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
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. Courses satisfying this requirement will: a) lead to an appreciation and understanding of key works of the creative human spirit; b) require students to engage in a close critical analysis of original work; c) sharpen and develop critical and interpretive skills, and provide the information and terminology necessary to make independent aesthetic judgments; and d) enhance the ability to read analytically and imaginatively, to look alertly and sympathetically at works of art, and to express thought with vigor and clarity in both oral and written form.

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 science and one in physical science, or a two-course natural science sequence that integrates the major areas of cosmological and biological evolution. Courses satisfying this requirement will: a) provide an introduction to the nature, methodology, historical development, and some fundamental concepts of both physical and life sciences; b) illustrate the interplay between experimentation and theory through direct laboratory experience emphasizing critical thought and the systematic observation and interpretation of data; c) demonstrate the relationship between the discipline and some other disciplines and fields of science; and d) include discussion of some of the social, political, and ethical implications of scientific achievements and research.

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. Courses satisfying the social analysis requirement will: a) stress the nature, function, and influence of organizations, institutions, or groups such as governments, economies, or communities; b) illustrate qualitative and/or quantitative methods the field employs to organize, gather, and interpret information necessary to formulate conclusions; c) require students to identify significant social issues and analyze them from the standpoint of various theoretical frameworks used in the field; and d) explore the processes, social forces, and historical context within which the institution, group, or organization has developed. Courses satisfying the historical analysis requirement will: a) introduce students to a coherent body of historical knowledge, to the nature of historical inquiry, and to a variety of historical interpretations; b) increase the student's knowledge and understanding of the complexity of change and varieties of human experience; and c) demonstrate relationships between past events and contemporary thought and institutions.

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. Courses satisfying this requirement will: a) introduce students to major figures, original texts, and major concepts and controversies relevant to the fundamental question(s) under consideration; and b) encourage students to examine their own values and beliefs and those of their society.

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. A general education course will focus on key ideas, works, persons, events, and issues and will seek to use primary sources. The course will also provide an understanding of the advantages and limitations of common methods of inquiry used in the field and, frequently, a sense of how the discipline has evolved historically.

2. Develop the student’s ability to think critically. To think critically is to think analytically, logically, synthetically, and metaphorically with an open and questioning mind. Among other things, critical thinking requires the ability to discriminate between observation and inference, to draw valid inferences from evidence, to distinguish between inductive and deductive reasoning, to recognize presuppositions, and to discern relationships among apparently dissimilar ideas.

3. Develop the student’s ability to communicate orally and in writing. A general education course will include practice in oral and, especially, in written expression. Students should be helped to speak effectively and to write with clarity and precision.

4. Involve the student in active modes of learning. Teaching techniques which stress active student participation build confidence, promote intellectual self-reliance, allow for shared responsibility in the learning process, and encourage life-long learning. The intent of this criterion is to discourage the passive reception and regurgitation of information and to encourage approaches which engage students actively: the Socratic method, laboratory experimentation, in-class debates and dramatizations, etc. Where heavy reliance on memorization is essential, instructors will require students to demonstrate on tests, in papers, and in other assignments an active mastery of the material—e.g., by using it in an unfamiliar context.

5. Connect the student’s academic learning to wider personal and social concerns. To the extent possible a general education course will acquaint students with public issues connected with the subject matter of the course, make students aware of how values infuse knowledge and action, and empower them to make intelligent personal choices.

Freshman Studies
During the Centre Term all first-year students will take a Freshman Studies Course designed to 1) provide a small-group learning situation that will engage students and faculty in an intensive intellectual experience; 2) introduce new students in an innovative fashion to a discipline's basic concepts, modes of thought, or procedures; 3) foster basic educational skills—how to read critically, think logically, and communicate effectively. These classes will normally meet five days a week for 12 hours a week, but with considerable flexibility so that students can explore a topic, question, or work beyond the arbitrary limits of 60- or 90-minute class meetings.

Freshman Studies Courses have no prerequisites. Students practice distinguishing evidence from opinion; discussion should reflect multiple viewpoints. Written and oral exercises emphasize imagination, creativity, reasoning, problem solving, integration, and judgment—all skills essential to critical thinking.
Visits to museums or other sites, laboratory experiments, field study projects, interviewing, teaching, debating, inventing projects—all of these characterize the Freshman Studies course. Writing assignments need not follow the formal restrictions of conventional academic prose. The journal, the essay, the description, and the meditation are all useful models of writing, as long as they reveal a thoughtful and ambitious encounter with the material of the course.

These courses enroll 15 or fewer students. While the seminar does not count toward a major, it may, through participation in discussion and research, provide a foretaste of upper-level work in the field of the instructor. It is highly participatory, with thoughtful and active participation by the students, as professor and students investigate questions collaboratively.

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 (or 140 by placement), and in German 120, Classics 120, French 120, or Spanish 120/121 (and appropriate courses in Greek, Hebrew, Japanese, and Russian 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 concentration offered within the divisions are shown in the following chart.

Academic Division Majors* Minors
Humanities Art Art
(Division I) Classical Studies Classical Studies
  Creative Writing
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**  
Financial Economics  
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
  Environmental Studies
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 a faculty committee. Previously approved self-designed majors include communication and culture, 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.

