5 Educational ProgramsCAREER EXPLORATION AND PLANNINGCounselors are available to assist you withcareer exploration and career planning inthe Counseling and Career Center locatedon West Campus, Main Entrance, Room2410. Counselors can help you decidewhich programs are most appropriate foryour educational goals, which may includetransitioning to a new career, careeradvancement, transferring to a bachelor’sprogram or continuing education. The college’sGPS LifePlan, web site www.gpslifeplan.org/century/ can also be used to help you exploreyour personal career interests and goals.If you are undecided about your careerdirection, you may use the counseling servicesand the Career Center to start your careerdecision-making process while taking generaleducation courses. In the Career Center, youwill find occupational information, placementdata reports, interest and skill assessments,resume and interview resources, books,videos, computer career guidance programs,and Internet search information.You are encouraged to use Minnesota CareerInformation System (MCIS) and InternetSystem for Education and EmploymentKnowledge (ISEEK) website: www.iseek.org. These easy-to-use computerized systemswill help you gather occupational informationon job descriptions, aptitudes, workingconditions, earnings, employment outlook,training and education required, and muchmore. <strong>Century</strong> also offers Career Studiescourses, such as Career and Life Planning(CRRS 1010), to assist you.Program RequirementsMinnesota GeneralEducationTransfer CurriculumThe Minnesota General Education TransferCurriculum (MnTC) is an agreement signedby all Minnesota public higher educationinstitutions. It is a collaborative effort amongall two-and four-year public colleges anduniversities in Minnesota to help you transferyour work in general education. When youcomplete the Minnesota General EducationTransfer Curriculum at one of the participatingcolleges/universities and then transfer to anyother Minnesota public baccalaureate degreegrantinguniversity, you will have fulfilled alllower-division general education requirements.Within the 40 credits required, there are tengoals. One course may fulfill a maximumof two goals; however, credits will only becounted once in total. If you fulfill the ten goalareas in fewer than 40 credits, you can selectcourses within any of the goals to achievethe 40-credit total. In addition to the 40 creditcore, the AA requires you to complete 18additional credits, which may be MnTC goalfulfillingcourses, pre-major requirements,or electives and 2 credits in Health/PhysicalEducation. The AFA, AS and the AAS degreesand the diplomas and certificates at <strong>Century</strong><strong>College</strong> also use MnTC courses to fulfill theirgeneral education requirements.The Minnesota Transfer Curriculum is inplace to help you meet the social, personal,and career challenges of the 21st <strong>Century</strong>.Therefore, the Minnesota Transfer Curriculumcommits all public colleges and universitiesin the state of Minnesota to a broadeducational foundation that integrates abody of knowledge and skills with a studyof contemporary concerns. The goals andcompetencies emphasize our commonmembership in the human community; ourpersonal responsibility for intellectual, lifelonglearning; and an awareness that we livein a diverse world. They include diverse waysof knowing—that is, the factual content,the theories and methods, and the creativemodes of a broad spectrum of disciplines andinterdisciplinary fields—as well as emphasison the basic skills of discovery, integration,application and communication.The Minnesota Transfer Curriculum is dividedinto ten areas of emphasis, known as goals.You may transfer the MnTC in each of thefollowing ways:1. As an entire package: If you complete thetransfer curriculum at one institution, it willbe accepted as completion of the transfercurriculum at <strong>Century</strong> <strong>College</strong>.2. As a goal area: completion of a goal area ofthe MnTC at one institution will be acceptedEducationalProgramComparison<strong>Century</strong> <strong>College</strong> offers six typesof academic programs to helpyou achieve a wide variety ofeducational and career goals.These programs are as follows:Associate in Arts DegreeAssociate in Fine Arts DegreeAssociate in Science DegreeAssociate in Applied ScienceDegreeOccupational DiplomaCertificateThe degree programs (AA, AFA,AS, and AAS) are distinguishedfrom one another by thedistribution of credits requiredto earn each type of degree. Thediplomas and certificates aredistinguished from degrees bybeing specifically focused on anoccupational area, or academicfocus, and requiring fewer credits.651.779.3300 33
