Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements.

A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations.

Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration.

An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets.

A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity.

Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics.

The more common and important provisions of planning and compliance for income taxes.

Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements.

Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting.

Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies.

Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language.

In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism.

Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women.

This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China.

Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies.

This travel seminar explores issues faced by indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits of the dominant culture in each country. Students will learn and interact with indigenous organizations. This course is cross-listed with Women’s Studies. May be taken in conjunction with WST 490 or AIS 490.

Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with women’s studies.

The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions.

The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with English.

Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures.

Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women.

This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits and interaction with Indigenous organizations.

Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian Literature Seminar.

An independently designed research project.

This course serves as an introduction to cultural anthropology. Course objectives include providing students with an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems.

Selected courses dealing with special topics, offered occasionally in the department.

A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory and application of basic design elements and principles.

This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills.

Introduction and practice of Chinese calligraphic painting and writing.

Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental media and methods are explored to develop technical and formal skills in support of individual expression.

Introduction to observational and experimental approaches and techniques in acrylic or oil painting. Color theory, composition, painting methods, and individual expression are emphasized.

Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable, all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings from direct observation.

This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography. Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history, including a broad range of genres, historical contexts, and artistic practices. Students need a 35mm single lens reflex camera.

This course introduces the technical skills and creative applications of black-and-white photography with coursework that integrates partnership and service. Art 180 combines art and social research concepts to help students understand how the arts foster community building and engagement. Class lectures, demonstrations, ssignments, and service will introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a 35mm single lens reflex camera.

Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition.

This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design and will become familiar with design software to execute their designs.

An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes.

An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored.

An introduction to design concepts and production for publication design. Theory and practice of coordinating visual imagery and typography for print publications using page layout software.

This course provides an introduction to the practice of graphic design. Design principles are explored in creating and organizing through visual communication. The focus of this class will be building the foundation in design programs such as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative problem solvers.

This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as archaeological and historical sites.

This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis they will articulate different theories of aesthetics.

A survey of art of the Western world from prehistoric to modern times.

History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples.

History of architecture and city planning since 1750, as illustrated by Western and non-Western examples.

Introduction to traditional and experimental methods and techniques for drawing the human figure through direct observation of the live nude model. Perceptual proportions, planes, and individual expression of the human form in space are emphasized.

This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence.

An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form.

Introduction to foundational techniques, and observational and experimental approaches to watercolor painting. Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside on location.

Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer. Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting plates, with an emphasis on drafting for the theater and architecture.

Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in the contemporary artist's book.

An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art.

Selected courses dealing with special topics, offered occasionally in the department.

Junior Exhibition and Review showcases the junior art major’s emerging style and content in a group exhibit to focus exploration in support of the upcoming senior exhibition. A committee of art department faculty and staff conduct a formal review of the exhibition. Junior art majors prepare and present an artist statement at the review. (Prereq.: Completion of 16 credits)

Advanced practice of Chinese calligraphic painting and writing.

Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design.

Study of the history, development, structures, and application of traditional and contemporary typography; exploration of letterforms using digital, hand-set type, and hand lettering.

Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced observational technique, significant experiential engagement, complex composition, and emerging personal style using portable all-weather materials and processes.

This studio course explores and develops concepts used in solving design problems through visual communication. Students will explore the various tools necessary in this discipline, such as typography, layout, color, information design, branding, packaging, and illustration.

Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio development using advanced black-and-white materials. Semester projects encourage individual creativity and examination of critical issues in contemporary photography. Students must provide their own 35mm camera.

This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of photography using digital technology within the fine arts context. Students will also spend time shooting assignments, working in the computer lab, attending exhibitions, reading the text, and writing.

Exploration of visual communications in the electronic environments using various software programs to create digital images, animation, and digital games.

This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence.

Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form.

A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women.

Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method.

Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method.

Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an emphasis on color are encouraged.

Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression.

The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design.

The art of the Ice Age through the Roman period to the fourth century A.D.

Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe.

European painting, sculpture, and architecture, from the 14th through the 18th centuries.

Painting, sculpture, and architecture from Neoclassicism through the present.

A study of early colonial through contemporary American art, architecture, and folk arts.

This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America, spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. ART390 is open to art history students only.

Senior Exhibition and Faculty Review is a practical approach, exemplifying best visual arts practice and showcasing the senior art major’s body of work through a solo or two-person exhibit. A committee of two art department faculty and one outside department faculty/staff of choice conducts a formal review of the exhibition.

Advanced work in sculpture and three-dimensional design.

An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people.

An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people.

A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only)

This individualized directed study course is available through moodle (course management system) only to students who did not pass AUG 101. Assignments involving reflection and engaging with campus offices and programs guide students’ progress toward graduation and future careers. A fee is charged during the semester when all requirements are satisfactorily completed. Contact the Director of AugSem for more information.

The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Three one-hour lectures, one three-hour laboratory. Does not apply to the major or minor.)

A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly encouraged to take CHM 102 or another chemistry course before taking this class.

Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of tropical America through lectures, required readings, fieldwork, and lab work. This course may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the Natural Sciences LAF.

An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102 before taking this class. )

An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N grading only.

First of a two-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips.)

Second of a two-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. (Three hours of lecture, four hours laboratory.)

An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours laboratory.)

A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory.)

Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements. Requires permission of instructor and chair of the department. (Pass/No Pass only)

A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours of lecture, four hours of laboratory.)

Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate anatomy integrating the perspectives of embryology, morphology and phylogeny. (Three hours of lecture, four hours of laboratory.)

A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory.)

A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological and economic importance, and plant-microbe interactions are integrated throughout. (Three hours of lecture, four hours of laboratory.)

The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic regulation. (Three hours lecture, four hours laboratory.)

An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the cytoskeleton and select additional topics. (Three hours of lecture, four hours of laboratory.)

A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three hours of lecture, four hours of laboratory.)

A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and morphological changes that occur during development. Additional topics to be covered will include evolutionary developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. (Three hours of lecture, four hours of laboratory.)

An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor systems, mechanisms of learning and memory, animal behavior, and human cognition. (Three hours of lecture, four hours of laboratory.)

An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three hours lecture, four hours laboratory.)

A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours lecture, four hours laboratory, some Saturday field trips.)

A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included. (Three hours of lecture, four hours of laboratory.)

A seminar course that fulfills the keystone requirement. Several important biological issues that have ethical and societal implication and ramifications are explored, including the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal challenges faced by scientists. For senior biology majors.

Courses covering special topics not otherwise covered by our other course offerings. Topics may vary.

This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and international business.

Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager.

The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable business plan with attention to the resources needed for success.

Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and unanticipated onsequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics. Additional evening sessions are required.

Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration.

Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code.

Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society.

This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies.

How to read and interpret data to make better business decisions. Topics include descriptive statistics and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel.

Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors.

This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders.

Advanced statistical methods using computer software. Specific topics may include multivariate modeling (linear and logistic), Monte Carlo simulation, queuing models, data mining, web analytics and ANOVA.

Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a lab section.

This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and bonding theory. QF course. (Three one-hour lectures, one three-hour laboratory. High school chemistry recommended. Fall and Spring)

A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. QF course. (Three one-hour lectures, one three-hour laboratory. Spring and Summer)

Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Fall)

Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Fall)

Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. QA course. (Three hours of lecture, one four-hour laboratory. Spring)

Studies three of the fundamental theoretical concepts of physical chemistry: thermodynamics, statistical mechanics, and kinetics. (Three one-hour lectures, one four-hour laboratory).

Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. Spring, odd years)

Studies fundamental theoretical concepts of physical chemistry including: quantum mechanics with molecular structure, spectroscopy, and interactions applications. (Three one-hour lectures, one four-hour laboratory).

Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, four hours of laboratory. Fall)

Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. A prior course in biochemistry is recommended. (Spring, even years)

Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three hours of lecture, one four-and-one-half hour laboratory. Fall)

Study of inorganic substances and their reactions using electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory consists of preparations using a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Spring)

This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate.

Study of a specific area building upon inorganic, analytical, physical, and organic chemistry.

Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects.

The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring)

Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall)

An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit.

This course is a survey of the mass media in popular culture. Students will examine the different types of mass media and will gain an understanding of what popular culture is and why it is important. The course examines the importance of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically about media and media consumption.

This is an introductory television production course utilizing three cameras in a live studio environment. This course emphasizes the demands of live television production, such as collaborative team effort, pre-production, time management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live 30-minute news magazine program. (Fall)

This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of view and the methods used to deliver the message.

A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers.

An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies.

This course focuses on the differing methods used by communication scholars to ask and answer questions about the nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical research.

This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills.

This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems.

An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems.

Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives.

Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion.

A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management.

This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday life, students will conduct a research project that looks at nonverbal communication in depth.

This course explores the role that various media, such as film, television, and the internet play in shaping and influencing society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership and democracy, and new media. After taking this course, students should possess heightened understanding and appreciation of media’s significance and impact in the world.

Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations.

A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement.

Selected topics in communication with emphasis on the use of primary sources and methodology of research.

An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming.

A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, one-and-one-half hours of lab.)

Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours of lab.)

Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing.

Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language.

A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems.

An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly language programming.

Structure of database management systems, query facilities, file organization and security, and the development of database systems.

An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query processing, and transaction processing with a focus on the relation database. Advanced topics include security, other types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and applications.

An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence.

An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability.

Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts.

Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues.

Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues.

A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and 3D immersive rendering.

Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major.

Students gain understanding about philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and other social service agencies. Field experience (20 hours) is a critical part of this course.

Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice.  Attention is given to the integration of literacy within the classroom environment; importance of learning through play; using different assessments of the classroom environment, student performance and program evaluation; classroom management strategies; etc.   Field experience (30 hours) is a critical part of this course.

Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field experience (40 hours) is a critical part of this course.

Full-time, supervised classroom experience. Required for licensure.

Full-time, supervised classroom experience. Required for licensure.

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.

Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice.  Attention is given to the integration of literacy within the classroom environment; importance of learning through play; using different assessments of the classroom environment, student performance and program evaluation; classroom management strategies; etc.   Field experience (30 hours) is a critical part of this course.

Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field experience (40 hours) is a critical part of this course.

An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113. ECO 112 and 113 may be taken in either order.

An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113 may be taken in either order.

Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations.

Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics.

Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy.

Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models.

Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon society.

A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy.

This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of externalities and the public policy approaches designed to address those market failures, including command/control and incentive-based strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries.

This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income inequality, population growth, education and health of society, agricultural production, environmental externalities, and the role of international trade and foreign assistance.

Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macroeconomic theory.

