership In-depth exploration of organizational theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. ML 511 Creativity and the Problem-Solving Process Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. ML 527 Spirituality and Leadership in the Workplace The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. ML 530 Ethics in Communication Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. ML 531 The Dynamics of Change This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways of achieving well-being may be viewed differently by ML 560 Developing a Multicultural Perspective: Investigation of Multicultural Issues This course will enhance one's ability to lead and work more effectively with people of different cultural backgrounds through the study of diverse values, beliefs, and traditions within the global community. ML 565 Women and Leadership A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. - Applicants into the Master of Arts in Nursing program must hold a bachelor's degree in nursing from an accredited fouryear college or university, or must have an associate degree in nursing in addition to a bachelor's degree. Applicants must hold a cumulative GPA of 3.0 (on a scale of A= 4.0) in all previous college coursework, have experience as a registered nurse, and have professional liability insurance, and a current Minnesota nursing license. A college-level statistics course is required for progression in the program. Decisions about admission to the program will be made on an individual basis by the Graduate Admissions Committee. Admissions are handled on a rolling basis, with students being admitted at the beginning of the fall, winter, and spring terms. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: I Previous college record and GPA I Letters of recommendation I Professional experience I Written statement To apply, the following materials must be submitted to the Graduate Studies Admissions Office: I A completed application form I $35 nonrefundable application fee I A two- to three page-typed statement describing the applicant's professional and educational goals I Three letters of recommendation addressing the applicant's character and ability for graduate study (Two of these recommendations must be from professional colleagues.) I Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred I Official transcripts from all graduate institutions attended, listing all courses taken and degree(s) conferred, if any Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. - Augsburg College encourages qualified applicants from other countries. See Admissions Requirements for a description of the admission process, selection criteria, and work experience requirements. Application materials required for international applicants include the following: I A completed application form I $35 application fee (nonrefundable) payable in U.S. dollars I A two- to three-page typed statement describing the applicant's professional and educational goals I Completed Declaration of Finances (see below for further information) I Three letters of recommendation-in English-addressing the applicant's character and ability for graduate study. (Two of these recommendations must be from professional colleagues.) I Official mark-sheets with certified translations from all undergraduate institutions attended listing all courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation center I Official mark-sheets with certified translations from all graduate institutions attended listing all courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation center I Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 600 for the paper test, and a minimum score of 250 for the computer version. Applicants may be asked to participate in an interview, in person or over the phone, with graduate program faculty and/or staff members. DECLARATION OF FINANCES Students and their financial sponsors must complete a Declaration of Finances as part of the application for admission, along with appropriate certifications. In accordance with federal regulations, applicants seeking an F-1 student visa or J-1 exchange visitor visa must provide documentation to the school that they have financial resources adequate to cover all expenses for the duration of the program. Once a student has been accepted into the program, the appropriate school official will issue the student an 1-20 (if seeking an F-1) or DS-2019 (if seeking aj-1) . - EVALUATION STANDARDS Evaluation of academic performance in the Master of Arts in Nursing program will be based on number grades using a 4.0 point scale and as defined below. 4.0 Achieves highest standards of excellence 3.5 Achieves above basic course standards 3.0 Achieves basic course standards 2.5 Achieves the minimum passing standard 2.0 Unacceptable performance (no credit for the course) W Grade given when a student withdraws from a course after the deadline without notation on the record An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that apply to course completion. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term. If the work is not completed by the specified date of the following academic term, the grade for the course becomes a 0.0. ATTENDANCE POLICY Class attendance is expected and should be considered a responsibility; not only to one's self, but to one's classmates and course instructor. - ACADEMIC PROBATION AND DISMISSAL POLICIES Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of 2.0 or less in a course, the student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of 2.0 or less is received, the student may be dismissed from the program. Students may also be dismissed 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 Students may petition the Master of Arts in Nursing faculty for approval of any variation in the curriculum including the transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from accredited colleges and universities, whose course content is comparable to those in the Master of Arts in Nursing program. No more than three courses will be accepted for transfer credit. CREDIT AND CONTACT HOURS Each full-credit graduate course is the equivalent of four semester credits or six quarter credits. Classes are scheduled to meet the needs of working adults, combining in-class and web-based components. Clinical practica opportunities are included in selected courses. LAST DAY TO WITHDRAW FROM CLASS The last date on which students may withdraw from a class and receive a "W" on their records is published annually in the Master of Arts in Nursing supplement. - STUDENT RIGHTS The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg College Catalog and the Student Guide. Students have a right to experience education without discrimination. 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 on the various rights accorded to students pursuant to FERPA. A copy of Augsburg's policy is published in the Augsburg College Catalog artd in the Student Guide distributed to students. 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. ACCREDITATION AND AFFILIATIONS Students who successfully complete this program will receive a Master of Arts degree. Augsburg is accredited by The Higher Leaming Commission, North Central Association* and is a member of the Associated Colleges of the Twin Cities (ACTC) , Lutheran Education Council in North America, and the Minnesota Private College Council. The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). - Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution or employer. *The Higher Learning Commission, North Central Association 312-263-0456 or <www. ncahigherlearn ingcommission. org> Tuition is determined annually. A continuation fee is charged to students who do not complete their final project within a year. Clinical practicum fees are charged in addition to course tuition for study abroad practica. PAYMENT OPTIONS Various payment plans are available: 1) Payment in Full: Due after registration and before the beginning of the trimester. No finance charge or administrative fee. Late payment fee $25. Finance charge of 8% APR will apply toward any unpaid balance after the start of the term. 2) Payment Plan: Students may pay in installments, with payments due according to the payment schedule published for each term. By the first Extended Payment Plan due date, the students must pay one-half of the balance obtained by subtracting expected financial aid from the applicable term fee, in addition to any previous or past due balance. By the second Extended Payment Plan due date, the term fee (less any pending financial aid) must be paid in full. See Company Reimbursement below. There is a $50 non-refundable administrative fee for the Extended Payment Plan. 3) Employer Reimbursement: Full courses, or equivalent, that are employer reimbursed require a deposit of $100 per course reimbursed, with full payment due within 60 days after the end of the term. An application for Employer Reimbursement Payment Plan must be filed once each academic year. The student is responsible for payment if the employer does not pay for any reason. A finance charge of 8% APR will accrue on the deferred balance once the term has begun. 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 a student's account is paid in full. This also applies to student loans administered by the College (e.g., Perkins Student Loan). They must be current according to established repayment schedules. - REFUND SCHEDULE Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges except for the minimum charge of $100 to cover administrative costs. Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. [NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis. For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial consequences of making adjustments to your registration.] Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Please allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. For information about refunds and the refund schedule, see the Payment Information brochure or visit <www.augsburg.edu/enrolb. - A per-course tuition refund will be made on the following basis: I Through the first scheduled class meeting-100% of tuition (less a $100 administration fee if withdrawing from current term entirely). I Prior to the second scheduled class meeting80% of tuition. I Prior to the third scheduled class meeting60% of tuition. I Prior to the fourth scheduled class meeting40% of tuition. I No refund after the fourth scheduled class meeting. Financial assistance is available to degree-seeking students enrolled in the Master of Arts in Nursing program. Two full-credit courses per trimester are considered full time. One course is considered half-time enrollment. The Enrollment Center, 612-330-1046, or 1800-458-1721, or <www.augsburg.edu/enrolb, assists students in assessing financial aid eligibility and offers financial aid from available alternatives, including the following: EMPLOYER 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 offers a payment plan by which employees may handle tuition reimbursement. Students should contact the Enrollment Center to make payment arrangements using the employer reimbursement payment plan. 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 Student Services Program director at 612-330-1144 or your tribal agency. FEDERAL AND STATE AID PROGRAMS The Enrollment Center will determine each financial aid applicant's eligibility for federal and state financial aid programs. Interest Rates: The annually variable interest rate is capped at 8.25% and changes each July 1. For example, the interest rate from July 1, 2003 to June 30, 2004 is 3.42% for repayment. Repayment Terms: Repayment begins six months after you cease to be enrolled at least half time in an eligible program leading to a degree or certificate. Repayment may extend up to 10 years. Deferments: In most cases, deferments are granted for continued education, disability, and unemployment. Contact your lender if you think you are eligible for a deferment. FEDERAL STAFFORD LOAN PROGRAM TRAINEESHIPS Common Loan Provisions Borrowing Limits: Graduate students may borrow up to $18,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both but cannot exceed the annual loan limits. Traineeship monies are available through a grant from the Bureau of Health Professions of the Department of Health and Human Services Health Resources and Services Administration. For information on traineeship availability, please contact the Nursing Department at 612-330-1209. - FEDERAL PERKINS LOAN PROGRAM A joint Augsburg College-federally funded program administered through the College for students who demonstrate financial eligibility. A signed a promissory note is required per term after which funds are credited to the student account. Awards are made based on available funds. Borrowing Limits: You may borrow up to $6,000 per year as a graduate student with a $40,000 aggregate maximum. Interest and Repayment: Simple interest of 5% and repayment of principal begin nine months after you graduate or leave school. Partial or total loan cancellation privileges exist for certain types of teaching, disability and, in certain circumstances, military service. Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the Enrollment Center if you think you are eligible for a deferment. Borrowing Limits: Graduate students may borrow up to $9,000 per year minus any other student loan indebtedness. Maximum graduate borrowing cannot exceed $40,000 including undergraduate. The minimum annual loan is $500. Interest and Repayment: 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 in the 13th month after you leave school. Deferments: There are no deferments. Contact the Minnesota Higher Education Services Office regarding special circumstances and repayment. - Alternative Loans: Many education loan options are available through private lenders. The Enrollment Center staff can assist students in understanding all of their financing options. TO APPLY FOR FINANCIAL AID Financial aid application materials are available at <www.augsburg.edu/enrolb. Applicants must be admitted to Augsburg as regular students or be returning students in good academic standing. The financial aid application will be processed when the following documents are received: 1) The Free Application for Federal Student Aid (FAFSA) or the renewal FAFSA. Apply online at <www.fafsa.ed.gov>. 2) Federal income tax return(s). 3) Verification worksheet. Obtain a copy at <www.augsburg.edu/enrolb and return it to the Enrollment Center. FOR FURTHER INFORMATION, CONTACT Enrollment Center 612-330-1046, 1-800-458-1721, enroll@augsburg.edu, or <www.augsburg.edu/enrolb. ABOUT 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 first of 155 parks in the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-Fairview University Medical Centerare adjacent to Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away. 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 among major buildings-student housing towers, the Christensen Center, main academic and administrative halls, the library, and the music building. In addition, there are programs for students with learning, physical, and psychiatric disabilities. I I CHURCH AFFILIATION Augsburg is a college of the Evangelical Lutheran Church in America. It has a diverse community with many strong religious traditions represented among the students, faculty, and staff, including Lutheran, Protestant, Roman Catholic, Jewish, American Indian spirituality and thought, Buddhist, and Islamic faiths. NON-DISCRIMINATION POLICY Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and students. e<'-- \ Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1023. - MASTER OF ARTS IN NURSING FACULTY FACULTY who teach in the Master or Arts in Nursing program are predominantly full-time senior faculty with doctorates or appropriate professional degrees. All of the program's faculty members have extensive experience in practice and in teaching adult learners. RUTH ENESTVEDT, Assistant Professor B.A. , St. Olaf College; M.S. , University of Minnesota; Ph.D., University of Minnesota. SUSAN M. HAGENESS, Adjunct Instructor B.S.N., St. Olaf College; M.A., St. Mary's University. LINDA HOLT, Adjunct Instructor B.S.N., University of Minnesota; M.S.N., University of Washington-Seattle; Certification in Transcultural Nursing, Augsburg College. KIA JAMES, Adjunct Instructor B.S.N., St. Olaf College; M.A. , University of Minnesota; Ed.D., University of Minnesota. CHERYL J. LEUNING, Professor, Department Chair B.A., Augustana College; M.S., University of Minnesota; Ph.D., University of Utah. SUSAN K. NASH, Associate Professor B.S.N ., University of Minnesota; M.S.N., University of Minnesota; Ed.D., University of Minnesota. LUANN P. WATSON, Adjunct Instructor B.S.N., Augsburg College; M.A.L. , Augsburg College. PAMELA J. WEISS, Associate Professor B.S.N., University of Nebraska; M.P.H., University of Minnesota; Ph.D., University of Minnesota. - hUGSBURG C 0 L L E G E Transforming Education AUGSBURG LOCATION MAP MINNEAPOLIS AND ROCHESTER Forest Lake Rochester Rochester MINNEAPOLIS CAMPUS MAP 6th Street S. Master of Arts in Nursing admissions office Visitor parking Augsburg campus buildings Student /staff parking • Butler Place ~Interstate 94 West Interstate 94 East ~
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2012-2013
Graduate Studies Catalog
Master of Arts in Education
Master of Arts in Leadership
Master of Arts in Nursing
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Master of Fine Arts in Creative Writing
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Show more 2012-2013 Graduate Studies Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Music Therapy Doctor of Nursing Practice Master of Science in Physician Assistant Studies Master of Social Work at Graduate Studies Catalog 2012-13 Official publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College’s graduate programs. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult the Office of Admissions, the graduate program directors, or the registrar. See the Directory page for e-mail and telephone contacts to key offices for correspondence or telephone inquiries. Published 2012 www.augsburg.edu A Greeting from the President I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg College’s graduate-level programs in Business Administration, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg College, we believe that our distinctive educational purpose is to help you find your calling at work and in the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow President, Augsburg College Greetings from the Academic Affairs Office Welcome to our graduate programs. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field experiences for courses that include real-life learning through academic internships, experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today’s global environment. When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art classrooms, with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers. All our programs share distinctive qualities, including our commitment and mission to be of service, with one another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economically-sustainable development. We hope that at some time during your degree, you’ll explore the opportunities to participate in an international learning experience—for example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we welcome a diversity of cultures and faiths. Although each graduate program has its own “neighborhood” and unique features, we encourage interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage both “horizontal” initiatives—i.e., cross-program collaboration—as well as “vertical” initiatives—engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a graduate degree. We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you. Sincerely, Barbara A. Farley Vice President of Academic Affairs and Dean of the College Lori A. Peterson Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies Table of Contents Greeting from the President Greeting from the Academic Affairs Office Directory of Offices and Programs About Augsburg College Academic Programs and Policies Graduate Admissions Financing Your Education Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Doctor of Nursing Practice Master of Business Administration Master of Science in Physician Assistant Studies Master of Social Work College Information Maps (Minneapolis and Rochester campuses) Augsburg Board of Regents Directory of Offices and Programs Academic Affairs: 612-330-1024 Master of Arts in Education (MAE) Vicki Olson, Director: 612-330-1131 Karen Howell, Coordinator: 612-330-1354 maeinfo@augsburg.edu www.augsburg.edu/mae Master of Arts in Leadership (MAL) Norma Noonan, Director: 612-330-1198 Patty Park, Coordinator: 612-330-1150 malinfo@augsburg.edu www.augburg.edu/mal Master of Arts in Nursing (MAN) Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 Linden Gawboy, Administrative Assistant manursing@augsburg.edu www.augsburg.edu/ma_nursing mbainfo@augsburg.edu www.augsburg.edu/mba Doctor of Nursing Practice (DNP) Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 Linden Gawboy, Administrative Assistant nursing@augsburg.edu www.augsburg.edu/dnp Office of Admissions: 612-330-1101 or gradinfo@augsburg.edu www.augsburg.edu/grad Bookstore: 612-359-6491 Center for Counseling and Health Promotion: 612-330-1707 or www.augsburg.edu/cchp Campus Ministry: 612-330-1732 or campmin@augsburg.edu Master of Business Administration (MBA) Steven Zitnick, Director: 612-330-1304 Katherine Fagen, Coordinator: 612-330-1774 mbainfo@augsburg.edu wwww.augsburg.edu/mba Enrollment Center: 612-330-1046, 1-800-458-1721, or enroll@augsburg.edu Questions about registration, financial aid, transcripts, payments, accounts Master of Science in Physician Assistant Studies (PA) Dawn Ludwig, Department Chair and Director: 612-330-1399 Carrie Benton, Coordinator: 612-330-1518 paprog@augsburg.edu www.augsburg.edu/pa International Student Advising (ISA): 612-3301686 or http://www.augsburg.edu/isa/ Master of Social Work (MSW) Lois A. Bosch, Director: 612-330-1633 Holley Locher-Stulen, Coordinator: 612-330-1763 mswinfo@augsburg.edu www.augsburg.edu/msw Master of Social Work and Master of Arts in Theology (MSW/MA) Luther Seminary: 651-641-3521 Master of Social Work and Master of Business Administration (MSW/MBA) Lois A. Bosch, MSW Director: 612-330-1633 Steven Zitnick, MBA Director: 612-330-1304 Lindell Library: 612-330-1604 or www.augsburg.edu/library Public Safety: 612-330-1717 or security@augsburg.edu Registrar’s Office: 612-330-1036 or registrar@augsburg.edu Rochester Campus Program Office: 507-288-2886 or rochinfo@augsburg.edu Welcome/Information Desk: 612-3300-1000 About Augsburg College At Augsburg College, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, act ethically and communicate effectively in a global world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. Mission Statement Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community, committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by our urban and global settings. Augsburg Today 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, Wis., and moved to Minneapolis in 1872. A short history of Augsburg College can be found at www.augsburg.edu/about/history.html Today, Augsburg continues to reflect the commitment and dedication of its founders who believed: • Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it; • An Augsburg education should be preparation for service in community and centers of faith; • The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg’s undergraduate program of liberal arts and sciences is offered on both a traditional weekday schedule and a non-traditional weekend and evening schedule. Augsburg offers the following graduate programs: Master of Arts in Education (MAE) Master of Arts in Leadership (MAL) Master of Arts in Nursing (MAN) Master of Business Administration (MBA) Master of Science in Physician Assistant Studies Master of Social Work Doctor of Nursing Practice Dual degrees: BA in accounting/MA in leadership Master of Social Work/Master of Business Administration Master of Social Work/MA in theology, with Luther Seminary Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their discipline. A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Minneapolis and Rochester Locations Augsburg’s Minneapolis campus Augsburg’s Minneapolis campus surrounds Murphy Square, the oldest park in the city of Minneapolis. The University of Minnesota West Bank campus and one of the city’s largest medical complexes—the University of Minnesota Medical Center, Fairview—are adjacent to Augsburg, with the Mississippi River and the Seven Corners theater district just a few blocks away. Convenient bus routes run by the campus, and two Hiawatha Line light rail stations are just blocks away. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn., located at Bethel Lutheran Church. For maps, directions, and parking information, go to www.augsburg.edu/about/map. Augsburg established its branch campus in Rochester, Minn., in 1998. Classes in Rochester meet on an evening schedule with occasional Saturdays, making them accessible to working adults. There are three trimesters in each academic year, and students can enter degree programs in the fall, winter, or spring. Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to use technology in the learning and communication process through the online course management system. For more information, go to www.augsburg.edu/rochester or call the Office of Admissions at 612-330-1101 or the Rochester program office at 507-288-2886. Augsburg’s Rochester campus Augsburg’s Rochester campus is located in the facilities of Bethel Lutheran Church (ELCA) just a few blocks south of the heart of a city of approximately 100,000 residents. Situated in the heart of the Midwest, the community has a rich ethnic diversity and superior technological resources. Students at the Rochester campus are students of Augsburg College. As such, our purpose is to “educate for service,” by preparing and equipping women and men to make a difference in the world. On the Minneapolis Campus Admissions Offices The Office of Admissions is located on the main level of Christensen Center. The Physician Assistant Studies Program admissions office is located in Anderson Hall. Augsburg for Adults Office Augsburg for Adults focuses on adult-centered educational programs and assists adult learners in all programs. It evaluates how the program fulfills their needs and identifies the educational services to help them succeed. The Augsburg for Adults office is located in Oren Gateway Center 110. Augsburg Abroad The Augsburg Abroad office, located in Murphy Place, provides advising and administrative services for students interested in an international experience. Resources for study, work, internship, and volunteer opportunities abroad are available. Bookstore The Augsburg College Bookstore, operated by Barnes and Noble, is located in the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available through the bookstore. Counseling and Health Promotion The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center is located at 628 21st Avenue South. Christensen Center Christensen Center, with admission offices, student lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications, is the College center and the hub of campus life. Food Services A variety of food options are available both in the Christensen Center and in Oren Gateway Center. Foss, Lobeck, Miles Center for Worship, Drama, and Communication The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are housed in this complex, which provides space for campus ministry, the theatre and communication studies offices, as well as the film program. Foss Center’s lower level is home to the Center for Learning and Adaptive Student Services (CLASS). James G. Lindell Family Library This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh Street. Kennedy Center This three-story addition to Melby Hall features a wrestling training facility, classroom space, locker rooms and fitness facilities, as well as hospitality and meeting rooms, classrooms, and offices. Melby Hall This complex provides facilities for the Health, Physical Education, and Exercise Science Department, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and serves as the College’s general auditorium. Music Hall Music Hall contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main Home for the Languages and Cross-Cultural Studies, and Art Departments, Old Main was extensively remodeled in 1980, combining energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center Dedicated in 2007, Oren Gateway Center is positioned on Riverside Avenue to serve as the “gateway” to campus. It houses Alumni Relations, Parent and Family Relations, Institutional Advancement, the Master of Business Administration program, the Master of Arts in Leadership program, the Center for Faith and Learning, and the StepUP program. The center also includes student residence apartments, the Gage Family Art Gallery, Augsburg Bookstore, Nabo Café, classrooms, and the Johnson Conference Center. Science Hall Classrooms, science laboratories, a medium-sized auditorium, faculty offices, and Finance and Administration offices are found in Science Hall. Sverdrup Hall The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall. Sverdrup-Oftedal Memorial Hall Originally built as a dormitory, Memorial Hall contains the president’s office, Human Resources, and other administrative and faculty offices. Student Technology Center/TechDesk The Student Technology Center/TechDesk, located on the ground floor of the Lindell Library, functions as the initial point of customer contact for the Augsburg Information Technology Department. The TechDesk staff field requests for computer and media support. Many questions can be answered by searching the TechDesk web page at http://www.augsburg.edu/techdesk/ or by contacting them at 612-330-1400, at techdesk@augsburg.edu., or instant messaging on the webpage. Hours are generally business hours during the week and some weekend hours. Current hours are posted on the website. AugNet Account All students receive an AugNet email account. All official correspondence from the College is sent to this account and students are responsible for checking it. Students also have a secure network folder on the College’s network that is backed up weekly. The folder is accessible from both on- and offcampus. Computing Students have access to more than 250 on-campus computers with their AugNet account. There are both PC and Macintosh desktop computers available in the Lindell Library Learning Commons and computer lab and in the 24-hour Urness computer lab. The College has six computer classrooms and 41 technology- enhanced classrooms. The circulation desk in Lindell Library has 40 wireless laptops available for use in the Library. A valid Augsburg ID is required. All campus computers are equipped with a standard suite of software including Microsoft Office, SPSS, and Internet browsers. Additionally, a RemoteLab service provides access to campus software to off-campus students. See the TechDesk website for more information. A high-speed fiber optic campus network provides access to AugNet online services, printing, and connections to the Internet and Internet2. Network-ready student machines can connect to the campus network using WiFi. All of the AugNet online services and several of the registrar’s student services are available securely on the Inside Augsburg web page, http://inside.augsburg.edu to students on and off-campus. Accreditation, Approvals, and Memberships Augsburg is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools • National Council for the Accreditation of Teacher Education • Association of Collegiate Business Schools and Programs (ACBSP) (Augsburg’s MBA is a candidate for accreditation) • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) • Commission on Collegiate Nursing Education (CCNE) (Augsburg’s master’s degree is full accredited; the doctoral degree is a candidate for accreditation) • Council on Social Work Education (CSWE) (bachelor’s and master’s degrees) Augsburg’s programs are approved by: • American Chemical Society • Minnesota Board of Teaching • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association of Schools of Music Augsburg College is an institutional member of: • American Association of Colleges and Universities (AACU) • American Association of Colleges of Teacher Education (AACTE) • American Association of Higher Education (AAHE) • American Music Therapy Association, Inc. • Association of Collegiate Business Schools and Programs (ACBSP) • Campus Compact • Council of Independent Colleges (CIC) • Lutheran Education Council in North America (LECNA) • National Association of Schools of Music (NASM) • National Society for Experiential Education (NSEE) • Physician Assistant Education Association (PAEA) • Associated Colleges of the Twin Cities (ACTC), • • • Higher Education Consortium for Urban Affairs (HECUA) Minnesota Private College Council (MPCC) Twin Cities Adult Education Alliance (TCAEA) See individual graduate program sections for additional accreditation and affiliation citations. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Credits earned at the institution may not transfer to all other institutions. Augsburg College Facts and Figures • • • • • • • • • • • • • Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious affiliation—The Evangelical Lutheran Church in America (ELCA). Although a plurality of students are Lutheran, 16 percent are Roman Catholic, and 25 percent represent other denominations and religions. Enrollment—4,109 students from 26 countries. Graduate student enrollment is 871. Alumni—Appox. 