Types of Programs
In implementing its mission statement, WCC provides several types of programs, as well as a wide selection of curricular offerings. Each curriculum is designed to meet the general criteria established by the State Board of Community Colleges. At the same time, WCC strives to design each curriculum with emphasis on the needs and opportunities within the college’s service region
The State Board for Community Colleges sets minimum standards for conferring appropriate associate degrees, certificates, and diplomas to individuals who satisfactorily complete course and program requirements. The programs that follow are offered by WCC, and the program descriptions reflect the philosophies of both the state governing agencies and the college.
General Education
The programs in general education at WCC emphasize broad learning that goes beyond job training and skill development. Each degree and certificate program of the college contains prescribed general education courses, including academic courses in the humanities/fine arts, social/behavioral sciences, natural sciences, mathematics, wellness, and communication skills. General education is that portion of the collegiate experience that addresses the knowledge, skills, attitudes, and values characteristic of educated persons. It is unbounded by disciplines and honors the connections among bodies of knowledge.
Wytheville Community College is committed to offering its students programs that encompass the knowledge, skills, and attitudes required by each individual to be more effective as a person, a worker, a consumer, and a citizen. Through a combination of general education courses, specialized courses in the major field, and student development courses, graduates are provided with a collegiate experience that supports the development of the following general education goals.
Student Learning Outcomes for Each of the General Education Goal Areas
WCC degree graduates will demonstrate competency in the following general education areas:
- Communication
A competent communicator can interact with others using all forms of communication, resulting in understanding and being understood.
Degree graduates will demonstrate the ability to
1.1 understand and interpret complex materials;
1.2 assimilate, organize, develop, and present an idea formally and informally;
1.3 use standard English;
1.4 use appropriate verbal and non-verbal responses in interpersonal relations and group discussions;
1.5 use listening skills; and
1.6 recognize the role of culture in communication.
- Critical Thinking
A competent critical thinker evaluates evidence carefully and applies reasoning to decide what to believe and how to act.
Degree graduates will demonstrate the ability to
2.1 discriminate among degrees of credibility, accuracy, and reliability of inferences drawn from given data;
2.2 recognize parallels, assumptions, or presuppositions in any given source of information;
2.3 evaluate the strengths and relevance of arguments on a particular question or issue;
2.4 weigh evidence and decide if generalizations or conclusions based on the given data are warranted;
2.5 determine whether certain conclusions or consequences are supported by the information provided: and
2.6 use problem-solving skills.
- Cultural and Social Understanding
A culturally and socially competent person possesses an awareness, understanding, and appreciation of the interconnectedness of the social and cultural dimensions within and across local, regional, state, national, and global communities.
Degree graduates will demonstrate the ability to
3.1 assess the impact that social institutions have on individuals and culture–past, present, and future;
3.2 describe their own as well as others’ personal ethical systems and values within social institutions;
3.3 recognize the impact that arts and humanities have upon individuals and cultures;
3.4 recognize the role of language in social and cultural contexts; and
3.5 recognize the interdependence of distinctive worldwide social, economic, geo-political, and cultural systems.
- Information Literacy
A person who is competent in information literacy recognizes when information is needed and has the ability to locate, evaluate, and use it effectively (adapted from the American Library Association definition).
Degree graduates will demonstrate the ability to
4.1 determine the nature and extent of the information needed;
4.2 access needed information effectively and efficiently;
4.3 evaluate information and its sources critically and incoporate selected information into his or her knowledge base;
4.4 use information effectively, individually or as a member of a group, to accomplish a specific purpose; and
4.5 understand many of the economic, legal, and social issues surrounding the use of information and access and use information ethically and legally.
- Personal Development
An individual engaged in personal development strives for physical well-being and emotional maturity.
Degree graduates will demonstrate the ability to
5.1 develop and/or refine personal wellness goals; and
5.2 develop and/or enhance the knowledge, skills, and understanding to make informed academic, social, personal, career, and interpersonal decisions.
- Quantitative Reasoning
A person who is competent in quantitative reasoning possesses the skills and knowledge necessary to apply the use of logic, numbers, and mathematics to deal effectively with common problems and issues. A person who is quantitatively literate can use numerical, geometric, and measurement data and concepts, mathematical skills, and principles of mathematical reasoning to draw logical conclusions and to make well-reasoned decisions.
