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IGETC Guidelines,
Board of Governors Item
Guidelines for Review of Proposed
1991-92 IGETC Courses
Adoption of the Intersegmental
General
Education Transfer Curriculum
Board of Governors
California Community Colleges
March 15, 1991
Background
Assembly Bill 1725 (Chapter 973, Statutes of 1988) directed the
governing boards of the University of California, the California
State University, and the California Community Colleges, with appropriate
consultation with the Academic Senates of the respective segments,
to jointly "develop, maintain, and disseminate a common core
curriculum in general education for the purpose of transfer,"
and to adopt that curriculum. The full text of that directive, as
incorporated in the Education Code, reads as follows:
66720.
The Board of Governors of the California Community Colleges, the
Regents of the University of California, and the Trustees of the
California State University, with appropriate consultation with
the Academic Senates of the respective segments, shall jointly develop,
maintain, and disseminate a common core curriculum in general education
courses for the purposes of transfer. Any person who has successfully
completed the transfer core curriculum, shall be deemed to have
thereby completed all lower division general education requirements
for the University of California and the California State University.
66721. Upon development
of the transfer core curriculum pursuant to Section 66720, and upon
any subsequent joint revision of that curriculum, the Board of Governors
of the California Community Colleges, the Regents of the University
of California, and the Trustees of the California State University
shall jointly cause the curriculum to be published and distributed
to each public school in this state that provides instruction in
any of the grades 7 to 12, inclusive, and to each community college
in this state, with an emphasis on the communication of that information
to each school or college having a high proportion of students who
are members of one or more ethnic minorities. In addition, the Board
of Governors shall distribute that transfer core curriculum to the
State Board of Education, which shall apply that information to
ensure, through its curriculum development activities, that public
school pupils enrolled in any of the grades 9 to 12, inclusive are
aware of the academic requirements for preparation for higher education
and may receive any necessary academic remediation in a timely manner.
66723. No provision of
this chapter shall apply to the University of California except
to the extent that the Regents of the University of California,
by appropriate resolution, makes that provision applicable.
This action of the Legislature followed from recommendations in
reports of the Commission to Review the Master Plan for Higher Education
and the Joint Legislative Committee to Review the Master Plan. Both
reports decried the confusing multiplicity of general education
course requirements of the State University system and the individual
campuses, colleges, and programs of the University of California
as a barrier to students who wished to transfer. The solution, all
agreed, was the creation of a common set of lower-division, general
education requirements that could serve as a basis for transfer
to all campuses of both segments.
The Intersegmental Committee of the Academic Senates (ICAS) took
up the task of responding to those recommendations in the fall of
1986, well before the AB 1725 directive took effect. (The members
of ICAS committee who developed the basic proposal are listed in
Appendix B.) A year earlier, the California State University (CSU)
had adopted a systemwide general education pattern of courses, and,
faculty at the University of California (UC) had conducted a series
of studies of the general education and lower-division major requirements
in several disciplines.
These separate but complimentary efforts served as a common meeting
ground for development of the Intersegmental General Education Transfer
Curriculum (IGETC). In less than two years, agreement had been reached
on 12 of the 13 necessary courses. The final area of agreement,
which concerned the nature of the second course in the "English
Communication" area, was reached more than a full year later.
In the meantime, the University of California adopted
the 37-unit "interim" agreement as its systemwide Transfer
Core Curriculum (TCC). The TCC will be superseded by the IGETC in
fall 1991, following the latter's adoption by the three governing
boards.
Content of the Intersegmental Curriculum
The full text of the Intersegmental General Education Transfer Curriculum
is contained in Appendix A. Its basic requirements are summarized
below in a statement that has been endorsed by ICAS.
Intersegmental General Education
Transfer Curriculum (IGETC)
Summary Outline
Completion of the Intersegmental General Education Transfer Curriculum
(IGETC) will permit a student to transfer from a community college
to a campus in either the California State University or University
of California system without the need, after transfer, to take additional
lower-division, general education courses to satisfy campus general
education requirements.
It should be noted that completion of the IGETC is not a requirement
for transfer to CSU or UC, nor is it the only way to fulfill the
lower-division, general education requirements of CSU or UC prior
to transfer. Depending on a student's major and field of interest,
the student may find it advantageous to take courses fulfilling
CSU's general education requirements or those of the UC campus or
college to which the student plans to transfer.
English Communications: One course, English Composition
(3 sem./4-5 qtr. units); this course is a prerequisite to Critical
Thinking.
One course, Critical Thinking-English Composition
(3 sem./4-5 qtr. units); strong emphasis on writing; prerequisite:
English Composition.
One course, Oral Communications (3 sem./4-5 qtr. units).
(See Note a.)
Mathematical Concepts and Quantitative Reasoning: One course, Mathematical
Concepts and Quantitative Reasoning (3 sem./4-5 qtr. units).
Art and Humanities: Three courses, at least one course in arts and
at least one course in humanities (9 sem. /12-15 qtr. units).
Social and Behavioral Sciences: Three courses in at
least two disciplines within subject area (9 sem../12-15 qtr. units).
Physical and Biological Sciences: Two courses, one course in each
area, and at least one must include a laboratory, 7-9 sem../9-12
qtr. units).
Language Other Than English: Proficiency equivalent to two years
of high school study. (See Note b.)
(a) Students transferring lo UC do not have to meet the Oral Communication
requirement.
(b) Students transferring to CSU do not have to meet
the requirement of a language other than English.
Implementation of the Intersegmental
Curriculum
As may be seen readily from the above summary, the IGETC document
establishes agreement on:
-
the five basic areas of general education, plus
the foreign language proficiency;
-
the number of courses and units required for each
basic area; and
-
the fundamental characteristics of courses that
may be applied in each area.
