This is an archived DCCCD Online Catalog. Please visit our current Online CatalogOnline Catalog at https://www1.dcccd.edu/catalog/cattoc.cfm?loc=DCCCD.
Notice: This catalog is no longer actively maintained. Some of the links/pages may no longer function. We apologize for any inconvenience.
DCCCD 2008-2009 Catalog banner
Previous Catalog Years  Previous Catalog Years
Catalog Table of Contents  Catalog Table of Contents
    Academic Information Academic Information
         Degree Requirements  Degree Requirements
         Dropping/Withdrawing from College  Dropping/Withdrawing from College
         Associate in Arts/Associate in Sciences Degrees  Associate in Arts/Associate in Sciences Degrees
         Associate of Arts in Teaching Degree  Associate of Arts in Teaching Degree
         Field of Study Degrees  Field of Study Degrees
         Emphasis Degrees  Emphasis Degrees
         Transfer Degree  Transfer Degree
         Associate in Applied Sciences Degree  Associate in Applied Sciences Degree
         Certificate Programs  Certificate Programs
         Course Time Limitation  Course Time Limitation
         Course Prerequisites  Course Prerequisites
         Core Curriculum  Core Curriculum
         Academic Transfer Programs  Academic Transfer Programs
         Earning an Associate Degree  Earning an Associate Degree
         Transfer Policy  Transfer Policy
         Transfer Dispute Resolution  Transfer Dispute Resolution
         Choosing a Major  Choosing a Major
         Resources for Students Wishing to Transfer  Resources for Students Wishing to Transfer
         Transfer Guides  Transfer Guides
         Course Equivalency Guides  Course Equivalency Guides
         Common Course Numbering System  Common Course Numbering System
         Choosing a Catalog Year  Choosing a Catalog Year
         Other Things to Consider  Other Things to Consider
DCCCD Core Curriculum  DCCCD Core Curriculum
DCCCD Core Curriculum  DCCCD Core Options for AAS Awards
Transfer Services  Transfer Services
Core Curriculum (Archived)

Every Texas public college and university is required by Texas law to have a core curriculum that, if completed at one institution, should transfer and take the place of the core at the receiving institution. Therefore, if your plans include transferring to a Texas public university, it is to your distinct advantage to complete the core at this college since the core should transfer as a block of credit to the receiving university. In addition, the core is the very basis of the Associate in Arts or Associate in Sciences degrees. If you complete the core of 48 hours, you need only an additional 13 hours in order to receive a degree.

Core courses will transfer. If the entire core is not completed with the Dallas County Community College District, the receiving institution may not accept a course to fulfill a requirement in their core, but it will be accepted as an elective. Most universities will not accept a grade of "D" in transfer as meeting core requirements. In addition, you should take care in the selection of math and science courses to ensure they are applicable to the major you wish to pursue.

The core curriculum is predicated on the judgment that series of basic intellectual competencies--reading, writing, speaking, listening, critical thinking, and computer literacy--are essential to the learning process in any discipline. Although students can be expected to come to college with some experience in exercising these competencies, they often need further instruction and practice to meet college standards and later, to succeed in both their major field of academic study and their chosen career or profession. Therefore, the following 6 intellectual competencies can be found throughout the college core:

  • READING: Reading at the college level means the ability to analyze and interpret a variety of printed materials--books, articles and documents. A core curriculum should offer 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 each a sine qua non 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 and how to develop and organize it, 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 of 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. Core-educated students should have an understanding of the limits, problems and possibilities associated with the use of technology and should have the tools necessary to evaluate and learn new technologies as they become available.

Perspectives in the Core Curriculum

The objective of disciplinary studies within a core curriculum is to foster multiple perspectives as well as to inform and deliver content.  An imperative of a core curriculum is that it contains courses that help students attain the following perspectives:

  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 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.

Disciplinary courses within a core curriculum should promote outcomes focused on the intellectual core competencies, as well as outcomes related to establishing perspectives and the basic concepts in the discipline. The DCCCD core curriculum includes courses that satisfy specific exemplary educational objectives.

COMPONENT AREA OF COMMUNICATION

The objective of a communication component of a core is to enable the student to communicate effectively in clear and correct prose in a style appropriate to the subject, occasion and audience. The exemplary educational objectives are:

  • To understand and demonstrate writing and speaking processes through invention, organization, drafting, revision, editing and presentation.
  • To understand the importance of specifying audience and purpose and to select appropriate communication choices.
  • To understand and appropriately apply modes of expression, i.e., descriptive, expositive, narrative, scientific and self-expressive, in written, visual and oral communications.
  • To participate effectively in groups with emphasis on listening, critical and reflective thinking and responding.
  • To understand and apply basic principles of critical thinking, problem solving and technical proficiency in the development of exposition and argument.
  • To develop the ability to research and write a documented paper and/or to give an oral presentation.

