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STUDENT COURSE PLACEMENT PROCESS (AR 2.2.7) SCPP
The Maricopa Community Colleges are committed to providing students with opportunities for successful academic experiences. Student academic achievement is directly related to the proper initial course placement. Students are strongly urged to enroll in the courses indicated by their course placement tests. Initial course placement should be discussed with an advisor or counselor who is skilled in assessing the student’s needs and factors that affect student success.
A. Testing for Course Placement
Students will be required to complete a course placement test under any one of the following conditions:
- The student is taking his or her first college credit English, reading and/or math course, or any college course for which English, reading or math is a prerequisite.
- The student is pursuing a degree and does not have current valid District approved course placement scores on file or does not have previous college credit in English, reading and math.
- The student does not have a high school diploma or GED, and is applying for federal financial aid.
- The student for whom English is not the primary language and is taking his or her first English as a Second Language class is required to take a test of English proficiency.
- College may determine additional conditions under which students would be required to complete course placement testing. Contact the college for additional conditions.
2. Students will be strongly encouraged to complete a course placement test under any one of the following conditions:
- The student is taking a math course and has a college-level prerequisite on file that is more than five (5) years old.
- The student is taking a college course for which English, reading or math is a prerequisite, and such credit is more than five (5) years old.
3. Students MAY be exempt from a course placement test if at least one of the following conditions apply:
- The student has earned an associate or higher degree.
- The student has earned college credits from a regionally accredited college in English, reading, and math with a grade of C or higher, and such credit is no more than five (5) years old.
- The student has currently valid District approved course placement scores on file.
- Note: Being exempt from taking a course placement test does not exempt the student from fulfilling the minimum graduation requirements.
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B. Course Placement
Students will be advised for specific course enrollment based on highest test or retest scores.
Students with test scores that fall into the range described as a “decision zone” must receive advisement to select appropriate course(s).
Students will be permitted one re-test in English, reading or by math level after at least a 24-hour waiting period. An additional re-test is permitted one year from the date of student’s original or re-test at any course placement testing site.
The vice president of student affairs or designee may approve re-testing for students with special needs or circumstances. The re-test date will then serve as the date of record.
Students may request a Course Placement Waiver from the appropriate department/division chair or college designee. The signed waiver will be noted on the student’s record and will be kept on file in the Office of Admissions and Records.
C. Implementation of Policy
To ensure consistency of the course placement process within the Maricopa Community Colleges:
- All colleges shall accept the same approved course placement instruments.
- All colleges shall adhere to the same approved cut-off scores.
- Course placement scores, with the exception of the reading exemption, will be valid for two years from the date of the original or re-test.
D. Evaluation
The Maricopa Community Colleges will provide an ongoing evaluation of the course placement process. An annual report shall be submitted to the Governing Board to indicate the policy’s effectiveness noting the number of students assessed, their placement scores and their success in courses. Every three years a thorough review of the policy and procedures shall be implemented, including recommendations from the English, Reading and Math Instructional Councils regarding cut-off scores.
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Textbooks, supplemental reading material, school supplies, college apparel and miscellaneous items for students are available at the campus bookstore. The bookstore is located in the Student Services Building. Regular hours during the Fall and Spring semesters are Monday through Thursday 8:00 a.m. to 7:00 p.m. and Friday 8:00 a.m. to 2:00 p.m. Store manager is Ruth Taylor and you can reach her at (602) 243 8159 or ruth.taylor@smcmail.maricopa.edu
Refunds - An original receipt is required for all refunds. Textbooks can be returned for a full refund within seven days of the first day of class and within two days from the date of purchase thereafter. Books purchased the last week of classes or during final exams are not eligible for refunds. Textbooks must be returned in the same condition as purchased.
Buy Back - Students can sell their books to the bookstore at the end of each semester. Your textbook adoption form is required in order for the bookstore to buy books at half the current selling price. Your cooperation in submitting this information in a timely manner is critical and greatly appreciated. Questions, comments, and concerns please call (602) 243 8159 or e-mail ruth.taylor@smcmail.maricopa.edu
CAREER/COUNSELING SERVICES CCSC
SMCC COUNSELING SERVICES
Career/Counseling Services are available to assist students with personal, educational, and vocational concerns. Counselors can help students with:
- Career Guidance: Career decision making, assessment of interests, needs, personality traits, values.
- Career Information: Description of careers, market outlook, educational requirements.
- Job Hunting Skills: Applications, resumes, interviewing, strategies for networking.
- Academic Success: Time management, study skills, management of test anxiety.
- Personal Counseling: Stress management, motivation, goal setting, or any other concern interfering with academic work. Information on community services and agencies.
For more information, call 602.243.8154 or visit:
www.southmountaincc.edu/counseling
NEED HELP WITH YOUR CAREER DECISIONS?
South Mountain Community College’s Career Services are designed with you, the learner, in mind. Whether you are exploring your career options for the first time, thinking of a career change, or need to learn job search skills, our services can help you reach your personal and professional goals.
For an appointment or counseling, call any one of the following or send us an e-mail.
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CREDIT FOR PRIOR LEARNING (AR 2.2.4)
The Maricopa Community Colleges recognize that learning takes place in a variety of situations and circumstances. Many students have significant, demonstrable learning from experiences outside the traditional academic environment. Therefore, prior learning, not life experience, is the basis for the award of college credit.
Students may be awarded no more than 30 credit hours, unless required by a specific program of study, within the Maricopa Community Colleges using one or more of the following assessment methods recommended by the Council for Adult and Experiential Learning (CAEL) and the American Council on Education (ACE):
- Articulated Programs
- Credit By Evaluation
- College-Level Equivalency Examinations
Credit awarded for prior learning does not count as hours in residence for graduation requirements. Exceptions may be granted at some MCCD colleges for their unique programs of study. No more than 20 semester credit hours may be applied to AGEC. Credit received through Prior Learning Assessment is transferable within the Maricopa Community Colleges but is not necessarily transferable to other colleges and universities. Therefore, students are strongly advised to meet with a program advisor or contact the college or university they plan to attend.
For further information on Prior Learning Assessment, contact the Office of Admissions and Records.
A. Credit by Evaluation
The Maricopa Community Colleges offer credit by evaluation. The American Council on Education (ACE) evaluates military training and experiences as well as non-collegiate sponsored training programs and recommends credit awards based on this evaluation.
The number of credits listed in the ACE guide are recommendations only. A college is not required to grant a student the number of credits recommended. The credits are included on a student’s transcript.
1. Educational Experiences in the Armed Services
The Maricopa Community Colleges may award credit for military experiences based on the ACE Guide to the Evaluation of Educational Experiences in the Armed Services. A student may receive college credit if:
a. training parallels a discipline area offered through the Maricopa Community Colleges, and
b. credit meets a program requirement or is used as elective credit.
Upon request, individuals who have successfully completed Basic Training, four (4) credit hours in Physical Education will be awarded as indicated in the ACE Guide and the Community College of the Air Force Catalog. Official documentation of military training is required.
2. College Credit Recommendation Service (CREDIT)
ACE evaluates training programs offered by business, industry, and government and publishes its credit recommendations in The National Guide to Educational Credit for Training Programs. If a student has received training which appears in the guide, he or she may receive college credit if:
a. training parallels a discipline area offered through the Maricopa Community Colleges, and
b. credit meets a program requirement or is used as elective credit.
