Curriculum Programs

Degrees

Associate Degrees

A.A./A.S. (Associate in Arts and Associate in Science Degrees)

The College Transfer Program offers courses designed to parallel those taken during the freshman and sophomore years of study at a four-year college or university. During these first two years, students pursue general education courses in the areas of English, humanities, social sciences, mathematics, and science. This program provides great flexibility in course requirements so that students can design a curriculum plan to lead them smoothly into the junior year of a particular four-year college or university.

Students may choose to stay long enough to earn an Associate in Arts or Associate in Science Degree, or they may choose to transfer the credit they’ve earned at any time along the way. Student Success Advisors are available to help students plan their programs to meet their specific needs.

Many courses within the College Transfer Program will also appeal to adults who are not really interested in earning a degree or in transferring to another college. These Special Credit Students may take courses in any program for which they meet the admissions criteria (excludes NUR, and PTA).

Students who complete the A.A. or A.S. degree, including the general education core and appropriate electives, are assured that their credits will transfer to the University of North Carolina System schools. (Students must, of course, apply to and be accepted by a particular UNC System school in order for their credits to transfer.)

A.A.S. (Associate in Applied Science Degrees)

Curriculum programs in the technology areas are designed to provide students with technical competence for immediate employment in such fields as business, industry, government, health, agriculture, and social services or as owner/manager of their own businesses. Some general education courses are included in technical degree programs to provide knowledge essential for success. Students who complete these two-year programs are awarded an Associate in Applied Science Degree.

In addition to immediate employment, another option for students who earn an A.A.S. degree is to transfer to a four-year school. Some career technology programs at Surry allows this option. Both public and private four-year institutions have designed programs specifically for A.A.S. degree recipients. For a complete list of these options, as well as transfer guides, contact the Student Services Office.

A.G.E. (Associate in General Education Degree)

The Associate in General Education curriculum is designed for the academic enrichment of students who wish to broaden their education, with emphasis on personal interest, growth and development. Graduates are prepared for advancements within their field of interest and become better qualified for a wide range of employment opportunities.

A.G.E.-N (Associate in General Education - Nursing Degree)

The Associate in General Education (AGE) - Nursing is designed for students who wish to begin their study toward a Baccalaureate degree in Nursing as based on Blocks 1 through 3 of the Uniform Articulation Agreement between the University of North Carolina’s Registered Nurse (RN) to Bachelor of Science in Nursing (BSN) programs and the North Carolina Community College Associate Degree Nursing Programs which was approved by the State Board of Community Colleges and the UNC Board of Governors in February 2015. The AGE-Nursing shall be granted for a planned program of study consisting of a minimum of 60 semester hours of credit (SHC) of courses.

A.F.A (Associate in Fine Arts Degree)

The Associate in Fine Arts curriculum provides basic course work in humanities, fine arts, English, mathematics, and social sciences with additional concentration in the fine arts, specifically the area of clay, painting, drawing, and sculpture. This degree is designed for students planning to transfer to four-year colleges and universities. In general, the components of the degree meet requirements for majors in the Fine Arts. The degree is designed to prepare students to meet selective admission criteria for programs such as the Bachelor of Fine Arts, which may require a portfolio requirement. The Associate in Fine Arts program is part of the Comprehensive Articulation Agreement which allows graduates of the program to transfer to one of the member institutions of the University of North Carolina system.

A.A.T.P. (Associate in Art Teacher Preparation Degree)

The Associate in Arts Teacher Preparation curriculum provides basic course work in humanities, fine arts, English, mathematics, and social sciences with additional concentration in education. This degree is designed for students planning to transfer to four-year colleges and universities. In general, the components of the degree meet requirements for majors in Education. The Associate in Arts Teacher Preparation program is part of the Comprehensive Articulation Agreement which allows graduates of the program to transfer to one of the member institutions of the University of North Carolina system.

A.S.T.P (Associate in Science Teacher Preparation Degree)

The Associate in Science Teacher Preparation curriculum provides basic course work in humanities, fine arts, English, mathematics, and social sciences with additional concentration in S.T.E.M. This degree is designed for students planning to transfer to four-year colleges and universities. In general, the components of the degree meet requirements for majors in Education. The Associate in Science Teacher Preparation program is part of the Comprehensive Articulation Agreement which allows graduates of the program to transfer to one of the member institutions of the University of North Carolina system.