Degree graduates will demonstrate the ability to
6.1 use logical and mathematical reasoning within the context of various disciplines;
6.2 interpret and use mathematical formulas;
6.3 interpret mathematical models such as graphs, tables and schematics and draw inferences from them;
6.4 use graphical, symbolic, and numerical methods to analyze, organize, and interpret data;
6.5 estimate and consider answers to mathematical problems in order to determine reasonableness; and
6.6 represent mathematical information numerically, symbolically, and visually, using graphs and charts.
- Scientific Reasoning
A person who is competent in scientific reasoning adheres to a self-correcting system of inquiry (the scientific method) and relies on empirical evidence to describe, understand, predict, and control natural phenomena.
Degree graduates will demonstrate the ability to
7.1 generate an empirically evidenced and logical argument;
7.2 distinguish a scientific argument from a non-scientific argument;
7.3 reason by deduction, induction, and analogy;
7.4 distinguish between casual and correlational relationships; and
7.5 recognize methods of inquiry that lead to scientific knowledge.
Minimum Requirements for Associate Degrees
Associate of Arts (AA)
Associate of Science (AS)
Associate of Arts & Sciences (AA&S)
Associate of Applied Science (AAS)
| |
Minimum number of Semester Hours Credits |
| General Education: |
(1)
AA |
(2)
AS |
(3)
AA&S |
(4)
AAA/AAS |
| Communication(a) |
6 |
6 |
6 |
3 |
| Humanities/Fine Arts |
6 |
6 |
6 |
3 |
| Foreign Language (Intermediate Level) |
6 |
0 |
0 |
0 |
| Social/Behavioral Sciences |
9 |
9(b) |
9 |
3(c) |
| Natural Sciences |
7 |
7 |
7 |
0}3(c) |
| Mathematics |
6 |
6(d) |
6(d) |
0 |
| Personal Development(e) |
2 |
2 |
2 |
2 |
| Other Requirements for Associate Degrees: |
Major Field Courses and Electives (columns 1-3)
Occupational/Technical Courses (column 4) |
18-21
_____ |
24-27
_____ |
24-27
_____ |
49-53(f)
_____ |
| Total for Degree(g)= |
60-63 |
60-63(h) |
60-63(h) |
65-69(h) |
Notes: The VCCS Policy Manual, Section 2-IV-C, defines general education within the VCCS. Sections 2.7.3, 3.4.10, and 3.5.1 of the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) Principles of Accreditation specify general education requirements. Colleges must address all SACSCOC requirements, the SCHEV Core Competencies, and the general education goal areas listed in this VCCS Policy Manual.
- Must include at least one course in English composition.
- Only 6 semester hours of social/behavioral sciences are required for engineering majors who plan to transfer to a baccalaureate degree engineering program that requires 6 or fewer hours in this category, provided that the college/university publishes such requirements in its transfer guide.
- While general education courses other than those designed for transfer may be used to meet portions of these requirements, SACSCOC principles require that general education courses be general in nature and must not “…narrowly focus on those skills, techniques, and procedures peculiar to a particular occupation or profession.”
- Only 3 semester hours of mathematics are required for the General Studies major.
- Personal development includes health, physical education, or recreation courses that promote physical and emotional well being and student development courses. Must include at least one student development course.
- AAA/AAS degrees must contain a minimum of 15 semester hours of general education. Students should plan to take at least 30 hours in the major; the remaining hours will be appropriate to the major.
- All college-level course prerequisites must be included in the total credits required for each program.
- Credit range for engineering programs is 60-72 semester hour credits. Credit range for AAA/AAS programs is 65-69, including nursing. For other programs in the Health Technologies, the range is 65-72 semester hour credits.
Information Literacy Statement
Upon graduation from a degree program, all students will be able to (1) determine the nature and extent of the information needed; (2) access needed information effectively and efficiently; (3) evaluate information and its sources critically and incorporate selected information into his or her knowledge base; (4) use information effectively, individually or as a member of a group, to accomplish a specific purpose; and (5) understand many of the economic, legal, and social issues surrounding the use of information and access and use information ethically and legally.
Assessment
Curricular students are required to complete tests, such as the Virginia Placement Test (VPT) to determine entry level placement into reading, writing, and math classes. Additionally, students may be required to participate in one or more tests, projects, or other academic activities designed to measure general education achievement and/or achievement in selected major areas prior to graduation. These tests are designed to evaluate programs. Program assessment test results will remain confidential and will be used for the sole purpose of college improvement. Students may have access to their own test scores upon request.
Student Outcomes Assessment
The college uses a variety of assessment activities to ensure that its educational programs acheive their stated purposes.
