2020-21 Academic Catalog The college published its rst catalog in 1872—Katalog for det norske Luther - college i Decorah, Iowa, 1861-1872. It was prepared by [President Laur.] Larsen and ran to 48 pages. It contained a list of ocials and faculty members, a history of the college, an outline and a defense of the plan and courses of instruction, a section on discipline and school regulations, and a detailed listing of students at the college from the time of its founding. Larsen's precise scholarship is apparent on every page. Not until 1883 was a second catalog published, this time in English. —from Luther College 1861–1961, pp. 113–114, by David T. Nelson Equal Opportunity: It is the policy of Luther College to provide equal educational opportunities and equal access to facilities for all qualied persons.The college does not discriminate in employment, educational programs, and activities on the basis of age, color, creed, disability, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, veteran status, or any other basis protected by federal or state law. The provisions of this catalog do not constitute an irrevocable contract between the student and the college. The college reserves the right to change any provision or requirement at any time during the student's term of residence. 1 Goals for Student Learning Graduates of Luther College should be individuals with disciplined and inquisitive minds, equipped to understand and confront a changing society, and committed to using their talents to serve the common good. As a liberal arts college of the church, Luther College seeks to ensure that all students will grow in knowledge and abilities and mature in values during their undergraduate years and be motivated to continue this growth throughout their lives. The college expects students to pursue these goals in both independent and collaborative settings. It provides an environment in which students are active participants in shaping their intellectual and personal development. Knowledge Students who demonstrate breadth of knowledge are able to: understand the signicance of major intellectual, artistic, and social landmarks of human history; recognize and understand the diversity of people and societies, both historically and cross-culturally; use methodologies from different disciplines with competence and creativity; explore where disciplines intersect, including tensions, differing perspectives, and possibilities for dialogue. Students who demonstrate depth of knowledge are able to: exhibit prociency in a core area of knowledge; acquire and develop relevant skills; use appropriate methods to acquire, evaluate and apply knowledge; identify, analyze, assess, and respond to ethical issues arising within elds of inquiry. Abilities Students who demonstrate the ability to engage in inquiry are able to: identify, gather, and use relevant information in an ethical and legal manner; analyze sources critically and synthesize information; devise appropriate methods to investigate a problem or issue and provide creative solutions; use appropriate technologies to investigate a problem, analyze information, and communicate results; identify the limitations of ndings and develop questions for further inquiry. Students who demonstrate the ability to reason are able to: critique and construct arguments while making rational judgments about their accuracy and usefulness; construct, interpret, and evaluate mathematical models, including various modes of data and information presentation; solve problems by identifying and applying appropriate strategies. Students who demonstrate the ability to communicate are able to: write with uency, clarity, and coherence; read, comprehend, and appreciate various types of literature; speak condently and coherently in both formal and informal settings; listen with objectivity and empathy; work productively in a collaborative environment. Values Students who demonstrate growth in the following values are able to: engage critically in the ongoing dialogue between faith and learning; better understand Christianity and other religious traditions; respond individually and collectively to ethical challenges confronting the world, especially issues related to justice, peace, and the environment; develop a sense of vocation, connecting life's work with service; cultivate healthy lifestyles, aesthetic sensitivity, and intellectual curiosity. 2 Requirements for the Degree To qualify for the bachelor of arts degree, students must complete 128 semester hours of credit with a cumulative grade-point average of 2.00 (C) or higher. Only four (combined) one-credit HP 100/ES 110 courses will be applied toward the 128 semester hours of credit. The 128 hours must include the following: At least 80 credit hours outside the student's major discipline. (Refer to specific majors for variances to this policy). 64 credit hours completed in residence. 2 January terms. These 2 month-long terms must include a first-year seminar, and one of the following types of experiences: study away, directed readings, student-initiated project. All-college requirements, as articulated: Summary of All-College Requirements To meet the Luther goals for student learning, all graduates will: Find common ground in their learning in this place. Explore fields of inquiry, one in depth and others across the liberal arts. Seek an integrative understanding of their studies and the relationship of those studies to the larger world. Develop the perspectives and skills they need as students and in their lives as citizens and professionals equipped for distinguished service. Common Ground Paideia 111 and 112 Religion (two courses) Language (one to two courses typical) Wellness (two one-credit courses: HP 100 and ES 110) Fields of Inquiry Inquiry in Depth (an eight-to-10-course major typical, some larger) Inquiry across the Liberal Arts (six courses, some of which may be satisfied within the major) Integrative Understanding Paideia 450 (ordinarily one course) Senior Project (up to one full-course equivalent) Perspectives and Skills Intercultural (one course, often satisfied within other requirements) Historical (one course, often satisfied within other requirements) Quantitative (one course, sometimes satisfied within other requirements) Ethical (satisfied within the major and Paideia 450) Writing (satisfied within Paideia 111/112, the major, and Paideia 450) Speaking and Public Presentation (satisfied within the first-year January seminar, the major, and the senior project) Research (satisfied within Paideia 111/112, the major, and senior project) 3 All-College Requirements: Detailed Description Common Ground Common Ground coursework—focused on the arts of language, the academic study of religion, and the pursuit of human health and well being—serves as a foundation for the curriculum as a whole. (Note that courses taken to fulll Common Ground requirements may not be used to fulll requirements for Inquiry across the Liberal Arts.) Paideia 111/112: A two-semester common course for all rst-year students that addresses questions central to the human condition. It develops students' ability to read, write, analyze, discuss, and research by engaging with works from across the disciplines, drawn from different time periods and parts of the globe. As a signature course and a foundation for liberal learning, "Enduring Questions" is taught by faculty from all divisions of the college. Religion: Two courses, one of which must be in biblical studies. 1. Biblical Studies: A course that introduces students to the academic study of the Bible, to the methods of interpreting it, and to extra-biblical sources that contribute to understanding its contexts and significance. This course serves the purpose of introducing students to the methodological study of religion. 2. Second religion course: Religion courses examine, through critical inquiry, human attempts to understand and express varied experiences of the sacred or divine. The study of religion reflects the centrality of religious faith to the mission of the College and its ongoing commitment to fostering a mature dialogue on the relationship between faith and learning. In addition, the study of religion prepares students to understand and engage the crucial role of religious experience in contemporary life. Language: Foreign language study provides an entrance into another culture and its way of thinking, as well as illuminating one's own native language. As global trade, cultural interchange, and international conict shape our lives, language remains no less vital than it was at Luther's founding. Like Paideia 111/112, language study deepens reading, writing, and speaking skills. This requirement must be satised in one of the following ways: 1. Students wishing to continue in the study of a language in which they have received previous instruction must successfully complete a course at or above the level of third-semester language instruction. Such students will satisfy the requirement with one, two, or three courses, depending on their language proficiency at entrance. A placement examination is available to help students determine the level of proficiency. 2. Students who have studied one language for at least one year in high school (9-12) may satisfy the requirement by successfully completing the first two courses of another modern or classical language. The Registrar's Office will review each student's high school transcript for languages studied and those successfully