Rio Hondo College
Curriculum Committee
2008-2009
Faculty Curriculum Guide
(AKA “The Red Notebook”)
TABLE OF CONTENTS
Section Title
Overview and General
Information
Section Components
Page Numbers
4-9
Introduction
Curriculum 101
New Course Form
Content Review and Prerequisite/
Corequisite/Advisory
Introduction and Forms
New Class Size Memo
10-12
13-15
16-23
24-27
Introduction
Course Revision Form
29
30-37
Introduction
Forms
38
39-40
Introduction
Form
41
42
Introduction
Degree and Certificate of
Achievement Form
Certificate of Skill Proficiency or
Career Certificate Form
43
44-48
Introduction
Articulation Procedures
CAN and ASSIST
General Education
RHC Checklist
CSU Overview
CSU Checklist
IGETC Overview
53-55
56
57
58
59-60
61-71
72-73
74-79
Writing a New Course
28
Course Revision
Distance Education
Course/Degree/Certificate
Change Form
New Programs (Degree/
Certificates
49-52
GE and Articulation Basics
IGETC Checklist
Sample RHC GE Memo Request
Sample CSU GE Memo Request
Sample IGETC Memo Request
80-81
82-84
85
86-88
Introduction
Form
89
90
Introduction
New Non-Credit Course Form
Non-Credit Course Revision Form
New Non-Credit Certificate of
Completion or Competency Form
91
92-94
95-97
98-100
Advanced Placement
Non-Credit
Appendix Table of Contents
101
The “Red” Notebook – An Overview
In the Fall of 2000, the “red notebook” was introduced to Rio Hondo’s Curriculum Committee. This
binder came to be a valuable resource, including (hopefully) all the information that one needed to
understand and contribute to the Curriculum process. Over time, suggestions were made and the need for a
revision became clear. This new notebook is designed to be more user friendly and (again, hopefully) more
complete. In addition, it is being made available to the campus community in an electronic format such that
all who wish to have its contents will have them. Please pass on any comments you may have to Charlie
McFarlin (cmcfarlin@riohondo.edu, ext. 7587) or Jennette Noriega (jnoriega@riohondo.edu, ext. 7497),
the Curriculum Committee Co-Chairs for the 2008-2009 academic year.
While every effort is being made to provide complete information here, there are many other valuable
sources of information available to you. At the end of this overview you will find a list of web sites that
may be of use to you, depending on what you are looking to accomplish.
Any change in RHC’s curriculum must go before the Curriculum Committee. Some changes require just
one reading, while others require two. The processes that are in place are designed to achieve a number of
goals. In order to ensure that all interested parties are aware of and approve of any changes that are
attempted, signatures of faculty teaching in the discipline are needed and all changes must be initiated by
faculty. The curriculum approval process is designed, ultimately, to maintain the quality of RHC’s
curriculum and to determine that we are striving to fulfill our mandated mission as part of the California
Community College system. It should also be noted that we are required to have a curriculum approval
process and there are some steps that must be included in our process in order for us to be functioning in
accordance with Title V, the regulations that apply to the California Community Colleges. This includes the
inclusion of two forms along with most actions that may appear to be purely repetitive. While this may be
so, we are required to include these forms and consider them each individually (in addition to whatever
course change they accompany). These forms are the Content Review and Prerequisite/Corerequisite/
Advisory forms. If you write any curriculum, you are sure to encounter these forms.
While every effort is being made to ensure that this is as valuable tool as possible, changes are sure to be
needed. Please don’t hesitate to pass on any suggestions.
General Information
Please note that the contents of this notebook are designed to be a guide. While every
effort has been made to provide information that is accurate and clear, interpretations of
regulations may change and the will of the Curriculum Committee may result in changes
in practices. The current Curriculum Chair and/or your Division Curriculum Committee
Member should be consulted as you develop materials for the Committee.
Agenda Deadlines and Distribution
Materials must be submitted on Monday afternoon by noon for consideration for the meeting of the
following week. All submissions should be made to the box provided in L302 (the office is on the right of
the 3rd floor of the library). These items should be ready for the Committee, with all signatures included
and prepared with the appropriate care – this is not a “rough draft”. Contact information for the originator
of the proposed changes should be provided, as they may be contacted if any changes are needed. If
changes are needed, they must be submitted to the Curriculum Chairperson by 11:00 A.M. on Wednesday
of that same week in order to be on the next agenda. The agenda will normally be placed in the mailboxes
by noon on Friday of the week preceding the meeting. If Friday is a holiday, the agenda will be placed in
the boxes by 9:00 A.M. on Monday.
Items requiring two readings are likely to need changes between the first and second readings, which will
typically occur in consecutive weeks (unless a meeting is cancelled, in which case the second reading would
occur at the next meeting). All such changes should be submitted to the Chairperson by 5:00 P.M. of the
day prior to which the second reading is scheduled to occur. Corrections not submitted by this deadline
will not be considered. As of the fall 2002 semester, final copies of course outlines should also be
submitted electronically to the Curriculum Chair, currently Jennette Noriega-Co-chair
(jnoriega@riohondo.edu) and Articulation Specialist, currently Lorraine Castellanos
(lcastellanos@riohondo.edu).
There are numerous deadlines that must be met throughout the year. These include deadlines relating to
publication of our catalog and schedule, as well as deadlines that we must meet for submission of our
courses to the UC and CSU system for determination of their transferability. The deadlines are not
arbitrary. Many Curriculum items need Board approval and the Curriculum deadlines are established such
that items can be on the Board agenda as needed. Thus, the deadlines established are not flexible. Your
cooperation in submitting materials in a timely manner is much appreciated.
Forms
Please make sure that before submitting any forms for action by the Committee that all forms are signed by
the appropriate individuals as well as utilized the most recent version of the form found on the p drive.
“Faculty teaching in the discipline” should be interpreted as all full-time faculty in the discipline when the
discipline is small (i.e., 3 or less members) and a reasonable number of appropriate faculty when a
discipline is larger. Every effort should be made to secure the signature of those who are most likely to be
interested in and/or impacted by any proposed change. It is also appropriate to have part-time faculty sign,
especially in the case of disciplines with only a single full-time faculty member.
Meetings
The Curriculum Committee meets on Wednesdays from 11:15 A.M. to 12:30 P.M. in the Board Room.
While the Committee is scheduled to meet weekly, meetings may be cancelled if there are not sufficient
items on the agenda or there is an event scheduled such that a quorum is not likely.
New Course Numbers
Your Division Dean and Division Secretary should each have a computer list of all courses (and numbers)
used in your division. A number may not be used twice even if the course is no longer offered. Please
choose an appropriate course number for a new course that is not represented on this list. In the event that
this information is not available in your Division, it may be requested from Irene Torres in the Student
Learning and Support Office (Ext. 3211).
Which Form(s) Do I Use?
The chart on the following page will show you which forms and other paperwork are needed for the
different changes and additions you may want to make to the curriculum. If the change you wish to make is
not included, consult with the Curriculum member from your Division, or the Curriculum Chairperson.
See the appropriate section of the notebook for more detailed instructions for the most common items
brought to the Committee. Note also that if you are making a change to a course that has an outline
more than 5 years old, you must update all the forms for the course in order to accomplish the
change. Revisions should be done AT LEAST every 5 years.
Action Requested
Forms/Paperwork Required
Page(
s)
Course Description
Change
Deletion from Catalog
Deletion from Curriculum
RHC GE, CSU GE and/ or
IGETC Approval
Course/Degree/Certificate Change Form +
replacement description page.
Course/Degree/Certificate Change Form
Course/Degree/Certificate Change Form
RHC GE Request Memo +/or CSU GE Request
Memo +/or IGETC Request Memo + Division
approval minutes
Course/Degree/Certificate Change Form +
replacement page(s) for the page(s) in the Course
Outline that will be impacted.
Course Revision Form + Content Review Form +
Prerequisite/Corequisite/Advisory Form
New Course Form + Content Review Form +
Prerequisite/Corequisite/Advisory Form + SLO’s +
Class Size Memo + Division Minutes
Course/Degree/Certificate Change Form +
replacements for all pages in the Course Outline
that will be impacted
Request to Offer a Course Via Distance Education
Form + Course Outline Addendum for Distance
Learning Delivery of a Course + Division approval
minutes + DSP&S sign-off (provided by DSP&SSuzanne Frederickson)
Course/Degree/Certificate Change Form +
replacements for all pages in the Course Outline
that will be impacted
Course/Degree/Certificate Change Form + 1 or 2
1. Photocopy of page from current RHC catalog
showing old degree and/or certificate
requirements + typed page showing new
requirements (formatted as it should appear in
the Catalog)
2. Replacements for all pages in the Course
Outline that will be impacted
See the appropriate section. Contact the current
Curriculum Chairperson if you are creating a degree
for the required forms, as well as additional
information. Note that the form provided is needed
+ minutes indicating Division approval.
42
Hours Change
Course Revision
New Course
Number Change, Title
Change, Unit Change,
Prefix Change
On-Line and/or Hybrid
Course Approval
Prerequisite Change
Course/Degree/
Certificate Change
New Degree
42
42
82-88
42
30
16-28
42
39-40
42
42
43-48
New Certificate
Non-Credit Course
Revision
New Non-Credit Course
New Non-Credit
Certificate of Completion
or Competency
Advanced Placement
See the appropriate section. Note that there is a
considerable difference between creating a
Certificate of Skill Proficiency or Career Certificate
and a Certificate of Achievement. Contact the
current Curriculum Chairperson if you are creating a
Certificate of Achievement for the required forms, as
well as additional information. Note that the form
provided is needed + minutes indicating Division
approval.
Non-Credit Course Revision Form
43-52
New Non-Credit Course Form
New Non-Credit Certificate Form + Labor Market
Data if applicable
91
98-100
Advanced Placement Form + Division Minutes
95-97
90
Sources for additional Information:
California Community Colleges
Pro g ram and C o urse
Appro val Handb o o k
S y st e m O f f ice
C alif o rnia C o mmunity C o lleges
March 2 003
This handbook w as produced under the direction of D ona
Boatright, V ice Chancellor for Educational S ervices , and
LeBaron Woodyard, D ean of A cademic A ffairs and Ins tructional
Res ources . The principal author w as Charlie K lein, S pecialis t
in A cademic P lanning.
This handbook may be view ed on the World Wide Web at:
h ttp ://w w w .cccco.ed u (S ys tem O ffice, D ivis ions , Credit
P rogram and Cours e A pproval)
Information can be obtained from the S tate A cademic S enate’s
Curriculum s ite at: http://w w w .curriculum.cc.ca.us /
If you are interes ted in know ing about the trans fer s tatus of
cours es in your dis cipline at Rio H ondo or are interes ted in
finding more about the trans ferability of cours es at other
Community Colleges , then A S S IS T is the place to go: http://
w w w .as s is t.org/ H ere you can determine how cours es currently
are articulated. A dditional trans fer-related information can be
found at: http://w w w .as s is t.org/WaReps _2/help/s ites .html
The Educational S ervices D ivis ion of the S ys tem O ffice offers
information at: (http://w w w .cccco.edu/divis ions /es ed/es ed.htm)
This office is res pons ible for providing s tate-level des ign and
review of community college curriculum and ins tructional
s upport activities . The divis ion is committed to providing
leaders hip and technical as s is tance to enhance the capacity of
the community colleges in the areas of career ladders and
w orkforce and economic development; academic planning,
approval, and review of credit degrees and certificates ;
implementation of the California S tate P lan for V ocational and
Technical Education and V ocational Education Technology A ct
(V TEA ); career development partners hips ; Library and Learning
Res ources P rograms ; technology s trategic planning; bas ic
s kills /ES L literacy; credit/noncredit adult and continuing
education; global education; s pecial project management; and
s ys temw ide technical as s is tance delivery.
The California Community College Web Clearing H ous e offers
an "O nline Curriculum and Ins tructional Res ource Center".
This is a Web-bas ed center for materials , res ources , and model
proces s es des igned to as s is t in the development of
pedagogically s ound programs and cours es . http://
w w w .governet.net/c4/
Wri ti ng a N ew Cours e
P rovided here is , hopefully, all the information that you w ill need in order
to w rite a new cours e. F irs t, you w ill find a lis t of the procedures
involved. F ollow ing this , you w ill find a document entitled “Curriculum
101” w hich is des igned to be a s tep-by-s tep guide to the N ew Cours e form
(A K A N ew Cours e O utline), Content Review and P rerequis ite/Corequis ite/
A dvis ory forms (note that all three forms are required). It is highly
recommended that you complete the N ew Cours e form and all needed editing
before completing the other forms , as this w ill help to ens ure cons is tency
as you may cut and pas te from the N ew Cours e form to the others .
Su b mi t t i n g a Ne w Co u rs e t o t h e Cu rri c u l u m Co mmi t t e e a t
RHC
Pro c e d u re s
1.
P rior to the development of a new cours e, you s hould have as certained
that the cours e is needed and jus tified. P leas e s ee the "Curriculum
101" guide for more comments on this and s ome additional
cons iderations . This w ill als o be your guide to the completion of the
new cours e form (A K A "N ew Cours e O utline").
2.
D evelop a vis ion for your cours e - w hat are the objectives ? What text
w ill you us e? G ather this background information, as it w ill be needed.
Y ou w ill provide both an outline of your cours e content and a lis ting of
s tudent objectives (as w ell as how they w ill be achieved) on the new
cours e form.
3.
O btain the forms you need.
Thes e are the N ew Cours e O utline form,
the Content Review form, and the P rerequis ite form. The 3rd is
actually the P rerequis ite/Corequis ite/A dvis ories form (often referred to
as the P rereq form, to s implify matters ). Y our D ivis ion S ecretary
s hould have thes e and they s hould als o be available on the Curriculum
w ebs ite and the pdrive. Be s ure that you have the mos t current form.
S ubs tantial modifications have been made to the earlier form and it w ill
not be accepted. If your D ivis ion s ecretary does not have thes e forms ,
your D ivis ion Curriculum Committee member s hould have them. Y ou
may als o contact Lorraine Cas tellanos (lcas tellanos @riohondo.edu) the
articulation s pecialis t and clerical s upport for the committee, or the
current Chairpers on. Y ou w ill need electronic vers ions of the forms s o
that modifications can be eas ily made.
4.
U pon completion of the N ew Cours e form, you s hould cons ult w ith both
the other members of your dis cipline and a Committee member. O thers
w ho teach in your dis cipline s hould aid you in evaluating the content
you have prepared; determining if your coverage of the topic is
appropriate, as s es s ing the objectives you have indicated, and all other
dis cipline-related elements of the form. Y our Committee member
s hould as s ure that you have completed the form in a w ay that is
cons is tent w ith es tablis hed procedures and guidelines . N ote that the
ans w ers to many ques tions that you may have in this proces s can be
found in the "red notebook" that both your Curriculum members and
your D ivis ion s ecretary s hould have. N O TE: P leas e give the
Curriculum Committee member enough time to look it over carefully.
The Curriculum member’s s ignature indicates that he/s he has review ed
your documents and made certain that they are truly ready for the
Committee’s cons ideration.
This s ame caution applies to all thos e from w hom you w ill obtain
s ignatures – provide them w ith an opportunity to review w hat you are
propos ing. O n all 3 completed forms you w ill be needing s ignatures of
thos e teaching in your dis cipline, a Curriculum member from your
D ivis ion, and your D ean. Be s ure that you have a form that is "clean"
before you begin this proces s .
5.
U pon completion of the N ew Cours e form, make a copy of pages 3
trough 8 (or print out a s econd copy) and s ubmit this to J udy S evillaM arzona in the library. P leas e don’t s taple this , jus t us e a paperclip.
The library s taff w ill s ign off on the library s tatement form and w ill
return it to Lorraine Cas tellanos . Be s ure that you have s igned page 3
this form before you s ubmit it to the library. N ote that you s hould be
s ubmitting your cours e to the library a few w eeks prior to its
s ubmis s ion to the Committee. This w ill provide library s taff w ith time
to review the library's holdings and make a determination as to w hether
or not the cours e w ill be adequately s upported.
6.
N ext, complete the other 2 forms . Thes e jus t require information
already contained in the N ew Cours e form and are required. G ather
your s ignatures . A ll 3 forms require multiple s ignatures .
7.
Complete a N ew Clas s S ize M emo. This needs to be s ubmitted to
A cademic A ffairs before the cours e is given a s econd reading.
8.
S ubmit your completed materials to Lorraine Cas tellanos . S he is on the
3rd floor of the library. A s k at the circulation des k if you are uns ure
of w here to go.
9.
The deadline for Wednes day of one w eek is M onday at noon of the
preceding w eek. Y our cours e w ill go through a brief "technical review "
prior to being placed on the agenda. If there are problems , you w ill be
contacted and any corrections w ill need to be made and s ubmitted to the
current Chairpers on by 11:00am on Wednes day (this is s till the w eek
before your cours e w ill go to the Committee). P rovided your cours e is
received and the corrections are made, it w ill be on the agenda for the
follow ing w eek.
10.
The Committee meets on Wednes days , from 11:15-12:30. U s ually w e
meet in the Boardroom. Y ou or s omeone w ho can repres ent you needs
to be pres ent at the meeting in w hich your cours e w ill be cons idered.
N ote als o that the cours e w ill not be cons idered if no member from your
D ivis ion is pres ent. N ew cours es require tw o readings . P rovided that
there is nothing controvers ial about your cours e and you have ans w ered
all ques tions of the Committee s ufficiently, it is likely that you need
only be pres ent for the firs t reading. N ote, how ever, that a member
from your D ivis ion mus t be pres ent at both.
11.
A final note: if you are introducing a potentially controvers ial item,
you are s trongly encouraged to cons ult w ith thos e w ho might have
objections prior to its introduction to the Curriculum Committee. S uch
collegial efforts are a benefit to all and may aid in minimizing
controvers y.
T h e Cu rri c u l u m Pro c e s s - I n t ro d u c i n g a Ne w Co u rs e
F aculty member develops an idea for a cours e or s ees the need to develop a
cours e and determines that there is departmental s upport for the cours e
(s how n w ith departmental approval minutes ).
Curriculum 101 – Introduction to
Writing a New Course
An over view of th e process of having a new
course approved by the Cur ri culum C omm it tee
at Rio Hondo College.
1 s t t h i n g s f i rs t
1. “ H e l p f u l h i n t s a n d c o m m e n t s ” a n d d i r e c t i o n s t h a t n e e d t o b e
deleted are italicized.
2. B e f o r e y o u e v e n b e g i n t h e d e v e l o p m e n t o f a n e w c o u r s e , y o u
s hould have s ome rationale and goal in mind. H ow w ill the cours e
you are developing s erve our s tudents ? Is it des igned to s erve a
s elect population? Be s ure that there is jus tification for the
introduction of the cours e – not s imply that it is s omething you’ve
been itching to teach.
3. C o n s u l t w i t h t h e o t h e r m e m b e r s o f y o u r d e p a r t m e n t a n d d i v i s i o n
– do they agree to the need for this cours e? If you are developing
a program or a certificate – do you have the s upport of the
D ivis ion?
4. B e c o l l e g i a l . I s t h i s a c o u r s e t h a t i s s i m i l a r t o a c o u r s e t a u g h t
by another divis ion? A re you propos ing that the cours e fulfill a
G eneral Education (G E) category that is normally the domain of
another divis ion? P revent and anticipate controvers y before it is
encountered.
5. D o y o u r h o m e w o r k . I s t h i s a c o u r s e t y p i c a l l y t a u g h t a t t h e
Community College? Remember, our mis s ion is to offer low er
divis ion cours es .
6. O n c e y o u h a v e d o n e t h e a b o v e , y o u a r e r e a d y t o b e g i n . I n o r d e r
to introduce a new cours e you w ill need 3 forms ; the new cours e
form, the content review form, and the prerequis ite form. The 2nd
and 3rd forms merely require that you pres ent information from
the new cours e form in a different format. Thes e are forms
required by Title V – although you may think they are jus t an
irritant w e have implemented to make you mis erable – that is truly
not s o. We have many other w ays of accomplis hing this tas k.
7. B e s u r e t h a t o n a l l t h r e e f o r m s p r e p a r a t i o n c o u r s e s ( p r e r e q u i s i t e
and/or advis ory) are lis ted in proper format and include approved
w ording for Englis h, reading, and math entering s kills (s ee next
page for examples ).
8. G i v e y o u r s e l f t i m e ! ! ! Y o u n e e d s i g n a t u r e s f r o m o t h e r s i n y o u r
dis cipline, as w ell as your dean. Y ou als o mus t s ubmit a copy of
your cours e to the library – preferably at leas t 1 w eek before the
cours e is on the agenda at Curriculum. Be aw are of the many
deadlines that exis t – es pecially the very early deadlines for
having cours es count for U C IG ETC and CS U G E (more on this
later).
9. C o m p l e t e a m a x i m u m c l a s s s i z e m e m o . T h i s n e e d s t o b e
s ubmitted to A cademic A ffairs before the cours e is given a 2nd
reading. It is als o a good idea to s ubmit a copy to the curriculum
chair.
10. P r o b l e m s / q u e s t i o n s ? D o n ’ t h e s i t a t e t o s e e k h e l p ! T h e
Curriculum Chair and your D ivis ion repres entative to Curriculum
s hould be s een as res ources – us e them.
A PPR OV ED EN GLI S H A N D R EA D I N G PR EPA R A TI ON WOR D I N G A S
OF S PR I N G 2008
E NGL IS H
ENGL 30 or ES L 197 or appropri at e as s es s m ent :
•
•
•
•
Wri t e bas i c paragraphs and s hort es s ays wi t h l i m i t ed i nt roduct ory and
concl udi ng rem arks
Wri t e wi t h s om e pat t erns of gram m at i cal and m echani cal errors and s i m pl e
s ent ence s t ruct ures , but dem ons t rat e adequat e fl uency i n gram m ar and
m echani cs t o qual i fy for i nt erm edi at e-l evel com pos i t i on
Wri t e wi t h occas i onal l y l i m i t ed det ai l and weak anal ys i s , but dem ons t rat e
adequat e det ai l and anal ys i s t o qual i fy for i nt erm edi at e-l evel com pos i t i on
Wri t e wi t h at t i m es weak paragraph organi zat i on, but dem ons t rat e adequat e
organi zat i on t o qual i fy for i nt erm edi at e-l evel com pos i t i on
ENGL 35 or ES L 198 or appropri at e as s es s m ent :
•
•
•
•
Wri t e a m ul t i -paragraph es s ay wi t h a t hes i s s t at em ent and general i nt roduct ory
and concl udi ng rem arks
Wri t e wi t h s om e gram m at i cal errors , but dem ons t rat e adequat e fl uency i n
gram m ar and m echani cs t o qual i fy for fres hm an com pos i t i on
Wri t e wi t h s om e s peci fi c det ai l s and s om e anal ys i s and refl ect i on,
dem ons t rat i ng adequat e det ai l and anal ys i s t o qual i fy for fres hm an
com pos i t i on
Wri t e wi t h occas i onal errors i n paragraph organi zat i on, but dem ons t rat e
m os t l y good paragraph organi zat i on and t rans i t i ons
ENGL 101:
•
•
•
•
•
Wri t e a m ul t i -paragraph es s ay wi t h a t hes i s s t at em ent and t he us e of out s i de
res earch s ources t o s upport t he t hes i s
Anal yze res earch m at eri al adequat el y but wi t h occas i onal errors i n anal ys i s
Incorporat e res earch m at eri al i nt o s t udent wri t i ng wi t h s om e errors but wi t h
enough fl uency and accuracy t o dem ons t rat e col l ege-l evel profi ci ency
Docum ent out s i de res earch m at eri al us i ng M LA form at wi t h s om e errors but
wi t h enough fl uency and accuracy t o dem ons t rat e col l ege-l evel profi ci ency
Wri t e wi t h s om e gram m at i cal and organi zat i onal errors , but dem ons t rat e
col l ege-l evel profi ci ency i n organi zat i on, gram m ar, and m echani cs
RE ADING PRE PARAT ION
R EAD 022 or appropri at e as s es s m ent = R ead i ns t ruct or-generat ed handout s
R EAD 023 or appropri at e as s es s m ent = R ead a col l ege-l evel t ext book
R i o Hondo C ol l ege
C urri cul um C om m i t t ee
New Cou rs e
Di vi s i on / Dep artmen t:
Degree Ap p l i cab l e: [ ] W i l l t h e cou r s e
pr ovi de cr edi t t ow ar ds a degr ee? C ou r s es n u m ber ed ≥ 40 ar e, by defi n i t i on ,
degr ee appl i cabl e. C ou r s es n u m ber ed 100 an d u p ar e, by defi n i t i on , t r an s fer abl e
to th e C S U.
S u b ject Area:
Non -Degree Ap p l i cab l e: [ ] C ou r s es
n u m ber ed 1-39 ar e n on -degr ee appl i cabl e an d n on -t r an s fer abl e.
Cou rs e Nu mb er:
T ran s ferab l e:
[
]
C ou r s es over 100 ar e, by
defi n i t i on , t r an s fer abl e t o t h e C S U.
Th e UC s ys t em det er m i n es w h at i t w i l l an d
w i l l n ot accept . C ONS ULT YOUR DI V I S I ON S E C R E TA R Y TO E S TA B LI S H W H A T
C OUR S E NUM B E R S A R E A V A I LA B LE – i f a n u m ber i s n ot i n t h e cu r r en t
cat al ogu e, t h i s does n ot m ean i s h as n ot been u s ed i n t h e pas t .
Try and make
you r n u m ber i n g as l ogi cal as pos s i bl e – gi ve cou r s es w i t h pr er equ i s i t es h i gh er
n u m ber s , et c.
Cou rs e T i tl e:
Un i ts:
Gui del i nes for uni t s i s found
bel ow.
Meth od of G rad i n g:
Graded [ ] C redi t / No C redi t [ ]
Prereq u i s i te:
I M POR TA NT! ! ! I f you h ave a pr er equ i s i t e, t h e exi t i n g s ki l l s of
t h e pr er equ i s i t e w i l l be t h e en t er i n g s ki l l s for you r cou r s e.
Coreq u i s i te:
Ad vi s ory: W h at bas i c abi l i t i es does a s t u den t gen er al l y n eed for s u cces s i n you r
cou r s e?
F or m at for w or di n g of bas i c s ki l l s pr er equ i s i t es , cor equ i s i t es or advi s or i es :
E NGL 030 (035) or E S L 197 (198) or appr opr i at e as s es s em en t , R E A D 023 or
appr opr i at e as s es s m en t , M A TH 050 or appr opr i at e as s es s m en t
May T h i s Cou rs e B e Rep eated for Cred i t? Yes [ ]
No [ ]
I f Yes , H ow Man y T i mes ? I f a cou r s e i s r epeat abl e t h i s m u s t be j u s t i fi ed – an d
s h ou l d be i n cor por at ed i n t o t h e cou r s e des cr i pt i on . W h en w r i t i n g you r cou r s e
des cr i pt i on , be s u r e t h at al l r el evan t i n for m at i on i s t h er e. I f, for exam pl e, t h er e
i s s om e r equ i r em en t t h at m u s t be m et for par t i ci pat i on i n t h e cou r s e, be s u r e t o
i n di cat e t h i s . Th i s i s a con cer n t h at i s m os t l i kel y t o ar i s e i n vocat i on al cou r s es
w h er e s om e t r ai n i n g m ay be n eces s ar y or s om e r equ i r em en t n eeds t o be m et (s u ch
as fi n ger pr i n t s , TB t es t s , et c).
Q u al i fi cati on For Rep eti ti on :
(C heck Appropri at e B ox)
[
]
A.
It i s a s ki l l s cl as s i n whi ch i t i s reas onabl e t o expect t he s ki l l
l evel t o i ncreas e wi t h each repet i t i on.
[
]
B.
The cont ent of t he cours e changes from s em es t er t o s em es t er s o
t hat t he cours e i s es s ent i al l y di fferent .
Cl as s Acces s : Is t hi s cl as s open t o al l s t udent s who m eet t he prerequi s i t e?
[ ]
No [ ]
Yes
H ou rs Per Week (18 week s em es t er; 1 uni t = 1 hour of l ect ure or 3 hours of l ab per
week. ):
Un cl ear as t o h ow t o h an dl e you r h ou r s ? I f t h e above for m u l a does n ot s eem t o
appl y t o you r cou r s e, s eek as s i s t an ce.
Lect ure/ Di s cus s i on:
Arranged Ti m e:
Lect ure/ Dem ons t rat i on:
Arranged Ti m e Act i vi t y:
Laborat ory Act i vi t y:
Indi vi dual i zed Ins t ruct i on:
T o B e Comp l eted b y Di vi s i on Dean an d O ri gi n ator
Comp u ter T i tl e (Wi l l ap p ear i n S ch ed u l e of Cl as s es ):
T O PS Cod e:
S AM Cod e:
T ran s fer S tatu s :
A - UC
Cou rs e Cl as s i fi cati on : A B C D E F G H I
C - Not Trans ferabl e
S tati c I d en ti fi er:
Ap p roved Cred i t Cl as s i fi cati on :
Appl i cabl e
[
B - CSU
] Degree Appl i cabl e
[
] Non-Degree
R ev. 2/ 2000
Acad emi c L evel an d G en eral E d u cati on I n formati on
1.
Woul d t hi s cours e us ual l y be cons i dered as
Yes [ ]
No [ ]
f u l fi l l i n g a m a j o r c o u r s e r e q u i r e m e n t a t t h e
four-year l evel ? If yes , whi ch m aj or?
I f you r an s w er i s yes t o t h e above,
be s u r e t o an s w er t h i s qu es t i on an d t h e fol l ow i n g on e! I f you ar en ’t s u r e –
do you r h om ew or k! I n for m at i on i s avai l abl e on -l i n e an d cat al ogu es ar e
avai l abl e i n t h e Tr an s fer C en t er .
Li s t C S U cam pus es :
2.
Woul d t hi s cours e us ual l y be cons i dered as
Yes [ ]
No [ ]
f u l fi l l i n g a m a j o r f o r t h e a s s o c i a t e d e g r e e ?
I f you r an s w er i s yes t o
t h e above, be s u r e t o an s w er t h i s qu es t i on an d t h e fol l ow i n g on e!