24,000 alumni since 1870, including more than 1,200 graduate program alumni. Student/Faculty ratio—13 to 1 Campus—18 major buildings. Major renovations to classrooms in 2007. Accessibility—Augsburg is one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides inside access to 12 major buildings. Degrees granted—BA, BS, BM, MA, MBA, MS, MSW, DNP Library—Over 190,000 items, direct access to more than 2.5 million through CLIC, the Twin Cities private college library consortium. Calendar year—Weekend/evening trimesters and weekday semesters, varying by the graduate program Majors—More than 50 majors in 35 departments and programs with two five-year degrees (BA in accounting with MAL, and BS/MSW in social work). Six master’s degree programs and one doctoral program, plus several dual degrees. Off-campus programs—The Office of International Programs offers programs through Augsburg’s Center for Global Education and International Partners programs for short- and longer-term study abroad for both undergraduate and graduate students. Athletic affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Clery Act information The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Non-Discrimination Policy Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, employment, scholarship and loan programs, athletic and/or school administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. (See Physician Assistant Studies for details of its program policy.) Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1058. FERPA The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended, provides certain rights to students regarding their education records. Augsburg College understands that no information other than “directory information” can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. For example, this means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask for letters of recommendation. 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. You must request to review your education records in writing, with your signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records as you requested. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e-mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received; • The weight and height of members of athletic teams; • The student’s dates of attendance; • The most recent previous educational agency or institution attended by the student; and • The student’s photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Academic Programs and Policies Academic Calendars Most of our graduate programs meet on a trimester calendar. Physician Assistant Studies classes meet on a semester day schedule. The official academic calendars for individual programs can be found at www.augsburg.edu/registrar. All academic calendars are subject to change. Academic Policies The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a College requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the College’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide/) Academic Evaluation Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0 achieves highest standards of excellence. See each program for details of field study and special projects. Students must achieve a 3.0 GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards Policy. The numeric grade point definition for Graduate Studies is: 4.0 grade points Achieves highest standards of excellence 3.5 grade points Achieves above acceptable standards 3.0 grade points Meets acceptable standards 2.5 grade points Meets minimum standards 2.0–0.0 grade points Unacceptable performance P N V W I X Represents work at 3.0 or higher (not counted in grade point average) No credit (not counted in grade point average) Audit Withdrawn Incomplete In progress, extended beyond term of registration Withdrawn Status W—Grade given when a student withdraws from a course after the deadline without notation on the record Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Academic Probation Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult the PA Program Progression Standards Policy. Attendance Policy Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students to our professional development. Each instructor has the authority to specify attendance and participation requirements to address the needs of particular courses, individual students, or various learning styles. Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Continuation Policy for Thesis or Final Project (effective in fall 2010) Following the initial registration term for the final (or summative or capstone) project, students will be automatically registered for continuation course 999 each trimester for up to 15 trimesters or until a grade for the completion course is submitted by the project adviser. Continuation course 999 maintains students’ active status in the graduate program, including library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to change as costs increase) per trimester. Automatic registration will occur for up to five years or 15 terms. At the end of this time, the course grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program director to evaluate readmission to the College and program. Students who are readmitted may need to complete additional course work and will need to pay full tuition for all additional courses and to repeat the final project course. If/when the final project course is completed, the new grade would supersede the previous grade. Students may withdraw from the College, and thus from continuation course 999 and the final project course, at any point during the continuation period and receive a W notation on the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and program. Students may be subject to additional coursework. An accounts receivable hold will be placed on the student’s account if a collegewide $250 unpaid threshold is reached. The threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold amount, the registrar’s office will not continue to automatically enroll the student in continuation 999. The registrar’s office and the Student Accounts Office will inform the student, the program director, and coordinator that the student must pay the account (including the late fee). At this point coordinators and/or program directors will communicate with the student and the faculty adviser and, if necessary, request that the faculty adviser submit a grade change of N. The student also may elect to withdraw from the College. If the grade change has not been submitted within one term, the program director will submit the grade change of N. This policy is effective as of September 2010. Students will sign a contract outlining the terms of the continuation policy, which will be kept on file with the program and in the Office of the Registrar. Accumulated charges stand for current students, but beginning in fall 2010 students will be charged $35 per term. The Enrollment Center will work with students, as needed, who are currently in the continuation phase and who have accumulated a debt higher than the $250 threshold. Course credit and contact hours A full credit course (1.0) is equal to four semester credits or six quarter credits. Each full course on the trimester schedule meets for approximately 28 contact hours (MSW trimesters meet for 32 hours, and the PA weekday semester schedule is approximately 45 hours) with the expectation of substantial independent and group study offered through the web-based electronic course management system. Doctor of Nursing Practice—For information about course credits and contact hours for the Doctor of Nursing program, see p. 49. Degree Requirements To be conferred the graduate degree, all graduate students must achieve the following: • Successful completion of all required courses • A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. • Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg College. Dismissal from the College A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the College. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the College’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal. The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVP-Graduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student. The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Social Work, Education, Physician Assistant Studies, Nursing, Business, Leadership). The Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of response. The Committee will meet with the student and a program representative to review the procedures and ask questions of both the student and the program representative. The student and program representative may each bring a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The role of the third party representative is to provide support to the student or the program representative, not to serve as an advocate during the meeting. Dropping Courses or Withdrawing Students who enroll in courses but later decide not to attend must formally drop their courses through the registrar’s office prior to the start of classes to avoid being charged for those courses. Students who do not properly drop courses will be responsible for the tuition, regardless of non-attendance. Courses may be dropped or withdrawn online through AugNet Records and Registration or in person at the Enrollment Center during hours of operation. If you need assistance with this, contact your program faculty at least two days in advance of the start of classes. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special independent study registration form is required and is available at the Enrollment Center. Terms of Non-attendance Students who interrupt their program enrollment for longer than one semester or three trimesters must readmit to the College and program to resume their degree program. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their adviser and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university and graded 3.0/B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. The maximum number of course credits that can be transferred to these program is as follows: Master of Arts in Education (2.0) Master of Arts in Leadership (2.0) Master of Arts in Nursing (3.0) Master of Business Administration (6.0) Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (8.0) Augsburg course credits are equivalent to four semester hours or six quarter hours. Therefore, transfer credits that are reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively. Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and gradepoints from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Students have a right to experience education without discrimination. Grievance Procedures Involving Augsburg College Faculty Members and Students Part I—Introduction/Preface Augsburg College is committed to a policy of treating fairly all members of the college community in regard to their personal and professional concerns. However, times do occur in which students think they have been mistreated. This procedure is provided in order to ensure that students are aware of the way in which their problems with faculty members can be resolved informally and to provide a more formal conciliation process when needed. Each student must be given adequate opportunity to bring problems to the attention of the faculty with the assurance that each will be given fair treatment. The faculty member must be fully informed of the allegations and given an opportunity to respond to them in a fair and reasonable manner. Definition of Grievance A grievance is defined as dissatisfaction occurring when a student believes that any conduct or condition affecting her/him is unjust or inequitable, or creates unnecessary hardship. Such grievances include, but are not limited to a violation, misinterpretation, or inequitable application of an academic rule, regulation, or policy of the College or prejudicial, capricious, or manifestly unjust academic evaluation. College policies and procedures that do not come within the scope of the Grievance Procedures are the sexual harassment policy, the sexual violence policy, the Committee on Financial Petitions, Discipline Process, and Academic Standing. Time Limits Time limits will include only business days (M–F) for the program in which the student was enrolled. (Weekends, and vacation days are not included; summer may not be included depending on the student’s program.) Part II—Informal Process It is always the student’s responsibility to know these procedures and timelines and to follow them. A. Any time a student feels that she/he has been mistreated by a faculty member, the student should contact the faculty member to discuss the problem and attempt to resolve it. B. If no mutually satisfactory solution can be reached with the faculty member or if, in unusual circumstances, the student prefers not to confer with the faculty member, the student should discuss the problem with the department chairperson of the faculty member and attempt resolution of the problem. C. If the problem cannot be resolved in discussions with the faculty member or department chairperson, or if the faculty member and the department chairperson are the same individual, the student may contact the vice president of academic affairs and dean of the College. D. The student must begin the Informal Grievance process within 15 days of the conduct giving rise to the grievance, by submitting an Informal Grievance Form to the vice president of academic affairs and dean of the College. • The time limit to begin the Informal Grievance process for a grade appeal will be 30 days from the last published finals date for the relevant term. It is the responsibility of the student to maintain a correct and current address on file with the registrar. • If the student could not reasonably be expected to be aware of the conduct when it occurred, the student will have 15 days to file the grievance from the date on which the student could reasonably be expected to be aware of the conduct or condition that is the basis for the grievance. It is the responsibility of the student to establish the reasonableness of such non–awareness. The vice president of academic affairs and dean of the College will determine if this paragraph applies to a grievant. • The vice president of academic affairs and dean of the College and the student must ensure the informal process is completed in 20 days. (See Part I for definition of time limits.) • In unusual circumstances, the time limit may be extended by the vice president of academic affairs and dean of the College. A grievant or respondent must submit a written request for such extension before the end of the time limit. If the vice president of academic affairs and dean of the College thinks the extension is warranted, the Dean will notify all concerned persons in writing. E. If the grievance has been resolved, either by agreement or by expiration of the time limits, a copy of the informal grievance and statements of the resolution will be kept by the vice president of academic affairs and dean of the College for one year. Neither a copy of nor any reference to the grievance will be placed in the personnel file of the respondent. If these informal discussions do not resolve the problem to the satisfaction of the student, a more formal conciliation procedure is available in Part III of this document. Note: A student must file a written grievance, per below, within five days after completion of the informal process Part III—Formal Process Preface If a student has a grievance with a faculty member that has not been resolved through the Informal Grievance Process described in Part II of this document, the student may then seek resolution through formal procedures. For a complete copy of the procedures, contact the dean’s office, Academic Affairs. Graduate Admissions Admission to Augsburg College All graduate programs require students to have a bachelor’s degree from a regionally-accredited fouryear institution. All graduate students must submit completed application forms that can be downloaded from each individual program’s web page, as listed below. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. MA, Education www.augsburg.edu/mae MA, Leadership www.augsburg.edu/mal MA, Nursing www.augsburg.edu/ma_nursing DNP www.augsburg/edu/dnp MBA www.augsburg.edu/mba MS, PA Studies www.augsburg.edu/pa MSW www.augsburg.edu/msw English Proficiency Requirements for International Graduate Applicants To meet Augsburg College admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs Augsburg College accepts as evidence for English proficiency. • • • • TOEFL (http://www.toefl.org/) (Test of English as a Foreign Language) score report of 80 on the Internet-based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections. (The Augsburg College TOEFL code is 6014.) IELTS (http://www.ielts.org/) (International English Language Testing System) score report of 6.5. MELAB (http://www.tsa.umich.edu/eli/testing/melab/) (Michigan English Language Assessment Battery) score report of 80, and score report must be accompanied by an official letter from the testing coordinator. Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia. Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years old. Readmission to the College The last day to receive approval for readmission to the College and register for classes is one business day prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the College must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). Admission of International Students Augsburg College graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways: 1) if the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a U.S. consulate, or 2) if the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: A. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: • Analysis of credentials—to determine if your degree is equivalent to an accredited US bachelor’s degree. • Course-by-course evaluation—to show your complete course listing with credit values and grades received for each course. • Calculation of grade point average—to demonstrate your cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. • Translation to English (if applicable) The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at http://wes.org for direction on transcript evaluation. B. Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a U.S. citizen or U.S. legal permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. Financing Your Education Costs for Graduate Studies Each academic year the Augsburg Board of Regents reviews costs and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. For current academic year costs for graduate study, go to the Enrollment Center webpage at www.augsburg.edu/enroll. Financing Your Education Financial assistance is available to graduate students who are enrolled in a total of at least 1.0 course credit per term in any of Augsburg’s graduate programs. Two full-credit courses per term is considered full time. You may be eligible to finance your education through loan programs from the State of Minnesota or the federal government. You may also select from a variety of payment plans available each semester or trimester, including a plan for those who receive company tuition assistance. Financial aid may be used for international programs where credit is offered. Payment Options Various payment plans are available: • Payment in full: Due after registration and before the beginning of the semester/trimester. No finance charge or administrative fee. Finance charge of 8% APR will apply toward any unpaid balance after the start of the term. • Loans, grants, and/or scholarships: If you plan to use the loans that you have been awarded, you must request the funding. These loans include Stafford, PLUS, Alternative/Private, etc. All loan requests (either paper or online) must be received and approved by the lender and certified by Augsburg’s financial aid office, on or before the first day of the term. Company Reimbursement An application for the Employer Reimbursement Payment Plan must be filed once each academic year. Students enrolled in the payment plan will be charged a $20 fee each term unless the account is paid in full by the start of the term or if financial aid will cover all costs for the term. This fee is nonrefundable after the 100% drop date. Final payment on any remaining balance is due 60 days after the end of the course. Accounts not paid in full by the due date will receive a monthly $50 late payment fee and are subject to further collection efforts. The student is responsible for payment if the employer does not pay for any reason. Sources of Financial Aid The Enrollment Center assists students in assessing financial aid eligibility and identifying various sources of aid. Sponsored Scholarships Augsburg actively pursues non-Augsburg funding for special scholarships. The availability of such scholarships may enable the participation of individuals with limited financial means as well as individuals working for volunteer agencies and other organizations not likely to provide tuition reimbursement. Refer to the program sections or contact the programs for more information. Military Discount At Augsburg College, we value the varied professional and academic experiences that our adult students bring to our campus community and are grateful to those who volunteer to serve in the military. Augsburg offers a 10% military tuition discount for the following: • • a member of the military currently serving full or part time (any branch) veteran of any branch of the United States Armed Forces. The military discount is available only to students in the Weekend and Evening College undergraduate program and graduate programs. Contact the Office of Admissions or go to www.augsburg.edu/military for more details. AmeriCorps Scholarships AmeriCorps scholarships are available to full-time graduate students. Contact the Enrollment Center for more details. 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, contact Augsburg’s American Indian Student Services Program director at 612-330-1144 or your tribal agency. Federal and State Aid Programs The Enrollment Center uses standard, nationally accepted methodology to determine eligibility for federal and state financial aid programs. Federal Stafford Loan Program Common Loan Provisions Borrowing Limits: Graduate students may borrow up to $20,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both but cannot exceed the annual loan limits. Repayment Terms: Repayment begins six months after you cease to be enrolled at least half time in an eligible program leading to a degree or certificate. Repayment may extend up to 10 years. Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the Enrollment Center if you think you are eligible for a deferment. Supplemental Loans: If additional financing is needed, the Enrollment Center can offer guidance in selecting the appropriate loan. To Apply for Financial Aid Financial aid information is available at www.augsburg.edu/enroll Applicants must be admitted to Augsburg as regular students or be returning students in good academic standing to be eligible for financial aid. Applicants for graduate study must submit the Free Application for Federal Student Aid (FAFSA). To complete and submit the FAFSA electronically, go to www.augsburg.edu/enroll If a student is selected for verification, additional documents will be needed. Students in this situation will be contacted by the Enrollment Center. Financial Policies Refund Schedule Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule (except for the minimum charge of $100 to cover administrative costs). Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. [NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis. For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial consequences of making adjustments to your registration.] Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. For further information, contact the Enrollment Center, 612-330-1046, 1-800-458-1721, enroll@augsburg.edu, or www.augsburg.edu/enroll. Master of Arts in Education We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals—and here’s why. OUR PHILOSOPHY The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and leadership. You can read about each theme on the following page, but for the MAE program, I want to highlight one of the program themes—leadership. As this program theme suggests, we expect our students to leave our programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the school and community. Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers committed to educating all learners in a diverse and changing world. OUR FACULTY Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do. We value good teaching and, most especially, we value good teachers. OUR ACCESSIBILITY We realize that although teaching is your dream, your reality most likely includes work, family, and personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and responsibility of field experiences, but education coursework is accessible through the weekend and evening schedules. As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher—the teacher you can become. Vicki L. Olson, PhD Director, Master of Arts in Education Education Department Mission The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world. Program Themes Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our practice. Relationships Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues, and community partners by developing learning communities. These nurturing learning communities provide a safe, trustworthy place where challenging and engaging questions can be considered. We model the kinds of learning communities that we expect our graduates to create. We share with our students a learning model that connects content, theory, and practice in an ongoing cycle. Students and their learning are the focus for responsive teachers. Therefore we embrace and foster a progressive and constructivist orientation. Reflection and Inquiry Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field placements, service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to manage the many polarities inherent in the teaching and learning process. Diversity and Equity Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a “school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences, learning style theory and teaching for understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn. They also have a sense of efficacy and believe that they can help all students learn. Leadership Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre-service education and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience, increased confidence, and professional development become leaders within the school, the district, and the community. Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating for instructional innovation, constructivist curricular development, and systemic change. Master of Arts in Education Conceptual Framework Teacher leadership is the theme that threads through our graduate licensure and degree completion program. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are required to include coursework focused on leadership and study aspects of leadership as part of their degree program. Third, the final project—be it an action research, a leadership application project, or the performance assessment option—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it. Three Teacher Leadership Aspirations inform our program. They are as follows. Aspiration 1: Teacher leaders value learning for personal and professional growth. Teacher leaders share knowledge effectively with colleagues. We believe that teacher leaders are comfortable with their knowledge and expertise, neither flaunting it nor hiding it, but sharing it with other generously. They work to build bridges with a full range of colleagues, but they don’t let recalcitrant colleagues stop their own development. They see learning as a continuous endeavor and seek it throughout their careers. Aspiration 2: Teachers leaders think big—beyond the classroom to the broader context of education and community. We believe that teacher leaders see systems and the “big picture” and are able to put their classrooms, schools, and communities into a broader context. They understand the link between policies, politics, and education and participate in change efforts at the macro and micro levels. They seek to work with administrators to establish school and district policy that improves life for everyone. If this involves political action, they are prepared to engage in it. Teacher leaders also understand that teaching and learning are dynamic and that change within school systems is an ever-present phenomenon. They are informed decision-makers predisposed to take on the challenge of change when they think it benefits students, teachers, and/or community. Aspiration 3: Teacher leaders possess courage and an orientation to action. We believe that teacher leaders help others not be afraid. They are able to help people to take warranted risks and step outside their comfort zones. They have the courage to bring people together to see the bigger picture and then help people get there. Teacher leaders accept both power and accountability. They understand that responsibility without power diminishes potential for effectiveness. They believe that accountability is a fair trade for the power to take effective action. They operate from a foundation of self-efficacy. Program Overview The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K-12 initial teaching licenses offered at Augsburg include: • Elementary education (K-6), with or without a middle school content area endorsement in math, communication arts, social studies, or science. Also available is the pre-primary endorsement to the elementary license. • Secondary education (5-12 and K-12) in social studies, communication arts/literature, visual arts, health, mathematics, music, and physical education; and 9-12 in biology, chemistry, and physics. * K-12 English as a Second Language • K-12 Special Education: Emotional and Behavioral Disabilities • K-12 Special Education: Learning Disabilities Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement options: * K-12 English as a Second Language • K-12 Special Education: Emotional and Behavioral Disabilities • K-12 Special Education: Learning Disabilities • K-12 Reading • Pre-Primary All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. The MAE degree is also available without a license but with an education core. See the MAE program director for details. Accreditations and Approvals Augsburg College is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools • National Council for the Accreditation of Teacher Education Augsburg College is approved by the Minnesota Board of Teaching. Program Structure The Master of Arts in Education (MAE) program is made up of a core of education licensure courses coupled with a degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in Leadership (MAL) and graduate courses in education. Most students in the MAE program pursue a K-12 teaching license as part of their program plan. The MAE degree is also open to students who do not want a teaching license but do want a background in education and leadership. The MAE degree requires 9.0 or 10.0 Augsburg graduate level courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level apply towards the MAE degree. Course Credit A full-credit graduate or undergraduate course (1.0) is equal to four semester credits or six quarter credits. Each full course offered within the weekend schedule meets for 28 hours with the expectation of substantial independent study outside of class. Schedule The majority of the education courses in the MAE licensure and degree programs are offered through the weekend schedule. Some education courses and many undergraduate content area courses are offered on a weekday evening schedule. The MAL degree completion courses are offered primarily through the weekend schedule. Summer session courses are offered weekdays and weekday evenings. The following teaching licenses are available entirely through the weekday evening and weekend schedule: elementary education, middle school and pre-primary specialty area endorsements, 5-12 social studies, 5-12 communication arts, and K-12 art. Additional licenses in the following areas are available through a combination of weekday, weekday evening, and weekend schedules: biology, chemistry, health, mathematics, music, physical education, and physics. For these licenses, the education and degree completion courses are taken during the weekend and weekday evenings while some if not all of the content area courses are taken during the weekday. The weekend schedule is comprised of three trimesters spread from early September through late June. In general, classes are held every other weekend. The weekday schedule is comprised of two semesters spread from early September through late April. Classes offered during the weekday meet one to three times per week. Classes offered jointly between weekday and weekend meet on a weekly basis in the evening. The official academic calendars can be found at www.augsburg.edu/registrar. Curriculum— Teaching Licenses K-6 Elementary Education This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of math, science, social studies, and communication arts and in pre-primary can be pursued along with or separately from the K-6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. All of the following courses must be taken for K-6 elementary licensure. Up to six courses may be taken at the graduate (500) level and applied toward the MAE degree. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) EED 325/525 K-6 Literacy Methods (1.0)* To complete the license, the following undergraduate requirements must be completed: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) EED 225 Foundations of Literacy EED 326 Literacy Field Experience (0.0)* (taken concurrently with EED 325/525) EED 311 K-6 Methods: Health (.25) EED 312 K-6 Methods: Physical Education (.25) EED 336 Advanced Methods in Literacy (.5)* EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 350 K-6 Methods: Math (1.0)* EED 360 K-6 Methods: Science (1.0)* EED 370 K-6 Methods: Social Studies (.5) EED 380 Kindergarten Methods (.5)* EED 386 Children’s Literature (.5) EED 481,483 Student Teaching (2.0-3.0) 485, 487 EED 495 TPA and Student Teaching Seminar (.5) *Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences. These experiences occur in K-6 classrooms during the weekday. If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Undergraduate Liberal Arts Requirements The number of supporting content area courses required for licensure depends upon the courses completed as part of the bachelor’s degree and/or other coursework. Requirements are determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific requirements are on file in the Education Department. Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social studies, math, and science. The optional pre-primary endorsement is also available. Specific requirements for these endorsements are on file in the Education Department. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department and the content area departments determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are older than five years are judged on a case-bycase basis. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the amount and type of courses that are accepted. Grades of B or better are required for transfer consideration. See the MAE program director for approval of graduate coursework accepted in transfer. Elementary Licensure Course Descriptions HPE 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor) EDC 490/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: Admission to department) EED 225 Foundations of Literacy Instruction in and discussion of literacy development in K-6 classrooms. In this course, students will investigate theories, research, and practices involved in K-6 literacy development and instruction. Students will also strengthen their own understanding of English grammar and linguistics. EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 325/525 K-6 Literacy Methods The study and use of a variety of assessment and teaching techniques and resources for literacy instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to department) EED 326 Literacy Field Experience (0.0 course) Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. (Prereq.: Admission to department) EED 331 Middle School Methods: Communication Arts/Literature/Writing (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: Admission to department) EED 336 Advanced Methods in Literacy (.5 course) The study and use of differentiated assessment and instructional methods to meet literacy learning needs of a range of students, including students with learning difficulties and first languages other than English. (Prereq: Admission to department and EED 225 and 325/525) EED 341 K-6 Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 342 K-6 Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department and MPG 3. Math 137 prior to EED 350 is recommended.) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department) EED 370 K–6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: Admission to department) EED 386 Children’s Literature (.5 course) The study of children’s literature and its uses in the elementary classroom. (Prereq: Admission to department) EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure and/or degree program. (Pre-req.: passing scores for MTLE Basic Skills tests) EED 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5) Preprimary Endorsement for Elementary Licensure This endorsement can be added to a K-6 elementary license. Required courses include the following: PSY 250 Child Development (Prereq.: PSY 105 or equivalent) SOC 231 Family Systems OR SPE 490/540 Parent and Professional Planning (Graduate students using the preprimary endorsement must take SPE 540.) ECE 345/545 Foundations of Preprimary Education ECE 346/546 Learning environments for Preprimary Aged Children ECE 347/547 Immersion and Teaching Competence ECE 488 Preprimary Student Teaching Preprimary Endorsement Course Descriptions ECE 345/545 Foundations of Preprimary Education Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and social service agencies. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250,or their equivalents, and admission to department) ECE 346/546 Learning Environments for Preprimary Aged Children Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the synthesis between course readings and experience, and students’ experience working with current teachers in site-based field experience. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250, or their equivalents; ECE 345/545; admission to department) ECE 347/547 Immersion and Teaching Competence Students gain an understanding of how to deliver developmentally-appropriate instruction and assess learning appropriately for preprimary children. Students gain experience taking the perspective of families and communicating with them. A reflective practitioner’s skills are developed through selfevaluation of curriculum planning. Field experience (20 hours) is a critical part of this course. (Prereq.: admission to department; PSY 105, 250 or their equivalents; ECE 345, 346) ECE 488 Student Teaching in a Pre-Kindergarten Classroom One course of full-time, supervised classroom experience. Required for licensure. (Pre-req.: passing scores for MTLE Basic Skills tests. K-12 and 5-12 Secondary Education K-12 and 5-12 licensures in several content areas are offered through a combination of graduate and undergraduate coursework. K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for grades 5- 12 prepare teachers to teach at the middle and high school levels. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. The following content area majors are offered almost entirely on weekends and weekday evenings: communication arts/literature, history or economics or psychology or sociology (all for social studies), art. Students seeking 5–12 licensure in social studies must complete a broad-based core of courses in the social studies in addition to a social science major. Education courses for these licenses are also taken during weekends and weekday evenings. The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry, physics, health, physical education, music, and mathematics. Students seeking licensure in any of these areas typically will need to take additional content courses in the weekday schedule. Students can obtain a 9–12 license in physics, chemistry, or biology and have the option of adding the 5–8 general science to the 9–12 license. Students also can obtain the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken during weekends and weekday evenings. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to six of them also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) ESE 300/500 Reading and Writing in Content Area (1.0)* To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (1.0)* ESE 3XX K-12 or 5-12 Special Methods (1.0 –2.0)* ESE 481, Student Teaching (2.0-3.0) 483, 485 ESE 495 TPA and Student Teaching Seminar (.5) *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. Undergraduate Content Area Requirements The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Two or more content area courses tied to Minnesota licensure standards are generally required, even with a completed academic major. Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards and if a grade of C or better was achieved. Coursework older than five years is judged on a case-by-case basis. Specific course requirements for each content area are on file in the Education Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. See the MAE program director for approval to use graduate level transfer courses in the degree program. Secondary Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor) EDC 490/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: Admission to department) ESE 300/500 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Fieldwork experience. (Prereq.: Admission to department). ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq: Admission to department. Note: Students seeking 5–12 health and K–12 PE licenses do not take this course). ESE 310 K-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 311 Middle School Methods: Social Studies (.5) is taught concurrently with ESE 310 and is required for the middle school social studies endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 330 K–12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 331 Middle School Methods: Mathematics is taught concurrently with ESE 330 and is required for the middle school mathematics endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 340 K–12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 341 Middle School Methods: Science is taught concurrently with ESE 340 and is required for the middle school science endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 350 K–12 Methods: Literature and Media Literacy Introduction to media literacy, adolescent literature, and the teaching of literature in the middle and high schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department.) ESE 351 K–12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. (Prereq.: Admission to department) ESE 360 K–12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department) ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K–12 licenses require three courses. Student teaching occurs upon satisfactory completion of licensure coursework. (Pre-req.: passing scores for MTLE Basic Skills tests) ESE 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5) Special Education There are two licensure options in the K–12 Special Education program: emotional/behavioral disabilities (EBD) and learning disabilities (LD). Both programs qualify students to teach in special education programs and positions; many students get licensure in both. The MAE program with licensure in special education is based on an innovative internship model that allows students employed in EBD and/or LD classrooms to fulfill a portion of their special education field experience requirements while they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in special education settings. All must complete field placements or student teaching in EBD and/or LD classrooms across elementary, middle school, and high school. Specific information on field experience requirements is available from the Education Department. Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is offered in collaboration with the University of Minnesota-Du
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LEADERSHIP
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"Those who hoye to lead had better
Table of Contents
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Show more • COLLEGE • LEADERSHIP , •• < • "Those who hoye to lead had better Table of Contents understand both rationally and Introduction intuitively the yeoyle who mtght be Leadership Development Model 2 their followers, and the society in Curriculum Design 3 which they are embedded. They had Thesis/Leadership Application Project Option 3 better comyrehend the values of our Non-Thesis Option 3 Course Descriptions 4 Library 5 Admission Requirements and Procedures 6 systems work, and understand how International Applicants 6 and why science has changed the Student Support Services 7 world ... Leaders need syecialists as Evaluation Standards 8 Student Rights 8 Attendance Policy 8 leaders themselves are generalists ... Academic Policies 9 At higher leveh of leadershty they Accred itation and Affiliations 9 cannot achieve their fall yotential Fee and Payment Information 10 Financial Aid 11 About Augsburg 14 knowledge. only this way can they Campus Location 15 shaye the contexts for decisions where Campus Map 15 exyert knowledge is used." MAL Faculty 16 common culture, yast and yresent, know how our yolitical and economic advisers and staff members. But without considerable breadth of - John Gardner • This catalog was current at the time of publication . It is subject to change without notice. I Introduction Accommodating the Full-Time Work Schedule Communitv of Learners Designed to meet the needs and MAL program is participation The Master of Arts in preferences of working adults, in a community of learners Leadership (MAL) program the MAL program is based on gathered together on the responds to the leadership the assumption that the students Augsburg campus. This development needs of both who enroll arc career-oriented, community is enriched by the profit and not-for-profit self-disciplined and well- students with a variety of work Developing Leaders for Organizations and the Communitv Essential to the goals of the organizations. While different in motivated individuals, seeking a and life experiences. To facilitate structure and purpose, most balance of classroom experience, community interaction, students organizations seek leaders with group interaction and individual are encouraged to make use of the following qualities: a vision study. Most courses are organized the Lindell library, computer that is ethically and morally as seminars with the opportunity for disrnssion and dialogue. labs, and Christensen Center. responsible, extending beyond immediate concerns; an Classes meet on alternate understanding of how change Saturdays for three-and-one- occurs and affects the immediate half hours* and alternate environment; a sensitivity to the Thursday evenings for one- complex problems organizations and-one-half hours. face and an ability to achieve * In spring trimester, Saturday solutions consistent with an organization's mission; the ability sessions meet for four hours. to motivate and inspire individuals and groups to work toward a common goal; and the Asample class schedule for a month in the MAL program S11nrlay VH111rJ~v l11eso~y I 'Nea11e,oa1 ability to effectively represent Friday Satur ay Period II and externally. The MAL which individuals may discover Thursday Period I the organization both internally program provides a means by r Period I oak t o Period II and refine these and other Period I abilities fundamental to effective Period II leadership. Period I ok lour Period II Period I Period II Period I Period II Thursday 6:00 p.m. to 7:30 p.m Saturday 8:30 a.m. to 12:00 noon Thursday 8:00 p.m . to 9:30 p.m. Saturday 1:00 p.m. to 4:30 p.m. Note: Each class taken commits a student to either Period I or Period 11. Leadership Development ModelAuosburu College The MAL program promotes To accomplish this, individuals Leadership Development Model , leadership as a process that aspiring to positions of that serve as specific outcomes 1) inspires cooperation among leadership must possess three key for the MAL program. people who must compete for attributes: a sense of vision, the Augsburg's model of leadership limited resources, 2) promotes ability to persuade, and the development is designed to productivity within and beyond ability to direct action. assess, promote, enhance, and the organizat ion, and 3) works Underlying these attributes are refine these capabilities within toward progress for the a broad range of abilities and the individual. individual and the organization. awareness , outlined in the Leadership Sense of Vision Ethical • Social awareness • Environmental awareness • Tolerance of religious and philosophical differences • Appreciation of situational complexity Orientation Toward Action Creative • • • • Long-term perspective Flexibility Adaptability Innovativeness Facility for Persuasion Communicative • • • • • • Risk Assumptive (This model was develofJed l;ry the Augsburg Faculty Graduate Advisoiy Commiuee, 1985-87.) • Curiosity • Achievement motivation • Self-esteem Effective listener Effective speaker Effective writer Diplomatic ability Effective team member Interpersonal sensitivity Culturally Aware • Appreciation for cultural differences • World-view perspective • Tolerance of individual differences Decisive • • • • • Self-confidence Analytical ability Ability to think critically Understanding of research Ability to manage conflict • I 3 Curriculum Design There are two ways to complete related topic. This research- based Non-Thesis Independent Project. the MAL degree. In the study gives the student the The independent research Thesis/Leadership Application opportunity to "tie together" what projects approved each year will Project (Thesis/ LAP) Option, has been learned from the study of be presented in an annual students complete a thesis or a leadership and course-related colloquium. Students who do major leadership application activities. not complete their independent project and 10.5 credits. In the The principal distinction project while enrolled in Non-Thesis Option, students must between the Thesis and the ML 597 are required to pay a complete 11 credits, two papers, Leadership Application Project continuation fee. but no thesis. lies in their underlying For more information Augsburg uses a course orientation. A Thesis has a more regarding the Non-Thesis option, system rather than a credit system theoretical orientation, while the refer to the Information and in its curriculum. An Augsburg Leadership Application Project is Guidelines for the Non-Thesis course is equivalent to four based on practical application. Project booklet. semester credits or six quarter Both require similar rigor and credits. Each course includes two preparation. For either alternative, or more liberal arts disciplines, the student must register for ML encourages pursuit of the 592, 593, and 594. Differences designated outcomes and uses a between these two options will be variety of learning techniques explored in ML 514 Research appropriate to adult leamers. Methods and in ML 593 Instructional techniques include Leadership Research Seminar I. case studies, debate, written and For more information oral presentations, and group regarding the Thesis/LAP option, activity. These techniques develop refer targeted leadership abilities and Guidelines for the Thesis and to the Information and understanding. Students are Leadership Application Project encouraged to see abilities and booklet. understandings as cross- Students who do not complete their Thesis or Leadership Application Project while enrolled in ML 594 Leadership Research Seminar II are required to pay a continuation fee. disciplinaty and to view content areas as integrated. The program reflects the view that the world in which we operate is complex and that dealing with it successfully requires well-developed integrative abilities. Non-lhesis Option Core Courses for Thesis/LAP Option: (3.5 course credits) Elective Courses for Both Options: (at least 7.0 course credits) The following core courses are required for all Thesis/LAP students in the MAL program: ML 510 Visions of Leadership ML 514 Research Methods ML 592 Thesis/LAP Consultation (0.5 course) (ML 592 is taken in conjunction with ML 594.) ML 593 Leadership Research Seminar I (0.5 course) ML 594 Leadership Research Seminar II (0.5 course) (ML 592, 593, and 594 are to be taken in a student's last two consecutive terms or after the student has completed at least five electives and ML 510.) The MAL program requires that seven elective courses be selected from the following course list: ML 511 Creativity and the Problem-Solving Process ML 520 Self-Identity, Values, and Personal Growth ML 521 Methods of Critical Thought ML 525 Personality and Systems Theories ML 530 Ethics in Communication ML 531 The Dynamics of Change ML 535 Organizational Theory and Leadership ML 540 Political Leadership: Theory and Practice ML 545 Decision Making and Leadership ML 550 Decision Making and Computer Technology ML 560 Developing a Multi-cultural Perspective ML 565 Women and Leadership ML 580 Colloquium on Contemporary Theories of Leadership (elective for Thesis/ LAP Option students) ML 598 Independent Study ML 599 Special Topics Core Courses for Non·Thesis Option: (4.0 course credits) ML 510 ML 514 ML 580 An alternative to the thesis is the lhesis/LAP Opdon successful completion of two Students who select the major papers, as described below. Thesis/LAP Option are required The first of these papers will be to develop and carry out an in- written in conjunction with ML depth study of some aspect of 580. The second paper will be leadership or of a leadership- written while enrolled in ML 597 (Note: If students wish to change from the Thesis Option to the Non-Thesis Option after completing the Research Seminars, they may petition the MAL committee.) ML 597 Visions of Leadership Research Methods Contemporary Theories of Leadership Non-Thesis Independent Project All courses are valued at 1.0 credit unless otherwise designated. Course Descriptions ML 500 Leadership Practicum ML 521 Methods of Critical Thought (1.0 course) ML 531 The Dynamics of Change (1.0 course) Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. Investigation of the processes of critical thinking, drawing from philosophy as well as natural and social science. The course will survey a variety of contemporary approaches to critical thinking, including the use of logic and analytical reasoning, the relationship of evidence to the confirmation of theories and the value of appeals to scholarly studies. A special focus of the course will be an assessment of the ways in which natural and social sciences can (and cannot) assist leaders in addressing problems and seeking solutions. This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The course explores these various perspectives, including areas of conflict and opportunities for leadership in social and organizational change. Sociological, human development and economic theories are applied to contemporary public and private sector issues for social change. ML 511 Creativity and the Problem-Solving Process (1.0 course) ML 525 Personality and Systems Theories (1.0 course) ML 535 Organizational Theory and Leadership (1.0 course) Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation and for seeking an integrative world-view. Study of leadership in the dual context of personality theory and systems theory. Contributions of Jung, Fromm, Maslow, May and others to personality theory are considered as are the systems' theories of von Bertalanffy and Bateson. The theories are applied to the concrete realities of leadership in a variety of settings. In-depth exploration of organizational theory plus related concepts, issues and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. The MAL program occasionally sponsors professional development workshops and seminars for students, alumni and interested community members . ML 510 Visions of Leadership: A Historical and Literary Journey (1.0 course) ML 514 Research Methods (1.0 course) Evaluation and documentation of programs, projects and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. ML520 Self-Identity, Values and Personal Growth (1.0 course) • Study of the concepts of self-identity, value formation , and personal growth as they relate to professional life; factors that influence the development of self-identity and personal values; and the effect of personal values of learning and leadership strategies. ML530 Ethics in Communication (1.0 course) Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising and interpersonal relationships . It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. ML 540 Political Leadership: Theory and Practice (1.0 course) Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and non-profit organizations as well as to politics. I I ML 545 Decision Making and Leadership (1.0 course) ML 580 Colloquium on Contemporary Theories of Leadership (1.0 course) Review of the decision-making process - the setting , goals, and contingencies - as it affects leaders Selected contemporary theories of leadership presented by instructors who participate in the seminar. Emphasis on critical thinking , discussion, written analysis. Prerequisite: One-year coursework in MAL program and ML 510. and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present - their intentions, consequences, arguments, explanations, and justification . ML 550 Communication, Decision Making, and Technology (1.0 course) Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their organizations. ML 560 Developing a Multicultural Perspective (1.0 course) Investigation of multicultural issues. This course will enhance one's ability to lead and work more effectively with people of different cultural backgrounds through the study of diverse values, beliefs, and traditions within the global community. ML 565 Women and Leadership (1.0 course) A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. ML 592 Thesis/LAP Consultation (0.5 course) A series of meetings with a faculty thesis/project adviser, taken simultaneously with ML 594 Leadership Research Seminar II . Graded on PIN basis. Students not completing the thesis/application project during the same term in which they are enrolled in ML 594 are required to pay a continuation fee for each subsequent term until the Thesis/LAP is completed. ML 593 Leadership Research Seminar I (0.5 course) First half of a two-course thesis capstone sequence for the MAL program to be taken in a student's last two consecutive terms or after the student has completed at least five electives and ML 510. This course provides each individual the opportunity to develop a research topic, to synthesize previous study and work experience, and to demonstrate an understanding of the program's principles. Graded on a PIN basis. 5 By the completion of the seminar, students should have made significant progress on their thesis or Leadership Application Project. Graded on a PI N basis. ML 597 Non-Thesis Independent Project (1.0 course) Major written project to be completed in an area of the student's choice, in consultation with an adviser and a reader. The research is presented in a colloquium in partial fulfillment of requirements for the Non-thesis option. Students who do not complete the project during the term in which they are enrolled are required to pay a continuation fee for each subsequent term until the project is completed. ML 598 Independent Study* (1.0 course) Provides directed independent study in an area of the student's choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising professor. Proposals must be approved by the MAL program director prior to registration for the course. ML 599 Special Topics (1 .0 course) Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. ML 594 Leadership Research Seminar II (0.5 course) Continuation of the "capstone" seminar, taken following the student's registration in ML 593 Leadership Research Seminar I. This seminar focuses on the methods of inquiry and results of individual projects. •A student may count only one of the following for credit toward the MAL degree: ML 597 or ML 598. Please refer to the Thesis/LAP and Non-Thesis Project booklets for additional information. LINDELL LIBRARY The James G. Lindell Fam library, which opened in 1997, houses over 175,001 items and provides access the holdings of the seven private liberal arts college in the Twin Cities. Admission Requirements and Procedures Applicants to the program must beginning of the fall, winter, hold a baccalaureate degree and spring terms. Selection of graduate institutions attended, from an accredited four-year candidates will be made on the listing courses taken and college or university and must bas is of an evaluation of each degree (s) conferred, if any. have a minimum cumulative applicant's: undergraduate grade point • Previous college record to participate in an interview average of 3.0 (on a scale of • Letters of recommendation with graduate program faculty A = 4.0) and a minimum • Experience and organizational and/or staff members. cumulative grade point average Applicants may be asked background of 3.0 fo r graduate courses • Written statement completed at an accredited • Interview, if requested college or university. Applicants International Applicants The Augsburg College MAL holding a master's or other To apply, the following Program Office encourages advanced degree from accredited materials must be submitted to qualified applicants from other colleges or universities are the MAL Program Office: countries. International admissible. Should an applicant • Completed application form applicants should keep in mind not meet the minimum • $35.00 non-refundable admission requirements, a probationary term may be possible as decided on a case-bycase bas is. Applicants to the application fee experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential. Decisions about admission Saturdays and that students can the applicant's career and life take only two classes for a yearly goals to leadership aspirations • Recommendation letter and checklist from an immediate supervisor, assessing leadership potential • Recommendation letter and checklist from a work to the progra m will be made on colleague (at the same level) an individual basis by the MAL describing the applicant's Admissions Committee. work-style leadership potential Admission to each entering that classes meet on alternating Thursday evenings and • A 1-3 page statement relating program must have five years of • • O fficial transcripts from all • Official transcripts from all graduate class will be given to undergraduate institutions the most highly qualified attended, listing all courses individuals. Admissions are taken and any degree(s) handled on a "rolling" basis, conferred total of six classes. With this schedule students can complete the required course work in less than two years. See Admission Requirements for a description of the admission process, selection criteria, and work experience requirements. Application materials required for international applicants are: • Completed application form • $35.00 application fee (nonrefundable) payable in U.S. dollars with students admitted at the I 7 • A 1-3 page statement relating the applicant's career and life goals to leadership aspirations • Completed Declaration of Finances (see below for further information) • Letter of recommendation in English from an immediate supervisor, assessing leadership potential • Letter of recommendation in English from a work colleague (at the same level) describing the applicant's work style and potential as a leader • Official mark-sheets with Applicants may be asked to participate in an interview STUDENT SUPPORT SERVICES with graduate program faculty Academic advising for program planning is available. certified translations from all and/or staff members, if the undergraduate institutions applicant is in the United States. attended listing all courses Students and their taken, marks earned, dates financial sponsor must complete attendee\, and clegree(s) or a Declaration of Finances as part cliploma(s) conferred, if any of the application for admission, • Official mark-sheets with certified translations from all graduate institutions attended along with appropriate certifications. Students will need to listing all courses taken, marks provide proof of availability of earned, dates attended, and funds for tuition, books, and degree(s) or diploma(s) living costs for the academic year conferred, if any in which they want to attend. • Official results on the Test of The College requires students to As students approach the capstone experience, they select thesis or project advisers to guide them throughout the completion of their program. Graduate program staff is also available to help students with nonacademic advising issues. Self/career assessment counseling, resume development and a career- English as a Foreign Language provide proof of a minimum of (TOEFL) with a minimum $10,000 in U.S. funds for living search plan are available through the Center for Service, Work, and Learning, score of 590 expenses for themselves plus the (612) 330-1148. cost of tuition. NOTE: Additional information may be required, as requested by Augsburg College, to accurately evaluate educational credentials. Furthermore, supplemental information may be needed to issue an 1-20 or J-1 for students admitted to the MAL program. Information requested for the 1-20 or J-1 will not be used to make an admission decision. Fee and Pavment Information A schedule of fees is published letter from the employer, A per-course tuition refund will separately in the MAL Program stating the company's be made on the following basis: Supplement. Tuition is reimbursement policy, must • T hrough the first scheduled determined annually. ML 592, be filed annually with the class meeting - 100% of tuition ML 593, and ML 594 are half- Business Office. (less a $75 administration fee credit courses and are charged Registration is permitted half of the current full credit only if the student's account for tuition. A continuation fee is a previous term is paid in full as charged to students who do not agreed. Augsburg College will complete their capstone project not release diplomas or academic during the terms they are transcripts until a student's enrolled. account is paid in full. This also applies to student loans Augsburg otters the following pavment options: administered by the College Various payment plans are They must be current according available: to established repayment 1) Payment in Full: schedules. if withdrawing from current term entirely). • Prior to the second scheduled class meeting - 80% of tuition. • Prior to the third scheduled class meeting - 60% of tuition. • No refund after the third scheduled class meeting. (e.g., Perkins Student Loan). Due day of registration. 