| CVCC Catalog 2004 - 2006
The academic program for degree curricula has three
instructional cores: the general core, specifying credits for each course
area identified; the specialized and degree related core, specifying total
core credits required; and college electives also specifying total credits
required. Each community college develops its own certificate and diploma
curricula as planned programs developed with the assistance of a local
curriculum advisory committee for specific occupations.
Academic
Divisions TOP
The academic organizational structure of the College is
divided into three academic divisions. They are: (1)Business and Allied
Health; (2)Humanities and Social Sciences; (3)Science, Mathematics and
Engineering Technologies.
General Education Goals
TOP
On December 1, 1988, the faculty adopted the following
general education goals. These goals are primarily intended for the
associate degree curricula students. Students achieve these goals by
completing the general education minimum requirements for the associate
degree. Faculty have written specific objectives for each general education
course which are designed to assist students in achieving these goals.
| 1. |
To develop the student’s ability to think logically,
critically and creatively. This ability entails identifying a new
problem, translating it into workable terms, defining central issues,
recognizing underlying assumptions, evaluating evidence, drawing
warranted conclusions, and proposing suitable solutions. |
| 2. |
To develop the student’s ability to comprehend written
and spoken expressions, to gather, organize and evaluate information in
a logical and critical manner, and to communicate clearly through the
associated language arts of listening, speaking, reading, and writing. |
| 3. |
To develop the student’s familiarity with mathematical
concepts; the ability to conceptualize and apply mathematical logic to
problem solving; and a basic competency in the use of computers. |
| 4. |
To enhance the student’s understanding of some of the
major concepts of the natural sciences, the place of science in human
culture, the use of scientific methods in problem solving, and the
impact of science and technology on the environment. |
| 5. |
To develop the student’s commitment to lifelong
learning. |
| 6. |
To develop the student’s understanding and appreciation
of the most significant aspects of American history, government, and
cultural heritage in all of its diversity, while enlarging the student’s
awareness of the similarities and differences which exist in other
societies and peoples. |
| 7. |
To develop the student’s appreciation of the attitudes
and practices that foster good mental and physical health throughout
life. |
| 8. |
To develop the student’s understanding on the effects
that psychological, sociological, and economic factors have on human
behavior, and to develop an awareness of the potential of individuals to
solve problems and improve human welfare. |
Community Service Programs
TOP
Community Services include meetings and special
community projects which are designed to provide needed cultural and
educational opportunities for the citizens of the service region. These
programs which are designed to supplement the regular instructional program
will be designated as community services, and will not be regarded as part
of the regular instructional program.
The facilities and personnel of the
Central Virginia Community College are available for community services such
as:
| 1. |
Faculty and staff speaking engagements for local
organizations. |
| 2. |
Cultural events. |
| 3. |
Workshops, seminars, and informal discussion groups. |
| 4. |
Special community (research and development)
projects. |
| 5. |
Availability of facilities (for community
organizations and projects when possible and practicable). |
| 6. |
Special campus services for use by local citizens
including the library, learning laboratory, and counseling center. |
For further information pertaining to Community Service
programs contact the Office of Workforce Development and Continuing
Education.
Developmental Courses
TOP
Preparatory or refresher courses are offered to help
prepare individuals for academic work in the various program plans of the
College. These are designed to develop and review the knowledge and basic
skills necessary to succeed in academic programs of the College.
Students who need developmental courses in mathematics,
reading, or English need to consult with their advisor in planning and
selecting courses. Students required to take developmental courses must
satisfactorily complete the course prior to enrolling in a credit
mathematics or English course. These courses are numbered 01-09 in the
catalog and the course schedule.
Distance
Education TOP
Coordinated through the Learning Resources Center, the
Distance Education program is a growing program which offers courses for
regular college credit and allows enrolled students opportunities to study
at home. These courses are designed for those students who are unable to
attend regularly scheduled classes and/or who find it convenient to study
independently. They provide the same content and quality as traditional
courses taught on campus; however, they offer a flexible alternative to
scheduled courses. Students have opportunities to set their own timetable
instead of working under the constraints of classroom time and location.
