VCCS Policies

5.0.2.0 Associate degree programs provide a coherent, shared experience for students to develop the general education core competencies expected of them as college-educated individuals. General education, as an integrated and cohesive whole, provides the educational foundation necessary to promote intellectual and personal development. Upon completion of the associate degree, graduates of Virginia's Community Colleges will demonstrate competency in student learning outcomes (SLOs) determined and assessed by each college in 1) civic engagement, 2) critical thinking, 3) professional readiness, 4) quantitative literacy, 5) scientific literacy, and 6) written communication.   

General Education Curriculum Matrix Form

5.0.2.1 The associate degree programs within the Virginia's Community College System support a collegiate experience that meets the general education requirements of the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) and the State Council of Higher Education for Virginia (SCHEV).  The following general education core competencies shall be included in the catalog of each college.

Civic Engagement is the ability to contribute to the civic life and well-being of local, national, and global communities as both as social responsibility and a life-long learning process. Degree graduates will demonstrate the knowledge and civic values necessary to become informed and contributing participants in a democratic society. 

Critical Thinking is the ability to use information, ideas and arguments from relevant perspectives to make sense of complex issues and solve problems. Degree graduates will locate, evaluate, interpret, and combine information to reach well-reasoned conclusions or solutions. 

Professional Readiness is the ability to work well with others and display situationally and culturally appropriate demeanor and behavior. Degree graduates will demonstrate skills important for successful transition into the workplace and pursuit of further education. 

Quantitative Literacy is the ability to perform accurate calculations, interpret quantitative information, apply and analyze relevant numerical data, and use results to support conclusions. Degree graduates will calculate, interpret, and use numerical and quantitative information in a variety of settings. 

Scientific Literacy is the ability to apply the scientific method and related concepts and principles to make informed decisions and engage with issues related to the natural, physical, and social world. Degree graduates will recognize and know how to us the scientific method, and to evaluate empirical information. 

Written Communication is the ability to develop, convey, and exchange ideas in writing, as appropriate to a given context and audience. Degree graduates will express themselves effectively in a variety of written forms. 

5.0.2.2 Each college with the Virginia Community College System will be responsible for identifying appropriate learning outcomes relative to each of the six general education core competencies defined above, and for assessing those outcomes in accordance with SACSCOC accreditation standards and SCHEV policy. 

A common curriculum is a set of courses leading to a degree or certificate that has been developed by a statewide faculty group. (See Section 5.2 for policy on development of common curricula.) Such curricula may be established for transfer or career-technical programs. If a common curriculum exists, it will be posted to the VCCS intranet maintained by Academic and Workforce Programs Unit, VCCS System Office, and followed by all colleges that offer the program. 

The Common Curricular framework provides faculty in the VCCS with the opportunity to work in partnership with faculty in Virginia’s four-year public institutions to develop curricular content in college transfer education, which includes the associate of arts, associate of science, and the associate of fine arts.  The curriculum is designed to transfer to Virginia four-year institutions that offer the target baccalaureate program. 

A Common Curriculum Committee shall be established by the VCCS Senior Vice Chancellor for Academic and Workforce Programs or designee when there is interest in developing a common curriculum in a transfer education program.  The membership of the Committee shall include, whenever possible, one full-time faculty member within a given transfer discipline representing each college offering or desiring to offer the curriculum.  The Committee shall confer with four-year discipline faculty on the proposed curriculum to ensure that the curricular content aligns with the first two years of the baccalaureate program.

The plan of study developed by the Common Curriculum Committee shall be implemented by community colleges offering or desiring to offer the program within 18 months. Each college shall follow procedures outlined in Table 5-3 for adoption and implementation of the curriculum. Content created through a Common Curriculum Committee shall be designated as such in college catalogs only when offered as a degree or a major.

Common curricula in college transfer education shall be supported by a Common Curriculum Committee for each transfer program, which is responsible for ensuring the currency and viability of the curriculum. The membership of the Committee shall include, whenever possible, one full-time faculty member within a given transfer discipline representing each college offering or desiring to offer the curriculum.  The Committee shall confer with four-year discipline faculty on revising the curriculum to ensure that changes to the curricular content are warranted and appropriate.  Participating colleges shall present the committee’s curricular revisions for approval in conjunction with the institution’s local curriculum approval process. The Committee shall meet every three years to review course learning outcomes, program curriculum, and transfer student preparation.  The Committee will be convened by the VCCS Director of Transfer.

5.3.0 Courses  (C)

The Master Course File shall include the following information for each course approved for the VCCS:

1. Course prefix and number;

2. Course title;

3. Course credits;

4. Course prerequisites and corequisites;

5. Course description; 

6. Course lecture, laboratory, and total contact hours per week.

7. Classification of course as a Passport Transfer course or Uniform Certificate of General Studies (UCGS) Transfer course if applicable; and

8. Course outcomes and required topics if course has been developed through Transfer Virginia or other statewide process.
     

Colleges shall use the course information included in the course description and, if provided, the course content summary posted to the Master Course File.  Where appropriate, and as approved by the VCCS, courses may be cross listed in two or more prefixes.  Course titles should indicate a clear relationship to the prefix or discipline.  Course titles should not be duplicated except in sequenced courses.  Abbreviations that are not universally understood, references to specific software packages, and references to licensure or certification should be avoided as part of the Master Course File.  Course descriptions shall be written for system-wide use and shall contain minimum standards for content and competencies taught in the course.  Colleges may supplement a course description by adding a final sentence to a course description for publication in the college's catalog and related materials to clarify content or licensures/certifications for which students are prepared. When this option is exercised, the additional sentence must align with the Master Course File course description and must be applied to all course sections at the college. Colleges may set additional prerequisites.

Associate Degree (Transfer)

College transfer programs encompass the first two years of baccalaureate study in the arts, sciences, and preprofessional fields. These programs must meet standards acceptable for transfer and maintain content and quality equivalent to four-year institutions to ensure a smooth transition for students pursuing a baccalaureate degree. View Qualifications of Faculty for Hiring and Credentialing here. 

Applied Associate Degree (Career/Technical Education)

Career and technical education programs prepare students for employment in industry, business, the professions, and government as technicians, semiprofessionals, apprentices, and skilled tradespersons. These programs typically require two years or less of training beyond high school and may include fields such as agriculture, business, health, industrial, and service occupations. Curricula should align with regional workforce needs, though the State Board may designate certain colleges to serve larger areas with specialized programs. View Qualifications of Faculty for Hiring and Credentialing here. 

Four-year institutions have the discretion to determine whether or not to accept and transfer credits from applied associates degrees, as well as establish Guaranteed Admission Agreements and/or Guaranteed Program Admissions Agreements.