The IGETC document does not, however, specify the
individual courses that will fulfill each of those requirements.
Each community college will have to identify and propose the courses
that will apply to each requirement. The Chancellor recently transmitted
a letter from the three segmental faculties to the community colleges
requesting that the first such lists of courses be submitted for
intersegmental review by March 15. By May 31, colleges will be advised
of the courses from that list approved for the curriculum. These
first lists are regarded as constituting "Phase One,"
with refinements and additions occurring in Phase Two for Fall 1992.
The IGETC document also does not spell out the procedures
to be followed by community colleges certifying that students have
completed the requirements of the IGETC. However, the Intersegmental
Committee has begun work on common certification forms and procedures,
which will be provided to the colleges during spring 1991. Appendix
C lists the members of the IGETC Committee.
Dissemination of the Intersegmental
Curriculum
AB 1725 requires that the three segments jointly disseminate the
Intersegmental General Education Transfer Curriculum, once it is
approved, to all secondary schools in California and to the State
Board of Education. The purpose is to encourage schools to provide
the appropriate preparation to students who wish to attend college.
When the IGETC has been adopted by all the segments, Chancellor's
Office staff will work through the Intersegmental Coordinating Council
to meet the dissemination requirement.
Recommended Action
That the Board of Governors adopt the Intersegmental General Education
Transfer Curriculum as set forth in Appendix A, and direct the Chancellor
to commence dissemination and implementation activities.
Attachment A: Intersegmental
General Education Transfer Curriculum
Completion of the Intersegmental General Education Transfer Curriculum
(IGETC) will permit a student to transfer from a community college
to a campus in either the California State University or University
of California system without the need, after transfer, to take additional
lower-division, general education courses to satisfy campus G.E.
requirements.
It should be noted that completion of the IGETC is not a requirement
for transfer to CSU or UC, nor is it the only way to fulfill the
lower-division, general education requirements of the CSU or UC
prior to transfer. Depending on a student's major and field of interest,
the student may find it better to take courses fulfilling the CSU's
general education requirements or those of the UC campus or college
to which the student plans to transfer. Students pursuing majors
that require extensive lower-division preparation may not find the
Intersegmental General Education Transfer Curriculum option to be
advantageous.
Since the development of the 1960 Master Plan, ease
of transfer has been the cornerstone of California's three-tiered
system of higher education. Transfer issues were therefore central
to the concerns of Commissioners and Legislators who recently examined
and "renewed" the Master Plan for Higher Education in
California.
The Academic Senates of the University of California, the California
State University, and California Community Colleges responded early
and quickly to the concerns about transfer raised by the Legislature
and the Commission to Review the Master Plan. Among those concerns
was a recommendation for the creation of a general education transfer
curriculum. As faculty we share fundamental convictions about the
purposes of General Education. General Education should develop
students' abilities to think; general education courses should not
merely transmit information, but should require analysis, criticism,
and synthesis. One of the most effective tools for achieving these
goals is the written essay, evaluated with attention to the quality
of its writing as well as the accuracy of its content, and, as appropriate,
general education courses should require significant amounts of
writing. In addition, speaking, listening, and reading are important
skills that general education courses should foster. Participation
in the intellectual and cultural life of our society requires ability
in verbal communication of all kinds.
Courses in the transfer curriculum should be culturally
broad in their conception . They should help students understand
the nature and richness of human culture and social structures through
a comparative approach and have a pronounced historical perspective.
They should recognize the contributions to knowledge, civilization,
and society that have been made by women and members of minority
groups.
Similarly, one of the most useful things that students should get
from their general education is an understanding of the modes of
inquiry that characterize the different areas of human thought:
the nature of the questions that can be addressed, the way questions
are formulated, the way analysis is conducted, and the validity
and implications of the answers obtained.
General education should be intellectually challenging; indeed,
it must be to do a responsible job of preparing students for entry
into the upper division of our four-year institutions and for full
participation in the life of the state. It is equally clear that
participation in such a curriculum itself requires adequate preparation.
General education builds upon adequate high school preparation,
and poor preparation may require students to take remedial courses
prior to entry into the transfer curriculum.
Both the California State University and the University of California
have a specific American Institutions requirement that is separate
from their general education requirements. Completion of the Intersegmental
General Education Transfer Curriculum will not satisfy this requirement.
All courses offered towards satisfaction of the requirements
of the Intersegmental General Education Transfer Curriculum must
be baccalaureate in level and must be acceptable for transfer among
all segments of public postsecondary education. Advanced Placement
credit that is considered equivalent to a course accepted for credit
towards the Transfer Curriculum should also be acceptable. Except
for the American Institutions requirements, double counting of courses
(i.e., using one course to meet more than one university requirement)
is not limited by the IGETC.
The following requirements are listed in terms of
the number of courses specified for each designated area and the
minimum number of semester and quarter units so represented.
Subject Area: English Communication
(3 courses; 9 semester, 12-15 quarter units)*
* Students transferring to UC do not have to meet
the oral communication requirement.
The English Communication requirement shall be fulfilled
by completion of three semesters or nine units of lower-division
courses in English reading and written composition (1 course), critical
thinking-English composition (1 course), and oral communication*
(1 course). Successful completion of the course in reading and written
composition shall be prerequisite to the course in critical thinking-English
composition. The second semester of English composition required
by the University of California may be met by those courses in critical
thinking taught in a variety of disciplines which provide, as a
major component, instruction in the composition of substantial essays
and require students to write a sequence of such essays. Written
work shall be evaluated for both composition and critical thinking.
Texts chosen in this area should reflect an awareness of cultural
diversity. Courses designed exclusively for the satisfaction of
remedial composition cannot be counted towards fulfillment of the
English composition requirement.
