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 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
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 42 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
Learning Objectives and Defining Characteristics
Courses in the Brazosport College Core Curriculum provide students
the opportunity to achieve the following core curriculum objectives:
Critical Thinking: Including innovation, creative thinking, inquiry and analysis, evaluation, and synthesis of information.
2. Communication Skills: Including effective development,
interpretation, and expression of ideas through written, oral, and
3. Empirical and Quantitative Skills: Including the manipulation and
analysis of numerical data or observable facts resulting in informed
4. Teamwork: Including the ability to consider different points of
view and to work effectively with others to support a shared purpose or
5. Social Responsibility: Including intercultural competence,
knowledge of civic responsibility, and the ability to engage effectively
in regional, national, and global communities.
6. Personal Responsibility: Including the ability to connect choices, actions, and consequences to ethical decision making.
Education, as distinct from training, demands knowledge of various
contrasting views of human experience in the world. Both the humanities
and the creative 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