Requirements for the Transfer Associate Degrees
Diversity Degree Requirement
Courses that satisfy the requirement meet the following criteria:
- Facilitate academic inquiry, critical thinking and a deeper understanding of past and present issues related to social stratification, power differences, and inequity;
- Inspire an awareness and recognition of self (including an inventory of one’s own biases) as necessary prerequisites for understanding the ethnic and cultural commonalities that we share with others in society; and
- Develop the ability of students to authentically interact and inter-culturally communicate with people from backgrounds different than their own.
Please check a complete listing of all the courses that meet the college’s Diversity Degree Requirement for the Associate Transfer Degrees. Classes will be applied toward either Humanities, Social Science, Natural Sciences, or electives.
Starting in Summer 2021, most new BC students whose primary intent is earning the Associate in Arts and Sciences degree will be required to take an FYS 101 course in their first two quarters at BC.
Most new BC students whose primary intent is earning the AAS-DTA degree are required to take a First-Year Seminar (FYS) course in their first two quarters at BC. It is strongly recommended to take an FYS course in the first quarter because these classes are a great introduction to college and a proven method to boost student success. They also help students get more out of their college experience. Students in FYS courses:
- Reflect on their strengths, interests, and background, as well as on how they will connect with the BC community.
- Identify professional goals and strategies for reaching those goals.
- Develop an academic plan that connects with a Bellevue College Pathway and with their professional goals.
- Articulate strategies for finding and using academic, social, career, wellness, and financial resources at BC.
Students meet the FYS requirement by taking one of the following options:
Some FYS courses are a general introduction to the college experience, and some are designed specifically for students with particular backgrounds or interests, so there should be many different FYS options to choose from.
Students in the programs coordinated by High School Programs do not have to meet the FYS requirement. Running Start, Tech Prep, and College in the High School students are exempt because their primary intent for taking BC classes is completing a high-school diploma rather than seeking an AAS-DTA. CEO students are exempt because the CEO course sequence meets the FYS learning outcomes.
International students on an I-20 are exempted from the FYS requirement. This exemption is because international students take HD 103, which meets most of the learning outcomes of the FYS requirement.
Furthermore, new students who have demonstrated success in previous college-level coursework are not subject to the FYS requirement. Specifically,
- Students who transfer in 30 or more quarter credits with a cumulative GPA of at least 2.0 from other accredited institutions will be exempt from the requirement.
- Transfer of similar courses will be honored if the student earned a 2.0 or better in the course. Similar courses that meet the FYS requirement include, but are not limited to, COLL 101 at Cascadia, Centralia, Clark, Everett, Highline, Peninsula, and Pierce; CCS 100 at Edmonds; CSS 103 at Skagit; CCS 101 at South Puget Sound; and FYE 101 at Walla Walla.
- Students who have completed a professional-technical degree or certificate of 30 or more credits at BC, or who have successfully completed 30 or more BC credits with a cumulative GPA of 2.0 or better in another program of study, will be exempt from the requirement.
- Students who have completed 75 or more credits toward their AAS-DTA may petition to be exempted from the requirement by submitting an explanation of why they did not take an FYS course and/or why they do not need it. Such exemptions are not automatic.
General Education Context
A truly liberal education is one that prepares us to live responsible, productive, and creative lives in a dramatically changing world. It is an education that fosters a well-grounded intellectual resilience, a disposition toward lifelong learning, and an acceptance of responsibility for the ethical consequences of our ideas and actions. Liberal Education requires that we understand the foundations of knowledge and
inquiry about nature, culture, and society; that we master core skills of perception, analysis, and expression; that we cultivate a respect for truth; that we recognize the importance of historical and cultural context; and that we explore connections among formal learning, citizenship, and service to our communities.
from the Association of American Colleges & Universities, “Statement on Liberal Learning”
Bellevue College subscribes to the educational purposes and values articulated in the AAC&U’s “Statement on Liberal Learning” and is committed to providing students a comprehensive learning experience which addresses critical dimensions of student personal, professional, and intellectual growth. Accordingly, the college has developed a general education program that incorporates the essential elements of liberal learning. The General Education program at Bellevue College has undergone an extensive review. BC’s General Education program is designed to address areas and specific requirements which ensure that students’ learning experiences prepare them to build fulfilling and successful lives as individuals, workers, citizens, and life-long learners. To ensure ease of student transfer, BC has carefully formulated its General Education requirements to correspond with lower division and general requirements at other community colleges and at typical baccalaureate institutions. As a reflection of our values of maintaining excellence and anticipating future needs in teaching and learning, Bellevue College has identified three main overarching General Education areas: Creative and Critical Thinking, Communication, and Connections.
Opportunities to develop these skills in those three areas have been incorporated throughout the college curriculum, with different courses supporting different general education goals. Students in professional/technical Associate of Arts degree programs will fulfill the college’s general education requirements by completing the courses required for the particular program. Other degrees offered at BC are designed to provide appropriate levels of student preparation and learning in the general education areas by taking a course designated as a “Diversity Degree Requirement ” by BC, in addition to taking the Written Communications courses, Quantitative/Symbolic Reasoning courses, and distribution courses (in Social Sciences, Humanities, and Natural Sciences) required by the State’s Direct Transfer Agreement.
General Education Competency Requirements
|Creative and Critical Thinking
The ability to utilize a range of thought processes to evaluate information and opinions, generate new ideas, and identify creative and successful outcomes. Specific topics that fit within this area include:
- Critical Thinking/Problem Solving
- Quantitative / Symbolic Reasoning
- Research / Information Literacy
- Scientific Inquiry (Nature of Science)
- Aesthetic Awareness
The ability to communicate effectively using written, oral, visual, and/or electronic means, as appropriate to a given situation. Specific topics that fit within this area include:
- Listening and speaking
- Computer literacy
The ability to identify and explore connections, themes, and patterns in the social and natural world, and to see commonalities within dissimilar circumstances. Specific topics that fit within this area include:
- Self-Assessment/life goals
- Group processes
- Global Citizenship
- Historical and Intellectual Perspectives
- Cultural Diversity
- Science and the Natural World
- Technology and Society
The specific general education requirements listed above are accurate as of the publication date for this Catalog.
The goal at Bellevue College is to engage in a process of assessment and improvement for our student outcomes at many levels, course outcomes, program outcomes, and college-wide outcomes.
We have identified the general education outcomes as college-wide outcomes for large-picture assessment for the transfer program. Each course has a class level outcome (or multiple outcomes) that is linked to one or more of the general education outcome. By assessing the general education we are also able to assess course-level level learning outcomes.
For classes/programs without general education outcomes, we use individualized assessment plans.
Assessment of Student Learning Outcomes and General Education requirements are coordinated by the Faculty Assessment Coordinating Team (FACT).