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BC Core Curriculum

 

Component Area

Core Code

Required Semester Hours

Core Courses

Communications

010

6

ENGL 1301 and

SPCH 1315 or SPCH 1318 or SPCH 1321

 

 

 

 

Mathematics

020

3

One Course From:
MATH 1314, 1316, 1324, 1325, 1332, 1342, 1350, 1351, 2412, 2413,2414

Life and Physical Sciences

030

6

Two Courses From:
CHEM 1311, 1312 PHYS 1301, 1302, 2325, 2326
BIOL 1306, 1307, 2320  ENVR 1301 1302

Language, Philosophy, and Culture

040

3

One Course From:
HUMA 1301
PHIL 1301
ENGL 2322, 2323, 2327, 2328, 2331, 2342, 2343

Creative Arts

050

3

One Course From:
ARTS 1301, DRAM 1310, MUSI 1306

American History

060

6

Two Courses From:
HIST 1301, 1302, 2301 or
HIST 2327, 2328

Government/Political Science

070

6

GOVT 2301 and GOVT 2302

Social/Behavioral Science

080

3

One Course From:
PSYC 2301, 2314, 2316
SOCI 1301, 1306, 2301
GEOG 1302, 1303

Institutional Component Area

090

6

ENGL 1302 and PSYC 1300

Total Minimum Requirements

42

 

 

Core Curricula

The Texas Higher Education Coordinating Board has adopted rules and regulations for core curriculum transfer, the objective of which is to provide a “basic core of general academic courses that shall be freely transferable among all public institutions of higher education in Texas who are members of recognized accrediting agencies on the same basis as if the work had been taken at the receiving institution”
(Texas Education Code, Chapter 61.051, paragraph g).

The following policies have been adopted by the Coordinating Board and apply to all public colleges and universities in Texas. Private colleges and universities usually implement these policies voluntarily.

Requirements and Limitations

a) Each institution of higher education shall identify in its undergraduate catalog each lower division course that is substantially equivalent to an academic course listed in the current edition of the “Community College General Academic Course Guide Manual”.

b) Each university must identify at least 42 semester credit hours of academic courses that are substantially equivalent to courses listed in the “Community College General Academic Course Guide Manual” including those that fulfill the lower-division portion of the institution’s Core Curriculum.

c) All public colleges and universities must accept transfer of credit for successfully completed courses identified in (a) and (b) above as applicable to an associate or baccalaureate degree in the same manner as credit awarded to non-transfer students in that major.

d) Each institution shall be required to accept in transfer into a baccalaureate degree the number of lower division credit hours in a major which are allowed for their non-transfer students in that major; however,

1.     No institution shall be required to accept in transfer more credit hours in a major than the number set out in the applicable Coordinating Board approved Transfer Curriculum for that major, as prescribed by the current issue of the Coordinating Board’s guide to transfer curricula and transfer of credit, Transfer of Credit Policies and Curricula.

2.     In any major for which there is no Coordinating Board approved Transfer Curriculum, no institution shall be required to accept in transfer more lower division course credit in the major applicable to a baccalaureate degree than the institution allows their non-transfer students in that major.

3.     A university may deny the transfer of credit in courses with a grade of “D” as applicable to the student’s field of study courses, core curriculum courses, or major.

e) All senior institutions of higher education in Texas shall provide support services for transfer students equivalent to those provided to non-transfer students regularly enrolled at the institutions, including an orientation program for transfer students equivalent to that provided for entering freshman enrollees.

f) No university shall be required to accept in transfer or toward a degree, more than sixty-six (66) semester credit hours of academic credits earned by a student in a community college. Universities, however, may choose to accept additional credit hours.

 

Resolution of Transfer Disputes for
Lower-Division Courses

The following procedures shall be followed by public institutions of higher education in the resolution of credit transfer disputes involving lower division courses:

a) If an institution of higher education does not accept course credit earned by a student at another institution of higher education, the receiving institution shall give written notice to the student and to the sending institution that transfer of the course credit is denied. A receiving institution shall also provide written notice of the reasons for denying credit for a particular course or set of courses at the request of the sending institution.

b) A student who receives notice as specified in Subsection (1) may dispute the denial of credit by contacting a designated official at either the sending or the receiving institution.

c) The two institutions and the student shall attempt to resolve the transfer of the course credit in accordance with Board rules and guidelines.

d) If the transfer dispute is not resolved to the satisfaction of the student or the sending institution within 45 days after the date the student received written notice of denial, the institution that denies the course credit for transfer shall notify the Commissioner of its denial and the reasons for the denial.