Instruction approved for fulfillment of the requirement in communication
is to be designed to emphasize the content of communication as well
as the form and should provide an understanding of the psychological
basis and the social significance of communication, including how
communication operates in various situations. Applicable courses
should view communication as the process of human symbolic interaction
focussing on the communicative process from the rhetorical perspective:
reasoning and advocacy, organization , accuracy; the discovery,
critical evaluation and reporting of information; reading and listening
effectively as well as speaking and writing. This must include active
participation and practice in written communication and oral communication.
Instruction in critical thinking is to be designed to achieve an
under standing of the relationship of language to logic, which should
lead to the ability to analyze, criticize, and advocate ideas, to
reason inductively and deductively, and to identify the assumptions
upon which particular conclusions depend. The minimal competence
to be expected at the successful conclusion of instruction in critical
thinking should be the ability to distinguish fact from judgment,
and belief from knowledge, to use elementary inductive and deductive
processes, and to recognize common logical errors or fallacies of
language and thought.
Subject Area: Mathematical Concepts and Quantitative
Reasoning
(1 course; 3 semester, 4-5 quarter units)
The Mathematical Concepts and Quantitative Reasoning requirement
shall be fulfilled by completion of a one-semester course in mathematics
or statistics above the level of intermediate algebra, with a stated
course prerequisite of Intermediate Algebra. (See the description
of "Algebra 2," Statement On Competencies In Mathematics
Expected Of Entering Freshmen - 1988, revised February, 1988.) Courses
on the application of statistics to a single discipline may not
be used to fulfill this requirement. An appropriate course in statistics
must emphasize the mathematical bases of statistics, probability
theory and estimation, application and interpretation, uses and
misuses, and the analysis and criticism of statistical arguments
in public discourse.
Because knowledge relevant to public and private decision making
is expressed frequently in quantitative terms, we are routinely
confronted with information requiring quantitative analysis, calculation,
and the ability to use and criticize quantitative arguments. In
addition, many disciplines require a sound foundation in mathematical
concepts. The requirement in Mathematical Concepts and Quantitative
Reasoning is designed to help prepare students to respond effectively
to these challenges.
Subject Area: Arts and Humanities
(at least 3 courses; 9 semester, 12-15 quarter units)
The Arts and Humanities requirement shall be fulfilled by completion
of at least three courses which encourage students to analyze and
appreciate works of philosophical, historical, literary, aesthetic
and cultural importance. Students who have completed this requirement
shall have been exposed to a pattern of coursework designed to develop
an historical understanding of major civilizations and cultures,
both Western and non-Western, and an understanding and appreciation
of the contributions and perspectives of women and of ethnic and
other minorities. In the Arts, students should also learn to develop
an independent and critical aesthetic perspective.
At least one course shall be completed in the Arts and one in the
Humanities. Within the arts area, performance and studio classes
may be credited toward satisfaction of this subject area if their
major emphasis is the integration of history, theory, and criticism.
Courses used to satisfy the CSU United States History, Constitution
and American Ideals requirement, and the UC American History and
Institutions requirement may not be counted in this area but may
be taken prior to transfer.
The Arts and Humanities historically constitute the heart of a liberal
arts general education because of the fundamental humanizing perspective
that they provide for the development of the whole person. Our understanding
of the world is fundamentally advanced through the study of Western
and nonwestern philosophy, language, literature, and the fine arts.
Inclusion of the contributions and perspectives of women and of
ethnic and other minorities as part of such study will provide us
a more complete and accurate view of the world and will enrich our
lives.
Subject Area: Social and Behavioral Sciences (at least 3 courses:
9 semester. 12-15 quarter units)
The Social and Behavioral Sciences requirement shall be fulfilled
by completion of at least three courses dealing with individual
behavior and with human social, political, and economic institutions
and behavior in a minimum of two disciplines or in an interdisciplinary
sequence. The pattern of coursework completed shall ensure opportunities
for students to develop understanding of the perspectives and methods
of the social and behavioral sciences. Problems and issues in these
areas should be examined in their contemporary, historical, and
geographical settings. Students who have completed this requirement
shall have been exposed to a pattern of coursework designed to help
them gain an understanding and appreciation of the contributions
and perspectives of women and of ethnic and other minorities and
a comparative perspective on both Western and nonwestern societies.
The material should be presented from a theoretical point of view
and focus on core concepts and methods of the discipline rather
than on personal, practical, or applied aspects. Courses used to
satisfy the CSU United States History, Constitution and American
Ideals requirement, and the UC American History and Institutions
requirement may not be counted in this area but may be taken prior
to transfer.
Courses in the Social and Behavioral Sciences allow students to
gain a basic knowledge of the cultural and social organizations
in which they exist as well as the behavior and social organizations
of other human societies. Each of us is born into, lives, and must
function effectively within an environment that includes other individuals.
People have, from earliest times, formed social and cultural groups
that constitute the framework for the behavior of the individual
as well as the group. Inclusion of the contributions and perspectives
of women and of ethnic and other minorities as part of such study
will provide us a more complete and accurate view of the world and
will enrich our lives.
Subject Area: Physical and Biological Sciences (at least 2 courses:
7-9 semester, 9-12 quarter units)
The Physical and Biological Sciences requirement shall
be fulfilled by completion of at least two courses, one of which
is in Physical Science and one in Biological Science, at least one
of which incorporates a laboratory. Courses must emphasize experimental
methodology, the testing of hypotheses, and the power of systematic
questioning, rather than only the recall of facts. Courses that
emphasize the interdependency of the sciences are especially appropriate
for non-science majors.
The contemporary world is influenced by science and its applications,
and many of the most difficult choices facing individuals and institutions
concern the relationship of scientific and technological capability
with human values and social goals. To function effectively in such
a complex world, students must develop a comprehension of the basic
concepts of physical and biological sciences, and a sophisticated
understanding of science as a human endeavor, including the limitations
as well as the power of scientific inquiry.