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3. Departmental Credit By Evaluation
Students may apply for Departmental Credit By Evaluation in certain courses by obtaining the appropriate form in the Office of Admissions and Records, and completing applicable paperwork and other requirements of the college, including payment of required fee. See fee schedule for appropriate fee. Fees are not refundable if a student fails to obtain credit.
Students may not request:
a. the evaluation of a course a second time;
b. the evaluation of a course while currently enrolled in the course;
c. to establish credit in a previously completed course; and
d. to establish credit for a lower level of a course in which credit has been received. Exceptions may be granted at some MCCCD colleges for their unique programs of study.
Certain departments have additional requirements which must be met before credit may be granted through departmental credit by evaluation.
When credit is granted as outlined above, a notation of “credit by evaluation,” and the number of credits will appear on the student’s transcript. These credits are not used in computing the grade point average. Credit by evaluation is transferable within the Maricopa Community Colleges, but is not necessarily transferable to other colleges and universities.
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B. College-Level Equivalency Examinations CLEE
ACE has published credit recommendations for a number of national standardized examinations such as the ones listed below in the Guide to Educational Credit By Examination.
The Maricopa Community Colleges use these recommendations as guidelines to award credit for equivalent Maricopa Community Colleges coursework as well as elective credit. Scores must be sent directly to the Office of Admissions and Records from the specific testing company(s) before credit is awarded.
All equivalency is subject to future review and possible catalog change.
- Advanced Placement Examinations: Students who have taken an advanced placement course of the College Entrance Examination Board (CEEB) in their secondary school and who have taken an Advanced Placement Examination of the CEEB may receive course credit with a score of 3, 4 or 5. Scores must be received directly from CEEB before credit is awarded.
- English AP Recommendation
- Math AP Recommendation
College Level Examination Program: The Maricopa Community Colleges may award credit to individuals who have received a score of 500 or more for the 1986 version of the College Level Examination Program (CLEP) General Examinations (610 on the 1978 version) and who meet or exceed the American Council on Education (ACE) recommended scores for awarding credit on the CLEP subject examinations. The ACE credit-granting score recommendation will be 50 (on the 20-80 scale) for all CLEP computer-based exams beginning July 1, 2001.
- Credit received through CLEP is transferable within the Maricopa Community Colleges, but is not necessarily transferable to other colleges and universities.
Rio Salado College and Paradise Valley Community College are national CLEP test sites. For more information on registering for the CLEP examinations, contact Rio Salado College or Paradise Valley Community College.
English Composition: Students pursuing credit for ENG 101 must take the English Composition with Essay. The Maricopa Community Colleges do not award credit for ENG 102 through CLEP examination.
Foreign Languages:
- Credit earned through CLEP examination for French, German, and Spanish meets the language proficiency requirements of the Maricopa Community Colleges.
- For CLEP examinations taken prior to July 1, 2001, the Maricopa Community Colleges will grant credit based on the scaled scores indicated below:
- At the discretion of the individual college, an oral exam at the 202 level may be administered.
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3. Defense Activity for Non-traditional Education Support DEFE
Examination Program
The Maricopa Community Colleges may award credit for the Defense Activity for Non-traditional Education Support (DANTES) Examination Program to individuals who meet or exceed the ACE recommended scores for awarding credit on the DANTES subject examinations. The Maricopa Community Colleges do not award credit for ENG 102 through DANTES examination. Credit received through DANTES is transferable within the Maricopa Community Colleges, but is not necessarily transferable to other colleges and universities.
The Assessment Center at Rio Salado College is a national test site. For additional information on registering for DANTES examinations, call (480) 517-8560.
- American College Testing Proficiency Examination Program: The Maricopa Community Colleges may award credit for the American College Testing Proficiency Examination Program (ACT-PEP) based on the scores earned.
- Departmental Credit By Examination: Students may apply for Departmental Credit By Examination in certain courses by obtaining the appropriate form in the Office of Admissions and Records, paying the required fee, and completing the examination and other requirements of the college. See fee schedule for appropriate fees.
Students may not request:
a. to challenge a course a second time;
b. to challenge a course while currently enrolled in the course;
c. to establish credit in a previously completed course; and
d. To establish credit for a lower level of a course in which credit has been received. Exceptions may be granted at some MCCCD colleges for their unique programs of study.
Certain departments may have additional requirements which must be met before credit may be granted through departmental credit by examination.
Only grades of A, B, C, D, or P earned as a result of this examination will be recorded on the student’s transcript. Fees are not refundable after the examination has been administered, regardless of results.
When credit is granted as outlined above, a notation of “credit by examination,” a grade and the number of credits will appear on the student’s transcript. The grade is used in computing the grade point average.
See Table 1 - CLEP
See Table 2 - Advanced Placement Credit
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6. International Baccalaureate Diploma/Certificate IBCE
Students who present an International Baccalaureate Diploma/Certificate may qualify for college credit. Maricopa Community Colleges grant credit for college-level courses only. A grade of 5 qualifies a student to receive credit for one introductory course. No credit is awarded for English B (English as a Second Language). Credit is awarded according to the “International Baccalaureate Diploma/Certificate Credit” table.
See Table 3 - International Baccaluaureate Deploma
Table 1 – College Level Examination Program (CLEP)
| Examination MCCCD |
| General |
Score |
Sem. Hrs. |
Equivalency |
| English Composition |
50 (July 1, 2001 or later), 600 (1986 version), 500 (1978 version) |
3 |
With essay qualifies for ENG101 |
| Humanities |
50 (July 1, 2001 or later), 500 (prior to July 1, 2001) |
6 |
Elective Credit |
| Mathematics |
50 (July 1, 2001 or later), 500 (prior to July 1, 2001) |
3 |
MAT122 |
| Natural Sciences |
50 (July 1, 2001 or later), 500 (prior to July 1, 2001) |
8 |
Elective Credit* |
| Social Sciences & History |
50 (July 1, 2001 or later), 500 (prior to July 1, 2001) |
5 |
Elective Credit |
