The Curriculum and Academic Opportunities
General Education Philosophy and Requirements I Basic Skills I Organization and Structure of the Academic Program I
Study Abroad I Yearly and Weekly College Calendars I Research Opportunities for Students I
The John C. Young Scholars Program I National Fellowships and Honors I Computer Literacy I Advising I
Career Services I Internships I Preparation for Careers and Graduate and Professional Schools I
Dual-Degree Engineering Studies Program I Reserve Officer Training Corps I
GLCA/ACM Science Semester at Oak Ridge I Services for the Disabled at Centre


We live in a complex, diverse, and rapidly changing world—one of delicate moral and social problems that demand careful analysis and creative solutions. This is an era of uncertainty, of promise, and of opportunity. We believe that the most appropriate formal preparation to meet the challenges of today, to fulfill career goals, to lead a rich and rewarding personal life, and to serve society as a responsible citizen, is a broad-based, flexible education in the liberal arts and sciences. Building on that belief, the College has carefully designed an academic program that not only prepares students for graduate school, the professions, and positions of leadership in all areas of society, but one that also equips them with skills needed to pursue a lifetime of learning.


General Education Philosophy and Requirements

Simply stated, general education is the part of the curriculum we require of all students regardless of their major field of study or their career goals. In broader terms, it is the heart of our liberal arts education, because it represents an academic experience so valuable that we believe it should be shared by all Centre graduates.

At most colleges, general education consists of asking students to take a specified number of courses in several broad academic areas such as social studies, humanities, science, and fine arts. The main purpose of this approach is to guarantee breadth of knowledge and exposure to a wide range of disciplines. Our notion of general education goes beyond exposure to disciplines and the accumulation of facts. Centre’s approach to general education is rooted in the concept of liberal education as a formative and transformative process—one that provides students with a permanent foundation for learning through the development of basic human capacities. Those include such things as the ability to imagine and create, to think and reason analytically, to solve problems, to integrate and synthesize complex information, to use language clearly and persuasively, and to make responsible choices. In other words, general education here addresses nothing less than our common humanity—those essential capacities and qualities that enable us to participate effectively and responsibly in a variety of shared intellectual, social, and moral contexts.

No single, complete description of these contexts is possible or necessary, since boundaries cannot be precisely drawn. Still, differentiating several primary human contexts will help us understand the various realms of meaning and experience that we hold in common and that are of central educational importance. In this regard, our general education requirements are designed to develop students’ capacities in the following four contexts:
1. The aesthetic context.
2. The scientific and technological context.
3. The social context.
4. The context of fundamental questions.


The Four Contexts
1. The Aesthetic Context (two courses). One of the characteristics that defines a liberally educated person is the ability to derive understanding and pleasure from the aesthetic experiences of literature and the fine arts. A two-term core interdisciplinary sequence in the humanities, taught by faculty from various academic disciplines, constitutes the requirement. The sequence introduces masterworks of literature and the fine arts within the contexts of particular times, places, and ideas that together form a style. This sequence, beginning with the classical world, concentrates on developing the critical skills necessary to understand, appreciate, and judge works of literature, art, drama, philosophy, and music.

2. The Scientific and Technological Context (two courses). We can’t fully understand who we are or to what we can aspire without grasping the nature of the scientific enterprise, the intellectual achievements of its practitioners, and its applications. Scientific inquiry has altered our view of the world and has brought about great benefits and enormous risks. The educated person understands and appreciates science both as a body of knowledge that is complex, beautiful, and incomplete, and as a disciplined, analytical, and creative approach for comprehending our universe. The responsible person appreciates the potential of science, recognizes that it has limitations, understands some of its technical applications, and knows how to develop informed opinions about its use.

This requirement consists of two four-credit laboratory courses, one in life and one in physical science, or a two-course natural science sequence that integrates the major areas of cosmological and biological evolution.

3. The Social Context (two courses). Individual human experience always takes place in the context of larger social forces: families, organizations, communities, governments, economics. To think and act as responsible citizens, we must be able to understand these forces in terms of their historical development and their influence on contemporary life.

Courses in this context are divided into two categories: those which stress analysis of social institutions and those which emphasize historical analysis. To satisfy this requirement students must take one course from each category.

