Minnesota Transfer Curriculum

Expected Competencies by Discipline/Minnesota Transfer Curriculum

Assessment of student learning is the systematic process of gathering, interpreting, and using information regarding student academic performance and perceptions for the purpose of improving student learning and the quality of academic programs. As part of its assessment efforts, Red Lake Nation College has articulated ten competencies which closely follow the Minnesota Transfer Curriculum:

Students transferring from RLNC to another Minnesota public institution of higher education will have fulfilled the Core liberal education requirements if they have completed required courses in the following ten categories: Communication, Critical Thinking, Natural Science, Mathematics, History and the Social/Behavioral Sciences, Humanities & Arts, Human Diversity, Global Perspectives, Ethical and Civic Responsibility, and People and the Environment.

* The acceptance of transfer credits is up to the receiving institution. Please check with a transfer specialist regarding the transfer and equivalency of credits earned at RLNC.

Goal 1: Communication


Goal: To develop writers and speakers who use the English language effectively and who read, write, speak and listen critically. As a base, all students should complete introductory communication requirements early in their collegiate studies. Writing competency is an ongoing process to be reinforced through writing-intensive courses and writing across the curriculum. Speaking and listening skills need reinforcement through multiple opportunities for interpersonal communication, public speaking, and discussion.


Students will be able to:

  • Understand/demonstrate the writing and speaking processes through invention, organization, drafting, revision, editing and presentation.

  • Participate effectively in groups with emphasis on listening, critical and reflective thinking, and responding.

  • Locate, evaluate, and synthesize in a responsible manner material from diverse sources and points of view.

  • Select appropriate communication choices for specific audiences.

  • Construct logical and coherent arguments.

  • Use authority, point-of-view, and individual voice and style in their writing and speaking.

  • Employ syntax and usage appropriate to academic disciplines and the professional world.

Goal 2: Critical Thinking


Goal: To develop thinkers who are able to unify factual, creative, rational, and value-sensitive modes of thought. Critical thinking will be taught and used throughout the general education curriculum in order to develop students' awareness of their own thinking and problem-solving procedures. To integrate new skills into their customary ways of thinking, students must be actively engaged in practicing thinking skills and applying them to open-ended problems.


Students will be able to:

  • Gather factual information and apply it to a given problem in a manner that is relevant, clear, comprehensive, and conscious of possible bias in the information selected.

  • Imagine and seek out a variety of possible goals, assumptions, interpretations, or perspectives which can give alternative meanings or solutions to given situations or problems.

  • Analyze the logical connections among the facts, goals, and implicit assumptions relevant to a problem or claim; generate and evaluate implications that follow from them.

  • Recognize and articulate the value assumptions which underlie and affect decisions, interpretations, analyses, and evaluations made by ourselves and others.

Goal 3: Natural Sciences


Goal: To improve students' understanding of natural science principles and of the methods of scientific inquiry, i.e., the ways in which scientists investigate natural science phenomena. As a basis for lifelong learning, students need to know the vocabulary of science and to realize that while a set of principles has been developed through the work of previous scientists, ongoing scientific inquiry and new knowledge will bring changes in some of the ways scientists view the world. By studying the problems that engage today's scientists, students learn to appreciate the importance of science in their lives and to understand the value of a scientific perspective. Students should be encouraged to study both the biological and physical sciences.


Students will be able to:

  • Demonstrate understanding of scientific theories.

  • Formulate and test hypotheses by performing laboratory, simulation, or field experiments in at least two of the natural science disciplines. One of these experimental components should develop, in greater depth, students' laboratory experience in the collection of data, its statistical and graphical analysis, and an appreciation of its sources of error and uncertainty.

  • Communicate their experimental findings, analyses, and interpretations both orally and in writing.

  • Evaluate societal issues from a natural science perspective, ask questions about the evidence presented, and make informed judgments about science-related topics and policies.

Goal 4: Mathematics/Logical Reasoning


Goal: To increase students' knowledge about mathematical and logical modes of thinking. This will enable students to appreciate the breadth of applications of mathematics, evaluate arguments, and detect fallacious reasoning. Students will learn to apply mathematics, logic, and/or statistics to help them make decisions in their lives and careers. Minnesota's public higher education systems have agreed that developmental mathematics includes the first three years of a high school mathematics sequence through intermediate algebra.


Students will be able to:

  • Illustrate historical and contemporary applications of mathematics/logical systems.

  • Clearly express mathematical/logical ideas in writing.

  • Explain what constitutes a valid mathematical/logical argument (proof).

  • Apply higher-order problem-solving and/or modeling strategies.

Goal 5: History and the Social and Behavioral Sciences


Goal: To increase students' knowledge of how historians and social and behavioral scientists discover, describe, and explain the behaviors and interactions among individuals, groups, institutions, events, and ideas. Such knowledge will better equip students to understand themselves and the roles they play in addressing the issues facing humanity.