| General |
Score |
Sem. Hrs. |
Equivalency |
| Accounting, Principles of |
ACE Score |
6 |
ACC Elective Credit |
| American Government |
ACE Score |
3 |
POS110 |
| American Literature |
ACE Score |
6 |
ENH241, 242 |
| Analyzing & Interpreting Literature |
ACE Score |
3 |
Elective Credit |
| Biology |
ACE Score |
8 |
BIO Elective Credit* |
| Calculus (Calculus with Elem Functions) |
ACE Score |
4 |
MAT221 |
| Chemistry |
ACE Score |
9 |
CHM Elective Credit* |
| College Algebra (1993) (replaces College Algebra [1979]) |
ACE Score |
3 |
MAT152 |
| College Algebra - Trigonometry |
ACE Score |
3 |
MAT152 |
| English Literature |
ACE Score |
3 |
Elective Credit |
| French Language |
50-54 |
4 |
FRE101 |
| French Language |
55-61 |
8 |
FRE101, 102 |
| French Language |
62-65 |
12 |
FRE101, 102, 201 |
| French Language |
66-80 |
16 |
FRE101, 102, 201, 202 |
| Freshman College Composition |
ACE Score |
3 |
With Essay ENG101 |
| German Language |
39-45 |
4 |
GER101 |
| German Language |
46-50 |
8 |
GER101, 102 |
| German Language |
51-59 |
12 |
GER101, 102, 201 |
| German Language |
60-80 |
16 |
GER101, 102, 201, 202 |
| Human Growth & Development |
ACE Score |
0 |
No Credit |
| Information Systems & Computer Applications |
ACE Score |
3 |
CIS Elective Credit |
| Intro to Educational Psychology |
ACE Score |
3 |
EDU Elective Credit |
| Introductory Business Law |
ACE Score |
3 |
GBS Elective Credit |
| Introductory Psychology |
50 |
3 |
PSY101 |
| Introductory Sociology |
ACE Score |
3 |
SOC101 |
| Mathematics, College |
ACE Score |
3 |
MAT142 |
| Microeconomics, Principles of (rep.aces Introductory Macroeconomics) |
ACE Score |
3 |
ECN211 |
| Management, Principles of |
ACE Score |
3 |
MGT Elective Credit |
| Marketing, Principles of |
ACE Score |
3 |
MKT271 |
| Microeconomics, Principles of (replaces Introductory Microeconomics) |
ACE Score |
3 |
ECN212 |
| Spanish Language |
50-54 |
4 |
SPA101 |
| Spanish Language |
55-65 |
8 |
SPA101, 102 |
| Spanish Language |
66-67 |
12 |
SPA101, 102, 201 |
| Spanish Language |
68-80 |
16 |
SPA101, 102, 201, 202 |
| Trigonometry |
ACE Score |
3 |
MAT182 |
| U.S. History I - Early Colonization to 1877 |
ACE Score |
6 |
IS103 |
| U.S. History II - 1865 to the Present |
ACE Score |
3 |
IS104 |
| Western Civilization I - Ancient Near East to 1648 |
ACE Score |
6 |
IS100, 101 |
| Western Civilization II - 1648 to the Present |
ACE Score |
3 |
IS102 |
|
*The general studies requirement in natural sciences (SQ and SG) and Literacy and Critical Inquiry (L) are not satisfied by CLEP
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Table 2 – Advanced Placement Credit ADVC
| Examination |
Score |
MCCCD |
Sem. Hrs. |
| Art - History |
5 or 4 3 |
ARH101, 102 ARH101 or 102 |
6 3 |
| Art - Studio - Drawing |
5 4 |
ART111, 112 ART111 |
6 3 |
| Art - Studio - General |
5 4 |
ART111, 112 ART112 |
6 3 |
| Biology |
5 or 4 3 |
BIO181, 182 BIO100 or Equivalent |
8 4 |
| Chemistry |
5 or 4 3 |
CHM151/151LL and CHM152/152LL or CHM154/154LL CHM151, 151LL |
8 or 9 4 |
| Computer Science A |
5 or 4 |
CSC100 |
3 |
| Computer Science AB |
5 or 4 |
CSC100 |
3 |
| Economics - Introductory Macroeconomics |
5 or 4 |
ECN211 |
3 |
| Economics - Introductory Microeconomics |
5 or 4 |
ECN212 |
3 |
| English - Language & Composition |
5 or 4 |
ENG100AA, AC, AD and ENG101 |
6 |
| English - Language & Composition |
5 or 4 |
ENG101 and ENH110 |
6 |
| Environmental Science |
5 or 4 |
No Credit |
3 |
| French - Language |
5, 4, or 3 |
FRE101, 102, 201, 202 |
16 |
| French - Literature |
5, 4, or 3 |
FRE101, 102, 201, 202 |
16 |
| German - Language |
5, 4, or 3 |
GER101, 102, 201, 202 |
16 |
| German - Literature |
5, 4, or 3 |
GER101, 102, 201, 202 |
16 |
| History -American |
5 or 4 |
IS103, HIS104 |
6 |
| History -European |
5 or 4 3 |
IS101, HIS102 |
6 3 |
| Latin - Language |
5 4 3 |
LAT101, 102, 201, 202 LAT101, 102, 201 LAT101, 102 |
16 12 8 |
| Mathematics - Calculus AB |
5, 4, or 3 |
MAT220 or MAT221 |
4 or 5 |
| Mathematics - Calculus BC |
5 or 4 3 |
MAT220 or MAT221 and MAT 230 or MAT231 upon completion of MAT241 MAT220 or MAT221 |
8 to 10 4 or 5 |
| Music |
5 or 4 |
MTC105 |
3 |
| Physics B |
5 |
PHY111, PHY112 |
8 |
| Physics C - Electricity & Magnetism |
5 |
PHY116, with calculus and laboratory course work, or PHY112 with laboratory course work |
5 4 |
| Physics C - Mechanics |
5 |
PHY115, with calculus and laboratory course work, or PHY111 with laboratory course work |
5 4 |
| Political Science - American Government |
5 or 4 |
POS110 |
3 |
| Political Science - Comparative Government and Politics |
5 or 4 |
POS140 |
3 |
| Psychology |
5 or 4 |
PSY101 |
3 |
| Spanish - Language |
5, 4, or 3 |
SPA101, 102, 201, 202 |
16 |
| Spanish - Literature |
5, 4, or 3 |
SPA101, 102, 201, 202 |
16 |
| Statistics |
5, 4, or 3 |
MAT206 |
3 |
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Table 3 – International Baccalaureate Diploma/Certificate Credit IBDC
| Examination |
Score |
Sem. Hrs. |
MCCCD Equivalency |
| Art/Design |
7, 6, or 5 4 |
6 3 |
ART111, 112 ART112 |
| Biology |
7, 6, or 5 4 |
8 4 |
BIO181, 182 BIO182 |
| Chemistry |
7, 6, or 5 4 |
9 4 |
CHM151, 152 CHM151 |
| Economics |
7, 6, or 5 4 |
6 3 |
ECN211, 212 ECN211 |
| English A |
7, 6, or 5 4 |
6 3 |
ENG101, ENG100AB, AC, AD ENG100AB, AC, AD |
| English B |
No Credit |
|
None |
| Foreign Language A or B* |
7, 6, or 5 4 |
8 4 |
Foreign Language 101, 102 Foreign Language 101 |
| History - American |
7, 6, or 5 4 |
6 3 |
IS103, 104 HIS103 |
| History -European |
7, 6, or 5 4 |
6 3 |
IS101, 102 HIS101 |
| Human Geography |
5, 4, or 3 |
3 |
GCU102 |
| Mathematics |
7, 6, 5, or 4 |
4 |
MAT221 |
| Physics |
7, 6, or 5 4 |
8 4 |
PHY111, 112 PHY111 |
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C. Health Care Integrated Educational System (HCIES) Credit for Prior Learning National/Regional Credential Recognition
Students who have recognized credentials related to health care may request an evaluation for course competency equivalence on a case-by-case basis through the Integrated Competency Assessment Network (ICAN). For more information contact the ICAN office at (480) 731.8924 or by email at ican@domail.maricopa.edu. Website: http://healthcare.maricopa.edu/healthcarecourses.php. When national or regional credentials are determined to be equivalent to the competencies demonstrated in corresponding courses, the recognition of external credentials will fulfill graduation credit requirements for the identified courses through Credit by Evaluation.
Credit by Examination and Credit by Skills Demonstration Assessment
Health care students may apply for credit for prior learning in certain courses. Specific information and required forms can be found on http://healthcare.maricopa.edu/ healthcarecourses.php Credit by Examination in the HCIES is determined through the use of HCIES Competency Assessment Tests (CATs) and/or Skills Demonstration Assessment under the direction of the HCIES Integrated Competency Assessment Network (I CAN). Students may apply for HCIES Health Care Pathway/Program Advanced Placement in certain courses by obtaining the appropriate form(s) in the Office of Admissions and Records, paying the required fee(s), and successfully completing the examination and/or skills demonstration and other requirements of the college. See fee schedule for appropriate fee. Fees are not refundable if a student fails to obtain credit.