Entering freshmen, candidates for graduation, and graduates are assessed through standardized and nationally-normed instruments, in-house developed tests, exit interview questionnaires, and employer surveys.
The assessment process focuses on the following four areas: basic skills testing for English and mathematics placement, the student’s progress in the major, an assessment of the general education component among transfer curricula, and follow-up studies on alumni, dual-enrollment students, off-campus centers, transfer students, and area employers.
College Transfer Programs
Career & Technical Education Programs
Developmental Courses
Developmental courses do not fulfill degree requirements. They are designed to help students build the foundation needed to succeed in college-level courses.
The developmental courses at WCC provide supplementary and compensatory learning experiences that are directly related to curricular or subject areas. These courses assist individuals in developing both basic study skills and subject knowledge necessary to succeed in their college programs.
Increasing numbers of students are continuing, extending, or updating their educational experience in areas of occupational-technical skills and in traditional academic areas. With this growth, WCC assumes the responsibility to support and enhance each student’s opportunity and potential for success through the developmental studies courses and through a continued commitment to serve the educational needs of the service region.
Cooperative Education
Co-op/internship students are employed part-time at work experience sites in positions related to their future career goals. The typical work week is 10-25 hours, depending upon the number of credits to be earned. It is preferred that students take advantage of the Internship Program (without pay) while working at non-profit entities. Experiential learning, combined with classroom theory, enhances the development and professional preparation of the co-op/internship student.
Workforce Development - Continuing Education and Community Services
Workforce Development
Employer Training Services
The Workforce Development Staff will work with private and public sector employers to design innovative programs that will meet the specific training needs of each organization. Most often the training is the result of a needs assessment completed in cooperation with management and employees. The Office of Workforce Development will provide training at the work site, on the WCC Main Campus or at Regional Sites and will tailor the class schedule to accommodate the demands of work schedules. For more information, see the WCC web site at http://www.wcc.vccs.edu/workforce.
Manufacturing Technology Center
The Manufacturing Technology Center (MTC) is a catalyst for enhancing competitiveness, increasing profitability, and improving economic opportunity for Southwestern Virginia’s Industry. It is responsive to the needs of manufacturers, helps them manage change, and promotes a progressive industrial image. The center accomplishes its mission by providing direct assistance, demonstration projects, and consultation services.
The MTC is a consortium of the five community colleges of Southwestern Virginia: Mountain Empire, New River, Southwest Virginia, Virginia Highlands, and Wytheville. The center is advised by an Advisory Board made up of industry leaders, economic development and agency representatives, and the presidents of the consortium community colleges.
Continuing Education
Wytheville Community College realizes that education is a continuing lifelong process. All individuals in the college’s service region need the opportunity to develop and increase their knowledge in their personal, community and work environments. Continuing Education is the outreach arm of the college dedicated to meeting the ongoing educational needs of the community.
Community Services
College Facilities and Services
The facilities and personnel of the college are available to provide specialized services to help meet the cultural and educational needs of the region served by Wytheville Community College. Some of the community services available through the college are:
Continuing Adult Education
Speakers for Local Organizations
Workshops and Seminars
Community Research and Development Projects
Academic and Career Counseling
Career Development Services
Campus facilities are also available for use by community organizations and individuals.
Library
Exhibits
Athletic Fields and Tennis Courts
The college has developed specific policies and procedures which govern the use of its facilities.
Regional Programming
The college makes educational opportunities available to everyone in the service region through its program of regional classes. Each semester, numerous credit courses are scheduled at a variety of locations throughout the service region.
These programs allow individuals to take classes in their home communities without having the added expense of traveling to the main campus in Wytheville. WCC offers off-campus classes at the Crossroads Institute in Galax and the Summit Center for Higher Education in Marion.
Transfer Electives
The social/behavioral sciences elective requirement can be satisfied by courses with the following prefixes: ECO,GEO, PLS, HIS, PSY, and SOC. Please see Table 1.
The humanities elective requirement can be satisfied by completing literature (ENG), humanities (HUM), philosophy (PHI), art (ART), music (MUS), speech courses addressing performing arts or the history of theatre (CST) and religion courses (REL). ENG 112 , CST 100 , CST 105, CST 110 and CST 115 may not be used to satisfy humanities electives requirements. Please see Table 3.
The literature elective requirement can be satisfied by any 200-level English literature course, exclusive of composition and creative writing courses. Please see table 2.
Students should consult with their academic advisors to determine the most appropriate electives for their intended transfer institutions and majors.
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