4. The Context of Fundamental Questions (two courses). A persistent feature of our humanity is the ability and need to raise fundamental questions about the ultimate meaning of our existence, about the possibility and limits of human knowledge, about our common nature and destiny, and about what constitutes a good life. Our efforts to deal with these questions reflect basic values and beliefs which shape our perception of the world, give order and purpose to our existence, and inform our moral judgment. These efforts are part of a long-standing conversation which is exemplified in the world’s great philosophical and religious traditions and continues today in a setting of diverse beliefs and values. Becoming educated should include a mature understanding of values and beliefs which have shaped us and our culture, and it should also involve both a heightened awareness of our own values and a critical appraisal of them. Because of its influence in Western culture’s approaches to fundamental questions, the Judeo-Christian religious and ethical heritage receives special emphasis in at least one of the two courses required.


Criteria For General Education Courses
Though a course in general education may use methods specific to a discipline, it will relate them to wider intellectual problems and issues. The ideal of a general education program is not to teach everything, but to wed method to context and present the principles of understanding which inform and transform our lives. For this reason, general education courses share common goals and criteria designed to enhance the coherence of the educational experience.

By virtue of its special character and position, each general education course seeks to follow common criteria. Though courses may vary in the way they seek to fulfill the criteria, all strive to maintain the spirit of common objectives.

Courses which meet the objectives of general education:
1. Acquaint the student with the fundamental issues and the common methods of inquiry used in the subject.
2. Develop the student’s ability to think critically.
3. Develop the student’s ability to communicate orally and in writing.
4. Involve the student in active modes of learning.
5. Connect the student’s academic learning to wider personal and social concerns.



Basic Skills

Our general education requirements are separate from our basic-skills program. This program ensures that students attain specified levels of competence in mathematics, expository writing, and a foreign language. Basic competence in these subject areas provides a solid foundation for enhanced learning and academic success in other courses. For example, algebraic skills are a prerequisite for courses in the physical sciences; writing competence contributes to student success in all courses, especially those in social studies and humanities; and achievement in foreign language skills supports study and research in foreign cultures.

Moreover, the basic skills program reflects our view that such levels of skill or knowledge in the three previously listed areas are fundamental to the liberally educated person and should be expected of all Centre graduates. Competence in mathematics aids our students in their ability to gather, use, and interpret quantitative data and to reason formally. Effective writing skills increase their capacity to express themselves in an organized, precise, and convincing way and to think analytically and critically. Achievement in foreign language study develops their insight into the nature of language—including their own—and in today’s interdependent world serves as a key to the understanding of the basic modes of thought, life, and expression of other cultures.

Ideally, students will have achieved sufficient skill levels in secondary school to meet Centre’s basic skills requirement. For mathematics and foreign language, this may be done by passing a College-administered examination at entrance or, in the case of mathematics, by presenting acceptable scores on the appropriate sections of the SAT or ACT examinations. Alternatively, students may meet these requirements by earning a grade of "C-" or higher in the following Centre courses: Mathematics 110, and in German 120, Classics 120, French 120, or Spanish 120/121/122 (and appropriate courses in Greek, Hebrew, and Japanese when offered). Student performance in expository writing will be evaluated at the end of the first long term of enrollment. At this time, students whose writing is judged to be competent will have satisfied the expository writing requirement. Students whose writing is judged to fall short of competency will be required to take a writing-intensive section of a General Education course, normally during the next long term. Students who pass this course will have satisfied the basic skills requirement in expository writing.


Further Fluency in Basic Skills
To meet the challenges of an increasingly complex and interdependent world, the College believes all of its students should attain a level of expertise that goes beyond basic skills in at least one of the following areas: mathematics, foreign language or computer science. Consequently, students must complete one of the following course options:
1. A mathematics course numbered 130 or higher.
2. A foreign language course numbered 210 or higher.
3. A computer science course numbered 117 or higher.


Summary of Requirements
Basic Skills and Contexts Courses # Credit Hours
Foreign Language 0-2 0-8
Mathematics 0-1 0-3
Expository Writing 0-2
Further Fluency 1 3-4
Aesthetic 2 6
Scientific and Technological 2 8
Social 2 6
Fundamental Questions 2 6
Total 9-12 29-43
Total required for graduation = 111 credit hours


Organization and Structure of the Academic Program

The College’s instructional program is organized into three academic divisions—humanities, social studies, and science and mathematics—each chaired by a member of the faculty under the general oversight of the dean of the College. The work of each division is carried out through separate program committees representing the various academic disciplines. Committees are comprised of faculty members and one or two voting student members.

Major and minor areas of concentrations offered within the divisions are shown in the following chart.