General Education Competency Requirements For All Degrees

Students who graduate from Surry Community College’s Associate Degree programs should demonstrate competence in the general education skills described here.

• Critical Thinking: SCC graduates will be able to think about their thinking in order to improve it. They will be able to (1) analyze thought (their own and that of others) by identifying, examining, and employing the essential elements of reasoning; (2) assess thought by applying intellectual standards; and (3) think ethically and fairly by cultivating intellectual traits. They will demonstrate thinking that is clear, accurate, precise, relevant, logical, deep, broad, and fair, while analyzing, synthesizing, and evaluating.
• Writing: SCC graduates will be able to produce writing that is clear, precise, organized, incisive, and correct (according to the guidelines of Standard Written English) for a variety of purposes and audiences.
• Speaking: SCC graduates will be able to speak in a manner that is clear, precise, coherent, perceptive, audience-aware, and correct (according to the guidelines of Standard English) in both small and large group settings.
• Reading: SCC graduates will be able to read actively and analytically at the college level and should be able to synthesize and apply information across disciplines.
• Information Literacy: SCC graduates will be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.
• Technology Skills: SCC graduates will be able to use technology effectively as a tool for research, problem solving, communication, and career enrichment.
• Quantitative Literacy: SCC graduates will be able to apply college-level mathematical concepts and methods to understand, analyze, and communicate in quantitative terms.

Diplomas

Diploma programs are designed to prepare students for initial employment in skilled occupations, to retrain skilled workers for new occupations, and to provide skill upgrading for one’s advancement in current occupations. Most of these diploma programs require one year of participation on a full-time basis to complete, although courses can be taken on a part-time basis. Some of these programs do not require a high school diploma for admission.

Certificates

Some programs are designed to allow students to receive a certificate after completing a designated set of specific courses. These programs are one year or less in length. Required courses are generally those which provide specific job-related skills. For more information, consult a Student Success Advisor in Student Services.

Online Learning

Surry Community College offers students an alternate way to further their education through online learning. The purpose of online learning at Surry Community College is to provide high quality, reasonably priced educational and job training programs which meet the needs of students that are striving to find balance between education, work and family obligations.

Currently ten degrees and twenty-two certificate programs are offered completely online. Each online degree program follows the same program of study as a traditional face-to-face program. For complete program details refer to the program of study. Online program offerings include:

Online learning opportunities provide a means for students to enroll in credit classes that do not require traditional classroom attendance. The program shares the same goals, objectives, skills, and competencies as all educational opportunities at SCC. Courses and programs offered through the distance medium require the same number of hours for completion and cover the same learning outcomes. Students are offered full-service access to learning resources, program advisement and financial aid information.

Delivery Methods

At SCC, courses may be offered as hybrid and blended courses (combines face-to-face and online), Internet (online) courses, video conference, and virtual courses. Online learning opportunities provide a means for students to enroll in credit classes that do not require traditional classroom attendance. Offerings appear on the semester schedule of courses each term. Courses are identified in course listings by the section code as follows:

Course Type, Section Code, Example

Hybrid courses: H (51 to 99% online) (e.g., HUM-115-H1)
Blended courses: B (<=50% online) (e.g., MAT-152-B1)
Online courses: I (e.g., CIS-110-I1)
Video conference courses: T (e.g., COM-231-T1)
Virtual courses: V (some synchronous online) (e.g. ENG-111-V1)

Students taking online courses must have proficient computer skills as well as an email account to participate. SCC provides all students a free email account. Online courses are delivered online via a learning management system program, Moodle. Faculty and student communication takes place primarily through the computer. Interaction in an online course is through virtual chats, email, wikis and the use of discussion forums which allow students to participate online at times convenient for them. Online courses are designated with a section code of I. Virtual courses are designated with a section code of V.