The following courses include the above objectives in the college core: English 1301, English 1302 and one of the following: Speech 1311, Speech 1315, any Foreign Language course 1311 or higher, or American Sign Language course. (NOTE: Students seeking an Associate in Arts, Associate in Sciences, or Associate of Arts in Teaching must select Speech 1311 or Speech 1315.)

COMPONENT AREA OF MATHEMATICS

The objective of the mathematics component of the core is to develop a quantitatively literate college graduate. Every college graduate should be able to apply basic mathematical tools in the solution of real-world problems. The exemplary educational objectives are:

  • To apply arithmetic, algebraic, geometric, higher-order thinking and statistical methods to modeling and solving real-world situations.
  • To represent and evaluate basic mathematical information verbally, numerically, graphically and symbolically.
  • To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments.
  • To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results.
  • To interpret mathematical models such as formulas, graphs, tables and schematics and draw inferences from them.
  • To recognize the limitation of mathematical and statistical models.
  • To develop the view that mathematics is an evolving discipline, interrelated with human culture and understand its connections to other disciplines.

The following math courses include the above exemplary educational objectives: Math 1314, 1316, 1324, 1325, 1332, 1333, 1348, 1414, 1425, 2305, 2315, 2318, 2320, 2342, 2412, 2414, 2418, 2420, 2513 or 2442 or higher level math.

COMPONENT AREA OF NATURAL SCIENCES

The objective of the study of a natural sciences component of a core curriculum is to enable the student to understand, construct and evaluate relationships in the natural sciences and to enable the student to understand the bases for building and testing theories. The exemplary educational objectives are:

  • To understand and apply method and appropriate technology to the study of natural sciences.
  • To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses and interpretation both orally and in writing.
  • To identify and recognize the differences among competing scientific theories.
  • To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies.
  • To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture.

The following science courses include the above exemplary educational objectives: Biology 1406, 1407, 1408, 1409, Chemistry 1405, 1407, 1411, 1412, Geology 1401, 1403, 1404, 1445, Physics 1401, 1402, 1405, 1407, 1411, 1412, 1415, 1417, 2425, and 2426.

COMPONENT AREA OF HUMANITIES AND VISUAL AND PERFORMING ARTS

The objective of the humanities and visual and performing arts in a core curriculum is to expand students' knowledge of the human condition and human culture, especially in relation to behaviors, ideas and values expressed in works of human imagination and thought. Through study in disciplines such as literature, philosophy and the visual and performing arts, students will engage in critical analysis, form aesthetic judgments and develop an appreciation of the arts and humanities as fundamental to the health and survival of any society. Students should have experiences in both the arts and humanities. The exemplary educational objectives are:

  • To demonstrate awareness of the scope and variety of works in the arts and humanities.
  • To understand those works as expressions of individual and human values within an historical and social context.
  • To respond critically to works in the arts and humanities.
  • To engage in the creative process or interpretive performance and comprehend the physical and intellectual demands required of the author or visual or performing artist.
  • To articulate an informed personal reaction to works in the arts and humanities.
  • To develop an appreciation for the aesthetic principles that guide or govern the humanities and arts.
  • To demonstrate knowledge of the influence of literature, philosophy and/or the arts on intercultural experiences.

The following humanities and visual performing arts courses include the above exemplary educational objectives: Arts 1301, 1303, 1304, Dance 2303, Drama 1310, 2366, Humanities 1315, Music 1306, 1308, 1309, English 2321, 2322, 2323, 2326, 2327, 2328, 2331, 2332, 2333, Cultural Studies 2370, History 2321, 2322, 2380, 2381, Philosophy 1301, 2306, 2307, 2316, 2317 and Religion 1304.

COMPONENT AREA OF SOCIAL AND BEHAVIORAL SCIENCES

The objective of a social and behavioral science component of a core curriculum is to increase students' knowledge of how social and behavioral scientists discover, describe and explain the behaviors and interactions among individuals, groups, institutions, events and ideas. Such knowledge will better equip students to understand themselves and the roles they play in addressing the issues facing humanity. The exemplary educational objectives are:

  • To employ the appropriate methods, technologies, and data that social and behavioral scientists use to investigate the human condition.
  • To examine social institutions and processes across a range of historical periods, social structures, and cultures.
  • To use and critique alternative explanatory systems or theories.
  • To develop and communicate alternative explanations or solutions for contemporary social issues.
  • To analyze the effects of historical, social, political, economic, cultural and global forces on the areas under study.
  • To comprehend the origins and evolution of U.S. and Texas political systems, with a focus on the growth of political institutions, the constitutions of the U.S. and Texas, federalism, civil liberties, and civil and human rights.
  • To understand the evolution and current role of the U.S. in the world.
  • To differentiate and analyze historical evidence (documentary and statistical) and differing points of view.
  • To recognize and apply reasonable criteria for the acceptability of historical evidence and social research.
  • To analyze, critically assess and develop creative solutions to public policy problems.
  • To recognize and assume one's responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse and by obtaining information through the news media and other appropriate information sources about politics and public policy.
  • To identify and understand differences and commonalties within diverse cultures.