This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses.

Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies.

The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia training seminars.

This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar questions, and methods of evaluation.

This course is designed to engage students in both an examination and critique of their own schooling and education. It is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own desires to become educated people while simultaneously learning to critically examine the pathways and barriers that exist for students of color and other marginalized youth in schools today. Through participatory action research, students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to claim their own education.

Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Field service experience in an urban P-12 school is required.

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.

Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations.

An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture.

Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course.

A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Field service requirements in an educational program or P-12 school.

This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base about basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and EDC 331 will run over the span of two semesters.

This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and EDC 331 will run over the span of two semesters.

This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education.

The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.

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.

In this course students are introduced to the leadership roles in literacy education and provided time and space to specifically focus on themselves as readers and as teachers of reading. This course is intended to promote a culture of reading among all who are preparing to be reading leaders.

This course aims to cover the range and breadth of reading choices that exist for children and adolescents in a literature classroom, and how best to implement these choices to foster voracious, critical readers.

Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed.

Throughout this course, reading leaders will investigate a wide range of reading research and theory, and explore how theory and research support reading assessment and instruction in a K-12 setting.

Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Field service experience in an urban P-12 school is required.

A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Field service requirements in an educational program or P-12 school.

During this course, reading leaders will investigate the reading process, the link between assessment and instruction, and reading strategies that support and sustain reading of emergent to early readers. Field experience required.

The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required.

During this course, reading leaders will explore current methods, theories and materials used with transitional readers in content area instruction; the link between assessment and instruction; and reading strategies that support and sustain reading of middle and high school learners. Field experience required.

This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education.

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.

This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question of “who am I as a leader”.

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.

The leadership application project is either a research-based study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of the investigation, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading.

This course will introduce students to qualitative 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. First course in a two-course sequence.

The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research. It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student work will be presented in a public forum. P/N Grading.

This performance assessment course will require the students to integrate their knowledge about leadership, their sense of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to the problem and a process for change. P/N grading.

A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.)

This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments.

Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical science are met in this course. For elementary education majors only.

An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children, with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for later courses in literacy.

Examination and preparation of materials and resources for health at the kindergarten and elementary levels.

Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels.

Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be registered concurrently for EED 326.

Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary classroom setting. Students must be registered concurrently for EED 325.

This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty.

The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED 225/325.)

Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels.

Examination and preparation of materials and resources for music at the kindergarten and elementary levels.

Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.

Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required.

Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels.

Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required.

This course focuses on the study of literature for children and young adolescents. It includes wide reading across the genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to literature, and using children’s literature in teaching and learning.

Full-time, supervised classroom experience. Required for licensure.

Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department)

Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department)

An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children, with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for later courses in literacy.

Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be registered concurrently for EED 326.

Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course.

Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required.

A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0.

Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0.

Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample submitted by students upon entry to the College. The minimum passing grade is 2.0.

Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses.

Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses.

This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing.

A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors.

This practical course is designed to improve writing skills for those entering business and professional careers.

The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose.

An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story.

This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the Internet.

This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment.

An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements.

American Literature is made up of many voices that are distinct from one another in any number of ways. This course foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web page for further information or contact the instructor.

This course introduces students to the foundations, development, and production of modern African-American literature from its origins in the 18th century to the present. It will explore various literary genres, representative authors, epochal texts, and ideological movements that have contributed to the shaping of the African American literary tradition.

American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion.

A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section.

This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given section.

Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental Web page for the title of a given section.

An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental web page for the title of a given section.

In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school.

Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work.

A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this workshop term.

Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work.

In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the poems written during this semester will be experiments with formal verse, such as villanelles and sestinas.

In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” which may include memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented nonfiction; and lyric essays.

An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product.

A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing.

This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other sources. The course also incorporates off-campus resources to provide students with real-world experience of how data are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use of quantitative data and for those preparing to enter the communication professions.

An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.

Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural significance.

A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne.

British and American writers of this period are surveyed, with attention to the historical, intellectual and social influences of the major literary movements on both sides of the Atlantic.

This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott.

If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry, fiction, drama, and essay.

This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others.

A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range from the Middle Ages to the present.

Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed.

This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis.

Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed.

Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston are among the writers considered.

Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies.

A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series.

The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts.

A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage". Readings range from O’Neill and Treadwell to Shanley and Parks.

A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance.

A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans - both classical and “barbarian” - and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell.

Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen.

This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s Studies.

The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies.

A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample topics include “Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,” “Social Issues in Contemporary World Drama.”

A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary filmmakers.

A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition.

Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use.

In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school.

Students will examine composition as a relatively new field of study, one in which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students.

This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition.

Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental web page for the subject of a specific term, and get a complete course description in the English Department.

The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page.

This course acquaints students with the concepts and functions of the news media in global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized information world. Students will study the special position given the media in the United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a free and democratic society.

Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course description in the English Department.

Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the Chair of the department.

A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s status as an entering, second year or graduating student.

Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required.

Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process.

Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required.

Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process.

A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s status as an entering, second year or graduating student.

Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required.

Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process.

Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required.

Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process.

A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s status as an entering, second year or graduating student.

An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project.

An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative perspectives.

This course will provide students with the opportunity to explore first-hand the environmental politics in the United States or various other locations depending on the offering. Students will apply concepts learned in earlier environmental studies courses and engage in field research on a topic of their choice, as a step toward their keystone research project for the major. Locations include the Mississippi River, Central America, and Tanzania, depending on the term.