Academic Division Majors* Minors
Humanities Art Art
(Division I) Classical Studies Classical Studies
Dramatic Arts Dramatic Arts
English English
French French
German Studies German Studies
Music Music
Philosophy Philosophy
Spanish Spanish
Social Studies Anthropology/Sociology Anthropology/Sociology
(Division II) Economics
Elementary Education** Elementary Education**
Government Government
History History
International Studies International Studies
Political Economy
Religion Religion
Science and Mathematics Biochemistry and Molecular Biology
(Division III) Biology Biology
Chemical Physics
Chemistry Chemistry
Computer Science Computer Science
Mathematics Mathematics
Physics Physics
Psychobiology Psychobiology
Psychology Psychology

* Students may choose two majors. Self-designed majors are also available;
**A separate program leading to secondary teaching certification is also offered, but not as a major.


Division of Humanities. In general, studies in the humanities area are of particular interest to students who want to understand how experience is transformed into art and into ordered systems of thought and language. Career opportunities for students majoring in one of the programs in the humanities are typically found in areas such as the performing arts, communications, international business, translation, creative writing, public service and administration, and the professions of teaching, journalism, advertising, law, and publishing. Students who plan to major in these areas are urged to acquire a good knowledge of one foreign language.

Division of Social Studies. Students interested in public affairs, in politics and social movements (past and present), in the behavior of human beings in groups and the behavior of individuals in relation to groups, and in the relationship of ideas and ideologies to social behavior, usually pursue programs in the Division of Social Studies. Career opportunities for students selecting one of the social studies programs are generally found in law, journalism, teaching, business, public service, the ministry, institutional research, and social work. Students intending to major in one of these programs should acquire a good knowledge of at least one foreign language and/or the equivalent amount of work in mathematics.

Division of Science and Mathematics. In general, students interested in studying the structure of the universe as reflected in the natural sciences pursue studies in mathematics and the sciences. Career opportunities include, in addition to basic research and teaching at all levels, such applied areas as statistics and computer programming, agriculture, meteorology, medicine and allied health professions, counseling and psychological testing, commercial scientific writing and illustration, recreation and environmental conservation, and a variety of business and research careers in technological industries.


Double Majors
Many students choose to complete two majors during their four years at Centre This option allows students to broaden their academic credentials and explore sometimes quite different personal interests. Some recent combinations include economics and mathematics, Spanish and international studies, psychology and philosophy. Academic advisors can provide more detailed information, as can the office of the Associate dean of the College. Students who double major choose an advisor from each program.


Self-Designed Majors
In addition to the standard majors, students may also chose a major of their own design. They develop their personal program of junior-senior major study in conjunction with faculty committee. previously approved self-designed majors include religious education, physics and metaphysics, medieval studies, public policy, and Japanese studies. More detailed information is available from the Office of the associate dean of the College.


Integrative Studies
Special courses in integrative studies are frequently included in self-designed interdisciplinary majors. These courses attempt to transcend conventional disciplinary boundaries and achieve a broad and coherent perspective on knowledge and the world.



Study Abroad

We consider a stay in a foreign culture to be an integral part of a liberal arts education, and study abroad has become one of the hallmarks of a Centre education. Nearly two-thirds of our students study abroad at some point during their college careers, one of the highest rates in the nation.

Centre offers a number of different opportunities for off-campus study. Centre-in-London and Centre-in-Reading are both residential programs in England. Centre-in-Strasbourg is a residential program in France. Centre-in-Latin America is a residential program based in Merida, Mexico. The Japanese Exchange allows students to study for a term or a year at Yamaguchi Prefectural Institute, a university in Japan, while students from Yamaguchi study at Centre.

We also offer Centre-Term programs led by Centre professors, special programs sponsored by the Associated Colleges of the South (of which Centre is a founding member), and junior year abroad and other individual study opportunities at foreign institutions.

Residential Programs. Since Centre established its first residential program in London in 1990, Centre students have had the opportunity to live in another country for a term or, occasionally, a year. Centre currently offers residential programs in London, Reading, Strasbourg (Centre-in-Europe), Merida (Centre-in-Latin America), and Japan. Many students find their sophomore year is the best time to participate in a residential program. However, rising sophomores, juniors, and seniors all are eligible to apply. Students do not need to be language majors or have language proficiency to study in France, Mexico, or Japan.