All Distance Education courses have an assigned
instructor who is available for help as needed. Students take tests, turn in
assignments, and view or listen to any media components associated with
these courses in the Learning Lab. The courses offered in this delivery
format are identified as Distance Education classes in the CVCC Class
Schedule.
State and Regional
Specialized Programs TOP
In the Virginia Community College
System, certain highly-specialized program plans, though designed to serve
all Virginia residents, are limited in offering to selected locations. These
program plans generally reflect geographic, demographic or economic
considerations which preclude extensive offering Statewide, and therefore
usually are approved for not more than three community colleges to meet
State or regional requirements. As changing circumstances warrant and
additional State and regional needs are determined, specialized program
plans may be located in other community college regions. An example is the
Diagnostic Medical Sonography program at Tidewater Community College. See
the Virginia Community College System program guide available in the Career
Resource Center for program offerings of other community colleges.
Approved
Humanities and Social Science Electives
TOP
Humanities and Social Science electives
may be completed by selecting any of the following courses. Students in AA&S
programs should consult with their advisor to select the appropriate
transfer courses.
• Note: some of these courses have prerequisites.
Humanities Electives
TOP
| ART |
101, 102 |
History & Appreciation of Art |
| ART |
121-122 |
Drawing I - II |
| ART |
131, 132 |
Fundamental of Design I, II |
| ART |
151, 152 |
Theory and Practice of Ceramics I, II |
| ART |
153, 154 |
Ceramics I, II |
| ART |
180 |
Intro to Computer Graphics |
| ART |
241, 242 |
Painting I, II |
| ART |
251, 252 |
Communication Design I, II |
| ART |
283, 284 |
Computer Graphics I, II |
| ENG |
120 |
Introduction to Journalism I |
| ENG |
150 |
Children’s Literature |
| ENG |
211, 212 |
Creative Writing I, II |
| ENG |
241, 242 |
Survey of American Literature I, II |
| ENG |
243, 244 |
Survey of English Literature I, II |
| ENG |
251, 252 |
Survey of World Literature I, II |
| ENG |
257 |
Mythology |
| ENG |
268 |
The Modern Drama |
| ENG |
278 |
Appalachian Literature |
| ENG |
288 |
Appalachian Folklore |
| FRE |
101-102 |
Beginning French |
| FRE |
201-202 |
Intermediate French |
| HUM |
260 |
Survey of Twentieth Century Culture |
| MUS |
121, 122 |
Music Appreciation |
| PHI |
100 |
Intro to Philosophy |
| PHI |
220 |
Ethics |
| PHI |
265 |
Philosophy of Religion |
| PHT |
106 |
Visual Literacy |
| REL |
200 |
Survey of the Old Testament |
| REL |
210 |
Survey of the New Testament |
| SPA |
101-102 |
Beginning Spanish |
| SPA |
201-202 |
Intermediate Spanish |
Social Science Electives
TOP
| ECO |
120 |
Survey of Economics |
| ECO |
201 |
Principles - Macroeconomics |
| ECO |
202 |
Principles - Microeconomics |
| HIS |
101, 102 |
History of Western
Civilization |
| HIS |
121, 122 |
United States History |
| HIS |
141, 142 |
African-American History |
| HIS |
255 |
His of Chinese Culture & Inst |
| HIS |
256 |
His of Japanese Culture & Inst |
| HIS |
269 |
Civil War and Reconstruction |
| PLS |
135 |
American National Politics |
| PLS |
136 |
State and Local Politics |
| PLS |
211, 212 |
U.S. Government |
| PSY |
120 |
Human Relations |
| PSY |
200 |
Principles of Psychology |
| PSY |
201, 202 |
Introduction to Psychology |
| PSY |
215 |
Abnormal Psychology |
| PSY |
235 |
Child Psychology |
| PSY |
230 |
Developmental Psychology |
| SOC |
200 |
Principles of Sociology |
| SOC |
210 |
Survey of Physical and
Cultural Anthropology |
| SOC |
215 |
Sociology of Family |
| SOC |
226 |
Human Sexuality |
| SOC |
268 |
Social Problems |
|