Augsburg College - Augsburgian Yearbook (Minneapolis, MN)

 - Class of 1972

Page 19 of 168

 

Augsburg College - Augsburgian Yearbook (Minneapolis, MN) online collection, 1972 Edition, Page 19 of 168
Page 19 of 168



Augsburg College - Augsburgian Yearbook (Minneapolis, MN) online collection, 1972 Edition, Page 18
Previous Page

Augsburg College - Augsburgian Yearbook (Minneapolis, MN) online collection, 1972 Edition, Page 20
Next Page

Search for Classmates, Friends, and Family in one
of the Largest Collections of Online Yearbooks!



Your membership with e-Yearbook.com provides these benefits:
  • Instant access to millions of yearbook pictures
  • High-resolution, full color images available online
  • Search, browse, read, and print yearbook pages
  • View college, high school, and military yearbooks
  • Browse our digital annual library spanning centuries
  • Support the schools in our program by subscribing
  • Privacy, as we do not track users or sell information

Page 19 text:

A: That sometimes is a question in my own mind. I’m not sure: 1 was visited by a committee of regents looking lor a president this was over nine years ago I’m sure that they had some prerequisites in mind. They wanted some- body who understood the changes that were taking place at Augsburg in terms of its relationship to the church. They probably wanted somebody that had had some previous connection with the college. And I did at- tend here. I was conversant with the church and with the community and I had some exposure to academic problems, and so on. by virture of my associations in Moorhead. So I guess it was just a matter of the com- mittee deciding that I had had the sufficient experience and background and that my philosophy would fit the goals and objectives of the college and they asked me to come dow n. Q: Your academic background was St. Olaf. wasn’t it? A: I have a degree from St. Olaf. because I completed my college work down there, after two years here. My family came out of a Lutheran background that had St. Olaf as its college: one of its colleges. And my father had at- tended there and there was always kind of a desire to finish down there. It was partly because of depression circumstances that I wasn’t able to go away from home the first two years. I was very happy that I came here to Augsburg because I had some tremendous teachers and some fine contacts and a great experience here but I think when you go to two schools, you have that many more contacts. Q: Did you commute to Augsburg? A: Yes. I lived over in St. Anthony Park and took the long streetcar ride and transfer downtown, and sometimes transfer twice if you didn't catch the right car. then you always had to take another transfer. It was a long, la- borious ride. It took about an hour every day each way. You stayed here all the time and worked in the library and then did your college job. The job I had to help me through school had to be taken care of sometime during the school day, and so you had to go to school and do the job and go back to class. Q: What was your job at Augsburg? A: Well, I had two jobs. The first year I washed the walls in Old Main that was quite a job and this was under what was known as the National Youth Administration, which was he form of financial aid that was in effect during the depression. The government said the student can take a job on campus for 35 c an hour and then his time card can be turned into the federal agency and the agency will pay the college that amount of money. I never saw the money —it went directly to the treasurer’s office. That way we paid the tuition which was at that time 25 dollars a quarter. The other job I got the second year I was here was transcribing music for the choral director here. That was a very interesting job. lie had a lot of things he want- ed transcribed and that he wanted duplicated and so on. And I did a lot of work like that. It became a very in- teresting job. I wonder sometimes w here those things that I did are now filed, because the music director at that time was Henry Opscih. and I did a lot of work for him. and whenever I came back on campus years later, he’d always go to the file and pull those things out that I had done for him. And I often wonder w hat became of them. Q: Do you think maybe that they're still around? A: Could very very well be Sateren might know where they are. Q: Well. I think that does it. A: Do you think that does it? Q: I think that does it. A: Well. okay... 15

Page 18 text:

to be entertained. Q: What was your favorite radio program? A: Well, there was a fellow by the name of Henry Berbig on the Sec-0 Program that had a whole series of dialect readings that I always thought were great - I remember sending in for them and getting them. They were take- offs on fables and stories. That was one program. Another program that I remember very well was the “Eddie Can- tor Program.” But I suppose the one that everybody listened to was “Amos ‘n’ Andy.” Couldn't go to bed with- out listening to “Amos V Andy. Q: Do you think there are different kinds of college presi- dents? And what kind would you say you arc? A: Well. I guess there are. Are you saying different kinds of of college presidents then and now or now? Q: Now. A: Well, I guess there are. as there are different individuals and different styles of operating. My background is not in the academic world and therefore 1 may tend to operate differently than somebody who comes out of that back- ground. That may be bad, may be good, but I’ve always tried to operate with the principle that it's people that you serve, and people must be listened to and involved, and a part of the whole thing. 1 know that I have a tendency to sound authoritarian but 1 try not to be: I just think there's a tremendous job to be done and I guess I’m a little im- patient sometimes to get it done, but you can’t do this at the expense of other people, so I’ve always tried to take a team approach to things and not to simply operate from an autocratic stance. Q: What do you think of more student participation in plan- ning? A: Well. I always think this is important because the greatest unused resource around the college, of course, are the stu- dents and you can get a tremendous amount of informa- tion. valuable input, and imagination from students. I think that their input has to be at the level of their ex- perience and maturity, but it’s nonetheless just as valu- able as other people’s and I think that there arc numbers of examples of this. I think of the tremendous student input that went into the building of the Tower and the Center. I think of the student input that has gone into the planning of our apartment tower and I think the student input in the Strap Council this year has been very, very important. I think we’ve got to try and meld the various segments of the community and operate as colleagues and not in any kind of conflict. Q: Do you think there’s effective lines of communications between students and you? A: Communications is never as effective as it ought to be. Most of your problems arise out of lack of communica- tion. An I don’t think that there’s a lack of desire to com- municate. I think sometimes there’s a breakdown in the awareness of the importance of communication. Com- munication takes time, and when you don’t have a lot of time you tend to make the decisions and move on to some- thing else, forgetting somebody ought to know about this, and when you think about that, there’s always somebody you miss and the one that you miss usually creates the problem because he didn’t know about it. So I think it all goes back to developing a kind of mind set where you constantly say to yourself ‘who’s affected by this.’ and (who ought to know about this,’ ’who cares to know about this,’ and in that way get understanding. I feel that every time I have really honestly tried to communi rate a situation, a problem or a decision to a group of stu Jems, their level of maturity and understanding always astounds me. They understand a lot better than the people my own age. Q: I think that college students sometimes can have a pretty open mind but then again other times... A: Well. I guess in that way they’re no different than any- body else. But I suppose we would be failing miserably in our efforts here if we didn’t try to or didn’t succeed in getting people to open their minds. In other words, if we’re dealing with closedminded people then we’re in the wrong place or not getting the job done. U Q: How did you get to become President of Augsburg?



