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Scholarships
Scholarships
Honors Scholarship The CCBC Honors Program provides an academically challenging and enriching learning experience for students to develop their potential as leaders in a complex and culturally diverse society. Honors students are encouraged to participate in learning experiences outside of the classroom and the campus and are expected to engage in meaningful scholarly research that will help them prepare for the next phase of their lives.
Athletic Scholarships CCBC offers scholarships for student-athletes in our men's basketball, women's basketball, and women's volleyball programs. Students who are interested in joining one of the teams, and potential scholarship information, should complete the prospective student-athlete interest form linked below. For additional information or questions, contact the CCBC Athletics Director at 724-480-3470.
CCBC Foundation Scholarships The CCBC Foundation holds a variety of scholarships both for programs and books, as well as endowed scholarships from our generous donors. For a complete list of scholarships, go to: www.ccbcfoundation.org/scholarships.
CCBC Foundation
The CCBC Foundation is a non-profit, educational trust established to secure and serve as the steward for donated private funds. These funds are used to support students through scholarships and other college activities deemed appropriate by the CCBC Foundation. In all its efforts, the CCBC Foundation will support the mission, values, and goals of the Community College of Beaver County.
A gift to the CCBC Foundation has immediate tangible effects on academic areas, programs, and students. An annual gift to the CCBC Foundation shows your participation in the success of the students and the college by providing resources to launch new ventures on the campus, in the classrooms and in the future of the students.
Consistent with the requirements of the Family Educational Rights and Privacy Act of 1974 (FERPA), students are advised that the College has designated the following student information as public information that may be disclosed for any purpose without student consent: • Name • Major Field of study • Dates of attendance • Degrees and awards received • Previous institution(s) attended • Participation in officially recognized sports and activities • Weight and height of members of athletic teams
A currently registered student can grant access to their education records by completing the electronic form on MYCCBC. For each period of enrollment, students may request that directory information be withheld from release by completing the appropriate form with the Information Resource Center (IRC). Students who believe their FERPA rights have been violated may file a complaint, in writing, with the Vice President for Learning and Student Success for investigation.
Equal Educational Opportunity
Community College of Beaver County does not discriminate based on sex, age, race, ethnicity, sexual preference or disability in admissions or program access. If a student believes s/he has been the victim of discrimination, the student can file a complaint with the Vice President of Human Resources (who is the Affirmative Action Officer and Title IX Coordinator for the College) located in the Administrative Services Building, room 5106, phone ext. 3379 or the Vice President of Student Affairs and Enrollment for investigation. These requirements also apply to requests for accommodations under Section 504 of the Rehabilitation Act of 1973 and/or the Americans with Disabilities Act of 1990.
Computer and Technical Resources
The College’s computer systems, all computers, computer files, and storage units (disks, CDs, jump drives, etc.), electronic devices and electronic mail provided in its offices or elsewhere and material contained within them are College property. All individuals are permitted to use College computers and technical resources for class purposes or other College-approved uses. The College administration will develop, implement, and enforce computer and technical resource use guidelines.
Email All CCBC students are provided a web-based email account through CCBC. This account will allow students to check their email from any Internet connected computer, smartphone, or tablet computer. Email will remain active throughout the student’s enrollment.
Wireless Campus Network A wireless computer network is available on campus. Students can connect in all major buildings on campus as well as the Aviation Sciences Center. Please note that use of the wireless network is subject to the institutional procedures for Acceptable Use of Information Technology and the institutional procedures for Wireless Network Access. If you need help connecting to the wireless network, contact the IT Helpdesk at 724-480-3399 or email helpdesk@ccbc.edu.
YOU LEARN HERE – Academic Services
Preparatory Courses Preparatory courses prepare students for college-level classes. The decision to require these courses is determined by inhouse diagnostic testing, faculty perception, or the student’s awareness of need. Preparatory courses may require lab work in addition to lecture hours. They differ in several respects from college-level courses: • The grading system is unique, including letter grades of A, B, C, and R. The letter grade R indicates the instructor requirement that the student repeat the course. • The credits acquired do not satisfy requirements for graduation and are not reflected in the graduation QPA. However, students are required to successfully complete these courses. • They use the prefix PREP.
Preparatory courses include: • PREP023: Integrated Reading and Writing • PREP024: Math and Pre-Algebra Concepts
Special Topics Occasionally, course offerings include Special Topics in Liberal Arts, Business, Science, and Technologies. These courses are indicated by a program prefix code preceding the course number of 300 or above.
Special Topics are created to increase the students’ knowledge in a particular discipline or to enhance knowledge in a diverse field of study. Special Topics are offered at the discretion of the Deans. Credits earned in Special Topics courses can be applied as elective requirements toward graduation. Students should consult college counselors for details.
Independent Study Consistent with requirements of the agreement between the College and the Society of the Faculty, the College will consider creating Independent Study courses under the following condition: • Student Initiated-A student proposes a project designed to explore topics not covered in the regular program curriculum.
