9 courses with the subject INTS, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
INTS 1000FYE - On Course1
Introduces proven strategies to help students create greater success in college and in life. National research shows that students participating in a student success course achieve their goals to a higher degree than students who do not. Provides an interactive environment for students to identify their motivation and opportunities for personal growth, engage in academic decision making, and explore and utilize campus resources and services. Strongly recommended for all new degree-seeking students. This course fulfills the FYE (First Year Experience) requirement for Goal 2 of the MnTC. Major Content Areas Learning styles/strategies and study skills: 5% Personal responsibility and decision making: 20% Goal setting and academic planning: 20% Campus resources and services: 15% Self-awareness and motivation: 20% Self-management (includes time management): 20% Learning Outcomes Evaluate current time allocation and develop a plan to manage time in a manner that fosters timely goal completion and student success. Identify academic options and ultimately articulate realistic academic goals. Identify and utilize appropriate academic & campus resources which may include academic, career, student life, financial and technology resources. Engage in self-reflection/exploration as appropriate to make changes to personal attitudes and behaviors. Minnesota Transfer Curriculum (MNTC) Goals 02 - Critical Thinking
INTS 1010FYE - Educational Planning and Assessment3
Explores concepts and processes in higher education to help adult learners develop a comprehensive academic plan that encompasses their professional and personal goals, also examining the Prior Learning Assessment (PLA) process for earning college credit by integrating practical application/knowledge and theory. Students will develop educational goals, an individualized degree plan, analyze knowledge/skills gained from life and work experiences that may translate in to college credit, and have the potential to prepare for the completion of a PLA. Pre-Requisites ENG 1108 or ENG 0099 Co-Requisites INTS 1011 Major Content Areas Overview of catalog, degrees, and courses. Exploration of educational goals. Degree Programs: Associate and Bachelor options. Academic course planning. Analysis of knowledge, skills and abilities. Analysis of different types of credit for prior learning. Strategies for academic success. Prior learning assessment processes, including online resources and other documentation. Mastery of subject matter through theoretical new learning and practical application/knowledge, if applicable. Learning Outcomes Analyze knowledge and skills gained through work and life experiences. Identify appropriate prior learning assessments that meet individual two-year and/or four-year degree plans. Analyze and compile evidence of knowledge necessary for completion of PLAs. Prepare for, produce, and provide written documentation/work needed for completion of a PLA, if applicable. Examine college academic nomenclature, policies and procedures, and student resources. Explore challenges unique to adult learners and develop individual strategies for college success. Interpret the requirements for a college degree, choose an appropriate degree, and develop an individualized degree plan. Identify and compare various adult baccalaureate degree completion programs. Minnesota Transfer Curriculum (MNTC) Goals 02 - Critical Thinking
Examines the Prior Learning Assessment (PLA) process for earning college credit by integrating practical application/knowledge and theory. Students will analyze knowledge and skills gained through work and life experiences and prepare for the completion of a minimum of one PLA, which includes new learning and written documentation to substantiate competence in the subject matter.
Assists students in successfully making their transition to college. Provides a supportive environment for the critical transition for students. Topics include: higher education culture, campus and community resources, financial and digital literacy, campus technology, academic and career goal setting, communication skills, time management and academic skills. This course is highly recommended for students placing into Read 90. This course fulfills the FYE (First Year Experience) requirement or Goal 2 of the MnTC. Major Content Areas 10% - Higher education culture, campus and community resources. 10% - Digital Literacy and Campus Technology 10% - Financial Literacy - financial aid, budgeting, payment options 15% - Academic Skills - learning preferences, memory, test-taking, note-taking 10% - Time Management 5% - Communication and Relationships 10% - Career Exploration 10% - Problem solving and decision-making 10% - Academic and personal goal-setting 10% - Health and Wellness - stress management, life/work/school balance Learning Outcomes Develop basic digital and information literacy skills Articulate strategies for managing stress and life/work/school balance Use effective communication skills appropriate for multiple modes, purposes, and audiences Create effective and achievable educational and personal goals Identify appropriate campus and community resources available for their success Develop strategies for managing time effectively Develop money management strategies for managing college and personal finances Access & utilize appropriate campus technology including e-services, campus email and Desire to Learn (D2L) Use appropriate resources for preliminary career exploration Implement appropriate strategies for solving problems and making decisions that impact academic success including application of campus policies (Satisfactory Academic Progress, Withdrawal/Refund, Student Code of Conduct, Plagiarism, etc.) Minnesota Transfer Curriculum (MNTC) Goals 02 - Critical Thinking
Assists students in successfully making their transition to college in the online environment. Topics include navigating the online learning platform, accessing online services, academic goal setting and time management. Major Content Areas Higher education culture. Utilizing of the online learning platforms i.e., Brightspace D2L. Academic and time management skills. Goal setting and academic planning. Online learning support resources and services. Communication in an online environment . Learning Outcomes Determine ways to succeed in the online learning environment. Seek out and explore online resources designed to assist students to be successful. Analyze differences between online classes and on campus courses. Establish educational and personal goals. Develop strategies for managing time effectively. Minnesota Transfer Curriculum (MNTC) Goals 02 - Critical Thinking