The Commissioner of Higher Education or the Commissioner’s designee shall make the final determination about a dispute concerning the transfer of course credit and give written notice of the determination to the involved student and institutions.

 

State Core Curriculum Guidelines

If a student successfully completes the 45 semester credit hour core curriculum at an institution of higher education, that block of courses may be transferred to any other institution of higher education and must be substituted for the receiving institution’s core curriculum. A student shall receive academic credit for each of the courses transferred and may not be required to take additional core curriculum courses at the receiving institution unless the board has approved a larger core curriculum at that institution.

A student concurrently enrolled at more than one institution of higher education shall follow the core curriculum requirements in effect for the institution at which the student is classified as a degree-seeking student.

A student who transfers from one institution of higher education to another without completing the core curriculum of the sending institution shall receive academic credit within the core curriculum of the receiving institution for each of the courses that the student has successfully completed in the core curriculum of the sending institution. Following receipt of credit for these courses, the student may be required to satisfy the remaining course requirements in the core curriculum of the receiving institution.

Each institution must publish and make readily available to students its core curriculum requirements stated in terms consistent with the “Texas Common Course Numbering System”.

 

BRAZOSPORT COLLEGE CORE CURRICULUM

The Brazosport College Board of Regents has approved the following core curriculum consistent with the framework and exemplary educational objectives as specified by the Texas Higher Education Coordinating Board.

Defining Characteristics

The basic intellectual competencies–reading, writing, speaking, listening, critical thinking, and computer literacy–inform the components of the core curriculum. Moreover, the core curriculum contains courses that provide multiple perspectives about the individual and the world in which he or she lives; that stimulate a capacity to discuss and reflect upon individual, political, and social aspects of life so students understand ways in which to exercise responsible citizenship; and that enable students to integrate knowledge and understand the interrelationships of the disciplines.

Reading: Reading at the college level means the ability to analyze and interpret a variety of printed materials - books, articles, and documents. The core curriculum offers students the opportunity to master both general methods of analyzing printed materials and specific methods for analyzing the subject matter of individual disciplines.

Writing: Competency in writing is the ability to produce clear, correct, and coherent prose adapted to purpose, occasion, and audience. Although correct grammar, spelling, and punctuation are necessary in any composition, they do not automatically ensure that the composition itself makes sense or that the writer has much of anything to say. Students need to be familiar with the writing process including how to discover a topic, how to develop and organize it, and how to phrase it effectively for their audience. These abilities can be acquired only through practice and reflection.

Speaking: Competence in speaking is the ability to communicate orally in clear, coherent, and persuasive language appropriate to purpose, occasion, and audience. Developing this competency includes acquiring poise and developing control of the language through experience in making presentations to small groups, to large groups, and through the media.

Listening: Listening at the college level means the ability to analyze and interpret various forms of spoken communication.

Critical Thinking: Critical thinking embraces methods for applying both qualitative and quantitative skills analytically and creatively to subject matter in order to evaluate arguments and to construct alternative strategies. Problem solving is one of the applications of critical thinking used to address an identified task.

Computer Literacy: Computer literacy at the college level means the ability to use computer-based technology in communicating, solving problems, and acquiring information.

The Brazosport College core curriculum is designed to contain courses that help students attain the following:

1. Establish broad and multiple perspectives on the individual in relationship to the larger society and world in which he or she lives, and to understand the responsibilities of living in a culturally and ethnically diversified world;

2. Stimulate a capacity to discuss and reflect upon individual, political, economic, and social aspects of life in order to understand ways in which to be a responsible member of society;

3. Recognize the importance of maintaining health and wellness;

4. Develop a capacity to use knowledge of how technology and science affect their lives;

5. Develop personal values for ethical behavior;

6. Develop the ability to make aesthetic judgments;

7. Use logical reasoning in problem solving; and

8. Integrate knowledge and understand the interrelationships of the scholarly disciplines.

Education, as distinct from training, demands knowledge of various contrasting views of human experience in the world. Both the humanities and the visual and performing arts deal with the individual’s reaction to the human situation in analytical and creative ways. The social and behavioral sciences deal with the principles and norms that govern human interaction in society and in the production of goods and services. The natural sciences investigate the phenomena of the physical world and enable the student to understand the basis for building and testing theories. Mathematics examines relations among abstract quantities and is the language of the sciences. Composition and communication deal with oral and written language. Each of these disciplines, using its own methodology, offers a different perspective on human experience. Taken together, study in these disciplines provides a breadth of vision against which students can establish and reflect on their own goals and values.

The following table lists the course options available to students to complete the 45 semester credit hour core curriculum.    

 

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