2) Payment Plan: Refund Schedule A three-pay plan is available Students are responsible for each trimester upon canceling courses with the application and after College registrar's office in order to be approval. Payment plans will eligible for a refund. Students be approved only if previous who unofficially withdraw (stop plans have been satisfactorily attending) and do not complete completed. the drop/add form are 3) Company Reimbursement: responsible for all charges. Full courses, or equivalent, Financial aid may be adjusted that are company reimbursed, based on the student's last require a deposit of $100 per recorded date of attendance. course reimbursed, with full payment due within 50 days after the end of the term. A • I Financial Aid Financial assistance is available to degree-seeking students enrolled in the MAL program. ~on-degree-seeking students are not eligible for any type of financial aid through Augsburg College. Two full-credit courses per trimester are considered full time. One course is considered half-time enrollment. The Federal and State Aid Programs Enrollment and Financial or degree-related college Services Center (EFSC), programs. Augsburg College (612) 330-1046, assists students offers several payment plans by The Enrollment and Financial in assessing financial aid which employees may handle Services Center (EFSC) uses eligibility and offers financial aid tuition reimbursement. Students standard, nationally accepted from available alternatives, should contact the EFSC to make methodology to de termine including the following: payment arrangements using eligibility for federal and state the company reimbursement financial aid programs. Sponsored Scholarships Augsburg actively pursues nonAugsburg funding for special scholarships. The availability of payment plan. • Federal Stafford Loan Program Bureau of Indian Affairs. Tribal and State Indian Scholarships Common Loan Provisions: Borrowing Limits: Graduate American Indian students who students may borrow up to participation of individuals of meet federa l, state, or tribal $18,500 per year with an limited financial means as well as requirements may apply for these aggregate of $128,500 individuals wocking for volunteer scholarships. Indian grants (undergraduate and graduate). agencies and other organizations generally supplement other such scholarships may enable the not likely to provide tuition reimbursement. Companv Tuition Assistance Programs from either the unsubsidized or assistance in application, please subsidized programs or a contact Augsburg's American combination of both but cannot Indian Student Services Program exceed the annual loan limits. director at (612) 330-1144 or your tribal agency. Many companies, agencies, and corporations offer full or partial tuition assistance to employees who participate in work-related A student may borrow sources of financial aid. For Interest Rates: The annually variable interest rate is determined by the 91-day T-Bills +3.1 %, capped at 8.25% and changes each July 1st for all 12 Financial Aid, continued borrowers. The interest rate for Fees: An origination fee of 3% Borrowing Limits: You may enrollment periods beginning and a guarantee fee of up to 1% borrow up to $3 ,000 per year between July 1, 2000 and will be deducted from the loan as a graduate student with a June 30, 2001 is 7.59%. check before you receive it. $30,000 maximum. Repayment Terms: Repayment Federal Stafford Loans Interest and Repayment: begins six months after you cease (Unsubsidized): You may Simple interest of 5% and to be enrolled at least half time borrow up to the amount listed repayment of principal (at a in an eligible program leading on your award notice. minimum of $40 per month) begin nine months after you to a degree or certificate. Repayment may extend up Interest: Interest accrues to 10 years. during the period of enrollment graduate or leave school. Partial or total loan and may be capitalized. cancellation privileges exist deferments are granred for Fees: An origination fee of disability and, in certain continued education, disability, 3 % and a guarantee fee of circumstances, military service. and unemployment. Contact 1% will be deducted from Deferments: In most cases, for certain types of teaching, your lender if you think you are the loan check before you Deferments: No interest accrues eligible for a deferment. receive it. nor do payments need to be made at any time you are enrolled at least half time or for Progrnm Specific Provisions : •Federal Perkins Loan Program serving three years in the Federal Stafford Loan A joint Augsburg College- military, Peace Corps, or VISTA. (Subsidized): The Enrollment federally funded program Contact the EFSC if you think and Financial Services Center administered through the you are eligible for a deferment. has determined that, based on College for students who the financial information demonstrate financial eligibility. submitted, students qualify for No checks are issued, but the up to the amount listed on student is required to sign a •SELF (Student Educational Loan Fund) their Award Notice. promissory note at least once The SELF is administered per term. Funds are put on the through the Minnesota Higher Interest: No interest accrues student account after the Education Coordinating Board. during the time the student is note is signed. Applications are available from enrolled at least halftime. the EFSC and should be completed by the borrower and • I 13 co-signer and returned to the To APPIV tor Financial Aid EFSC for further processing. Financial Aid application Loan checks arrive once per materials are available from the term and are made co-payable MAL Program or EFSC. to the student and Augsburg Applicants must be admitted to College. Augsburg as regular students or be returning students in good Borrowing Limits: Graduate academic standing. students may borrow up to The financial aid $9,000 per year minus any application will be processed other student loan indebtedness. when the following documents Maximum graduate borrowing are received: cannot exceed $40,000 1) The Free Application for including undergraduate. Federal Student Aid The minimum loan amount (FAFSA) or the Renewal per year is $500. FAFSA Interest and Repayment: The interest rate is variable. Interest payments begin 90 days after the loan is disbursed and 2) Augsburg Financial Aid Application 3) Federal income tax return(s) and W-2(s) continue quarterly thereafter while the student is enrolled. Principal payments begin in For further information, contact: the 13th month after you leave school. Enrollment and Financial Services Center Deferments: There are no deferments. Contact the Minnesota Higher Education Coordinating Board regarding special circumstances and repayment. (612) 330-1046 efsvcctr@augsburg.edu 14 About Augsburg Historv 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 main academic and orientation, marital status, status administrative halls, the library, with regard to public assistance, and the music building. In or disability in its education addition, there are programs for policies, admissions policies, students with learning, physical, scholarship and loan programs, and psychiatric disabilities. athletic and/or school administered programs, except in first of 155 parks in the "City of Lakes." The University of Church AHiliation Minnesota West Bank campus Augsburg is a college of the and one of the city's largest Evangelical Lutheran Church medical complexes-Fairview in America. It has a diverse University Medical Center-are community with many strong adjacent to Augsburg, with the religious traditions represented Mississippi River and the Seven among the students, faculty, Corners theatre district just a and staff, including Lutheran, few blocks away. Protestant, Roman Catholic, Jewish, American Indian Accessibilitv Augsburg College has made a Spirituality and Thought, Buddhist, and Islamic faiths. major effort to become one of • the most accessible campuses in Hon-Discrimination Policv the region. Skyways, tunnels, those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to Lora Steil, affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Augsburg College, as affirmed in Minneapolis, MN 55454. She and elevators provide accessible its mission, does not discriminate can be reached by telephone connections among major on the basis of race, color, creed, at (612) 330-1023; or by e-mail, buildings-student housing religion, national or ethnic steil@augsburg.edu. towers, the Christensen Center, origin, age, gender, sexual I ·15 Campus Location Campus Map ~\ 0 ~ :c 6lh Street S Directions to Campus 35W from the North Take Washington Avenue exit and turn left on Washington (cu1ves right onto Cedar Avenue), turn left at Riverside Avenue, right at 21st Avenue South. I-94 East from Minneapolis Take 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 21st Avenue South. I-94 West from St. Paul Take Riverside exit, turn right at Riverside Avenue, turn left at 21st Avenue South. 35W from the South Follow the 1-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 21st Avenue South. ~ lnlerslala 94 West Master of Arts in Leadership Program office location Please call (612) 330-1786 for directions to the Master of Arts in Leadership Program office. College Map Information 1. 2. Public Parking 3. All Augsburg College staff, faculty and commuter lots are free and open for use after 4:30 p.m. Monday through Friday, and on weekends, unless otherwise posted. Lots are located on 7th Street, between 21st and 22nd Avenues and north or south of 8th Street between 24th and 25th Avenues. Additional parking is available in the FairviewUniversity Medical Center ramp, or University of Minnesota parking lots on the north side of Riverside Avenue. 4. 5. 6. 7. 8. 9. 10. 11 . 12. 13. 14. 15. 16. 17. 18. 19. 20 21. Admissions Weekday Program Air Structure Entrance (November through March) Anderson-Nelson Athletic Field and Seasonal Air Structure Christensen Center (Information Desk) East Hall Faculty Guest House Foss, Lobeck, Miles Center for Worship, Drama and Comunication (TjornhomNelson Theatre, Hoversten Chapel) George Sverdrup Hall Husby-Strommen Tennis Courts Ice Arena Jeroy C. Carlson Alumni Center Lindell Library Maintenance and Grounds Shop Mortensen Hall Murphy Place Murphy Square Music Hall New Residence Hall Old Main Oscar Anderson Hall Public Relations & Communications 22. 23. 24. 25. 26. 27. 28. Quad Science Hall Security Dispatch Center Shipping and Receiving Si Melby Hall Sverdrup-Oftedal Memorial Hall Urness Hall Parking Lots A. Admissions/Faculty/Staff Parking B. Faculty/Staff/Commuter/ Resident Parking C. Faculty/Staff Parking D. Faculty/Staff/Commuter Parking E. Commuter Parking F. Resident Parking G. Visitor Parking H. Fairview-University Parking Ramp (pay parking available)* MALFacultv John E. Benson, Professor of Religion . B.A. , Augsburg College; B.S., Luther Theological Seminary; M.A., Ph .D., Columbia University. Larry J. Crockett, Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. Rosemary J. Link, Professor of Social Work, BNHons. University of Southampton, Post graduate diploma & C.Q.S.W. University of London, U.K., Ph.D., University of Minnesota. Marie 0. McNeff, Professor of Education. B.A., M.A., Ed.D., University of Nebraska. Diane L. Pike, Professor and Chair, Department of Sociology. A.B ., Connecticut College; Ph.D., Yale University. Milo A. Schield, Associate Professor of Business Administration/MIS. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. Thomas F. Morgan, Professor of Cass Dalglish, Associate Professor Faculty who teach in the MAL program are predominantly full-time senior faculty with doctorates or appropriate professional degrees. Some courses are team taught by faculty from different disciplines or occasionally by combining a faculty of English . B.A. , College of St. Catherine; M.F.A. , Vermont College; Ph.D., The Union Institute. Business Administration/MIS. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. Joseph A. Erickson, Associate William D. Morris, Assistant Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther Northwestern Theological Seminary; Ph .D., University of Minnesota. Professor of Political Science. B.A., Oakland University; Ph.D., CarnegieMellon University. President, Decision Resources, Ltd. Garry W. Hesser, Professor of Sociology, Director of Cooperative Education Program, Director of Metro-Urban Studies. B.A., Phillips University; M .Div., Union Theological Seminary; M.A., Ph.D ., University of Notre Dame. Beverly J. Nilsson, Professor of Nursing. B.S.N ., M.S., Ph.D., University of Minnesota. David V. Lapakko, Associate Professor of Speech, Communication and Theatre. B.A. Macalester College, M.A. and Ph.D., University of Minnesota. member with professionals from relevant fields. All of the program 's faculty have extensive experience teaching adult learners. Velma Lashbrook, Instructor. B.S .• Speech Communication, Iowa State University, M.S., Speech Communication, Illinois State University, Ed.D., Communication and Educational Psychology, West VirginiaUniversity. President, Strategy Implementation Associates . John S. Schmit, Associate Professor, English ; B.S., St. John's University (MN); M.A. , University of New Orleans; Ph.D. , The University of Texas at Austin. Joseph M. Vo lker, Instructor of Psychology. B.A., University of California-Irvine; M.A., Ph.D. , University of Minnesota. Licensed psychologist at MDA Associates. Norma Noonan, Professor of Political Science, Director of MAL program, and Director of the International Relations Program. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. Catherine L. Paulsen, Instructor in Psychology, B.A. , St. Olaf College, M.A. , Lone Mountain College, San Francisco. Curt Paulsen, Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., Clinical Psychology, Fielding Institute. • I • Master of Arts in Master of Arts in LEADERSHIP _____P_rogram office hours, location, & phone Hours Location Phone Monday-Friday, 8 a.m.-4:30 p.m. Class Saturdays, appointments only Anderson Hall 2016 South 8th St. (612) 330-1786 FAX: (612) 330-·ffl55- r1Si..\ Master of Arts in LEADERSHIP Information Sessions Adults who are interested in the Master of Arts in Leadership Program are encouraged to attend one of the information sessions scheduled throughout the year. Information sessions are free of charge and approximately two hours in length. Call the Master of Arts in Leadership Office at (612) 330-1786 for details or to sign up for one of the following dates: Fall Trimester 2000-200 I Spring Trimester 2000-200 I Thursday, July 6, 6 p.m. Wednesday, August 2, 6 p.m. Wednesday, February 7, 5:30 p.m. Saturday, March 10, 9 a.m. Winter Trimester 2000-2001 Fall Trimester 2001-2002 Tuesday, October 17, 5:30 p.m. Thursday, November 16, 5:30 p.m. Tuesday, May 8, 5:30 p.m. Tuesday, June 26, 5:30 p.m . For more information, write or call : The Master of Arts in Leadership Program Campus Box 144 2211 Riverside Avenue Minneapolis MN 55454 Master of Arts in LEADERSHIP -- Phone: (612) 330-1786 Fax: (612) 330-1355 malinfo@augsburg.edu www.augsburg.edu 2000-2001 Program Calendar New Students Fall Winter Spring Application Deadline New Student Orientation August 7 August 29 December 15 January 4 March 5 March 29 Current Students Fall Winter Spring Mail Registration Begins Mail Registration Ends Syllabi Available Payment Information Sent Confirmation Due June 19 July 7 August 7 August 7 August 31 October 9 October 23 December 11 December 11 January 6 February 5 February 19 March 12 March 12 March 31 Master of Arts in LEADERSHIP 2000-2001 Academic Calendar Fall Trimester 2000 Classes meet Winter Trimester 2001 Thursday, August 31 Saturday, September 9 Saturday, September 16 Thursday, September 21 Saturday, September 30 Thursday, October 5 Saturday, October 14 Thursday, October 19 Thursday, October 26 Saturday, November 4 Thursday, November 9 Saturday, November 18 Saturday, January 6 Thursday, January 11 Saturday, January 20 Thursday, January 25 Saturday, February 3 Thursday, February 8 Saturday, February 17 Thursday, February 22 Saturday, March 3 Thursday, March 8 Saturday, March 17 Thursday, March 22 Spring Trimester 200 I Saturday, March 31 Saturday, April 7 Thursday, April 12 Saturday, April 21 Thursday, April 26 Saturday, May 5 Thursday, May 10 Saturday, May 19 Thursday, May 24 Saturday, June 2 Last day to add/drop* : Wednesday, April 11, 2001 Last day to add/drop*: Last day to add/drop* : Wednesday, September 6, 2000 Wednesday, January 10, 2001 Last day to withdraw: Thursday, May 10, 2001 Last day to withdraw: Last day to withdraw: Thursday, October 12, 2000 Thursday, February 15, 2001 Final grades due: Monday, July 2, 2001 Final grades due: Final grades due: Friday, December 15, 2000 Friday, April 20, 2001 Note: Saturday Classes during Spring 2001 are four hours. 1st period: 8 a.m.-noon 2nd period: 1-5 p.m. *Refer to MAL Catalog for refund schedule. The College reserves the right to change the above dates should it be necessary. In such cases sufficient advance notice will be given. In case of severe weather listen to WCCO 830 AM or call (612) 330-1786 for cancellation information. 2000-2001 Tuition & Fees Application Fee (payable once, non-refundable) Tuition (per course) Technology Fee (per course) Thesis/Project Continuation Fee (per trimester) Campus Access Fee (per trimester) Audit a Course Late Fee (per day) Registration change after first class meeting (cancel/add) Transcript Fee (first is free) $35 ~ IS' l'd.'64 $25 $175 $10 $626 $35 $10 $5 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. Augsburg College reserves the right to adjust charges should economic conditions necessitate. Commencement 2001 In order to participate in Commencement 2001, application forms must be submitted by March 1, 2001 : • Thesis/Application Project students: Must have defended their thesis/application project by May 16. • Non-thesis (Plan B) students: Must have successfully completed ML580 and ML597 including the presentation (May 16). When all the degree requirements are completed , your diploma will be mailed. Class Schedule & Course Offering s Fall Trimester Time period I: Time period II: Thursday 6-7:30 p.m . and Saturday 8:30 a.m.-noon Thursday 8-9:30 p.m. and Saturday 1-4:30 p.m . Time period I: ML510 Visions of Leadership ML599 Topics: Spirituality and Leadership in the Workplace Time period II : ML514 Research Methods ML550 Communication, Decision-Making & Technology Winter Trimester Time period I: Time period II: Thursday 6-7:30 p.m. and Saturday 8:30 a.m.-noon Thursday 8-9:30 p.m. and Saturday 1-4:30 p.m. Time period I: ML525 Personality and Systems Theories ML580 Colloquium of Contemporary Theories in Leadership Time period II: ML535 Organizational Theory and Leadership ML593 Leadership Seminar I ML599 Topics Spring Trimester Time period I: Time period II: Thursday 6-7:30 p.m. and Saturday 8 a.m -noon Thursday 8-9:30 p.m. and Saturday 1-5 p.m. Note: Classes on Saturday are 4 hours instead of 3.5 hours long Time period I: ML521 Methods of Critical Thought ML540 Political Leadership ML594 Leadership Seminar II Time period II : ML510 Visions of Leadership ML530 Ethics in Communication Summer Trimester Time : to be determined ML560 Developing a Multi-cultural Perspective These course offerings may change. A-UGSBURG C•O•L•L•E•G•E MASTER OF ARTS IN LEADERSHIP PO Box 144 2211 Riverside Avenue Minneapolis. MN 55454 www.augsburg.edu
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2010-2011
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Show more 2010-2011 Graduate Studies Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Doctor of Nursing Practice Master of Business Administration Master of Science in Physician Assistant Studies Master of Social Work at Graduate Studies Catalog 2010-2011 Official publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College’s graduate programs. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult the Graduate Admissions Office, the graduate program directors, or the registrar. Key offices are listed on page 6 for correspondence or telephone inquiries. Published December 2010 www.augsburg.edu A Greeting from the President I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg College’s graduate-level programs in Business Administration, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Beginning in the fall of 2010, Augsburg is proud to offer its inaugural doctoral degree program—the Doctor in Nursing Practice program. Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg College, we believe that our distinctive educational purpose is to help you, the individual student, find your calling at work and in the world. The Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow President, Augsburg College Augsburg College I 3 Greetings from the Academic Affairs Office Welcome to our graduate programs. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field experiences for courses that include real-life learning through academic internships, experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today’s global environment. When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art classrooms, with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers. All our programs share distinctive qualities, including our commitment and mission to be of service, with one another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economically-sustainable development. We hope that at some time during your degree, you’ll explore the opportunities to participate in an international learning experience—for example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we welcome a diversity of cultures and faiths. Although each graduate program has its own “neighborhood” and unique features, we encourage interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage both “horizontal” initiatives—i.e., cross-program collaboration—as well as “vertical” initiatives—engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a graduate degree. We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you. Sincerely, Barbara A. Farley Vice President of Academic Affairs and Dean of the College Graduate Catalog I 4 Lori A. Peterson Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies Table of Contents Greeting from the President 3 Greeting from the Academic Affairs Office 4 Directory of Offices and Programs 6 About Augsburg College Mission Statement 7 Degrees Offered 7 Minneapolis and Rochester Locations 7 Accreditation, Approvals, and Memberships 9 Facts and Figures 10 Academic Programs and Policies Academic Calendars 12 Academic Policies 12 Evaluation of Transfer Credit 14 Student Rights 14 Graduate Admissions Admission to Augsburg College 16 Readmission to the College 16 Admission of International Students 16 Foreign Credential Evaluation 16 Financing Your Education Costs of Graduate Study 18 Payment Options 18 Sources of Financial Aid 18 Applying for Financial Aid 19 Refund Schedule 19 Graduate Programs Master of Arts in Education 20 Master of Arts in Leadership 34 Post-Master’s Certificate in Leadership Studies 40 Dual degree—BA, Accounting/Master of Arts in Leadership 40 Master of Arts in Nursing 43 Doctor of Nursing Practice 49 Master of Business Administration 54 Concentrations and Certificates 57 Dual degree—Master of Social Work/MBA 58 Master of Science in Physician Assistant Studies 61 Master of Social Work 68 Dual Degree with Luther Seminary—MSW/MA, Theology 75 Dual degree—MSW/Master of Business Administration 76 College Information Maps (Minneapolis and Rochester campuses) 81 Augsburg Board of Regents 82 Augsburg College I 5 Directory of Offices and Programs Academic Affairs: 612-330-1024 Master of Arts in Education (MAE) Vicki Olson, Director: 612-330-1131 Karen Howell, Coordinator: 612-330-1354 maeinfo@augsburg.edu www.augsburg.edu/mae Master of Social Work and Master of Business Administration (MSW/MBA) Lois A. Bosch, MSW Director: 612-330-1633 Steven Zitnick, MBA Director: 612-330-1304 mbainfo@augsburg.edu www.augsburg.edu/mba Doctor of Nursing Practice (DNP) Master of Arts in Leadership (MAL) Norma Noonan, Director: 612-330-1198 Patty Park, Coordinator: 612-330-1150 malinfo@augsburg.edu www.augburg.edu/mal Master of Arts in Nursing (MAN) Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 Linden Gawboy, Administrative Assistant manursing@augsburg.edu www.augsburg.edu/ma_nursing Master of Business Administration (MBA) Steven Zitnick, Director: 612-330-1304 Katherine Fagen, Coordinator: 612-330-1774 mbainfo@augsburg.edu wwww.augsburg.edu/mba Master of Science in Physician Assistant Studies (PA) Dawn Ludwig, Department Chair and Director: 612-330-1399 Carrie Benton, Coordinator: 612-330-1518 paprog@augsburg.edu www.augsburg.edu/pa Master of Social Work (MSW) Lois A. Bosch, Director: 612-330-1633 Holley Locher-Stulen, Coordinator: 612-330-1763 mswinfo@augsburg.edu www.augsburg.edu/msw Master of Social Work and Master of Arts in Theology (MSW/MA) Luther Seminary: 651-641-3521 Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 Linden Gawboy, Administrative Assistant nursing@augsburg.edu www.augsburg.edu/dnp Graduate Admissions Office: 612-330-1101 or gradinfo@augsburg.edu www.augsburg.edu/grad Bookstore: 612-359-6491 Center for Counseling and Health Promotion: 612-330-1707 or www.augsburg.edu/cchp Campus Ministry: 612-330-1732 or campmin@augsburg.edu Enrollment Center: 612-330-1046, 1-800-458-1721, or enroll@augsburg.edu Questions about registration, financial aid, transcripts, payments, accounts International Student Advising (ISA): 612-330-1686 or http://www.augsburg.edu/isa/ Lindell Library: 612-330-1604 or www.augsburg.edu/library Public Safety: 612-330-1717 or security@augsburg.edu Registrar’s Office: 612-330-1036 or registrar@augsburg.edu Rochester Campus Program Office: 507-288-2886 or rochinfo@augsburg.edu Welcome/Information Desk: 612-330-1000 Graduate Catalog I 6 About Augsburg College About Augsburg College At Augsburg College, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, act ethically and communicate effectively in a global world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. the following graduate programs: Master of Arts in Education (MAE)—see p. 20 Master of Arts in Leadership (MAL)—see p. 34 Master of Arts in Nursing (MAN)—see p. 43 Master of Business Administration (MBA)—see p. 54 Master of Science in Physician Assistant Studies—see p. 61 Master of Social Work—see p. 68 Doctor of Nursing Practice—see p. 49 Mission Statement Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their discipline. Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community, committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by our urban and global settings. Augsburg Today 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, Wis., and moved to Minneapolis in 1872. A short history of Augsburg College can be found at www.augsburg.edu/about/history.html Today, Augsburg continues to reflect the commitment and dedication of its founders who believed: • Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it; • An Augsburg education should be preparation for service in community and centers of faith; • The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg’s undergraduate program of liberal arts and sciences is offered on both a traditional weekday schedule and a nontraditional weekend and evening schedule. Augsburg offers Dual degrees: BA in accounting/MAL—see p. 40 MSW/MBA—see p. 58 and 76 MSW/MA in theology, with Luther Seminary—see p. 75 A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Minneapolis and Rochester Locations Augsburg’s Minneapolis campus Augsburg’s Minneapolis campus surrounds Murphy Square, the oldest park in the city of Minneapolis. The University of Minnesota West Bank campus and one of the city’s largest medical complexes—the University of Minnesota Medical Center, Fairview—are adjacent to Augsburg, with the Missis- Augsburg College I 7 About Augsburg College sippi River and the Seven Corners theatre district just a few blocks away. Convenient bus routes run by the campus, and two Hiawatha Line light rail stations are just blocks away. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn., located at Bethel Lutheran Church. For maps, directions, and parking information, go to www.augsburg.edu/about/map. Augsburg established its branch campus in Rochester, Minn., in 1998. Classes in Rochester meet on an evening schedule with occasional Saturdays, making them accessible to working adults. There are three trimesters in each academic year, and students can enter degree programs in the fall, winter, or spring. Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to use technology in the learning and communication process through the online course management system. For more information, go to www.augsburg.edu/rochester or call the Graduate Admissions Office at 612-330-1101 or the Rochester program office at 507-288-2886. Bookstore The Augsburg College Bookstore, operated by Barnes and Noble, is located in the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available through the bookstore. Counseling and Health Promotion The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center is located at 628 21st Avenue South. Christensen Center Christensen Center is the hub of college life. The new firstfloor student lounge area offers games, TV, and a place to gather. Also in Christensen Center are Cooper’s Coffee Shop, the Commons dining areas, Christensen Center Art Gallery, and offices for student government and student publications. Both the Graduate Admissions Office and the Office of Undergraduate Admissions for Day College are located here. Food Services A variety of food options are available both in the Christensen Center and in Oren Gateway Center. Augsburg’s Rochester campus Augsburg’s Rochester campus is located in the facilities of Bethel Lutheran Church (ELCA) just a few blocks south of the heart of a city of approximately 100,000 residents. Situated in the heart of the Midwest, the community has a rich ethnic diversity and superior technological resources. Students at the Rochester campus are students of Augsburg College. As such, our purpose is to “educate for service,” by preparing and equipping women and men to make a difference in the world. On the Minneapolis Campus Foss, Lobeck, Miles Center for Worship, Drama, and Communication The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are housed in this complex, which provides space for campus ministry, the theatre and communication studies offices, as well as the film program. Foss Center’s lower level is home to the Center for Learning and Adaptive Student Services (CLASS). James G. Lindell Family Library The Graduate Admissions Office is located on the upper level of Christensen Center. The Physician Assistant Studies Program admissions office is located in Anderson Hall. This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh Street. Augsburg for Adults Office Kennedy Center Admissions Offices Augsburg for Adults focuses on adult-centered educational programs and assists adult learners in all programs. It evaluates how the program fulfills their needs and identifies the educational services to help them succeed. The Augsburg for Adults office is located in Oren Gateway Center 110. This three-story addition to Melby Hall features a wrestling training facility, classroom space, locker rooms and fitness facilities, as well as hospitality and meeting rooms, classrooms, and offices. Augsburg Abroad This complex provides facilities for the Health, Physical Education, and Exercise Science Department, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and serves as the College’s general auditorium. The Augsburg Abroad office, located in Murphy Place, provides advising and administrative services for students interested in an international experience. Resources for study, work, internship, and volunteer opportunities abroad are available. Graduate Catalog I 8 Melby Hall About Augsburg College Murphy Place Murphy Place is home to three of the four components of the Office of International Programs—Augsburg Abroad, Center for Global Education, and International Student Advising. It is also home to the four support programs for students of color—American Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino Student Services. Music Hall Music Hall contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main Home for the Languages and Cross-Cultural Studies, and Art Departments, Old Main was extensively remodeled in 1980, combining energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center Dedicated in 2007, Oren Gateway Center is positioned on Riverside Avenue to serve as the “gateway” to campus. It houses Alumni Relations, Parent and Family Relations, Institutional Advancement, Augsburg for Adults, the Master of Business Administration program, the Master of Arts in Leadership program, and the StepUP program. The center also includes student residence apartments, the Gage Family Art Gallery, Augsburg Bookstore, Nabo Café, classrooms, and the Johnson Conference Center. Science Hall Classrooms, science laboratories, a medium-sized auditorium, faculty offices, and Finance and Administration offices are found in Science Hall. Sverdrup Hall The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall. ing the week and some weekend hours. Current hours are posted on the website. AugNet Account All students receive an AugNet email account. All official correspondence from the College is sent to this account and students are responsible for checking it. Students also have a secure network folder on the College’s network that is backed up weekly. The folder is accessible from both on- and off-campus. Computing Students have access to over 250 on-campus computers with their AugNet account. There are both PC and Macintosh desktop computers available in the Lindell Library Learning Commons and computer lab and in the 24-hour Urness computer lab. The College has six computer classrooms and 41 technology- enhanced classrooms. The circulation desk in the Lindell Library has 40 wireless laptops available for use in the Library. A valid Augsburg ID is required. All campus computers are equipped with a standard suite of software including Microsoft Office, SPSS, and Internet browsers. Additionally, a RemoteLab service provides access to campus software to offcampus students. See the TechDesk website for more information. A high-speed fiber optic campus network provides access to AugNet online services, printing, and connections to the Internet and Internet2. Network-ready student machines can connect to the campus network using WiFi. All of the AugNet online services and several of the Registrar’s student services are available securely on the Inside Augsburg web page http://inside.augsburg.edu to students on and off-campus. Accreditation, Approvals, and Memberships Augsburg is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools Sverdrup-Oftedal Memorial Hall Originally built as a dormitory, Memorial Hall contains the president’s office, Human Resources, and other administrative and faculty offices. Student Technology Center/TechDesk The Student Technology Center/TechDesk, located on the ground floor of the Lindell Library, functions as the initial point of customer contact for the Augsburg Information Technology Department. The TechDesk staff field requests for computer and media support. Many questions can be answered by searching the TechDesk web page at http://www.augsburg.edu/techdesk/ or by contacting them at 612-330-1400, at techdesk@augsburg.edu., or instant messaging on the webpage. Hours are generally business hours dur- • National Council for the Accreditation of Teacher Education • Association of Collegiate Business Schools and Programs (ACBSP) (Augsburg’s MBA is a candidate for accreditation) • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) • Commission on Collegiate Nursing Education (CCNE) (Augsburg’s master’s degree is full accredited; the doctoral degree is a candidate for accreditation) Augsburg College I 9 About Augsburg College • Council on Social Work Education (CSWE) (bachelor’s and master’s degrees) Augsburg’s programs are approved by: • American Chemical Society • Minnesota Board of Teaching • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association of Schools of Music Augsburg College is an institutional member of: • American Association of Colleges and Universities (AACU) • American Association of Colleges of Teacher Education (AACTE) • American Association of Higher Education (AAHE) • American Music Therapy Association, Inc. • Association of Collegiate Business Schools and Programs (ACBSP) • Campus Compact • Council of Independent Colleges (CIC) • Lutheran Education Council in North America (LECNA) • National Association of Schools of Music (NASM) • National Society for Experiential Education (NSEE) • Physician Assistant Education Association (PAEA) • Associated Colleges of the Twin Cities (ACTC), • Higher Education Consortium for Urban Affairs (HECUA) • Minnesota Private College Council (MPCC) • Twin Cities Adult Education Alliance (TCAEA) See individual graduate program sections for additional accreditation and affiliation citations. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Credits earned at the institution may not transfer to all other institutions. Augsburg College Facts and Figures • Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. • Religious affiliation—The Evangelical Lutheran Church in America (ELCA). Although a plurality of students are Lutheran, 16 percent are Roman Catholic, and 25 percent represent other denominations and religions. • Enrollment (fall 2010)—4,109 students from 26 countries. Graduate student enrollment is 920. • Alumni—Appox. 24,000 alumni since 1870, including over 1,200 graduate program alumni. • Student/Faculty ratio—13 to 1 • Degrees granted—BA, BS, BM, MA, MBA, MS, MSW, DNP • Library—Over 190,000 items, direct access to more than 2.5 million through CLIC, the Twin Cities private college library consortium. • Calendar year—Weekend/evening trimesters and weekday semesters, varying by the graduate program • Majors—More than 50 majors in 35 departments and programs with two five-year degrees (BA in accounting with MAL, and BS/MSW in social work). Six master’s degree programs and one doctoral program, plus several dual degrees. • Off-campus programs—The Office of International Programs offers programs through Augsburg’s Center for Global Education and International Partners programs for short- and longer-term study abroad for both undergraduate and graduate students. • Athletic affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Clery Act information The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed copy, contact Augsburg’s Department of Public Safety at 612330-1717. Non-Discrimination Policy Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, employment, scholarship and loan programs, athletic and/or school administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. (See Physician Assistant Studies for details of its program policy on page 66.) Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1058. • Campus—18 major buildings. Major renovations to classrooms in 2007. • Accessibility—Augsburg is one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides inside access to 12 major buildings. Graduate Catalog I 10 FERPA The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended, provides certain rights to students regarding their education records. Augsburg College understands About Augsburg College that no information other than “directory information” can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. For example, this means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask for letters of recommendation. 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. You must request to review your education records in writing, with your signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records as you requested. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e-mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received; • The weight and height of members of athletic teams; • The student’s dates of attendance; • The most recent previous educational agency or institution attended by the student; and • The student’s photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. 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 Augsburg College I 11 Academic Programs and Policies Academic Programs and Policies Academic Calendars Most of our graduate programs meet on a trimester calendar. Physician Assistant Studies classes meet on a semester day schedule. The official academic calendars for individual programs can be found at www.augsburg.edu/registrar. All academic calendars are subject to change. Academic Policies The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a College requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the College’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide/) Academic Evaluation Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0 achieves highest standards of excellence. See each program for details of field study and special projects. Students must achieve a 3.0 GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards Policy. The numeric grade point definition for Graduate Studies is: 4.0 grade points Achieves highest standards of excellence 3.5 grade points Achieves above acceptable standards 3.0 grade points Meets acceptable standards 2.5 grade points Meets minimum standards 2.0–0.0 grade points Unacceptable performance P Represents work at 3.0 or higher (not counted in grade point average) N No credit (not counted in grade point average) V Audit W Withdrawn I Incomplete X In progress, extended beyond term of registration Withdrawn Status W—Grade given when a student withdraws from a course after the deadline without notation on the record Graduate Catalog I 12 Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Academic Probation Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistan must consult the PA Program Progression Standards Policy. Attendance Policy Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students to our professional development. Each instructor has the authority to specify attendance and participation requirements to address the needs of particular courses, individual students, or various learning styles. Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Continuation Policy for Thesis or Final Project (effective in fall 2010) Following the initial registration term for the final (or summative or capstone) project, students will be automatically registered for continuation course 999 each trimester for up to 15 trimesters or until a grade for the completion course is submitted by the project adviser. Continuation course 999 maintains students’ active status in the graduate program, in- Academic Programs and Policies cluding library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to change as costs increase) per trimester. Doctor of Nursing Practice—For information about course credits and contact hours for the Doctor of Nursing program, see p. 49. Automatic registration will occur for up to five years or 15 terms. At the end of this time, the course grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program director to evaluate readmission to the College and program. Students who are readmitted may need to complete additional course work and will need to pay full tuition for all additional courses and to repeat the final project course. If/when the final project course is completed, the new grade would supersede the previous grade. Degree Requirements Students may withdraw from the College, and thus from continuation course 999 and the final project course, at any point during the continuation period and receive a W notation on the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and program. Students may be subject to additional coursework. An accounts receivable hold will be placed on the student’s account if a collegewide $250 unpaid threshold is reached. The threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold amount, the registrar’s office will not continue to automatically enroll the student in continuation 999. The registrar’s office and the Student Accounts Office will inform the student, the program director, and coordinator that the student must pay the account (including the late fee). At this point coordinators and/or program directors will communicate with the student and the faculty adviser and, if necessary, request that the faculty adviser submit a grade change of N. The student also may elect to withdraw from the College. If the grade change has not been submitted within one term, the program director will submit the grade change of N. This policy is effective as of September 2010. Students will sign a contract outlining the terms of the continuation policy, which will be kept on file with the program and in the Office of the Registrar. Accumulated charges stand for current students, but beginning in fall 2010 students will be charged $35 per term. The Enrollment Center will work with students, as needed, who are currently in the continuation phase and who have accumulated a debt higher than the $250 threshold. Course credit and contact hours A full credit course (1.0) is equal to four semester credits or six quarter credits. Each full course on the trimester schedule meets for approximately 28 contact hours (MSW trimesters meet for 32 hours, and the PA weekday semester schedule is approximately 45 hours) with the expectation of substantial independent and group study offered through the web-based electronic course management system. To be conferred the graduate degree, all graduate students must achieve the following: • Successful completion of all required courses • A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. • Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg College. Dismissal from the College A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the College. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the College’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal. The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVP-Graduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student. The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Social Work, Education, Physician Assistant Studies, Nursing, Business, Leadership). Augsburg College I 13 Academic Programs and Policies The Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of response. The Committee will meet with the student and a program representative to review the procedures and ask questions of both the student and the program representative. The student and program representative may each bring a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The role of the third party representative is to provide support to the student or the program representative, not to serve as an advocate during the meeting. Dropping Courses or Withdrawing Students who enroll in courses but later decide not to attend must formally drop their courses through the registrar’s office prior to the start of classes to avoid being charged for those courses. Students who do not properly drop courses will be responsible for the tuition, regardless of non-attendance. Courses may be dropped or withdrawn online through AugNet Records and Registration or in person at the Enrollment Center during hours of operation. If you need assistance with this, contact your program faculty at least two days in advance of the start of classes. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special independent study registration form is required and is available at the Enrollment Center. Terms of Non-attendance Students who interrupt their program enrollment for longer than one semester or three trimesters must readmit to the College and program to resume their degree program. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their adviser and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university and graded 3.0/B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. Graduate Catalog I 14 The maximum number of course credits that can be transferred to these program is as follows: Master of Arts in Education (2.0) Master of Arts in Leadership (2.0) Master of Arts in Nursing (3.0) Master of Business Administration (6.0) Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (8.0) Augsburg course credits are equivalent to four semester hours or six quarter hours. Therefore, transfer credits that are reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively. Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and gradepoints from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Students have a right to experience education without discrimination. Grievance Procedures Involving Augsburg College Faculty Members and Students Part I—Introduction/Preface Augsburg College is committed to a policy of treating fairly all members of the college community in regard to their personal and professional concerns. However, times do occur in which students think they have been mistreated. This procedure is provided in order to ensure that students are aware of the way in which their problems with faculty members can be resolved informally and to provide a more formal conciliation process when needed. Each student must be given adequate opportunity to bring problems to the attention of the faculty with the assurance that each will be given fair treatment. The faculty member must be fully informed of the allegations and given an opportunity to respond to them in a fair and reasonable manner. Definition of Grievance A grievance is defined as dissatisfaction occurring when a student believes that any conduct or condition affecting her/him is unjust or inequitable, or creates unnecessary hardship. Such grievances include, but are not limited to a violation, misinterpretation, or inequitable application of an academic rule, regulation, or policy of the College or prejudicial, capricious, or manifestly unjust academic evaluation. Academic Programs and Policies College policies and procedures that do not come within the scope of the Grievance Procedures are the sexual harassment policy, the sexual violence policy, the Committee on Financial Petitions, Discipline Process, and Academic Standing. Time Limits Time limits will include only business days (M–F) for the program in which the student was enrolled. (Weekends, and vacation days are not included; summer may not be included depending on the student’s program.) Part II—Informal Process It is always the student’s responsibility to know these procedures and timelines and to follow them. A. Any time a student feels that she/he has been mistreated by a faculty member, the student should contact the faculty member to discuss the problem and attempt to resolve it. B. If no mutually satisfactory solution can be reached with the faculty member or if, in unusual circumstances, the student prefers not to confer with the faculty member, the student should discuss the problem with the department chairperson of the faculty member and attempt resolution of the problem. C. If the problem cannot be resolved in discussions with the faculty member or department chairperson, or if the faculty member and the department chairperson are the same individual, the student may contact the vice president of academic affairs and dean of the College. • In unusual circumstances, the time limit may be extended by the vice president of academic affairs and dean of the College. A grievant or respondent must submit a written request for such extension before the end of the time limit. If the vice president of academic affairs and dean of the College thinks the extension is warranted, the Dean will notify all concerned persons in writing. E. If the grievance has been resolved, either by agreement or by expiration of the time limits, a copy of the informal grievance and statements of the resolution will be kept by the vice president of academic affairs and dean of the College for one year. Neither a copy of nor any reference to the grievance will be placed in the personnel file of the respondent. If these informal discussions do not resolve the problem to the satisfaction of the student, a more formal conciliation procedure is available in Part III of this document. Note: A student must file a written grievance, per below, within five days after completion of the informal process Part III—Formal Process Preface If a student has a grievance with a faculty member that has not been resolved through the Informal Grievance Process described in Part II of this document, the student may then seek resolution through formal procedures. For a complete copy of the procedures, contact the dean’s office, Academic Affairs. D. The student must begin the Informal Grievance process within 15 days of the conduct giving rise to the grievance, by submitting an Informal Grievance Form to the vice president of academic affairs and dean of the College. • The time limit to begin the Informal Grievance process for a grade appeal will be 30 days from the last published finals date for the relevant term. It is the responsibility of the student to maintain a correct and current address on file with the registrar. • If the student could not reasonably be expected to be aware of the conduct when it occurred, the student will have 15 days to file the grievance from the date on which the student could reasonably be expected to be aware of the conduct or condition that is the basis for the grievance. It is the responsibility of the student to establish the reasonableness of such non–awareness. The vice president of academic affairs and dean of the College will determine if this paragraph applies to a grievant. • The vice president of academic affairs and dean of the College and the student must ensure the informal process is completed in 20 days. (See Part I for definition of time limits.) Augsburg College I 15 Graduate Admissions Graduate Admissions Admission to Augsburg College Readmission to the College All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution. The last day to receive approval for readmission to the College and register for classes is one business day prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the College must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). All graduate students must submit completed application forms that can be downloaded from each individual program’s web page, as listed below. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. MA, Education—p. 20 www.augsburg.edu/mae MA, Leadership—p. 34 www.augsburg.edu/mal MA, Nursing,—p. 43 www.augsburg.edu/ma_nursing DNP—p. 49 www.augsburg/edu/dnp MBA—p. 54 www.augsburg.edu/mba MS, PA Studies—p. 61 www.augsburg.edu/pa MSW—p. 68 www.augsburg.edu/msw Proof of English Competency The TOEFL (Test of English as a Foreign Language) is required for all students for whom English is a secondary language, except those who have a four-year degree from a U.S. institution with a minimum of two years of successful academic work in the U.S. (seven or more courses). In order to receive an F-1 visa, federal regulations require international applicants to be sufficiently proficient in English to pursue a full course of study. To fulfill this requirement Augsburg graduate programs require international applicants to submit an official score report from the Test of English as a Foreign Language (TOEFL) with a minimum score of 100 (iBT), 250 (CBT) or 600 (PBT). The TOEFL is waived for applicants who have a four-year degree from a U.S. institution with a minimum of two years of successful academic work completed in the U.S. (seven or more courses). Graduate Catalog I 16 Admission of International Students Augsburg College graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways: 1) if the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a U.S. consulate, or 2) if the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: A. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: • Analysis of credentials—to determine if your degree is equivalent to an accredited U.S. bachelor’s degree. • Course-by-course evaluation—to show your complete course listing with credit values and grades received for each course. • Calculation of grade point average—to demonstrate your cumulative grade point average using the standard U.S. grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. • Translation to English (if applicable) Graduate Admissions The evaluation report must be sent directly to Augsburg’s Adult and Graduate Admissions Office. Refer to World Education Services at http://wes.org for direction on transcript evaluation. B. Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a U.S. citizen or U.S. legal permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. Augsburg College I 17 Financing Your Education Financing Your Education Costs for Graduate Studies Sponsored Scholarships Each academic year the Augsburg Board of Regents reviews costs and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. Augsburg actively pursues non-Augsburg funding for special scholarships. The availability of such scholarships may enable the participation of individuals with limited financial means as well as individuals working for volunteer agencies and other organizations not likely to provide tuition reimbursement. Refer to the program sections or contact the programs for more information. For current academic year costs for graduate study, go to the Enrollment Center webpage at www.augsburg.edu/enroll. Financing Your Education Financial assistance is available to graduate students who are enrolled in a total of at least 1.0 course credit per term in any of Augsburg’s graduate programs. Two full-credit courses per term is considered full time. You may be eligible to finance your education through loan programs from the State of Minnesota or the federal government. You may also select from a variety of payment plans available each semester or trimester, including a plan for those who receive company tuition assistance. Financial aid may be used for international programs where credit is offered. Payment Options Various payment plans are available: • Payment in full: Due after registration and before the beginning of the semester/trimester. No finance charge or administrative fee. Finance charge of 8% APR will apply toward any unpaid balance after the start of the term. • Loans, grants, and/or scholarships: If you plan to use the loans that you have been awarded, you must request the funding. These loans include Stafford, PLUS, Alternative/Private, etc. All loan requests (either paper or online) must be received and approved by the lender and certified by Augsburg’s financial aid office, on or before the first day of the term. Company Reimbursement An application for the Employer Reimbursement Payment Plan must be filed once each academic year. Students enrolled in the payment plan will be charged a $20 fee each term unless the account is paid in full by the start of the term or if financial aid will cover all costs for the term. This fee is non-refundable after the 100% drop date. Final payment on any remaining balance is due 60 days after the end of the course. Accounts not paid in full by the due date will receive a monthly $50 late payment fee and are subject to further collection efforts. The student is responsible for payment if the employer does not pay for any reason. Sources of Financial Aid The Enrollment Center assists students in assessing financial aid eligibility and identifying various sources of aid. Graduate Catalog I 18 Military Discount At Augsburg College, we value the varied professional and academic experiences that our adult students bring to our campus community and are grateful to those who volunteer to serve in the military. Augsburg offers a 10% military tuition discount for the following: • a member of the military currently serving full or part time (any branch) • veteran of any branch of the United States Armed Forces. The military discount is available only to students in the Augsburg for Adults undergraduate and graduate programs. Contact the Graduate Admissions Office or go to www.augsburg.edu/military for more details. AmeriCorps Scholarships AmeriCorps scholarships are available to full-time graduate students. Contact the Enrollment Center for more details. 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, contact Augsburg’s American Indian Student Services Program director at 612-330-1144 or your tribal agency. Federal and State Aid Programs The Enrollment Center uses standard, nationally accepted methodology to determine eligibility for federal and state financial aid programs. Federal Stafford Loan Program Common Loan Provisions Borrowing Limits: Graduate students may borrow up to $20,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both but cannot exceed the annual loan limits. Repayment Terms: Repayment begins six months after you cease to be enrolled at least half time in an eligible program leading to a degree or certificate. Repayment may extend up to 10 years. Financing Your Education Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the Enrollment Center if you think you are eligible for a deferment. For further information, contact the Enrollment Center, 612330-1046, 1-800-458-1721, enroll@augsburg.edu, or www.augsburg.edu/enroll. Supplemental Loans: If additional financing is needed, the Enrollment Center can offer guidance in selecting the appropriate loan. To Apply for Financial Aid Financial aid information is available at www.augsburg.edu/enroll Applicants must be admitted to Augsburg as regular students or be returning students ingood academic standing to be eligible for financial aid. Applicants for graduate study must submit the Free Application for Federal Student Aid (FAFSA). To complete and submit the FAFSA electronically, go to www.augsburg.edu/enroll If a student is selected for verification, additional documents will be needed. Students in this situation will be contacted by the Enrollment Center. Finanical Policies Refund Schedule Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule (except for the minimum charge of $100 to cover administrative costs). Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. [NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis. For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial consequences of making adjustments to your registration.] Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. Contact the Enrollment Center For information on cost, payments, financial aid, tuition discounts, and refunds: 612-330-1046 or 1-800-458-1721 enroll@augsburg.edu www.augsburg.edu/enroll Augsburg College I 19 Master of Arts in Education Master of Arts in Education We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals—and here’s why. OUR PHILOSOPHY The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and leadership. You can read about each theme on the following page, but for the MAE program, I want to highlight one of the program themes—leadership. As this program theme suggests, we expect our students to leave our programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the school and community. Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers committed to educating all learners in a diverse and changing world. OUR FACULTY Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all fulltime faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do. We value good teaching and, most especially, we value good teachers. OUR ACCESSIBILITY We realize that although teaching is your dream, your reality most likely includes work, family, and personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and responsibility of field experiences, but education coursework is accessible through the weekend and evening schedules. As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher—the teacher you can become. Vicki L. Olson, PhD Director, Master of Arts in Education Graduate Catalog I 20 Master of Arts in Education Education Department Mission The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world. Program Themes Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our practice. Relationships Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues, and community partners by developing learning communities. These nurturing learning communities provide a safe, trustworthy place where challenging and engaging questions can be considered. We model the kinds of learning communities that we expect our graduates to create. We share with our students a learning model that connects content, theory, and practice in an ongoing cycle. Students and their learning are the focus for responsive teachers. Therefore we embrace and foster a progressive and constructivist orientation. Reflection and Inquiry Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field placements, service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to manage the many polarities inherent in the teaching and learning process. Diversity and Equity Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a “school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences, learning style theory and teaching for understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn. They also have a sense of efficacy and believe that they can help all students learn. Leadership Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre-service edu- cation and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience, increased confidence, and professional development become leaders within the school, the district, and the community. Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating for instructional innovation, constructivist curricular development, and systemic change. Master of Arts in Education Conceptual Framework Teacher leadership is the theme that threads through our graduate licensure and degree completion programs. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are required to include coursework focused on leadership and study aspects of leadership as part of their degree program. Third, the final project—be it an action research, a leadership application project, or the performance assessment course—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it. Program Overview The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K-12 initial teaching licenses offered at Augsburg include: • Elementary education (K-6), with or without a middle school specialty area endorsement in math, communication arts, social studies, or science. Also available is the pre-primary endorsement to the elementary license. • Secondary education (5-12 and K-12) in social studies, communication arts/literature, visual arts, health, mathematics, music, and physical education; and 9-12 in biology, chemistry, and physics. • K-12 special education, emotional and behavioral disabilities • K-12 special education, learning disabilities Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement options: • Pre-Kindergarten endorsement • K-12 special education: emotional and behavioral disabilities • K-12 special education: learning disabilities • K-12 reading endorsement (This program is under revision. Consult the Education Department for current status.) Augsburg College I 21 Master of Arts in Education All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. The MAE degree is also available without a license but with an education core. Accreditations and Approvals Augsburg College is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools • National Council for the Accreditation of Teacher Education Augsburg College is approved by the Minnesota Board of Teaching. For a complete list of accreditations, approvals, and memberships, see page 9. area endorsements, 5-12 social studies, 5-12 communication arts, and K-12 art. Additional licenses in the following areas are available through a combination of weekday, weekday evening, and weekend schedules: biology, chemistry, health, mathematics, music, physical education, and physics. For these licenses, the education and degree completion courses are taken during the weekend and weekday evenings while some if not all of the content area courses are taken during the weekday. The weekend schedule is comprised of three trimesters spread from early September through late June. In general, classes are held every other weekend. The weekday schedule is comprised of two semesters spread from early September through late April. Classes offered during the weekday meet two or three times per week. Classes offered jointly between weekday and weekend meet on a weekly basis in the evening. The official academic calendars can be found at www.augsburg.edu/registrar. Program Structure The Master of Arts in Education (MAE) program is made up of a core of education licensure courses coupled with a degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in Leadership (MAL) and graduate courses in education. Most students in the MAE program pursue a K-12 teaching license as part of their program plan. The MAE degree is also open to students who do not want a teaching license but do want a background in education and leadership. The MAE degree requires 9.0 or 10.0 Augsburg graduate level courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level apply towards the MAE degree. Course Credit A full-credit graduate or undergraduate course (1.0) is equal to four semester credits or six quarter credits. Each full course offered within the weekend schedule meets for 28 hours with the expectation of substantial independent study outside of class. Schedule The majority of the education courses in the MAE licensure and degree programs are offered through the weekend schedule. Some education courses and many undergraduate content area courses are offered on a weekday evening schedule. The MAL degree completion courses are offered primarily through the weekend schedule. Summer session courses are offered weekdays and weekday evenings. The following teaching licenses are available entirely through the weekday evening and weekend schedule: elementary education, middle school and preprimary specialty Graduate Catalog I 22 Curriculum—Teaching Licenses K-6 Elementary Education This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of math, science, social studies, and communication arts and in pre-kindergarten can be pursued along with or separately from the K-6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. All of the following courses must be taken for K-6 elementary licensure. Up to six courses may be taken at the graduate (500) level and applied toward the MAE degree. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) EED 325/525 K-6 Literacy Methods (1.0)* To complete the license, the following undergraduate requirements must be completed: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) EED 225 Foundations of Literacy EED 326 Literacy Field Experience (0.0)* (taken concurrently with EED 325/525) EED 311 K-6 Methods: Health (.25) EED 312 K-6 Methods: Physical Education (.25) EED 336 Advanced Methods in Literacy (.5)* EED 341 K-6 Methods: Visual Arts (.25) Master of Arts in Education EED 342 EED 350 EED 360 EED 370 EED 380 EED 386 EED 481,483 K-6 Methods: Music (.25) K-6 Methods: Math (1.0)* K-6 Methods: Science (1.0)* K-6 Methods: Social Studies (.5) Kindergarten Methods (.5)* Children’s Literature (.5) Student Teaching (2.0) *Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences. These experiences occur in K-6 classrooms during the weekday. If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. Undergraduate Liberal Arts Requirements The number of supporting content area courses required for licensure depends upon the courses completed as part of the bachelor’s degree and/or other coursework. Requirements are determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific requirements are on file in the Education Department. Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social studies, math, and science. The optional pre-K endorsement is also available. Specific requirements for these endorsements are on file in the Education Department. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department and the content area departments determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are older than five years are judged on a case-by-case basis. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the amount and type of courses that are accepted. Grades of B or better are required for transfer consideration. See the MAE program director for approval of graduate coursework accepted in transfer. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: Admission to department) EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor) EDC 490/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: Admission to department) EED 225 Foundations of Literacy Instruction in and discussion of literacy instruction, development, and assessment. In this course, students will investigate theories, research, and practices involved in K-6 literacy instruction. Students will examine different methods and approaches for teaching literacy in K-6 classrooms, and the knowledge and theory underlying those approaches. Elementary Licensure Course Descriptions HPE 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: Admission to department) EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: Admission to department) Augsburg College I 23 Master of Arts in Education EED 325/525 K-6 Literacy Methods The study and use of a variety of assessment and teaching techniques and resources for literacy instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to department) EED 326 Literacy Field Experience (0.0 course) Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. Over the course of the trimester, students will begin to construct an understanding of literacy education from a teacher’s perspective. Two primary goals for this course are: (1) to understand and analyze school and classroom environments; (2) to understand the interconnections between assessment, instructional planning, and individual learners. (Prereq.: Admission to department) EED 331 Middle School Methods: Communication Arts/Literature/Writing (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: Admission to department) EED 336 Advanced Methods in Literacy (.5 course) The study and use of differentiated assessment and instructional methods to meet literacy learning needs of a range of students, including students with learning difficulties and first languages other than English. (Prereq: Admission to department and EED 225 and 325/525) EED 341 K-6 Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 342 K-6 Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department and MPG 3. Math 137 prior to EED 350 is recommended.) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department) EED 370 K–6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: Admission to department) Graduate Catalog I 24 EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: Admission to department) EED 386 Children’s Literature (.5 course) The study of children’s literature and its uses in the elementary classroom. (Prereq: Admission to department) EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure and/or degree program and program portfolio. Preprimary Endorsement for Elementary Licensure This endorsement can be added to a K-6 elementary license. Required courses include the following: PSY 250 Child Development (Prereq.: PSY 105 or equivalent) SOC 231 Family Systems OR SPE 490/540 Parent and Professional Planning (Graduate students using the preprimary endorsement must take SPE 540.) ECE 345/545 Foundations of Preprimary Education ECE 346/546 Learning environments for Preprimary Aged Children ECE 347/547 Immersion and Teaching Competence ECE 488 Preprimary Student Teaching Preprimary Endorsement Course Descriptions ECE 345/545 Foundations of Preprimary Education Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and social service agencies. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250,or their equivalents, and admission to department) ECE 346/546 Learning Environments for Preprimary Aged Children Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the synthesis between course readings and experience, and students’ experience working with current teachers in site-based field experience. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250, or their equivalents; ECE 345/545; admission to department) ECE 347/547 Immersion and Teaching Competence Students gain an understanding of how to deliver developmentally-appropriate instruction and assess learning appropriately for preprimary children. Students gain experience taking the perspective of families and communicating with them. A reflective practitioner’s skills are developed through self-eval- Master of Arts in Education uation of curriculum planning. Field experience (20 hours) is a critical part of this course. (Prereq.: admission to department; PSY 105, 250 or their equivalents; ECE 345, 346) ECE 488 Student Teaching in a Pre-Kindergarten Classroom K-12 and 5-12 Secondary Education K-12 and 5-12 licensures in several content areas are offered through a combination of graduate and undergraduate coursework. K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for grades 5- 12 prepare teachers to teach at the middle and high school levels. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. The following content area majors are offered almost entirely on weekends and weekday evenings: communication arts/literature, history or economics or psychology or sociology (all for social studies), art. Students seeking 5–12 licensure in social studies must complete a broad-based core of courses in the social studies in addition to a social science major. Education courses for these licenses are also taken during weekends and weekday evenings. The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry, physics, health, physical education, music, and mathematics. Students seeking licensure in any of these areas will likely need to take additional content courses in the weekday schedule. Students can obtain a 9–12 license in physics, chemistry, or biology and have the option of adding the 5–8 general science to the 9–12 license. Students also can obtain the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken during weekends and weekday evenings. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to six of them also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) ESE 300/500 Reading and Writing in Content Area (1.0)* To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (1.0)* ESE 3XX K-12 or 5-12 Special Methods (1.0 –2.0)* ESE 481, Student Teaching (2.0-3.0) 483, 485 *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. Undergraduate Content Area Requirements The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Two or more content area courses tied to Minnesota licensure standards are generally required, even with a completed academic major. Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards and if a grade of C or better was achieved. Coursework older than five years is judged on a case-by-case basis. Specific course requirements for each content area are on file in the Education Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. See the MAE program director for approval to use graduate level transfer courses in the degree program. Secondary Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) See course description on page 23. EDC 200/522 Orientation to Education in an Urban Setting See course description on page 23. EDC 206/566 Diversity/Minnesota American Indians See course description on page 23. EDC 220 Educational Technology (.5 course) See course description on page 23. EDC 310/533 Learning and Development in an Educational Setting See course description on page 23. EDC 410/544 Learners with Special Needs See course description on page 23. EDC 490/580 School and Society See course description on page 23. ESE 300/500 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Fieldwork experience. (Prereq.: Admission to department). Augsburg College I 25 Master of Arts in Education ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq: Admission to department. Note: Students seeking 5– 12 health and K–12 PE licenses do not take this course). ESE 310 K-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 311 Middle School Methods: Social Studies (.5) is taught concurrently with ESE 310 and is required for the middle school social studies endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 330 K–12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 331 Middle School Methods: Mathematics is taught concurrently with ESE 330 and is required for the middle school mathematics endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 340 K–12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 341 Middle School Methods: Science is taught concurrently with ESE 340 and is required for the middle school science endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 350 K–12 Methods: Literature and Media Literacy Introduction to media literacy, adolescent literature, and the teaching of literature in the middle and high schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department.) ESE 351 K–12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. (Prereq.: Admission to department) ESE 360 K–12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department) ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. Graduate Catalog I 26 K–12 licenses require three courses. Student teaching occurs upon satisfactory completion of licensure coursework. Special Education There are two licensure options in the K–12 Special Education program: emotional/behavioral disabilities (EBD) and learning disabilities (LD). Both programs qualify students to teach in special education programs and positions; many students get licensure in both. The MAE program with licensure in special education is based on an innovative internship model that allows students employed in EBD and/or LD classrooms to fulfill a portion of their special education field experience requirements while they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in special education settings. All must complete field placements or student teaching in EBD and/or LD classrooms across elementary, middle school, and high school. Specific information on field experience requirements is available from the Education Department. Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face and partly online) cohort program. The licensure courses can be applied towards the MAE degree. See the Education Department and www.augsburg/edu/mae/academics/ais_focus.html for more information. The course descriptions are included below. The EBD/LD licensure programs are offered through the weekend trimester schedule. The Naadamaadiwin Tribal Special Education Cohort program is offered through the semester schedule. Licensure Requirements Emotional/Behavioral Disabilities Core The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 EDC 206/566 EDC 310/533 EDC 410/544 EED 325/525 SPE 315 SPE 400/500 SPE 410/510 SPE 420/520 SPE 430/530 SPE 490/540 Orientation to Education (1.0)* Diversity/Minnesota American Indians (1.0) Learning and Development (1.0)* Learners with Special Needs (1.0)* K–6 Literacy Methods (1.0)* Special Education Critical Issues Seminar (
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2013-2014 Graduate Catalog
Master of Arts in Education
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Show more 2013-2014 Graduate Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Music Therapy Doctor of Nursing Practice Master of Science in Physician Assistant Studies Master of Social Work at Augsburg College Graduate Catalog 2013-2014 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Graduate Catalog contains information about academic program requirements and academic and student policies and procedures for fall semester 2013 - summer semester 2014. It is subject to change without notice. The catalog is intended to complement other College publications including the Student Guide and College website. It is important for students to be familiar with all College policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2013 Phone: 612-330-1000 www.augsburg.edu 1 A Greeting from the President I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg College’s graduate-level programs in Business Administration, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg College, we believe that our distinctive educational purpose is to help you find your calling at work and in the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow President 2 Greetings from the Academic Affairs Office Welcome to our graduate studies at Augsburg College. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field experiences for courses that include real-life learning through academic internships, experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today’s global environment. When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art physical and online classrooms with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers. All of our graduate programs share distinctive qualities, including our commitment and mission to be of service, with one another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economically-sustainable development. We hope that at some time during your degree, you’ll explore the opportunities to participate in an international learning experience—for example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we welcome a diversity of cultures and faiths. Although each graduate program has its own “neighborhood” and unique features, we encourage interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage both “horizontal” initiatives—i.e., cross-program collaboration—as well as “vertical” initiatives—engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a graduate degree. We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you. Sincerely, Lori A. Peterson Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies 3 About Augsburg At Augsburg College, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, act ethically and communicate effectively in a global world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. Mission Statement 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 mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. Augsburg Today Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, WI, and moved to Minneapolis in 1872. A short history of Augsburg College can be found at www.augsburg.edu/about/history. Today, Augsburg continues to reflect the commitment and dedication of its founders who believed: • Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it. • An Augsburg education should be preparation for service in community and centers of faith. • The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg offers the following graduate degrees: • • • • • • • • Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Science in Physician Assistant Studies Master of Social Work Doctor of Nursing Practice Augsburg offers the following dual degrees: • Bachelor of Arts in Accounting/Master of Arts in Leadership • Master of Social Work/Master of Business Administration • Master of Social Work/Master of Arts in Theology, with Luther Seminary 4 A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. 5 Locations Minneapolis Campus Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the Hiawatha light rail line and the future Central Corridor line, which provide easy access to Minneapolis, St. Paul, and the Minneapolis International Airport. Rochester Campus Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. Degrees offered on the Rochester campus include the Master of Business Administration, Master of Arts in Nursing*, Master of Arts in Education*, and Doctor of Nursing Practice*, as well as a variety of undergraduate majors. The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city, which is home to about 100,000 residents. It is a city that enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their program at the Minneapolis campus. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. *Program includes some Minneapolis courses Abroad Locations Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their discipline. 6 Facilities Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Office—The Office of Admissions is located on the lower level of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing and Communication. Counseling and Health Promotion—The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center occupies the house located at 628 21st Avenue. Christensen Center (1967)—The College center, with the Admissions Office, student lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the Center for Learning and Adaptive Student Services (CLASS). Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and brings together the computer technology resources of the College. It also houses the Gage Center for Student Success. The library is located on the corner of 22nd Avenue and 7th Street. Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. 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. 7 Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 8 Accreditation, Approvals, and Memberships Augsburg College is accredited by: • • • • • The Higher Learning Commission of the North Central Association of Colleges and Schools. National Council for the Accreditation of Teacher Education Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Commission on Collegiate Nursing Education (CCNE) (Bachelor’s and Master’s degrees) Council on Social Work Education (CSWE) (bachelor’s and master’s degrees) Augsburg’s programs are approved by: • • • • American Chemical Society Minnesota Board of Teaching National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) National Association of Schools of Music Augsburg College is an institutional member of: • • • • • • • • • • • • • • American Association of Colleges and Universities (AACU) American Association of Colleges of Teacher Education (AACTE) American Association of Higher Education (AAHE) American Music Therapy Association, Inc. Campus Compact Council of Independent Colleges (CIC) Lutheran Education Council in North America (LECNA) National Association of Schools of Music (NASM) National Society for Experiential Education (NSEE) Physician Assistant Education Association Associated Colleges of the Twin Cities (ACTC) Higher Education Consortium for Urban Affairs (HECUA) Minnesota Private College Council MPCC) Twin Cities Adult Education Alliance (TCAEA) Augsburg College is registered with the Minnesota Office of Higher Education. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. 9 Policies Non-Discrimination Policy Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. (Approved by the Augsburg Board of Regents Executive Committee on June 16, 2010). For inquiries or grievances in any of the following areas, contact the director of Human Resources, ground floor, Memorial Hall 19, 612-330-1058. • • • • Affirmative Action—for matters based on race, creed, national, or ethnic origin Section 504—for matters based on physical or mental handicap Title IX—for matters based on gender or marital status Employment—All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. The Director of Human Resources serves as the Title IX officer and may be reached at 612-330-1058. Deputy Officer for Students: Dean of Students Sarah Griesse 612-330-1489 griesse@augsburg.edu Deputy Officer for Athletics: Kelly Anderson Diercks Assistant Athletic Director 612-330-1245 diercks@augsburg.edu Deputy Officer for Employees: Interim AVP, Human Resources Dionne Doering 612-330-1602 doering@augsburg.edu Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the Affirmative Action Coordinator, Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate education interests. A school official is a person employed by the College in an 10 administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • • • • • • • • • • • • • • The student’s name The student’s address The student’s telephone number The student’s e-mail address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Clery Act The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Copyright Policy Augsburg College Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative 11 works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary information. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Official Notices Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on Inside Augsburg. 12 Graduate Admissions All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or an equivalent degree from outside the US. All graduate students must submit completed applications. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. Please refer to each individual program’s catalog section or the Graduate Admission website (below) for additional instructions. For detailed instructions on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad/. Readmission Graduate students who have not registered for courses at Augsburg College for two or more semesters, must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. Returning students do not pay the application fee. The last day to receive approval for readmission to the College and register for classes is one business day prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the College must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). Special Student Admission Students who are non-degree-seeking, but wish to enroll for academic credit in courses within a graduate degree program, may be considered for admission as special students (non-degree). Special students (non-degree) can enroll on a space-available basis. Registration dates are included in the College’s Academic Calendar. Admission requires program director approval, and the student must be in good standing at all previously attended institutions. To be considered for admission as a special student (non-degree), the items listed below must be submitted to the Admissions Office. Some programs may have additional requirements. • Completed special-status application for admission • An official transcript of undergraduate and/or last degree earned. A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who have earned a degree outside the US must have their transcript evaluated to confirm it is equivalent to a US bachelor’s degree or greater. If a non-degree seeking student is pursuing regular admission status into the program; he or she should submit an application requesting regular admission to that program and submit the additional materials needed for regular admission to that program. Special student status is conferred for only one term of enrollment. Additional terms require reapplication as a special student (non-degree). Students may count up to 6-8 semester credits earned as a special student (non-degree) toward an Augsburg College degree with approval of the program director. International Students Admission Augsburg College graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways: 13 • If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate. • If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: English Proficiency Requirements for International Graduate Applicants To meet Augsburg College admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs Augsburg College accepts as evidence for English proficiency. • TOEFL (Test of English as a Foreign Language) o www.toefl.org/ o Score report of 80 on the Internet-based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections. (The Augsburg College TOEFL code is 6014.) • IELTS (International English Language Testing System) o www.ielts.org/ o Score report of 6.5. • MELAB (Michigan English Language Assessment Battery) o www.cambridgemichigan.org/melab o Score report of 80, and score report must be accompanied by an official letter from the testing coordinator. • Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia. Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years old. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: • Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree • Verification the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required. • Course-by-course evaluation to show your complete course listing with credit values and grades received for each course, may also be required for specific programs. • Calculation of grade point average to demonstrate your cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. • Translation to English (if applicable) The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at www.wes.org for information on how to obtain a foreign credential evaluation. Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal 14 permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. 15 Financing Your Education Costs for Graduate Studies The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. Program Tuition and Fees Tuition and fees are published online at www.augsburg.edu/studentfinancial/2013-2014-graduate-rates/ Tuition: Students are charged per credit. The amount is payable at the beginning of each semester or you can set up an official payment plan through Student Financial Services. Fees: Student activity, facilities, wind energy fee. Other special course or program specific fees can be found online at www.augsburg.edu/studentfinancial. Books and Supplies: Approximately $150 per course Audit Fee: $1,000 per course Payments Semester Charges Prior to the start of each semester a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online through AugNet Records and Registration. Payments can be made online at www.augsburg.edu/studentfinancial/make a-payment/. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure/. Payment Options Augsburg College offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts/. Financial Aid All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress Standards for Financial Aid Recipients webpage, www.augsburg.edu/studentfinancial/sap-policy/. Financial assistance awarded through Augsburg may be a combination of grants and loans. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2012-2013 academic year, more than eight out of ten students at Augsburg received financial assistance. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. How to Apply To be considered for the maximum amount of aid, students must apply for financial aid by May 1st. Steps to apply can be found online www.augsburg.edu/studentfinancial/graduate-financial-aid/ and are updated annually as federal and state processes change. 16 What Happens Next? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and includes information regarding federal and private loan programs (students must complete a loan application to receive loan funds). Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and other sources. Institutional Grants/Discounts Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and scholarships, along with eligibility requirements, can be found online at www.augsburg.edu/studentfinancial/payment plans-and-discounts/ Loan Assistance Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term is considered half-time. Six semester credits per term is considered full-time. • Federal Stafford Student Loan o Unsubsidized Stafford Loan; interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). • Federal Parent Loan Program (PLUS) o PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost of attendance (minus all other student financial aid). Further information about loan programs can be found online at www.augsburg.edu/studentfinancial. Financial Policies Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved online payment plan. Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Refund Schedule Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. For further information view our refund policy online at www.augsburg.edu/studentfinancial/tuition-and-credit-refund/. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available online through the Registrar’s Office website. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available online through the Registrar’s Office website. It must be filled out completely, signed and turned in to the Registrar’s Office. 17 Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition and/or room in accordance with the terms of their housing contract and/or the appropriate tuition refund schedule. Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not officially drop courses with the Registrar’s Office are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Medical refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal refund percentage (based on the regular refund schedule). Requests for medical refunds should be made through the Financial Petition Committee. Petition forms are available through the Registrar’s Office website. This extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. 18 Student Resources/Academic and Support Services Lindell Library The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot facility houses the library and information technology functions of the College as well as the Gage Center for Student Success. In addition to its large collection of print volumes, e-books, and e-journals, Lindell Library includes special collections and archives, a curriculum library, a computer lab and student computing help desk, a library instruction classroom, and facilities for media viewing and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall. Learning Commons Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual projects. Library Resources Students can search a wide variety of local, regional, national, and international databases. They have access to 23,000 e-journals, 17,000 e-books, and 190,000 print volumes within Lindell Library and, through a daily courier service, access to the library holdings of the seven private liberal arts colleges in the Twin Cities. In addition, Lindell Library has a large collection of media resources. A service-oriented staff provides students and faculty with research assistance and instruction in the use of information resources. Arrangements are made for access by students with physical limitation and special needs. Information Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, www.inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computing Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has six computer classrooms and 41 technology-enhanced classrooms. The circulation desk in Lindell Library has 40 wireless laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attention, psychiatric, and other cognitive disabilities, and for students with physical disabilities which may include TBI, chronic illness, mobility impairments, and vision, hearing, or speech impairments, and temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain access to the college curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term, Disability Specialists work directly with students to discuss their disabilities and determine a plan for academic access. Typically, meetings are held weekly and discussions may include: • Accommodations for testing and coursework (e.g., extended time, note-taking) • Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) • Training and use of assistive technology through the Groves Accommodations Laboratory 19 • • Assistance with academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the College faculty, staff, or administration to support each student as they work toward success. Taking advantage of these opportunities and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss appropriate documentation. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential curricular components of an institution’s courses or programs. CLASS services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. 