A student must request the authorization of an Independent Study through a faculty member in the discipline of the subject matter to be addressed in the course. If a faculty member is willing to conduct the Independent Study with the student, s/he must recommend creation of the Independent Study to the appropriate Dean. If a full-time faculty member is unwilling to offer the Independent Study, the student may request an Independent Study through an appropriately qualified adjunct instructor.
The request for approval must be forwarded to the appropriate Dean for consideration. A syllabus stipulating the educational outcomes, the work to be completed by the student, and evaluative measures utilized to determine student success must accompany the request.
An Independent Study will not be considered authorized until approved by the appropriate Dean. Approved requests for Independent Study will be forwarded to the Director of Enrollment Services who will create the independent study section. Copies of the approval and its accompanying syllabus will be maintained in the office of the Dean. Student initiated independent study courses use the INDS prefix. Administratively initiated independent study courses use the appropriate course prefix.
General Education General Education Mission Statement General education encompasses the knowledge, skills, and abilities essential for success in a diverse, complex world. CCBC is committed to ensuring its general education offerings establish a foundation on which students can build lives and careers of leadership, civic engagement, and human consideration.
General Education Competencies General education requirements include the following competencies:
General Education Competency #1: Inquiry and Analysis
Inquiry and Analysis is the central pillar of all learning, encompassing the ability to think critically and reason soundly to ensure the thoughtful evaluation of content through research and other academic activities. Inquiry and Analysis is the foundation of a strong general education, informing the curricula of all general education competencies as well as specific areas of study through its focus on logic, evaluation, reasoning, research, and problem-solving.
Courses with the following prefix are among those that require demonstration of Inquiry and Analysis: COLL
General Education Competency #2: Diversity and Social Action
Diversity and Social Action prepares students to successfully engage in our diverse, global world by providing students with experiences to enhance both their personal and cultural awareness while promoting respectful communication and relationship building. The curriculum for Diversity and Social Action provides the lens for critical analysis through which students are encouraged to become agents of social action by demonstrating social responsibility, advocating for social justice, and engaging in the ethical examination of issues which are essential to the sustainability of individuals, communities, and the environment.
Courses in the following area are among those that require demonstration of Diversity and Social Action: TAOC Category Five
General Education Competency #3: Communication and Expression
Communication and Expression prepares students to express ideas and information to diverse audiences using multiple modalities. The curriculum for Communication and Expression creates a framework through which students can use appropriate conventions to explain complex ideas, ensure the open exchange of information, and express the products of critical thinking in creative and constructive ways that embody global and cultural awareness and are relevant to career, community, and personal and professional development.
Courses in the following areas are among those that require demonstration of Communication and Expression: TAOC Categories One, Two, and Six
General Education Competency #4: Technology and Information
Technology and Information prepares students to utilize technology and language to communicate information in an effective manner. The curriculum for Technology and Information establishes the expectation that students use technological means to gather, evaluate, document and process complex data and information to synthesize ideas and convey findings in a logical manner that contributes to personal, professional, and/or community growth.
Courses with the following prefix are among those that require demonstration of Technology and Information: CIST
General Education Competency #5: Scientific Reasoning and Numeracy
Scientific Reasoning and Numeracy prepares students to think critically and objectively, to interpret data, and to analyze mathematical and scientific information. The curriculum for Scientific Reasoning and Numeracy develops students’ skills in drawing appropriate conclusions from scientific data, in using data presented in a variety of mediums to formulate hypotheses, in applying appropriate methods to solve problems, and in estimating and evaluating the validity and reasonableness of results.
Courses in the following areas are among those that require demonstration of Scientific Reasoning and Numeracy: TAOC Categories Three and Four
General Education Competency Assignments Many course syllabi identify General Education Competency assignments. These assignments are aligned with the General Education Competencies. Some of these assignments may align with one competency; others fit into more than one. The assignments are evaluated using the course rubric provided in the master syllabus and are required of all sections of the course.
The assignments are also evaluated for institutional assessment purposes using the General Education Competency Institutional Assessment Rubrics, which is also included in the master syllabus. The results of these assessments are used to improve student learning and success at the institution and are reported annually during the College’s Data Summit.
General Education Competency Institutional Assessment Rubrics General Education Competency #1: Inquiry and Analysis Outcome: Students will successfully utilize critical thinking skills, such as logic, evaluation, reasoning, research, and problemsolving.
Mastery (80-100%)-Student consistently demonstrates the ability to successfully utilize logic, evaluation, reasoning, research, and problem-solving.
Progressing (70-79%-Student generally demonstrates the ability to successfully demonstrate critical thinking skills, such as logic, evaluation, reasoning, research, and problem-solving.
Low Mastery (60-69%)-Student inconsistently demonstrates the ability to successfully utilize critical thinking skills, such as logic, evaluation, reasoning, research, and problem-solving.
No Mastery (59% or below)-Student does not demonstrate the ability to successfully utilize critical thinking skills such as logic, evaluation, reasoning, research, and problem-solving.
General Education Competency #2: Diversity and Social Action Outcome: Students will demonstrate cultural awareness through the ethical examination of issues essential to the sustainability of individuals, communities, and/or the environment.
Mastery (80-100%)-Student consistently demonstrates cultural awareness through the ethical examination of issues essential to the sustainability of individuals, communities, and/or the environment.