OTHER
Language Other Than English*
*Students transferring to CSU do not have to meet
the requirement of proficiency in a language other than English.
Students shall demonstrate proficiency in a language other than
English equal to two years of high school study. Those students
who have satisfied the CSU or UC freshman entrance requirement in
a language other than English will have fulfilled this requirement.
This requirement may also be satisfied by demonstration of equivalent
proficiency prior to transfer.
Intersegmental general education transfer curriculum
(IGETC)
Summary Outline
Completion of the Intersegmental General Education Transfer Curriculum
(IGETC) will permit a student to transfer from a community college
to a campus in either the California State University or University
of California system without the need, after transfer, to take additional
lower-division, general education courses to satisfy campus GE requirements.
It should be noted that completion of the IGETC is not a requirement
for transfer to CSU or UC, nor is it the only way to fulfill the
lower-division, general education requirements of the CSU or UC
prior to transfer. Depending on a student's major and field of interest,
the student may find it advantageous to take courses fulfilling
the CSU's general education requirements or those of the UC campus
or college to which the student plans to transfer.
English One course, English composition, 3 sem./4-5
qtr. units; Communication: this course is a prerequisite to critical
thinking
One course, critical thinking-English composition, 3 sem./ 4-5 qtr.
units; strong emphasis on writing; prerequisite: English composition
One course, oral communication(a), 3 sem./4-5 qtr. units
Mathematics: One course, mathematics/quantitative reasoning, 3 sem./4-5
qtr. units
Arts and Three courses, at least one course in arts and at least
one
Humanities: course in humanities, 9 sem./12-15 qtr.
units
Social and Three courses in at least two disciplines within this
Behavioral subject area, 9 sem./12-15 qtr. units
Sciences: Physical and Two courses, one course in
each area, and at least one must Biological include a laboratory,
7-9 sem./9-12 qtr. units
Sciences: Language Other Proficiency equivalent to
two years' high school study(b)
Than English: (a) Students transferring to UC do not
have to meet the oral communication requirement.
(b) Students transferring to CSU do not have to meet the proficiency
in language other than English requirement.
3466g 7/30/90
Guidelines
used by the California state university and
the university of California in
review of proposed 1991-92 IGETC courses
In reviewing proposed courses the segments used the specifications
stated in the IGETC Curriculum which was sent to the community colleges
in November 1990. The following guidelines were used to guide CSU
and UC faculty decisions regarding 1991-92 proposed courses for
IGETC. These guidelines are consistent with the general education
policies developed by the CSU General Education-Breadth Advisory
Committee and the UC University Committee on Educational Policy
(UCEP) and Board on Admissions and Relations with Schools (BOARS).
Community colleges may find the following guidelines
helpful when they begin preparation of course list updates for 1992-93.
The guidelines are organized according to subject area. General
issues are also listed.
General issues:
Minimum unit value -
The faculty determined that a course must have a minimum unit value
of 3 semester or 4 quarter units in order to meet the requirements
of the IGETC. (Laboratory courses intended to accompany lecture
courses are an exception to this guideline). It is not acceptable
to take three one (1) unit courses to fulfill a 3 unit requirement,
because as a rule three one (1) unit courses will not together provide
the depth or rigor of a single 3 unit course.
Courses that focus on personal, practical,
or applied aspects - Material taught in courses
applicable to IGETC should be presented from a theoretical point
of view and focus on the core concepts and methods of the discipline.
Courses such as Everyday Legal Problems, Psychology of Intimate
Relations, or Child Development: Implications for Child Guidance
are examples of courses which focus on personal, practical, or applied
aspects and do not meet the specifications of the IGETC.
Courses introductory to professional
programs - Courses which are introductory
to professional programs, such as Introduction to Business, Set
Design for Theater, and Writing for Commercial Markets do not have
the sufficient breadth to meet general education requirements.
Advanced placement exams -
Acceptable scores of 3,4, or 5 can be used to satisfy any of the
IGETC subject areas. An acceptable score on an English exam may
be used to meet the English composition requirement but may not
be used to meet the critical thinking-English composition requirement.
Independent Study or Topics Courses
Independent study and special topics courses are not acceptable
for IGETC. Since content of independent study or special topic courses
varies from term to term, the applicability of these courses to
IGETC cannot be determined.
ENGLISH COMMUNICATION
English as a Second Language courses cannot be used to fulfill the
English composition requirement. Writing courses designed to meet
the needs of a particular major, e.g., Writing for Accountants,
cannot be used to meet the composition requirement.
MATH/QUANTITATIVE REASONING
Courses approved to fulfill this requirement must focus on quantitative
analysis and the ability to use and criticize quantitative arguments.
Symbolic Logic, Computer Programming, and survey courses such as
Math in Society, were deemed unacceptable to fulfill the math/quantitative
reasoning requirement.
ARTS
The IGETC requires that courses meeting this requirement have as
their major emphasis the integration of history, theory, aesthetics,
and criticism. Courses which focus on technique or performance were
not approved to meet this requirement (e.g., Beginning Drawing,
Beginning Painting, and Readers Theater and Oral Interpretation
courses focusing primarily on performance).
HUMANITIES
Acceptable humanities courses are those that encourage students
to analyze and appreciate works of philosophical, historical, literary,
aesthetic and cultural importance. The faculty of the two segments
determined that courses such as English composition, Logic, Speech,
Creative Writing, Oral Interpretation, Readers Theater, Spanish
for Spanish Speakers, and all elementary foreign language courses
were skills or performance courses that do not meet the specifications
for IGETC. Advanced foreign language courses were approved if they
include literature or cultural aspects. Theater and film courses
were approved if they were taught with emphasis on historical, literary,
or cultural aspects. The segments will also accept Logic courses
if the focus is not solely on technique but includes the role of
logic in humanities disciplines.