If yes , whi ch m aj or?
3.
Is t hi s cours e des i gned t o be a general
educat i on cours e at :
I f you ar e s eeki n g GE s t at u s for you r cou r s e, you m u s t h ave Di vi s i on
A p p r o v a l ( i n t h e m i n u t e s o f a D i v i s i o n M e e t i n g ) , j u s t i fi c a t i o n f o r t h i s , y o u
m u s t con s u l t w i t h Lor et t a B ai l es an d h ave h er appr oval , A ND t h i s m u s t be
addr es s ed as a s epar at e m ot i on by t h e C u r r i cu l u m C om m i t t ee. Not e t h at t h e
GE deadl i n es ar e m u ch ear l i er t h an t h e deadl i n es for offer i n g a cou r s e –
keep t h i s i n m i n d. W h i l e you do n ot n eed t o s u bm i t a cou r s e t o cu r r i cu l u m
u n t i l t h e ear l y S pr i n g s em es t er t o offer i t i n t h e fol l ow i n g fal l , t h e GE
t r an s fer deadl i n es ar e i n t h e F al l s em es t er .
The com m uni t y col l ege l evel ?
Yes [ ]
No [ ]
The 4-year col l ege l evel ?
Yes [ ]
No [ ]
If t he ans wer t o #3 i s "yes , " for whi ch of t he fol l owi ng cat egori es s houl d i t
be cons i dered?
CC
Nat ural S ci ence
Area 5: [ ]
Art / Hum ani t i es
Area 3: [ ]
S oci al S ci ences
Area 4: [ ]
C om m uni cat i ons
Area 1: [ ]
Anal yt i cal /
C ri t i cal Thi nki ng
C. S . U.
[ ]
C at . A:
(C 1, C 2):
[
C at . B :
(D1, D2):
(D2):
]
[
[
]
]
[
IGETC
C at . B :
C at . C :
[
]
C at . D:
[
]
(A1, A2): [
]
[
(A3):
]
[
]
]
Area 2: [ ]
Language ot her t han Engl i s h (UC Onl y):
[ ]
Li fel ong Learni ng (C S U Onl y):
C at . E: [
]
(Pl eas e di s cus s pr opos ed cour s e f or t r ans f er gener al educat i on w i t h ar t i cul at i on
o f fi c e r a n d g e t s i g n a t u r e . )
Di s cus s ed Above: _________________________________________________
( S i g n a t u r e o f A r t i c u l a t i o n O f fi c e r )
Wh i ch I n s tru ctors i n th e S u b ject Area E n d ors e T h i s Prop os al ?
Get as
m an y s i gn at u r es as you can – fr om t h e appr opr i at e peopl e – an d be s u r e t o
per m i t you r C u r r i cu l u m C om m i t t ee M em ber am pl e t i m e t o r evi ew you r w or k
an d offer s u gges t i on s . Pl eas e don ’t as k t h em t o s i gn w i t h ou t l ooki n g over
w h at you h ave don e – t h ey s h ou l d be s avi n g you r fr om h avi n g pr ocedu r al
an d gr am m at i cal er r or s exam i n ed by t h e com m i t t ee. Th e m or e w or k you do
befor e s u bm i t t i n g you r cou r s e, t h e l es s w i l l n eed t o be s ai d on ce i t i s
r evi ew ed by t h e C om m i t t ee.
______________________________
(S i gnat ure)
(Dat e)
______________________________
(S i gnat ure)
(Dat e)
______________________________
(S i gnat ure)
(Dat e)
______________________________
(S i gnat ure of Ori gi nat or)
______________________________
(C urri cul um C om m i t t ee M em ber)
______________________________
(Dean)
Cu rri c u l u m L i b ra ry St a t e me n t
Cours e N umber and Title:
D epartment/D ivis ion:
Ext:
O riginator:
D ate:
Origin ator’s R ecommen d ation s :
_____
N one. N o additional library res ources are needed.
_____
N one. The library w ill be notified if and w hen appropriate items
are identified.
_____
N one. S upporting materials w ill be provided by the department at
the s ite w here
the cours e w ill be offered.
_____
The originator recommends the follow ing items be added to the
library collection: (P leas e prioritize reques ts and give author, title,
publis her, date of publication, and price if know n. I t is a lib rary
p olicy to n ot p u rch as e clas s textb ook s .)
Th is is you r ch an ce to let th e libr ar y kn ow wh at you wan t! ! S u bmit a
completed n ew cou r s e for m to th e libr ar y at leas t a week befor e you r
cou r s e is goin g to th e Committee. An d make ever yon e’s lives a little
eas ier – paper clip you r wor k s o th at pages may be r emoved an d du plicated
with eas e.
S ignature of
originator_____________________________________________________
Librarian F ollow -up:
O ther; s ee below
meeting
notification of new materials
S ignature of librarian__________________________________
D ate_________________
(ML P et al., 5-10-05)
Pr es er ve th e for mat es tablis h ed h er e – th is is wh at th e r es t of th e wor ld
will s ee – be s u r e to keep u s lookin g good!
Rio H ondo College
D ivis ion of X X X X
B e s u r e t o del et e al l i n s t r u ct i on s !
Y o u r C o u r s e P r e fi x a n d N u m b e r H e r e ( e . g . , M A T H 1 6 0 )
Y ou r Cou rse T i t l e H ere ( e. g. , Col l ege Al gebra)
C ours e Des cri pt i on
[ Y our Cour s e D es cr iption her e; note that what you wr ite her e will
appear in both the catalog and the s chedule of clas s es . Be s u r e to
iden tify th e tar get au dien ce in you r cou r s e des cr iption – wh o is th is
cou r s e for ? Ar e th er e s pecial r es tr iction s on en r ollin g? I s it
r epeatable? Aim for a clear an d con cis e des cr iption .]
?
Units/? T otal hours.
D on ’t for get th is ! ! !
[Revis ion D ate = catalog year ]
Ri o H on d o Col l ege
I.
Di s ci p l i n e/ Dep artmen t:
Cou rs e Nu mb er:
Cou rs e T i tl e:
Un i ts:
H ou rs :
Be s u r e to u s e pr oper for mat (e.g. EN G L 030 or ES L 197
or appr opr iate as s es s men t an d READ 022 or appr opr iate
as s es s men t).
Ad vi s ory:
Prereq u i s i tes :
Coreq u i s i tes :
II.
N e e d / J u s t i fi c a t i o n / G o a l s
W h y do we n eed th is cou r s e?
III.
T i tl e V Req u i remen ts
A) E nte ri ng S k i l l s : (“Up o n e n t e rin g t h e co u rse , st u d e n t s sh o u ld b e
a b le t o …”):
W h at s kills s h ou ld a s tu den t gain fr om th e advis or y cou r s es ?
Exitin g s kills fr om an y pr er equ is ite cou r s es mu s t be in clu ded h er e.
Be s u r e to in clu de pr oper wor din g for mat for all En glis h an d
r eadin g advis or ies an d pr er equ is ites .
B) E x i ti ng S k i l l s :
Th es e mu s t match th e objectives lis ted on th e in famou s matr ix page.
C) Mi ni mum Re qui re d for a “C” :
G en er ally a s tatemen t s u ch as “completion of all r equ ir ed wor k with
7 0 % o f a l l p o s s i b l e p o i n t s ” w i l l s u f fi c e . I s t h e r e a m i n i m u m
atten dan ce th at mu s t be met in or der to pas s ?
IV.
Cou rs e Con ten t
A s in gle page in ou tlin e for mat is all th at is n eeded h er e – wh at
topics will be cover ed?
V.
Cou rs e O b jecti ves (L i s t on Page 7 of Matri x)
_ St at e i n meas ur abl e t er ms w hat s t udent s w i l l be abl e t o do.
_ Be conci s e but compl et e— t en i s t oo many; one i s not enough.
_ Us e ver bs s how i ng anal ys i s ; r at her t han “ under s t and, ” “ i dent i f y, ” or
“ des cr i be, ” i ns t ead us e “ expl ai n” or “ compar e and cont r as t . ”
B e sure t o del et e al l subcat egori es i n green! ! Y ou wi l l be
provi di ng al l of t hi s i nf ormat i on on t he “ mat ri x” page.
VI.
Meth od s of I n s tru cti on (L i s t on Page 7 of Matri x)
_ St at e met hods appr opr i at e t o obj ect i ves .
_ St at e met hods of i ns t r uct i on, as s i gnment s , and how t hey ar e eval uat ed.
VII &
VI I I . As s i gn men ts an d Meth od s of E val u ati on (L i s t on Page 7 of Matri x)
_ S t a t e a s s i g n m e n t s w h i c h r e fl e c t c o v e r a g e o f a l l o b j e c t i v e s a n d c o n t e n t .
_ L i s t gr aded as s i gnment s and cl ear l y s t at e t he bas i s f or gr adi ng. For
exampl e, s ay “ w r i t t en as s i gnment s w hi ch s how devel opment of s el f cr i t i ci s m. ”
IX.
T exts / I n s tru cti on al Materi al s
You mu s t in clu de a complete r efer en ce, an d be s u r e to in clu de th e
copyr igh t date – th is is ver y impor tan t. (Textbook can n ot be older
th an 5 year s )
O th er I n s tru cti on al Materi al
V . C ou rs e Ob jectives
The St udent Will:
A. K e e p t h e f o r m a t a s i t i s g i v e n t o y o u w h e n y o u b e g i n – c o l u m n
b rea ks a re p ro vid ed a n d th is ma kes cu ttin g a n d p a stin g o f co lu mn s
a simp le ma tter.
B. Y o u n e e d n o t l i s t y o u r m e t h o d s a n d a s s i g n m e n t s r e p e a t e d l y . I f
yo u lectu re, yo u n eed o n ly list th is o n ce – n o t o n ce fo r ea ch
o b jective. A re yo u r o b jectives sta ted in mea su ra b le terms? A re
th ey co n sisten t with th e co u rse d escrip tio n ?
C. W o r d s a p p r o p r i a t e f o r u s e h e r e i n c l u d e : t r a n s l a t e , c l a s s i f y ,
d emo n stra te, p red ict, exp la in , d istin g u ish , d escrib e, crea te, ch o o se,
d evelo p , so lve, d efin e, list, rela te.
V I . Meth od s Of I n s tru ction
A. E x a m p l e s – l e c t u r e , v i d e o , g r o u p a c t i v i t y , r e a d i n g s , e t c .
B. B e s u r e t o u s e p r o p e r o u t l i n e f o r m a t .
V I I . A s s ign men ts
Exam ples – wr ite a paper , com plete hom ewor k, etc.
V I I I . Meth od s Of Evalu ation
Evaluate is not a m ethod of evaluation – how will you as s es s that
the objectives s tated have been achieved.
Wor ds to us e in this colum n include: appr ais e, judge, as s es s ,
cr iticiz e, r ate, m eas ur e.
Content Rev i ew and Prerequi s i te/Corequi s i te/
Adv i s ory Forms
Thes e are forms that are required by Title V . They require a s ingle reading
and mus t be handled s eparately from the other forms that they accompany.
Thes e are, bas ically, a procedural requirement. A ll information required on
thes e forms s hould be obtained from the Cours e O utline. It is appropriate
and neces s ary that thes e forms be a duplicate of the appropriate information
provided in the Cours e O utline. The Committee w ill be looking to s ee that
all forms are cons is tent. N ote that this is frequently w here errors are
made, es pecially w hen s everal cours es are being prepared or modified
s imultaneous ly. Refer to the next s ection for clarification as to w here
information s hould be pulled from. P leas e minimize changes to the
appearance of the forms , but make adjus tments as needed. A ll directions
s hould be deleted.
A s of S pring 2006, any advis ory, prerequis ite or corequis ite of a bas ic
s kills Englis h, Reading, or M ath clas s s hould appear on all forms in the
follow ing format:
EN G L 030 or ES L 197 or appropriate as s es s ment
EN G L 035 or ES L 198 or appropriate as s es s ment
REA D 022 or appropriate as s es s ment
REA D 023 or appropriate as s es s ment
M A TH 050 or appropriate as s es s ment
Thes e are the bas ic s kills clas s es mos t commonly us ed for advis ory
preparation or prerequis ites /corequis ites . O ther clas s es may be us ed, but
mus t be w ritten in the format demons trated above.
Content Revi ew Form
C our s e N um be r /Title /
Date____________________________________________________
__
Ente r ing Sk ills /C onte nt/C onc e pts Stude nts Mus t H a v e /K now:
[Fo r e xa mp l e , stu d e n ts sh o u l d b e a b l e to d o a ssi g n me n ts th a t
re q u i re th e m to co mp i l e a n d o rg a n i ze ma te ri a l s. Th i s sh o u l d b e
co n si ste n t w i th a n y a d vi so ri e s, p re re q u i si te s, a n d /o r co re q u i si te s fo r
th e co u rse . Pl e a se d e l e te a l l i n stru cti o n s (i n i ta l i cs) p ri o r to
su b mi ssi o n .]
A s s ignm e nts Giv e n to Stude nts D ur ing the C our s e :
(Th i s sh o u l d b e a s i s fo u n d o n th e “ma tri x p a g e ” o f th e co u rse
o u tl i n e .)
Minim um R e quir e d for a " C " :
(N o te :
Wh e n l i sti n g th e mi n i mu m re q u i re d fo r a “C ”, g i ve sp e ci fi c
cri te ri a a n y i n stru cto r co u l d u se so th a t th e re i s a co n si ste n cy fo r
g i vi n g th e g ra d e .
Fo r e xa mp l e , stu d e n ts mu st co mp l e te fi ve e ssa ys,
th e mi d te rm, a n d th e fi n a l w i th a 7 0 % a ve ra g e o r b e tte r. D o not u se
w o rd s l i ke “s a tis fa c tor y c om ple tion” b e ca u se w h a t i s sa ti sfa cto ry
to o n e i n stru cto r ma y n o t b e co n si d e re d sa ti sfa cto ry to a n o th e r.)
Ex iting Sk ills /C onte nt/C onc e pts Stude nts Mus t H a v e /K now:
(Th e se a re th e co u rse “e xi ti n g ski l l s” a n d “o b j e cti ve s” l i ste d o n th e
co u rse o u tl i n e .)
A ppr opr ia te Pr e pa r a tion C our s e s :
Pl e a se d e l e te a l l th a t d o e s n o t a p p l y.
P
r
e
r
e
q
u
i
s
i
t
e
s
_____________________________________________________
:
C
o
r
e
q
u
i
s
i
t
e
s
_____________________________________________________
:
A
d
v
i
s
o
r
i
e
s
:
_______________________________________________________
Pl e a se l i st th e th re e U C 's a n d /o r C SU 's h a vi n g th e sa me p re re q u i si te
o r co re q u i si te :
Pl e a se l i st Sta te o r b o a rd re q u i re me n t:
(N ote : This s e c tion is ne c e s s a r y ON LY for e ntr y le v e l, de gr e e
a pplic a ble c our s e s .)
E n t ry le ve l, d e g re e a p p lica b le co u rse s mu st a lso b e re vie we d t o se e
if t h e y re q u ire a b a sic skills p re re q u isit e , co re q u isit e o r a d viso ry in
E n g lish , E S L , Re a d in g o r Ma t h . A ll o f t h e se p re re q u isit e s o r
co re q u isit e s mu st b e st a t ist ica lly va lid a t e d .
R e a ding Pr e pa r a tion Pl e a se d e si g n a te w h e th e r co u rse i s a
p re re q u i si te , a co re q u i si te , o r re co mme n d e d (a d vi so ry):
(e .g ., Ad vi so ry: R e a d i n g 0 2 3 o r a p p ro p ri a te a sse ssme n t)
Englis h/ESL Pr e pa r a tion Pl e a se d e si g n a te w h e th e r co u rse i s a
p re re q u i si te , a co re q u i si te o r re co mme n d e d (a d vi so ry):
(e .g ., Ad vi so ry: En g l i sh 0 3 5 o r ESL 1 9 8 o r a p p ro p ri a te
a sse ssme n t)
Ma th Pr e pa r a tion Pl e a se d e si g n a te w h e th e r co u rse i s a
p re re q u i si te , a co re q u i si te o r re co mme n d e d (a d vi so ry): (e .g .,
Ad vi so ry: Ma th 0 5 0 o r a p p ro p ri a te a sse ssme n t)
Signa tur e s of fa c ulty te a c hing in the dis c ipline :
________________________________________________________
______________
________________________________________________________
______________
________________________________________________________
______________
Reviewed
by
______________________________________
D a te _ _ _ _ _ _ _ _ _ _ _ _
C u rri cu l u m C o mmi tte e Me mb e r
Reviewed by ______________________________________
___________
Division Dean
D a te
R IO H ON D O C OMMU N ITY C OLLEGE
C U R R IC U LU M C OMMITTEE
PR ER EQU ISITES, C OR EQU ISITES, A N D A D VISOR Y PR EPA R A TION
FOR M
It i s re co mme n d e d th a t th e fo l l o w i n g co u rse :
________________________________________________________
_____________
h a ve th e p re re q u i si te s, co re q u i si te s, a n d /o r a d vi so ry p re p a ra ti o n
(a d vi so ri e s) l i ste d b e l o w :
P
r
e
r
e
q
u
i
s
i
t
e
s
_____________________________________________________
:
C
o
r
e
q
u
i
s
i
t
e
_____________________________________________________
s
A
d
v
i
s
o
r
i
e
s
:
________________________________________________
_____
Is this a c ha nge fr om the pr e r e quis ite , c or e quis ite or a dv is or y
c ur r e ntly lis te d on the c our s e outline a nd in the c a ta log?
Yes
No
Si g n a tu re s o f fa cu l ty te a ch i n g i n th e d i sci p l i n e :
________________________________________________________
__________
________________________________________________________
__________
________________________________________________________
__________
_____________________________________
Si g n a tu re o f D i vi si o n D e a n
-----------------------------------------------------------------------------------------------------------------
C U R R IC U LU M C OMMITTEE A PPR OVA L
Ite m N um be r : _ _ _ _ _ _ _ _ _ _ _ _ _ _
D a te of C om m itte e Me e ting:
A PPR OVED ________________
D ISA PPR OVED _________________
To:
P a u l P a rn e ll
From:
S ubj e c t:
Cla ss S ize Co mmit t e e
Ma ximu m cla ss size f o r _ _ _ _ _ _ _ _ _ _ _ _ _ _
Da te :
O n _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ a d e p a rt me n t / d ivisio n co mmit t e e me t t o d e t e rmin e
th e cla ss size o f _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ .
Th e co mmit t e e wa s co mp o se d o f t h e d ivisio n d e a n a n d t h re e f a cu lt y me mb e rs
in t h e d e p a rt me n t / d ivisio n .
1.)
2.)
3.)
4.)
______________________
______________________
______________________
______________________
Th e co mmit t e e u n a n imo u sly re co mme n d s a ma ximu m cla ss size o f
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . I n a cco rd a n ce wit h Rio Ho n d o Co lle g e Dist rict ’s
Co lle ct ive B a rg a in in g A g re e me n t wit h t h e Rio Ho n d o Co lle g e Fa cu lt y
A sso cia t io n , t h e co mmit t e e is su b mit t in g t h is re co mme n d a t io n t o yo u f o r yo u r
a p p ro va l.
Approv e d
_____
Not a pprov e d _ _ _ _ _
_____________________________________
P a u l P a rn e ll V ice -P re sid e n t , A ca d e mic A f f a irs
Cou rse Revi si on
A revis ion of a cours e may be needed for any number of reas ons . The
cours e outlines on file need to be no more than 5 years old. Thus , if any
change is being made in an exis ting cours e, this is an excellent time to
perform a cours e revis ion that is likely to be needed due to the pas s age of
time. In addition to the Cours e Revis ion form, the Content Review and
P rereq forms are needed (s ee earlier s ections ). F urther details on
completing the Cours e Revis ion form can be obtained by looking at the
directions for completing a new cours e outline.
A cours e revis ion is needed if there is a change in content, prerequis ites ,
units , title, des cription, trans fer level, number, or a merger/modularization
of exis ting cours es . If you are making many changes to the cours e, then
you s hould mark the “major revis ion” line on the firs t page of the Cours e
Revis ion F orm, if you are uns ure w hat cons titutes a major revis ion cons ult
w ith a Curriculum member or the Curriculum Chairpers on. Bas ically, any
change that s ugges ts a s ubs tantive change in the cours e is cons idered a
“major revis ion”. P rovided a cours e is not very old, much of the needed
information can s imply be obtained from the exis ting cours e outline. There
may be a need, how ever, to trans fer the information to the forms that are
currently in us e. Cours e outlines need to be updated at leas t every 5 years .
_____________
Appl i cabl e ____
I tem Nu mb er:_____________
T O PS Cod e:
S AM Cod e: ______
Degree Appl i cabl e ____
Non-Degree
Trans ferabl e ____
RIO H O N D O CO M M U N ITY CO LLEG E
CU RRICU LU M CO M M ITTEE
C OU R S E R EV I S I ON FOR M
A Cours e Revis ion F orm is completed for the follow ing purpos es :
Reins tating a cours e that has been deleted from the catalog.
Revis ing a cours e’s goals and objectives
S ubject A rea:
Current Cours e Title:
Cours e P refix and N umber:
O riginator of Cours e Change:
H ours P er Week:
U nits :
Extens ion:
P leas e check all changes that w ere made to the cours e during this
cours e revis ion:
_______U nit Change
_______Title
_______D es cription
_______Trans fer Level
_______N umber
_______P reparation
_______M erger/
M odulation
_______O ther
_______Revis e content and update text (minor
revis ion)
_______M ajor revis ion
______ S LO
forms s ubmitted
_______Hours
_______O ther
I D EN TI FY A N D EX PLA I N THE C HA N GES C HEC KED A BOV E:
P ropos ed N ew Title:
P ropos ed N ew N umber:
P ropos ed N ew U nits :
P ropos ed N ew P reparation (P rerequis ite, Corequis ite, or
A dvis ory):
Any advis or y or pr er equis ite of a READ ING , MAT H , or
ENG L ISH bas ic s kills clas s s hould appear in the following
for m at:
ENG L 030 (035) or ESL 197 (198) or appr opr iate as s es s m ent
READ 023 or appr opr iate as s es s m ent
MAT H 050 or appr opr iate as s es s m ent
Each on a s epar ate line. Pleas e delete ins tr uctions befor e
s ubm is s ion.
O ld D es cription: If changing the des cr iption, pr ovide old and
new des cr iption her e. Explain all other changes , as needed.
Acad emi c L evel an d G en eral E d u cati on I n formati on
1 . D o e s t h i s c o u r s e f u l fi l l a m a j o r c o u r s e r e q u i r e m e n t a t t h e
four-year l evel ? (F or exi s t i ng cours es , veri fy at
www. as s i s t . org)
If yes , whi ch m aj or?
Li s t C S U or UC cam pus es :
2 . W o u l d t h i s c o u r s e u s u a l l y b e c o n s i d e r e d a s f u l fi l l i n g a
m aj or for t he as s oci at e degree? (N ot e: Many RHC
Depar t ment s do not of f er maj or s )
If yes , whi ch m aj or?
3. Is t hi s cours e des i gned t o be a general educat i on cours e
at :
The com m uni t y col l ege l evel ?
The 4-year col l ege l evel ?
Yes [
]
No [
]
Yes [
]
No [
]
Yes [
Yes [
]
]
No [
No [
]
]
If t he ans wer t o #3 i s "yes , " for whi ch of t he fol l owi ng cat egori es s houl d i t
be cons i dered? (Indi cat e w i t h an X t o t he r i ght of t he des i r ed ar eas (s ). )
Area
Nat ural S ci ence
Art / Hum ani t i es
CC
C at . 5:
Cat 7 A,
7B
C. S . U.
C at . B :
C at . C :
S oci al S ci ences
C at . 6:
C at . D:
C om m uni cat i ons
C at 8A:
(A1, A2):
Anal yt i cal / C ri t i cal
C at 8B :
(A3):
Thinking
Language ot her t han Engl i s h (UC Onl y):
Li fel ong Learni ng (C S U Onl y):
C at . E:
IGETC
Area 5:
Area 3:
Area 4:
Area 1:
Area 2:
(Pleas e dis cus s pr opos ed cour s e for tr ans fer gener al education with
a r t i c u l a t i o n o f fi c e r
and get s ignatur e.)
Di s cus s ed Above: _________________________________________________
( S i g n a t u r e o f A r t i c u l a t i o n O f fi c e r )
Wh i ch I n s tru ctors i n th e S u b ject Area E n d ors e T h i s Prop os al ?
______________________________
(S i gnat ure)
(Dat e)
______________________________
(S i gnat ure)
(Dat e)
______________________________
(S i gnat ure)
(Dat e)
______________________________
(S i gnat ure of Ori gi nat or)
______________________________
(C urri cul um C om m i t t ee M em ber)
______________________________
(Dean)
Cu rri cu l u m L i brary S t at em en t
[INS T RUCT IO NS T O O RIG INAT O R:
1. F I L L O U T A N D S I G N T H I S S T A T E M E N T
2. P A P E R C L I P T H I S P A G E T O A C O P Y O F T H E C O U R S E O U T L I N E ( p p . 4 - 8
of th e Cou rs e Revi s i on or New Cou rs e form; th e accomp an yi n g p ages n eed
n ot b e s i gn ed , b u t B E S URE T O S I G N T H I S FO RM)
3. S U B M I T T H I S S T A T E M E N T W I T H T H E P A G E S O F T H E C O U R S E
O UT L INE T O T H E L IB RARY O FFICE AT L 302-E .
4. A L L O W O N E W E E K F O R T H E L I B R A R Y T O D O A H O L D I N G S S U R V E Y .
T HE L IB RARIAN WIL L T HE N FORWARD T HE COUNT E RS IGNE D
L I B RARY S T AT E ME NT T O T H E O FFI CE O F S T UDE NT L E ARNI NG AND
S UPPORT . DE L E T E T HE S E INS T RUCT IONS B E FORE PRINT ING]
C ours e Num ber and Ti t l e:
Depart m ent / Di vi s i on:
Ext:
Ori gi nat or:
Dat e:
Origin ator’s R ecommen d ation s :
_____ None. No addi t i onal l i brary res ources are needed.
_ _ _ _ _ N o n e . T h e l i b r a r y w i l l b e n o t i fi e d i f a n d w h e n a p p r o p r i a t e i t e m s a r e
i d e n t i fi e d .
_____
None. S upport i ng m at eri al s wi l l be provi ded by t he depart m ent at t he
s i t e where
t he cours e wi l l be offered.
_____
The originator recommends the follow ing items be added to the
library collection: (P l eas e pri ori t i ze reques t s and gi ve aut hor, t i t l e,
publ i s her, dat e of publ i cat i on, and pri ce i f known.
n ot p u rch as e cl as s textb ook s . )
I t i s a l i b rary p ol i cy to
S i gnat ure of ori gi nat or_____________________________________________________
Li brari an F ol l ow-up:
bel ow
m eet i ng
n o t i fi c a t i o n o f n e w m a t e r i a l s
S i gnat ure of l i brari an__________________________________
Ot her; s ee
Dat e_________________
Rio H ondo College
[Y ou r D ep artmen t Here]
[ Y o u r C o u r s e P r e fi x a n d N u m b e r H e r e ( e . g . , M A T H 1 6 0 ) ]
[Y ou r C ou rs e Title Here (e.g., C ollege A lgeb ra)]
C ours e Des cri pt i on
[Y our Cours e D es cription here; note that w hat you w rite here w ill appear in
both the catalog and the s chedule of clas s es . Be s ure to identify the target
audience in your cours e des cription]
? U nits /? T otal hour s
[Revis ion D ate = Current Catalog Y ear]
R io Hon d o C ollege
I . D is cip lin e/D ep artmen t:
C ou rs e N u mb er:
C ou rs e Title:
U n its :
Total Hou rs :
A d vis ory: (examp le, R EA D 023 or ap p rop riate as s es s men t;
p leas e d elete)
Prereq u is ite: (examp le, EN GL 035 (030) or ES L 198 (197) or
ap p rop riate as s es s men t; p leas e d elete)
C oreq u is ite:
I I . N e e d / J u s t i fi c a t i o n / G o a l s
I I I . Title V R eq u iremen ts
A ) En terin g S k ills (“ U pon enter ing the cour s e, s tudents
s hould be able to” ):
Thes e may be in paragraph form or may be lis ted – thes e s hould
reflect the competencies as s ociated w ith the indicated
prerequis ites , corequis ites , and advis ories . F or example, if the
advis ories w ere REA D 023 and EN G L 035, you w ould indicate:
1. R e a d a c o l l e g e - l e v e l t e x t b o o k .
2. W r i t e a m u l t i - p a r a g r a p h e s s a y w i t h a t h e s i s s t a t e m e n t a n d
general introductory and concluding remarks .
B) Exitin g S k ills (U pon exiting the cour s e, s tudents s hould be
able to” ):
1. D e m o n s t r a t e . .
2. T h e s e s h o u l d b e c o p i e d f r o m t h e f i r s t c o l u m n o f t h e m a t r i x
page…
C ) Min imu m R eq u ired for a “C ”:
IV.
C ou rs e C on ten t
P LEAS E DIS P LAY C OUR S E C ONTENT IN OUTLINE F OR M – DELETE
THES E INS TR UC TIONS
I n formation to comp lete R oman n u merals V , V I , V I I & V I I I n eed on ly
ap p ear on th e matrix p age, comp lete on ly R oman n u meral I X (Text/
I n s tru ction al Materials ) on th is p age.
V.
C ou rs e Ob jectives (Lis t on Page 7, Matrix p age)
_
P LEA S E D ELETE TH ES E IN S TRU CTIO N S
_ S tate in meas urable terms w hat s tudents w ill be able to do.
_ Be concis e but complete - ten is too many; one is not enough.
_ U s e verbs s how ing analys is ; rather than “unders tand,” “identify,”
or “des cribe,” ins tead us e “explain” or “compare and contras t.”
VI.
Meth od s of I n s tru ction (Lis t on Page 7, Matrix p age)
_ P LEA S E D ELETE TH ES E IN S TRU CTIO N S
S tate methods appropriate to objectives .
_ S tate methods of ins truction, as s ignments , and how they are
evaluated.