The following social and behavioral science courses include the above exemplary educational objectives: History 1301, 1302, Government 2301, 2302, Anthropology 2346, 2351, Economics 1303, 2301, 2302, 2311, Psychology 2301, 2314, 2316, Sociology 1301, 1306 and 2319.

INSTITUTIONAL OPTION

DCCCD has included courses in its core curriculum that address other important issues that affect the quality of students' lives and work. The objective of a computer literacy component in a core curriculum is to enable the student to explain basic concepts and vocabulary of computer information systems; describe the role and functions of software and systems in meeting the needs of organizations; discuss the impact of computer technology on society and demonstrate a basic functional knowledge of network resources, operating systems/environments, word processing, spreadsheets, databases, while using a microcomputer to solve specific problems. The exemplary educational objectives are:

To discuss and compare communications terminology

  • To evaluate the effects and implications of computers and communication technology on society
  • To demonstrate knowledge of the impact of technology on the individual's privacy, security, lifestyle, work environment, standard of living and health
  • To gather information for decision making
  • To participate in global communities making full use of available technology
  • To create qualitative and quantitative presentations

The following computer science courses meet the above exemplary educational objectives: Computer Science 1300 or higher level computer science course or BCIS 1405.

The objective of health and wellness in a core curriculum is to promote wellness and a healthy lifestyle. Health and wellness are byproducts of an education. The exemplary educational objectives are:

  • To evaluate personal fitness levels and health behaviors within the parameters of fitness components
  • To develop plans for and to demonstrate active participation in a personal fitness program for improvement in fitness levels and health behaviors
  • To describe the relationship and the interaction of lifestyle and disease and the major issues that affect our health and wellness
  • To understand the contribution of physical activity to overall physical, social, mental and emotional well being
  • To identify methods and techniques for attaining lifelong fitness and wellness
  • To demonstrate an understanding or basic nutrition principles, weight control, injury prevention and stress management

The following physical education course meets the requirements of this institutional option: Physical Education 1164

The DCCCD core of 48 credit hours is composed of the following courses:

COMMUNICATIONS - 9 credit hours
(Select each of the following)
  • English 1301: A grade of "C" or better required.
  • English 1302 and one of the following:
  • Speech 1311*, or Speech 1315*, any Foreign Language Course 1311 or higher, or American Sign Language course

*Students must select Speech 1311 or Speech 1315 if seeking an AA, AS, or AAT degree. A grade of "C" or better if you select Speech 1311 or Speech 1315.

MATHEMATICS - 3 credit hours
(Select one from the following)
  • Math 1314, 1316, 1324, 1325, 1332, 1333, 1348, 1414, 1425, 2305, 2315, 2318, 2320, 2342, 2412, 2414, 2418, 2420, 2513, 2442, or higher level. A grade of "C" or better required.
LAB SCIENCES - 8 credit hours
(Select two from the following)
  • Biology 1406, 1407, 1408, 1409; Chemistry 1405, 1407, 1411, 1412; Geology 1401, 1403, 1404, 1445; Physics 1401, 1402, 1405, 1407, 1411, 1412, 1415, 1417, 2425, 2426.

Note: This requirement cannot be met by using the following combinations:

  • Biology 1406 and 1408;
  • Chemistry 1405 and 1411;
  • Physics 1401 and 1405;
  • Physics 1401 and 2425;
  • Physics 1405 and 2425.

SOCIAL/BEHAVIORAL SCIENCES - 15 credit hours
(Select each of the following)

  • History 1301, 1302;
  • Government 2301, 2302

(Select one from the following)

  • Anthropology 2346, 2351, Economics 1303, 2301, 2302, 2311, Psychology 2301, 2314, 2316, Sociology 1301, 1306, 2319

HUMANITIES/VISUAL AND PERFORMING ARTS - 9 credit hours
(Select one from each of the three groupings)
I.

  • Arts 1301, 1303, 1304
  • Dance 2303
  • Drama 1310, 2366
  • Humanities 1315
  • Music 1306, 1308, 1309

II.

  • English 2321, 2322, 2323, 2326, 2327, 2328, 2331, 2332, 2333

III.

  • Cultural Studies 2370
  • History 2321, 2322, 2380, 2381
  • Philosophy 1301, 2306, 2307, 2316, 2317
  • Religion 1304

OTHER - 4 credit hours
(Select each of the following)

  • Physical Education 1164 and
  • Any 3-4 hour course with the prefix of COSC or BCIS 1405.

Students should always check the degree plan they seek, as additional courses may be added to the core curriculum from time to time.

Skip to Home navigation