Students may not request:
a. to challenge a course a second time;
b. to challenge a course while currently enrolled in the course;
c. to establish credit in a previously completed course; or
d. to establish credit for a lower level of a course in which credit has been received.
Certain health care pathways/programs have additional requirements which must be met before credit may be granted through HCIES credit by examination and credit by skills demonstration assessment.
Grades of A, B, C, D or P, earned as a result of examination or skills assessment will be recorded on the student’s transcript. Fees are not refundable after the examination/skills demonstration has been administered, regardless of results. A grade of P/Z is not used in computing the grade point average.
When credit is granted as outlined above, a notation of “CREDIT BY EXAMINATION,” “CREDIT BY EVALUATION,” or “CREDIT BY SKILLS DEMONSTRATION” and the number of credits will appear on the student’s transcript. If a grade is assigned, it will be used in computing the grade point average.
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D. Transfer Credit TC
Students who have had official transcripts sent directly to the Office of Admissions and Records from regionally accredited institutions of higher education may be granted credit for college-level courses in which a C (2.0 on a 4.0 scale) or higher grade has been received; but credits accepted in transfer do not necessarily apply to all certificate or degree programs.
Regionally accredited institutions of higher education are those that are fully accredited by New England Association of Schools and Colleges, Middle States Association of Colleges and Schools, North Central Association of Colleges and Schools, Northwest Association of Schools and Colleges, Southern Association of Colleges and Schools, and/or the Western Association of Schools and Colleges.
Credits from institutions with candidate status from one of the above regional accrediting associations will be reviewed for transferability by a college committee.
Credits from foreign institutions will be reviewed for acceptance. It is the student’s responsibility to have all such transcripts translated into English and evaluated by an International Student Evaluation Service before submitting them to the college.
E. Servicemen’s Opportunity College SOC
The Maricopa Community Colleges recognize the unique educational problems confronting many active duty military personnel in attaining their educational goals. The colleges have, therefore, established themselves as Servicemen’s Opportunity Colleges. This means that the colleges recognize the peculiar needs of military personnel in that they provide courses on the various military bases located in Maricopa County and provide opportunities to complete courses through non-traditional means when education is interrupted by military obligations.
Maricopa Community Colleges maintain liberal entrance requirements, offer maximum credit for educational experiences obtained in the Military Services, and follow residency statutes applicable to the special needs of servicemen.
Maricopa Community Colleges follow the recommendations established by the American Council on Education. If, for any reason, Maricopa Community Colleges’ status as a Servicemen’s Opportunity College District is discontinued, it will nonetheless maintain its commitment to students previously enrolled.
In addition, the option to enter into a “contract for a degree” allows the community college, as the college of record, to grant a degree upon completion of twelve (12) credit hours at the college and the satisfaction of graduation requirements.
F. Transfer Articulation Guidelines (Appendix S-2) TAG
Transfer Articulation with Secondary Institutions, the Maricopa Skills Center, and the Southwest Skill Center Students who have participated in programs articulated with Maricopa Community Colleges District programs may be granted credit for prior learning as provided for in the respective articulation agreements. No fees will be assessed for credits for prior learning granted through articulation. Articulated program credit is transferable within MCCD, but is not necessarily transferable to other colleges or universities. For proper placement in an articulated program, students should obtain a program of study from an academic advisor. Once the course requirements are completed, students must provide the valid documentation of articulated credits to the Office of Admissions and Records to place credits on their academic record.
Transfer Articulation from Arizona Public Community College Districts and Universities into the Maricopa Community Colleges. Any course that meets general education requirements at any Arizona public community college district or university will be accepted in transfer to meet comparable general education requirements at any of the Maricopa Community Colleges provided the courses were completed with a grade of C or better. Acceptance of courses other than general education requirements is determined by individual Maricopa Community Colleges. A student transcript with the completed block of courses included in the Arizona General Education Curriculum (AGEC-A, AGEC-B, or AGEC-S) will transfer as a block and fulfill the requirements for the corresponding AGEC at the Maricopa Community Colleges.
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Maricopa Community Colleges Transfer Associate Degrees
The Maricopa Community Colleges offers three transfer Associate degrees: Associate in Arts (AA), Associate in Business (ABUS), and Associate in Science (AS). Each degree articulates with specific majors offered by Arizona’s public universities. In addition, the degrees are recognized and transfer based on articulation agreements with several other baccalaureate degree-granting institutions. The three transfer Associate degrees transfer as a “block” and include groups or blocks of courses, e.g. the Arizona General Education Curriculum (AGEC), and the Common Lower-Division Courses. Completed blocks are treated as whole; the components are not examined separately to determine transferability. All credits are accepted and applied toward the designated/appropriate baccalaureate degree.
The Maricopa Community Colleges also offer Associate in Transfer Partnership (ATP) Degrees for specific majors at identified public and universities. These degrees may not be available at all of the Maricopa Community Colleges. Maricopa’s Associate degrees are accessible on the web at http://www.maricopa.edu/academic/ccta/cirric/cphb/ hb_academic.php -select Matrix of MCCCD Courses.
Transfer Articulation from the Maricopa Community Colleges to Baccalaureate Degrees
Granting Institutions
The Maricopa Community Colleges have transfer articulation agreements with private, public and international baccalaureate degree-granting institutions that have achieved full accreditation or candidacy status with a regional accreditation commission such as the North Central Association of Colleges and Schools. Maricopa Community Colleges transfer articulation agreements are on behalf of the District as a whole and not with individual colleges within the District. Courses taken at any of the Maricopa Community Colleges are equally transferable by institutions wishing to enter into an articulation agreement. Additionally, the articulation agreements require that all Associate Degrees awarded by Maricopa will transfer to participating institutions as a block. As mentioned above, these blocks transfer as a whole.
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Transfer Options for Maricopa Community Colleges Associate in Applied Science Degrees
The Maricopa Community Colleges Associate in Applied Science (AAS) degrees are recommended for students who want to gain a depth of technical expertise leading to employment through the completion of an occupational program. Some students may want to pursue a baccalaureate degree as well. The AAS degrees transfer as a “block” to the Bachelor of Applied Science at Arizona State University (East and West), and Northern Arizona University.
Course Acceptability and Applicability
Transfer articulation to Arizona’s public baccalaureate degree-granting institutions is communicated in terms of “acceptability” and “applicability” of community college courses and programs.
To determine “acceptability” of Maricopa Community Colleges courses, refer to the Course Equivalency Guide (CEG) on the Arizona Courses Applicability System (AZCAS). The AZCAS CEG is online at http://www.az.transfer.org/cas/. Effective Fall 2000, the course evaluation and/or the general education designation as listed in AZCAS is valid for the term in which credits are earned and appear on the transcript. A course evaluation and/or university general education designation may be subject to change. Given that curriculum is dynamic at both the Maricopa Community Colleges and the institutions to which Maricopa Community College students transfer, students have the option to petition for equivalencies and/or general education designations.
To determine “applicability” of Maricopa Community Colleges courses and transfer associate degrees to university-specific degree requirements, refer to the Maricopa Community Colleges’ Associate in Transfer Partnership degrees, the AZCAS Transfer Planning Aids, or the university transfer guides, described below.
