Intersegmental General Education Transfer Curriculum

Intersegmental General Education Transfer Curriculum
Name	Intersegmental General Education Transfer Curriculum
Abbreviation	IGETC
Type	Academic articulation framework
Established	1970s
Jurisdiction	California
Administered by	Intersegmental Coordinating Committee
Website	(not provided)

Intersegmental General Education Transfer Curriculum

The Intersegmental General Education Transfer Curriculum provides a standardized pathway for California community college students seeking transfer to public four-year institutions. It coordinates coursework across the California Community Colleges, the University of California, the California State University, and related institutions to satisfy breadth requirements and facilitate articulation, aligning with legislative and administrative frameworks such as the California Education Code, the Master Plan for Higher Education (1960), and policies from the California Community Colleges Chancellor's Office.

Overview

IGETC serves as an articulated general education pattern that community college students complete to meet lower-division breadth requirements for transfer into the University of California, the California State University, and some independent institutions like University of Southern California and Pepperdine University through articulation agreements. The curriculum interfaces with campus-specific requirements at institutions including UCLA, UC Berkeley, San Diego State University, Cal Poly San Luis Obispo, and San Francisco State University, while coordinating with regional bodies such as the Association of American Universities and policy influencers like the California State Legislature and the Governor of California.

History and Development

The framework emerged from efforts in the 1970s among segments represented by the Academic Senate for California Community Colleges, the University of California Academic Senate, and the California State University Academic Senate to improve student mobility after the Master Plan for Higher Education (1960). Early milestones involved reports from the California Postsecondary Education Commission and recommendations tied to laws enacted by the California Legislature and signed by governors such as Jerry Brown and Ronald Reagan (as Governor of California). Stakeholders included the Intersegmental Coordinating Committee and statewide bodies like the California Community Colleges Board of Governors. Subsequent refinements involved coordination with campus registrars at UC Davis, UC Irvine, San Jose State University, and outreach via college district offices like Los Angeles Community College District and Peralta Community College District.

Curriculum Structure and Requirements

IGETC typically requires completion of a specified number of units across areas comparable to those enforced by the University of California and California State University systems, covering areas historically labeled as English communication, mathematical concepts, arts and humanities, social and behavioral sciences, and physical and biological sciences. Course patterns often reference approved listings maintained by systems and local campus catalogs such as those at Santa Monica College, Pasadena City College, Foothill College, and De Anza College. Academic review and approvals involve bodies like the Curriculum and Instruction Committee and registrars from campuses including UC Santa Barbara, UC Riverside, San Diego Community College District, and Long Beach City College.

Transfer Policies and Articulation Agreements

Articulation of IGETC courses is mediated by formal agreements among institutions, including systemwide policies from the University of California Office of the President and the California State University Chancellor's Office. Local articulation officers from districts such as the Los Rios Community College District and campuses like Moorpark College, Mt. San Antonio College, Irvine Valley College, and Cerritos College maintain course-to-course equivalencies. Policies intersect with admission plans at institutions including UC Merced, CSU Northridge, CSU Sacramento, and independent colleges like Occidental College and Loyola Marymount University via transfer admission guarantees and TAG agreements similar to those managed by UC Santa Cruz and UC Santa Barbara outreach programs.

Implementation and Administration

Administration of IGETC involves collaboration among chief academic officers, articulation officers, registrars, and the California Community Colleges Chancellor's Office staff, along with system offices at the University of California and California State University. Institutional implementation is supported by counseling services at community colleges such as Chabot College, Cuyamaca College, Santiago Canyon College, and Riverside City College, and by cross-campus articulation tools used by campuses like San Diego Mesa College and Hartnell College. Oversight and periodic review engage committees including the Academic Senate for California Community Colleges, the Intersegmental Committee of the Academic Senates, and system policy teams at UC Berkeley and CSU Long Beach.

Impact and Outcomes

IGETC has increased transfer efficiency for students moving from community colleges to four-year campuses including UCLA, UC Berkeley, San Diego State University, and San Jose State University. Analyses by organizations such as the Public Policy Institute of California, studies at Stanford University, and research centers at UCLA Luskin School of Public Affairs show impacts on time-to-degree metrics, equity for underrepresented groups served by districts like Compton Community College District and Imperial Valley College, and course-taking patterns at feeder colleges like El Camino College and Mt. San Jacinto College. Outcomes also reflect interactions with statewide initiatives from offices such as the California Governor's Office of Planning and Research and funding agencies including the California Community Colleges Foundation.

Criticisms and Reforms

Critiques of IGETC have come from stakeholders at institutions like UC Berkeley, CSU Sacramento, and various community colleges, focusing on issues raised in reports by the Legislative Analyst's Office and scholars at UC Irvine and San Diego State University regarding misalignment with major preparation, class availability, and advising capacity at districts like San Bernardino Community College District and Sierra College. Proposed reforms discussed by bodies such as the Board of Governors of the California Community Colleges, the Academic Senate for California Community Colleges, and the University of California Academic Senate include greater coordination with campus major prerequisites at institutions like Cal State Long Beach, streamlined articulation technology adopted by communities like Santa Barbara City College, and policy adjustments influenced by legislative actions from the California Legislature.

Category:Higher education in California