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. About 70% of our students study abroad at some point during their college careers, making Centre one of a small handful of U.S. colleges and universities where international study is so pervasive and important.

Centre offers a number of different opportunities for off-campus study. Centre-in-London and Centre-in-England (at Reading) are both residential programs in the U.K. Centre-in-Europe is a residential program in Strasbourg, 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. Similarly, Centre students may study for a term or a year at a university in Northern Ireland and Irish students study at Centre.

We also offer CentreTerm 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), Japan, and Northern Ireland. 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 there is a modest surcharge for most residential programs and students in most programs 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 program in the Far East 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. Our newest program allows students to apply to spend a term or year at one of the top three universities in Northern Irerland.

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: the South Seas, Bahamas, the Central African Republic, Nicaragua, England, France, Germany, South Africa, Turkey, and Vietnam. Frequuently in the summer some Centre students participate in an archaeological dig in Israel, sponsored by a Centre professor.

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, Spelman College, 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 CentreTerm 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 CentreTerm, classes normally meet on a flexible schedule four or 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.


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 a specific academic discipline.

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 encouraged to sign up for "Centre Futures." As part of Centre Futures, 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 part of Centre Futures, students will also receive an eRecruiting account. ERecruiting is an electronic bulletin board for job postings, including part-time, summer, and internships. Centre Futures students will also receive advanced notice of programs and opportunities and will receive priority consideration for externships (a short-term shadowing program).

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 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, SIGI Plus, 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, and more targeted job search opportunities are made available. Employers come to campus in both the fall and spring to recruit students for post-graduation employment. Our annual "Spotlight on Employment," a career fair hosted in conjunction with Kentucky's private colleges and universities, typically 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 website have resources on major exploration, career information, graduate schools, resume and cover-letter writing, interviewing and job-search techniques, overseas employment, summer internships, full-time job opportunities, 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.


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 CentreTerm (although lasting four weeks—one week longer than CentreTerm) 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.

During the summer and CentreTerm, a competitive grant program called Centre Internship Plus is available to help support students with extraordinary internship opportunities. Students must apply for these grants and be selected by a committee.

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. 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.

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. Two-year and four-year Air Force ROTC programs are available. Most 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.

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.

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

AMS 110 Introduction to the Army (one credit hour)
This introductory level course is designed to give students an appreciation for the role the Army currently plays in our society. The course covers the history of the Army and the roles and relationships of the Army within our society. The course also covers some of the basic skills necessary for today's leaders to include oral presentation, time management, map reading, basic rifle marksmanship and squad tactics. Offered on a pass/unsatisfactory basis only. Open only to freshmen and sophomores.

AMS 120 Introduction to Leadership
(one credit hour)
This course is designed to acquaint the student with the fundamental skills necessary to be a leader, both in military and civilian context. Course also covers basic military map reading skills. Offered on a pass/unsatisfactory basis only. Open only to freshmen and sophomores.

AMS 210 American Military History
(one credit hour)
Study of the development of the U.S. from a military perspective. Pre-parallel development of technology and warfare; and emphasis on the evaluation of military leadership from the historically tested principles of warfare from the Civil War to the present.

AMS 220 Effective Military Communication (one credit hour)
This course provides introduction and practical experience in the art of speaking and writing in the Army style. Students demonstrate competency through a series of oral presentations and writing assignments. Small unit tactics and map reading skills are also used in the implementation of the oral presentations.

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; and school of the soldier and exercise of command.

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

AMS 410 Leadership and Management-II (one credit hour)
An advanced study of logistics, operations, military administration, personnel management, military justice, world change and military implications, service orientation and leadership training.

AMS 420 Command Management (one credit hour)
An advanced study of logistics, operations, military administration, personnel management, military justice, world change and military impliactions, service orientation and leadership training.

AES 110 Aerospace Studies-I (one credit hour)
A course designed to provide the student with a basic understanding of the nature and principles of war, national power, and the Department of Defense role in the organization of national security. The student also develops leadership abilities by participating in a military organization, the cadet corps, which offers a wide variety of situations demanding effective leadership.

AES 120 Aerospace Studies-I (one credit hour)
Continuation of AES 110. Designed to provide the student with a basic understanding of the contribution of aerospace power to the total U.S. strategic offensive and defensive military posture.

AES 210 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. Leadership experience is continued through acxtive participation in the cadet corps.

AES 220 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 310 Aerospace 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 320 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.

AES 410 Aerospace Studies-IV (one credit hour)
A study of the military profession, civil-military interaction, communicative skills, framework of defense policy, and formulation of defense strategy. Students refine their leadership abilities by organizing and managing a military unit, the cadet corps, which offers a wide variety of situations requiring effective leadership.

AES 420 Aerospace Studies-IV (one credit hour)
Continues the study of strategy and the management of conflict, formulation and implementation of U.S. defense policy, defense organization, and case studies in defense policy making. Students also refine their leadership abilities by organizing and managing a military unit, the cadet corps, which offers a wide variety of situations requiring effective leadership.

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, 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.

Catalog Home