VII &
VIII.
A s s ign men ts an d Meth od s of Evalu ation (Lis t on Page 7,
Matrix p age)
_ P LEA S E D ELETE TH ES E IN S TRU CTIO N S
S t a t e a s s i g n m e n t s w h i c h r e fl e c t c o v e r a g e o f a l l o b j e c t i v e s a n d
content.
_ Lis t graded as s ignments and clearly s tate the bas is for grading.
F or example, s ay “w ritten as s ignments w hich s how development of
s elf-criticis m.”
IX.
Texts /I n s tru ction al Materials
(Textbook cannot be older than 5 years -pleas e delete before printing)
Oth er I n s tru ction al Material
V . C ou rs e
Ob jectives
The St udent
Will Be Able
To :
VI. Me t ho ds o f
Inst ruct io n
VII.
Assig nment s
VIII. Me t ho ds
o f Ev a lua t io n
A.
Dem o n str at
e ..
B. P l e a s e
delete the
su g g estio n s
provided
here.
A. L e c t u r e
A. R e a d
assig n ed
textbook
chapters
B.
A. M e a s u r e
u n d er stan d
ing of
textbook
concepts
with
performanc
e on
objective
exams
containing
multiplechoice.
B.
Dis t a n c e Ed u c a t io n
A t RH C, dis tance education primarily cons is ts of cours es that
employ the Internet. Rio H ondo’s V irtual College currently offers
a w ide array of cours es that may be taken either partially online
(“hybrid”) or fully online. In order for a cours e to be offered by
a n y m o d e o f d i s t a n c e e d u c a t i o n , t h e c o u r s e m u s t fi r s t e x i s t , b e
current (updated w ithin the las t 5 years ), have a S LO as s es s ment
a n d r u b r i c p l a n o n fi l e , a n d t h e n i t m u s t u n d e r g o a s e p a r a t e
approval proces s for delivery via dis tance education. A ny change
in the mode of cours e delivery requires Curriculum approval.
Thus , any time that a portion of the cours e time is being s pent
o n l i n e , t h i s m u s t fi r s t b e a p p r o v e d b y t h e C u r r i c u l u m C o m m i t t e e .
N ote that approval is for the delivery of a cours e as depicted in a
cours e outline and the additional required documents , not cours e
delivery by a given ins tructor. Thus , once a cours e has been
a p p r o v e d t o b e o f f e r e d o n l i n e , a n y o t h e r q u a l i fi e d i n s t r u c t o r m a y b e
as s igned to teach the cours e. N ote that this does not imply that
ins tructors are to “give” cours es to one another. J us t as each
ins tructor creates their ow n cours e in the clas s room, s o be it for
the online environment.
There are a number of things that mus t be noted about the approval
proces s for dis tance education cours es . S uch alterations in the
mode of cours e delivery need to be approved by the res pective
D ivis ion. This approval s hould appear in the minutes for a
D ivis ion meeting and s hould be s ubmitted along w ith the tw o forms
that follow . N ote als o that once a cours e has been approved as an
online cours e (i.e., 100% online), additional approval is not needed
for other variations in this format (i.e, < 100% online).
When res ponding to the ques tions in the Cours e O utline A ddendum
for D E cours es , be s ure to ans w er each ques tion completely.
D etails s hould be provided, for example, as to how quickly
s tudents can expect res pons es to ques tions . S ee the s ample cours e
provided in the appendix for additional details .
To ens ure compliance w ith S ection 508 and other applicable A D A
legis lation, dis tance education cours e propos als require a s igned
f o r m f r o m t h e D S P & S o f fi c e . O r i g i n a t o r s s h o u l d m a k e a n
appointment w ith S uzanne F redricks on to allow review of the
online cours e. This form needs to be s ubmitted w ith your online
cours e propos al.
It e m Nu mbe r : ___________________
Rio H ond o C ommu nit y C olle g e
C u r r ic u lu m C ommit t e e
F o rm to R eq uest to Offer a Co urse
via D istan ce Ed ucatio n (D E)
Co urs e T itl e:
__________________________________________
Co urs e Prefix :
Mo de o f D E:
Y es
______________
Co urs e Numb er:
___________
_ _ _ _ _ _ O nl i ne _ _ _ _ _ _ Hy b ri d _ _ _ _ _ _ _ O ther
No
____
_ _ _ _ 1 . Can the c onte nt id e ntif ie d in the c our s e
outline b e p r e s e nte d in
the p r op os e d mod e of D E?
____
____ 2.
as a
I s the r ig or of the p r op os e d D E c our s e the s ame
c omp ar ab le tr ad itional c our s e ?
____ ____
_ _ _ _ 3 . Can a s tud e nt ac hie v e the s ame g oals and
obje c tiv e s ide ntif ie d
in a c omp ar ab le c our s e outline v ia the p r op os e d
mod e of ins tr uc tion?
____ ____
____ 4.
c our s e outline b e
Can the s ame as s ignme nts in a c omp ar ab le
c omp le te d b y the s tud e nt and “g r ad e d ”
b y the ins tr uc tor v ia the D E me thod of ins tr uc tion?
____ ____
_ _ _ _ 5 . Can the s ame te s ting and s tud e nt
ac c ountab ility b e ac hie v e d
v ia the
D E mod e of ins tr uc tion as in the tr ad itional mod e of
ins tr uc tion?
____ ____
____ 6.
w ith Se c tion 508
H av e s te p s b e e n tak e n to e ns ur e c omp lianc e
and all
othe r ap p lic ab le AD A le g is lation?
Fo r any “ no ” ans w er l i s ted ab o v e, there m us t b e a w ri tten
ex pl anati o n
and an al ternati v e i denti fi ed. Pl eas e l i s t o n a s eparate s heet o f
paper.
Sig natur e s of Fac ulty T e ac hing in the D is c ip line :
_______________________________
_____________________________
_______________________________
_____________________________
_______________________________
_____________________________
Cur r ic ulum Committe e Me mb e r
D iv is ion D e an Sig natur e
Co urse O ut line Addendum f o r Dist a nce Lea rning Deliv ery o f a Co urse
Co urse P ref ix a nd Number: _________________________________
Co urse Tit le: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Dist a nc e De liv e r y Mo de :
_ _ _ O nline ( Cla ssro o m presence is no t required. )
_ _ _ H y brid ( P ercent a g e o f co urse is o nline, reducing t he number o f ho urs
spent in t he cla ssro o m. )
_ _ _ O t her. P lea se ex pla in:
_______________________________________________________________
______________________
_______________________________________________________________
_______________________________________________________________
____________________________________________
“ Eac h pr opos ed or ex is ting c our s e, if deliv er ed by dis tanc e educ ation,
s hall be s epar ately r ev iew ed and appr ov ed by the c ur r ic ulum c ommittee
pr ior to being offer ed.” ( Educ ation C ode 55378)
Please p ro vid e a t h o ro u g h resp o n se t o each o f t h e f o llo w in g
questions.
1. N eed/J us tific ation
A. W h a t i s t h e i n t e n t i n o f f e r i n g t h e c o u r s e b y d i s t a n c e e d u c a t i o n ?
B. H o w w i l l l e a r n i n g b e e n h a n c e d b y t h i s m o d e o f c o u r s e d e l i v e r y ?
2.
Methods of Ins tr uc tion: Ins tr uc tor – Student C ontac t
A. I n d i c a t e t h e t y p e a n d n u m b e r o f i n s t r u c t o r - s t u d e n t c o n t a c t s p e r
s emes ter and w hy y ou feel this w ill be effec tiv e.
B. D e s c r i b e h o w y o u w i l l i d e n t i f y a n d r e s p o n d t o s t u d e n t s
ex per ienc ing diffic ulty .
C. I d e n t i f y t h e a p p r o x i m a t e h o u r s a n t i c i p a t e d p e r s t u d e n t f o r c l a s s
ac tiv ities .
3.
D es c r ibe s tudent as s ignments .
4.
D es c r ibe the methods of s tudent ev aluation that w ill be employ ed.
5.
What equipment and s taff ar e nec es s ar y to s uppor t the c our s e ( for
fac ulty and s tudents ) ?
6.
D es c r ibe how y ou w ill pr ov ide s tudents w ith ac c es s to
ins tr uc tional mater ials and r es our c es .
7.
D es c r ibe how y ou w ill pr ov ide s tudents w ith ac c es s to c ouns eling
and financ ial aid s er v ic es .
8.
D es c r ibe how y ou w ill ac c ommodate s tudents w ith dis abilities .
9.
Ar e additional r es our c es or c ler ic al s uppor t needed or antic ipated
to teac h this c our s e by dis tanc e lear ning?
10.
What is the c las s s iz e for this c las s ?
C ours e/ D egree/ C erti fi cate C hange Form
The Cours e Change form is es s entially s elf-explanatory. N ote that any
pages in other forms that w ill be impacted by changes made w ill need to be
replaced (e.g., a new title page if you are making a change to a cours e
des cription). Where an explanation is needed, be s ure to provide a
s ufficient and valid one. N OTE: it is very imp ortan t th at all ch an ges
mad e b e n oted h ere as th is w ill en s u re s u ch ch an ges are reflected in th e
n ext ed ition of th e cou rs e catalog an d clas s s ch ed u le. F ailure to indicate
that a change has been made on this form may create complications . P leas e
do your part in ens uring the accuracy of RH C’s catalog.
Be aw are that in order to utilize the cours e/degree/certificate change form,
the cours e(s ) involved mus t have been updated w ithin the las t 5 years . In
the event the cours e(s ) is /are outdated, the form cannot be us ed and a
cours e revis ion mus t be utilized.
I tem Nu mb er: _________________
Ri o H on d o Col l ege
Cu rri cu l u m Commi ttee
COURS E /DE GRE E /CE RT IFICAT E CHANGE
FORM
A)
Cou rs e I n formati on
T i t l e o f D e g r e e o r C e r t i fi c a t e :
Cou rs e T i tl e (15 ch aracter l i mi t):
Di vi s i on / Dep artmen t:
C o u r s e P r e fi x :
B)
Ch an ge Req u i ri n g Acti on (2 read i n gs ):
1. [ ] Del eti on from cu rri cu l u m
2. [ ] Ch an ge i n u n i ts / cou rs es
Mod u l ari zati on
3 . [ ] C o u r s e / D e g r e e / C e r t i fi c a t e C h a n g e
C)
4. [ ]
T ran s fer l evel
5. [ ]
6. [ ]
Merger/
O th er
Ch an ge for Con s en t Agen d a Pu rp os es :
1.
2.
3.
7.
8.
D)
S u b ject Area:
Cou rs e Nu mb er:
[
[
[
[
[
]
]
]
]
]
3
Del ete from catal og
4. [ ] Prep arati on
T i tl e
5. [ ] Des cri p ti on
P r e fi x a n d / o r N u m b e r
6. [ ] H ou rs
C e r t i fi c a t e T y p e
M i n o r m o d i fi c a t i o n o r u p d a t e o f c o u r s e o u t l i n e f o r a c o u r s e l e s s t h a n
years ol d .
I d e n t i fi c a t i o n o f M a t e r i a l T o B e C h a n g e d a n d R a t i o n a l e f o r C h a n g e :
From:
(For changes i n a pr ogr am t hat af f ect t he cat al og copy, pl eas e at t ach a copy
of t he exi s t i ng ver s i on t o al l ow f or compar i s ons t o be made. For changes i n
cour s es , al l af f ect ed pages of t he cour s e out l i ne and f or ms mus t be s ubmi t t ed.
Pl eas e del et e t hes e i ns t r uct i ons . )
To:
Reas on :
Poten ti al en rol l men t/ cu rren t i n teres t i f ap p l i cab l e:
(Facu l ty i n Di s ci p l i n e’s S i gn atu re)
(commi ttee memb er' s s i gn atu re)
I h ave revi ewed th e ch an ge(s ) l i s ted ab ove
_______________________________
_____
(Di vi s i on Dean ' s
s i gn atu re)
N ew Programs (D egrees / C erti fi cates )
When cons idering the development of a “new program”, there are four
options . Certificates of S kill P roficiency or Career Certificates are
s omething that can be approved and implemented at the local level. S uch
certificates are often offered as s tepping s tones tow ards a larger goal –
us ually s ome form of vocational accreditation or certification. Where more
cours ew ork is needed to achieve s ome vocational goal, thes e “minicertificates ” may provide a means of as s es s ing program s upport and of
es tablis hing s hort-term goals that are more readily achieved.
If you are interes ted in developing a larger program (degree or
certificate of achievement), the final authority for approval does not lie at
the local level. A pproval mus t be obtained from the S ys tem O ffice, as w ell
as at the local level. In the cas e of vocational programs , this als o
neces s itates approval by the Los A ngeles /O range County Regional
Cons ortium. This is a cons ortium of D eans of Economic D evelopment from
the community colleges w ithin the Los A ngeles and O range County areas
that w ork together “…to integrate and coordinate economic development and
vocational educational programs and s ervices ”. M ore information about the
Cons ortium and the program approval proces s can be obtained at their
w ebs ite: http://w w w .rh.cc.ca.us /projects /regionalcons ortium/ as w ell as in
the appendix of this handbook.
K eep in mind that the intent of a degree is to repres ent more than an
accumulation of units . It is to s ymbolize a s ucces s ful attempt on the part
of the college to lead s tudents through patterns of learning experiences
des igned to develop certain capabilities and ins ights . A mong thes e are the
ability to think and to communicate clearly and effectively both orally and
in w riting; to us e mathematics ; to unders tand the modes of inquiry of the
major dis ciplines ; to be aw are of other cultures and times ; to achieve
ins ights gained through experience in thinking about ethical problems ; and
to develop the capacity for s elf-unders tanding. In addition to thes e
accomplis hments , the s tudent s hall pos s es s s ufficient depth in s ome field of
know ledge to contribute to lifetime interes t.
A certificate of achievement repres ents completion of a s equence of
cours es cons is ting of 12 or more s emes ter units of degree applicable credit
cours e w ork and is s ubject to approval by the S ys tem O ffice. It is
appropriate to develop and propos e a certificate of achievement that
includes cours e w ork taken to s atis fy trans fer patterns es tablis hed by the
U nivers ity of California, the California S tate U nivers ity, or accredited
public pos t s econdary ins titutions . The aw ard of certificate of achievement
is als o intended to repres ent more than an accumulation of units . It
repres ents s ucces s ful completion of patterns of learning experiences
des igned to develop certain capabilities that may be oriented to a career or
general education.
O n the follow ing pages you w ill find the required forms for a new
degree, certificate of achievement, certificate of s kill proficiency or a
career certificate. The link above s hould be us ed for more information on
the approval of larger programs . Cons ult w ith the Curriculum Chairpers on
for further information and the forms required for s tate approval. N ote that
this is a time cons uming proces s as you mus t receive approval from four
different entities , the Curriculum Committee, the RH C Board, the
Cons ortium, and, finally, the S ys tem O ffice.
Ri o H on d o Col l ege
Cu rri cu l u m Commi ttee
New Pr ogr am
D e g r e e a n d / o r C e r t i fi c a t e o f
Achievement
Di vi s i on / Dep artmen t:
S u b ject Area:
T i tl e:
T otal Un i ts:
De g re e / Ce rt if ica t e De scrip t io n :
P u rp o se a n d G o a ls o f De g re e / Ce rt if ica t e :
S p e cif ic O b je ct ive s o f De g re e / Ce rt if ica t e :
E xp la in h o w t h e p ro g ra m is a p p ro p ria t e t o t h e o b je ct ive s o f t h e co mmu n it y
co lle g e a n d h o w it co n f o rms t o st a t e wid e ma st e r p la n n in g :
RI O H O NDO CO MMUNI T Y CO L L E G E
C U R R IC U LU M C OMMITTEE
C ER TIFIC A TE OF A C H IEVEMEN T
12 UNI T S O R MO RE
Di vi s i on/ Depart m ent :
S ubj ect Area:
C ert i fi cat e of Achi evem ent Ti t l e:
*Num ber of Uni t s R equi red for C ert i fi cat e:
P l eas e l i s t cours es for cert i fi cat e bel ow:
Cou rs e Prefi x
an d Nu mb er
T i tl e of Cou rs e
T O T A
L
Un i ts
U
N
I T S
(M us t be 12 Uni t s or m ore)
*C ert i fi cat e of Achi evem ent m us t be approved by t he S ys t em Offi ce*
RI O H O NDO CO MMUNI T Y CO L L E G E
C U R R IC U LU M C OMMITTEE
AS S OCIAT E DE GRE E
Di vi s i on/ Depart m ent :
S ubj ect Area:
Degree Ti t l e:
*Num ber of Uni t s R equi red for Degree:
P l eas e l i s t cours es for Degree bel ow:
Cou rs e Prefi x
an d Nu mb er
T i tl e of Cou rs e
T O T A
L
Un i ts
U
N
I T S
*Degree m us t be approved by t he S ys t em Offi ce*
Ju sti fi ca ti o n Qu e sti o n s
H ow has the college es tablis hed a need for the propos ed degree or
certificate? Report on the follow ing ques tions as appropriate.
1. R e p o r t i n t e r d i s t r i c t a t t e n d a n c e a g r e e m e n t s , a c t i o n s a n d c o m m e n t s
of area or region al cou n cils , in ter or in tra d is trict ad vis ory
grou p s , ad vis ory committees or s imilar b od ies tes tifyin g to th e
n eed for th e p rogram. (A ttach min u tes of th e ap p rop riate
meetin gs .)
2. S h o w s u m m a r y r e s u l t s o f j o b m a r k e t a n a l y s i s , s u r v e y s o r o t h e r
evid en ce of emp loymen t p os s ib ilities for grad u ates of th e p rop os ed
p rogram (for C TE Programs on ly).
3. W h a t a r e t h e i n d i c a t i o n s o f s t u d e n t i n t e r e s t i n t h e p r o p o s e d
p rogram an d h ow w ere th ey d etermin ed (for C TE Programs on ly)?
4. D e s c r i b e s e r v i c e t o o t h e r d i s c i p l i n e s w h i c h t h i s p r o p o s e d p r o g r a m
w ill p rovid e .
Wh a t i s th e a p p ro xi ma te co st to a d o p t th i s p ro g ra m?
_______________
1.
Wi l l i t s adopt i on requi re t hat R i o Hondo C ol l ege
em pl oy addi t i onal s t aff?
2.
Wi l l i t ’s adopt i on requi re addi t i onal equi pm ent ,
m at eri al s or m odi fi cat i ons of faci l i t i es ?
3.
How m any s ect i ons wi l l be offered?
4.
Wi l l t hey be offered i n l i eu of exi s t i ng s ect i ons of
anot her cours e?
Yes [
]
No [
]
4.
Wi l l t hi s cours e i ncreas e t he hours of i ns t ruct i on i n
The depart m ent ?
Yes [
]
No [
]
5.
Wi l l t he t ot al num ber of s t udent s t o be s erved by t he
C ol l ege be i ncreas ed by adopt i ng t hi s cours e?
Yes [
If yes , how m any?
Yes [
]
No [
]
Yes [
]
No [
]
______________
]
No [
____________________
S i gn atu res :
Approve
______________________________ ___________
(Di vi s i on Dean)
(Dat e)
Di s approve
___________
Wh i ch I n s tru ctors i n th e S u b ject Area E n d ors e T h i s Prop os al ?
______________________________ ______________________________
(S i gnat ure)
(Dat e) (S i gnat ure)
(Dat e)
______________________________ ______________________________
(S i gnat ure)
(Dat e) (S i gnat ure)
(Dat e)
______________________________ ______________________________
Ori gi nat or (P l eas e P ri nt )
(S i gnat ure of Ori gi nat or)
______________________________
(C urri cul um C om m i t t ee M em ber)
]
Ite m N u mb e r _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
R IO H ON D O C OMMU N ITY C OLLEGE
C U R R IC U LU M C OMMITTEE
_____
_____
(Check one)
C e rti fi ca te o f Ski l l Pro fi ci e n cy
C a re e r C e rti fi ca te
D i vi si o n /D e p a rtme n t:
Subject Area:
C e rti fi ca te Pre fi x:
C e rti fi ca te Ti tl e :
N u mb e r o f U n i ts R e q u i re d fo r C e rti fi ca te :
Pl e a se l i st co u rse s fo r th i s ce rti fi ca te b e l o w :
C our s e
Title of C our s e
Pr e fix
a nd N um be r
T O T A
U n i ts o r L e ss)
(TO B E FILLED OU T B Y D IVISION D EA N )
L
U nits
U N I T S
(Must be 17
H OW MU C H WIL L IT C OST TO AD OPT TH IS C ER TIFC ATE?
1. W i l l i t s a d o p t i o n r e q u i r e t h a t R i o H o n d o e m p l o y a d d i t i o n a l
sta ff?
Yes _______
No_______
2. W i l l i t s a d o p t i o n r e q u i r e a d d i t i o n a l e q u i p m e n t , m a t e r i a l s o r
mo d i fi ca ti o n o f fa ci l i ti e s?
Yes_______
No_______
3. H o w m a n y s e c t i o n s w i l l b e o f f e r e d ? _ _ _ _ _ _ _ _ _ _
4. W i l l t h e y b e o f f e r e d i n l i e u o f e x i s t i n g s e c t i o n s o f a n o t h e r
course?
Yes_______
No_______
5. W i l l t h i s C e r t i f i c a t e i n c r e a s e t h e h o u r s o f i n s t r u c t i o n i n t h e
d e p a rtme n t?
Yes_______
No_______
6. W i l l t h e t o t a l n u m b e r o f s t u d e n t s t o b e s e r v e d b y t h e c o l l e g e b e
i n cre a se d b y a d o p ti n g th i s ce rti fi ca te ? Ye s_ _ _ _ _ _ _
No_______
If ye s, h o w ma n y?
____________
Signa tur e s :
___________________________ ________________
Approve
_____
(Division Dean)
(D a te )
Disapprove _____
Is a ma j o ri ty o f th e d i vi si o n me mb e rs i n fa vo r o f th i s p ro p o sa l ?
Yes_____
No______
_____________________
_____________________
(In stru cto r)
(D a te )
______
______
(D a te )
(In stru cto r)
_____________________
_____________________
(In stru cto r)
(D a te )
______
______
(D a te )
(In stru cto r)
_____________________
_____________________
(Ori g i n a to r) Pri n t N a me
(D a te )
______
(Ori g i n a to r)
Si g n a tu re
Si g n a tu re o f C u rri cu l u m C o mmi tte e Me mb e r:
_________________________________
1.
L i st L e a rn i n g Ou tco me s:
2.
C a ta l o g D e scri p ti o n o f C e rti fi ca te :
C e r tific a te J U STIFIC A TION QU ESTION S
Th e fo l l o w i n g q u e sti o n s h e l p th e C u rri cu l u m C o mmi tte e d e te rmi n e
th e d e si ra b i l i ty o f a d d i n g a n e w ce rti fi ca te to th e R i o H o n d o
cu rri cu l u m. An sw e r a l l q u e sti o n s a n d b e p re p a re d to p ro vi d e ve rb a l
cl a ri fi ca ti o n a n d /o r a d d i ti o n a l i n fo rma ti o n o n a g i ve n q u e sti o n o r
re l a te d q u e sti o n s, i f re q u i re d .
1.
Wh a t e vi d e n ce o f n e e d e xi sts fo r th e p ro p o se d ce rti fi ca te ?
2a.
Wh a t a re th e a d va n ta g e s fro m a n a ca d e mi c vi e w p o i n t to
o u r stu d e n ts i n a d d i n g th i s ce rti fi ca te to th e cu rri cu l u m?
2 b . Wh a t a re th e d i sa d va n ta g e s th a t th i s ce rti fi ca te h a s n o t b e e n
o ffe re d b e fo re ?
3a.
H a s th i s ce rti fi ca te b e e n re co mme n d e d b y a n a d vi so ry
co mmi tte e ? If so , a tta ch mi n u te s.
3b.
Wh a t e mp l o yme n t o p p o rtu n i ti e s a re th e re fo r stu d e n ts w i th
th i s ce rti fi ca te ?
4a.
H o w d o e s th i s ce rti fi ca te re l a te to o th e r co u rse s/p ro g ra ms i n
th e su b j e ct a re a a n d o th e r d e p a rtme n ts w i th i n th e co l l e g e ?
4b.
Oth e r In sti tu ti o n s?
5a.
Are th e se l o w e r d i vi si o n co u rse s?
5b.
If so , w h a t fo u r-ye a r co l l e g e s o ffe r th e sa me o r si mi l a r
courses?
5c.
Wh i ch tw o -ye a r i n sti tu ti o n s? (Gi ve co u rse n a me a n d
number)
6a.
Are th e co u rse s n e ce ssa ry o r a d vi sa b l e fo r a sp e ci fi c
ma j o r/ca re e r o r a re th e y i n d e p e n d e n t?
6b.
Are th e y p a rt o f a p ro g ra m o r a sta n d a l o n e ce rti fi ca te ?
G E a n d Art i c u l a t i o n Ba s i c s
W h at fol l ow s i s , i n par t , adapt ed fr om :
h t t p:/ / w w w . i m per i al . cc. ca. u s / s t u den t _r es ou r ces / Tr an s fer C en t er / A r t i cu l at i on /
faq. h t m
Wh at is A rticu lation ?
A rticulation is the proces s of evaluating cours es to determine w hether a
particular cours e offered at Rio H ondo College is comparable to, or
acceptable in lieu of, a corres ponding cours e at a particular CS U or U C
campus . The product of the articulation proces s is a formal w ritten
agreement, the articulation agreement, that es tablis hes the trans ferability of
a given cours e or program. The exis tence of articulation agreements
facilitates the trans fer proces s .
Wh at d o you mean , A rticu lation A greemen t?
Each univers ity s ys tem has its ow n program requirements . Thes e
requirements vary w ith the s tudent’s intended major. A n articulation
agreement is an agreement w ith a four-year ins titution that s pecifies w hich
RH C cours es may be trans ferred to meet general education, elective, or
major requirements .
The purpos e of articulation is to facilitate the s ucces s ful trans fer of
s tudents from the community colleges to the baccalaureate colleges and
univers ities .
Wh at is th e R ole of Facu lty in th e A rticu lation Proces s ?
F aculty play both an indirect and direct role in articulation. Through the
regular review and updating of cours e outlines , the acceptability of our
cours es for trans fer is maintained. A n outdated cours e outline of record
may be grounds for denial if a s tudent is s eeking the articulation of a
cours e not covered by an exis ting articulation agreement w ith a given
department or college. F aculty may identify cours es for articulation,
develop cours es to fulfill the needs of s tudents trans ferring to area
s chools , and coordinate cours e content and expected levels of competency
w ith the CS U and U C. Ideally, our s tudents s hould be able to complete all
of their low er divis ion requirements at RH C. F aculty are ins trumental in
identifying the need for additional cours es and res ponding to any s uch need
that emerges . S ee A rticulation P rocedures for more information.
Wh o an d Wh at is an A rticu lation Officer?
A ll campus es have an A rticulation O fficer charged w ith the es tablis hment
and maintenance of articulation agreements . Loretta Bailes is RH C’s
A rticulation O fficer (A O ). The A O initiates faculty-approved articulation
agreements , cons ults w ith the campus regarding articulation propos als and
agreements , and acts as an advocate for other articulating ins titutions by
conveying information and concerns regarding RH C’s curriculum. The A O
is als o res pons ible for moderating and mediating any articulation
dis agreements that might aris e.
Wh at are th e Typ es of A rticu lation A greemen ts , th eir p u rp os e an d
p roces s ?
C our s e -to-C our s e A gr e e m e nts
The purpos e of a Cours e-to-Cours e agreement is to determine if a s pecific
cours e taken at one college w ill s atis fy a requirement at another college.
P roces s includes :
Individual Campus es
A rticulation O fficer mus t reques t formal agreement
D oes not go on A S S IS T unles s w e reques t it
U s ed by the articulation officer at the receiving ins titution
G eneral Education (G E)
The purpos e of U nivers ity of California (IG ETC) and California S tate
U nivers ity (CS U ) G eneral Education Breadth agreements is to indicate
cours es that a s tudent can complete at RH C to s atis fy the G E requirements
at the trans fer campus . Breadth A greements cons is t of broad, theoretical,
and conceptual cours es .
CS U G eneral Education general education agreement meets the low er
divis ion G E requirements for the CS U campus .
G eneral Education includes : –
Inters egmental G eneral Education Trans fer Curriculum (IG ETC)
Works for both the CS U and the U C (how ever, U C S an D iego us es
their ow n dis cretion)
Cours e mus t be on the U CO P TCA firs t before being cons idered for
IG ETC
H igh unit majors might not us e
S elected topics cours es w ill not be accepted
CS U – G eneral Education Breadth A greements (CS U G E) – des igned
s o that s tudents w ill have achieved:
Works for CS U
Cours e mus t be on the U CO P TCA firs t before being cons idered for
IG ETC
Campus s pecific G eneral Education A greements – typically w ith
private ins titutions .
Ma jor Pr e pa r a tion
The major P reparation agreements s pecify the low er divis ion cours es
required for the major at a trans fer s chool.
Trans ferable Cours e A greements (TCA )
U nivers ity of California O ffice of the P res ident Trans fer Cours e A greement
is the lis ting of cours es accepted by the U nivers ity of California.
Trans ferable Cours e A greement (TCA ) proces s includes :
U nivers ity of California O ffice of the P res ident Trans fer Cours e
A greements (U CO P TCA ) – is the cours e U C-trans ferable?
Comparable cours e mus t be offered at a U C
Comparable cours e mus t be low er divis ion
Cours e mus t be appropriate for univers ity degree in purpos e, s cope,
and depth
If a-c is met, then a reques t may be s ubmitted to the curriculum
committee.
CS U Baccalaureate Cours e Lis t proces s includes :
1. Is a cours e CS U trans ferable?
Curriculum committee determines – des ignated by as s ignment of a
cours e number of 100 or higher
O nly free electives (not major prep or CS U -G E lis t)
If a-b is met, the cours e is automatically added to the CS U
Baccalaureate Cours e Lis t.