The cost is approximately the same as the cost of studying on the Danville campus, although London and Strasbourg have a surcharge (approximately $800) and students in all programs except the one at Yamaguchi will need to cover the airfare. Students on financial aid at Centre may apply those funds to their term abroad. In addition, a special endowed fund is available to help some students on need-based financial aid cover these additional costs.

Students in the Centre-in-London, -Europe, and -Latin America programs live in apartments or home-stays and take classes primarily with Centre professors. Centre-in-Reading students have a week exploring London under the guidance of a Centre professor before moving to Reading University, where they live in university residence halls and take classes with British and other international students.

Centre’s newest residential program is based at Yamaguchi Prefectural Institute in Japan. Although interested students should begin to study Japanese language while at Centre, most classes at Yamaguchi are taught in English. Students in the program do a homestay with a Japanese family and an internship at an English-speaking Japanese middle school. Centre pays the airfare for students in this program.

Centre-Term and Summer Programs. Centre Term provides an opportunity for special seminars, independent research, and off-campus programs, as well as internships. The locations for off-campus study in the Centre Term and the courses offered change from year to year depending on the interests of students and faculty. Some of the recent off-campus sites include the following: Bahamas, the Central African Republic, Nicaragua, England, France, Germany, South Africa, Turkey, and Vietnam. Summer study is offered at an archaeological dig in Israel.

ACS Programs. Centre, as a member of the Associated Colleges of the South (ACS), offers students the possibility of attending programs sponsored by other ACS colleges (for example, a biology program in Costa Rica and a language and culture program in Turkey).

Other members of ACS, all leading liberal arts institutions, are Birmingham-Southern College, Centenary College of Louisiana, Davidson College, Furman University, Hendrix College, Millsaps College, Morehouse College, Rhodes College, Rollins College, Southwestern University, Trinity University, University of Richmond, University of the South, and Washington and Lee University.

Non-Centre-run Programs Abroad. In consultation with the International Studies Office, students may select a study program at an appropriate foreign institution. After prior approval, the student receives transfer credit toward a Centre degree.



Yearly and Weekly College Calendars

Yearly Calendar. Our calendar is arranged with fewer courses per term than a traditional semester plan. The academic year, including exam periods, consists of fall and spring terms of 14 weeks, with a three-week Centre Term in January.

The Centre Term is designed for specialized courses or seminars, the Freshman Studies Program, independent study projects, internships, intensive foreign language study, and off-campus study abroad and in the United States. In addition, students can take some standard course offerings in this short term.

While Centre’s calendar is different from a traditional semester pattern, a student will still be able to take at least nine courses during one academic year: eight courses (four per term) during the fall and spring terms, and one concentrated course during the Centre Term.

We offer courses on a credit-hour system. Most courses are equal to three semester hours in the traditional semester system. Some science, foreign language, mathematics, music, and writing-intensive courses with laboratory requirements are equivalent to four semester hours. Courses in the Centre Term carry three credits.

Weekly Calendar. The weekly calendar for the fall and spring terms normally consists of two 90-minute class meetings or three hour-long class meetings for each course. Some courses meet four times a week for 60 minutes. In the short Centre Term, classes normally meet on a flexible schedule five times a week. Some courses have laboratory or practice sessions which are held in addition to regular class meetings.



Research Opportunities for Students

Centre students enjoy a number of opportunities for intensive research, both for independent work and for collaborative research with our professors and elsewhere. In some cases, the College provides research materials and stipends. Outside grants also support collaborative research and study. A typical summer finds more than a dozen students engaged in research on campus; other projects take place during the school year. Students co-author papers with their faculty mentors, present their results at national and regional meetings, and not infrequently win prizes and other awards for their work. Recent collaborative topics have included digital mapping of archaeological sites, cell death in the nervous system, and women prisoners in Ecuador.

Qualified students are also encouraged to apply for national awards and grants, including the summer research programs sponsored by the National Science Foundation.



The John C. Young Program

The John C. Young Scholars Program is a senior honors program which enables a select group of outstanding senior students to engage in independent study and research in their major field or in an interdisciplinary area. The scholars work closely with a faculty mentor and receive financial support for research and travel. They present their results at a public symposium in late spring, and their papers are published in journal form by the College.

This program was initiated through an Excellence-in-Undergraduate-Education grant from the Knight Foundation. Centre was one of eight leading liberal arts colleges (Carleton, Macalester, and Swarthmore, for example) to receive the first of these awards to encourage increased collaboration between faculty and students on extra-class intellectual activities.