5 Educational Programsas a goal completion at <strong>Century</strong> <strong>College</strong>.3. As courses within goal areas: If youcomplete a course which is included as partof a goal area at the sending institution, itwill be accepted for full credit within thesame goal area at <strong>Century</strong> <strong>College</strong>. When acourse you have taken meets requirementsfor two different goal areas at a sendinginstitution, the course will be accepted intransfer at <strong>Century</strong> <strong>College</strong> for the sametwo goal areas.If you would like more information, pleaserefer to the Minnesota Transfer website atwww.mntransfer.org.Minnesota General EducationTransfer Curriculum Goals andCompetencies1. CommunicationThis goal is designed to help studentsdevelop as writers and speakers who use theEnglish language effectively and who read,write, speak and listen critically. As a base,all students should complete introductorycommunication requirements early in theircollegiate studies. Writing competency isan ongoing process to be reinforced throughwriting-intensive courses and writing acrossthe curriculum. Speaking and listeningskills need reinforcement through multipleopportunities for interpersonal communication,public speaking, and discussion.2. Critical ThinkingThis goal is designed to help students developas thinkers who are able to unify factual,creative, rational, and value-sensitive modesof thought. Critical thinking will be taughtand used throughout the general educationcurriculum in order to develop students’awareness of their own thinking and problemsolvingprocedures. To integrate new skillsinto their customary ways of thinking, studentsmust be actively engaged in practicingthinking skills and applying them to openendedproblems.3. Natural SciencesThis goal is designed to improve students’understanding of natural science principlesand of the methods of scientific inquiry (i.e.,the ways in which scientists investigatenatural science phenomena). As a basis for34 <strong>Century</strong> <strong>College</strong> <strong>2010</strong>-20<strong>11</strong>life-long learning, students need to knowthe vocabulary of science and to realize that,while a set of principles has been developedthrough the work of previous scientists,ongoing scientific inquiry and new knowledgewill bring changes in some ways scientistsview the world. By studying the problemsthat engage today’s scientists, students learnto appreciate the importance of science intheir lives and to understand the value of ascientific perspective.4. Mathematical/Logical ReasoningThis goal is designed to increase students’knowledge about mathematical and logicalmodes of thinking. Mathematics and logicwill enable students to appreciate the breadthof applications of mathematics, evaluatearguments, and detect fallacious reasoning.Students will learn to apply mathematics,logic, and/or statistics to help them makedecisions in their lives and careers.5. History and the Socialand Behavioral SciencesThis goal is designed to increase students’knowledge of how historians and social andbehavioral scientists discover, describe, andexplain the behaviors and interactions amongindividuals, groups, institutions, events, andideas. Such knowledge will better equipstudents to understand themselves and theroles they play in addressing the issues facinghumanity.6. Humanities and Fine ArtsThis goal is designed to expand students’knowledge of the human condition andhuman cultures, especially in relation tobehavior, ideas, and values expressed inworks of human imagination and thought.Through study in disciplines such as literature,philosophy, and the fine arts, students willengage in critical analysis, form aestheticjudgments, and develop an appreciation of thearts and humanities as fundamentals to thehealth and survival of any society.7. Human DiversityThis goal is designed to increase students’understanding of individual and groupdifferences (e.g., race, gender, class) and theirknowledge of the traditions and values ofvarious groups in the United States. Studentsshould be able to evaluate the United States’historical and contemporary responses togroup differences.8. Global PerspectiveThis goal is designed to increase students’understanding of the growing interdependenceof nations and peoples and develop theirability to apply a comparative perspective tocross-cultural social, economic and politicalexperiences.9. Ethical and Civic ResponsibilityThis goal is designed to develop students’capacity to identify, discuss, and reflect uponthe ethical dimensions of political, social,and personal life and to understand the waysin which they can exercise responsible andproductive citizenship. While there are diverseviews of social justice or the common goodin a pluralistic society, students should learnthat responsible citizenship requires them todevelop skills to understand their own andothers’ positions, be part of the free exchangeof ideas, and function as public-mindedcitizens.10. People and the EnvironmentThis goal is designed to improve students’understanding of today’s complexenvironmental challenges. Students willexamine the interrelatedness of human societyand the natural environment. Knowledge ofboth biophysical principles and socioculturalsystems is the foundation for integrative andcritical thinking about environmental issues.Technology and Information ResourcesStudents who complete the MinnesotaGeneral Education Transfer Curriculum areexpected to use computers, libraries, andother appropriate technology and informationresources which play an increasingly importantrole in our personal, educational, and worklives. Students will have many opportunitiesto use and refine technological and researchskills throughout their lower-division generaleducation.Students who have not had experience withtechnology and information resources shouldcontact a counselor or program advisor toobtain assistance in registering for appropriatecourses.