SOCIAL AND BEHAVIORAL SCIENCES
Only courses which are taught from the perspective of a social or
behavioral science were approved. Consequently, courses such as
Physical Geography and Statistics did not meet the IGETC specifications
for this area and were not approved. Community colleges may resubmit
these courses in a more appropriate area. As noted in the General
Issues section, courses with a practical, personal, or applied focus
were not approved. Administration of Justice courses may be approved
on an individual basis if they focus on core concepts of the social
and behavioral sciences.
BIOLOGICAL SCIENCES
Acceptable courses must focus on teaching the basic concepts of
biological sciences. Human Nutrition, Horticulture, Forestry, Health,
and Human Environment courses were determined to have a narrow or
applied focus and therefore unacceptable for this area. Courses
which emphasize the major concepts of the discipline, including
biochemical and physiological principles, will be considered.
PHYSICAL SCIENCES
Courses which do not focus on the core concepts of a physical science
discipline, such as Energy and the Way We Live, are not acceptable.
Information about Courses Submitted for
IGETC Critical Thinking-English Composition
Requirement
The English Communication subject area includes a requirement for
a combined course in critical thinking- English composition. The
IGETC curriculum states that the course must have a prerequisite
of a first-semester reading and composition course. The course must
provide "as a major component, instruction in the composition
of substantial essays and require students to write a sequence of
such essays. Written work shall be evaluated for both composition
and critical thinking."
In general the faculty found that courses not approved for IGETC
fell into one of two categories. Either they did not include a substantial
writing component or they did not include a substantial critical
thinking component. Courses not approved for
the 1991-92 year may be revised and resubmitted.
We encourage colleges to revise course content and outlines as appropriate
and resubmit these courses in the fall with their 1992-93 proposed
course list.
Courses with Insufficient Writing
Instruction
Evidence that formal instruction in writing was a major component
of the course was often not clear on course outlines. While outlines
usually stated that students were expected to write substantial
essays, either expository or analytic, there was often no indication
that progress toward refinement of writing skills was evaluated.
Some outlines did not explicitly state how much writing was expected
of students. Although some courses appeared to have a sufficient
amount of writing, if they did not have the stated prerequisite
it was assumed that the writing was not at the level expected for
a second-semester English composition course. Courses approved for
IGETC successfully integrated the required components of writing
and critical thinking in the course description, goals, objectives,
and outcomes sections of the course outline.
Courses with Insufficient Critical Thinking
Instruction
In most cases, courses were found lacking in instruction in critical
thinking if the course description and objectives did not specifically
include critical thinking skills. Introduction to principles of
inductive and deductive processes, the relationship of language
to logic, and the abilities to analyze, criticize, and advocate
ideas often were not evident. The critical thinking component should
go beyond critical reasoning or literary criticism. It was often
unclear that students' work was evaluated for critical thinking.
Courses approved for IGETC successfully integrated the required
components of writing and critical thinking in the course description,
goals, objectives, and outcomes sections of the course outline.
During modification or development of critical thinking-English
composition courses faculty should pay close attention to the specifications
in the IGETC curriculum for both the second-semester written communication
and critical thinking components.
Please see the transmittal letter sent to the college President
and the Academic Senate President for information about phase-in
of the critical thinking-English composition requirement and workshops
addressing content of courses applicable to IGETC.
The following section lists the courses that your college submitted
to fulfill the critical thinking- English composition requirement
and the decision of the CSU and UC faculty.
Community College
Not REASON(S) COURSE NOT APPROVED
Approved Approved
Lacks Insufficient
Course For For
Stated Insufficient Critical
Prefix/No. IGETC IGETC
Prere- Writing Thinking quisite Instruction Instruction
IGETC notes intersegmental general education
transfer curriculum
Number 1 March 1991
Questions and answers
This is the first in a series of IGETC Notes issued jointly by the
California Community Colleges, California State University, and
the University of California regarding implementation of the Intersegmental
General Education Transfer Curriculum (IGETC). The IGETC Intersegmental
Implementation Committee has considered a variety of issues since
implementation discussions began in September 1990. Some are addressed
in this issue of IGETC Notes. Others are still being reviewed and
will be addressed in subsequent issues of IGETC Notes.
The IGETC Implementation Committee has also developed a common form
which community colleges may use for certifying completion of the
IGETC. A draft of the form is attached to this document for your
review. Your comments and suggestions are welcome.
The questions and answers are organized according to the following
categories: IGETC Implementation, Course Lists, IGETC Certification,
UC Transfer Core Curriculum and CSU GE-Breadth.
A. IGETC IMPLEMENTATION
1. What is the Intersegmental General Education
Transfer Curriculum?
The Intersegmental General Education Transfer Curriculum (IGETC)
is a general education program which community college transfer
students can use to fulfill lower-division general education requirements
in either the CSU or UC system without the need, after transfer,
to take additional lower-division general education courses.
2. Why was the IGETC developed?
The IGETC was developed by the Academic Senates of the UC, CSU,
and the Community Colleges in an effort to better serve students
by simplifying the transfer process. The IGETC outlines a general
education program which community college students can use to satisfy
lower-division general education requirements at any CSU or UC campus.
The IGETC is intended to facilitate curricular planning and advisement
and should be appealing to students who want to keep their options
open before making a final decision about transferring to a particular
segment or campus.
3. When will implementation of the IGETC begin?
The CSU and UC will be ready to accept students certified under
IGETC effective with the Fall 1991 term. Since community colleges
will not receive their approved IGETC lists until May 31, 1991,
however, we do not expect that many community college students will
be certified under IGETC for the fall 1991 term.
