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| California Intersegmental General Education Transfer Curriculum | |
|---|---|
| Name | California Intersegmental General Education Transfer Curriculum |
| Abbreviation | IGETC |
| Established | 1990s |
| Regions | California |
| Administering body | California Community Colleges Chancellor's Office |
California Intersegmental General Education Transfer Curriculum
The California Intersegmental General Education Transfer Curriculum provides a standardized pathway for students completing coursework at University of California, California State University, San Diego State University, University of California, Berkeley, University of California, Los Angeles and other institutions to satisfy lower-division general education requirements for transfer; it interfaces with policies from the California Community Colleges Chancellor's Office, California State University Board of Trustees, University of California Regents and local Los Angeles Community College District, San Francisco State University transfer offices. The curriculum aligns coursework across campuses including Santa Monica College, Foothill College, De Anza College, San Jose City College, City College of San Francisco and private institutions such as Stanford University, Pepperdine University, University of Southern California to streamline student mobility and degree planning.
The program establishes a uniform general education pattern accepted by University of California, California State University, California Community Colleges Chancellor's Office and many campus registrars at institutions including California Polytechnic State University, Humboldt State University and San Diego State University; it delineates requirements in areas comparable to distribution systems at University of California, Berkeley, University of California, Los Angeles and University of California, Irvine. The framework reduces duplicate coursework for transfers from Santa Rosa Junior College, Irvine Valley College, Fullerton College and Sacramento City College seeking admission to campuses like San Francisco State University, Long Beach State University and Cal State Northridge.
Begun in dialogues among the Academic Senate for California Community Colleges, California State University Chancellor's Office, and the University of California Office of the President, the curriculum arose from transfer reform efforts in the late 20th century influenced by statewide initiatives such as the Master Plan for Higher Education in California and reports from commissions including the California Postsecondary Education Commission. Key milestones involved agreements ratified by the University of California Regents, resolutions by the California Community Colleges Board of Governors, and policy changes adopted by individual campuses like San Diego State University and San Jose State University during the 1990s and 2000s. Implementation involved coordination with articulation officers at colleges such as Orange Coast College, Riverside City College, Mt. San Antonio College and statewide articulation systems like the Intersegmental General Education Transfer Curriculum Task Force.
Eligibility criteria involve matriculation at a California community college such as Cerritos College, College of the Canyons, El Camino College, or completion of transferable coursework at regionally accredited institutions like University of Southern California affiliates. Participating institutions explicitly include the University of California campuses, the California State University system, and nearly all California Community Colleges Chancellor's Office districts; articulation agreements engage offices at San Francisco State University, Cal State Long Beach, CSU Sacramento and independent colleges like Loyola Marymount University and University of San Diego.
The curriculum prescribes lower-division breadth requirements across areas analogous to programs at University of California, Berkeley and University of California, Los Angeles including humanities courses paralleling offerings at Stanford University and Pomona College, social sciences comparable to sequences at San Diego State University and UC Santa Barbara, physical and biological sciences found at UC Davis and UC Santa Cruz, and mathematics/quantitative reasoning similar to curricula at Caltech prerequisites when applicable. Course lists draw from catalogues of participating colleges such as Santiago Canyon College, MiraCosta College, Grossmont College and specialized programs at California Institute of Technology for quantitative tracks. Students must complete specified units in areas commonly titled Arts and Humanities, Social and Behavioral Sciences, Physical and Biological Sciences, Mathematics/Quantitative Reasoning, and Language Other Than English, with articulation handled through campus catalogues and systems maintained by bodies like the Assist.org cooperative and campus articulation officers.
Certification of completion is issued by community colleges including Pasadena City College, Chaffey College, Antelope Valley College and College of Marin and submitted to receiving campuses among the University of California and California State University systems. Articulation agreements and certification procedures are administered through channels involving the California Community Colleges Chancellor's Office, campus registrars at UC Riverside, UC Santa Barbara, and the CSU Bakersfield admissions offices; students often use tools provided by entities such as ASSIST to verify course-to-course equivalencies, and transfer coordinators at San Jose City College and De Anza College guide petitioning and major preparation.
The curriculum has increased transfer efficiency between California Community Colleges and four-year campuses like UC Berkeley, UCLA, San Diego State University and Cal State Fullerton, contributing to measurable increases in transfer rates tracked by the California State University Chancellor's Office and University of California Office of the President. Outcomes reported by research units at Stanford University, UC Davis, UC Los Angeles and the Public Policy Institute of California show impacts on time-to-degree, enrollment patterns at campuses such as UC Irvine and Cal Poly San Luis Obispo, and labor-market alignment examined by analysts at RAND Corporation and Brookings Institution.
Critiques voiced by advocacy groups, faculty senates at San Francisco State University and Cal State Long Beach, and policy analysts at Public Policy Institute of California target issues including course availability at community colleges like Compton College and Bakersfield College, alignment with major preparation for selective campuses such as UC Berkeley and UCLA, and disparities highlighted in reports by Lumina Foundation and Pell Grant data analyses. Reforms discussed involve proposals from the Academic Senate for California Community Colleges, legislative action by the California State Legislature, and administrative adjustments by the California Community Colleges Chancellor's Office and the University of California Office of the President to improve articulation, expand online course recognition, and address equity concerns raised by organizations like the Campaign for College Opportunity.