National Fellowships and Honors

Fifteen Centre students in the last nine years have won Fulbright awards (more than any other private institution in Kentucky) for a year of international study following graduation. Other recent winners of national honors include six Goldwater Scholars (for students in mathematics, science, and engineering), four Rotary Scholars (a year of international study), and three Truman Scholars (for students interested in careers in government or public service). Seven Centre alumni are Rhodes Scholars (two years of study at Oxford University in England). Centre students also regularly win National Science Foundation awards for summer study.

Students interested in applying for national fellowships and honors should consult with the chair of the Honors and Prizes Committee early in the fall for information and applications. It is not too early to begin inquiries as early as the freshman or sophomore year. Students interested in NSF opportunities should speak with their science professors.



Computer Literacy

Centre develops computer literacy in a variety of ways. Each student is given an e-mail account and some disk space. Also, the College provides network hook-ups in residence hall rooms which enable students who bring their own computers (subject to College specifications) to gain access to word processing, spread sheets, databases, Internet, the library automation system, and several programming language environments.

Students enrolled in general education classes are required to submit typed papers using a word processor program. In other general education classes students are required to conduct searches on the Internet and to use databases to find references for papers. Some general education science courses require students to use spreadsheet software in writing formal lab reports.

The College provides these resources as part of our effort to guarantee that all Centre students are computer literate.



Advising

The Academic Advising Office coordinates academic advising as well as new student orientation including summer orientation sessions on campus. New student orientation includes summer mailings, basic skills and placement testing, the three-day fall orientation program, and special programs for students during the fall term. All faculty members (plus selected administrators) serve as academic advisors to students. Students have general advisors—usually matched by interests—during their freshman and sophomore years. After selecting a major or majors toward the end of the sophomore year, students then choose an advisor in specific academic disciplines .

The advising office also works in a targeted way with students who experience academic difficulty, particularly in the first two years at Centre. Special group and individual counseling sessions are offered; and students are directed to targeted help sessions in particular subjects, to the Writing Center, and to Career Services. Much of what occurs in the academic advising area is coordinated with Career Services and with the Office of the Registrar by a full-time director of advising in the Office of the Dean of the College.



Career Services

Career Services helps students to make effective transitions from Centre to both careers and post-graduate study. We do this by offering a variety of experiences, partnerships, and services that students may use during their four years at Centre to enhance their prospects for career success and satisfaction. We seek to blend the liberal arts education with career awareness. We firmly believe that career planning is a process that is most effective when it is integrated with academic planning and is resolved over the course of several years. Therefore, students are encouraged to be actively involved in this process from their very first day on campus.

Career Services offers students a wide variety of services throughout their four years at Centre. As freshmen, all students are assigned a career counselor with whom they are encouraged to meet at least once a semester. In this year, students can become familiar with the services offered, begin self-assessment and career exploration, and gain an understanding of how on-campus participation now can be beneficial in their future careers. Career Services can also refer students to appropriate pre-professional academic advisors.

As sophomores, students can continue this process of self-assessment and career exploration and are encouraged to begin preparing a resume and exploring possible career-relevant experiences (participation in extracurricular activities, shadowing community professionals, summer jobs, etc.). Career Services has many resources to help with this including: career counselors who can help students discover their skills, interests, and work-related values, and help them relate these to possible majors and careers; self-assessment inventories such as the Self-Directed Search and the Myers-Briggs Type Indicator; and numerous career information and exploration resources both in our career library and on our web page.

As juniors, students can participate in internships and are encouraged to take advantage of workshops covering topics such as resume preparation, job search strategies, and interviewing skills. In addition, students can begin to research graduate schools and decide if future study is an option for them.

As seniors, internships, workshops, plus more targeted job search opportunities are made available. Numerous employers come to campus in both the fall and spring to recruit students for post-graduation employment. Our annual "Spotlight on Employment," a recruiting fair hosted in conjunction with Kentucky’s private colleges and universities, brings more than 50 companies each year to interview juniors, seniors, and alumni interested in employment.

For students interested in furthering their education, Career Services has numerous resources on graduate school programs, essay-writing, and test preparation; can assist in the application process; and hosts events such as the Law School Evening and the Graduate School Program.