4. Is the IGETC an admission requirement?
No. There is no connection between completion of the IGETC and eligibility
for admission to the CSU or UC system, or admission to a specific
campus or program. Existing segmental and campus-specific admission
requirements for transfer students remain unchanged. Requirements
for lower-division courses for admission to particular majors also
remain unchanged.
5. Is It advisable for all transfer
students to follow the IGETC?
No. Some students may be better served by taking courses which fulfill
the CSU General Education-Breadth requirements or those of the UC
campus or college to which they plan to transfer. Students pursuing
majors that require extensive lower division major preparation may
not find the IGETC option to be advantageous. The IGETC will probably
be most useful for students who want to keep their options open
before making a final decision about transferring to a particular
CSU or UC campus.
6. Must the entire IGETC program
be completed in order for a student to be certified under IGETC?
Yes. All coursework applicable to the IGETC must be completed and
certified in order to be accepted by CSU and UC. In addition to
the course requirements for each subject area, full certification
for the CSU must include completion of the Oral Communication requirement.
For the UC, Oral Communication is not required, but the certification
must include satisfaction of the foreign language proficiency requirement.
7. If students don't complete
the entire IGETC prior to enrolling at a CSU or UC campus, can they
complete the remaining courses at the four year university?
No. Students who choose the IGETC option must complete it in its
entirety prior to transfer. If the IGETC isn't completed prior to
transfer, students will be subject to the lower-division general
education requirements of the campus or college to which they transfer.
(See also response to No. 8.)
8. If students choose not to follow the IGETC
program, what alternative CSU or UC general education programs can
they complete prior to transfer?
Community college students who are CSU-bound
still have the option of completing the CSU General Education-Breadth
requirements under provisions of Executive Orders 338 and 342. Students
who are UC-bound still have the option of completing the general
education requirements of the receiving UC campus. (Note: Currently
enrolled community college students may still use the UC Transfer
Core Curriculum as long as they transfer by the fall 1993 term.
See No. 31 for information about phase-out of the UC Transfer Core
Curriculum.)
9. Must all coursework for the
IGETC be completed at the same community college?
No. Courses taken at several institutions may be used to fulfill
the IGETC. Students should be aware, however, that placement of
courses within IGETC subject areas may vary from college to college.
Completion of the IGETC program should be certified by the last
community college which the student attends. (See question No. 23.)
10 a. Will all UC and CSU campuses accept the
IGETC?
Yes.
10 b. Is It true that two colleges
at UC San Diego win not use the IGETC to satisfy their breadth requirements?
Yes. As with the UC Transfer Core Curriculum, Fifth and Revelle
Colleges at UC San Diego will not accept the IGETC. Students who
complete the IGETC will need to be affiliated with Muir, Third,
or Warren college. It is important to note, however, that since
all majors are available to students at each of the five colleges,
students will not be restricted in their choice of major if they
use the IGETC.
B. COURSE LISTS
11. What is the process for review and approval
of proposed IGETC course lists submitted by community colleges?
The UC and the CSU will jointly review courses that
are submitted. They will resolve any differences regarding courses
prior to returning course lists to the community colleges.
12. What kind of appeals process will be utilized,
and what are the proposed time lines for this process?
Community college faculty are responsible for submission of courses
which meet specifications for IGETC subject areas. It is expected,
therefore, that the majority of courses submitted on proposed course
lists will be approved. Details regarding an appeals process have
not been finalized. Additional information will be provided at a
later date.
13. How often will IGETC lists be updated?
It is expected that community colleges will have the opportunity
to update IGETC lists annually. Information about the update process
will be sent to the community colleges at a later date.
14. May a community college
list a course in more than one subject area of the IGETC?
Yes, if a college believes that the course meets the specifications
for more than one area.
15. Since "American Institutions"
is not part of the IGETC requirements, should colleges include courses
of this type in a subject area of the IGETC?
Yes. Community college faculty should list the courses which they
believe meet the specifications for IGETC subject areas. Failure
to do so will limit student options.
16. Must the critical-thinking
English composition requirement be fulfilled by one course? Would
It be possible to satisfy the requirement with both an English composition
course and a critical-thinking course?
The English Communication subject area calls for a single course
that includes a critical-thinking and English composition component.
Two separate courses in English composition or critical-thinking
will not fulfill the requirement, except during the phase-in period.
(See Section F, question No. 7.)
C. CERTIFICATION OF IGETC
17. Will the community colleges be responsible
for certifying completion of the IGETC?
The community colleges certify student completion of the entire
IGETC program; CSU and UC will accept the certification.
18. Can completion of the IGETC be certified
using coursework completed prior to fall 1991?
Yes. Coursework competed for IGETC is not limited by date or term
of course completion provided that certified courses are listed
on the community college's approved IGETC course list. Community
colleges should be aware, however, that courses used for purposes
other than for fulfillment of the IGETC (e.g., major preparation)
may be subject to certain restrictions at CSU and UC campuses. CSU
campuses may require particular university requirements to be met
within as few as seven years from the date of the award of the degree.
19. Can a course be used to satisfy more than
one subject area of the IGETC?
No. A single course may be used only once. Although it is possible
for a course to be listed in more than one area, a student can use
a course to satisfy only one subject area of the IGETC.
20. Will double counting be allowed
where the same course meets one IGETC subject area and is also required
as preparation for the major?
"Double-counting" of courses toward the major is not limited
by the IGETC. The UC will allow IGETC courses to also count toward
major requirements. CSU campus limitations on double-counting of
general education courses toward major preparation are not changed
by the IGETC.
21. Will the community colleges
be using a common certification form for IGETC? Will colleges participating
in the ASSIST project be able to use the ASSIST progress report
in lieu of a common form?
The IGETC Implementation Committee has developed a draft of a common
certification form that will be recommended for use by community
colleges (see copy of attached draft). Other acceptable forms of
certification, including transcript certifications and ASSIST progress
reports, are being reviewed. We will provide more information at
a later date.