University Transfer Guides
Each of Arizona’s public universities have developed University Transfer Guides to show how Maricopa Community College courses apply to specific baccalaureate degree requirements. The transfer guides are useful both for students pursuing Associate in Transfer Partnership Degrees, as well as for students who want to transfer to Arizona’s public universities to pursue degrees for which the Maricopa Community Colleges do not have Associate in Transfer Partnership Degrees. University Transfer Guides are accessible at the following web sites:
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Arizona Course Applicability System (AZCAS) Transfer Planning Guides
A student may enter community college or university coursework into AZCAS to create a Transfer Planning Guide. The guide evaluates progress toward completing a community college transfer certificate, transfer degree, and/or an Arizona public university degree and assists students in selecting additional course work that meets the academic program requirements. The transfer planning guides are accessible at the following web site: http://www.az.transfer.org/cas/.
SMCC DISABILITY RESOURCES AND SERVICES DRS
The Disability Resources & Services Office (DRS) coordinates the provision of reasonable accommodation for qualified students with disabilities. All accommodations are provided on a case by case basis. Any student requesting accommodation must begin the process by informing the institution of any accommodation needs within a reasonable time frame, and presenting appropriate documentation of disability.
Guidelines for documentation and minimum notification time for any requested accommodation are available through the DRS office. Reasonable accommodation is the provision of an auxiliary aid, device, or modification to the course or program that will allow access to the educational program, material, activity or degree. Contact DRS to obtain a copy and/or for more information. You may also visit the DRS web-site at: http://students.southmountaincc.edu/Services/DisabilityResources/
The Disability Resources and Services Director is Richard Cortez and his office is located in the Student Enrollment Services Building, Room 130. If you have any questions, feel free to contact the DRS office at (602) 243 8027, fax (602) 243 8226, or TDD (602) 243 8110.
DISABILITY RESOURCES & SERVICES ELIGIBILITY FOR ACCOMMODATIONS & REQUIRED DISABILITY DOCUMENTATION (AR 2.8) DRSE
PURPOSE
To specify the disability documentation requirements that will qualify (i.e., support current and essential needs) Maricopa County Community College District students for reasonable and appropriate accommodations through each college’s disability services office or designated professional. This regulation is implemented in accordance with the Americans with Disabilities Act.
GENERAL ELIGIBILITY REQUIREMENTS
Each applicant with a disability must meet MCCCD admissions requirements, or be enrolled as an MCCCD student, and must provide Disability Resource Services (DRS) with required documentation verifying the nature and extent of the disability prior to receiving any accommodation. The disability services office coordinator/program advisor is responsible for evaluating documentation and determining accommodation eligibility.
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SPECIFIC ELIGIBILITY REQUIREMENTS PHYSICAL DISABILITIES — REQUIRED DOCUMENTATION DOCU
The student must submit a written, current diagnostic report of any physical disabilities that are based on appropriate diagnostic evaluations administered by trained and qualified (i.e., certified and/or licensed) professionals (e.g., medical doctors, ophthalmologists, neuropsychologists, audiologists). Disability diagnosis categories include:
- Orthopedic Disability
- Blind or Visual Impairment
- Deaf or Hard-of-Hearing
- Traumatic Brain Injury
- Other Health-Related/Systemic Disabilities
The Written Diagnostic Report Must Include:
a) A clear disability diagnosis, including a clinical history that establishes the date of diagnosis, last contact with the student, and any secondary conditions that might be present.
b) The procedures used to diagnose the disability.
c) A description of any medical and/or behavioral symptoms associated with the disability.
d) A discussion of medications, dosage, frequency, and any adverse side effects attributable to their use that the student has experienced.
e) A clear statement specifying functional manifestations (i.e., substantial limitations to one or more major life activities and degree of severity) due to the disability and/or medications for which the student may require accommodations.
f) A recommendation for accommodation, including rationale. If the accommodation recommendations are specific to limitations in learning (e.g., reading, mathematics, written expression), an appropriate psycho-educational or neuropsychological evaluation must be administered to document ability/achievement discrepancies.
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Specific Learning Disabilities-Required Documentation
The student shall submit a written diagnostic report of specific learning disabilities that is based on current appropriate, comprehensive, and psycho educational evaluations using adult normed instruments.
The assessment or evaluation which leads to the diagnosis must be administered by a trained and qualified (i.e., certified and/or licensed) professional (e.g., psychologist, school psychologist, neuropsychologist, or educational diagnostician) who has had direct experience with adolescents and adults with learning disabilities.
An Appropriate Psycho-Educational Evaluation Must Include Comprehensive Measures In Each Of The Following Areas:
1. Aptitude (the evaluation must contain a complete intellectual assessment, with all sub-tests and standard scores reported).
2. Academic achievement (the evaluation must contain a comprehensive achievement battery with all sub-tests and standard scores reported); the test battery should include current levels of functioning in the relevant areas, such as reading (decoding and comprehension), mathematics, and oral and written expression.
3. Information processing (the evaluation should assess specific information processing areas such as short- and long-term memory, sequential memory, auditory and visual perception/processing, processing speed, executive function, and motor ability).
Examples Of Measures
- Wechsler Adult Intelligence Scale-Revised (WAIS-R)
- Wechsler Adult Intelligence Scale-Third Edition
- Stanford Binet Intelligence Scale-Fourth Edition
- Woodcock-Johnson Psycho-Educational Battery Revised: Tests Of Cognitive Ability
- Kaufman Adolescent And Adult Intelligence Test
Achievement
a) Wechsler Individual Achievement Tests (WIAT)
b) Woodcock-Johnson Psycho-Educational Battery-Revised: Tests Of Achievement (W-Jr)
c) Stanford Test of Academic Skills (TASK)
d) Scholastic Abilities Test for Adults (SATA)
Information Processing
a) Subtests of the Wais-R Or Wais-Third Edition
b) Subtests on The Woodcock-Johnson Psycho-Educational Battery-Revised: Tests Of Cognitive Ability
Diagnostic Report
The diagnostic report must include the following information:
- A diagnostic interview that addresses relevant historical information, past and current academic achievement, instructional foundation, past performance in areas of difficulty, age at initial diagnosis, and history of accommodations used in past educational settings and their effectiveness.
- A list of all instruments used in the test battery.
- Discussion of test behavior and specific test results.
- A diagnostic summary statement with the following information:
a) A clear and direct statement that a learning disability does or does not exist, including a rule-out of alternative explanations for the learning problems. Terms such as “appears,” “suggests,” or “probable” used in the diagnostic summary statement do not support a conclusive diagnosis.
b) A clear statement specifying the substantial limitations to one or more major life activities.
c) A psychometric summary of scores.
d) A recommendation for accommodations, including rationale. Diagnosis of specific learning disabilities that do not contain psycho-educational measures may not be used for determining eligibility for academic accommodations. For example, school plans such as individualized education plans (IEPS) or 504 plans are not adequate documentation; however, they can be included with the required evaluation. DRS reserves the right to request reassessment when questions regarding previous assessment or previous service provision arise.
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Attention Deficit Hyperactivity Disorder (ADHD) / Attention Deficit Disorder (ADD)
Required Documentation
The student shall submit a current diagnosis of attention deficit hyperactivity disorder (ADHD)/attention deficit disorder (ADD) that is based on appropriate diagnostic evaluations administered by trained and qualified (i.e., certified or licensed) professionals (e.g., psychiatrists, psychologists, or neuropsychologists).