An independently-designed project (approved by the program director and a committee of three environmental studies faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental problem. Vocational questions will also be formally explored.

Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis.

This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of geography through the examination of world geographic patterns and processes. Major topics include population distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use; settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for middle school and high school social studies license.

The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required.

Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required.

Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required.

An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word.

Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required.

Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required.

Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required.

Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required.

Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required.

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.

Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required.

Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required.

Full-time, supervised student teaching. Required for licensure.

Full-time, supervised student teaching. Required for licensure.

Full-time, supervised student teaching. Required for licensure.

The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required.

An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word.

This course provides examines the process of acquiring an additional language. Multiple theories of second language acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research for language instruction.

This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its sentence structures, and its rules for meaning

This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered.

By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.

This course provides an overview of procedures and instruments used in identifying and assessing English learners. State and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks to build teacher skill in these areas.

This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.

This course explores the way relationships among language, culture, schools and society impacts the school experience and language minority students. The course connects concepts from sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners.

This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered.

By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement.

This course explores the relationships between language, culture, schools and society and the way that these relationships impact the school experience of language minority students. The course provides an introduction to the study of sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners.

This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience.

An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan.

An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan.

FIA 206 Sights and Sounds of Europe Visit key cultural and historical sites and attend musical performances in European cities to learn to see and listen deeply. Respond to these experiences through sketching, and art and music appreciation.

Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning.

This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management.

This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance.

This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives.

This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations.

This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level while learning the creative potential of the moving image. Students then incorporate these lessons into their own work.

This is an introductory film production course that explores the short narrative story form. Students will write, shoot, and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements, and creative demands of telling stories through film.

Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film.

This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of four video projects, students learn the elements and structure of stories that observe the world through a lens. Emphasis will be placed on research and story development, as well as learning through collaboration during production.

This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of negative color photography and synchronized sound. Each student creates three narrative film projects with a collaborative team where they experience the tasks of writing, directing, shooting, and editing.

An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form.

This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in each of film’s three main genres: narrative, documentary, and experimental.

This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement.  Any Film Studies, Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course.

This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact.

FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form video and individual vocational portfolios required for the transition to professional life.

Selected topics in film with emphasis on professional standards at every step of the finished project.

Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life.

Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life.

Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.

Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work.

Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to other upper division courses.

A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French.

Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French.

The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French.

The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French.

By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization.

Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations.

Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations.

Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature.

Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature.

Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition.

Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German.

Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German.

The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment.

The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age.

Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language.

The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.

The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and vocabulary of New Testament Greek with the goal of reading proficiency.

Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills, address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading only; Prereq: conditional admit status).

A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement.

Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. New students with fewer than 28 semester credits in transfer are placed into GST 100 based on their past academic record. Students must pass GST 100 with a minimum grade of 2.0 or better. Students waived from this course may take this class only with permission of the instructor.

An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading, comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be taken by students who have completed 32 credits.

This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments.

An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century.

A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon.

A study of the main currents in Western civilization from the time of Napoleon to the present.

An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years.

A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the United States, and internal as well as foreign conflicts in that nation’s early years.

A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the years in which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and its aftermath, and industrialization.

A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the modern era. Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture, the growth of a strong federal government, the emergence of the United States as a world power, the creation of a consumer society, the rise of identity politics, and the passing of American hegemony.

This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities.

An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America.

This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different exams from lower division.

An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration.

The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform.

This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood.

A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations.

Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration.

A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves.

A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr.

This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence.

This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content.

This course examines in comparative perspective women’s changing political, economic, social, and sexual status since the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women.

Public history is the practice of historical methods with non-academic audience in mind. This survey explores the components of public history, many of its venues, and pressing issues in the field through examination of a range of topics (including, but not limited to): local history, historical memory, archives, exhibits, oral histories, documentaries, publishing, museums, historic sites, and historic preservation.

Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration.

A chronological exploration of the interactions between Americans and the nonhuman world, with particular attention to urban and suburban areas. Topics include the commodification of nature, the death of the organic city, political movements organized around nature, ways of knowing nature, environmental justice, and relationships between culture and nature. Additionally, students will use both primary sources and fieldwork to explore the specific environmental history of a Minneapolis neighborhood.

A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century.

This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological effects of racism.

In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration.

A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the United States as an economic and military power.

A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture.

A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state.

An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system.

This course reckons with the contest of colonial powers in North America, the American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the important role that the West plays in modern American culture. Themes include the persistence of Native peoples, ethnicity, race, and gender in Western daily and political life, the creation of an international borderlands, and the ecological transformation of Western landscapes.

A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization.

An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history.

This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence.

This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities.

This course explores the development of modern Germany from its unification in 1871 through the aftermath of World War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.), students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of “ordinary Germans,” including women, children, Jews and other minority groups.

This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status.

An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America.

An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision.

This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity.

This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity.

This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of medieval life.

This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in this period.

This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation.

This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL378.

This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration.

This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different exams from lower division.

Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century.

This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration.

Honors section of REL100. Some students (e.g., some science majors) may need to defer the course and take HON100 in another term.

This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing, organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The minimum passing grade is 2.0.

An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). (Includes theater lab)

Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and modern context. Students stage courtroom trials where great authors, characters, or ideas are challenged and tested. Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both courses share texts, assignments, and some class sessions. Students are strongly encouraged to register for both courses in the same term.