Page 20 text:

A New Program for Augsburg Here We Go With 4-1-4 “Unity, be it political or educational, while encouraging creativity and power, need not. paradoxically, destroy indi- viduality and uniqueness.” The preceding comment was made by Dr. F. Mark Davis in reference to Augsburg's recent decision to adopt the 4-1-4 calendar starting September. 1972. The change will promote unity among the five private colleges in the Twin Cities area, in that each school will be on the 4-1-4 calendar, encouraging a greater reciprocity between the schools. Students will be able to take courses at any of the schools, which means to each school a more effective and efficient use of professors and resources avail- able, students will have a greater opportunity to explore and develop their own creativity, an extremely important value of a college education. As Davis said, this unity need not rob each college, nor each student, of their respective individuality and unique- ness. Each institution will have its own professors and stu- dents, in itself making the school unique and totally unlike any other college. Working together, the people here can use these new resources to help Augsburg continue as a first- rate college. By adopting the new calendar, the faculty hopes to achieve three goals, “greater cooperation with the St. Paul private colleges,” Davis explained greater opportunity for ed- ucational experimentation and adaptation, and greater pos- sibilities for institutional distinctiveness. What exactly is this new 4-1 -4 system? It consists of 15 weeks of four classes in the fall semester, one course for four weeks in January (interim), and four courses for fifteen weeks during spring semester. Classes will meet for cither three sixty-minute sessions, or two ninty- mrnute sessions each week. With the new system come new general education re- quirements. They are: 1. Three courses in religion. 2. Liberal Arts: a. A course from at least two of the following: literature: philosophy; art or music; speech or drama. b. A course from at least two of the following depart- 16

Suggestions in the Augsburg College - Augsburgian Yearbook (Minneapolis, MN) collection:

Augsburg College - Augsburgian Yearbook (Minneapolis, MN) online collection, 1968 Edition, Page 1

1968

Augsburg College - Augsburgian Yearbook (Minneapolis, MN) online collection, 1969 Edition, Page 1

1969

Augsburg College - Augsburgian Yearbook (Minneapolis, MN) online collection, 1971 Edition, Page 1

1971

Augsburg College - Augsburgian Yearbook (Minneapolis, MN) online collection, 1973 Edition, Page 1

1973

Augsburg College - Augsburgian Yearbook (Minneapolis, MN) online collection, 1974 Edition, Page 1

1974

Augsburg College - Augsburgian Yearbook (Minneapolis, MN) online collection, 1975 Edition, Page 1

1975


Searching for more yearbooks in Minnesota?
Try looking in the e-Yearbook.com online Minnesota yearbook catalog.



1985 Edition online 1970 Edition online 1972 Edition online 1965 Edition online 1983 Edition online 1983 Edition online
FIND FRIENDS AND CLASMATES GENEALOGY ARCHIVE REUNION PLANNING
Are you trying to find old school friends, old classmates, fellow servicemen or shipmates? Do you want to see past girlfriends or boyfriends? Relive homecoming, prom, graduation, and other moments on campus captured in yearbook pictures. Revisit your fraternity or sorority and see familiar places. See members of old school clubs and relive old times. Start your search today! Looking for old family members and relatives? Do you want to find pictures of parents or grandparents when they were in school? Want to find out what hairstyle was popular in the 1920s? E-Yearbook.com has a wealth of genealogy information spanning over a century for many schools with full text search. Use our online Genealogy Resource to uncover history quickly! Are you planning a reunion and need assistance? E-Yearbook.com can help you with scanning and providing access to yearbook images for promotional materials and activities. We can provide you with an electronic version of your yearbook that can assist you with reunion planning. E-Yearbook.com will also publish the yearbook images online for people to share and enjoy.