Low er-D ivis ion M ajor-to-M ajor P reparation A greements include:
Individual campus es for s pecific majors
M os t helpful to s tudents
M ay be generated from cours e-to-cours e agreements
Tr a ns fe r A dm is s ion Gua r a nte e (TA G) with U C , Sa n D ie go
TA G , is a formal, w ritten agreement that outlines the cours es that mus t be
completed before trans fer, s tates the grade point average required, and lis ts
s pecific requirements for crow ded majors (s ee Trans fer Center Coordinator
for the mos t up to date information).
Tim e line s
U CO P TCA
a. D ue by the las t curriculum meeting of the s pring s emes ter
(us ually M ay)
CS U Trans ferability
D es ignated at the time the cours e is created according to CS U
guidelines
CS U /IG ETC G E
M us t already be on the TCA lis t
P roces s of receiving IG ETC approval of a new cours e takes tw o
years – 1s t cours e mus t be on the TCA (year 1), then it can be
cons idered for IG ETC (year 2, cours es approved received in the
S pring)
A rticulation O fficer s ubmits cours e in N ovember for the n ext
academic year
Note: Cur r iculum deadlines for all of the above var y and ar e us ually
included on ever y Cur r iculum agenda.
Rio Hondo College
Art iculat ion P rocedures
A rticu lation I n itiated b y Fou ryear I n s titu tion
N ormally, articulation betw een
RH C and a four-year ins titution
happens w hen the four-year
ins titution notifies us that they
w is h to es tablis h articulation.
G enerally, thes e s teps are
follow ed:
1. T h e f o u r - y e a r i n s t i t u t i o n
notifies RH C that they are
interes ted in es tablis hing
articulation.
2. T h e y r e q u e s t a n R H C c a t a l o g .
3. A f t e r r e v i e w i n g t h e c a t a l o g ,
the four-year ins titution
reques ts outlines /s yllabi for
s pecific cours es .
4. T h e y s e n d u s a p r e l i m i n a r y
agreement lis ting cours e-tocours e articulation for
approval and s ignature by our
A rticulation O fficer (A O ).
5. A f t e r t h e a g r e e m e n t i s s i g n e d
by RH C’s A O , it is returned
to the four-year ins titution
and they s ign and return it to
us.
6. C o p i e s o f t h e a g r e e m e n t a r e
then dis tributed to Couns eling
s taff and D ivis ion D eans .
A rticu lation I n itiated b y R io
Hon d o C ollege
O ccas ionally, a reques t w ill be
made by a department at RH C to
es tablis h articulation w ith a
particular four-year ins titution.
1. A r e q u e s t i s m a d e t o t h e A O
to es tablis h articulation w ith
a four-year ins titution.
2. T h e o r i g i n a t o r o f t h e r e q u e s t
gives a lis t of the cours es
that he/s he w is hes to be
articulated by the A O
3. T h e A O a t R H C c o n t a c t s t h a t
A O at the four-year
ins titution and lets him/her
know that w e w is h to
es tablis h articulation.
4. T h e c o u r s e o u t l i n e s f o r t h e
cours es to be articulated, a
copy of our college catalog,
and a formal letter reques ting
articulation are s ent to the
four-year ins titution.
5. T h e f o u r - y e a r i n s t i t u t i o n
review s the document and
prepares an articulation
agreement and s ends it to
RH C for s igning.
6. R H C r e v i e w s t h e d o c u m e n t
and s end it back for their
s ignature.
7. S i g n e d a g r e e m e n t s a r e
returned to RH C for
dis tribution to Couns eling
s taff and D ivis ion D eans .
O nce articulation has been es tablis hed, the four-year ins titutions
w ill update their agreements w ith RH C on a yearly or bi-annual
bas is . A t this time, cours e outlines may be reques ted for any
department that they deem needs review (us ually this is done on a
rotating bas is ). A t the end of the year, the articulation as s is tant
s ends copies of all new cours es and major revis ions to the fouryear ins titutions that w e have agreements w ith, along w ith a
reques t that they review thes e cours es for articulation. The fouryear ins titutions then notify RH C if they w ill accept any of thes e
cours es .
C a lifor nia A r tic ula tion N um be r (C A N ) Sy s te m
California A rticulation N umber is the common number us ed to des ignate
low er divis ion cours es required for major preparation at mos t California
univers ities .
In the RH C Catalog and in the S chedule of Clas s es , many cours es are
identified w ith a CA N identifier, for example, P s ychology 101 is identified
as CA N : P S Y 2 in the preface to the cours e des cription (w here
trans ferability is indicated). This means that all campus es in California
participating in the CA N s ys tem w ill accept our P s ychology 101 cours e in
lieu of the s pecific P s ychology cours e on their campus that has been
identified as CA N P S Y 2. Each campus retains and us es its ow n cours e
number and title.
Wh at is A S S I S T?
A S S IS T (A rticulation S ys tem S timulating Interins titutional S tudent
Trans fer) is California's official s tatew ide repos itory of trans fer
information, offering eas y acces s to a s ingle databas e. A S S IS T can help
you determine how an exis ting clas s trans fers to individual CS U s and U Cs .
A S S IS T may be us ed to determine if a department is providing its s tudents
w ith all the low er divis ion cours es needed by s tudents purs uing a particular
major. The A S S IS T Web S ite: http://w w w .as s is t.org/
G en eral Ed u cat i on ( G E) – RH C, CS U, IG ETC ( UC)
O ur s tudents may be interes ted in completing the G eneral Education (G E)
requirements for three different s ys tems , RH C, CS U , or U C (IG ETC; s ee
later s ection for explanation). A given cours e may be a G E for one s ys tem
and not for another. It may als o fulfill different requirements in the three
s ys tems . A s there are 3 different s ys tems w ith their individual G E
requirements for w hich a cours e may be cons idered, there are 3 different
procedures involved in having a cours e approved for G E. A ll propos ed
cours es mus t be current (updated w ithin the las t 5 years ), require D ivis ion
approval (in the form of D ivis ion meeting minutes ) and a memo making the
reques t for a cours e to fulfill a particular G E requirement for either RH C,
CS U , or IG ETC (s ee s ample memos on the pages follow ing IG ETC
checklis t). This is an action requiring tw o readings and documentation
jus tifying the reques t may be needed (i.e., demons trating that the cours e
meets the requirements s tated for the category chos en). The memo
reques ting the G E categorization s hould indicate w hy this is appropriate.
A pproval at the local level is all that is needed for RH C G E, w hile the
proces s es involved in CS U G E and IG ETC approval are more involved.
A fter Curriculum approval of a reques t, the cours e outline mus t then be
s ubmitted to the des ignated s ys tem.
CS U G E - We s ubmit the outlines as reques ted by the D epartment and
approved by Curriculum Committee. They inform us of w hat is approved.
Cours es for CS U G E are s ubmitted once a year in D ecember and are us ually
notified of a decis ion in A pril.
IG ETC G E- O nly cours es trans ferable to both the U C and CS U are
cons idered for IG ETC. Therefore, even though a cours e is approved for
IG ETC by the Curriculum Committee, it is a tw o year proces s becaus e it
mus t firs t be s ubmitted and approved by CS U -G E and on the U C-TCA .
Items to be cons idered for IG ETC are s ubmitted once a year in D ecember
and are us ually notified of a decis ion in A pril.
O n the follow ing pages you w ill find a copy of checklis t that s tudents can
us e at Rio H ondo to s atis fy our G E requirements . F ollow ing this , you w ill
find the documents es tablis hing the compos ition of the CS U G E and the
IG ETC (U C G E) as w ell as the checklis ts .
R I O HON D O C OLLEGE GR A D U A TI ON A D V I S I N G FOR M
N A ME: ____________________________
_________________
COUNS E L OR: ___________________________
A. A. ___ A. S . ____
DATE:
MAJO R
____________________
M aj or* + General Educat i on + El ect i ves = 62 uni t s requi red for graduat i on. There
are s om e cours es at R i o Hondo t hat do not appl y t oward graduat i on. C ons ul t
cat al og or s ee couns el or for non-degree appl i cabl e cours es . Cou rs es may b e cou n ted
for on e area on l y.
*Major cou rs es can n ot b e d ou b l e cou n ted for G en eral E d u cati on .
G en eral E d u cati on
N EED
Ph ys i cal E d u cati on or Dan ce – Act i vi t y
Ph ys i cal E d u cati on or Dan ce – Act i vi t y
Read i n g 23 or Profi ci en cy (E ffecti ve 1999-2000 Catal og)
Math 50 or Profi ci en cy
Ameri can I n s ti tu ti on s Req u i remen t **C hoos e one from :
POL YS 110, 110H
HIS T 143, 144, 144H, 158, 159, 159H
Natu ral S ci en ces Wi th L ab Mi n i mu m 3 Un i ts from:
ANT H R 101, 101H, 101L; AS T R 110 or 110H, and 112, or 114;
B IOL 101, 102, 111 AND
111L, 112, 120
and 120L; CH E M 101, 101L 110, 120, 130; G E O G 101 and
101L; G E O L 150 and 151, 152;
PHYS 101, 102; PHY 120, 150, 160
L AB
S oci al an d B eh avi oral S ci en ces – Mi n i mu m 3 Un i ts *
ANT HR 102, 103, 110, 125; CD 106; CHS T 150: E CON 101,
101H, 102, 102H; GE OG 102, 103; HIS T 101, 102, 122, 143,
144, 144H, 158, 159, 159H, 167; H UMAN 130; PO L YS 110,
110H, 130, 140, 150; PS Y 101, 101H, 112, 114, 116; S OC 101,
101H, 102, 110, 114, 116
** Cou rs e u s ed to s ati s fy th e Ameri can I n s ti tu ti on
req u i remen t can n ot b e d ou b l e cou n ted for th e S oci al an d
B eh avi oral S ci en ce area.
Fi n e Arts – 3 u n i ts from:
ART 101, 105, 105H, 106, 106H, 107, 108, 109, 110, 111,
112, 120, 130, 135, 140, 179; DANCE 199; MUS I C 101, 129,
130, 131, 132, 133, 145, 155; PHOT O 190; T HE AT 101, 105,
105H, 110
IP
COM P
H u man i ti es – 3 u n i ts from:
AS L 149; E NG L 126, 131; H UMAN 110, 111, 125, 125H, 135,
155, 165; L IT 102, 102H, 112A, 112AH, 112B , 112B H, 114,
117, 140, 140H, 141, 142, 144A, 144B , 145, 145H, 146A,
146AH, 146B , 147, 148, 149;
MAS S C 128; PH I L 101, 101H, 120, 124, 126, 135, 140, 150;
S PCH 130, 132; Forei gn L an gu age; CH I N 101, 102; FR 101,
102, 201, 202; HIS T 101, 102, 122, 131, 143, 144, 144H, 158,
159, 159H, 167; IT AL 101, 102; JAPAN 101, 102; L AT IN 101,
102; RUS 101, 102, 201, 202; S PAN 101, 102, 130, 131, 201,
201H, 202
E n gl i s h Comp os i ti on – 3 u n i ts from:
E NGL 101; E S L 198
Commu n i cati on an d An al yti cal T h i n k i n g – 3 u n i ts from:
CIT 101,
MAT H 70,
180, 190,
RE AD 101;
115, 120; E NGL 125, 133, 201, 201H; L IB 101;
120, 130, 130H, 150, 160, 170, 175,
191; PHIL 110, 112; S PCH 100, 101, 102, 140;
VOCAB 101,
N EED
2007-2008
CM
06/2008
I.P. COM P
CSU EXECUTIVE ORDER 595
I.
II.
III.
IV.
V.
: Co mmu n ica t io n in t h e E n g lish L a n g u a g e a n d Crit ica l Th in kin g
P h ysica l Un ive rse a n d I t s L if e Fo rms
A rt s, L it e ra t u re , P h ilo so p h y a n d Fo re ig n L a n g u a g e s
S o cia l, P o lit ica l, a n d E co n o mic I n st it u t io n s a n d B e h a vio r; Hist o rica l
B a ckg ro u n d
L if e lo n g Un d e rst a n d in g a n d S e lf -De ve lo p me n t
VI.
VII.
VIII.
IX.
T H E C A L I F O R N I A S TAT E U N I V E R S I T Y
O ff i c e o f t h e C h a n c e l l o r
400 Golden Shore
Long Beach, California 90802 4275
E xe cu t ive O rd e r No . : 5 9 5
Tit le : G e n e ra l E d u ca t io n -B re a d t h Re q u ire me n t s
E f f e ct ive Da t e : Ja n u a ry 1 , 1 9 9 3
S u p e rse d e s: E xe cu t ive O rd e r No . 3 3 8 , 3 4 2
Th is E xe cu t ive O rd e r is issu e d p u rsu a n t t o Tit le 5 , Ca lif o rn ia Co d e o f
Re g u la tio n s, S e ctio n s 4 0 4 0 2 .1 , 4 0 4 0 5 , 4 0 4 0 5 .1 , a n d 4 0 4 0 5 .4 , a n d S e ctio n s
I a n d 2 o f Ch a p t e r I I I o f t h e S t a n d in g O rd e rs o f t h e B o a rd o f Tru st e e s o f t h e
Ca lif o rn ia S t a t e Un ive rsit y.
Th e re q u ire me n ts, p o licie s, a n d p ro ce d u re s a d o p te d p u rsu a n t to th is
Exe cu tive Ord e r sh a ll a p p ly to stu d e n ts e n ro llin g in fa ll 1 9 8 1 a n d
su b se q u e n t t e rms wh o h a ve n o t p re vio u sly b e e n e n ro lle d co n t in u o u sly a t a
ca mp u s o f t h e CS U o r t h e Ca lif o rn ia Co mmu n it y Co lle g e s a n d wh o h a ve n o t
sa t isf ie d lo we r-d ivisio n g e n e ra l e d u ca t io n re q u ire me n t s a cco rd in g t o t h e
p ro visio n s o f S e ct io n s 4 0 4 0 5 . 2 o r 4 0 4 0 5 . 3 o f Tit le 5 .
I . S co p e a n d P u rp o se
Th is E xe cu t ive O rd e r is in t e n d e d t o e st a b lish a co mmo n u n d e rst a n d in g
a b o u t CS U G e n e ra l E d u ca t io n B re a d t h Re q u ire me n t s (p a t h wa y A b e lo w)
a n d t o p ro vid e f o r ce rt if ica t io n b y re g io n a lly a ccre d it e d in st it u t io n s o f t h e
e xt e n t t o wh ich t ra n sf e r st u d e n t s h a ve me t t h e se re q u ire me n t s. Re cip ro cit y
a mo n g th e CS U ca mp u se s fo r fu ll a n d su b je ct-a re a co mp le tio n o f
lo we r-d ivisio n G e n e ra l E d u ca t io n -B re a d t h Re q u ire me n t s is a lso a d d re sse d
in t h is E xe cu t ive O rd e r.
P o licie s a d o p t e d b y t h e B o a rd o f Tru st e e s in Ju ly 1 9 9 1 p ro vid e f o r t h re e
wa ys f o r u n d e rg ra d u a t e st u d e n t s t o f u lf ill g e n e ra l e d u ca t io n re q u ire me n t s
o f th e CS U:
A . Fu lf illme n t
of
CS U
G e n e ra l
E d u ca t io n -B re a d t h
Re q u ire me n t s
(Tit le
5,
S e ct io n 4 0 4 0 5 . 1 ), in clu d in g a min imu m o f n in e se me st e r u n it s o r t we lve
q u a rt e r u n it s a t t h e CS U ca mp u s g ra n t in g t h e b a cca la u re a t e d e g re e .
B . Co mp le t io n o f t h e I n t e rse g me n t a l G e n e ra l E d u ca t io n Tra n sf e r Cu rricu lu m
(Tit le 5 , S e ct io n 4 0 4 0 5 . 2 ), a s ce rt if ie d b y a Ca lif o rn ia co mmu n it y
co lle g e , p lu s a min imu m o f n in e u p p e r-d ivisio n se me st e r u n it s o r t we lve
upper-division quarter units at the CSU campus granting the
b a cca la u re a t e d e g re e .
C. Co mp le tio n o f lo we r-d ivisio n g e n e ra l e d u ca tio n re q u ire me n ts o f a
Un ive rsit y o f Ca lif o rn ia ca mp u s (Tit le 5 , S e ct io n 4 0 4 0 5 . 3 ), a s ce rt if ie d
b y t h a t ca mp u s, p lu s a min imu m o f n in e u p p e r-d ivisio n se me st e r u n it s o r
t we lve u p p e r-d ivisio n q u a rt e r u n it s a t t h e CS U ca mp u s g ra n t in g t h e
b a cca la u re a t e d e g re e . I mp le me n t a t io n o f t h is a lt e rn a t ive is co n t in g e n t
o n d e ve lo p me n t o f a f o rma l a g re e me n t b e t we e n t h e Ca lif o rn ia S t a t e
Un ive rsit y a n d t h e Un ive rsit y o f Ca lif o rn ia .
I I . Ca mp u s Re sp o n sib ilit y
A . Th e f a cu lt y o f a CS U ca mp u s h a s p rima ry re sp o n sib ilit y f o r d e ve lo p in g
a n d re visin g t h e in st it u t io n ' s p a rt icu la r G e n e ra l E d u ca t io n -B re a d t h
p ro g ra m. Tru st e e p o licy d e scrib e s b ro a d a re a s o f in q u iry, wh ich ma y b e
vie we d f ro m va rio u s d iscip lin a ry a n d in t e rd iscip lin a ry p e rsp e ct ive s.
Wit h in t h e f ra me wo rk p ro vid e d , e a ch CS U ca mp u s is t o e st a b lish it s o wn
re q u ire me n t s a n d e xe rcise it s cre a t ivit y in id e n t if yin g co u rse s a n d
d iscip lin e s t o b e in clu d e d wit h in it s G e n e ra l E d u ca t io n -B re a d t h p ro g ra m.
I n u n d e rt a kin g t h is t a sk, p a rt icip a n t s sh o u ld g ive ca re f u l a t t e n t io n t o
th e fo llo win g :
1 . A ssu rin g t h a t G e n e ra l E d u ca t io n -B re a d t h Re q u ire me n t s a re p la n n e d
a n d o rg a n ize d so t h a t t h e ir o b je ct ive s a re p e rce ive d a s in t e rre la t e d
e le me n t s, n o t a s iso la t e d f ra g me n t s.
2 . Co n sid e rin g t h e o rg a n iza t io n o f a p p ro ve d co u rse s in t o a va rie t y o f
" co re s" o r " t h e me s, " e a ch wit h a n u n d e rlyin g u n if yin g ra t io n a le ,
a mo n g wh ich st u d e n t s ma y ch o o se .
3 . Eva lu a tin g a ll co u rse s a p p ro ve d a s me e tin g cu rre n t Ge n e ra l
E d u ca t io n -B re a d t h Re q u ire me n t s t o d e t e rmin e wh ich co n t in u e t o me e t
t h e o b je ct ive s a n d p a rt icu la r re q u ire me n t s co n t a in e d h e re in .
4 . Co n sid e rin g d e ve lo p me n t o f n e w co u rse s a s t h e y ma y b e n e ce ssa ry
t o me e t t h e o b je ct ive s a n d p a rt icu la r re q u ire me n t s co n t a in e d h e re in .
5 . Co n sid e rin g th e p o ssib ility o f in co rp o ra tin g in te g ra tive co u rse s,
especially at the upper division level, which feature the
in t e rre la t io n sh ip s a mo n g d iscip lin e s wit h in a n d a cro ss t ra d it io n a l
g e n e ra l e d u ca t io n ca t e g o rie s.
6 . P ro vid in g fo r re a so n a b le o rd e rin g o f re q u ire me n ts so th a t, fo r
e xa mp le , co u rse s fo cu sin g o n le a rn in g skills will b e co mp le te d
re la t ive ly e a rly a n d in t e g ra t ive e xp e rie n ce s, re la t ive ly la t e r.
7 . De ve lo p in g p ro g ra ms t h a t a re re sp o n sive t o e d u ca t io n a l g o a ls a n d
st u d e n t n e e d s, ra t h e r t h a n p ro g ra ms b a se d o n t ra d it io n a l t it le s o f
a ca d e mic d iscip lin e s a n d o rg a n iza t io n a l u n it s.
8 . Co n sid e rin g p o ssib ilit ie s
p ro g ra m su b d ivisio n s.
for
a ctivity
as
we ll
as
o b se rva t io n
in
a ll
9 . Th e e ffe ctive n e ss o f a Ge n e ra l E d u ca tio n -B re a d th p ro g ra m is
d e p e n d e n t u p o n t h e a d e q u a cy o f cu rricu la r su p e rvisio n , it s in t e rn a l
in t e g rit y a n d it s o ve ra ll f isca l a n d a ca d e mic su p p o rt . To wa rd t h is
e n d , e a ch ca mp u s sh a ll h a ve a b ro a d ly re p re se n t a t ive st a n d in g
co mmit t e e , a ma jo rit y o f wh ich sh a ll b e in st ru ct io n a l f a cu lt y, a n d
wh ich sh a ll a lso in clu d e stu d e n t me mb e rsh ip , to p ro vid e fo r
a p p ro p ria t e o ve rsig h t a n d t o ma ke a p p ro p ria t e re co mme n d a t io n s
co n ce rn in g t h e imp le me n t a t io n , co n d u ct a n d e va lu a t io n o f t h e se
re q u ire me n t s.
C. E a ch ca mp u s sh a ll p ro vid e f o r syst e ma t ic, re a d ily a va ila b le a ca d e mic
a d visin g sp e cif ica lly o rie n t e d t o g e n e ra l e d u ca t io n a s o n e me a n s o f
a ch ie vin g g re a t e r co h e sive n e ss in st u d e n t ch o ice s o f co u rse o f f e rin g s
t o f u lf ill t h e se re q u ire me n t s.
D. E a ch ca mp u s sh a ll p ro vid e f o r re g u la r p e rio d ic re vie ws o f g e n e ra l
e d u ca t io n p o licie s a n d p ra ct ice s in a ma n n e r co mp a ra b le t o t h o se o f
ma jo r p ro g ra ms. Th e re vie w sh o u ld in clu d e a n o f f -ca mp u s co mp o n e n t .
I I I . O b je ct ive s o f CS U G e n e ra l E d u ca t io n -B re a d t h Re q u ire me n t s
G e n e ra l E d u ca t io n -B re a d t h Re q u ire me n t s a re t o b e d e sig n e d so t h a t ,
t a ke n wit h t h e ma jo r d e p t h p ro g ra m a n d e le ct ive s p re se n t e d b y e a ch
b a cca la u re a t e ca n d id a t e , t h e y will a ssu re t h a t g ra d u a t e s h a ve ma d e
n o t e wo rt h y p ro g re ss t o wa rd b e co min g t ru ly e d u ca t e d p e rso n s. P a rt icu la rly,
t h e p u rp o se o f t h e se re q u ire me n t s is t o p ro vid e me a n s wh e re b y g ra d u a t e s:
A . will h a ve a ch ie ve d t h e a b ilit y t o t h in k cle a rly a n d lo g ica lly,
in f o rma t io n a n d e xa min e it crit ica lly, t n co mmu n ica t e o ra lly
writ in g , a n d t o re a so n q u a n t it a t ive ly;
to fin d
a n d in
B . will h a ve a cq u ire d a p p re cia b le kn o wle d g e a b o u t t h e ir o wn b o d ie s a n d
min d s, a b o u t h o w h u ma n so cie ty h a s d e ve lo p e d a n d h o w it n o w
f u n ct io n s, a b o u t t h e p h ysica l wo rld in wh ich t h e y live , a b o u t t h e o t h e r
f o rms o f lif e wit h wh ich t h e y sh a re t h a t wo rld , a n d a b o u t t h e cu lt u ra l
e n d e a vo rs a n d le g a cie s o f t h e ir civiliza t io n s;
C. will h a ve co me t o a n u n d e rst a n d in g a n d a p p re cia t io n o f t h e p rin cip le s,
me t h o d o lo g ie s, va lu e syst e ms, a n d t h o u g h t p ro ce sse s e mp lo ye d in
h u ma n in q u irie s.
Th e in t e n t is t h a t G e n e ra l E d u ca t io n -B re a d t h Re q u ire me n t s b e p la n n e d
a n d o rg a n ize d to e n a b le stu d e n ts to a cq u ire a b ilitie s, kn o wle d g e ,
u n d e rst a n d in g , a n d a p p re cia t io n a s in t e rre la t e d e le me n t s, n o t a s iso la t e d
f ra g me n t s.
IV.
E n t ry-L e ve l L e a rn in g S kills
Tit le S o f t h e Ca lif o rn ia Co d e o f Re g u la t io n s, S e ct io n 4 0 4 0 2 . 1 , p ro vid e s
t h a t e a ch st u d e n t a d mit t e d t o t h e Ca lif o rn ia S t a t e Un ive rsit y is e xp e ct e d
t o p o sse ss b a sic co mp e t e n ce in t h e E n g lish la n g u a g e a n d ma t h e ma t ica l
co mp u t a t io n t o a d e g re e t h a t ma y re a so n a b ly b e e xp e ct e d o f e n t e rin g
co lle g e st u d e n t s. S t u d e n t s a d mit t e d wh o ca n n o t d e mo n st ra t e su ch b a sic
co mp e t e n ce sh o u ld b e id e n t if ie d a s q u ickly a s p o ssib le a n d b e re q u ire d t o
t a ke st e p s t o o ve rco me t h e ir d e f icie n cie s. A n y co u rse wo rk co mp le t e d
p rima rily f o r t h is p u rp o se sh a ll n o t b e a p p lica b le t o t h e b a cca la u re a t e
d e g re e .
V.
Dist rib u t io n o f G e n e ra l E d u ca t io n -B re a d t h Un it s
E ve ry b a cca la u re a te g ra d u a te wh o h a s n o t co mp le te d th e p ro g ra m
sp e cif ie d in S u b se ct io n B o r C o f S e ct io n I a b o ve sh a ll h a ve co mp le t e d t h e
p ro g ra m d e scrib e d in S u b se ct io n s A t h ro u g h E b e lo w, t o t a lin g a min imu m
o f 4 8 se me st e r u n it s o r 7 2 q u a rt e r u n it s. A t le a st n in e o f t h e se se me st e r
u n it s o r t we lve o f t h e se q u a rt e r u n it s mu st b e u p p e r-d ivisio n le ve l a n d
sh a ll b e t a ke n n o so o n e r t h a n t h e t e rm in wh ich u p p e r-d ivisio n st a t u s
(co mp le t io n o f 6 0 se me st e r u n it s o r 9 0 q u a rt e r u n it s) is a t t a in e d . A t le a st
n in e o f t h e 4 8 se me st e r u n it s o r 1 2 o f t h e 7 2 q u a rt e r u n it s sh a ll b e e a rn e d
a t t h e ca mp u s g ra n t in g t h e d e g re e .
E a ch ca mp u s is a u t h o rize d t o ma ke re a so n a b le a d ju st me n t s in t h e n u mb e r
o f u n it s a ssig n e d t o t h e f ive ca t e g o rie s in o rd e r t h a t t h e co n ju n ct io n o f
ca mp u s co u rse cre d it u n it co n f ig u ra t io n a n d t h e se re q u ire me n t s will n o t
u n d u ly e xce e d a n y o f t h e p re scrib e d cre d it min ima . Ho we ve r, in n o ca se
sh a ll t h e t o t a l n u mb e r o f u n it s re q u ire d b e le ss t h a n 4 8 se me st e r u n it s o r
7 2 q u a rte r u n its. (No ca mp u s n e e d a d ju st n o rma l co u rse cre d it
co n f ig u ra t io n s f o r t h e so le p u rp o se o f me e t in g t h e re q u ire me n t s sp e cif ie d
h e re in . )
I n st ru ct io n a p p ro ve d t o f u lf ill t h e f o llo win g re q u ire me n t s sh o u ld re co g n ize
t h e co n t rib u t io n s t o kn o wle d g e a n d civiliza t io n t h a t h a ve b e e n ma d e b y
me mb e rs o f d ive rse cu lt u ra l g ro u p s a n d b y wo me n .
A. A min imu m o f n in e se me ste r u n its o r twe lve q u a rte r u n its in
communication in the English language, to include both oral
co mmu n ica t io n a n d writ t e n co mmu n ica t io n , a n d in crit ica l t h in kin g , t o
in clu d e co n sid e ra t io n o f co mmo n f a lla cie s in re a so n in g .
I n st ru ct io n a p p ro ve d f o r f u lf illme n t o f t h e re q u ire me n t in co mmu n ica t io n
is t o b e d e sig n e d t o e mp h a size t h e co n t e n t o f co mmu n ica t io n a s we ll a s
t h e f o rm a n d sh o u ld p ro vid e a n u n d e rst a n d in g o f t h e p sych o lo g ica l
b a sis a n d t h e so cia l sig n if ica n ce o f co mmu n ica t io n , in clu d in g h o w
co mmu n ica t io n o p e ra t e s in va rio u s sit u a t io n s. A p p lica b le co u rse (s)
sh o u ld vie w co mmu n ica tio n a s th e p ro ce ss o f h u ma n symb o lic
in t e ra ct io n f o cu sin g o n t h e co mmu n ica t ive p ro ce ss f ro m t h e rh e t o rica l
p e rsp e ctive : re a so n in g a n d a d vo ca cy, o rg a n iza tio n , a ccu ra cy; th e
d isco ve ry, crit ica l e va lu a t io n a n d re p o rt in g o f in f o rma t io n ; re a d in g a n d
list e n in g e f f e ct ive ly a s we ll a s sp e a kin g a n d writ in g . Th is mu st in clu d e
a ct ive p a rt icip a t io n a n d p ra ct ice in writ t e n co mmu n ica t io n a n d o ra l
co mmu n ica t io n .