Certain services can be used throughout all four years. Students should meet with their career counselor at every step of the career exploration and job search process as the counselor can provide guidance, advice, and encouragement throughout. Students can use eRecruiting, our on-line job-posting system, to search for summer jobs as freshmen, sophomores, and juniors; to search for internships as juniors and seniors; and to apply for and schedule interviews with employers who are recruiting on campus as seniors. Both our career library and Web site have resources on major exploration, career information, graduate schools, resume and cover-letter writing, interviewing and job-search techniques, overseas employment, and employer directories. In addition, our connection with the Centre alumni database provides an invaluable networking tool and source of career information for students at all levels.

Through these services and opportunities, Career Services provides students with a four-year frame through which to view their career development. This not only enables them to see the connections between their college experience and potential future career fields but also increases their chances of career satisfaction and success.



Internships

Career Services recognizes the need to assist students in making the connections between Centre’s education and their own personal contribution to the world of work. For this reason we offer internship options during the junior and senior year on both a credit and noncredit basis.

An internship for academic credit is usually a full-time experience during the Centre Term (although lasting four weeks—one week longer than Centre Term) or a part-time experience during the fall or spring term that includes substantive academic work guided by a member of the faculty and by a sponsor at the work site. Students can earn three hours of credit for an academic internship experience.

An alternate career exploration internship exists for students who want to gain additional insights and experiences related to career choice. This internship does not result in academic credit and is usually conducted during the summer months. When arranged through Career Services, this opportunity consists of professional, career-related projects that students can later apply to their career.



Preparation for Careers and Graduate and Professional Schools

More than 50 percent of Centre graduates go directly into the job market and enter a broad range of vocations: banking, teaching, purchasing, business and manufacturing management, journalism, marketing, government service, acting, investment analysis, public administration, historical restoration, and many others. Some immediately enter training programs for specific responsibilities in their employment. Many other graduates choose further formal education. Centre has been noted over the years for the outstanding success of its graduates in professions, professional schools, or graduate schools.

The College has always had a high number of graduates who pursue advanced degrees. At present, 35 percent attend graduate or professional schools immediately upon graduation and many more attend within five years of graduation. The majority of Centre graduates who attend graduate and professional schools pursue fields such as medicine (M.D.), law (J.D.), business (M.B.A.), public administration (M.P.A.), and education (M.Ed.). A smaller number pursue advanced degrees in languages, history, botany, or psychology, while others participate in combined-degree programs in fields such as engineering.

The three professional fields pursued most often by Centre graduates are medicine, law, and business.

Medicine. Medicine is the most popular health-career area at Centre, but our graduates also choose specialized study in fields such as dentistry, optometry, pharmacy, and veterinary medicine, among others.

Biology and chemistry are the most popular pre-med majors at Centre, but students from every academic major are accepted to medical school. Diversity is, in fact, not only possible, but encouraged by many medical schools, which have come to realize that students who pursue interests in art, music, philosophy, history, literature, and other areas of liberal study tend to become well-rounded, highly effective physicians. In fact, the only science background generally required for admission to medical school is two years of chemistry and one year each of biology, physics, and mathematics.

Centre has established a Health Professions Advisory Group comprised of five faculty members and the director of Career Services. Headed by a primary pre-med advisor, committee members are available to students throughout their four years at Centre to help them plan their courses of study and to assist them in exploring the many health-related professions. They maintain close contact with the medical schools to which Centre students apply most frequently. Advisors play an active role in making sure that the schools to which our students have applied process their materials in a timely manner. This continuing level of personal attention and concern is an important element in the success of Centre graduates in gaining acceptance to medical schools.

Another important resource that helps Centre students prepare for careers in medicine is the Pre-Med Society. This organization of students who are aiming toward careers in medicine and other health-related fields engages in a variety of activities. These include taking field trips to medical schools and bringing their representatives on campus to speak with interested students, inviting recent graduates back to campus to talk about their experiences in medical school and in medical practice, and arranging for local physicians to meet and talk with students. The society also coordinates a volunteer program with Danville’s Ephraim McDowell Regional Medical Center that enables students to work regularly in the hospital’s emergency room and become familiar with hospital procedures in general.

Law. Law is a popular field of advanced study among Centre students. About 8 to 10 percent of each class goes to law school immediately upon graduation and a similar percentage will attend after several years of work experience.

English, government, history, and other social science majors are the majors most often selected by Centre students who pursue law, but there is no such thing as a rigidly defined pre-law major. Students from every academic major are accepted into law school.

The broad-based skills that law schools emphasize—effective writing and speaking, analytical ability, and a general exposure to the social sciences—are essential goals of Centre’s liberal arts curriculum. For this reason our graduates have a solid record of success in gaining admission to law schools.