The Diagnostic Report Must Include:
- A diagnostic interview addressing relevant historical information, past and current academic achievement, age at initial diagnosis, discussion of medication, and history and effectiveness of accommodations in past educational settings.
- The procedures used to diagnose the disability (including a list of all instruments used in the assessment).
- Discussion of the testing results and behavior, including the symptoms that meet the criteria diagnosis. If the student was evaluated while on medication, the effect this may have had on performance must be noted.
- DSM-IV diagnosis (including all five axes.)
- A diagnostic summary statement that includes the following information:
a) A clear statement that ADHD/ADD does or does not exist, including a rule-out of alternative explanations for behaviors. Terms such as “appears,” “suggests,” or “has problems with” used in the diagnostic summary statement do not support a conclusive diagnosis.
b) A clear statement specifying the substantial limitations to one or more major life activities and the degree of severity. If the limitations are in learning (e.g., reading, mathematics, and written expression), an appropriate psycho-educational evaluation must be administered to document ability/achievement discrepancies.
c) A recommendation regarding medications or medical evaluation(s).
d) A recommendation for accommodations, including rationale.
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Psychological Disabilities
Required Documentation
If the diagnostic report is more than one year old, a letter from a qualified professional that provides an update of the diagnosis with a description of the individual’s current level of functioning during the past year, and a rationale for the requested accommodations must be submitted.
The Diagnostic Report Must Include The Following:
1 A clinical interview, relevant historical information, age at initial diagnosis, duration and severity of the disorder.
2 Discussion of medications review of past and current academic achievement, and history of disability accommodations and their effectiveness.
3 The procedures used to diagnose the disability (include a list of all instruments used in the assessment and test scores as applicable).
4 Discussion of the assessment results.
1 DSM-IV diagnosis (include all five axes).
2 A diagnostic summary statement that includes the following:
a) A clear statement that a disability does or does not exist. Terms such as “appears,” “probable,” and “suggests” used in the diagnostic summary statement do not support a conclusive diagnosis.
b) A clear statement specifying the substantial limitations to one or more major life activities. If the limitations are in learning (e.g., reading, mathematics, and written expression), an appropriate psycho-educational evaluation must be administered to document ability/achievement discrepancies.
c) A discussion of medications and their possible impact on academic functioning (e.g., concentration, attention, sedation)
d) A recommendation for essential accommodations relative to the diagnosed disability, including rationale.
e) The duration for which these accommodations should be provided based on the current assessment.
f) A recommendation regarding reevaluation to determine ongoing need for disability accommodations (e.g., one semester, one year, two years).
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Temporary Impairments
Some disabilities are temporary and may require accommodations for a limited time. Each case is considered individually. The following documentation is required:
- Written correspondence on letterhead from a qualified professional stating diagnosis, functional limitations necessitating the accommodation, and the estimated length of time services will be needed.
- Services may be provided for ten (10) working days pending receipt of documentation. If documentation is not received by that time, services will be cancelled.
Special Considerations
A requirement for documentation prescribed in this regulation may be considered at the discretion of each college’s disability services office or designated professional if, in the professional opinion of the responsible college’s disability services office or designated professional, such consideration is in the best interest of the student and will neither undermine the integrity of any college offering nor violate any mandate under state or federal law. All situations shall be considered on an individual, case-by-case basis. Reasonable accommodation is required for students with known disabilities. MCCCD will make every attempt to provide “preferred” accommodations, however, “the most effective and reasonable” accommodation may be determined to meet sufficient accessibility needs.
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2.8.2 Eligibility of Students Taking Reduced Course Loads RCL
Although any student may register for fewer than twelve credit hours, a student with a disability may request a reduced academic load as a reasonable and appropriate accommodation. A college Disability Resource Services (DRS) professional may certify that a student who is afforded a reduced academic load as an accommodation for a disability shall nevertheless be deemed a full-time student. Such certification shall be solely to enable the student to seek eligibility for health insurance benefits and to seek eligibility to comply with mandates of the National Junior College Athletic Association. The college DRS professional will certify that a student may be deemed a full-time student as provided under this regulation only on a semester-by-semester basis.
The appropriate college offices will receive documentation of the DRS professional’s certification from the professional or the student. An incoming student may apply for such certification upon acceptance to the college. Requests for certification must be made prior to the beginning of each semester. Every attempt will be made to accommodate these requests.
The following criteria also apply:
- Students taking a reduced course load must register for at least 6 credit hours (based on DRS approval) during the regular fall and spring semesters. It is recommended that students register for at least three (3) credit hours during the summer to offset the impact of financial aid academic eligibility.
- Students taking a reduced course load must maintain satisfactory academic progress standards as defined by the college catalog.
- The reduced credit load may result in an adjusted financial aid package. There may be additional ramifications including, but not limited to, extra time to complete college, insurance coverage, Vocation Rehabilitation funding, etc.
- Eligibility for Federal Stafford Loans will be reduced according to the total number of credit hours taken in the full academic year. A student, taking a reduced course load, must be at least half time in a semester (6 credits) in order to receive a Stafford Loan.
- The amount of federal financial aid (Title V) awarded is based on the actual number of credit hours taken.
- Requirements for continuation of funding through Vocational Rehabilitation may differ. The student must contact his/her VR counselor to determine how a reduced course load will impact their funding.
- The National Junior College Athletic Association (NJCAA) has published standards in regard to the designation of Certified Disabled Student-Athlete in Article V Section J of the NJCAA bylaws. This procedure addresses the NJCAA criteria for reduced course loads.
Application Process:
Applications for reduced course loads must be submitted to the Disability & Services professional with supporting documentation. Requests must be made prior to the beginning of each semester.
- Supporting documentation must include a diagnostic evaluation from an appropriate professional. The documentation must meet the guidelines set forth by the Maricopa Community College District’s Documentation Policy in order to evaluate the current impact of the disability in regards to the request. Students are required to complete an application form for this status every semester, but do not need to re-submit their documentation. Continuation of this status is not automatic. Each case will be re-evaluated at the end of the semester to determine if this accommodation is still appropriate.
- Students requesting a reduced course load should consult with their academic advisor regarding the consequences of this status for making progress toward graduation requirements and eligibility for various academic distinctions and designations.
- Students registered in occupational and/or academic programs that have specific block formats will not be considered for reduced course loads.
- Students who are approved for a reduced course load will be required to sign the Reduced Course Load Approval Form (see Appendix S-10), which includes a statement acknowledging that he or she has reviewed the consequences that go with reduced load status and accepts them.
- When a reduced course load status is granted by the Disability Resources & Services professional, a copy of the Reduced Course Load Approval Form will be sent to the appropriate individuals.
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HONORS PROGRAM (AR 2.3.8) HNRS
Each of the Maricopa Community Colleges has an honors program. Interested students should contact the college honors coordinator for information about the program and available scholarships, including the Chancellor’s, Foundation’s, and President’s Scholarships.
President’s Honor List
The President’s Honor List for each college consists of all students who complete twelve (12) or more credit hours in residence in courses numbered 100 or higher in a given semester with a college semester grade point average of 3.75 or higher.
Phi Theta Kappa
Phi Theta Kappa is the international honor society for community colleges. Alpha Eta Delta, the South Mountain Community College chapter of Phi Theta Kappa, was chartered in 1982. It has earned distinction among 1,100 chapters around the world.