Honors version of REL 200. See REL 200 for content and requirements.

Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of quantitative thought, including logic, computing, and formal systems.

Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts events while researching and writing critical and historical critiques of central theories and approaches to the fine arts.

Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key national or global issue.

Problem-based/question-based course in social sciences involving at least two social science disciplines and several faculty.

Taught by the dean and/or president of the College, this seminar explores themes of leadership and service in the public context. (0.0 credit; P/N)

This course will only be used for student created learning experiences that fulfill a lifetime activity.

May take many forms as determined by the student and faculty creating the learning experience (may be 1, 2 or 4 credits, and may use traditional or P/N grading options).

Students in the fall semester of HON 450 practice and complete a structured process for collecting,synthesizing, applying, and documenting research and academic writing. Students should take this course in conjunction with another course within which they will produce a research-based paper. A final research paper is required to complete 450. Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring semester of HON 450 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those manuscripts through an external review process by faculty referees, and publish the journal by the end of the term. This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only).

Students register for this course to fulfill the honors research requirement through a student/faculty research collaboration. (0.0 credit, P/N only)

This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the themes of HON 120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning.

This course is required of all Augsburg students outside the HPE majors. It seeks to improve the student’s knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health and well-being. This course is designed to provide knowledge and skills needed to assess, monitor, and discipline oneself to maintain a lifestyle of fitness and wellness.

Lifetime activity courses are designed to improve proficiency in a selected physical activity. Students will be able to understand and demonstrate basic skills, strategy, and rules of the activity.

This course implements a performance-based approach designed to enable the student to become well educated in strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall)

Concepts and practices of health and healthful living applied to the individual and the community.

Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring)

An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, spring)

An introduction to the professional field of health, physical education, and exercise science. Includes history, current trends, and professional opportunities related to health, human performance, and wellness. Students also will examine the components of a balanced, healthy lifestyle. (Fall, Spring)

Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific physiological and psychological benefits associated with exercise are addressed along with health promotion, intervention, and adherence. (Spring)

The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring)

A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school-based health and physical education programs for students with disabilities will be addressed. Fieldwork experience is a requirement in this course. (Fall)

Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A lab accompanies this course. (Spring)

Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological factors affect participation in sport. (Fall)

This course provides an integrated overview of the physiological requirements, food sources, and functions of carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements, ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring)

This course is designed to examine and apply advanced personal training research. Participants will be exposed to established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a year-round program design. In addition, the content of this course is focused toward the knowledge and skills required for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam.

This course introduces students to concepts related to stress and stress management. Along with the study of the role of stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing a greater understanding of the role of stress in their life. Individual stress management plans will be constructed. (Fall)

This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam.

A study of the psychological, social, and biological components of human sexuality. (Spring)

Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even years)

This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students. Fieldwork experience is a requirement in this course. (Spring)

Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this course. (Fall)

A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork experience is a requirement in this course. (Fall even years, spring even years)

A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions of the country. While trekking, one is provided opportunity for leadership and personal growth and development, as we share leadership and logistrics for the excursion.

A survey of management, leadership, and decision making for physical education and athletic programs. (Fall)

A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this course.

The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training. A lab accompanies this course.

Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall)

Standards, assessment, and evaluation of tests in health and physical education. (Fall)

Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall)

Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course. (Spring)

Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in this course. (Spring)

Historical background, legal basis, and school health services relationship to community and school health programs and resources.

This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective.

Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination of National Standards and pedagogy for physical education, curriculum, and assessment included.

This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well as help develop a basis for research as this relates to the major.

This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities.

The final project in medieval studies functions like an independent study. Because medieval studies is an interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion, and theater history, but students have also completed projects involving professors from other disciplines, such as sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then written about the process.

The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and political systems, and Islamic patterns of life.

An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience.

Students will participate in a series of seminar discussions following the Paideia seminar format as developed by Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas, listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors.

This course will introduce the career exploration/planning process and an overview of careers in financial services and insurance. Students will develop strategies and skills for career-related decision making and for an effective internship/job search. Course sessions will include: personal and career assessments and interpretation, career research and readings, topic discussions, employer guest speakers, and a Travelers company site visit.

This course will introduce students to the nature of work and its role and value to the individual and to society and provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at a chosen personal life and career path.

This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability.

Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events.

Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism.

In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees.

Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it.

Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it.

An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member.

From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection.

This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in English-speaking countries with consent of instructor).

This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing.

An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language requirement.

An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language requirement.

This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our "position" in the world affects the way we view, interpret, and interact with other cultures.

Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P advances student to MPG2. MAT 103 does not count as credit toward graduation. This course does not meet a NSM-LAF and does not meet QF.

Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG3. Students preparing for MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF.

Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.0 or higher advances student to MPG4.

An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game theory, voting theory, linear programming, or cryptography.

Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers.

Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers.

An elective workshop for students concurrently enrolled in Calculus or Calculus II. Calculus-related problems and activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level mathematics courses. This course does not meet a NSM-LAF and does not meet QF.

Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series.

Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series.

Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. Students who have successfully completed MAT248, BUS379, PSY215, or SOC362 cannot enroll in MAT163.

Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Completion of CSC160 recomended prior to MAT171. Students who have completed MAT271 may not register for credit.

Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides an introduction to actuarial mathematics.

Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship.

An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This course does not count as an elective in the mathematics major or minor. Completion of this course plus one of MAT 304, MAT 314, MAT 324, MAT 355, MAT 369, MAT 374, or MAT 377 taken at Augsburg satisfies the major’s speaking skill requirement. Students with majors other than mathematics should consult their major department before taking this course.

Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations.

Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues.

Concepts and techniques of probability, descriptive statistics, and statistical inference are applied to scientific studies in Biology, Medicine and other Health Sciences. Material is centered on real studies in these areas. Other topics include graphing techniques, correlation and regression, experimental design, combinatorics, point and interval estimation, hypothesis testing and, time permitting, analysis of variance and nonparametric methods.

Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof.

Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof.

Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics.

Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences, isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical structures.

Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on theoretical structures.

Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical setting. Focuses on theoretical structures.

Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications.

Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets.

Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear systems; the application, modeling, and analysis of differential equations to model biological phenomena.

Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics.

A continuation of MAT373. Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. Includes an applied project.

Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice.

Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics, graph theory, topology, or foundations of mathematics.

Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required.

Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit.

Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required.

Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to help business students become architects of business strategy rather than simply middle managers following the path of others.

Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable expenses, break-even calculation, and capital budgeting.

Understanding the foundations of financial management including markets, institutions, interest rates, risk and return, and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy, and multinational implications.

An understanding of the ethical problems faced by people in organizations and businesses today. A framework for recognizing ethical problems helps the student determine how decisions will affect people positively or negatively. This course conveys a model of analysis of ethical problems to allow students the ability to make better judgments about what is right and fair. The course also allows students to gain confidence in their understanding and their proposed solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view.

Theory and application of organizational behavior to human resources within organizations. Topics include strategies and tactics for developing human resources to support organizational cultural changes (such as total quality management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of contemporary organizational strategies.

Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization strategies.

An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values.

Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business.

Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large databases, and using simulation and modeling in business decisions.

Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future growth of the organization. Students will come to understand the impact of the internet and electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results of given technology choices.

The purpose of this course is to introduce students to the world of projects and to projects’ real life struggles and challenges. The course will focus on the day-to-day, hands-on problems of managing a project, which is defined as a temporary organization within a permanent organization set up to achieve a specific objective. It will broadly cover the operational and conceptual issues faced by modern project managers.

Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. (The Management Consulting Project course is divided into two required 2 credit courses.)

Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. (The Management Consulting Project course is divided into two required 2 credit courses.)

This course is intended to provide prospective social entrepreneurs with information and tools to teach you how to actually start a business, evaluate opportunities for starting a new business, how to choose markets for entry, when to enter, and what resources and capabilities it will take to enter and provide a platform for future growth. Although the course will focus especially on entry into social enterprises, it will provide background essential to entrepreneurial ventures of all types. The course is designed to address the needs of students who either hope to pursue start-up opportunities upon graduation or in preparation for entrepreneurial activities at later career stages.

Students are assigned to a social enterprise in the local community to work as management consultants on comprehensive projects. Students perform in-depth business analysis, complete primary and secondary research, develop strategies and tactics and propose implementation plans to assist the organization realize their goals. Guest lectures and readings/discussions tie managerial theory to actual practice.

Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and self-awareness and discovery of leadership styles, traits, and abilities.

This course will provide students with an introduction to Healthcare Operations. Over the past several years, there has been a general acceptance to apply more sophisticated business optimization techniques to the healthcare industry. Students will gain an understanding of business management within hospitals, clinics, and multiple hospital systems. The tools covered in the class focus primarily on those that improve hospital productivity.

Organizations that survive over time generally meet customer needs more effectively than the customer’s alternatives. These organizations adapt to a constantly changing environment, usually coordinating change in a variety of different functional areas. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for decision-making. This course is integrative of all subject matter in the MBA program, and adopts the perspective of senior management.

Understanding innovation as a process and creating the conditions for this process to occur successfully within an organization are the main themes of this course. Learning to integrate design thinking into business that will drive continuous development and improvement, and develop customer/client emotional connections will be the focus of the course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable, superior competitive advantage through new ways of thinking are the purposes of the course.

This course discusses investment background such as the investment setting, asset allocation decision, selecting investments in a global market, and security market indicators, followed by efficient capital markets, portfolio management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and management of common stocks and bonds are discussed. The course ends with a discussion of professional asset management and evaluation of portfolio performance.

The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing business internationally and a survey of public and private foreign and international financial institutions. Also discussed are the management of risk of multinational operations and their valuation and structure. The course ends with a discussion of international portfolio investment and asset pricing.

This course focuses on a variety of public and private third party mechanisms for financing health care services. A review shall be made of the various trends and constraints associated with each mechanism. Particular attention shall be a paid to the role of private health insurance and government reimbursement mechanisms for health services. Prerequisites: MBA 530-Managerial Finance

This course covers the laws affecting administration of hospitals and other healthcare organizations; administrative law, corporate and business law, labor law, civil liability and tax-related issues. The course covers the ethical issues underlying financing, organization, and delivery of healthcare services. Addresses the numerous ethical issues raised by advances in technology, changing societal values, decreased resources and increasing professional liability.

This course provides complete coverage of relevant human resource issues in health care management, as well as offering a solid foundation in both HR and health care administrative practices. This course provides a comprehensive, focused approach to the demands of the current human resources role. This practical, hands –on course introduces human resources to those who are preparing to work in any area of health care or health service covering important topics such as recruitment, training, termination, compensation practices, and safety.