Explores various types of disabilities and how they impact individuals, families, and society. A particular emphasis is placed on understanding the unique behavioral, physical, cultural, and psychological issues associated with various disabilities, through an interdisciplinary lens. Major Content Areas Historical context of the treatment and place of people with disabilities in society and culture Contemporary variations in the definition and social understanding of disability Families and social relationships Intersectional identities and disability Disability law Genetic disabilities Communication disorders Learning disabilities Hearing and visual impairments Physical disabilities The meaning of disability throughout the life course Learning Outcomes Develop effective communication strategies for working in a world that normalizes and accommodates people with disabilities and recognizes intersectional identities. Recognize that there are social, familial, and personal consequences of disabilities. Place various ideologies about disabilities into an historical context, using interdisciplinary approaches. Explain the intersectional connections between various disabilities and other sources of social inequalities, including race, age, gender, and sexual orientation. Explain the major American disability legislation and its impact on people with disabilities. Evaluate how disabilities a topic has been treated in the mass media. Minnesota Transfer Curriculum (MNTC) Goals 7A - Human Diversity
Provides information and practice to help students become more effective problem solvers in their academic, career, civic, and personal lives. Students will study findings of current problem-solving research and apply them to ethical and international problems. The course will emphasize creativity, team problem solving, and conflict management as well as the technical heuristics of problem-solving, hypothesis testing, and decision-making. Major Content Areas Dealing with systemic problems: 3 weeks Decision-making models (logic-based; consensus-based): 2 weeks Problem-solving applied to international and/or multi-cultural situations: 4 weeks Methods for developing creativity in problem-solving: 2 weeks Personal preferences, values, strengths, and weakness for information-gathering and decision-making: 2 weeks Introduction to problem-solving models: 2 weeks Learning Outcomes Students will be able to solve problems in which diversity of cultural, social, religious, and linguistic factors play a significant role Students will be able to analyze specific problems concerning international issues and to articulate the cultural, economic, and political factors that need to be taken into account to frame effective solutions Students will be able to identify and articulate the underlying value dimensions of problems and decisions they encounter on the personal, professional, or civic level and to bring their own articulated values to bear in considering possible solutions Minnesota Transfer Curriculum (MNTC) Goals 09 - Ethical/Civic Resp 08 - Global Perspective
Presents a study of human sexuality in a diverse society using an interdisciplinary framework. In addition to the ethics and politics of sex and sexuality, course content examines a variety of topics, including a history of sexuality, sexuality across the lifespan, gender differences in sexuality, love and sexuality, LGBTQIA and sexuality, contraception, sexually transmitted infections, and the biology of sexuality. Major Content Areas Factual knowledge about human sexuality History of stereotypes and changes over time in understandings of human sexuality and sexual behavior Contemporary social science and humanities research and findings on sexuality? Sexual values/ethics Psychological and physical sexual function and dysfunction Sexual self-concepts and communication around sex Reproductive anatomy and physiology Contraceptives and STIs Learning Outcomes Evaluate knowledge about human sexuality and positive self-concept via a social justice orientation. Describe different sexual values and ethics around sex. Describe the dynamics of healthy sexual communication. Name anatomical, physiological, and sexual health considerations, including contraception and STIs. Explain how society and culture influence the meaning of sexuality and sexual behaviors. Explore the historical, social, and philosophical relevance of sexuality and sexual orientation. Minnesota Transfer Curriculum (MNTC) Goals 09 - Ethical/Civic Resp 05 - Hist/Soc/Behav Sci
Prepares students for meaningful careers in public service in an increasingly multicultural American society. This course will examine preconceptions, unconscious bias, and foster understanding of historically disadvantaged populations. Through assigned materials, class meetings, and completion of a comprehensive portfolio, students will critically examine their values, experiences, and behaviors to better understand and compassionately serve diverse communities. This course is recommended to be taken after completing one semester of coursework. It is also recommended to take concurrently with or after completing SOC 1127 . Major Content Areas Purpose, importance, and application of service learning, civic engagement and public service. Building and maintaining community partnerships. Communication and practice in diverse communities. Conflicts and challenges within diverse and historically disadvantaged communities. Cultural connections and relationship building. Community-based learning in diverse communities. Models of reflection and self-evaluation through transformational learning. Learning Outcomes Explore civic engagement and public service practice in diverse communities. Recognize challenges faced by historically disadvantaged communities. Analyze preconceptions and implicit bias about other cultures and communities. Participate in a community-based learning experience in a diverse community setting. Evaluate strategies for effective community engagement. Minnesota Transfer Curriculum (MNTC) Goals 09 - Ethical/Civic Resp