20 Academic Programs and Policies Academic Calendars All of our graduate programs meet on a semester calendar. Academic Calendars can be found at www.augsburg.edu/registrar. All academic calendars are subject to change without notice. Academic Policies The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a College requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the College’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide) Evaluation and Grading Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0 achieves highest standards of excellence. See each program for details of field study and special projects. Students must achieve a 3.0 GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards Policy. Grading option cannot be changed from traditional (0.0 - 4.0) to Pass/No Credit. Explanation of grades for Graduate Studies: Grade 4.0 3.5 3.0 2.5 2.0–0.0 P N V W I X Explanation Achieves highest standards of excellence Achieves above acceptable standards Meets acceptable standards Meets minimum standards Unacceptable performance Represents work at 3.0 or higher (not counted in grade point average) No credit (not counted in grade point average) Audit Withdrawn Incomplete In progress, extended beyond term of registration Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available basis. Graduate students will be charged an audit fee of $1,000. The written permission 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, an any other requirements. If expectations have been met, the course will be listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count towards graduation. Withdrawal Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade and before the last day to withdraw. 21 Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Registrar’s Office that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. Repeated Courses A course in which a grade of 0.0, 0.5, 1.0, 1.5, 2.0, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted, i.e., courses with 0.0 to 4.0 grade assigned. Attendance Policy Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students to our professional development. Each instructor has the authority to specify attendance and participation requirements to address the needs of particular courses, individual students, or various learning styles. Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Continuation Policy for Thesis or Final Project (effective in fall 2010) Following the initial registration term for the final (or summative or capstone) project, students will be automatically registered for continuation course 999 each semester for up to 15 semesters or until a grade for the completion course is submitted by the project advisor. Continuation course 999 maintains students’ active status in the graduate program, including library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to change as costs increase) per semester. Automatic registration will occur for up to five years or 15 terms. At the end of this time, the course grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program 22 director to evaluate readmission to the College and program. Students who are readmitted may need to complete additional course work and will need to pay full tuition for all additional courses and to repeat the final project course. If/when the final project course is completed, the new grade would supersede the previous grade. Students may withdraw from the College, and thus from continuation course 999 and the final project course, at any point during the continuation period and receive a W notation on the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and program. Students may be subject to additional coursework. An accounts receivable hold will be placed on the student’s account if a college-wide $250 unpaid threshold is reached. The threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold amount, the Registrar’s Office will not continue to automatically enroll the student in continuation 999. The Registrar’s Office and the Student Accounts Office will inform the student, the program director, and coordinator that the student must pay the account (including the late fee). At this point coordinators and/or program directors will communicate with the student and the faculty advisor and, if necessary, request that the faculty advisor submit a grade change of N. The student also may elect to withdraw from the College. If the grade change has not been submitted within one term, the program director will submit the grade change of N. This policy is effective as of September 2010. Students will sign a contract outlining the terms of the continuation policy, which will be kept on file with the program and in the Registrar’s Office. Accumulated charges stand for current students, but beginning in fall 2010 students will be charged $35 per term. Student Financial Services will work with students, as needed, who are currently in the continuation phase and who have accumulated a debt higher than the $250 threshold. Credit and Contact Hours Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student work completed over a different time frame or via a different delivery method. All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a summer semester which follows the same format as both fall and spring semester. Students must take at least 3 credits to be considered half-time, and 6 or more credits to be considered full-time. Students may take up to 22 credits. Degree Requirements To be conferred the graduate degree, all graduate students must achieve the following: • Successful completion of all required courses • A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. • Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg College. Probation and Dismissal Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult the PA Program WƌŽŐƌĞƐƐŝŽŶ^ƚĂŶĚĂƌĚƐWŽůŝĐLJ. A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the College. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the College’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. 23 The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal. The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVPGraduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student. The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Business, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, Social Work). The Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of response. The Committee will meet with the student and a program representative to review the procedures and ask questions of both the student and the program representative. The student and program representative may each bring a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The role of the third party representative is to provide support to the student or the program representative, not to serve as an advocate during the meeting. Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. To see the drop and withdrawal deadlines, see the Academic Calendar at www.augsburg.edu/registrar/. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special independent study registration form is required and is available on the Registrar’s Office website or at the Enrollment Center. Term Off Students who interrupt their program enrollment for longer than one semester must readmit to the College and program to resume their degree program. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university institution and graded 3.0/B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. The maximum number of semester credits that can be transferred is: • • • • • • Master of Arts in Education (6) Master of Fine Arts in Creative Writing (12) Master of Arts in Leadership (6) Master of Arts in Nursing (9) Master of Business Administration (18) Master of Science, Physician Assistant Studies (Contact program coordinator) 24 • Master of Social Work (22) Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours, they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour. Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. 25 Master of Arts in Education We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals—and here’s why. Our Philosophy The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and leadership. You can read about each theme on the following page, but for the MAE program, I want to highlight one of the program themes—leadership. As this program theme suggests, we expect our students to leave our programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the school and community. Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers committed to educating all learners in a diverse and changing world. Our Faculty Augsburg faculty members who teach in the MAE program are a mix of full‐time and adjunct instructors, all of whom have K‐12 teaching experience. Many adjunct instructors are currently teaching in K‐12 settings; all full‐time faculty members are frequent visitors to K‐12 settings through student teaching and field experience supervision, volunteer work, and/or in‐service education. We understand the importance of what we do and what you hope to do. We value good teaching and, most especially, we value good teachers. Our Accessibility We realize that although teaching is your dream, your reality most likely includes work, family, and personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate‐level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and responsibility of field experiences, but education coursework is accessible through the weekend and evening schedules. As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly‐qualified teacher— the teacher you can become. Vicki L. Olson, PhD Director, Master of Arts in Education Education Department Mission The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world. Program Themes Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our practice. Relationships Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues, and community partners by developing learning communities. These nurturing learning communities provide a safe, trustworthy place where challenging and engaging questions can be considered. We model the kinds of learning communities that we expect our graduates to create. We share with our students a learning model that connects 26 content, theory, and practice in an ongoing cycle. Students and their learning are the focus for responsive teachers. Therefore we embrace and foster a progressive and constructivist orientation. Reflection and Inquiry Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field placements, service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to manage the many polarities inherent in the teaching and learning process. Diversity and Equity Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a “school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences, learning style theory and teaching for understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn. They also have a sense of efficacy and believe that they can help all students learn. Leadership Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre‐service education and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience, increased confidence, and professional development become leaders within the school, the district, and the community. Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating for instructional innovation, constructivist curricular development, and systemic change. Master of Arts in Education Conceptual Framework Teacher leadership is the theme that threads through our graduate licensure and degree completion program. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are required to include coursework focused on leadership and study aspects of leadership as part of their degree program. Third, the final project—be it an action research, a leadership application project, or the performance assessment option—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it. Three Teacher Leadership Aspirations inform our program. They are as follows: Aspiration 1: Teacher leaders value learning for personal and professional growth. Teacher leaders share knowledge effectively with colleagues. We believe that teacher leaders are comfortable with their knowledge and expertise, neither flaunting it nor hiding it, but sharing it with others generously. They work to build bridges with a full range of colleagues, but they don’t let recalcitrant colleagues stop their own development. They see learning as a continuous endeavor and seek it throughout their careers. Aspiration 2: Teachers leaders think big—beyond the classroom to the broader context of education and community. We believe that teacher leaders see systems and the “big picture” and are able to put their classrooms, schools, and communities into a broader context. They understand the link between policies, politics, and education and participate in change efforts at the macro and micro levels. They seek to work with administrators to establish school and district policy that improves life for everyone. If this involves political action, they are prepared to engage in it. Teacher leaders also understand that teaching and learning are dynamic and that change within school systems is an ever‐present 27 phenomenon. They are informed decision‐makers predisposed to take on the challenge of change when they think it benefits students, teachers, and/or community. Aspiration 3: Teacher leaders possess courage and an orientation to action. We believe that teacher leaders help others not be afraid. They are able to help people to take warranted risks and step outside their comfort zones. They have the courage to bring people together to see the bigger picture and then help people get there. Teacher leaders accept both power and accountability. They understand that responsibility without power diminishes potential for effectiveness. They believe that accountability is a fair trade for the power to take effective action. They operate from a foundation of self‐efficacy. Program Overview The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K‐ 12 initial teaching licenses offered at Augsburg include: Elementary education (K‐6), with or without a middle school content area endorsement in math, communication arts, social studies, or science. Also available is the pre‐primary endorsement to the elementary license. Secondary education (5‐12 and K‐12) in social studies, communication arts/literature, visual arts, health, mathematics, music, and physical education; and 9‐12 in biology, chemistry, and physics. K‐12 English as a Second Language* K‐12 Special Education: Academic Behavior Strategist Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement options: K‐12 English as a Second Language* K‐12 Special Education: Academic Behavior Strategist K‐12 Reading Pre‐Primary All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. The MAE degree is also available without a license but with an education core. See the MAE program director for details. Accreditations and Approvals Augsburg College Teacher Education programs are accredited and approved by: National Council for the Accreditation of Teacher Education (NCATE) Minnesota Board of Teaching. (MN BOT) Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section of this catalog. Program Structure The Master of Arts in Education (MAE) program is made up of a core of education licensure courses coupled with a degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in Leadership (MAL) and graduate courses in education. Most students in the MAE program pursue a K‐12 teaching license as part of their program plan. The MAE degree is also open to students who do not want a teaching license but do want a background in education and leadership. The MAE degree requires ten or eleven Augsburg graduate level courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level apply towards the MAE degree. 28 Credit MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with the expectation of about 75 hours of independent study outside of class. Schedule The majority of the education courses in the MAE licensure and degree programs are offered through the weekend schedule. Courses during the weekend meet face to face every other weekend with online instruction during the alternate weeks. Some education courses and many undergraduate content area courses are offered on a weekday evening schedule. These typically meet weekly face‐to‐face. The MAL degree completion courses are offered primarily through the weekend schedule through a mix of face‐to‐face and online instruction. Summer session courses are offered primarily weekdays and weekday evenings with a few on weekends during the first summer session. Summer courses are offered in a mix of formats from all online to all face‐to‐face. The following teaching licenses are available entirely through the evening, weekend, and summer schedule: elementary education, most middle school and pre‐primary specialty area endorsements, 5‐12 social studies, 5‐12 communication arts, K‐12 art, K‐12 special education, K‐12 English as a second language, and K‐12 reading. Additional licenses in the following areas are available through a combination of weekday, weekday evening, weekend, and summer schedules: biology, chemistry, health, mathematics, music, physical education, and physics. For these licenses, the education and degree completion courses are taken during the weekend, weekday evenings, and summer while some, if not all, of the content area courses are taken during the weekday. The weekend schedule is comprised of two semesters spread from early September through late April. In general, classes are held every other weekend. The weekday schedule is also comprised of two semesters spread from early September through late April. Classes offered during the weekday meet one to three times per week. Classes offered jointly between weekday and weekend meet on a weekly basis in the evening. The official academic calendars can be found at www.augsburg.edu/registrar. Curriculum—Teaching Licenses K‐6 Elementary Education This program is designed to prepare teachers for grades K‐6. Optional endorsements in middle school specialty areas of math, science, social studies, and communication arts and in pre‐primary can be pursued along with or separately from the K‐6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate‐level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. All of the following courses must be taken for K‐6 elementary licensure. Up to seven courses may be taken at the graduate (500) level and applied toward the MAE degree. EDC 200/522 ‐ Orientation to Education in an Urban Setting* EDC 206/566 ‐ Diversity/Minnesota American Indians EDC 310/533 ‐ Learning and Development in an Educational Setting* EDC 410/544 ‐ Learners with Special Needs* EDC 490/580 ‐ School and Society EED 225/524 ‐ Foundations of Literacy EED 325/525 ‐ K‐6 Methods: Literacy* EED 350/550 ‐ K‐6 Methods: Math EED 360/560 ‐ K‐6 Methods: Science EDC 591 ‐ Topics To complete the license, the following undergraduate requirements must be completed: HPE 115 ‐ Chemical Dependency Education EDC 220 ‐ Educational Technology 29 EED 326 ‐ Elementary Reading K‐6 Field Experience* (taken concurrently with EED 325/525) EED 311 ‐ K‐6 Methods: Health EED 312 ‐ K‐6 Methods: Physical Education EED 336 ‐ Advanced Literacy Methods* EED 341 ‐ K‐6 Methods: Art EED 370 ‐ K‐6 Methods: Social Studies/Thematics EED 380 ‐ Kindergarten Methods* EED 386 ‐ K‐6 Methods: Children’s Literature EED 481, 483, 485 ‐ Student Teaching: Elementary K‐6 EED 488 ‐ TPA and Student Teaching Seminar *Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences. These experiences occur in K‐6 classrooms during the weekday. If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Undergraduate Liberal Arts Requirements The number of supporting content area courses required for licensure depends upon the courses completed as part of the bachelor’s degree and/or other coursework. Requirements are determined by Minnesota licensure standards for specific college‐level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific requirements are on file in the Education Department. Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social studies, math, and science. The optional pre‐primary endorsement is also available. Specific requirements for these endorsements are on file in the Education Department. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department and the content area departments determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are older than five years are judged on a case‐by‐case basis. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the amount and type of courses that are accepted. Grades of B or better are required for transfer consideration. See the MAE program director for approval of graduate coursework accepted in transfer. Preprimary Endorsement for Elementary Licensure This endorsement can be added to a K‐6 elementary license. Required courses include the following: PSY 250 ‐ Child Development SOC 231 ‐ Family Systems: Cross Cultural Perspectives or SPE 490/540 ‐ Parent and Professional Planning (Graduate students take SPE 540.) ECE 345/545 ‐ Foundations of Preprimary Education ECE 346/546 ‐ Learning Environments for Preprimary‐Aged Children ECE 347/547 ‐ Immersion and Teaching Competence ECE 488, 489 ‐ Student Teaching: Preprimary K‐12 and 5‐12 Secondary Education K‐12 and 5‐12 licensures in several content areas are offered through a combination of graduate and undergraduate coursework. K‐12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for grades 5‐ 12 prepare teachers to teach at the middle and high school levels. Graduate‐level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. The following content area majors are offered almost entirely on weekends, weekday evenings, and summer: communication arts/literature, history or economics or psychology or sociology (all for social studies), art. Students seeking 5–12 licensure in social studies must complete a broad‐based core of courses in the social studies in addition to 30 a social science major. Education courses for these licenses are also taken during weekends, weekday evenings, and summer. The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry, physics, health, physical education, music, and mathematics. Students seeking licensure in any of these areas typically will need to take additional content courses in the weekday schedule. Students can obtain a 9‐12 license in physics, chemistry, or biology and have the option of adding the 5–8 general science to the 9‐12 license. Students also can obtain the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken during weekends and weekday evenings. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to seven of them also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 ‐ Orientation to Education in an Urban Setting* EDC 206/566 ‐ Diversity/Minnesota American Indians EDC 310/533 ‐ Learning and Development in an Educational Setting* EDC 410/544 ‐ Learners with Special Needs* EDC 490/580 ‐ School and Society ESE 325/525 ‐ Creating Learning Environments ESE 300/500 ‐ Reading and Writing in Content Area* EDC 591 ‐ Topics To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 ‐ Chemical Dependency Education EDC 220 ‐ Educational Technology ESE 3XX ‐ K‐12 or 5‐12 Methods (in the content area)* ESE 481, 483, 485 ‐ Student Teaching: Secondary ESE 488 ‐ TPA and Student Teaching Seminar *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education‐related settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. Undergraduate Content Area Requirements The equivalent of a major in the licensure content area is required for K‐12 and 5‐12 licenses. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Two or more content area courses tied to Minnesota licensure standards are generally required, even with a completed academic major. Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards and if a grade of C or better was achieved. Coursework older than five years is judged on a case‐by‐case basis. Specific course requirements for each content area are on file in the Education Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. See the MAE program director for approval to use graduate level transfer courses in the degree program. Special Education Augsburg College offers one licensure option in K–12 Special Education: Academic Behavioral Strategist (ABS). This program qualifies students to teach in special education programs and positions working with students with mild to moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism spectrum disabilities, developmental and cognitive disabilities and other health disabilities. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and general educators to facilitate inclusion of special education students into the regular education classroom. Five years after being licensed, teachers must extend their license in one of the above categories through additional coursework. 31 Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is offered in collaboration with the University of Minnesota‐Duluth as a hybrid (partly face‐to‐face and partly online) cohort program. The licensure courses can be applied towards the MAE degree. See the Education Department and www.augsburg.edu/mae/tribal‐special‐ education for more information. The ABS licensure program and the Naadamaadiwin Tribal Special Education Cohort program are offered through the weekend and summer schedules. Licensure Requirements Licensure requirements are offered at both the undergraduate and graduate level. Classes will include both undergraduate and graduate students, with graduate students having additional course responsibilities. Graduate courses are taken at the 500 level. All courses must be taken for licensure, and up to seven courses may also be applied toward the master’s degree in education. The following courses for the ABS license are offered at both the undergraduate and graduate levels: EDC 200/522 ‐ Orientation to Education in an Urban Setting* EDC 206/566 ‐ Diversity/Minnesota American Indians EDC 310/533 ‐ Learning and Development in an Educational Setting* EDC 410/544 ‐ Learners with Special Needs* EED 225/524 ‐ Foundations of Literacy EED 325/525 ‐ K‐6 Methods: Literacy* EED 350/550 ‐ K–6 Methods: Math* EED 360/560 ‐ K–6 Methods: Science* SPE 410/510 ‐ Implementing Assessment Strategies* SPE 411/511 ‐ Etiology and Theory of Mild to Moderate Disabilities SPE 415/515 ‐ Theory to Practice* SPE 425/525 ‐ Transition and Community* SPE 430/530 ‐ Instructional and Behavioral Practices* SPE 490/540 ‐ Parent and Professional Planning EDC 591 ‐ Topics To complete the ABS license students will also need to complete certain requirements at the undergraduate level: HPE 115 ‐ Chemical Dependency Education MAT 137 ‐ Mathematics for Elementary Teachers I EDC 220 ‐ Education Technology EDC 330 ‐ Building the Public Good: Public Achievement and Organizing EDC 331 ‐ Practicum in Public Achievement EED 326 ‐ Elementary Reading K‐6 Field Experience* (taken concurrently with EED 325/525) SPE 481,483 ‐ Student Teaching: Elementary Special Education SPE 485, 487 ‐ Student Teaching: Secondary Special Education SPE 488 ‐ TPA and Student Teaching Seminar *Field experience required as part of this course. This program is based on an innovative internship model that allows students employed in special education classrooms to fulfill a portion of their special education field experience requirements while they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in special education settings. All must complete field placements or student teaching in classrooms serving these populations. Hours must be completed across elementary, middle school, and high school. Specific information on field experience requirements is available from the Education Department. Licensure Requirements—EBD/LD–Naadamaadiwin Special Education Tribal Cohort This program is available only at the graduate level. Courses are taught in a hybrid fashion, partially face‐to‐face and partially online. Courses are available only to those admitted to the special education tribal cohort program. 32 SPE 501 ‐ Historical and Contemporary Issues in American Indian Education SPE 503 ‐ Assessment of American Indian Learners SPE 504 ‐ Working with American Indian Families and Communities SPE 505 ‐ The Manifestation of Multigenerational Trauma and Internalized Oppression SPE 506 ‐ Indigenous Learners SPE 507 ‐ Indigenous Methods of Instruction: Practical Application SPE 508 ‐ Professional Issues and Development SPE 509 ‐ Literacy Instruction for American Indian Learners with Exceptionalities SPE 481, 483 ‐ Student Teaching: Elementary Special Education SPE 485, 487 – Student Teaching: Secondary Special Education EDC 591 ‐ Topics K‐12 English as a Second Language (ESL) License The K‐12 English as a Second Language license is available as an initial license as well as an endorsement to an existing license. This license qualifies teachers to work with K‐12 students for whom English is a second language across a range of subject areas. The K‐12 ESL licensure program is comprised of both undergraduate and graduate courses; up to six of the graduate courses can apply to the completion of the MAE degree. Graduate‐level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. A pre‐requisite to program admissions is two years of high school level or one year of college level language instruction. The K‐12 ESL program is offered in a hybrid format which means that courses are a mix of face to face and online instruction. Classes are offered during the academic year in the weekend semester framework and during summer session to make them accessible to working adults. This license is also offered as an undergraduate major to weekend college students seeking a baccalaureate degree. The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 ‐ Orientation to Education in an Urban Setting* EDC 206/566 ‐ Diversity/MN American Indians EDC 310/533 ‐ Learning and Development in an Educational Setting* EDC 410/544 ‐ Learners with Special Needs* EED 325/525 ‐ K‐6 Methods: Literacy* ESE 325/525 ‐ Creating Learning Environments* ESL 330/510 ‐ History and Structure of the English Language ESL 340/520 ‐ ESL Literacy* ESL 490/530 ‐ Language, Culture, and Schools ESL 420/540 ‐ ESL Methods* EDC 591 ‐ Topics To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 ‐ Chemical Dependency Education EDC 220 ‐ Educational Technology EED 326 ‐ Elementary Reading K‐6 Field Experience (taken concurrently with EED 325/525) ESL 310 ‐ Second Language Acquisition ESL 320 ‐ Introduction to Linguistics ESL 410 ‐ ESL Testing and Evaluation ESL 481, 483 ‐ Student Teaching: Elementary ESL 485, 487 ‐ Student Teaching: Secondary ESL 488 ‐ TPA and Student Teaching Seminar *This course has a 20 hour field experience attached to it. 33 K‐12 Reading Teacher Endorsement The K‐12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to expand their knowledge and practice in the area of reading instruction and potentially provide leadership within schools and districts in reading instruction. Candidates for this license will complete five classes that have been designed to meet the requirements established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree. The K‐12 Reading Teacher Endorsement program is offered in a hybrid format which means that courses are a mix of face‐to‐face and online instruction. Classes are offered during summer sessions and within the weekend format during the academic year. The endorsement program is designed to be completed within 12 months in a cohort model. Field experiences at elementary, middle school and high school levels are required; student teaching is not required. Required courses include: EDC 500 ‐ Reading Leadership in the K‐12 Schools EDC 506 ‐ Readership, Literature, and New Literacies EDC 515 ‐ Reading Leadership: Reading Theory and Research* EDC 535 ‐ Reading Leadership: Assessment and Instruction with Elementary Readers* EDC 545 ‐ Reading Leadership: Assessment and Instruction with Middle and High School Readers* *Field experience required Student Teaching Students are required to complete student teaching for initial and additional licenses (unless otherwise indicated). In the MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at this point and finish the degree later. Student teaching for elementary, secondary, and K‐12 initial licenses lasts 12‐14 weeks, depending on licensure scope. During that time, students work full‐time as student teachers and are supervised by an Augsburg faculty member. Students register for eight to twelve semester credits of student teaching and a two semester credit TPA and student teaching seminar. They meet at Augsburg College for student teaching seminars several times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and Rochester. However, students do have the opportunity to student teach abroad, where students complete a 10‐week student teaching experience in the metro area and then complete another student teaching experience abroad. Opportunities to teach abroad are available around the world, and it is a wonderful way to build a global perspective in education. Additional information is available through the Education Department. Student teaching for special education is 12 weeks in length for initial licenses and 7 weeks for those who already hold a license. For students who are working in a special education setting appropriate to the ABS license, a student teaching placement at that site may be possible, pending district approval. Additional information is available through the Education Department. Student teaching for ESL is 14 weeks in length and requires two placements, elementary and secondary. A single seven week placement is required for those who already hold a license. See the Education Department for more information. Student teaching is required for the preprimary endorsement and middle school endorsements. See the Education Department for more information. Curriculum—Graduate Degree Completion Options Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in Education licensure core, with betwe
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2002-2005
My life-changing experience in the Augsburg MAL Program has
provided me with a strong foundation to pursue a leadership role in
both my personal and professional life. In addition to being a strong,
challenging program, it is also geared toward flexibility to accommodate
the adult...