The course is meant to provide students with an opportunity to analyze, design, and evaluate a comprehensive and integrated marketing communications program which includes advertising, sales promotions, publicity, and personal selling decisions. The course focuses on theories, models, and industry experiences that are relevant to the design and evaluation of a marketing communications plan. Specific topics covered include the communication process, consumer behavior models and their relevance to marketing communications decisions, marketing communications research, advertising message and media strategies, the role of the advertising agency, and the integration of marketing mix decisions.

The purpose of this course is to provide students having a basic fluency in marketing with a deeper understanding of consumer (buyer) behavior, with particular emphasis on the purchase decision process. Specific topics will include: the role of problem recognition; how buyers seek and evaluate information; and factors that influence buyers’ purchase decisions.

Scholars in this two-credit course will investigate and analyze the rocess of research, learning ways to choose and focus a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own question. The semester will culminate in the development of a research proposal, building the scholar’s specific knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research experience or internship will be enrolled and have individualized activities as necessary.

Equivalent to IHCC ENG 1108 Emphasizes critical writing, reading, and thinking with attention to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of college writing and research techniques; report, synthesize, and draw conclusions from their readings; document the use of sources; and practice the writing process.

Equivalent to IHCC ENG 1111 Research Writing in the Disciplines-WRIT Emphasizes textual analysis of primary and secondary sources with focus on writing in students’ academic and/or professional disciplines.

Equivalent to IHCC ENG 1114 The Research Paper - WRIT 3 cr Emphasizes critical analysis of fiction or nonfiction texts, at least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources. Prereq: Grade of C or higher in ENG 1108.

IHCC Course Equivalent - BIOL 1117 Environmental Science (with lab) Introduces non-majors or majors to fundamental concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the limits of the biosphere with respect to resources, energy, and pollution. Activities will include discussion, group activities, guest speakers and films. One semester credit of lab included.

This course examines the role and functions of religion in society and religious and philosophical concepts. The class will introduce selected world religious traditions and cultures through exploring the history and key teachings of the religions, examining ways of being religious in various traditions, reading various texts and anthropological sources, class presentations, and lecture. Religions studied include Polytheistic and Monotheistic religions, as well as the major religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The class will discuss how major world religions respond to contemporary social/global issues. Eqivalent to IHCC Course HIST 2125 History of World Religions: Ancient to Modern Time 4 cr Compares and contrasts the history of the values, beliefs and world views associated with world religious faiths, practices and institutions from ancient to contemporary times. Topics include: Views of creation, time and death, good and evil, the relation to art, relation to political power, and role in social and cultural conflict.

This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases.

Introduces the concepts of data modeling, database structures, and relational databases.

Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems.

Broad understanding of using information systems to support organizational objectives. Topics include strategic planning and uses of information systems, business process analysis, and understanding of the components in a technology architecture.

Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes.

Skills developed in previous courses are used to complete an actual project of systems analysis and design.

Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies.

Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions.

Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations.

Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data.

Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation.

Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix.

Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing and communications.

Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans.

Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment.

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.

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.

The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader.

Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed.

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 on learning and leadership strategies.

Authentic leaders understand their core values and align this knowledge with the organization in which they lead. In this course, students will articulate their leadership strengths, examine models of leadership, and explore organizational theories in order to develop a leadership plan that honors their authentic selves.

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.

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.

Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms, theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity to apply course ideas to historical and contemporary issues.

In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures.

This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current and future leaders to effectively lead change efforts in their organizations. This leadership development will be accomplished through the study of several change management theories and frameworks. Moreover, application and evaluation of change management theories will be emphasized.

Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Supplementary reading packet, open dialogue, and individual projects.

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.

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.

The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own purpose, principles, and practices for influencing others.

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.

A study of what leaders can learn from artists and designers. The place of aesthetics (look and feel) in today’s business environment; feeling and the emotions in leadership (Emotional Intelligence); "design" as a cognitive concept and its place in leadership.

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.

This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups.

This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments and concluding with a global leadership development project where learners demonstrate their ability to take theory to practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project proposal paper in which all the elements come together.

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.

An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model with survey of examples of other types of negotiation.

The course develops students’ ability to think strategically and lead organizations through planning and implementation. Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations.

Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the world. The course teaches how people are affected by different types of conflict and how to assure constructive outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution.

Course description: Innovation is “people creating value through the implementation of new ideas” (Innovation Network). This course explores what is involved in providing quality leadership that helps create, lead and assess innovations within either corporate or nonprofit organizations. It provides a brief overview of the history of innovation and then will focus on what is involved in successfully leading innovation efforts.

The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the two-week option, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations are explored. Special fees apply.

Selected contemporary theories of leadership plus a case study on a prominent leader. Student must earn a grade of 3.5 to have this course be counted as one of the final projects under Plans B, C, D. The student must attain a 3.5 within three academic terms (including the term the course is given) or receive a 0.0 for the course. (Prereq: at least one year course work in MAL and ML510)

In this course students who are pursuing the cohort program will have the opportunity to write their final project doing action research on their own organization.

This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program; no other course may be taken at the same time.

Independent thesis/leadership applied project research under the guidance of an academic adviser.

Completion of the thesis/leadership applied project under the guidance of an academic adviser

Major written project in consultation an academic adviser. The research is presented in a colloquium.

