Augsburg College - Augsburgian Yearbook (Minneapolis, MN)

Page 27 text:

“The Office of the Registrar serves a wide spectrum of the Augsburg community - faculty, students, ad- ministration. and staff. The office collects and maintains information vital to the education and administrative interests of the college.” -Bev Wegge ABOVE LEFT: Financial Aid Staff: ROW ONE: L TO R. V. Luthi. J. Reiten. A. Hanson. ROW TWO: L. Boethin. L. Carlson. T. Anderson. J. Goheen. H Johnson. BELOW FAR LEFT: Director of Admissions. D. Benzel. LEFT: Admissions Staff: CLOCKWISE: D. Benzel. H. Christensen. J. Harvey. K Lange. M. Mohr. R. Dahlof. ABOVE: Director of Admissions. H. Johnson. BOTTOM: Registrar. B. Wegge. 23

Page 26 text:

REGISTRAR FINANCIAL AID ADMISSIONS “The purpose of the Office of Student Financial Services is to create the opportunity of enrollment and completion of the student's academic objec- tive at Augsburg College. This is accomplished through finan- cial counseling, financial aid, a variety of credit and pay- ment plans, and continued in- volvement with the student as alumni. -Herald Johnson 22 “Telling the community about Augsburg- what it is, how it functions, what it can and can't do — is a demanding task. It is at the juncture of these two functions that the Admissions Office performs its vital operation. The Admissions Office shares the dynamics of Augsburg life with the prospective student, and conversely, shares the needs and desires of the student with the college. -David Benzel

Page 28 text:

FROM DEAN CHARLES ANDERSON: “On building bridges I would like to suggest two important characteristics of bridges - first, they provide avenues for movement and second, they bring and hold things together. Let me draw out the comparison between education and bridge building a little bit. One function of a bridge is to provide an avenue for movement. At a very basic level it might be agreed that education helps provide for mobility in one's life work. This mobility is seen as both vertical and lateral. The possibility of moving upward on the socio-economic ladder has always attracted some. Although this theme is muted today by the job market, it is still true that in general the college graduate will, in the long run. be better paid and have more personally rewarding work than a person not fortunate enough to have had the same opportunities. Senator Walter Mondale, speaking at Augsburg's commencement last May, told the graduates that they could expect to pay about $100,000 more in taxes than those without college credentials. Higher tax payments are hardly an incentive to study, unless one remembers that they are based upon significantly higher income. In many instances an educated person has developed avenues not only for vertical but also for lateral movement. More and more people are changing careers, not once, but several times during their lifetimes. If a school can concentrate not only on what to learn - the details and concepts of the various disciplines, but also on how to learn, the student will possess bridges to new endeavors. The complexity of modern technology and social organization, along with the fantastic rate of innovation and change, requires a developed capacity for innovation, an openness to change and a readiness for situations and problems which do not yet even exist. An educated person will have bridges for movement in a time when, as always, standing still means stagnation and death. We are trying - all of us - to build bridges that will take us, in some areas, from ignorance to knowledge, from not-knowing to knowing - avenues of movement from where we simply perceive something to where we understand it. Even if we grant, with the Apostle Paul, that our knowledge is imperfect, still it is better to know something - even in part - than to know nothing. To move again and again from ignorance to knowledge, from simple perception to understanding, is to cross bridges which are meant for us - and always there is the final promise - the moment when in Christ ‘we shall understand fully, even as we have been understood.' We’re talking about bridges - about ways in which we can move from meanness to wealth of spirit and from mere existence to life. In this place we have the opportunity to build avenues to new situations in which ideas are not ‘inert,’ as Whitehead put it, that is merely received - 'but where they are utilized, or tested, or thrown into fresh combinations.’ We can move together over the span where we do more than simply fit ourselves for a world that is already, in some senses, hostile to human living - and to the space of condition - of - mind where we are aware of the world and its contradictions - 24