In stru ctio n in critica l th in kin g is to b e d e sig n e d to a ch ie ve a n
u n d e rst a n d in g o f t h e re la t io n sh ip o f la n g u a g e t o lo g ic, wh ich sh o u ld
le a d t o t h e a b ilit y t o a n a lyze , crit icize , a n d a d vo ca t e id e a s, t o re a so n
in d u ctive ly a n d d e d u ctive ly, a n d to re a ch fa ctu a l o r ju d g me n ta l
co n clu sio n s b a se d o n so u n d in fe re n ce s d ra wn fro m u n a mb ig u o u s
st a t e me n t s o f kn o wle d g e o r b e lie f . Th e min ima l co mp e t e n ce t o b e
e xp e ct e d a t t h e su cce ssf u l co n clu sio n o f in st ru ct io n in crit ica l t h in kin g
sh o u ld b e t h e d e mo n st ra t io n o f skills in e le me n t a ry in d u ct ive a n d
d e d u ct ive p ro ce sse s, in clu d in g a n u n d e rst a n d in g o f t h e f o rma l a n d
in fo rma l fa lla cie s o f la n g u a g e a n d th o u g h t, a n d th e a b ility to
d ist in g u ish ma t t e rs o f f a ct f ro m issu e s o f ju d g me n t o r o p in io n .
B . A min imu m o f t we lve se me st e r u n it s o r e ig h t e e n q u a rt e r u n it s t o in clu d e
in q u iry in to th e p h ysica l u n ive rse a n d its life fo rms, with so me
imme d ia t e p a rt icip a t io n in la b o ra t o ry a ct ivit y, a n d in t o ma t h e ma t ica l
co n ce p t s a n d q u a n t it a t ive re a so n in g a n d t h e ir a p p lica t io n s.
I n st ru ct io n a p p ro ve d f o r t h e f u lf illme n t o f t h is re q u ire me n t is in t e n d e d
to imp a rt kn o wle d g e o f th e fa cts a n d p rin cip le s wh ich fo rm th e
f o u n d a t io n s o f livin g a n d n o n -livin g syst e ms. S u ch st u d ie s sh o u ld
p ro mo te u n d e rsta n d in g a n d a p p re cia tio n o f th e me th o d o lo g ie s o f
scie n ce a s in ve st ig a t ive t o o ls, t h e limit a t io n s o f scie n t if ic e n d e a vo rs:
n a me ly, wh a t is t h e e vid e n ce a n d h o w wa s it d e rive d ?
In a d d itio n ,
p a rticu la r a tte n tio n sh o u ld b e g ive n to th e in flu e n ce wh ich th e
a cq u isit io n o f scie n t if ic kn o wle d g e h a s h a d o n t h e d e ve lo p me n t o f t h e
wo rld 's civiliza t io n s, n o t o n ly a s e xp re sse d in t h e p a st b u t a lso in
p re se n t t ime s. Th e n a t u re a n d e xt e n t o f la b o ra t o ry e xp e rie n ce is t o b e
d e te rmin e d b y e a ch ca mp u s th ro u g h its e sta b lish e d cu rricu la r
p ro ce d u re s. In sp e cifyin g in q u iry in to ma th e ma tica l co n ce p ts a n d
q u a n t it a t ive re a so n in g a n d t h e ir a p p lica t io n , t h e in t e n t io n is n o t t o
imp ly me re ly b a sic co mp u t a t io n a l skills, b u t t o e n co u ra g e a s we ll t h e
u n d e rst a n d in g o f b a sic ma t h e ma t ica l co n ce p t s.
C. A min imu m o f t we lve se me st e r u n it s o r e ig h t e e n q u a rt e r u n it s a mo n g t h e
a rt s, lit e ra t u re , p h ilo so p h y a n d f o re ig n la n g u a g e s.
I n st ru ct io n a p p ro ve d f o r t h e f u lf illme n t o f t h is re q u ire me n t sh o u ld
cu lt iva t e in t e lle ct , ima g in a t io n , se n sib ilit y a n d se n sit ivit y. I t is me a n t in
p a rt to e n co u ra g e stu d e n ts to re sp o n d su b je ctive ly a s we ll a s
o b je ct ive ly t o e xp e rie n ce a n d t o d e ve lo p a se n se o f t h e in t e g rit y o f
e mo t io n a l a n d in t e lle ct u a l re sp o n se . S t u d e n t s sh o u ld b e mo t iva t e d t o
cu lt iva t e a n d re f in e t h e ir a f f e ct ive a s we ll a s co g n it ive a n d p h ysica l
f a cu lt ie s t h ro u g h st u d yin g g re a t wo rks o f t h e h u ma n ima g in a t io n , wh ich
co u ld in clu d e a ctive p a rticip a tio n in in d ivid u a l e sth e tic, cre a tive
e xp e rie n ce . E q u a lly imp o rt a n t is t h e in t e lle ct u a l e xa min a t io n o f t h e
su b je ct ive re sp o n se , t h e re b y in cre a sin g a wa re n e ss a n d a p p re cia t io n in
th e tra d itio n a l h u ma n istic d iscip lin e s su ch a s a rt, d a n ce , d ra ma ,
lit e ra t u re a n d mu sic. Th e re q u ire me n t sh o u ld re su lt in t h e st u d e n t ' s
b e t t e r u n d e rst a n d in g o f t h e in t e rre la t io n sh ip b e t we e n t h e cre a t ive a rt s,
t h e h u ma n it ie s a n d se lf . S t u d ie s in t h e se a re a s sh o u ld in clu d e e xp o su re
t o b o t h We st e rn cu lt u re s a n d n o n -We st e rn cu lt u re s.
Fo re ig n la n g u a g e co u rse s ma y b e in clu d e d in t h is re q u ire me n t b e ca u se
o f t h e ir imp lica t io n s f o r cu lt u re s b o t h in t h e ir lin g u ist ic st ru ct u re s a n d in
t h e ir u se in lit e ra t u re ; b u t f o re ig n la n g u a g e co u rse s wh ich a re a p p ro ve d
to me e t a p o rtio n o f th is re q u ire me n t a re to co n ta in a cu ltu ra l
co mp o n e n t a n d n o t b e so le ly skills a cq u isitio n co u rse s. Ca mp u s
p ro visio n s f o r f u lf illme n t o f t h is re q u ire me n t mu st in clu d e a re a so n a b le
d istrib u tio n a mo n g th e ca te g o rie s sp e cifie d a s o p p o se d to th e
co mp le t io n o f t h e e n t ire n u mb e r o f u n it s re q u ire d in o n e ca t e g o ry.
D. A min imu m o f t we lve se me st e r u n it s o r e ig h t e e n q u a rt e r u n it s d e a lin g
wit h h u ma n so cia l, p o lit ica l, a n d e co n o mic in st it u t io n s a n d b e h a vio r a n d
t h e ir h ist o rica l b a ckg ro u n d .
I n st ru ct io n a p p ro ve d f o r f u lf illme n t o f t h is re q u ire me n t sh o u ld re f le ct
t h e f a ct t h a t h u ma n so cia l, p o lit ica l a n d e co n o mic in st it u t io n s a n d
b e h a vio r a re in e xt rica b ly in t e rwo ve n . P ro b le ms a n d issu e s in t h e se
a re a s sh o u ld b e e xa min e d in t h e ir co n t e mp o ra ry a s we ll a s h ist o rica l
se t t in g , in clu d in g b o t h We st e rn a n d n o n We st e rn co n t e xt s. Ca mp u s
p ro visio n s f o r f u lf illme n t o f t h is re q u ire me n t mu st in clu d e a re a so n a b le
d ist rib u t io n a mo n g t h e ca t e g o rie s sp e cif ie d a s o p p o se d t o co mp le t io n o f
t h e e n t ire n u mb e r o f u n it s re q u ire d in o n e ca t e g o ry.
E . A min imu m o f t h re e se me st e r u n it s o r f o u r q u a rt e r u n it s in st u d y
d e sig n e d to e q u ip h u ma n b e in g s fo r life lo n g u n d e rsta n d in g a n d
development of themselves as integrated physiological and
p sych o lo g ica l e n titie s.
I n st ru ct io n a p p ro ve d f o r f u lf illme n t o f t h is re q u ire me n t sh o u ld f a cilit a t e
u n d e rst a n d in g o f t h e h u ma n b e in g a s a n in t e g ra t e d p h ysio lo g ica l,
so cia l, a n d p sych o lo g ica l o rg a n ism. Co u rse s d e ve lo p e d t o me e t t h is
re q u ire me n t a re in t e n d e d t o in clu d e se le ct ive co n sid e ra t io n o f su ch
ma t t e rs a s h u ma n b e h a vio r, se xu a lit y, n u t rit io n , h e a lt h , st re ss, ke y
re la t io n sh ip s o f h u ma n kin d t o t h e so cia l a n d p h ysica l e n viro n me n t , a n d
imp lica t io n s o f d e a t h a n d d yin g . P h ysica l a ct ivit y co u ld b e in clu d e d ,
p ro vid e d t h a t it is a n in t e g ra l p a rt o f t h e st u d y d e scrib e d h e re in .
Ca mp u se s ma y p e rmit " d o u b le co u n tin g " o f co u rse s fo r Ge n e ra l
E d u ca t io n -B re a d t h a n d ma jo r re q u ire me n t s a n d p re re q u isit e s o n ly a f t e r
g ivin g ca re f u l co n sid e ra t io n t o t h e imp a ct o f su ch a ct io n s o n G e n e ra l
E d u ca t io n -B re a d t h p ro g ra ms. De cisio n s t o p e rmit d o u b le co u n t in g in
G e n e ra l E d u ca t io n -B re a d t h a n d a d e g re e ma jo r ma y b e ma d e o n ly a f t e r
a n a p p ro va l is p ro vid e d t h ro u g h ca mp u s wid e cu rricu la r p ro ce sse s.
Up t o six se me st e r u n it s t a ke n t o me e t t h e Un it e d S t a t e s Hist o ry,
Co n st it u t io n , a n d A me rica n I d e a ls Re q u ire me n t (Tit le S o f t h e Ca lif o rn ia
Co d e o f Re g u la t io n s, S e ct io n 4 0 4 0 4 ) ma y b e cre d it e d t o wa rd sa t isf yin g
G e n e ra l E d u ca t io n - B re a d t h Re q u ire me n t s a t t h e o p t io n o f t h e ca mp u s.
VI.
E xce p tio n s
E xce p t io n s t o t h e f o re g o in g
t h e f o llo win g circu mst a n ce s:
re q u ire me n t s ma y b e
a u t h o rize d
o n ly u n d e r
A . I n t h e ca se o f a n in d ivid u a l st u d e n t , t h e ca mp u s ma y g ra n t a p a rt ia l
wa ive r o f o n e o r mo re o f t h e p a rt icu la r re q u ire me n t s o f Tit le 5 o f t h e
Ca lif o rn ia Co d e o f Re g u la t io n s, S e ct io n 4 0 4 0 5 . 1 , t o a vo id d e mo n st ra b le
h a rd sh ip , su ch a s t h e n e e d t o e xt e n d t h e t ime re q u ire d f o r co mp le t io n
o f t h e d e g re e in t h e ca se o f a se n io r le ve l t ra n sf e r st u d e n t .
B . I n t h e ca se o f h ig h -u n it p ro f e ssio n a l ma jo r d e g re e p ro g ra ms, t h e
Ch a n ce llo r ma y g ra n t e xce p t io n s t o o n e o r mo re re q u ire me n t s f o r
st u d e n t s co mp le t in g t h e p a rt icu la r p ro g ra m. S u ch e xce p t io n mu st b e
co n sid e re d a t t h e ca mp u s le ve l p rio r t o in it ia t in g t h e re q u e st . A f u ll
a ca d e mic ju st if ica t io n sh a ll b e su b mit t e d t o t h e
S e n io r V ice Ch a n ce llo r, A ca d e mic A f f a irs, wh o sh a ll su b mit h is o r h e r
re co mme n d a t io n a n d t h a t su b mit t e d b y t h e ca mp u s p re sid e n t , a lo n g wit h
a ll re le va n t d o cu me n t s, t o t h e Ch a n ce llo r.
VII.
G e n e ra l E d u ca t io n A d viso ry Co mmit t e e
A syste m wid e A d viso ry Co mmitte e o n Ge n e ra l E d u ca tio n is h e re b y
e st a b lish e d . Wh ile it is imp o rt a n t t h a t t h e me mb e rsh ip o f t h is co mmit t e e b e
b ro a d ly b a se d , t h e me mb e rsh ip will in la rg e st p a rt b e d ra wn f ro m t h e
in st ru ct io n a l f a cu lt y o f t h e Ca lif o rn ia S t a t e Un ive rsit y. L ia iso n me mb e rsh ip
f ro m t h e in st ru ct io n a l f a cu lt y o f t h e Ca lif o rn ia Co mmu n it y Co lle g e s ma y b e
in clu d e d a s we ll.
Th e re sp o n sib ilit ie s o f t h is co mmit t e e will b e a s f o llo ws:
A . To re vie w a n d p ro p o se a n y n e ce ssa ry re visio n s in t h e o b je ct ive s,
re q u ire me n t s, a n d imp le me n t a t io n o f CS U G e n e ra l E d u ca t io n -B re a d t h
p o licy t o e n su re h ig h q u a lit y g e n e ra l e d u ca t io n .
B . To co n t in u e t o st u d y g e n e ra l e d u ca t io n p o licie s a n d p ra ct ice s in sid e
a n d o u t sid e t h e syst e m a n d , a s a p p ro p ria t e , t o st imu la t e in t e rse g me n t a l
d iscu ssio n o f t h e d e ve lo p me n t o f g e n e ra l e d u ca t io n cu rricu la .
C. To re vie w t h e imp lica t io n s o f CS U G e n e ra l E d u ca t io n -B re a d t h p o licy f o r
st u d e n t s t ra n sf e rrin g t o t h e CS U a n d f o r t h e in st it u t io n s f ro m wh ich t h e y
tra n sfe r, a n d to p ro p o se a n y n e ce ssa ry a d ju stme n ts to p e rtin e n t
p o licie s a n d p ra ct ice s.
D. To re p o rt a s a p p ro p ria t e t o t h e Ch a n ce llo r a n d t h e B o a rd o f Tru st e e s.
Th e Ch a n ce llo r o r t h e S e n io r V ice Ch a n ce llo r, A ca d e mic A f f a irs, ma y f ro m
t ime t o t ime re q u e st t h e co mmit t e e t o a d d re ss a n d p ro vid e a d vice o n o t h e r
issu e s re la te d to d e ve lo p me n t a n d we ll-b e in g o f Ge n e ra l E d u ca tio n
B re a d t h p o licy a n d p ro g ra ms in t h e Ca lif o rn ia S t a t e Un ive rsit y.
V I I I . Ce rt if ica t io n b y No n -CS U Re g io n a lly A ccre d it e d I n st it u t io n s o f Tra n sf e r
S t u d e n t s ' Fu lf illme n t o f CS U G e n e ra l E d u ca t io n -B re a d t h Re q u ire me n t s
A . P re mise s
1 . It is th e jo in t re sp o n sib ility o f th e p u b lic se g me n ts o f h ig h e r
e d u ca t io n t o e n su re t h a t st u d e n t s a re a b le t o t ra n sf e r wit h o u t
u n re a so n a b le lo ss o f cre d it o r t ime .
2 . Th e f a cu lt y o f a n in st it u t io n g ra n t in g t h e b a cca la u re a t e d e g re e h a ve
p rima ry re sp o n sib ilit y f o r ma in t a in in g t h e in t e g rit y o f t h e d e g re e
p ro g ra m a n d d e t e rmin in g wh e n re q u ire me n t s h a ve b e e n me t .
3 . Th e re sh a ll o rd in a rily b e a h ig h d e g re e o f re cip ro city a mo n g
re g io n a lly a ccre d ite d in stitu tio n s in th e a b se n ce o f sp e cific
in d ica t io n s t h a t su ch re cip ro cit y is n o t a p p ro p ria t e .
B . Co n d it io n s f o r P a rt icip a t io n
A n y in st it u t io n t h a t is a ccre d it e d b y a re co g n ize d re g io n a l a ccre d it in g
a sso cia t io n a n d t h a t o f f e rs t h e B A o r B S d e g re e o r t h e f irst t wo ye a rs
o f su ch d e g re e p ro g ra ms ma y p a rt icip a t e in G e n e ra l E d u ca t io n -B re a d t h
ce rt if ica t io n if it a g re e s t o t h e f o llo win g p ro visio n s:
I.
Th e p a rt icip a t in g in st it u t io n sh a ll d e sig n a t e a lia iso n re p re se n t a t ive
wh o sh a ll p a rt icip a t e in va rio u s o rie n t a t io n a ct ivit ie s a n d p ro vid e
o t h e r in st it u t io n a l st a f f wit h p e rt in e n t in f o rma t io n .
2 . Th e p a rt icip a t in g in st it u t io n sh a ll id e n t if y f o r ce rt if ica t io n p u rp o se s
t h o se co u rse s o r e xa min a t io n s t h a t f u lf ill t h e o b je ct ive s se t f o rt h in
S e ct io n m o f t h is E xe cu t ive O rd e r a n d su ch a d d it io n a l o b je ct ive s a s
ma y b e p ro mu lg a te d b y th e Ch a n ce llo r o f th e Ca lifo rn ia S ta te
Un ive rsit y.
a . Th e co u rse s a n d e xa min a t io n s id e n t if ie d sh o u ld b e p la n n e d a n d
o rg a n ize d t o e n a b le st u d e n t s t o a cq u ire a b ilit ie s, kn o wle d g e ,
u n d e rst a n d in g , a n d a p p re cia t io n a s in t e rre la t e d e le me n t s, n o t a s
iso la t e d f ra g me n t s.
b . I n t e rd iscip lin a ry co u rse s o r in t e g ra t e d se t s o f co u rse s t h a t me e t
mu ltip le o b je ctive s o f th e CSU Ge n e ra l Ed u ca tio n -Bre a d th
Re q u ire me n t s ma y b e a p p ro p ria t e co mp o n e n t s o f g e n e ra l e d u ca t io n
(c. f . S u b se ct io n s A -5 a n d A -7 o f S e ct io n 1 ).
c. Cre d it u n it s o f a n in t e rd iscip lin a ry co u rse o r in t e g ra t e d se t o f
co u rse s ma y b e d istrib u te d a mo n g d iffe re n t a re a s o f g e n e ra l
e d u ca t io n , a s a p p ro p ria t e .
3 . Th e CS U O f f ice o f t h e Ch a n ce llo r, Divisio n o f A ca d e mic A f f a irs, sh a ll
ma in t a in a list o f p a rt icip a t in g in st it u t io n s' co u rse s a n d e xa min a t io n s
t h a t h a ve b e e n id e n t if ie d a n d a cce p t e d f o r ce rt if ica t io n p u rp o se s.
a . E a ch e n t ry in t h e list sh a ll in clu d e sp e cif ica t io n o f t h e a re a o r
a re a s a n d o b je ct ive s t o wh ich t h e co u rse o r e xa min a t io n re la t e s
a n d t h e n u mb e r o f u n it s a sso cia t e d wit h e a ch a re a o r o b je ct ive .
(S e e A t t a ch me n t A . )
b . Th e list sh a ll b e u p d a t e d a n n u a lly. E a ch p a rt icip a t in g in st it u t io n
sh a ll tra n smit a n n u a lly to th e CS U Office o f th e Ch a n ce llo r,
Divisio n o f A ca d e mic A f f a irs, a n y p ro p o se d ch a n g e s t o it s p o rt io n
o f t h e list . I f a co u rse is t o b e a d d e d o r if t h e sp e cif ica t io n o f
a re a s a n d o b je ctive s fo r a co u rse is to b e mo d ifie d , th e
p a rticip a tin g in stitu tio n sh a ll in clu d e in its su b missio n th e
a p p ro ve d co u rse o u t lin e . I f a co u rse is p a rt o f a n in t e g ra t e d se t o f
co u rse s, t h e su b missio n sh a ll id e n t if y t h e se t a n d d e scrib e h o w t h e
co u rse co mp le me n t s t h e o t h e rs in t h e se t .
c. A s o f t h e e f f e ct ive d a t e o f t h is e xe cu t ive o rd e r, t h e list will in clu d e
a ll e n t rie s t h a t we re su b mit t e d b y p a rt icip a t in g in st it u t io n s a n d n o t
id e n t if ie d f o r ch a lle n g e u n d e r t h e p ro visio n s o f E xe cu t ive O rd e r
3 4 2 . Re co g n izin g th e in te g rity o f fa cu lty cu rricu la r re vie w
p ro ce sse s in p a rticip a tin g in stitu tio n s, th e CS U e xp e cts th a t
p ro p o se d u p d a t e s will g e n e ra lly b e a cce p t a b le . Ho we ve r, a f t e r t h e
e f f e ct ive d a t e o f t h is e xe cu t ive o rd e r, a d d it io n s o r mo d if ica t io n s o f
e n t rie s sh a ll b e re vie we d b y a su b co mmit t e e o f t h e A d viso ry
Co mmit t e e o n G e n e ra l E d u ca t io n f o r co n g ru e n ce wit h t h e a re a s a n d
o b je ct ive s sp e cif ie d . Th e su b co mmit t e e is t o b e d ra wn f ro m t h e
in stru ctio n a l fa cu lty o f th e Ca lifo rn ia S ta te Un ive rsity. Th e
su b co mmit t e e ma y a sk t h e p a rt icip a t in g in st it u t io n f o r a d d it io n a l
ma t e ria ls a n d is e n co u ra g e d t o co n su lt f a cu lt y f ro m t h e Ca lif o rn ia
S ta te Un ive rsity o r Ca lifo rn ia Co mmu n ity Co lle g e s wh o h a ve
re le va n t e xp e rtise . Th e su b co mmitte e ma y re fe r d e cisio n o n
a cce p t a n ce o f t h e co u rse t o t h e A d viso ry Co mmit t e e o n G e n e ra l
E d u ca tio n . A co u rse th a t is re vie we d a n d d e te rmin e d to b e
in co n siste n t with th e o b je ctive s with wh ich it h a s b e e n a sso cia te d
will n o t b e a d d e d to th e list.
d . A co p y o f t h e list sh a ll b e ma d e a va ila b le in p rin t e d
f o rm t o a n y CS U ca mp u s o r p a rt icip a t in g in st it u t io n .
institutions are free to share their course o
co mmu n ica t io n s f ro m t h e CS U a b o u t t h o se co u rse
o t h e r p a rt icip a t in g in st it u t io n s.
o r e le ct ro n ic
P a rt icip a t in g
utlines and
o u tlin e s with
e . Th e p a rt icip a t in g in st it u t io n sh a ll b e re sp o n sib le f o r re vie win g
p e rio d ica lly it s p o rt io n o f t h e list t o a ssu re t h a t e n t rie s co n t in u e t o
b e a p p ro p ria t e a n d t o re f le ct cu rre n t kn o wle d g e in t h e f ie ld . I t is
a lso re sp o n sib le f o r re a p p ro vin g e n t rie s t h a t a re f o u n d t o h a ve
re ma in e d a p p ro p ria t e a n d f o r d ire ct in g t o t h e su b co mmit t e e o f t h e
A d viso ry Co mmit t e e o n G e n e ra l E d u ca t io n a n y q u e st io n s su ch
u p d a t in g o f t h e co u rse s ma y h a ve ra ise d a s t o t h e ir co n g ru e n ce
wit h CS U G e n e ra l E d u ca t io n -B re a d t h a re a s a n d o b je ct ive s.
4 . Th e p a rt icip a t in g in st it u t io n sh a ll re p o rt
st u d e n t s in a f o rma t t o b e sp e cif ie d .
ce rt if ica t io n
fo r in d ivid u a l
C. A cce p t a n ce o f Ce rt if ica t io n
CSU campuses shall accept full certification or subject-area
ce rt if ica t io n , a s d e f in e d b e lo w, b y p a rt icip a t in g in st it u t io n s. S t u d e n t s
a d mit t e d t o a CS U ca mp u s wit h f u ll ce rt if ica t io n ma y n o t b e h e ld t o a n y
a d d it io n a l lo we r- d ivisio n g e n e ra l e d u ca t io n re q u ire me n t s; st u d e n t s
a d mit t e d t o a CS U ca mp u s wit h su b je ct -a re a ce rt if ica t io n ma y n o t b e
h e ld t o a n y a d d it io n a l lo we r-d ivisio n g e n e ra l e d u ca t io n co u rse wo rk in
t h e su b je ct a re a s ce rt if ie d . Ne it h e r f u ll ce rt if ica t io n n o r su b je ct -a re a
ce rt if ica t io n e xe mp t s st u d e n t s f ro m u n me t lo we r-d ivisio n g ra d u a t io n
re q u ire me n t s t h a t ma y e xist o u t sid e o f t h e g e n e ra l e d u ca t io n p ro g ra m o f
t h e ca mp u s a wa rd in g t h e d e g re e .
1 . To q u a lif y f o r f u ll ce rt if ica t io n , a st u d e n t mu st sa t isf a ct o rily co mp le t e
n o f e we r t h a n 3 9 lo we r d ivisio n se me st e r u n it s o r 5 8 lo we r-d ivisio n
q u a rt e r u n it s o f in st ru ct io n a p p ro p ria t e t o me e t t h e o b je ct ive s o f
S e ct io n s m a n d V . Th e u n it s mu st b e d ist rib u t e d a s f o llo ws, e xce p t
a s sp e cifie d in S u b se ctio n 3 b e lo w:
a . I n A re a A , n o f e we r t h a n n in e se me st e r u n it s (1 2 -1 5 q u a rt e r u n it s),
in clu d in g in st ru ct io n in o ra l co mmu n ica t io n , writ t e n co mmu n ica t io n
a n d crit ica l t h in kin g .
b . I n A re a B , n o f e we r t h a n n in e se me st e r u n it s (1 2 -1 5 q u a rt e r u n it s),
in clu d in g in st ru ct io n in p h ysica l scie n ce a n d lif e scie n ce a t le a st
o n e p a rt o f wh ich mu st in clu d e a la b o ra t o ry co mp o n e n t -a n d
ma t h e ma t ics/ q u a n t it a t ive re a so n in g .
c. I n A re a C, n o f e we r t h a n n in e se me st e r u n it s (1 2 -1 5 q u a rt e r u n it s),
wit h a t le a st o n e co u rse in t h e a rt s a n d o n e in t h e h u ma n it ie s (se e
A t t a ch me n t A ).
d . I n A re a D, n o f e we r t h a n n in e se me st e r u n it s (1 2 -1 5 q u a rt e r u n it s),
wit h co u rse s t a ke n in a t le a st t wo d iscip lin e s (se e A t t a ch me n t A ).
e . ln A re a E , n o f e we r t h a n t h re e se me st e r u n it s (6 5 q u a rt e r u n it s).
2 . To q u a lif y f o r su b je ct -a re a ce rt if ica t io n , a st u d e n t mu st sa t isf a ct o rily
co mp le t e in st ru ct io n a p p ro p ria t e t o me e t t h e o b je ct ive s o f o n e o r
mo re su b se ct io n s o f S e ct io n V . Th e u n it s mu st b e d ist rib u t e d a s
fo llo ws, e xce p t a s sp e cifie d in S u b se ctio n 3 b e lo w:
a . Fo r A re a A , n o f e we r t h a n n in e se me st e r u n it s (1 2 -1 5 q u a rt e r
u n it s), in clu d in g in st ru ct io n in o ra l co mmu n ica t io n , writ t e n
co mmu n ica t io n , a n d crit ica l t h in kin g . A sin g le co u rse ma y n o t h e
ce rt if ie d a s me e t in g mo re t h a n o n e su b a re a f o r a n y g ive n st u d e n t .
b . Fo r A re a B , n o f e we r t h a n n in e se me st e r u n it s (1 2 -1 5 q u a rt e r
u n it s), in clu d in g in st ru ct io n in p h ysica l scie n ce a n d lif e scie n ce a t
le a st o n e p a rt o f wh ich mu st in clu d e a la b o ra t o ry co mp o n e n t -a n d
ma t h e ma t ics/ q u a n t it a t ive re a so n in g . A sin g le co u rse ma y n o t b e
ce rt if ie d a s me e t in g mo re t h a n o n e su b a re a f o r a n y g ive n st u d e n t ,
e xce p t f o r la b o ra t o ry co mp o n e n t s in co rp o ra t e d in t o a p h ysica l o r
lif e scie n ce co u rse .
c. Fo r A re a C, n o f e we r t h a n n in e se me st e r u n it s ( 1 2 -1 5 q u a rt e r
u n it s), wit h a t le a st o n e co u rse in t h e a rt s a n d o n e in t h e
h u ma n it ie s (se e A t t a ch me n t A ).
d . Fo r A re a D, n o f e we r t h a n n in e se me st e r u n it s ( 1 2 -1 5 q u a rt e r
u n its), with co u rse s ta ke n in a t le a st two d iscip lin e s (se e
A t t a ch me n t A ).
e . Fo r A re a E , n o f e we r t h a n t h re e se me st e r u n it s (4 5 q u a rt e r u n it s).
3 . E xce p t io n s t o re st rict io n s a b o ve ma y b e ma d e f o r p ro g ra ms in wh ich
in st ru ct io n is in t e g ra t e d in t o a se t o f co u rse s o r in t o in t e rd iscip lin a ry
co u rse s d e sig n e d to me e t mu ltip le o b je ctive s. In te rd iscip lin a ry
co u rse s in th is ca se wo u ld b e e xp e cte d to b e o ffe re d a t a n
a p p ro p ria t e ly g re a t e r n u mb e r o f u n it s.
D. L imit a t io n s o n Ce rt if ica t io n o f S t u d e n t s
1 . A p a rt icip a t in g in st it u t io n ma y n o t ce rt if y a st u d e n t f o r mo re t h a n 3 9
se me ste r u n its o r e q u iva le n t.
If mo re th a n o n e p a rticip a tin g
in st it u t io n ce rt if ie s a st u d e n t , t h e CS U ca mp u s g ra n t in g t h e d e g re e
n e e d n o t a cce p t ce rt if ica t io n f o r mo re t h a n 3 9 se me st e r u n it s o r
e q u iva le n t.
2 . A CS U ca mp u s n e e d a cce p t a s ce rt if ie d f o r a g ive n su b je ct a re a n o
mo re t h a n t h e min imu m n u mb e rs o f u n it s sp e cif ie d in S u b se ct io n s A
t h ro u g h E in S e ct io n V a b o ve .
