The Intersegmental General Education Transfer Curriculum (IGETC) is an educational plan for California community college students designed to facilitate transferring to a four-year public university. Public universities include all UC and CSU schools.
- List of UCs
- List of CSUs
- California Community College List
Completion of the IGETC will permit a student to transfer without the need to take additional general education courses at their university. This enables a student to focus only on their specialization once accepted into a UC or CSU.
A common misconception is that the IGETC is an admission requirement into a university. The IGETC is a recommended certification that students receive from community college. Students that complete the IGETC are waived from general breadth courses in their university. By waiving these classes students can save money by fulfilling general education requirements in a cheaper institution.
The IGETC requires completion a minimum of 37 semester or 49 quarter transferable units with a C grade or better in each class. Students can choose to take classes across any California Community College campuses. They must fulfill a certain number of units from each of these areas: English Communication, Mathematical Concepts and Quantitative Reasoning, Arts and Humanities, Social and Behavior Sciences, Physical and Biological Sciences, and Foreign Language.
Different community colleges use different titles for courses. For example, English Composition is known as “English 101” in one campus and “English 1A” in another. Unfortunately there is no universal list of classes with numbers. Students need to match the class description in their catalog.
Also, there are slight differences between the requirements for a UC and CSU. For example, a CSU requires oral communication while a UC would not.
Famous quotes containing the words general, education, transfer and/or curriculum:
“We have grown literally afraid to be poor. We despise anyone who elects to be poor in order to simplify and save his inner life. If he does not join the general scramble and pant with the money-making street, we deem him spiritless and lacking in ambition.”
—William James (18421910)
“Infants and young children are not just sitting twiddling their thumbs, waiting for their parents to teach them to read and do math. They are expending a vast amount of time and effort in exploring and understanding their immediate world. Healthy education supports and encourages this spontaneous learning.”
—David Elkind (20th century)
“No sociologist ... should think himself too good, even in his old age, to make tens of thousands of quite trivial computations in his head and perhaps for months at a time. One cannot with impunity try to transfer this task entirely to mechanical assistants if one wishes to figure something, even though the final result is often small indeed.”
—Max Weber (18641920)
“If we focus exclusively on teaching our children to read, write, spell, and count in their first years of life, we turn our homes into extensions of school and turn bringing up a child into an exercise in curriculum development. We should be parents first and teachers of academic skills second.”
—Neil Kurshan (20th century)