At Centre, a faculty pre-law advisor works with students from their freshman year on to help them explore law as a profession and to assist them in the application process during their junior and senior years. This advisor also works with interested students to make volunteer work and internships available on an individual basis. In addition, Centre has a Law Society composed of students interested in careers in the legal field. This organization meets regularly, sponsors field trips to places such as courtrooms and law schools, and brings experts in the legal profession as well as representatives from law schools on campus to speak with students.

Business. While business, unlike medicine and law, does not necessarily require an advanced degree, Centre graduates frequently choose it as a field of advanced study. Within five years of graduation, about 10 percent will have done graduate work in business administration.

The most common major among Centre graduates who pursue advanced degrees in business is economics, although graduate business administration programs admit students from every academic major. As in other fields of advanced study, Centre graduates have had strong success in gaining admission to a wide variety of master of business administration (M.B.A.) programs. Although the M.B.A. is the degree most frequently pursued by Centre graduates who complete advanced study in business, there are other, more specialized degrees that Centre graduates often pursue, such as the master of management, master of accountancy, master of hospital administration, and Ph.D. in economics.

Because career decision-making is a process that takes place throughout college, Career Services assigns all students their own career counselor. The counselor is available to work with students from their first day on campus through graduation and, if they so desire, beyond. We encourage all students to take full advantage of Career Service’s resources.



Dual-Degree Engineering Studies Program

Centre offers a dual-degree engineering program in cooperation with the engineering schools of Columbia University, University of Kentucky, Vanderbilt University, and Washington University (St. Louis). This program leads to a bachelor of arts or bachelor of science degree from Centre and a bachelor of science degree in engineering from the respective university.

The program of combined studies is normally completed in five years—three years at Centre and two at the engineering school. This dual-degree program is designed to provide students interested in entering the engineering profession with backgrounds in liberal arts and in technical engineering studies.

In this program, students complete the requirements for a Centre degree—including a major in either mathematics, chemistry, physics, or chemical physics—and the university requirements for an engineering degree. (Additional information is available from the College’s dual-degree engineering studies advisor.)



Reserve Officers Training Corps

Centre students may participate in the reserve officers training programs of the U.S. Army and U.S. Air Force through the University of Kentucky. A two-year and a four-year Air Force ROTC program is available. Courses are offered on the University of Kentucky campus, and students are responsible for their own transportation.

Students receive academic credit toward their Centre degrees for the courses listed in this section. Normally, these courses are taken in the sophomore and junior years.

Winners of three- and four-year Army or Air Force ROTC scholarships receive, in addition to their support from the Army or Air Force, scholarships covering room and board for the period of the ROTC scholarship. Students may be eligible for additional scholarships or financial aid. More complete information regarding ROTC opportunities at Centre is available from Centre's Student Financial Planning Office.

Army (AMS courses) ROTC and Air Force (AES courses) ROTC students receive academic credit toward their Centre degree for the following courses taken at the University of Kentucky:

AMS 210 Introduction to the Army (one credit hour)
An introductory course designed to give students an appreciation for some of the skills necessary for today’s leaders to include time management, map reading, basic rifle marksmanship, and squad tactics.

AMS 220 Introduction to Leadership (one credit hour)
An introduction to some of the fundamentals of leadership both in a military and civilian context. Continues the emphasis placed on individual skills to include map reading, first aid, weapons, and assessment of physical fitness.

AMS 310 Leadership and Management-I (one credit hour)
A study in the development of basic skills required to function as a manager; study in leadership styles, group dynamics, communications, motivation, and military instruction methods.

AMS 320 Advanced Tactics (one credit hour)
Small unit tactics and communications; organization and mission of combat arms units; leadership and exercise of command.

AES 211 Aerospace Studies II (one credit hour)
Introduces the study of air power from a historical perspective; focuses on the development of air power into a primary element of national security.

AES 213 Aerospace Studies II (one credit hour)
Provides a foundation for understanding how air power has been employed in military and nonmilitary operations to support national objectives. Examines the changing mission of the defense establishment, with particular emphasis on the United States Air Force.

AES 311Aerospace Studies III (one credit hour)
A study of management functions with emphasis on the individual as a manager in an Air Force environment. Individual motivational and behavioral process, communication, and group dynamics are included to provide a foundation for the development of professional skills as an Air Force officer. Students refine their leadership and managerial abilities by organizing and managing a quasi-military unit.