22. If students have attended several community
colleges, which college will be responsible for certifying completion
of the IGETC?
Students who have completed coursework at more than one institution
should have their coursework certified by the last community college
they attend prior to transfer. Certification of courses completed
at other community colleges will ensure that students who attend
more than one community college are provided the opportunity to
use the IGETC at the time they are ready to transfer. The CCC Chancellor's
Office will provide each community college with a complete set of
IGETC approved lists for all 107 colleges, so that colleges can
certify IGETC completion.
23. Can coursework completed at regionally
accredited institutions, including out of state and independent
colleges, be included among the courses a community college recognizes
to certify student completion of IGETC?
Yes. A community college can include among the courses it recognizes
as meeting IGETC specifications coursework completed at these institutions
if the coursework is deemed by the faculty of that California community
college to be equivalent to coursework on the approved IGETC course
list of that community college.
24. Are there limitations on the type of coursework
completed at other institutions that can be certified by the community
colleges?
A community college should certify completion of only those courses
that its faculty deem equivalent to the courses on that college's
approved list. There are no limitations on the number of courses
completed at other institutions that can be included in the IGETC
certification.
25. When reviewing coursework from other institutions,
for purposes of certifying completion of IGETC, what guidelines
should community colleges use?
These procedures should be followed:
a. Coursework from another California community college
— The coursework should be applied to the subject area in which
it is listed by the institution where the work was completed. In
other words, if college A is certifying completion of the IGETC
using work completed at college B, college A should place that work
according to the approved list for college B.
b. Coursework from all other regionally accredited
institutions — The coursework from these institutions should be
placed in the same subject areas as those for the community college
completing the certification.
26. Will students be required
to earn a minimum grade in all courses used for the IGETC certification?
Will a grade of "C minus" be acceptable?
The UC has required a grade of "C" or better for each
course of the Transfer Core Curriculum and will continue to require
a minimum "C" grade in each course for IGETC as well.
The UC will not accept a "C minus" grade for IGETC courses.
This issue is under review by the Academic Affairs Committee of
the CSU Academic Senate, and a recommendation is expected in May.
27. Will "credit" grades be accepted
toward the IGETC as long as the community college's policy states
that credit is equivalent to a grade of "C" or better?
Courses in which a student receives a "credit" grade may
be certified for IGETC if the community college's policy states
fat a "credit" designation is equivalent to a "C"
grade or better. It is important to keep in mind that some CSU and
UC campuses may have limitations on the number of credit/no credit
courses that may be used to meet degree requirements.
28. Can credit awarded for Advanced Placement
exams be used to meet requirements for IGETC?
Yes. IGETC requirements must be met by completing courses listed
on approved community college lists. However, course credit earned
on the basis of acceptable scores on Advanced Placement exams which
community college faculty recognize as equivalent to approved IGETC
courses can be applied toward the IGETC. If a community college,
for example, awards a student credit for a chemistry course on the
basis of an advanced placement exam, the community college can apply
that course to the IGETC if the chemistry course is on the college's
approved IGETC list. (Note: This work can be applied toward completion
of the IGETC, but applicability of such coursework toward major
or degree requirements rests with each CSU and UC campus.)
29. How may proficiency in a language other
than English be documented?
Students transferring to UC will need to satisfy the UC foreign
language proficiency requirement in order for IGETC completion to
be certified. The draft certification form has a space to verify
that the UC foreign language requirement has been met. Verification
of this requirement will be based on official records (either high
school or college) indicating completion of coursework (with grades
of "C" or better) equivalent to two years of high school,
or appropriate scores on Advanced Placement exams or College Board
Achievement Tests.
D. UC TRANSFER CORE CURRICULUM
30. With the adoption of the Intersegmental
General Education Transfer Curriculum (IGETC), what is the status
of the UC Transfer Core Curriculum (TCC)?
The IGETC, which will be implemented fall 1991, supersedes the UC
Transfer Core Curriculum option; therefore, new students (i.e.,
those enrolling at a community college for the first time beginning
fall 1991) need to follow the IGETC requirements.
31. Will the University of California provide
a TCC "phaseout" time to enable students currently following
the TCC to complete it?
For students currently following the TCC, the University of California
will continue to honor the TCC course lists trough spring 1993 (this
will cover transfers entering UC by fall 1993). After this time,
the IGETC will be the only option available, aside from satisfying
campus-specific breadth requirements. It is important, however,
to note that the IGETC requirements are very similar to those of
the TCC and, therefore, we expect that most courses listed on an
institution's TCC list will also be used in developing the IGETC
course list.
E. CSU GENERAL EDUCATION-BREADTH
32. What happens to current CSU EO 338 General
Education-Breadth requirements with the implementation of the IGETC?
Existing CSU General Education-Breadth requirements authorized by
Executive Order 338 do not change, but they no longer will be the
sole route for meeting CSU general education requirements. The IGETC
provides an alternative to meeting the requirements of EO 338 for
community college transfer students; the IGETC does not replace
EO 338, nor does it eliminate other existing transfer routes. Community
colleges will continue to submit courses for EO 338 listings and
to certify completion of EO 338 requirements under the provisions
of EO 342.
33. What happens to CSU campus
courses currently used to fulfill the campus GE requirements?
Implementation of the IGETC requires no change in campus GE-Breadth
programs. The IGETC is available only to community college students
as an alternative to CSU General Education-Breadth requirements
specified in Executive Order 338.
34. What additional coursework
may CSU campuses require of community college transfer students
who are fully certified under IGETC?
Students will be required to complete a minimum of nine units of
upper-division general education work and all campus-specific non-GE
graduation requirements not completed prior to transfer.