Phi Theta Kappa involves students in numerous leadership development opportunities, service projects and social activities. Phi Theta Kappa members travel to conferences, Honors seminars and conventions across the state, region and nation. They work on campus as tutors and guides, and provide service for projects in the community.
Many transfer scholarships are exclusively available to Phi Theta Kappa members. Applications for the fall ALL-USA competition and the prestigious Guistewhite Scholarship are available through the Honors Office. Membership is extended by invitation to students after completing 12 credits at SMCC with a cumulative grade point average of 3.5 or higher.
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Early Childhood Development Center (Child Care)
Day time daycare services are available for students’ on a first come, first-served basis. Hours are 7:30 am – 5:00 pm, Monday through Friday. Contact the center at 602.243.8260.
Honors Program
The College Honors program is designed to enhance students’ intellectual growth by offering challenging classes and increased contact with other Honor students. The program includes Honors sections of general education classes (through concurrent sections or contract format), faculty mentors, special activities, and Forum presentations which permit students to hear and talk with prominent lecturers. The Forum course is also offered to prepare students for concepts discussed at the lectures. Finally, each Honors course is designated HONORS on the student’s official college transcript.
Students graduating with at least 15 credits of Honors courses (including 3 credits of HUM190) and maintaining at least a cumulative 3.5 GPA will be designated HONORS PROGRAM GRADUATE. The Honors designation indicates excellence and commitment both to prospective employers and to the admissions offices at other colleges and universities. Honors students enjoy:
- Honors sections of general education classes
- Individualized course enrichment programs
- Faculty mentors
- Fee waivers and scholarships
- Cultural and social activities
- Special recognition of Honors achievements on transcripts and diplomas
Entering high school graduates who were ranked in the top 15 percent of their class (or with high college placement test scores) are eligible to apply, as are continuing or transfer students with a cumulative GPA of at least 3.25 for 12 college level hours. Students enrolled in the Honors Program are required to take at least one Honors course each semester. Other students may petition to take Honors courses and receive Honors credit. Applications are available in the Honors Office (SS-129) or by contacting the Honors Coordinator at (602) 243-8122.
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LIBRARY SERVICES LIBR
Library & Teaching and Learning Center
Students will find friendly, knowledgeable librarians and staff waiting to assist you with your information and research needs. The Library has many resources to help you succeed, including: books, videos, and DVD’s to meet your class needs and your personal interest., computers with software for browsing the Web and performing word processing, a wealth of magazines, newspapers and journals available in a variety of full-text electronic databases, a 24-hour online librarian service and access to a TDD phone.
LEARNING ASSISTANCE CENTER (LAC)
LAC help students by providing free study skills assistance, tutoring, tutorial software and videos, study guides, study rooms and a cyber café. Tutoring is free only for registered SMCC and BNFP students. The LAC tutoring program is a peer-tutoring program. Student tutors must be taking six credit hours at SMCC, have an A or B in the class they want to tutor, have a faculty recommendation, and required to complete ten hours of training.
Additionally, several RPS tutors, graduates of college or advanced students attending ASU participate in the tutoring program. The Learning Assistance Center Techs and Director also tutor and provide assistance in their own specialty areas. If you know or have a good candidate for tutoring, please contact or refer them to Dr. Julie Wechsler, 602.243.8181.
Instructors are welcome to use the LAC to work with their students. A computer, phone and simple office supplies are available for faculty use.
The Learning Assistance Center (LAC) is located in the Student Services Building, SS-100; call (602) 243-8189 for more information. During the Fall and Spring semesters while classes are in session the LAC will be open Monday through Thursday 8:00 a.m. - 8:00 p.m., Friday 8:00 a.m. – 2:00 p.m. and Saturday 9:00 a.m. – 2:00 p.m.
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TUTORING SERVICES
The Learning Assistance Center provides help with study skills, writing assistance, basic computer skills, and content areas. Tutorial software, websites, study guides, videos and tutors are available in many subject areas. A computer lab, study rooms and make-up testing are also available. This service is free to students. Contact the Learning Assistance Center, located in room SS-100 or online at http://students.southmountaincc.edu/Resources/LearningCenter/, 602.243.8189. The center is open 8:00 am to 8:00 pm, Mon-Thurs, 8:00 am- 2:00 pm, Friday, and 9:00 – 2:00 pm on Saturday.
CAMPUS PROGRAMS CAMP
Achieving a College Education (ACE)
The Achieving a College Education (ACE) program was developed in 1987. South Mountain Community College was the first of the ten (10) Maricopa County Community College District campuses to implement the ACE program. ACE targets high school students who may be considering going to college in order to earn a bachelor degree from a four year institution. The mission of the program is to support and assist high school juniors and seniors in earning transferrable college level courses. The program is designed to help students make a smooth transition from high school to community college and on to a four year university. It is important to note that an ACE student at one Maricopa community College is considered a college student with all the corresponding rights, responsibilities, privileges and benefits of traditional college age students.
The ACE is made up of several key components: completion of a nationally recognized scholarship program; guaranteed course transfer to all in-state universities; a cohort based format designed to enhance student support, friendship and sharing of diverse ideas; empowering students through self respect and personal responsibility; extensive interaction with faculty, advisors, and professional staff at the community college level; “real life” experience on a community college campus; and exposure to additional financial resources and workshops and career exploration.
The typical ACE student is a high school junior and/or senior who is enrolled as a concurrent student; someone who is taking college courses while still attending high school. The program is designed to be completed in two years. Students take classes at the SMCC campus, thus giving them the true community college campus experience. Classes meet four days per week during the summer school sessions and on Saturday during the fall and spring semester. Upon graduating from high school, and completion of the program, ACE students may have earned up to 24 transferable college credits.
Once an ACE prospective student has been accepted into the program, the student and their families participate in an orientation and a series of activities and events. These events include workshops designed to keep them informed and connected during their two years with ACE. These workshops focus on such issues as financial aid to developing college study skills.
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BILINGUAL NURSING FELLOWSHIP PROGRAM (BNFP)
The Bilingual Nursing Fellowship Program (BNFP) is designed to increase the number of nurse graduates who speak, read and write English and Spanish fluently.
BNFP is collaboration between GateWay Community College and South Mountain Community College, in cooperation with Banner Health.
It is anticipated that each Fellow will complete an AAS in Nursing and obtain a nursing license within three years after acceptance into the program.
PROGRAM ADVANTAGES
- Tutoring
- Employment Assistance
- Nurse Mentors
Bilingual Nursing Fellowship Program Advisor Phone: 602.243.8269, Fax: 602.243.8263
DEVELOPMENTAL EDUCATION
South Mountain Community College offers a wide range of developmental education courses and programs. Developmental mathematics, reading and English courses are embedded within the appropriate instructional divisions.
Newly enrolled students are required by MCCCD policy to take the ASSET reading, mathematics and English tests. Based on assessment results, students are advised to enroll in the appropriate courses to prepare them for 100 level transfer or occupational focused courses. By Maricopa District policy, students have the right to waive the assessment and placement recommendations.
The division chairs are responsible for signing the waiver forms if requested by students.
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ENGLISH AS A SECOND LANGUAGE (ESL)
Program Administrator: Jerry Cervantez, 602-243-8272
The intensive English program at SMCC is intended to prepare students for the world of work as well as for a college degree program. It also allows qualified students to earn college credit while learning English as a Second Language. Classes are designed to reinforce and build on one another and our wide range of support services will help you achieve your goals. English as a Second Language Program has been in existence for over 25 years.