AES 313 Aerospace Studies III (one credit hour)
A study of leadership with specific emphasis on the Air Force leader. Includes theoretical, professional, and communicative aspects. In addition, military justice and administrative law are discussed within the context of the military organization. Students continue to develop and refine their leadership abilities by organizing and managing a military unit, the cadet corps, which offers a wide variety of situations requiring effective leadership.



GLCA/ACM Science Semester at Oak Ridge

The Associated Colleges of the South (ACS) has developed an arrangement that allows Centre students to participate in the Oak Ridge Science Semester at the Oak Ridge National Laboratory (ORLN). Students at ACS schools are allowed to enroll in the Oak Ridge science semester on a space-available basis, through the Great Lakes College Association/Associated Colleges of the Midwest (GLCA/ACM). The GLCA/ACM program is conducted during the fall semester, late August to mid-December.

Participants generally receive 16 semester hours of credit. Eight hours are awarded for participation in a research project with a permanent ORNL scientist, four hours are given for participation in an interdisciplinary seminar, and the students also take an upper-level course (four credits) taught by one of the GLCA/ACM faculty members on site at the lab. The students select the general area in which they would like to conduct research (biology, chemistry, physics, social sciences, or interdisciplinary studies) and the program director makes final assignments based on research supervisors. What "standard" courses are available depends on the teaching areas of the participating GLCA/ACM faculty. The interdisciplinary seminars are led by the GLCA/ACM faculty.

Tuition. Centre participants will pay tuition and fees directly to the GLCA/ACM office at Denison University. Housing is provided at no cost. A $150 deposit must be made upon acceptance into the program. An attractive feature of the program is that all accepted students receive a sizeable scholarship. The scholarship is paid directly to the participants by the GLCA/ACM office. These funds actually come from Martin-Marietta, the corporation that operates ORLN. Thus, the students’ net cost for the term is normally less than $2,000, plus whatever they spend for food and books.

Credit and Grades. Student performance is evaluated by the GLCA/ACM faculty and reported directly to the student’s home institution. Credit will be awarded as Centre College credit with grades counting in the student’s grade average. (This process will allow students to be eligible for financial aid.)

Registration. Students must apply by February 15 of each year. Decisions are made and students notified by April 1. This means that students would learn of their acceptance well in advance of preregistration for centre's fall term.



Services for the Disabled at Centre

Centre College is committed to fostering respect for the diversity of the College community and the individual rights of each member of that community. In this spirit, and in accordance with the provisions of Section 504 of the Rehabilitation Act of 1973 and expanded by the Americans with Disabilities Act (ADA), Centre College seeks to provide disabled students with the support services and other reasonable accommodations needed to ensure equal access to the programs and activities of the College. While the College provides a number of services to support the academic work of all its students (including tutoring and study-skills programs), this statement outlines a variety of additional services provided specifically to students with mobility, visual, hearing, or learning disabilities.


General Information
Support services for students at Centre College with disabilities are coordinated by the director for disability services. The director counsels individual students to determine appropriate accommodations and identify resources, and is also available to consult with faculty members.

All incoming students are invited to complete a confidential special-needs information form. On the basis of this form, the director speaks with students who have identified their needs, determines the appropriate services, and contacts relevant faculty and staff. Arrangements for services, equipment, modification of course material, classroom and housing assignments, and other reasonable accommodations may require several weeks’ advance notice. Applicants requiring special services are encouraged to contact the director immediately upon acceptance to make timely provision of needed services possible.

Academic modifications vary according to individual need and preference, as well as course content and mode of teaching. Students are expected to discuss arrangements that might be necessary with their professors at the beginning of each term. The office of the Dean of the College is prepared to assist both students and faculty members in making such accommodations.


Services for the Learning Disabled
Students with documented learning disabilities may receive support in a variety of ways, depending on the specific nature of the disability. A student who requests accommodation on the basis of a learning disability is required to submit the diagnostic report and educational recommendations of a certified professional in the field of learning disabilities. This information will be reviewed by the director of disability services who will then meet with the student to discuss necessary support services.

Among the services that may prove appropriate for a learning-disabled student are readers, tutors, notetakers, taped texts, and transcribers. Beyond this, what constitutes reasonable accommodation for a learning-disabled student is a highly individualized matter and must be determined in consultation between the student and faculty member. The director of disability services is available to consult with faculty regarding the student’s learning needs and recommended modifications.


Centre College
Office of Admission
600 West Walnut Street
Danville, KY 40422
1-800-423-6236
admission@centre.edu


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