Show more 2002-2005 My life-changing experience in the Augsburg MAL Program has provided me with a strong foundation to pursue a leadership role in both my personal and professional life. In addition to being a strong, challenging program, it is also geared toward flexibility to accommodate the adult learner. A program in my opinion that goes unmatched! -Ann Dejongh 02 1 MASTER OF ARTS Attaining the MAL degree was a transforming experience both personally and professionally. It increased my self-confidence, enabled me to recognize and develop my strengths, and also provided a valuable networking opportunity with fellow students and faculty. -Luann Watson '02 IN LEADERSHIP INTRODUCTION The primary mission of the Center for Leadership Studies (CLS) at Augsburg College is to develop leaders for organizations and the community. The core program of the center is the Master of Arts in Leadership (MAL). The program, which was launched in 1987, responds to the leadership development needs of both profit and not-for-profit organizations. While different in structure and purpose, most organizations seek leaders with the following qualities: a vision that is ethically and morally responsible, extending beyond immediate concerns; an understanding of how change occurs and affects the immediate environment; a sensitivity to the complex problems organizations face and an ability to achieve solutions consistent with an organization's mission; the ability to motivate and inspire individuals and groups to work toward a common goal; and the ability to effectively represent the organization both internally and externally. The MAL program provides a means by which individuals may discover and refine these and other abilities fundamental to effective leadership. ACCOMMODATING THE FULL-TIME WORK SCHEDULE Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the students who enroll are careeroriented, self-disciplined, and well-motivated individuals, seeking a balance of classroom experience, group interaction, and individual study. Most courses are organized as seminars with the opportunity for discussion and dialogue. Classes meet on alternate Saturdays for four hours. COMMUNITY OF LEARNERS Essential to the goals of the MAL program is participation in a community of learners gathered together on the Augsburg campus. This community is enriched by the students, who have a variety of work and life experiences. To facilitate community interaction, students are encouraged to make use of the Augsburg library, computer labs , and Christensen Center. The Center for Leadership Studies also offers some special colloquia and seminars each year to supplement and complement the course work of the master's program. A SAMPLE CLASS SCHEDULE IN THE MAL PROGRAM PERIOD I Saturday 8:00 a.m . to 12:00 noon PERIOD II Saturday 1:00 p.m. to 5:00 p.m. Note: Each class taken commits a student to either Period I or Period II; on average two meetings a month. LEADERSHIP DEVELOPMENT MODEL-AUGSBURG COLLEGE The MAL program promotes leadership as a process that 1) inspires cooperation among people who must compete for limited resources, 2) promotes productivity within and beyond the organization, and 3) works toward progress for the individual and the organization. To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade, and the ability to direct action. Underlying these attributes are a broad range of abilities and awareness, outlined in the Leadership Development Model, that serve as specific outcomes for the MAL program. Augsburg's model of leadership development is designed to assess , promote, enhance, and refine these capabilities within the individual. Leadership Orientation Toward Action Sense of Vision Ethical • Social awareness • Environmental awareness • Tolerance of religious and philosophical differences • Appreciation of situational complexity Creative • • • • Long-term perspective Flexibility Adaptability Innovativeness Facility for Persuasion Communicative • • • • • • Risk Assumptive • Curiosity • Achievement motivation • Self-esteem - Effective listener Effective speaker Effective writer Diplomatic ability Effective team member Interpersonal sensitivity Decisive • • • • • Self-confidence Analytical ability Ability to think critically Understanding of research Ability to manage conmct Culturally Aware • Appreciation for cultural differences • World-view perspective • Tolerance of individual differences There are two ways to complete the MAL degree. In the Thesis/Leadership Application Project (Thesis/ LAP) Option, students complete a thesis or a major leadership application project and 10.5 credits. In the Non-Thesis Option, students must complete 11 credits, two papers, but no thesis. Augsburg uses a course system rather than a credit system in its curriculum. An Augsburg course is equivalent to four semester credits or six quarter credits. Each course includes two or more liberal arts disciplines, encourages pursuit of the designated outcomes and uses a variety of learning techniques appropriate to adult learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity. These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the world in which we operate is complex and that dealing with it successfully requires well-developed integrative abilities. THESIS/LAP OPTION Students who select the Thesis/LAP Option are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic. This research-based study gives the student the opportunity to "tie together" what has been learned from the study of leadership and course-related activities. The principal distinction between the thesis and the Leadership Application Project lies in their underlying orientation. A thesis has a more theoretical orientation, while the Leadership Application Project is based on practical application. Both require similar rigor and preparation. For either alternative, the student must register for ML 592, 593, and 594. Differences between these two options will be explored in ML 514 Research Methods and in ML 593 Leadership Research Seminar I. For more information regarding the Thesis/LAP option, refer to the Information and Guidelines for the Thesis and Leadership Application Project booklet. Students who do not complete their thesis or Leadership Application Project while enrolled in ML 594 Leadership Research Seminar II are required to pay a continuation fee. - NON-THESIS OPTION An alternative to the thesis is the successful completion of two major papers, as described below. The first of these papers will be written in conjunction with ML 580. The second paper will be written while enrolled in ML 597 NonThesis Independent Project. The independent research projects approved each year will be presented in an annual colloquium. Students who do not complete their independent project while enrolled in ML 597 are required to pay a continuation fee. For more information regarding the Non-Thesis option, refer Project booklet. to the Information and Guidelines for the Non-Thesis CORE COURSES FOR THESIS/LAP OPTION: (3.5 course credits) The following core courses are required for all Thesis/LAP students in the MAL program: ML 510 Visions of Leadership ML 514 Research Methods ML 592 Thesis/LAP Consultation (0.5 course) ML 592 is taken in conjunction with ML 594. ML 593 Leadership Research Seminar I (0.5 course) ML 594 Leadership Research Seminar II (0.5 course) (ML 592, 593, and 594 are to be taken in a student's last two consecutive terms or after the student has completed at least five electives and ML 510.) CORE COURSES FOR NON-THESIS OPTION: (4.0 course credits) - Ml 510 Visions of Leadership ML 514 Research Methods ML 580 Contemporary Theories of Leadership Ml 597 Non-Thesis Independent Project ELECTIVE COURSES FOR BOTH OPTIONS: (at least 7.0 course credits) The MAL program requires that seven elective courses be selected from the following course list: ML 511 Creativity and the Problem-Solving Process ML 520 Self-Identity, Values, and Personal Growth ML 521 Methods of Critical Thought ML 525 Personality and Systems Theory: Perspectives on Leadership ML 527 Spirituality and Leadership in the Workplace ML 530 Ethics in Communication ML 531 The Dynamics of Change ML 535 Organizational Theory and Leadership ML 540 Political Leadership: Theory and Practice ML 545 Decision Making and Leadership ML 550 Communication, Decision Making, and Technology ML 557 Language of Leadership ML 560 Developing a Multicultural Perspective ML 565 Women and Leadership ML 580 Colloquium on Contemporary Theories of Leadership (elective for Thesis/ LAP Option students) ML 598 Independent Study ML 599 Special Topics ML 500 Leadership Practicum The MAL program sponsors professional development workshops and seminars. These workshops are offered to students and alumni who desire more applied case studies or wish to address topics not included in the courses. (Offered occasionally) ML 510 Visions of Leadership: A Historical and Literary journey (1.0 course) Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. ML 511 Creativity and the Problem-Solving Process (1.0 course) Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative world view. ML 514 Research Methods (1.0 course) Evaluation and documentation of programs, projects and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. ML 520 Self-Identity, Values and Personal Growth (1.0 course) Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors that influence the development of self-identity and personal values; and the effect of personal values of learning and leadership strategies. ML 521 Methods of Critical Thought (1.0 course) Investigation of the processes of critical thinking, drawing from philosophy as well as natural and social science. The course will survey a variety of contemporary approaches to critical thinking, including the use of logic and analytical reasoning, the relationship of evidence to the confirmation of theories and the value of appeals to scholarly studies. A special focus of the course will be an assessment of the ways in which natural and social sciences can (and cannot) assist leaders in addressing problems and seeking solutions. ML 525 Personality and Systems Theory: Perspectives on Leadership (1.0 course) Study of leadership in the dual context of personality theory and systems theory. Contributions of Jung, Fromm, Maslow, May, and others to personality theory are considered as are the systems theories of von Bertalanffy and Bateson. The theories are applied to the concrete realities of leadership in a variety of settings. - ML 527 Spirituality and Leadership in the Workplace (1.0 course) The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. ML 530 Ethics in Communication (1.0 course) Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. ML 531 The Dynamics of Change (1 .0 course) This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The course explores these various perspectives, including areas of conflict and opportunities for leadership in social and organizational change. Sociological, human development, and economic theories are applied to contemporary public and private sector issues for social change. ML 535 Organizational Theory and Leadership (1.0 course) In-depth exploration of organizational theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. ML 540 Political Leadership: Theory and Practice (1.0 course) Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and nonprofit organizations as well as to politics. ML 545 Decision Making and Leadership (1.0 course) Review of the decision-making process-the setting, goals, and contingencies-as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present-their intentions, consequences, arguments, explanations, and justification. - ML 550 Communication, Decision Making, and Technology (1.0 course) Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their organizations. ML 557 Language of Leadership (1.0 course) Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the development of persuasive appeals; the protection of "face;" and strategies for maintaining personal relationships across hierarchical levels in organizations. ML 560 Developing a Multicultural Perspective (1.0 course) This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. ML 565 Women and Leadership (1.0 course) A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. ML 580 Colloquium on Contemporary Theories of Leadership (1.0 course) Selected contemporary theories of leadership presented by instructors who participate in the seminar. Emphasis on critical thinking, discussion, written analysis. Prerequisite: One-year coursework in MAL program and ML 510. ML 592 Thesis/LAP Consultation (0.5 course) A series of meetings with a faculty thesis/project adviser, taken simultaneously with ML 594 Leadership Research Seminar II. Graded on PIN basis. Students not completing the thesis/application project during the same term in which they are enrolled in ML 594 are required to pay a continuation fee for each subsequent term until the Thesis/LAP is completed. ML 593 Leadership Research Seminar I (0.5 course) First half of a two-course thesis capstone sequence for the MAL program to be taken in a student's last two consecutive terms or after the student has completed at least five electives and ML 510. This course provides each individual the opportunity to develop a research topic, to synthesize previous study and work experience, and to demonstrate an understanding of the program's principles. Graded on a PIN basis. ML 594 Leadership Research Seminar II (0.5 course) Continuation of the "capstone" seminar, taken following the student's registration in ML 593 Leadership Research Seminar I. This seminar focuses on the methods of inquiry and results of individual projects. By the completion of the seminar, students should have made significant progress on their thesis or Leadership Application Project. Graded on a PIN basis. ML 597 Non-Thesis Independent Project (1.0 course) Major written project to be completed in an area of the student's choice, in consultation with an adviser and a reader. The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option. Students who do not complete the project during the term in which they are enrolled are required to pay a continuation fee for each subsequent term until the project is completed. ML 598 Independent Study* (1.0 course) Provides directed independent study in an area of the student's choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising professor. Proposals must be approved by the MAL program director prior to registration for the course. ML 599 Special Topics (1.0 course) Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. *A student may count only one of the following for credit toward the MAL degree: ML 597 or ML 598, except with permission of the MAL program director. Please refer to the Thesis/LAP and Non-Thesis Project booklet for additional information. Applicants to the program must hold a baccalaureate degree from an accredited four-year college or university and must have a minimum cumulative undergraduate grade point average of 3.0 (on a scale of A= 4.0) and a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Applicants holding a master's or other advanced degree from accredited colleges or universities are admissible. Should an applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-by-case basis. Applicants to the program must have three years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential. Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee. Admission to each entering graduate class will be given to the most highly qualified individuals. Admissions are handled on a "rolling" basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of candidates will be made on the basis of an evaluation of each applicant's: I Previous college record I Letters of recommendation I Experience and organizational background I Written statement I Interview, if requested To apply, the following materials must be submitted to the MAL Program Office: I Completed application form I $35.00 non-refundable application fee I A 1-3 page statement relating the applicant's career and life goals to leadership aspirations I Recommendation letter and checklist from an immediate supervisor, assessing leadership potential I Recommendation letter and checklist from a work colleague (at the same level) describing the applicant's work-style leadership potential I Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred I Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any. Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. - The Augsburg College MAL Program Office encourages qualified applicants from other countries. International applicants should keep in mind that classes meet on alternate Saturdays and that students can take only two classes for a yearly total of six classes. With this schedule students can complete the required course work in less than two years. See Admission Requirements for a description of the admission process, selection criteria, and work experience requirements. Application materials required for international applicants are: I Completed application form I $35.00 application fee (non-refundable) payable in U.S. dollars I A 1-3 page statement relating the applicant's career and life goals to leadership aspirations I Completed Declaration of Finances (see below for further information) I Letter of recommendation in English from an immediate supervisor, assessing leadership potential I Letter of recommendation in English from a work colleague (at the same level) describing the applicant's work style and potential as a leader I Official mark-sheets with certified translations from all undergraduate institutions attended listing all courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation center I Official mark-sheets with certified translations from all graduate institutions attended listing all courses taken, marks earned, dates attended, and degree(s) or diploma(s) conferred, if any; plus, a U.S. evaluation from an evaluation center I Official results on the Test of English as a Foreign Language (TOEFL) with a minimum score of 590 Applicants may be asked to participate in an interview with graduate program faculty and/or staff members, if the applicant is in the United States. Students and their financial sponsor must complete a Declaration of Finances as part of the application for admission, along with appropriate certifications. In accordance with federal regulations, students on F-1 visas must provide reliable documentation that they have financial resources adequate to meet expenses while studying at Augsburg. NOTE: Additional information may be needed to issue an I-20 or J-1 for students admitted to the MAL program. Information requested for the I-20 or J-1 will not be used to make an admission decision. - - EVALUATION STANDARDS Evaluation of academic performance in the MAL program will be based on number grades using a 4.0 point scale and as defined below. Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being graded on PIN basis. In order to receive a grade of P, a student must achieve at least a grade of 2.0. No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 2.0 1.5 Achieves the minimum passing standard 1.0 Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) P Achieves at or above the 2.0 level (not computed in grade point average) N Does not meet minimum course standards (no credit and non-punitive-not computed in grade point average) W Grade given when a student withdraws from a course after the deadline without notation on the record 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 MAL Program Office stating reasons for the request, the plan and date for removing the incomplete grade, the signature of the instructor, and any other necessary documentation.) 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 course instructor. ACADEMIC PROBATION AND DISMISSAL POLICIES Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition successfully with the MAL Advisory Committee before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or 0.0 is received , the student may be dismissed from the program by the MAL Advisory Committee. Students may also be dismissed by the MAL Advisory 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 Due to the interdisciplinaiy nature of the courses in the MAL program, it is unlikely that courses taken elsewhere may be substituted for a particular course in the curriculum. Students may petition the MAL program director for approval of any variation in the curriculum including the transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from accredited colleges and universities, whose course content is comparable to those in the MAL program. No more than two courses will be accepted for transfer credit. CREDIT AND CONTACT HOURS Each full-credit graduate course in the MAL program is the equivalent of four semester credits or six quarter credits. Students meet in class a total of 28 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 per trimester. Enrolling in two courses per trimester enables a student to complete the coursework in the program within two years. All students are required to complete all components of the program within five years. Extensions beyond five years will be considered on the basis of petition to the MAL Advisory Committee. Students who leave the program for more than one trimester must request a leave of absence in writing from the MAL program. A leave of absence may be granted for one calendar year. Time spent on an official leave of absence will not count toward the fiveyear deadline for degree completion. LAST DAY TO WITHDRAW FROM CLASS The last date on which students may withdraw from a class and receive a "W" on their records is published annually in the MAL Supplement. STUDENT RIGTHS The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg College - Catalog and the Student Guide. Students have a right to experience education without discrimination. 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 on the various rights accorded to students pursuant to FERPA. A copy of Augsburg's policy is published in the Augsburg College Catalog and in the Studertt Guide distributed 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. ACCREDITATION AND AFFILIATIONS Students who successfully complete Augsburg's leadership program will receive a Master of Arts degree. Augsburg is accredited by The Higher Leaming Commission, North Central Association* and is a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, and the Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Services Office. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution or employer. *The Higher Leaming Commission, North Central Association 1-800-621-7440 or 312-263-0456 www.ncahigherleamingcommission.org - A schedule of fees is published separately in the MAL Catalog Supplement. Tuition is determined annually. ML 592, ML 593, and ML 594 are half-credit courses and are charged half of the current full credit tuition. A continuation fee is charged to students who do not complete their capstone project during the terms they are enrolled. PAYMENT OPTIONS Various payment plans are available: 1) 2) Payment in Full: Due after registration and before the beginning of the trimester. No finance charge or administrative fee. Late payment fee $25 . Finance charge of 8% APR will apply toward any unpaid balance after the start of the term. Payment Plan: A three-payment plan is available each trimester upon application and after College approval. Payment plans will be approved only if previous plans have been satisfactorily completed. Payments for each trimester are due in three equal installments. There is an administrative fee of $35 per trimester. No finance charge if paid in full by end of payment plan. Late payment fee $25. Finance charge of 8% APR will apply if not paid in full by the end of the payment plan period. 3) Company Reimbursement: Full courses, or equivalent, that are company reimbursed, require a deposit of $100 per course reimbursed, with full payment due within 50 days after the end of the term. An application for Employer Reimbursement Payment Plan must be filed once each academic year. Student is responsible for payment if employer does not pay for any reason. Finance charge of 8% APR will accrue on the deferred balance once the term has begun. 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 a student's account is paid in full. This also applies to student loans administered by the College (e.g., Perkins Student Loan). They must be current according to established repayment schedules. REFUND SCHEDULE Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule (except for the minimum charge of $100 to cover administrative costs) . Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. [NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis. For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial consequences of making adjustments to your registration.] Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Please allow two weeks for a refund. - The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. For information about refunds and the refund schedule, see the Payment Information Booklet or visit <www.augsburg.edu/enroll .. A per-course tuition refund will be made on the following basis: I Through the first scheduled class meeting - 100% of tuition (less a $100 administration fee if withdrawing from current term entirely). I Prior to the second scheduled class meeting - 80% of tuition. I Prior to the third scheduled class meeting - 60% of tuition. I Prior to the fourth scheduled class meeting - 40% of tuition. I No refund after the fourth scheduled class meeting. Financial assistance is available to degree-seeking students enrolled in the MAL program. Non-degreeseeking students are not eligible for any type of financial aid through Augsburg College. Two full-credit courses per trimester are considered full time. One course is considered half-time enrollment. The Enrollment Center, 612-330-1046, or 1-800-458-1721, or <www.augsburg.edu/enrolb, assists students in assessing financial aid eligibility and offers financial aid from available alternatives, including the following: SPONSORED SCHOLARSHIPS Augsburg actively pursues non-Augsburg funding for special scholarships. The availability of such scholarships may enable 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 offers a payment plan by which employees may handle tuition reimbursement. Students should contact the Enrollment Center to make payment arrangements using the company reimbursement payment plan. 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 Student Services Program director at 612-330-1144 or your tribal agency FEDERAL STAFFORD LOAN PROGRAM Common Loan Provisions Borrowing Limits: Graduate students may borrow up to $18,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both but cannot exceed the annual loan limits. Interest Rates: The annually variable interest rate is determined by the 91-day T-Bills +2.3%, capped at 8.25% and changes eachJuly 1. For example, the interest rate from July 1, 2002 to June 30, 2003 is 4.06% for repayment. Repayment Terms: Repayment begins six months after you cease to be enrolled at least half time in an eligible program leading to a degree or certificate. Repayment may extend up to 10 years. Deferments: In most cases, deferments are granted for continued education, disability, and unemployment. Contact your lender if you think you are eligible for a deferment. FEDERAL AND STATE AID PROGRAMS The Enrollment Center uses standard, nationally accepted methodology to determine eligibility for federal and state financial aid programs. - - FEDERAL PERKINS LOAN PROGRAM A joint Augsburg College-federally funded program administered through the College for students who demonstrate financial eligibility No checks are issued, but the student is required to sign a promissory note at least once per term. Funds are put on the student account after the note is signed. Borrowing Limits: You may borrow up to $6,000 per year as a graduate student with a $40,000 maximum. Interest and Repayment: Simple interest of 5% and repayment of principal begin nine months after you graduate or leave school. Partial or total loan cancellation privileges exist for certain types of teaching, disability and, in certain circumstances, military service. Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the Enrollment Center if you think you are eligible for a deferment. SELF (Student Educational Loan Fund) The SELF is administered through the Minnesota Higher Education Services Offices. Applications are available from the Enrollment Center and should be completed by the borrower and co-signer and returned to the Enrollment Center for further processing. Loan proceeds are released through electronic funds transfer. Borrowing Limits: Graduate students may borrow up to $9,000 per year minus any other student loan indebtedness. Maximum graduate borrowing cannot exceed $40,000 including undergraduate. The minimum annual loan is $500. Interest and Repayment: 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 in the 13th month after you leave school. Deferments: There are no deferments. Contact the Minnesota Higher Education Services Office regarding special circumstances and repayment. TO APPLY FOR FINANCIAL AID Financial aid application materials are available at <www.augsburg.edu/enrolb. Applicants must be admitted to Augsburg as regular students or be returning students in good academic standing. The financial aid application will be processed when the following documents are received: 1) The Free Application for Federal Student Aid (FAFSA) or the renewal FAFSA. Apply online at <www.fafsa.ed.gov>. 2) Augsburg Financial Aid Application (for new students) 3) Federal income tax return(s) . FOR FURTHER INFORMATION, CONTACT Enrollment Center 612-330-1046, 1-800-458-1721, enroll@augsburg.edu, or <www.augsburg.edu/enrolb. ABOUT 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 first of 155 parks in the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-Fairview University Medical Center-are adjacent to Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away. 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 among major buildings-student housing towers, the Christensen Center, main academic and administrative halls, the library, and the music building. In addition, there are programs for students with learning, physical, and psychiatric disabilities. CHURCH AFFILIATION Augsburg is a college of the Evangelical Lutheran Church in America. It has a diverse community with many strong religious traditions represented among the students, faculty, and staff, including Lutheran, Protestant, Roman Catholic, Jewish, American Indian spirituality and thought, Buddhist, and Islamic faiths. NON-DISCRIMINATION POLICY Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1023. - LEADERSHIP STUDIES FACULTY Faculty who teach in the MAL program are predominantly full-time senior faculty with doctorates or appropriate professional degrees. Some courses are team taught by faculty from different disciplines or occasionally by combining a faculty member with professionals from relevant fields. All of the program's faculty have extensive experience teaching adult learners. ANDREW AOKI, Associate Professor of Political Science B.A., University of Oregon; M.A., Ph.D., WILLIAM D. MORRIS, Assistant Professor of Political Science B.A., Oakland University; Ph.D., University of Wisconsin. Carnegie-Mellon University. President, Decision Resources, Ltd. JOHN BENSON, Professor of Religion B.A., Augsburg Col