35. What must be combined in the nine upper-division
GE units required of community college students certified under
the IGETC?
That will be at the discretion of each CSU campus, pending a Title
5 change implementing the IGETC.
36. What happens to the CSU EO 338 requirement
of a course in lifelong understanding and development ("Area
E ") under the IGETC?
An amendment to Title 5 has been proposed to authorize acceptance
of the IGETC and of nine units of coursework in general education
at the upper-division level at the CSU campus awarding the baccalaureate
degree, as fulfillment of CSU requirements in general education.
If the proposed change in Title 5 is implemented, Area E will not
be required by me Board of Trustees for students transferring to
the CSU with IGETC certification. Each CSU campus will be able to
choose whether to require fulfillment of Area E as part of the upper-division
GE component.
F. ISSUES UNDER REVIEW
The following issues are under review and will be discussed in future
IGETC Notes.
1. Will telecourses be accepted for IGETC?
2. Will courses completed at foreign institutions be accepted for
the IGETC?
3. How will the UC foreign language proficiency requirement be determined
and certified for native speakers of languages other than English?
4. Can American Sign Language be used to meet UC's foreign language
proficiency requirement?
5. How will we deal with students who complete one course of a subject
area requirement at a quarter campus and complete the remaining
courses at a semester campus?
6. Will the critical-thinking English composition course satisfy
the second English composition course for those colleges requiring
one year of English composition for graduation?
7. Will there be a phase-in period during which the second English
composition course and a critical-thinking course will meet the
critical thinking English composition requirement for those campuses
that do not currently have a single course that meets the criteria?
lGETC DRAFT
GOLDEN BEAR COLLEGE INTERSEGMENTAL
GENERAL EDUCATION TRANSFER CURRICULUM
FOR TRANSFER TO CSU AND UC
Student's Name
(print) Last First Middle SSN (or Student I.D. #)
Birthdate
Street Address
Street City State Area Code/Phone No.
Completion of all of the requirements in the Intersegmental General
Education Transfer Curriculum (IGETC) will permit a student to transfer
from a community college to a campus in either the California State
University or University of California system without the need,
after transfer, to take additional lower-division, general education
courses to satisfy campus general education requirements.
The course requirements for all areas must be completed before the
IGETC can be certified. All courses must be completed with grades
of "C" or better.
Instructions to counselors: Circle courses and check appropriate
column at left. Requirements satisfied by exam should be noted by
_____________.
AREA 1 - ENGLISH COMMUNICATION
CSU — 3 courses required, one from each group below.
UC — 2 courses required, one each from group a and
b.
Group a: English Composition, 1 course, 3 semester/4-5
quarter units
English 1
Group b: Critical Thinking-English Composition, 1 course, 3 semester/4-5
quarter units
English 2, 31
Group c: Oral Communication (CSU only)
Speech 1, 11
AREA 2 — MATHEMATICAL CONCEPTS AND QUANTITATIVE REASONING l course,
3 semester/4-5 quarter units
Math 2, 7, 10, 21, 23, 52 Philosophy 9
AREA 3 — ARTS AND HUMANITIES
At least 3 courses, with at least one from the Arts
and one from the Humanities. 9 semester/12-15 quarter units
Arts:
Art 1, 2, 8 Dance 5
Music 1, 30, 31, 32, 33
Theater Arts 2, 5, 7
Humanities:
Humanities 26
Religious Studies 22, 23
Philosophy 1, 2, 3, 4, 7, 22, 23, 24
English 3, 4, S, 6, 7, 8, 14, 15,16, 26, 34, 38, 39,
40, 51, 52, 53, 55, 56, 58
AREA 4 — SOCIAL AND BEHAVIORAL SCIENCES
At least three courses from at least two disciplines
or an interdisciplinary sequence. 9 semester/12-15 quarter units
Anthropology 3
Economics 1, 2, 6, 15*
Geography 2
Political Science 1*2, 7, 8, 14, 21, 52
Philosophy 52
Psychology 11, 13
Sociology 1, 2, 12, 31, 33, 34
History 11*, 12*, 15*, 44*, 47, 48
AREA 5 — PHYSICAL AND BIOLOGICAL SCIENCES
Two courses, one Physical Science course and one Biological
Science course; at least one must include a laboratory. 7-9 semester/9-12
quarter units
Physical Sciences:
Astronomy 1A, 1B, 3, 4
Chemistry 1(L), 3
Geography 1, 3, 5
Geology 1, 4, 5, 31
Physics 1, 3, 6, 8, 9, 12
Biological Sciences:
Anthropology 1, 5
Biology 3(L), 6(L), 9, 15, 15N, 25
Botany 1(L)
Microbiology 1
Physiology 3
Psychology 2
Zoology 5
LANGUAGE OTHER THAN ENGLISH (UC REQUIREMENT ONLY)
Proficiency equivalent is two years of high school
in the same language.
CSU GRADUATION REQUIREMENT IN U.S. HISTORY, CONSTITUTION
AND AMERICAN IDEALS (Not part of IGETC; may be completed prior to
transfer.) 6 units, one course from group 1 and one course from
group 2
Courses used to meet this requirement may not be used
to satisfy requirements for IGETC.
1. Political Science 1*
2. History 11,* 12,* 15,* 44,* 46; Economics 15*
*Courses designated with an asterisk may be counted
in one area only.
(L) designates courses with a laboratory.
FOR OFFICE USE ONLY: Graduation Specialist ______________________
Date ______
IGETC UNITS CERTIFIED: Area 1_ Area 2_ Area 3_ Area
4_ Area 5 _ Total Units___
Foreign Language Proficiency Completed: Yes_ No_ CSU
US Hist./Govern.: Yes_ No_
IGETC COMPLETED: Yes__ No__ 2/91
INTERSEGMENTAL GENERAL EDUCATION T
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