Provides directed independent study in an area of the student’s choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the course. Students may not take more than one independent study course.

Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration.

Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by well-known Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.

The Riverside Singers, directed by Nancy Grundahl, carry on the long tradition of treble choirs at Augsburg College. This ensemble sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.

This performance-based course introduces singers to a range of music composed for small groups of singers and/or instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor.

Celebrating its 19th anniversary of performances under founder and director Peter Hendrickson, the Masterworks Chorale of Augsburg, is a unique mix of auditioned Augsburg College day students, Weekend College students, faculty, staff, alumni and community friends. This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a dynamic choral ensemble in the Twin Cities. 

The Cedar Singers, directed by Dale Kruse, embraces a wide variety of music, from sacred chant and masterworks for men’s voices to spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.

The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. Since 2005 conductor Douglas Diamond has worked to build a collegiate symphonic ensemble and the group’s repertoire has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.

This performance-based course introduces string players to a range of music composed for one string player per part, and may include duos, trios and string quartets as well as music written for strings in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor.

This performance-based course introduces guitar students to a range of music composed for one guitar per part and may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor.

This performance-based course introduces woodwind players to a range of music composed for one wind player per part and may include duos, trios or woodwind quintets as well as music for winds in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor.

The Augsburg Concert Band, directed by Dr. Michael Buck, is a 60-member symphonic band, performing wind band music of a high artistic level. The group has performed and toured extensively throughout the United States and to numerous international destinations. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director.

This performance-based course introduces brass players to a range of music composed for one brass player per part, and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor.

The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members.

This performance-based course introduces percussionists to a wide range of music composed for one player per part, and may include duos, trios or quartets as well as works for percussion ensemble. Led by studio instructor Matt Barber, in recent years the group has given its own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor.

This performance-based course introduces piano students to a range of music composed for one performer per part, and may include piano duos, trios or music that combines the piano with other instruments and singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor.

Experience the process of preparation, rehearsal, and performance of operatic repertoire.

Experience the process of preparation, rehearsal, and performance of operatic repertoire.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

This offering is an opportunity for music majors to receive individual weekly coaching with one of Augsburg’s piano faculty or staff accompanists, and is highly recommended for students preparing for recitals, auditions, or special performance projects. Registration requires pre-notification/approval from the appropriate coach. MUP fee schedule applies (see the Music Department Student Handbook)

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature.

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application)

Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. (Prereq.: Theory Placement Test)

Diatonic harmony, secondary dominants, and simple modulations. (Prereq.: Theory Placement Test)

An introduction to the music industry. Topics include copyright, licensing, contracts, publicity, and marketing. Other topics include the record industry, agents, and managers. Musical genres and historical periods are compared and analyzed.

In this course students will strengthen their listening skills by aurally identifying intervals, chords, scales, and pitch relationships.

Development of listening and reading skills to parallel progress in MUS 102.

E.D. Hirsch describes cultural literacy as “the network of information that all competent readers possess.” This course draws students into that information web using the history of Western art music as the thread that ties culture together from the Middle Ages to the present. A “top ten of the last millennium” will provide mileposts for understanding music in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay papers, several quizzes, and a midterm and final examination. The ability to read music is not required.

This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test)

This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The course is designed for students with some prior piano and music theory training and/or students who have completed a class piano course. (Prereq.: Theory Placement Test)

Fundamentals of tone production and singing.

Beginning techniques of classic guitar.

Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales, key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in popular and classical music. Students write their own composition for the final project.

Continuation of MUS 102 with chromatic harmony and modulation.

Musical structures of common practice period and introduction to 20th-century practice.

Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201.

Further development of listening skills to parallel progress in MUS 202.

A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures.

Explore aspects of integrating (electronic and information) technology into music performance and music education activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment, music production and emerging digital teaching and learning.

An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory.

Continuation of MUS 231 from 1750 to the present.

This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions.

This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of instructor)

This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a command of the skills required for the piano proficiency exam. (Prereq.: Placement Test)

This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz.

A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience.

Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors.

Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors.

Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors.

Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors.

Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children.

A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement.

Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit.

Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit.

This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score layout. Student will also study related 20th-century literature.

This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization and related literature are also explored.

This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper.

This course explores the music, cultural trends, and composers associated with the Classical Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper.

This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper.

This course explores the music, cultural trends, and composers associated with the 20th Century. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper.

This course will introduce students to primary instruments used in music therapy sessions. Classes will focus on skill development in accordance with AMTA standards. The course will emphasize functional playing skills as well as song composition and group leading.

Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature.

Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir.

Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles.

This experiential course introduces improvisation and uses the skills acquired inMusic Therapy Techniques and Materials I.

This methods course introduces string instrument performance techniques and problems. Students will perform on violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology.

This methods course introduces brass/percussion performance techniques and problems. Students will perform on at least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology.

This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one single reed instrument, and one double reed instrument. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology.

One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance majors. Studio instructor may request a recital preview.

This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of singing, and instructional materials.

An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate specific specialties in expressive and creative arts, as used in therapy.

An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project.

Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance.

Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week.

Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week.

Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student.

A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors.

This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to the present.

This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching. Students will apply what they learn in class to actual teaching experiences through a community service-learning requirement. This course fulfills the Augsburg Experience requirement.

One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview.

One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital preview.

Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week.