About Applied Baccalaureate Degrees

Postsecondary degree designations in American higher education fall into several categories based on curricular design and transfer relationships between associate degree and baccalaureate degree level coursework.

The word “applied” in relation to degree programs has often been used to connote the importance of applied learning, often through contextualized instruction, that encourages direct applicability to the workforce (Pedrotti & Parks, 1991; Perin, 2011).

While the degree categories and descriptions provided above appear straight-forward, applying them in practice can be challenging. Differences in perception abound, and are ingrained in terminology, state policy, degree classifications titles, and stated personal and institutional preferences. Seeking to understand AB degree pathways using only the applied degree designations of credentials (e.g., AAS, BAS) as indicators for inclusion, is quite limiting because degree titles are not standardized across states, institutions or disciplines.

For OCCRL’s initial research on AB degrees, funded by the Lumina Foundation, we devised the following definition of applied baccalaureate degrees:

The applied baccalaureate degree is defined as a bachelor’s degree designed to incorporate applied associate courses and degrees once considered as “terminal” or non-baccalaureate level while providing students with the higher-order thinking skills and advanced technical knowledge and skills so desired in today’s job market. (Townsend, Bragg, & Ruud, 2008, p. iv)

An intriguing characteristic of many AB degrees is that they accept the transfer of all, or nearly all, credits from applied associate degrees that, in the past, have been considered terminal. This notion of transferring terminal coursework to create pathways for advanced degree attainment where none existed previously has been a defining feature and continues to be an important aspect of AB degrees.

In OCCRL’s research, funded by both the Lumina Foundation and the National Science Foundation, we presented participants the definition of AB degrees provided above that stresses both the applied nature of courses and the importance of quality outcomes (higher-order thinking skills and advanced technical knowledge and skills). We also respected participants’ understandings and definitions by welcoming their perceptions of which degrees and degree pathways fit the AB designation.

As a result, we learned about a variety of AB degree pathways.

In the first case, applied associate degrees transfer to AB degrees. This is the “purest” form of AB degree pathways, which emphasizes applied coursework and applied learning throughout the entire collegiate pathway.

In the second case, applied associate degrees transfer to traditional baccalaureate degrees. Applied coursework and learning is emphasized within the associate degree, and all or nearly all of those courses transfer to the baccalaureate degree which emphasizes a liberal, academic, or professional focus.

In the third case, traditional associate degrees transfer to AB degrees. While the associate degree courses have a traditional liberal or academic focus primarily intended for transfer, the baccalaureate degree emphasizes applied courses and learning.

Finally, it is important to recognize that applied courses and learning are not limited to degrees with applied designations (e.g., AAS, BAS). We have come across degree pathways that participants describe as essentially applied even though their degree designations (e.g., AS, BS) do not indicate it. Reasons for not identifying degrees as applied include state policies that do not permit applied designations (e.g., California, Illinois) and institutional concerns about bias such that applied designations are associated with lower prestige than traditional designations (e.g., in Kentucky and Massachusetts). Despite the differing terminology, we find these degree pathways to be an important part of the evolving story of AB degree pathways.