Hybrid/blended courses combine classroom instruction with the interactivity of an online course. The Internet is used to deliver a portion of the course requirements, with the other delivered through on-site meetings. Hybrid courses include face-to-face instruction, course websites, textbooks, weblinks, online and in-class discussions, collaboration and problem-solving. Hybrid classes are designated with a section code of H. Blended classes are designated with a section code of B.

Hyflex courses allow students to attend classes in person with the instructor in the classroom or to view the lectures and participate in activities online. In most Hyflex courses (nursing classes are an exception), students can choose to exclusively attend remotely, if they prefer. As necessary, the HyFlex class can flip to completely online. If some in person attendance is required, faculty will communicate with students before the start date to clarify how and when to attend (applies to nursing courses only).

Selected courses are taught on-campus using SCC’s specially-designed video conferencing classroom. Video conferencing classes bring together students located at multiple locations across North Carolina, with communication conducted through interactive use of television monitors, microphones, and video cameras. All necessary technologies are provided in the classrooms. Students will find video conferencing class instruction collaborative and engaging. Video conferencing classes are designated with a section code of T.

In order to successfully complete online, hybrid, blended, or virtual courses, students should be aware of specific technical skills and equipment needs that are required when taking a course. Information students should be aware of when registering for online, hybrid, and NCIH courses follows.

Students considering online learning should complete this brief assessment to see if they are ready for online learning. Online Readiness Checklist (https://vlc.nccommunitycolleges.edu/faculty/online-readiness-checklist/)

Online Course Information

Characteristics of Successful Online Learners

To be successful in an online class, students must be self-disciplined and willing to interact with their classmates and instructor regularly. They must have access to a computer with internet access and you must be capable of using computers and the Web for basic activities such as sending email and completing online research. While online learning provides flexibility, most students find that online learning takes more time than the traditional classroom.

Computer skills, hardware, and software

The following are minimum software required for online content completion. If students do not have access to these software applications, the student must contact the course instructor in order to determine if they can be successful in the online course.

• Word processing package - Office 2019 (provided free to all SCC students)
• Internet Explorer, Google Chrome or Firefox (latest version)
• Adobe Reader (free download)
• Real Media Player (free download)
• Other specific software that may be required for the course

Surry Community College currently uses Moodle for online learning classes. Students need basic computer and technical skills to participate in an online course. These skills include but are not limited to the following:

• Using a mouse including scrolling, left-clicking and right-clicking.
• Typing information for coursework.
• Creating documents, spreadsheets, and presentations.
• Opening, minimizing and closing computer applications.
• Saving files to a computer and other devices such as flash drive.
• Recognizing and understanding common file formats such as .doc or .docx, .pdf, and.txt.
• Participating in online discussion boards.
• Participating in online chat rooms.
• Printing pages from a web browser.
• Search the Internet.

Work-Based Learning

Work-Based Learning is designed to give students enrolled in many programs within the College an opportunity to work in their fields of study while completing their degrees. This combination of classroom instruction with practical and related work experience provides numerous benefits to participating students.

Work-Based Learning students work with employers selected and/or approved by the College. Academic credit is given for the learning gained during the work period. Students are contacted periodically by a faculty coordinator and receive on-the-job supervision by the employers.

Admission to the Work-Based Learning Program is based on interest and eligibility, not financial need. The College does not guarantee employment for all who are eligible.

Eligibility: Requirements will vary depending on program of study.

Application Procedure: Interested students should complete an application for Work-Based Learning and schedule a meeting with the Work-Based Learning Coordinator. Students are selected on the basis of information obtained from their application forms, college transcripts, and an interview regarding career goals. After students have been accepted into the program, the Work-Based Learning Coordinator will be responsible for locating and/or approving appropriate work assignments. Students already employed in curriculum-related jobs may be eligible to receive Work-Based Learning credit.

Registration: Students who are approved for Work-Based Learning must complete orientation session and register with Work-Based Learning Coordinator before going on their assignments. Students interested in Work-Based Learning are invited to contact the Work-Based Learning Coordinator for more details.

Contact Rachel Hiatt
Email: hiattr@surry.edu
Phone: (336) 386-3291
NOTE: Work-based learning options are listed under each participating curriculum program of study. 

Programs of Study