3 . A p a rt icip a t in g in st it u t io n ma y ce rt if y a st u d e n t f o r n o mo re t h a n 3 0
se me st e r u n it s (4 5 q u a rt e r u n it s) t o t a l in su b je ct a re a s B t h ro u g h D
co mb in e d . If mo re th a n o n e p a rticip a tin g in stitu tio n ce rtifie s a
st u d e n t , t h e CS U ca mp u s g ra n t in g t h e d e g re e n e e d n o t a cce p t
ce rt if ica t io n f o r mo re t h a n 3 0 se me st e r u n it s (4 5 q u a rt e r u n it s) t o t a l
in su b je ct a re a s B t h ro u g h D co mb in e d .
4 . B a cca la u re a t e -g ra n t in g in st it u t io n s ce rt if yin g a st u d e n t f o r u n it s
e a rn e d in u p p e r-d ivisio n co u rse s o r e xa min a tio n s ma y p ro vid e
ce rt if ica t io n o n ly f o r t h o se u n it s t h a t we re co mp le t e d d u rin g o r a f t e r
t h e t e rm in wh ich t h e st u d e n t a ch ie ve d u p p e r-d ivisio n st a t u s (i. e . ,
e a rn e d a t o t a l o f a t le a st 6 0 se me st e r u n it s o r 9 0 q u a rt e r u n it s).
5 . A p a rticip a tin g in stitu tio n ma y ce rtify co mp le tio n o f co u rse s o r
e xa min a t io n s t a ke n a t o t h e r e lig ib le in st it u t io n s, p ro vid e d t h a t a ll
su ch co u rse s a n d e xa min a t io n s wo u ld b e id e n t if ie d f o r ce rt if ica t io n
p u rp o se s b y t h e in st it u t io n o f f e rin g t h e m. I f so id e n t if ie d , t h o se
co u rse s a n d e xa min a t io n s sh a ll co n t rib u t e t o q u a lif ica t io n o f a
stu d e n t fo r fu ll ce rtifica tio n o r su b je ct-a re a ce rtifica tio n , a s
a p p ro p ria t e .
6 . Up o n t ra n sf e r, n o st u d e n t sh a ll b e re q u ire d t o co mp le t e mo re u n it s in
g e n e ra l e d u ca t io n -b re a d t h t h a n t h e d if f e re n ce b e t we e n t h e n u mb e r
ce rt if ie d in a cco rd a n ce wit h t h is e xe cu t ive o rd e r a n d t h e t o t a l u n it s
in g e n e ra l e d u ca t io n -b re a d t h re q u ire d b y t h e ca mp u s g ra n t in g t h e
d e g re e .
IX.
L o we r-Divisio n G e n e ra l E d u ca t io n Re cip ro cit y A mo n g CS U Ca mp u se s
A . L o we r-d ivisio n g e n e ra l e d u ca tio n re q u ire me n ts d e sig n a te d b y CS U
ca mp u se s a s h a vin g b e e n sa t isf a ct o rily co mp le t e d in t h e ir e n t ire t y sh a ll
b e re co g n ize d a s fu lfillin g a ll lo we r d ivisio n g e n e ra l e d u ca tio n
re q u ire me n t s o f t h e CS U ca mp u s g ra n t in g t h e b a cca la u re a t e d e g re e
wit h o u t re g a rd t o d if f e re n ce s t h a t ma y e xist b e t we e n t h e t wo p ro g ra ms.
(A co u rse o r e xa min a t io n is t o b e re g a rd e d a s sa t isf a ct o rily co mp le t e d if
th e stu d e n t's p e rfo rma n ce me e ts th e min imu m sta n d a rd s fo r fu ll
a cce p t a n ce t o wa rd sa t isf yin g a re q u ire me n t a s se t b y t h e ca mp u s a t
wh ich t h e co u rse o r e xa min a t io n wa s t a ke n . ) Fo r t h e p u rp o se s o f t h is
se ct io n , co mp le t io n o f lo we r-d ivisio n g e n e ra l e d u ca t io n re q u ire me n t s is
e q u iva le n t to q u a lifica tio n fo r fu ll ce rtifica tio n , a s d e fin e d in
S u b se ct io n C o f S e ct io n V I I I a b o ve . Tra n sf e r st u d e n t s a d mit t e d wit h
d o cu me n ta tio n o f fu ll lo we r-d ivisio n g e n e ra l e d u ca tio n p ro g ra m
co mp le t io n a t a n o t h e r CS U ca mp u s ma y n o t b e h e ld t o a n y a d d it io n a l
lo we r-d ivisio n g e n e ra l e d u ca t io n re q u ire me n t s b y t h e ca mp u s a wa rd in g
t h e d e g re e .
B . L o we r-d ivisio n g e n e ra l e d u ca t io n su b je ct -a re a re q u ire me n t s d e sig n a t e d
b y CS U ca mp u se s a s h a vin g b e e n sa t isf a ct o rily co mp le t e d , sh a ll b e
re co g n ize d a s fu lfillin g th e co rre sp o n d in g su b je ct-a re a g e n e ra l
e d u ca t io n re q u ire me n t s o f t h e CS U ca mp u s g ra n t in g t h e b a cca la u re a t e
d e g re e wit h o u t re g a rd t o d if f e re n ce s t h a t ma y e xist in t h e co n f ig u ra t io n
o f t h e t wo p ro g ra ms o r in t h e co n t e n t o f t h e su b je ct a re a .
For the
p u rp o se s o f t h is se ct io n , co mp le t io n o f lo we r-d ivisio n g e n e ra l e d u ca t io n
su b je ct -a re a re q u ire me n t s is e q u iva le n t t o q u a lif ica t io n f o r su b je ct -a re a
ce rt if ica t io n , a s d e f in e d in S u b se ct io n C o f S e ct io n V I I I a b o ve . Tra n sf e r
st u d e n t s a d mit t e d wit h d o cu me n t a t io n o f co mp le t io n o f o n e o r mo re
g e n e ra l e d u ca t io n su b je ct a re a s a t a n o t h e r CS U ca mp u s ma y n o t b e
h e ld t o a n y a d d it io n a l lo we r-d ivisio n g e n e ra l e d u ca t io n re q u ire me n t s in
t h a t su b je ct a re a b y t h e ca mp u s a wa rd in g t h e d e g re e .
C. Th e p ro visio n s o f S u b se ct io n s A a n d B o f t h is se ct io n d o n o t e xe mp t
st u d e n t s f ro m u n me t lo we r-d ivisio n g ra d u a t io n re q u ire me n t s o f t h e CS U
ca mp u s a wa rd in g t h e d e g re e , o r f ro m lo we r-d ivisio n co u rse s re q u ire d b y
in d ivid u a l b a cca la u re a te ma jo rs a t th e CS U ca mp u s a wa rd in g th e
d e g re e .
D. S t u d e n t s se e kin g t o t ra n sf e r u n d e r t h e p ro visio n s o f t h is se ct io n sh a ll
b e re sp o n sib le f o r re q u e st in g ve rif ica t io n t h a t lo we r-d ivisio n g e n e ra l
e d u ca t io n p ro g ra m o r su b je ct -a re a re q u ire me n t s h a ve b e e n me t .
Up o n
t h e re q u e st o f a cu rre n t ly o r f o rme rly e n ro lle d st u d e n t , t h e CS U ca mp u s
f ro m wh ich t h e st u d e n t se e ks t o t ra n sf e r sh a ll d e t e rmin e t h e e xt e n t t o
wh ich t h a t st u d e n t h a s sa t isf a ct o rily co mp le t e d t h e lo we r d ivisio n
g e n e ra l e d u ca t io n re q u ire me n t s in e a ch su b je ct a re a , a n d sh a ll p ro vid e
o f f icia l d o cu me n t a t io n o f su ch co mp le t io n .
November
Ch a n ce llo r
20,
1992
Barry
Munitz,
ATTACHME NT A
D e s i g n a t i o n s
f o r
E x e c uti v e O rde r No. 5 9 5
Are a A:
S u b j e c t
A r e a s
a n d
O b j e c t i v e s
Communi c a ti on i n the E ngl i s h La ngua ge a nd Cri ti c a l Thi nk i ng
Re f e re n ce s: S e ct io n s V -A , V I I I -C-I -a , V I I I -C-2 -a
A 1 O ra l Co mmu n ica t io n
A 2 Writ t e n Co mmu n ica t io n
A 3 Crit ica l Th in kin g
Are a B:
P hy s i c a l Uni v e rs e a nd I ts Li fe Forms
Re f e re n ce s: S e ct io n s V -B , V I I I -C-l-b , V I I I -C-2 -b
B1
B2
B3
B4
Are a C:
P h ysica l S cie n ce
L ife S cie n ce
L a b o ra t o ry A ct ivit y
Ma t h e ma t ics/ Q u a n t it a t ive Re a so n in g
Arts , Li te ra ture , P hi l os ophy a nd Fore i gn La ngua ge s
Re f e re n ce s: S e ct io n s V -C, V I I I -C-l-c, V I I I -C-2 -c
C1 A rt s (A rt , Da n ce , Mu sic, Th e a t e r)
C2 Hu ma n it ie s (L it e ra t u re , P h ilo so p h y, Fo re ig n L a n g u a g e s)
Are a D:
S oc ia l, P olitic a l,
Hi s tori c a l Ba c k ground
and
Economic
Ins titutions
and
Be ha v ior;
Re f e re n ce s: S e ct io n s V -D, V I I I -C-I -d , V I I I -C-2 -d
D1
D2
D3
D4
D5
D6
D7
D8
D9
D0
A n t h ro p o lo g y a n d A rch e o lo g y
E co n o mics
E th n ic S tu d ie s*
Ge n d e r S tu d ie s*
G e o g ra p h y
Hist o ry
I n t e rd iscip lin a ry S o cia l o r B e h a vio ra l S cie n ce
P o lit ica l S cie n ce , G o ve rn me n t , a n d L e g a l I n st it u t io n s
P sych o lo g y
S o cio lo g y a n d Crimin o lo g y
Are a E : Li fe l ong Unde rs ta ndi ng a nd S e l f-De v e l opme nt
Re f e re n ce s: S e ct io n s V -E , V I I I -C-I -e , V I I I -C-2 -e
*E t h n ic S t u d ie s o r G e n d e r S t u d ie s co u rse s e mp h a sizin g a rt ist ic o r h u ma n ist ic
p e rsp e ct ive s ma y b e ca t e g o rize d in A re a C.
GENERAL EDUCAT ION ADVISING F ORM F OR T HE
CALIF O RNIA S TATE UNIVERS ITIES
NAME
____________________________________________________
______________________
C OUNS ELOR
_______________________________________________
Cou rses m ay be cou n t ed f or on e area on l y
CO MPL E T E D
A1
(O ral Commu n i cati on ) Ch oos e on e cou rs e: S PCH
100 ,101,102,140
A2
(Wri tten Commu n i cati on ) E NG L 101
A3
(Cri ti cal T h i n k i n g) Ch oos e O n e Cou rs e: E NG L
201, 201H;
A
PHIL 110, 112; RE AD 101;
S PCH 140
B
DATE
(E NG L 201 recommen d ed for CS UL A)
Ch oos e on e S ci en ce cou rs e from each grou p , on e of th e
S ci en ce cou rs es mu s t i n cl u d e a l ab . L ab s are
i n d i cated b y “+ ”
B 1 Ph ys i cal S ci en ce: AS T R 110, 110H, 112+ , 114+ ;
CHE M 101, 101L+ , 110+ ,
120+, 130+, 131, 131L+,
230+, 231+; GEOG 101, 101L+;
GEOL 150,151+, 152+,
155; ME T E O L 101;
PHYS 101+ , 102+ ;
PHY 120+, 150+, 160+,
211+, 212+, 213+
B2
L i fe S ci en ce: ANT H R 101, 101H, 101L+ ; B I O L
101+, 102+, 111, 111L+,
112+, 120, 120L+, 200+, 203+, 204+,
222+, 226+; PSY 210, 210H
B3
L ab oratory Acti vi ty: Ch oos e a l ab wi th on e of th e
ab ove s ci en ce cou rs es
Ch oose on e of th e fol l owi n g.
B4
Math emati cs / Q u an ti tati ve Reas on i n g: MAT H 120,
130, 130H, 140, 150,
160,165, 170, 175, 180, 190, 191, 250, 260, 270
(I f Math 70, I n termed i ate Al geb ra, was tak en
p ri or to Fal l 1988, i t wi l l
fu l fi l l th i s req u i remen t)
NEED
IP
C
Ch oos e on e cou rs e from C1: Arts an d on e cou rs e from
C2: H u man i ti es ,
Ad d i ti on al cou rs es may b e tak en from ei th er C1
or C2. (9 u n i ts mi n i mu m)
C1
Arts (Arts , Mu s i c, T h eater): ART 101, 105,
105H, 106, 106H, 107, 108,
109, 110, 111, 112, 120, 121, 130, 135, 140;
DANCE 199; MUS I C 101,
112, 120, 124,125, 126, 127, 129, 130, 131,
132, 133, 140, 145, 155, 170;
PHOT O 190; T HE AT 101, 105, 105H, 110, 150
C2
H u man i ti es (L i teratu re, Ph i l os op h y, Forei gn
L an gu ages ):
AS L 149; E NGL 126; FR 101, 102, 201, 202;
H UMAN 110, 111, 125,
125H, 135, 165; CHIN 101, 102; HIS T 101,
102, 122, 131, 143, 144, 144H,
158, 159, 159H, 167; IT AL 101, 102; JAPAN
101, 102; L AT IN 101, 102;
L IT 102, 102H, 112A, 112AH, 112B , 112B H,
114, 117, 140, 140H, 141,
142, 144A, 144B , 145, 145H, 146A, 146B , 147,
148, 149; PHIL 101, 101H,
120, 150, 151, 152; RUS 101, 102, 201, 202;
S PAN 101, 102, 130, 131, 201,
201H, 202; S PCH 130, 132
C1
C1
or
C2
C2
NEE
D
D
IP
CO MPL E
TED
So cia l, P o lit ica l a nd Eco no mic Inst it ut io ns a nd
Beha v io r, H ist o rica l Ba ckg ro und
Ch oos e th ree cou rs es from at l eas t two grou p s :
GROUP
D1
D2
D3
150
D5
D6
167
D7
D8
D9
106, 208
D0
110
E
ANT HR 101, 101H, 102, 103, 125
E CON 101, 101H, 102
H I S T 158, 159, 159H, H UMAN 130, CH S T
GEOG 102, 103
HIS T 101, 102, 122, 131, 143, 144, 144H,
CD 208
POL YS 110, 110H, 130, 140, 150
PS Y 101, 101H, 112, 114, 116, 200, 210, CD
S OC 101, 101H, 102, 110, 114, 116, ANT HR
L i fel on g Un d ers tan d i n g an d S el f Devel op men t
Ch oos e on e cou rs e from th e fol l owi n g:
ANT HR 110
CD 106
PE/TH 191, 192, 196
PSY 112, 121, 123, 133
SOC 110, 118
COUNS 151
N ote:
Al l CS U camp u s es req u i re th at a s tu d en t d emon s trate comp eten ce i n
U. S . H i s tory, Con s ti tu ti on
an d Ameri can I d eal s . T h i s may b e s ati s fi ed b y tak i n g PO L YS 110 or
110H i n Area D an d on e of
th e fol l owi n g H i s tory cou rs es : H I S T 143, 144, 144H , 158, 159, 159H i n
Area C or D.
2007-2008
CM/mm
4/2008
INT ERSEGM ENT AL GENERAL EDUCAT ION T RANSF ER
CURRICUL UM ( IGET C)
S ource:
A d o p t io n o f t h e Int ers egm ent al General Educat i on Trans fer C urri cul um
B oard of Governors
C al i forni a C om m uni t y C ol l eges
Ma rch 1 5 , 1 9 9 1
Back grou n d
As s em bl y B i l l 1725 (C hapt er 973, S t at ut es of 1988) di rect ed t he governi ng boards
of t he Uni vers i t y of C al i forni a, t he C al i forni a S t at e Uni vers i t y, and t he C al i forni a
C om m uni t y C ol l eges , wi t h appropri at e cons ul t at i on wi t h t he Academ i c S enat es of
t he res pect i ve s egm ent s , t o j oi nt l y "devel op, m ai nt ai n, and di s s em i nat e a com m on
core curri cul um i n general educat i on for t he purpos e of t rans fer, " and t o adopt t hat
curri cul um . The ful l t ext of t hat di rect i ve, as i ncorporat ed i n t he Educat i on C ode,
reads as fol l ows :
66720. The B oard of Governors of t he C al i forni a C om m uni t y C ol l eges , t he
R egent s of t he Uni vers i t y of C al i forni a, and t he Trus t ees of t he C al i forni a
S t at e Uni vers i t y, wi t h appropri at e cons ul t at i on wi t h t he Academ i c S enat es of
t he res pect i ve s egm ent s , s hal l j oi nt l y devel op, m ai nt ai n, and di s s em i nat e a
com m on core curri cul um i n general educat i on cours es for t he purpos es of
t rans fer. Any pers on who has s ucces s ful l y com pl et ed t he t rans fer core
curri cul um , s hal l be deem ed t o have t hereby com pl et ed al l l ower di vi s i on
general educat i on requi rem ent s for t he Uni vers i t y of C al i forni a and t he
C al i forni a S t at e Uni vers i t y.
66721. Upon devel opm ent of t he t rans fer core curri cul um purs uant t o S ect i on
66720, and upon any s ubs equent j oi nt revi s i on of t hat curri cul um , t he B oard
of Governors of t he C al i forni a C om m uni t y C ol l eges , t he R egent s of t he
Uni vers i t y of C al i forni a, and t he Trus t ees of t he C al i forni a S t at e Uni vers i t y
s hal l j oi nt l y caus e t he curri cul um t o be publ i s hed and di s t ri but ed t o each
publ i c s chool i n t hi s s t at e t hat provi des i ns t ruct i on i n any of t he grades 7 t o
12, i ncl us i ve, and t o each com m uni t y col l ege i n t hi s s t at e, wi t h an em phas i s
on t he com m uni cat i on of t hat i nform at i on t o each s chool or col l ege havi ng a
hi gh proport i on of st udent s who are m em bers of one or m ore et hni c
m i nori t i es . In addi t i on, t he B oard of Governors s hal l di s t ri but e t hat t rans fer
core curri cul um t o t he S t at e B oard of Educat i on, whi ch s hal l appl y t hat
i nform at i on t o ens ure, t hrough i t s curri cul um devel opm ent act i vi t i es , t hat
publ i c s chool pupi l s enrol l ed i n any of t he grades 9 t o 12, i ncl us i ve are aware
of t he academ i c requi rem ent s for preparat i on for hi gher educat i on and m ay
recei ve any neces s ary academ i c rem edi at i on i n a t i m el y m anner.
66723. No provi s i on of t hi s chapt er s hal l appl y t o t he Uni vers i t y
C al i forni a except t o t he ext ent t hat t he R egent s of t he Uni vers i t y
C al i forni a, by appropri at e res ol ut i on, m akes t hat provi s i on appl i cabl e.
of
of
Thi s act i on of t he Legi s l at ure fol l owed from recom m endat i ons i n report s of t he
C om m i s s i on t o R evi ew t he M as t er P l an for Hi gher Educat i on and t he J oi nt
Legi s l at i ve C om m i t t ee t o R evi ew t he M as t er P l an. B ot h report s decri ed t he
confus i ng m ul t i pl i ci t y of general educat i on cours e requi rem ent s of t he S t at e
Uni vers i t y s ys t em and t he i ndi vi dual cam pus es , col l eges , and program s of t he
Uni vers i t y of C al i forni a as a barri er t o s t udent s who wi s hed t o t rans fer. The
s ol ut i on, al l agreed, was t he creat i on of a com m on s et of l ower-di vi s i on, general
educat i on requi rem ent s t hat coul d s erve as a bas i s for t rans fer t o al l cam pus es of
bot h s egm ent s .
The Int ers egm ent al C om m i t t ee of t he Academ i c S enat es (IC AS ) t ook up t he t as k of
res pondi ng t o t hos e recom m endat i ons i n t he fal l of 1986, wel l before t he AB 1725
di rect i ve t ook effect .
(The m em bers of IC AS com m i t t ee who devel oped t he bas i c
propos al are l i s t ed i n Appendi x B . ) A year earl i er, t he C al i forni a S t at e Uni vers i t y
(C S U) had adopt ed a s ys t em wi de general educat i on pat t ern of cours es , and, facul t y
at t he Uni vers i t y of C al i forni a (UC ) had conduct ed a s eri es of s t udi es of t he general
educat i on and l ower-di vi s i on m aj or requi rem ent s i n s everal di s ci pl i nes .
Thes e s eparat e but com pl i m ent ary effort s s erved as a com m on m eet i ng ground for
devel opm ent of t he Int ers egm ent al General Educat i on Trans fer C urri cul um (IGETC ).
In l es s t han t wo years , agreem ent had been reached on 12 of t he 13 neces s ary
cours es . The fi nal area of agreem ent , whi ch concerned t he nat ure of t he s econd
cours e i n t he "Engl i s h C om m uni cat i on" area, was reached m ore t han a ful l year
l at er.
In t he m eant i m e, t he Uni vers i t y of C al i forni a adopt ed t he 37-uni t "i nt eri m "
agreem ent as i t s s ys t em wi de Trans fer C ore C urri cul um (TC C ). The TC C wi l l be
s upers eded by t he IGETC i n fal l 1991, fol l owi ng t he l at t er' s adopt i on by t he t hree
governi ng boards .
I NT E RS E G ME NT AL G E NE RAL E DUCAT I O N T RANS FE R CURRI CUL UM (I G E T C)
C om pl et i on of t he IGETC wi l l perm i t a s t udent t o t rans fer from a com m uni t y
col l ege t o a cam pus i n ei t her t he C al i forni a S t at e Uni vers i t y (C S U) or Uni vers i t y of
C al i forni a (UC ) s ys t em wi t hout t he need, aft er t rans fer, t o t ake addi t i onal
l ower-di vi s i on, general educat i on (GE) cours es t o s at i s fy cam pus GE requi rem ent s .
It s houl d be not ed t hat com pl et i on of t he IGETC i s not a requi rem ent for t rans fer t o
C S U or UC , nor i s i t t he onl y way t o ful fi l l t he l ower-di vi s i on, GE requi rem ent s of
t he C S U or UC pri or t o t rans fer. Dependi ng on a s t udent ' s m aj or and fi el d of
i nt eres t , t he s t udent m ay fi nd i t bet t er t o t ake cours es ful fi l l i ng t he C S U' s GE
requi rem ent s or t hos e of t he UC cam pus or col l ege t o whi ch t he s t udent pl ans t o
t rans fer. S t udent s purs ui ng m aj ors t hat requi re ext ens i ve l ower-di vi s i on preparat i on
m ay not fi nd t he IGETC opt i on t o be advant ageous .
S i nce t he devel opm ent of t he 1960 M as t er P l an, eas e of t rans fer has been t he
corners t one of C al i forni a' s t hree-t i ered s ys t em of hi gher educat i on. Trans fer i s s ues
were t herefore cent ral t o t he concerns of C om m i s s i oners and Legi s l at ors who
recent l y exam i ned and "renewed" t he M as t er P l an for Hi gher Educat i on i n C al i forni a.
The Academ i c S enat es of t he UC , t he C S U, and C al i forni a C om m uni t y C ol l eges
res ponded earl y and qui ckl y t o t he concerns about t rans fer rai s ed by t he Legi s l at ure
and t he C om m i s s i on t o R evi ew t he M as t er P l an. Am ong t hos e concerns was a
recom m endat i on for t he creat i on of a GE t rans fer curri cul um . As facul t y we s hare
fundam ent al convi ct i ons about t he purpos es of GE. General Educat i on s houl d
devel op s t udent s ' abi l i t i es t o t hi nk; GE cours es s houl d not m erel y t rans m i t
i nform at i on, but s houl d requi re anal ys i s , cri t i ci s m , and s ynt hes i s . One of t he m os t
effect i ve t ool s for achi evi ng t hes e goal s i s t he wri t t en es s ay, eval uat ed wi t h
at t ent i on t o t he qual i t y of i t s wri t i ng as wel l as t he accuracy of i t s cont ent , and, as
appropri at e, general educat i on cours es s houl d requi re s i gni fi cant am ount s of
wri t i ng. In addi t i on, s peaki ng, l i s t eni ng, and readi ng are i m port ant s ki l l s t hat
general educat i on cours es s houl d fos t er. P art i ci pat i on i n t he i nt el l ect ual and
cul t ural l i fe of our s oci et y requi res abi l i t y i n verbal com m uni cat i on of al l ki nds .
C ours es i n t he t rans fer curri cul um s houl d be cul t ural l y broad i n t hei r concept i on.
They s houl d hel p s t udent s unders t and t he nat ure and ri chnes s of hum an cul t ure and
s oci al s t ruct ures t hrough a com parat i ve approach and have a pronounced hi s t ori cal
pers pect i ve. They s houl d recogni ze t he cont ri but i ons t o knowl edge, ci vi l i zat i on, and
s oci et y t hat have been m ade by wom en and m em bers of m i nori t y groups .
S i m i l arl y, one of t he m os t us eful t hi ngs t hat s t udent s s houl d get from t hei r GE i s
an unders t andi ng of t he m odes of i nqui ry t hat charact eri ze t he di fferent areas of
hum an t hought : t he nat ure of t he ques t i ons t hat can be addres s ed, t he way ques t i ons
are form ul at ed, t he way anal ys i s i s conduct ed, and t he val i di t y and i m pl i cat i ons of
t he ans wers obt ai ned.
General educat i on s houl d be i nt el l ect ual l y chal l engi ng; i ndeed, i t m us t be t o do a
res pons i bl e j ob of prepari ng s t udent s for ent ry i nt o t he upper di vi s i on of our
four-year i ns t i t ut i ons and for ful l part i ci pat i on i n t he l i fe of t he s t at e. It i s equal l y
cl ear t hat part i ci pat i on i n s uch a curri cul um i t s el f requi res adequat e preparat i on.
General educat i on bui l ds upon adequat e hi gh school preparat i on, and poor
preparat i on m ay requi re s t udent s t o t ake rem edi al cours es pri or t o ent ry i nt o t he
t rans fer curri cul um .
B ot h t he C S U and t he UC have a s peci fi c Am eri can Ins t i t ut i ons requi rem ent t hat i s
s eparat e from t hei r GE requi rem ent s . C om pl et i on of t he IGETC wi l l not s at i s fy t hi s
requi rem ent .
Al l cours es offered t owards s at i s fact i on of t he requi rem ent s of t he IGETC m us t be
baccal aureat e i n l evel and m us t be accept abl e for t rans fer am ong al l s egm ent s of
publ i c pos t s econdary educat i on. Advanced P l acem ent credi t t hat i s cons i dered
equi val ent t o a cours e accept ed for credi t t owards t he Trans fer C urri cul um s houl d
al s o be accept abl e. Except for t he Am eri can Ins t i t ut i ons requi rem ent s , doubl e
count i ng of cours es (i . e. , us i ng one cours e t o m eet m ore t han one uni vers i t y
requi rem ent ) i s not l i m i t ed by t he IGETC .
The fol l owi ng requi rem ent s are l i s t ed i n t erm s of t he num ber of cours es s peci fi ed
for each des i gnat ed area and t he m i ni m um num ber of s em es t er and quart er uni t s s o
repres ent ed.
S ubj ect Area: Engl i s h C om m uni cat i on
(3 cours es ; 9 s em es t er, 12-15 quart er uni t s )*
* S t udent s t rans ferri ng t o UC do not have
requi rem ent .
to
m eet
the
oral
com m uni cat i on
The Engl i s h C om m uni cat i on requi rem ent s hal l be ful fi l l ed by com pl et i on of t hree
s em es t ers or ni ne uni t s of l ower-di vi s i on cours es i n Engl i s h readi ng and wri t t en
com pos i t i on (1 cours e), cri t i cal t hi nki ng-Engl i s h com pos i t i on (1 cours e), and
oral com m uni cat i on* (1 cours e). S ucces s ful com pl et i on of t he cours e i n readi ng
and wri t t en com posi t i on shal l be prerequi si t e t o t he course i n cri t i cal
t hi nki ng-Engl i s h com pos i t i on. The s econd s em es t er of Engl i s h com pos i t i on
requi red by t he Uni vers i t y of C al i forni a m ay be m et by t hos e cours es i n cri t i cal
t hi nki ng t aught i n a vari et y of di s ci pl i nes whi ch provi de, as a m aj or com ponent ,
i ns t ruct i on i n t he com pos i t i on of s ubs t ant i al es s ays and requi re s t udent s t o wri t e
a s equence of s uch es s ays . Wri t t en work s hal l be eval uat ed for bot h com pos i t i on
and cri t i cal t hi nki ng. Text s chos en i n t hi s area s houl d refl ect an awarenes s of
cul t ural di vers i t y. C ours es des i gned excl us i vel y for t he s at i s fact i on of rem edi al
com pos i t i on cannot be count ed t owards ful fi l l m ent of t he Engl i s h com pos i t i on
requi rem ent .
Ins t r uct i on appr oved f or f ul f i l l ment of t he r equi r ement i n communi cat i on i s t o
be des i gned t o emphas i z e t he cont ent of communi cat i on as w el l as t he f or m and
s houl d pr ovi de an under s t andi ng of t he ps ychol ogi cal bas i s and t he s oci al
s i gni f i cance of
communi cat i on, i ncl udi ng how communi cat i on oper at es i n
var i ous s i t uat i ons . Appl i cabl e cour s es s houl d vi ew communi cat i on as t he pr oces s
of human s ymbol i c i nt er act i on f ocus i ng on t he communi cat i ve pr oces s f r om t he
r het or i cal per s pect i ve: r eas oni ng and advocacy, or gani z at i on , accur acy; t he
di s cover y, cr i t i cal eval uat i on and r epor t i ng of i nf or mat i on; r eadi ng and
l i s t eni ng ef f ect i vel y as w el l as s peaki ng and w r i t i ng. T hi s mus t i ncl ude act i ve
par t i ci pat i on and pr act i ce i n w r i t t en communi cat i on and or al communi cat i on.