Experienced faculty with advanced degrees provides instruction for four levels of ESL courses. Our class size is small to ensure attention to the student and free tutoring and other academic support services are available.
ADMISSION
An applicant for admissions to the program must complete the application process as set forth by Maricopa County Community College District policy. Admission forms and application are on line or simply contact the Admissions and Records Office of SMCC. Tuition will vary according to classification of student’s status. For more information on cost please contact either the Admission and Records Office or the Business Services Department (Cashiers).
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FITNESS CENTER FITN
The Fitness Center offers a personalized fitness program for individuals 16 or older and of all level of ability. The facility has an extensive selection of cardiovascular and strength training equipment and is staffed with full or part-time faculty instructors at all times who provide the necessary attention and expertise required for safe and effective exercise sessions. New members are required to attend an orientation which includes a health assessment and instruction on proper use of the equipment; they then may attend the center at any time during hours of operation.
It is the goal of the Fitness Center to be an educational source for wellness and fitness related information. The Center also participates in several local health fairs each year.
LIBRARY
The South Mountain Community College Library is located at the center of the campus in the Learning Resources Center Building (LRC). The SMCC Library serves the educational, informational, recreational, and cultural needs of the students, the staff and faculty, and the multicultural South Mountain community by providing personnel, equipment, and material resources in a setting that encourages learning. The SMCC Library integrates traditional library services, with access to audio and video materials, electronic databases, computer technology, and multimedia resources in support of the college's instructional program and the South Mountain community.
The librarians, through consultation with faculty, provide library research and library skills instruction to classes. Classes may be scheduled by contacting the SMC Library Reference Desk at (602) 243-8194. During Fall and Spring semesters the library will be open Monday through Thursday 7:30 a.m. to 9:30 p.m., Friday 7:30 a.m. to 4:30 p.m., and Saturday 8:30 a.m. to 2:30 p.m. During the Summer Session the library will be open Monday through Thursday 7:30 a.m. to 9:00 p.m.
For more information call the Reference Desk at (602) 243-8194 or the Circulation Desk at (602) 243-8187.
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HOOPS OF LEARNING
South Mountain Community College offers high school students who plan to pursue a college degree two pathways; a two-year Dynamic Learning Teacher Education and General Studies program. Enrollment in these degrees includes guaranteed acceptance of transfer courses to a four-year Arizona institution, and possible internship experience.
The Summer Hoops of Learning program is designed to provide Native American 9th through 12th grade students the opportunity to earn college credits while in high school. The program will consist of a five week summer session offering one orientation course, an academic course and one elective course, preparing the students to enter into their first college semester. In partnership with the Phoenix Union High School District, selected students will receive scholarships for tuition, books and assistance with transportation.
Selected applicants are required to complete the Asset/COMPASS placement test in reading, English, and math in the Student Enrollment Services (SES) center at South Mountain Community College. Student test scores will determine appropriate placement in academic courses. In addition, South Mountain Community College will host a student/parent orientation and registration session and a financial aid seminar for graduating seniors.
Student participating in the program at South Mountain can complete as many as 24 college credits that transfer to the three Arizona universities.
For more information, please contact Lynette Jim at (602) 243-8314.
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INTERNATIONAL EDUCATION SERVICES
The office of International Education Services at South Mountain Community College promotes global awareness among students, faculty and staff, advises the college community about college issues related to various services needed by international students and visitors, and assists in the development of study abroad opportunities for students and staff.
International Education Services at South Mountain Community College includes the International Education Office, the International/Intercultural Committee and the Study Abroad Program. The aim of the IES Office is to create and maintain a civil campus environment that values diversity. In addition, the IES Office presents the campus community with a wide variety of events/projects that will increase the student knowledge of culturally different groups and maintain cultural sensitivity and visibility throughout the campus.
In particular, the IES Office aids in recruitment and increased enrollment of international students, supports an international student club (International Friends), works closely with the English as a Second Language program, creates and distributes SMCC information in other languages, supports faculty for international/intercultural projects and supports students with Study Abroad Programs.
Coordinator of International Services/Chair International/Intercultural Committee:
Dr. Steven J. Fountaine, (602) 305-5648.
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Opportunities for International Students at SMCC OFIS
The IESO at SMCC offers several educational opportunities for global awareness and sharing for international students. These include:
- International Friends student club (events and activities for international students)
- International Week (fall and spring semesters) promoting global awareness
- English Language Conversation Club (conducted by SMCC native English speaking students and volunteers)
- Festivals with Student Life, highlighting different cultures/ethnicities (Native Americans Heritage Week, African-American Month and Hispanic Heritage Month)
- African, Indian, Islamic and Asian cultural festivals (fall and spring semesters)
- Study Abroad programs for language and cultural development (Spain, Czech Republic and Mexico)
- Guest speakers on cultural and educational themes (art and sciences)
- International storytelling
- Tutoring in all subject areas, especially English
Contact: Dr. Steve Fountaine, (602) 305-5648
E-mail: steven.fountaine@smcmail.maricopa.edu
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The Storytelling Institute TSTI
Storytelling is an art form that enriches the community and promotes cultural understanding for adults and children alike. Students, faculty and staff tell personal and family stories or folktales that offer insight into cultural heritage or the human condition. Storytelling is applicable to careers in education, human relations, and any other areas where multicultural sensibility is vital. The Storytelling Institute offers monthly workshops, numerous concerts, including the fall "Myth Informed" series and the spring "Folktales for Grownups" series, plus an annual festival which feature workshops and performances by nationally known tellers, local tellers and student storytellers. Students may earn a 30-credit hour Academic Certificate in Storytelling through the program in Storytelling.
Storytelling Institute Director
LynnAnn Wojciechowicz, Humanities & Storytelling Faculty Phone: 602-243-8022 Email:lynnann.woj@smcmail.maricopa.edu
Website: www.smcstorytelling.com
TRIO PROGRAMS
http://students.southmountaincc.edu/Support/TRIO/ Location: Learning Resource Center (LRC) room 168 Dept. Hours: Fall/Spr. Semesters: 8:00 am-5 p.m. M-F Summer Semester: 8:00 a.m. - 6:30 p.m. M-TH
Students Transfer with Educational Preparation (STEP) provides qualifying participants with a strong academic support system and learning community that will assist them in mastering their college transitions. The primary goal of the program is to increase the persistence and graduation rates of participants who are committed to transferring to a four-year institution by increasing their access and opportunities to higher education. We offer free English and math tutoring, college orientations, financial aid assistance, academic advising, cultural enrichment, university tours, workshops (career and transfer), supplemental math instruction and laptop/calculator rentals. See website for eligibility requirements.
Upward Bound provides participants with academic instruction in mathematics, laboratory sciences, composition, literature, and foreign languages. Also included: tutoring, counseling, mentoring, cultural enrichment, SAT/ACT preparation, and work-study programs. In addition, they will spend one week on the campus of Northern Arizona University in Flagstaff. Also, participants have the opportunity to earn college credit. Participants will attend SMCC on weekends throughout the fall and spring semesters. During summers, they will take elective courses at the college. Students will be grouped according to their grade level and the curriculum will be designed according to individual graduation requirements.
Contact: Ruben Saenz, TRIO Director Office
(602) 305-5676
E-mail: ruben.saenz@smcmail.maricopa.edu
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