Students will be able to:

  • Employ the methods and data that historians and social and behavioral scientists use to investigate the human condition.

  • Examine social institutions and processes across a range of historical periods and cultures.

  • Use and critique alternative explanatory systems or theories.

  • Develop and communicate alternative explanations or solutions for contemporary social issues.

Goal 6: The Humanities and Fine Arts


Goal: To expand students' knowledge of the human condition and human cultures, especially in relation to behavior, ideas, and values expressed in works of human imagination and thought. Through study in disciplines such as literature, philosophy, and the fine arts, students will engage in critical analysis, form aesthetic judgments, and develop an appreciation of the arts and humanities as fundamental to the health and survival of any society. Students should have experiences in both the arts and humanities.


Students will be able to:

  • Demonstrate awareness of the scope and variety of works in the arts and humanities.

  • Understand those works as expressions of individual and human values within a historical and social context.

  • Respond critically to works in the arts and humanities.

  • Engage in the creative process or interpretive performance.

  • Articulate an informed personal reaction to works in the arts and humanities.

Goal 7: Human Diversity


Goal: To increase students' understanding of individual and group differences (e.g. race, gender, class) and their knowledge of the traditions and values of various groups in the United States. Students should be able to evaluate the United States' historical and contemporary responses to group differences.


Students will be able to:                                                        

  • Understand the development of and the changing meanings of group identities in the United States' history and culture.

  • Demonstrate an awareness of the individual and institutional dynamics of unequal power relations between groups in contemporary society.

  • Analyze their own attitudes, behaviors, concepts and beliefs regarding diversity, racism, and bigotry.

  • Describe and discuss the experience and contributions (political, social, economic, etc.) of the many groups that shape American society and culture, in particular those groups that have suffered discrimination and exclusion.

  • Demonstrate communication skills necessary for living and working effectively in a society with great population diversity.

  • Demonstrate what it means to be Anishinaabe.

Goal 8: Global Perspective


Goal: To increase students' understanding of the growing interdependence of nations and peoples and develop their ability to apply a comparative perspective to cross-cultural social, economic and political experiences.


Students will be able to:

  • Describe and analyze political, economic, and cultural elements which influence relations of states and societies in their historical and contemporary dimensions.

  • Demonstrate knowledge of cultural, social, religious and linguistic differences.

  • Analyze specific international problems, illustrating the cultural, economic, and political differences that affect their solution.

  • Understand the role of a world citizen and the responsibility world citizens share for their common global future.

Goal 9: Ethical and Civic Responsibility


Goal: To develop students' capacity to identify, discuss, and reflect upon the ethical dimensions of political, social, and personal life and to understand the ways in which they can exercise responsible and productive citizenship. While there are diverse views of social justice or the common good in a pluralistic society, students should learn that responsible citizenship requires them to develop skills to understand their own and others' positions, be part of the free exchange of ideas, and function as public-minded citizens.


Students will be able to:

  • Examine, articulate, and apply their own ethical views.

  • Understand and apply core concepts (e.g. politics, rights and obligations, justice, liberty) to specific issues.

  • Analyze and reflect on the ethical dimensions of legal, social, and scientific issues.

  • Recognize the diversity of political motivations and interests of others.

  • Identify ways to exercise the rights and responsibilities of citizenship.

Goal 10: People and the Environment


Goal: To improve students' understanding of today's complex environmental challenges. Students will examine the inter-relatedness of human society and the natural environment. Knowledge of both bio-physical principles and socio-cultural systems is the foundation for integrative and critical thinking about environmental issues.


Students will be able to:

  • Explain the basic structure and function of various natural ecosystems and of human adaptive strategies within those systems.

  • Discern patterns and interrelationships of bio-physical and socio-cultural systems.

  • Describe the basic institutional arrangements (social, legal, political, economic, and religious) that are evolving to deal with environmental and natural resource challenges.

  • Evaluate critically environmental and natural resource issues in light of understandings about interrelationships, ecosystems, and institutions.

  • Propose and assess alternative solutions to environmental problems.

  • Articulate and defend the actions they would take on various environmental issues.

Goal 11: Performance and Participation


Goal Area 11 is not part of the Minnesota Transfer Curriculum but is a Red Lake Nation College graduation requirement for students not transferring in the Minnesota Transfer Curriculum.


Goal: To provide students with an opportunity to develop skills for participation in a variety of activities and to prepare students for responsible and effective participation in groups and communities. The practice of critical thinking skills used in performance and group participatory activities, including ability to gather and apply information, skill at seeking various perspectives, recognition and articulation of the value assumptions made by ourselves and others, etc.


Students will be able to:                                                        ​​

  • Participate cooperatively in group athletic activity or artistic performance.

Institutional Priority: Technology




Students will be able to:









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