Ins t r uct i on i n cr i t i cal t hi nki ng i s t o be des i gned t o achi eve an under s t andi ng of
t he r el at i ons hi p of l anguage t o l ogi c, w hi ch s houl d l ead t o t he abi l i t y t o
anal yz e, cr i t i ci z e, and advocat e i deas , t o r eas on i nduct i vel y and deduct i vel y,
and t o i dent i f y t he as s umpt i ons upon w hi ch par t i cul ar concl us i ons depend. T he
mi ni mal compet ence t o be expect ed at t he s ucces s f ul concl us i on of i ns t r uct i on i n
cr i t i cal t hi nki ng s houl d be t he abi l i t y t o di s t i ngui s h f act f r om j udgment , and
bel i ef f r om know l edge, t o us e el ement ar y i nduct i ve and deduct i ve pr oces s es , and
t o r ecogni z e common l ogi cal er r or s or f al l aci es of l anguage and t hought .
S ubj ect Area: M at hem at i cal C oncept s and Quant i t at i ve R eas oni ng
(1 cours e; 3 s em es t er, 4-5 quart er uni t s )
The M at hem at i cal C oncept s and Quant i t at i ve R eas oni ng requi rem ent s hal l be
ful fi l l ed by com pl et i on of a one-s em es t er cours e i n m at hem at i cs or s t at i s t i cs
above t he l evel of i nt erm edi at e al gebra, wi t h a s t at ed cours e prerequi s i t e of
Int erm edi at e Al gebra.
(S ee t he des cri pt i on of "Al gebra 2, " S t at em ent On
C om pet enci es In M at hem at i cs Expect ed Of Ent eri ng F res hm en - 1988, revi s ed
F ebruary, 1988. ) C ours es on t he appl i cat i on of s t at i s t i cs t o a s i ngl e di s ci pl i ne
m ay not be us ed t o ful fi l l t hi s requi rem ent . An appropri at e cours e i n s t at i s t i cs
m us t em phas i ze t he m at hem at i cal bas es of s t at i s t i cs , probabi l i t y t heory and
es t i m at i on, appl i cat i on and i nt erpret at i on, us es and m i s us es , and t he anal ys i s
and cri t i ci s m of s t at i s t i cal argum ent s i n publ i c di s cours e.
Becaus e know l edge r el evant t o publ i c and pr i vat e deci s i on maki ng i s expr es s ed
f r equent l y i n quant i t at i ve t er ms , w e ar e r out i nel y conf r ont ed w i t h i nf or mat i on
r equi r i ng quant i t at i ve anal ys i s , cal cul at i on, and t he abi l i t y t o us e and cr i t i ci z e
quant i t at i ve argument s. In addi t i on, many di sci pl i nes requi re a sound
f oundat i on i n mat hemat i cal concept s . T he r equi r ement i n Mat hemat i cal C oncept s
and Quant i t at i ve Reas oni ng i s des i gned t o hel p pr epar e s t udent s t o r es pond
ef f ect i vel y t o t hes e chal l enges .
S ubj ect Area: Art s and Hum ani t i es
(at l eas t 3 cours es ; 9 s em es t er, 12-15 quart er uni t s )
The Art s and Hum ani t i es requi rem ent s hal l be ful fi l l ed by com pl et i on of at l eas t
t hree cours es whi ch encourage s t udent s t o anal yze and appreci at e works of
phi l os ophi cal , hi s t ori cal , l i t erary, aes t het i c and cul t ural i m port ance. S t udent s
who have com pl et ed t hi s requi rem ent s hal l have been expos ed t o a pat t ern of
cours ework des i gned t o devel op an hi s t ori cal unders t andi ng of m aj or ci vi l i zat i ons
and cul t ures, bot h West ern and non-West ern, and an underst andi ng and
appreci at i on of t he cont ri but i ons and pers pect i ves of wom en and of et hni c and
ot her m i nori t i es . In t he Art s , s t udent s s houl d al s o l earn t o devel op an
i ndependent and cri t i cal aes t het i c pers pect i ve.
At l eas t one cours e s hal l be com pl et ed i n t he Art s and one i n t he Hum ani t i es .
Wi t hi n t he art s area, perform ance and s t udi o cl as s es m ay be credi t ed t oward
s at i s fact i on of t hi s s ubj ect area i f t hei r m aj or em phas i s i s t he i nt egrat i on of
hi s t ory, t heory, and cri t i ci s m . C ours es us ed t o s at i s fy t he C S U Uni t ed S t at es
Hi s t ory, C ons t i t ut i on and Am eri can Ideal s requi rem ent , and t he UC Am eri can
Hi s t ory and Ins t i t ut i ons requi rem ent m ay not be count ed i n t hi s area but m ay be
t aken pri or t o t rans fer.
T he Ar t s and Humani t i es hi s t or i cal l y cons t i t ut e t he hear t of a l i ber al ar t s gener al
educat i on becaus e of t he f undament al humani z i ng per s pect i ve t hat t hey pr ovi de f or
t he devel opment of t he w hol e person. Our underst andi ng of t he w orl d i s
f undament al l y advanced t hr ough t he s t udy of Wes t er n and non-Wes t er n phi l os ophy,
l anguage, l i t er at ur e, and t he f i ne ar t s . Incl us i on of t he cont r i but i ons and
per s pect i ves of w omen and of et hni c and ot her mi nor i t i es as par t of s uch s t udy w i l l
pr ovi de us a mor e compl et e and accur at e vi ew of t he w or l d and w i l l enr i ch our
l i ves .
S ubj ect Area: S oci al and B ehavi oral S ci ences
(at l eas t 3 cours es : 9 s em es t er. 12-15 quart er uni t s )
The S oci al and B ehavi oral S ci ences requi rem ent s hal l be ful fi l l ed by com pl et i on
of at l eas t t hree cours es deal i ng wi t h i ndi vi dual behavi or and wi t h hum an s oci al ,
pol i t i cal , and econom i c i nst i t ut i ons and behavi or i n a m i ni m um of t wo
di s ci pl i nes or i n an i nt erdi s ci pl i nary s equence. The pat t ern of cours ework
com pl et ed s hal l ens ure opport uni t i es for s t udent s t o devel op unders t andi ng of t he
pers pect i ves and m et hods of t he s oci al and behavi oral s ci ences . P robl em s and
i s s ues i n t hes e areas s houl d be exam i ned i n t hei r cont em porary, hi s t ori cal , and
geographi cal s et t i ngs . S t udent s who have com pl et ed t hi s requi rem ent s hal l have
been expos ed t o a pat t ern of cours ework des i gned t o hel p t hem gai n an
unders t andi ng and appreci at i on of t he cont ri but i ons and pers pect i ves of wom en
and of et hni c and ot her m i nori t i es and a com parat i ve pers pect i ve on bot h Wes t ern
and non-Wes t ern s oci et i es . The m at eri al s houl d be pres ent ed from a t heoret i cal
poi nt of vi ew and focus on core concept s and m et hods of t he di s ci pl i ne rat her
t han on pers onal , pract i cal , or appl i ed as pect s . C ours es us ed t o s at i s fy t he C S U
Uni t ed S t at es Hi s t ory, C ons t i t ut i on and Am eri can Ideal s requi rem ent , and t he UC
Am eri can Hi s t ory and Ins t i t ut i ons requi rem ent m ay not be count ed i n t hi s area
but m ay be t aken pri or t o t rans fer.
C our s es i n t he Soci al and Behavi or al Sci ences al l ow s t udent s t o gai n a bas i c
know l edge of t he cul t ur al and s oci al or gani z at i ons i n w hi ch t hey exi s t as w el l
as t he behavi or and s oci al or gani z at i ons of ot her human s oci et i es . Each of us i s
bor n i nt o, l i ves , and mus t f unct i on ef f ect i vel y w i t hi n an envi r onment t hat
i ncl udes ot her i ndi vi dual s . Peopl e have, f r om ear l i es t t i mes , f or med s oci al and
cul t ur al gr oups t hat cons t i t ut e t he f r amew or k f or t he behavi or of t he i ndi vi dual
as w el l as t he gr oup. Incl us i on of t he cont r i but i ons and per s pect i ves of w omen
and of et hni c and ot her mi nor i t i es as par t of s uch s t udy w i l l pr ovi de us a mor e
compl et e and accur at e vi ew of t he w or l d and w i l l enr i ch our l i ves .
S ubj ect Area: P hys i cal and B i ol ogi cal S ci ences
(at l eas t 2 cours es : 7-9 s em es t er, 9-12 quart er uni t s )
The P hysi cal and B i ol ogi cal S ci ences requi rem ent shal l be ful fi l l ed by
com pl et i on of at l eas t t wo cours es , one of whi ch i s i n P hys i cal S ci ence and one
i n B i ol ogi cal S ci ence, at l eas t one of whi ch i ncorporat es a l aborat ory. C ours es
m us t em phas i ze experi m ent al m et hodol ogy, t he t es t i ng of hypot hes es , and t he
power of s ys t em at i c ques t i oni ng, rat her t han onl y t he recal l of fact s . C ours es
t hat em phas i ze t he i nt erdependency of t he s ci ences are es peci al l y appropri at e for
non-s ci ence m aj ors .
T he cont empor ar y w or l d i s i nf l uenced by s ci ence and i t s appl i cat i ons , and many
of t he mos t di f f i cul t choi ces f aci ng i ndi vi dual s and i ns t i t ut i ons concer n t he
r el at i ons hi p of s ci ent i f i c and t echnol ogi cal capabi l i t y w i t h human val ues and
s oci al goal s . T o f unct i on ef f ect i vel y i n s uch a compl ex w or l d, s t udent s mus t
devel op a compr ehens i on of t he bas i c concept s of phys i cal and bi ol ogi cal
s ci ences , and a s ophi s t i cat ed under s t andi ng of s ci ence as a human endeavor ,
i ncl udi ng t he l i mi t at i ons as w el l as t he pow er of s ci ent i f i c i nqui r y.
OTHER
Language Ot her Than Engl i s h*
*S t udent s t rans ferri ng t o C S U do not have t o m eet t he requi rem ent of profi ci ency i n
a l anguage ot her t han Engl i s h.
S t udent s s hal l dem ons t rat e profi ci ency i n a l anguage ot her t han Engl i s h equal t o
t wo years of hi gh s chool s t udy. Thos e s t udent s who have s at i s fi ed t he C S U or UC
fres hm an ent rance requi rem ent i n a l anguage ot her t han Engl i s h wi l l have ful fi l l ed
t hi s requi rem ent . Thi s requi rem ent m ay al s o be s at i s fi ed by dem ons t rat i on of
equi val ent profi ci ency pri or t o t rans fer.
I NT E RS E G ME NT AL G E NE RAL E DUCAT I O N T RANS FE R CURRI CUL UM (I G E T C)
S um m ary Out l i ne
C om pl et i on of t he Int ers egm ent al General Educat i on Trans fer C urri cul um (IGETC )
wi l l perm i t a s t udent t o t rans fer from a com m uni t y col l ege t o a cam pus i n ei t her t he
C al i forni a S t at e Uni vers i t y or Uni vers i t y of C al i forni a s ys t em wi t hout t he need,
aft er t rans fer, t o t ake addi t i onal l ower-di vi s i on, general educat i on cours es t o s at i s fy
cam pus G. E. requi rem ent s .
It s houl d be not ed t hat com pl et i on of t he IGETC i s not a requi rem ent for t rans fer t o
C S U or UC , nor i s i t t he onl y way t o ful fi l l t he l ower-di vi s i on, general educat i on
requi rem ent s of t he C S U or UC pri or t o t rans fer. Dependi ng on a s t udent ' s m aj or
and fi el d of i nt eres t , t he s t udent m ay fi nd i t advant ageous t o t ake cours es ful fi l l i ng
t he C S U' s general educat i on requi rem ent s or t hos e of t he UC cam pus or col l ege t o
whi ch t he s t udent pl ans t o t rans fer.
English
C om m uni cat i on:
One cours e, Engl i s h com pos i t i on, 3 s em . / 4-5 qt r. uni t s ;
t hi s cours e i s a prerequi s i t e t o cri t i cal t hi nki ng
One cours e, cri t i cal t hi nki ng-Engl i s h com pos i t i on,
3 s em . / 4-5 qt r. uni t s ; s t rong em phas i s on wri t i ng;
prerequi s i t e: Engl i s h com pos i t i on
One cours e, oral com m uni cat i on(a), 3 s em . / 4-5 qt r. uni t s
M at hem at i cs :
One cours e, m at hem at i cs / quant i t at i ve reas oni ng,
3 s em . / 4-5 qt r. uni t s
Art s and
Hum ani t i es :
Three cours es , at l eas t one cours e i n art s and at l eas t one
cours e i n hum ani t i es , 9 s em . / 12-15 qt r. uni t s
S oci al and
B ehavi oral
S ci ences :
Three cours es i n at l eas t t wo di s ci pl i nes wi t hi n t hi s
s ubj ect area, 9 s em . / 12-15 qt r. uni t s
P hys i cal and
B i ol ogi cal
S ci ences :
Two cours es , one cours e i n each area, and at l eas t one m us t
i ncl ude a l aborat ory, 7-9 s em . / 9-12 qt r. uni t s
Language Ot her
Than Engl i s h:
P rofi ci ency equi val ent t o t wo years ' hi gh s chool s t udy(b)
(a) S t u d en t s t ran s ferri n g
requi rem ent .
to
UC
do
not
have
to
m eet
the
oral
com m uni cat i on
(b) S t udent s t rans ferri ng t o C S U do not have t o m eet t he profi ci ency i n l anguage
ot her t han Engl i s h requi rem ent .
3466g
7/30/90
R I O HON D O C OLLEGE
A D V I S I N G FOR M FOR I N TER S EGMEN TA L GEN ER A L ED U C A TI ON
TR A N S FER
C U R R I C U LU M (I GETC ) FOR U C A N D C S U
N A M E: ____________________________________
________________________
D A TE
CO U N S ELO R: __________________________________________
N EED
ARE A 1:
IP
COM P
E NG L I S H / CO MMUNI CAT I O N
GROUP A E NGL 101
G RO UP B E NG L 201, 201H, P HIL 110
Ch oose 1
cou rs e
G RO UP C S PCH 100, 101, 102, 140 (C S U requi rem ent
onl y) Ch oos e 1 cou rs e
ARE A 2: MAT H E MAT I CAL CO NCE PT S AND
QUANT IT AT IVE
RE AS O NING (1 CO URS E )
MAT H 120, 130, 130H, 160, 165, 170,
180, 190, 191, 250, 260, 270
ARE A 3: ART S AND H UMANI T I E S
(At l eas t 3 cou rs es , wi th at l eas t on e cou rs e from Arts
an d on e cou rs e from H u man i ti es )
ART S : ART 105, 105H, 106, 106H, 107, 108, 109,
110, 111, 112
MUS I C 129, 130, 131, 132, 133
T HE AT 101, 105, 105H
H UMANI T I E S : FR 102, 201, 202; I T AL 102; JAPAN
102; L AT IN 102; L IT 102,
102H, 112A, 112AH, 112B ,
112B H, 114, 117, 140, 140H, 141, 142,
144A, 144B , 145, 145H, 146A,
146AH, 146B , 147, 148, 149;
HIST 101, 102, 122, 131, 143,
144, 144H, 158, 159, 159H;
H UMAN 110, 111, 125, 125H,
165;
PHIL 101, 101H, 120, 124,
126, 135, 140, 150; S PAN 102, 201,
201H, 202
CS U
ARE A 4:
d i s ci p l i n es )
S OCIAL AND B E HAVIORAL S CIE NCE S
(Ch oos e 3 cou rs es from at l eas t 2
ANT HR 102, 103, 110, 125
CD 106, 208
CHS T 150
E CON 101, 101H, 102
GEOG 102, 103
H UMAN 130
POL YS 110, 110H, 130, 140, 150
PS Y 101, 101H, 112, 114, 200, 210
S OC 101, 101H, 102, 110, 116
N EED
ARE A 5: PHYS ICAL AND B IOL OGICAL S CIE NCE S
(At l eas t 2 cours es , one P hys i cal S ci ence and one
B i ol ogi cal S ci ence cours e; at l eas t one m us t i ncl ude a
l aborat ory)
(L ab s are i n d i cated b y an *)
PHYS ICAL S CIE NCE S :
120*, 130*, 230*, 231*
AS T R 110, 110H, 112*, 114*
CHE M 110*,
152*, 155
160*, 211*, 212*, 213*
GEOG 101, 101L*
GEOL 150, 151*,
ME T E O L 101
PHY 120*, 150*,
B IOL OGICAL S CIE NCE S : ANT HR 101, 101H, 101L*;
BIOL 101*, 102*, 111, 111L, 120, 120L*, 200*, 201*,
203*, 204*, 226*; PSY 210, 210H
Ch oos e a l ab wi th on e of th e S ci en ce cou rs es
L AB *
L ANGUAGE OT HE R T HAN E NGL IS H
(UC Req u i remen t O n l y) Profi ci en cy eq u i val en t to two
years of h i gh s ch ool
s tu d y i n th e s ame l an gu age, or on e cou rs e from th e
fol l owi n g.
UC
N ot e : C our se s in t his ar e a t hat appe ar in A r e a 3 Hum anit ie s m ay
be c ount e d f or bot h ar e as
AS L 149; CHIN 101, 102; FR 101, 102, 201, 202; IT AL
101, 102; JAPAN 101,
102; L AT IN 101, 102; RUS 101, 102, 201, 202; S PAN
101, 102, 130, 131, 201,
201H, 202
CS U G RADUAT I O N RE Q UI RE ME NT I N U. S . H I S T O RY,
CONS T IT UT ION
AND AME RI CAN I DE AL S
Ch oos e on e cou rs e from G rou p 1 an d on e cou rs e from
G rou p 2. (Can n ot b e
d ou b l e cou n ted for Area 3 an d 4)
GROUP 1:
POL YS 110, 110H
GROUP 2:
HIS T 143, 144, 144H, 158, 159, 159H
CS U
CS U
IP
COM P
N O TE: A LL CO U RS ES U S ED F O R IG ETC M U S T BE G RA D E “C” O R
BETTER
2007/2008
CM/
4/08
D ATE:
TO:
FR OM:
RE:
C u rri cu l u m C o mmi tte e
R H C GE R e q u e st
Th i s me mo i s a re q u e st fo r _ _ _ _ _ _ _ _ _ _ _ to b e su b mi tte d fo r R H C GE
Are a _ _ _ _ _ _ _ _ _ _ . N OTE TH AT APPR OVAL IS C ON D ITION AL – i f th e
co u rse i s n o t a p p ro ve d fo r th e e q u i va l e n t GE a re a a t th e C SU , i t w i l l
n o t b e p l a ce d o n th e R H C GE l i st. If, h o w e ve r, yo u w i sh to
ch a l l e n g e th i s, yo u ma y d o so b y re su b mi tti n g a n d p ro vi d i n g a
j u sti fi ca ti o n fo r yo u r re q u e st. In th e i n te re st o f se rvi n g stu d e n ts,
fa ci l i ta ti n g tra n sfe r, a n d mi n i mi zi n g co n fu si o n , i t i s p re fe ra b l e th a t
a l l co u rse s a p p ro ve d fo r R H C GE a l so h a ve a p p ro va l fro m th e C SU .
N ote tha t this polic y doe s not a pply to c our s e s tha t a r e s ubm itte d
for R H C C a te gor y 8 B .
C o u rse s th a t sa ti sfy th i s re q u i re me n t a re d e scri b e d a s……….
Th i s co u rse me e ts th e se re q u i re me n ts a s i t……………
D i vi si o n a p p ro va l fo r th i s re q u e st h a s b e e n re ce i ve d a n d th e mi n u te s
o f th e me e ti n g i n w h i ch th i s o ccu rre d h a ve b e e n fo rw a rd e d to th e
C u rri cu l u m C o mmi tte e .
Al l i te ms i n i ta l i cs a re fo r re fe re n ce o n l y – p l e a se d e l e te . In cl u d e
th e d e scri p ti o n fo r th e a re a th a t yo u r co u rse fa l l s i n to i n th e sp a ce
p ro vi d e d a b o ve , fo l l o w e d b y a n e xp l a n a ti o n o f h o w i t me e ts th e
sta te d re q u i re me n ts. If th e re i s l i ke l y to b e so me co n tro ve rsy
re g a rd i n g yo u r re q u e st, p ro vi d e a d d i ti o n a l i n fo rma ti o n a s to h o w
co mp a ra b l e cl a sse s a t o th e r co mmu n i ty co l l e g e s h a ve b e e n
a rti cu l a te d . On th e fo l l o w i n g p a g e yo u w i l l fi n d th e Ti tl e 5 GE
l a n g u a g e fo r yo u r u se i n co mp l e ti n g th i s me mo
§55806. Min imu m R eq u iremen ts for th e A s s ociate D egree (A p p licab le
Ju ly 1, 1983).
The governing board of a community college dis trict s hall confer the degree
of A s s ociate in A rts or A s s ociate in S cience upon a s tudent w ho has
demons trated competence in reading, in w ritten expres s ion, and in
mathematics , and w ho has s atis factorily completed at leas t 60 s emes ter
units or 90 quarter units of college w ork. This cours e w ork requirement
mus t be fulfilled in a curriculum accepted tow ard the degree by a college
w ithin the dis trict (as s how n in its catalog). It mus t include at leas t 18
s emes ter or 27 quarter units in G eneral Education and at leas t 18 s emes ter
or 27 quarter units in a major as pres cribed in this s ection. O f the required
units , at leas t 12 s emes ter or 18 quarter units mus t be completed in
res idence at the college granting the degree. Exceptions to res idence
requirements for the A s s ociate D egree may be made by the governing board
w hen it determines that an injus tice or undue hards hip w ould be placed on
the s tudent.
(a) M ajor Requirements . A t leas t 18 s emes ter or 27 quarter units of
s tudy taken in a s ingle dis cipline or related dis ciplines , as lis ted in
the Community Colleges “Taxonomy of P rograms ,” s hall be required.
(b) G eneral Education Requirements .
(1) S tudents receiving an A s s ociate D egree s hall complete a minimum
of 18 s emes ter or 27 quarter units of general education, including a
minimum of three s emes ter or four quarter units in each of the areas
(A ), (B) and (C) and the s ame minimum in each part of (D ). The
remainder of the unit requirement is als o to be s elected from among
thes e four divis ions of learning or as determined by local option:
(A ) N atural S ciences . Cours es in the natural s ciences are thos e w hich
examine the phys ical univers e, its life forms , and its natural
phenomena. To s atis fy the G eneral Education Requirement in natural
s ciences , a cours e s hall be des igned to help the s tudent develop an
appreciation and unders tanding of the s cientific method, and
encourage an unders tanding of the relations hips betw een s cience and
other human activities . This category w ould include introductory or
integrative cours es in as tronomy, biology, chemis try, general phys ical
s cience, geology, meteorology, oceanography, phys ical geography,
phys ical anthropology, phys ics and other s cientific dis ciplines .
(B) S ocial and Behavioral S ciences . Cours es in the s ocial and
behavioral s ciences are thos e w hich focus on people as members of
s ociety. To s atis fy the general education requirement in s ocial and
behavioral s ciences , a cours e s hall be des igned to develop an
aw arenes s of the method of inquiry us ed by the s ocial and behavioral
s ciences . It s hall be des igned to s timulate critical thinking about the
w ays people act and have acted in res pons e to their s ocieties and
s hould promote appreciation of how s ocieties and s ocial s ubgroups
operate. This category w ould include introductory or integrative
s urvey cours es in cultural anthropology, cultural geography,
economics , his tory, political s cience, ps ychology, s ociology and
related dis ciplines .
(C) H umanities . Cours es in the humanities are thos e w hich s tudy the
cultural activities and artis tic expres s ions of human beings . To s atis fy
the general education requirement in the humanities , a cours e s hall be
des igned to help the s tudent develop an aw arenes s of the w ays in
w hich people throughout the ages and in different cultures have
res ponded to thems elves and the w orld around them in artis tic and
cultural creation and help the s tudent develop aes thetic unders tanding
and an ability to make value judgments . S uch cours es could include
introductory or integrative cours es in the arts , foreign languages ,
literature, philos ophy, and religion.
(D ) Language and Rationality. Cours es in language and rationality are
thos e w hich develop for the s tudent the principles and applications of
language tow ard logical thought, clear and precis e expres s ion and
critical evaluation of communication in w hatever s ymbol s ys tem the
s tudent us es .
1. Englis h Compos ition. Cours es fulfilling the w ritten compos ition
requirement s hall be des igned to include both expos itory and
argumentative w riting.
2. Communication and A nalytical Thinking. Cours es fulfilling the
communication and analytical thinking requirement include oral
communication, mathematics , logic, s tatis tics , computer languages and
programming, and related dis ciplines .
(2) While a cours e might s atis fy more than one general education
requirement, it may not be counted more than once for thes e purpos es .
A cours e may be us ed to s atis fy both a general education requirement
and a major requirement. Whether it may be counted again for a
different degree requirement is a matter for each college to determine.
S tudents may us e the s ame cours e to meet a general education
requirement for the A s s ociate D egree and to partially s atis fy a general
education requirement at the California S tate U nivers ity, if s uch
cours e is eligible under the provis ions of ht t p: / / ccr. oal . ca. gov/ cgi -bi n/
om _i s api . dl l ?
cl i ent ID= 142327& i nfobas e= ccr& j um p= 5%3a40405& s oft page= Docum ent 42 J UM P DES T_5: 40405s ect i on 40405 of this title.
(3) Ethnic S tudies w ill be offered in at leas t one of the required areas .
D ATE:
TO:
FR OM:
RE:
C u rri cu l u m C o mmi tte e
C SU GE R e q u e st
Th i s me mo i s a re q u e st fo r _ _ _ _ _ _ _ _ _ _ _ to b e su b mi tte d fo r C SU GE
Area __________.
C o u rse s th a t sa ti sfy th i s re q u i re me n t a re d e scri b e d a s……….
Th i s co u rse me e ts th e se re q u i re me n ts a s i t……………
D i vi si o n a p p ro va l fo r th i s re q u e st h a s b e e n re ce i ve d a n d th e mi n u te s
o f th e me e ti n g i n w h i ch th i s o ccu rre d h a ve b e e n fo rw a rd e d to th e
C u rri cu l u m C o mmi tte e .
Al l i te ms i n i ta l i cs a re fo r re fe re n ce o n l y – p l e a se d e l e te . In cl u d e
th e d e scri p ti o n fo r th e a re a th a t yo u r co u rse fa l l s i n to i n th e sp a ce
p ro vi d e d a b o ve , fo l l o w e d b y a n e xp l a n a ti o n o f h o w i t me e ts th e
sta te d re q u i re me n ts. If th e re i s l i ke l y to b e so me co n tro ve rsy
re g a rd i n g yo u r re q u e st, p ro vi d e a d d i ti o n a l i n fo rma ti o n a s to h o w
co mp a ra b l e cl a sse s a t o th e r co mmu n i ty co l l e g e s h a ve b e e n
a rti cu l a te d .
N at ur al Sci ence
B1 = Phys i cal Uni ver s e
B2 = L ife Forms
B3 = L abor at or y C our s es
B4 = Quant i t at i ve Reas oni ng
Ar t / Humani t i es
C1 = Arts
C 2 = Humani t i es (L i t er at ur e, Phi l os ophy, For ei gn L anguages )
Soci al Sci ences , et c.
D
C ommuni cat i ons and C r i t i cal T hi nki ng
A1 = Or al C ommuni cat i on = SPC H 101, SPC H 102
A2 = Wr i t t en C ommuni cat i on = EN GL 101
A3 = Anal yt i cal / C r i t i cal T hi nki ng
L i f el ong L ear ni ng
E
T he l i f el ong l ear ni ng r equi r ement i s uni que t o t he C SU A min imu m o f t h re e se me st e r u n it s o r f o u r q u a rt e r u n it s in st u d y
d e sig n e d to e q u ip h u ma n b e in g s fo r life lo n g u n d e rsta n d in g a n d
development of themselves as integrated physiological and
p sych o lo g ica l e n titie s.
I n st ru ct io n a p p ro ve d f o r f u lf illme n t o f t h is re q u ire me n t sh o u ld f a cilit a t e
u n d e rst a n d in g o f t h e h u ma n b e in g a s a n in t e g ra t e d p h ysio lo g ica l,
so cia l, a n d p sych o lo g ica l o rg a n ism. Co u rse s d e ve lo p e d t o me e t t h is
re q u ire me n t a re in t e n d e d t o in clu d e se le ct ive co n sid e ra t io n o f su ch
ma t t e rs a s h u ma n b e h a vio r, se xu a lit y, n u t rit io n , h e a lt h , st re ss, ke y
re la t io n sh ip s o f h u ma n kin d t o t h e so cia l a n d p h ysica l e n viro n me n t , a n d
imp lica t io n s o f d e a t h a n d d yin g . P h ysica l a ct ivit y co u ld b e in clu d e d ,
p ro vid e d t h a t it is a n in t e g ra l p a rt o f t h e st u d y d e scrib e d h e re in .
D ATE:
TO:
FR OM:
RE:
C u rri cu l u m C o mmi tte e
IGETC R e q u e st
Th i s me mo i s a re q u e st fo r _ _ _ _ _ _ _ _ _ _ _ to b e su b mi tte d fo r IGETC
Are a _ _ _ _ _ _ _ _ _ _ . Th i s co u rse i s a l re a d y o n th e U C TC A.
C o u rse s th a t sa ti sfy th i s re q u i re me n t a re d e scri b e d a s……….
Th i s co u rse me e ts th e se re q u i re me n ts a s i t……………
D i vi si o n a p p ro va l fo r th i s re q u e st h a s b e e n re ce i ve d a n d th e mi n u te s
o f th e me e ti n g i n w h i ch th i s o ccu rre d h a ve b e e n fo rw a rd e d to th e
C u rri cu l u m C o mmi tte e .
Al l i te ms i n i ta l i cs a re fo r re fe re n ce o n l y – p l e a se d e l e te . In cl u d e
th e d e scri p ti o n fo r th e a re a th a t yo u r co u rse fa l l s i n to i n th e sp a ce
p ro vi d e d a b o ve , fo l l o w e d b y a n e xp l a n a ti o n o f h o w i t me e ts th e
sta te d re q u i re me n ts. If th e re i s l i ke l y to b e so me co n tro ve rsy
re g a rd i n g yo u r re q u e st, p ro vi d e a d d i ti o n a l i n fo rma ti o n a s to h o w
co mp a ra b l e cl a sse s a t o th e r co mmu n i ty co l l e g e s h a ve b e e n
a rti cu l a te d .