Progressing (70-79%)-Student generally demonstrates cultural awareness through the ethical examination of issues essential to the sustainability of individuals, communities, and/or the environment.
Low Mastery (60-69%)-Student inconsistently demonstrates cultural awareness through the ethical examination of issues essential to the sustainability of individuals, communities, and/or the environment.
No Mastery (59% or below)-Student does not demonstrate cultural awareness through the ethical examination of issues essential to the sustainability of individuals, communities, and/or the environment.
General Education Competency #3: Communication and Expression Outcome: Students will use the appropriate conventions to express the products of critical thinking.
Mastery (80-100%)-Student consistently uses the appropriate conventions to express the products of critical thinking. Progressing (70-79%)-Student generally uses the appropriate conventions to express the products of critical thinking.
Low Mastery (60-69%)-Student inconsistently uses the appropriate conventions to express the products of critical thinking.
No Mastery (59% or below)-Student does not use the appropriate conventions to express the products of critical thinking.
General Education Competency #4: Technology and Information Outcome: Students will utilize the appropriate methods to gather, evaluate, document, and/or process complex data and information.
Mastery (80-100%)-Student consistently utilizes the appropriate methods to gather, evaluate, document, and process complex data and information.
Progressing (70-79%)-Student generally utilizes the appropriate methods to gather, evaluate, document, and process complex data and information.
Low Mastery (60-69%)-Student inconsistently utilizes the appropriate methods to gather, evaluate, document, and process complex data and information.
No Mastery (59% or below)-Student does not utilize the appropriate methods to gather, evaluate, document, and process complex data and information.
General Education Competency #5: Scientific Reasoning and Numeracy Outcome: Students will apply appropriate methods to solve scientific or numerical problems.
Mastery (80-100%)-Student successfully applies appropriate methods to solve scientific and/or numerical problems and achieves valid results.
Progressing (70-79%)-Student mostly applies appropriate methods to solve scientific and/or numerical problems and does not achieve valid results due to small errors in method or in calculations.
Low Mastery (60-69%)-Student attempts to apply appropriate methods to solve scientific and/or numerical problems, but makes major errors in choice of method, in applying the appropriate method and/or in making calculations.
No Mastery (59% or below)-Student does not apply appropriate methods to solve scientific and/or numerical problems, presenting an invalid solution from either unrelated steps or from no demonstrated method.
Course Pursuit Each student has the responsibility to regularly attend and effectively pursue the stated objectives for each course in which they are enrolled. The instructor for each class will provide the student with a course syllabus at the beginning of each semester, and the syllabus will delineate the criteria for demonstrating pursuit of the course objectives.
In deciding of pursuit of the course objectives for each student enrolled, the instructor will consider class attendance; failure of the student to appear for exams, presentations or other required class activities defined in the syllabus; and failure of the student to submit required papers, projects and/or reports. When, based on a combination of these factors, the instructor determines a student has ceased to pursue the objectives of the course, he or she may withdraw the student from enrollment in the class. No withdrawals within the context of this procedure will be initiated later than the twelfth week of classes.
The faculty member will submit the withdrawal notification to the Director of Enrollment Services. The Director of Enrollment Services will notify the student of the withdrawal action, and the student will receive a letter grade of “W” for the course. Students withdrawn in this manner may request to be reinstated in the course through appeal to the appropriate instructor.
Such appeals must be initiated, in writing, within 10 days from the date on which the withdrawal was processed by the Director of Enrollment Services. If the instructor agrees to reinstate the student, he or she will submit a re-instatement notification to the Director of Enrollment Services for processing. If the instructor denies the request for re-instatement, appeals may be initiated in a manner consistent with the grade appeals process.
Satisfactory Academic Progress and Good Standing As an open admission institution, CCBC will normally permit enrollment for any individual who has the potential to benefit from participation in the educational program provided through the College.
Acceptance for an individual to enroll does not automatically guarantee access to specific programs within the College if specialized admission requirements have been established.
Upon initial enrollment, a student will be required to demonstrate satisfactory academic progress and remain in good standing with the institution. For students participating in certificate/degree programs offered for college credit, the following definitions and processes will determine satisfactory academic progress and good standing.
Basis of Calculations Quality points will be awarded based on grades earned under the institutional procedures on Grades and Grading. Quality point averages will be calculated at the end of the Fall and Spring semesters and at the end of the summer term for all courses completed during the Summer.
The calculations will be based on all credit hour courses completed during the semester/term. In all calculations, incomplete (I) grades will be treated on the same basis as a final grade of “F.” When the “I” grade is converted, the semester and cumulative QPA will be recalculated appropriately.
Good Standing Full-time students will be defined as those completing at least twelve (12) semester credit hours with a semester QPA of 3.2 to 3.7499 will be placed on the Dean’s List for the semester. Those with a semester QPA of 3.75 or above will be placed on the President’s List for the semester. Criteria for part-time student placement on either the Dean’s List or the President’s List are described in separate procedures. President and Dean’s List students that receive late grade changes will be processed at the end of the subsequent semester.