N at ur al Sci ence
Ar t / Humani t i es
Soci al Sci ences
C ommuni cat i ons
Anal yt i cal /
C r i t i cal T hi nki ng
Ar ea
Ar ea
Ar ea
Ar ea
5
3
4
1
Ar ea 2
I t is n o t e d t h a t co u rse s in t h e t ra n sf e r cu rricu lu m sh o u ld b e cu lt u ra lly b ro a d
in th e ir co n ce p tio n .
Th e y sh o u ld h e lp st u d e n t s u n d e rst a n d t h e n a t u re a n d
rich n e ss o f h u ma n cu lt u re a n d so cia l st ru ct u re s t h ro u g h a co mp a ra t ive
a p p ro a ch a n d h a ve a p ro n o u n ce d h isto rica l p e rsp e ctive . Th e y sh o u ld
re co g n ize t h e co n t rib u t io n s t o kn o wle d g e , civiliza t io n , a n d so cie t y t h a t h a ve
b e e n ma d e b y wo me n a n d me mb e rs o f min o rit y g ro u p s.
S u b je ct A re a 1 : E n g lish Co mmu n ica t io n
Cu rre n t ly 1 A = Co mp o sit io n = E NG L 1 0 1
1 B = Crit ica l Th in kin g = E NG L 2 0 1 , 2 0 1 H
I n st ru ct io n a p p ro ve d f o r f u lf illme n t o f t h e re q u ire me n t in co mmu n ica t io n is
t o b e d e sig n e d t o e mp h a size t h e co n t e n t o f co mmu n ica t io n a s we ll a s t h e
f o rm a n d sh o u ld p ro vid e a n u n d e rst a n d in g o f t h e p sych o lo g ica l b a sis a n d
t h e so cia l sig n if ica n ce o f co mmu n ica t io n , in clu d in g h o w co mmu n ica t io n
operates in various situations. Applicable courses should view
co mmu n ica t io n a s t h e p ro ce ss o f h u ma n symb o lic in t e ra ct io n f o cu sin g o n
t h e co mmu n ica t ive p ro ce ss f ro m t h e rh e t o rica l p e rsp e ct ive : re a so n in g a n d
a d vo ca cy, o rg a n iza t io n , a ccu ra cy; t h e d isco ve ry, crit ica l e va lu a t io n a n d
re p o rt in g o f in f o rma t io n ; re a d in g a n d list e n in g e f f e ct ive ly a s we ll a s
sp e a kin g a n d writ in g . Th is mu st in clu d e a ct ive p a rt icip a t io n a n d p ra ct ice
in writ t e n co mmu n ica t io n a n d o ra l co mmu n ica t io n .
In stru ctio n in critica l th in kin g is to b e d e sig n e d to a ch ie ve a n
u n d e rst a n d in g o f t h e re la t io n sh ip o f la n g u a g e t o lo g ic, wh ich sh o u ld le a d
to th e a b ility to a n a lyze , criticize , a n d a d vo ca te id e a s, to re a so n
in d u ct ive ly a n d d e d u ct ive ly, a n d t o id e n t if y t h e a ssu mp t io n s u p o n wh ich
p a rt icu la r co n clu sio n s d e p e n d . Th e min ima l co mp e t e n ce t o b e e xp e ct e d a t
t h e su cce ssf u l co n clu sio n o f in st ru ct io n in crit ica l t h in kin g sh o u ld b e t h e
a b ilit y t o d ist in g u ish f a ct f ro m ju d g me n t , a n d b e lie f f ro m kn o wle d g e , t o
u se e le me n t a ry in d u ct ive a n d d e d u ct ive p ro ce sse s, a n d t o re co g n ize
co mmo n lo g ica l e rro rs o r f a lla cie s o f la n g u a g e a n d t h o u g h t .
S u b je ct A re a 2 : Ma t h e ma t ica l Co n ce p t s a n d Q u a n t it a t ive Re a so n in g
Cu rre n t ly – n u me ro u s ma t h co u rse s.
Th e Ma t h e ma t ica l Co n ce p t s a n d Q u a n t it a t ive Re a so n in g re q u ire me n t sh a ll
b e f u lf ille d b y co mp le t io n o f a o n e -se me st e r co u rse in ma t h e ma t ics o r
st a t ist ics a b o ve t h e le ve l o f in t e rme d ia t e a lg e b ra , wit h a st a t e d co u rse
p re re q u isit e o f I n t e rme d ia t e A lg e b ra . (S e e t h e d e scrip t io n o f " A lg e b ra 2 , "
S ta te me n t On Co mp e te n cie s In Ma th e ma tics E xp e cte d Of E n te rin g
Fre sh me n - 1 9 8 8 , re vise d Fe b ru a ry, 1 9 8 8 . ) Co u rse s o n t h e a p p lica t io n o f
st a t ist ics t o a sin g le d iscip lin e ma y n o t b e u se d t o f u lf ill t h is re q u ire me n t .
A n a p p ro p ria t e co u rse in st a t ist ics mu st e mp h a size t h e ma t h e ma t ica l
b a se s o f st a t ist ics, p ro b a b ilit y t h e o ry a n d e st ima t io n , a p p lica t io n a n d
in t e rp re t a t io n , u se s a n d misu se s, a n d t h e a n a lysis a n d crit icism o f
st a t ist ica l a rg u me n t s in p u b lic d isco u rse .
B e ca u se kn o wle d g e re le va n t t o p u b lic a n d p riva t e d e cisio n ma kin g is
e xp re sse d f re q u e n t ly in q u a n t it a t ive t e rms, we a re ro u t in e ly co n f ro n t e d
wit h in f o rma t io n re q u irin g q u a n t it a t ive a n a lysis, ca lcu la t io n , a n d t h e
a b ilit y t o u se a n d crit icize q u a n t it a t ive a rg u me n t s. I n a d d it io n , ma n y
d iscip lin e s re q u ire a so u n d f o u n d a t io n in ma t h e ma t ica l co n ce p t s. Th e
re q u ire me n t in Ma t h e ma t ica l Co n ce p t s a n d Q u a n t it a t ive Re a so n in g is
d e sig n e d to h e lp p re p a re stu d e n ts to re sp o n d e ffe ctive ly to th e se
ch a lle n g e s.
S u b je ct A re a 3 : A rt s a n d Hu ma n it ie s
I n d ica t e wh e t h e r co u rse is t o b e a n A rt s o r a Hu ma n it ie s co u rse .
Th e se a re co u rse s wh ich e n co u ra g e st u d e n t s t o a n a lyze a n d a p p re cia t e
wo rks o f p h ilo so p h ica l, h isto rica l, lite ra ry, a e sth e tic a n d cu ltu ra l
imp o rt a n ce . S t u d e n t s wh o h a ve co mp le t e d t h is re q u ire me n t sh a ll h a ve
b e e n e xp o se d to a p a tte rn o f co u rse wo rk d e sig n e d to d e ve lo p a n
h ist o rica l u n d e rst a n d in g o f ma jo r civiliza t io n s a n d cu lt u re s, b o t h We st e rn
a n d n o n -We st e rn , a n d a n u n d e rst a n d in g a n d a p p re cia t io n o f t h e
co n trib u tio n s a n d p e rsp e ctive s o f wo me n a n d o f e th n ic a n d o th e r
min o ritie s. In th e A rts, stu d e n ts sh o u ld a lso le a rn to d e ve lo p a n
in d e p e n d e n t a n d crit ica l a e st h e t ic p e rsp e ct ive .
A t le a st o n e co u rse sh a ll b e co mp le t e d in t h e A rt s a n d o n e in t h e
Hu ma n it ie s. Wit h in t h e a rt s a re a , p e rf o rma n ce a n d st u d io cla sse s ma y b e
cre d it e d t o wa rd sa t isf a ct io n o f t h is su b je ct a re a if t h e ir ma jo r e mp h a sis is
t h e in t e g ra t io n o f h ist o ry, t h e o ry, a n d crit icism.
Th e A rt s a n d Hu ma n it ie s h ist o rica lly co n st it u t e t h e h e a rt o f a lib e ra l a rt s
g e n e ra l e d u ca t io n b e ca u se o f t h e f u n d a me n t a l h u ma n izin g p e rsp e ct ive t h a t
t h e y p ro vid e f o r t h e d e ve lo p me n t o f t h e wh o le p e rso n . O u r u n d e rst a n d in g o f
t h e wo rld is f u n d a me n t a lly a d va n ce d t h ro u g h t h e st u d y o f We st e rn a n d
n o n -We st e rn p h ilo so p h y, la n g u a g e , lit e ra t u re , a n d t h e f in e a rt s. I n clu sio n o f
t h e co n t rib u t io n s a n d p e rsp e ct ive s o f wo me n a n d o f e t h n ic a n d o t h e r
min o rit ie s a s p a rt o f su ch st u d y will p ro vid e u s a mo re co mp le t e a n d a ccu ra t e
vie w o f t h e wo rld a n d will e n rich o u r live s.
S u b je ct A re a 4 : S o cia l a n d B e h a vio ra l S cie n ce s
Th e se co u rse s d e a l wit h in d ivid u a l b e h a vio r a n d wit h h u ma n so cia l,
p o lit ica l, a n d e co n o mic in st it u t io n s a n d b e h a vio r in a min imu m o f t wo
d iscip lin e s o r in a n in t e rd iscip lin a ry se q u e n ce . Th e p a t t e rn o f co u rse wo rk
completed shall ensure opportunities for students to develop
u n d e rsta n d in g o f th e p e rsp e ctive s a n d me th o d s o f th e so cia l a n d
b e h a vio ra l scie n ce s. P ro b le ms a n d issu e s in t h e se a re a s sh o u ld b e
e xa min e d in t h e ir co n t e mp o ra ry, h ist o rica l, a n d g e o g ra p h ica l se t t in g s.
S t u d e n t s wh o h a ve co mp le t e d t h is re q u ire me n t sh a ll h a ve b e e n e xp o se d
t o a p a t t e rn o f co u rse wo rk d e sig n e d t o h e lp t h e m g a in a n u n d e rst a n d in g
a n d a p p re cia t io n o f t h e co n t rib u t io n s a n d p e rsp e ct ive s o f wo me n a n d o f
e th n ic a n d o th e r min o ritie s a n d a co mp a ra tive p e rsp e ctive o n b o th
We st e rn a n d n o n -We st e rn so cie t ie s. Th e ma t e ria l sh o u ld b e p re se n t e d
f ro m a t h e o re t ica l p o in t o f vie w a n d f o cu s o n co re co n ce p t s a n d me t h o d s
o f t h e d iscip lin e ra t h e r t h a n o n p e rso n a l, p ra ct ica l, o r a p p lie d a sp e ct s.
Co u rse s in t h e S o cia l a n d B e h a vio ra l S cie n ce s a llo w st u d e n t s t o g a in a
b a sic kn o wle d g e o f t h e cu lt u ra l a n d so cia l o rg a n iza t io n s in wh ich t h e y
e xist a s we ll a s t h e b e h a vio r a n d so cia l o rg a n iza t io n s o f o t h e r h u ma n
so cie t ie s. E a ch o f u s is b o rn in t o , live s, a n d mu st f u n ct io n e f f e ct ive ly
wit h in a n e n viro n me n t t h a t in clu d e s o t h e r in d ivid u a ls. P e o p le h a ve , f ro m
e a rlie st t ime s, f o rme d so cia l a n d cu lt u ra l g ro u p s t h a t co n st it u t e t h e
f ra me wo rk f o r t h e b e h a vio r o f t h e in d ivid u a l a s we ll a s t h e g ro u p .
I n clu sio n o f t h e co n t rib u t io n s a n d p e rsp e ct ive s o f wo me n a n d o f e t h n ic
a n d o t h e r min o rit ie s a s p a rt o f su ch st u d y will p ro vid e u s a mo re co mp le t e
a n d a ccu ra t e vie w o f t h e wo rld a n d will e n rich o u r live s.
S u b je ct A re a 5 : P h ysica l a n d B io lo g ica l S cie n ce s
Co u rse s mu st e mp h a size e xp e rime n ta l me th o d o lo g y, th e te stin g o f
h yp o t h e se s, a n d t h e p o we r o f syst e ma t ic q u e st io n in g , ra t h e r t h a n o n ly t h e
re ca ll o f f a ct s. Co u rse s t h a t e mp h a size t h e in t e rd e p e n d e n cy o f t h e
scie n ce s a re e sp e cia lly a p p ro p ria t e f o r n o n -scie n ce ma jo rs.
Th e co n t e mp o ra ry wo rld is in f lu e n ce d b y scie n ce a n d it s a p p lica t io n s, a n d
ma n y o f t h e mo st d if f icu lt ch o ice s f a cin g in d ivid u a ls a n d in st it u t io n s
co n ce rn t h e re la t io n sh ip o f scie n t if ic a n d t e ch n o lo g ica l ca p a b ilit y wit h
h u ma n va lu e s a n d so cia l g o a ls. To f u n ct io n e f f e ct ive ly in su ch a co mp le x
wo rld , st u d e n t s mu st d e ve lo p a co mp re h e n sio n o f t h e b a sic co n ce p t s o f
p h ysica l a n d b io lo g ica l scie n ce s, a n d a so p h ist ica t e d u n d e rst a n d in g o f
scie n ce a s a h u ma n e n d e a vo r, in clu d in g t h e limit a t io n s a s we ll a s t h e
p o we r o f scie n t if ic in q u iry.
Ad v a n c e d Pl a c e me n t
S hould your divis ion/department deem appropriate, a s tudent may earn
credit through advanced placement tes ts that have been s atis factorily pas s ed
w ith a s core of 3, 4, or 5. P leas e note that credit can only be aw arded after
at leas t tw elve units of w ork have been completed at Rio H ondo College.
Be s ure to include divis ion/departmental minutes along w ith the follow ing
form. N OTE: I n formation p rovid ed on th e form is p u b lis h ed in th e
college catalog for th e follow in g acad emic year.
R eq u es t for a cou rs e to b e ad d ed to th e A d van ced Placemen t
Examin ation Program
D ate: _______________________________
O riginator: _____________________________
_____________________
Extens ion:
D ivis ion/D epartment:
____________________________________________________
A .P . Examination:
A .P . S core:
RH C Cours e Equivalent:
U nits :
Lis t one U C cours e (in the s ame s ubject area) and w hat credit (units ) is
given by the U C:
Lis t one CS U cours e (in the s ame s ubject area) and w hat credit (units ) is
given by the CS U :
Include D epartment/D ivis ion minutes demons trating dis cus s ion/s upport for
offering cours e credit through A dvanced P lacement Examination
NO N- CREDIT
N on-credit forms are us ed for the creation of a new non-credit cours e,
revis ion of an exis ting non-credit cours e, or for a new non-credit
certificate of completion or competency.
P rior to w riting a new non-credit cours e, you s hould have as certained that
the cours e is needed and jus tified along w ith labor market data if
applicable. Be s ure to include a target audience in the cours e des cription
and check w ith your divis ion for an appropriate cours e prefix and number.
A non-credit cours e revis ion is needed if there is a change in content,
prerequis ites , title, des cription, s ubject area, prefix, hours or number.
P rovided a cours e is not very old, much of the needed information can
s imply be obtained from the exis ting cours e outline. There may be a need,
how ever, to trans fer the information to the forms that are currently in us e.
A new non-credit certificate of completion or competency mus t be in the
area of Career D evelopment or College P reparation along w ith other
detailed information you w ill find on the form. D is tinctions betw een the
tw o can be s ummarized as a) a non-credit Certificate of Completion leads to
improved employability or job opportunities (this may als o need to
accompany labor market data if applicable) w hile b) a non-credit Certificate
of Competency is in a recognized career field articulated w ith degreeapplicable cours e w ork, completion of an as s ociate degree or trans fer to a
baccalaureate ins titution.
Be aw are that all cours e and certificates mus t have the final approval of the
Bus ines s /Community & Economic D evelopment D ean before s ubmitting to
curriculum.
Item N umber:_____________________
M CF N umber:
___________________
TO P S Code:
_____________________
RIO H O N D O CO M M U N ITY CO LLEG E
CU RRICU LU M CO M M ITTEE
N EW N ON -C R ED I T C OU R S E
D emons tration of N eed:______ (s ee page 3 for lis t of choices and delete
thes e ins tr uctions )
S u b ject A rea:
_____ P arenting (F )
_____ Bas ic S kills (C)
_____ ES L (A )
_____ Citizens hip (B)
_____ H andicapped (E)
_____
_____
_____
_____
V ocational (I)
O lder A dults (H )
H ome Economics (G )
H ealth & S afety (D )
C ou rs e Title: (Max of 50 s paces )
C ou rs e Prefix an d N u mb er:
C on cu rren t C ou rs e:
S tart D ate:
C ertificate A p p licab le:
Origin ator of C ou rs e:
Exten s ion :
U n its : 0
Grad in g: N C (N on-Credit)
Total C ou rs e Hou rs : (total clas s hour s her e, br eak down below)
Lecture:
Works hop:
Laboratory:
Ins tructional A ide:
Lecture/D emons tration:
Computer A s s is ted:
C atalog/S ch ed u le D es crip tion :
I.
Prereq u is ites :
C oreq u is ites :
R ecommen d ed Prep aration :
II.
N eed s /Goals /Ju s tification :
III.
I n s tru ction al Ob jectives : (Com plete the phr as e “Students m us t be
able to” , us e Bloom ’s T axonom y)
IV.
C on ten t: (O utline for m at)
V.
A s s ign men ts : (Subs tantial wr iting as s ignm ents , com putational or
non-com putational pr oblem -s olving, dem ons tr ation)
VI.
Meth od s of Evalu ation : (Skills dem ons tr ations , objective
exam ination, and bas is for gr ades )
V I I . Teach in g Materials : (T extbooks , Wor kbooks , Ins tr uctor pr ovided
handouts , m ater ials fee, etc.)
VIII.
S p ecial C h aracteris tics C od e D es crip tor: (Pleas e check)
1.
2.
3.
4.
5.
6.
7.
Learning A s s is tance: _____
Bi-lingual Ins truction: _____
Convales cent S etting: _____
Citizens hip: _____
Correctional F acility: _____
A pprentices hip: _____
N ot A pplicable: _____
PLEAS E ERAS E I TALI CI ZED I N S TRU CTI O N S BEFO RE S U BM I TTI N G ,
I N CLU D I N G THES E I N S TRU CTI O N S
__________________________________________
___________________________________________
Origin ator
of Bu s in es s , C ommu n ity
D ean
&
Econ omic D evelop men t
___________________________________
C u rricu lu m C h air
(S u bmit on ly pages 1 an d 2-delete th es e in s tr u ction s befor e pr in tin g)
LI S T OF C OD ES
D emon s tration of N eed :
This data element identifies the primary method us ed to determine the need
for this cours e.
C od C ategory
e
1
M anpow er needs projections from the California O ccupational
Information
2
S ys tem (CO TS ) or the Employment D evelopment D epartment
3
S urvey of community and/or s tudent needs or interes ts
4
A dminis trative judgment
5
S tudent or community petition or demand for program/cours e
6
S tate licens ing and/or certification and mandation
Item N umber:_____________________
M CF N umber: ___________________
TO P S Code:
_____________________
RIO H O N D O CO M M U N ITY CO LLEG E
CU RRICU LU M CO M M ITTEE
N ON -C R ED I T C OU R S E R EV I S I ON
FOR M
D emons tration of N eed:_______ (s ee page 3 for lis t of choices and delete
thes e ins tr uctions )
S u b ject A rea:
_____ P arenting (F )
_____ Bas ic S kills (C)
_____ ES L (A )
_____ Citizens hip (B)
_____ H andicapped (E)
_____
_____
_____
_____
V ocational (I)
O lder A dults (H )
H ome Economics (G )
H ealth & S afety (D )
C u rren t C ou rs e Title: (M ax of 50
s paces )
N ew Title: (M ax of 50 s paces )
C ou rs e Prefix an d N u mb er:
C on cu rren t C ou rs e:
S tart D ate:
C ertificate A p p licab le:
Origin ator of C ou rs e:
Exten s ion :
U n its : 0
Grad in g: N C (N on-Credit)
Total C ou rs e Hou rs : (total clas s h ou r s h er e, br eak down below)
Lecture:
Works hop:
Lab:
Ins tructional A ide:
Lecture/D emons tration:
Computer A s s is ted:
C atalog/S ch ed u le D es crip tion :
I s th is a ch an ge from th e cu rren t catalog/s ch ed u le d es crip tion ?
Y es _____ N o
____
I.
Prereq u is ites :
C oreq u is ites :
R ecommen d ed Prep aration :
III.
N eed /Ju s tification /Goals :
III.
I n s tru ction al Ob jectives : (Com plete the phr as e “ Students m us t be
able to” , us e Bloom ’s T axonom y)
IV.
C on ten t:
V.
A s s ign men ts : (Subs tantial wr iting as s ignm ents , com putational or
non-com putational pr oblem -s olving; dem ons tr ation)
VI.
Meth od s of Evalu ation : (Skills dem ons tr ations , objective
exam ination, and bas is for gr ades )
VI.
Teach in g Materials : (T extbooks , Wor kbooks , Ins tr uctor pr ovided
handouts , m ater ials fee, etc.)
VIII.
(O utline For m at)
S p ecial C h aracteris tics C od e D es crip tor: (Pleas e check)
8. L e a r n i n g A s s i s t a n c e : _ _ _ _ _ _
9. B i - l i n g u a l I n s t r u c t i o n : _ _ _ _ _ _
10. C o n v a l e s c e n t S e t t i n g : _ _ _ _ _ _
11. C i t i z e n s h i p : _ _ _ _ _ _
12. C o r r e c t i o n a l F a c i l i t y : _ _ _ _ _ _
13. A p r r e n t i c e s h i p : _ _ _ _ _ _
14. N o t A p p l i c a b l e : _ _ _ _ _ _
PLEAS E ERAS E I TALI CI ZED I N S TRU CTI O N S BEFO RE S U BM I TTI N G ,
I N CLU D I N G THES E I N S TRU CTI O N S
__________________________________________
___________________________________________
Origin ator
of Bu s in es s , C ommu n ity
D ean
&
Econ omic D evelop men t
___________________________________
C u rricu lu m C h air
(Subm it only pages 1 and 2-delete thes e ins tr uctions befor e pr inting)
LI S T OF C OD ES
D emon s tration of N eed :
This data element identifies the primary method us ed to determine the need
for this cours e.
C od C ategory
e
1
M anpow er needs projections from the California O ccupational
Information
2
S ys tem (CO TS ) or the Employment D evelopment D epartment
3
S urvey of community and/or s tudent needs or interes ts
4
A dminis trative judgment
5
S tudent or community petition or demand for program/cours e
6
S tate licens ing and/or certification and mandation
Ite m N u mb e r _ _ _ _ _ _ _ _
R IO H ON D O C OMMU N ITY C OLLEGE
C U R R IC U LU M C OMMITTEE
___
___
(C he c k One )
N e w N on-C r e dit C e r tific a te of
C om ple tion
N e w N on-C r e dit C e r tific a te of
C om pe te nc y
C o u rse s l e a d i n g to a N o n cre d i t C e rti fi ca te o f C o mp l e ti o n mu st b e i n
th e a re a o f C a re e r D e ve l o p me n t o r C o l l e g e Pre p a ra ti o n a n d mu st b e
p a rt o f th e fo l l o w i n g : (1 ) a sh o rt-te rm vo ca ti o n a l p ro g ra m w i th a h i g h
e mp l o yme n t p o te n ti a l ; (2 ) a se q u e n ce o f co u rse s i n (A) e l e me n ta ry
o r se co n d a ry b a si c ski l l s i n cl u d i n g se q u e n ce s o f co u rse s l e a d i n g to
a h i g h sch o o l d i p l o ma ; (B) w o rkfo rce p re p a ra ti o n i n th e b a si c ski l l s
o f sp e a ki n g , l i ste n i n g , re a d i n g , w ri ti n g , ma th e ma ti cs, d e ci si o n
ma ki n g , a n d p ro b l e m-so l vi n g ski l l s th a t a re n e ce ssa ry to p a rti ci p a te
i n j o b -sp e ci fi c te ch n i ca l tra i n i n g ; o r (C ) En g l i sh a s a Se co n d
L a n g u a g e (ESL ) o r Vo ca ti o n a l En g l i sh a s a Se co n d L a n g u a g e
(VESL).
N o n -cre d i t C e rti fi ca te Are a :
N o n -cre d i t C e rti fi ca te Ti tl e :
N u mb e r o f C l a sse s R e q u i re d fo r N o n -cre d i t C e rti fi ca te :
Pl e a se l i st co u rse s fo r th i s ce rti fi ca te b e l o w :
C our s e
Title of C our s e
Pr e fix
a nd N um be r
(TO B E FILLED OU T B Y D IVISION D EA N )
H OW MU C H WIL L IT C OST TO AD OPT TH IS C ER TIFC ATE?
1. W i l l i t s a d o p t i o n r e q u i r e t h a t R i o H o n d o e m p l o y a d d i t i o n a l
sta ff?
Yes _______
No_______
2. W i l l i t s a d o p t i o n r e q u i r e a d d i t i o n a l e q u i p m e n t , m a t e r i a l s o r
mo d i fi ca ti o n o f fa ci l i ti e s?
Yes_______
No_______
3. I s t h i s c e r t i f i c a t e b e i n g d e v e l o p e d b y a n e x i s t i n g a c a d e m i c
d e p a rtme n t?
Yes_______
No_______
If Ye s , a ns we r the following.
4. H o w m a n y s e c t i o n s w i l l b e o f f e r e d ? _ _ _ _ _ _ _ _ _ _ _ _
5. W i l l t h e y b e o f f e r e d i n l i e u o f e x i s t i n g s e c t i o n s o f a n o t h e r
course?
Yes_______
No_______
6. W i l l t h i s N o n c r e d i t C e r t i f i c a t e o f C o m p l e t i o n i n c r e a s e t h e h o u r s
o f i n stru cti o n i n
th e d e p a rtme n t?
Yes_______
No_______
Signa tur e s :
___________________________ ________________
Approve
_____
(Division Dean)
(D a te )
Disapprove _____
Is a ma j o ri ty o f th e d i vi si o n me mb e rs i n fa vo r o f th i s p ro p o sa l ?
Yes_____
No______
_____________________
_____________________
(In stru cto r)
(D a te )
______
______
(D a te )
_____________________
_____________________
______
______
(In stru cto r)
(In stru cto r)
(D a te )
(D a te )
_____________________
______
(Ori g i n a to r) Pri n t N a me
(D a te )
(In stru cto r)
_____________________
(Ori g i n a to r)
Si g n a tu re
Si g n a tu re o f C u rri cu l u m C o mmi tte e Me mb e r:
_________________________________
1. L i s t L e a r n i n g O u t c o m e s :
2. C a t a l o g D e s c r i p t i o n o f n o n - c r e d i t C e r t i f i c a t e o f C o m p l e t i o n :
non-c r e dit C e r tific a te J U STIFIC A TION QU ESTION S
Th e fo l l o w i n g q u e sti o n s h e l p th e C u rri cu l u m C o mmi tte e d e te rmi n e
th e d e si ra b i l i ty o f a d d i n g a n e w n o n cre d i t ce rti fi ca te to th e R i o
H o n d o cu rri cu l u m. An sw e r a l l q u e sti o n s a n d b e p re p a re d to p ro vi d e
ve rb a l cl a ri fi ca ti o n a n d /o r a d d i ti o n a l i n fo rma ti o n o n a g i ve n q u e sti o n
o r re l a te d q u e sti o n s, i f re q u i re d .
1. W h a t e v i d e n c e o f n e e d e x i s t s f o r t h e p r o p o s e d c e r t i f i c a t e ?
2 . Wh a t e mp l o yme n t o p p o rtu n i ti e s a re th e re fo r stu d e n ts w i th
th e se ski l l s?
3 . Fo r ce rti fi ca te s i n th e C a re e r D e ve l o p me n t a re a , w h a t e vi d e n ce
i d e n ti fi e s th i s ce rti fi ca te a s h a vi n g h i g h e mp l o yme n t p o te n ti a l ?
(Circle one)
a)
Th e a re a o f i n stru cti o n i s o n th e l i st o f Occu p a ti o n a l
Ti tl e s w i th H i g h
Emp l o yme n t Po te n ti a l a s d e fi n e d b y ED D (Emp l o yme n t
Development
D e p a rtme n t). C h e ck th e l i st a t th e w e b si te b e l o w .
(h ttp ://w w w .cccco .e d u /d i vi si o n s/e se d /a a _ i r/N ON C R ED IT/
n o n cre d i t_ a tta ch me n ts/Occu p a ti o n a l % 2 0 Ti tl e s% 2 0 fo r
% 2 0 N o n cre d i t% 2 0 C o u rse s.xl s)
b)
C u rre n t l a b o r ma rke t o r j o b a va i l a b i l i ty d a ta /re se a rch
d e mo n stra te a h i g h e mp l o yme n t p o te n ti a l . A l o ca l L a b o r
Ma rke t In fo rma ti o n D i vi si o n (L MID ) ED D co n su l ta n t ma y b e
a b l e to a ssi st i n d e ve l o p i n g su rve ys i f n e ce ssa ry, th e
Si n g l e Po i n t o f C o n ta ct (SPOC ) l i st o f co n su l ta n ts ma y b e
fo u n d a t th e w e b si te b e l o w .
(h ttp ://w w w .ca l mi s.ca .g o v/fi l e /re so u rce /L MIC o n su l ta n ts.p d f
4 . Fo r ce rti fi ca te s i n th e C o l l e g e Pre p a ra ti o n a re a , d i scu ss h o w
th e se q u e n ce o f co u rse s w i l l p re p a re a stu d e n t to su cce ssfu l l y
co mp l e te co l l e g e co u rse s fo r a re co g n i ze d ca re e r fi e l d , to
co mp l e te a n a sso ci a te d e g re e , o r to tra n sfe r to a b a cca l a u re a te
i n sti tu ti o n .