LONG BEACH CITY COLLEGE
A Handbook for Proposing New General Education Courses
INTRODUCTION
When proposing a new course for any of the three General Education patterns, an
instructor who wishes to make this addition should keep in mind several things: Does the
new course meet the definition of General Education as specified in the State Code of
Education called “Title 5,” or does the new course meet the area definitions found in the
Executive Orders 595 and 405 issued by the California State University, or the IGETC
issued by both the University of California and the CSU systems? Also, this instructor
must keep in mind a second key question: Does the addition conform to the delicate
balance every institution attempts to maintain between the concepts of “breadth
requirements” and “a common educational experience”? The Title 5 and CSU and UC
General Education definitions are included in this pamphlet; they provide the guidelines
for both General Education itself, and the specific discipline areas desired by the state.
If you are proposing a course for the:
1.
Associate Degree, General Education and Proficiency, see the green section.
2.
CSU General Education – Breadth Requirement, see the yellow section.
3.
Intersegmental General Education Transfer Core (IGETC), see the blue section.
Page 1 of 22
I
Title 5
THE PHILOSOPHY AND CRITERIA FOR ASSOCIATE DEGREE,
GENERAL EDUCATION AND PROFICIENCY
Section 55805:
“…The awarding of an Associate Degree is intended to represent
more than an accumulation of units. It is to symbolize a successful attempt on the
part of the college to lead students through patterns of learning experiences
designed to develop certain capabilities and insights. Among these are the ability
to think and communicate clearly and effectively both orally and in writing; to use
mathematics; to understand the mode of inquiry of the major disciplines; to be
aware of other cultures and times; to achieve insight gained through experience in
thinking about ethical problems; and to develop the capacity for selfunderstanding. In addition to these accomplishments, the student shall possess
sufficient depth in some field of knowledge to contribute to lifetime interest.”
“Central to an Associate Degree, General Education is designed to introduce
students to the variety of means through which people comprehend the modern
world. [General Education] reflects the conviction of colleges that those who
receive their degrees must possess in common certain basic principles, concepts
and methodologies both unique to and shared by the various disciplines. College
educated persons must be able to use this knowledge when evaluating and
appreciating the physical environment, the culture, and the society in which they
live. Most importantly, General Education should lead to better selfunderstanding….”
Section 55805.5:
“Types of Courses Appropriate to the Associate Degree.”
[Note: Does your course conform to one or more of the following
definitions?]:
(a)
“all lower division courses accepted toward the baccalaureate degree by
the California State University or University of California or designed to
be offered for transfer.” Yes……………………………………………...
(b)
“courses that apply to the major in non-baccalaureate occupational fields.”
Yes………………………………………………………………………..
(c)
“English courses not more than one level below the first transfer level
compositions course, typically known as English 1A. Each student may
Page 2 of 22
count only one such course as credit toward the associate degree.”
Yes…………………………………………………………..……………
(d)
“all mathematics courses above and including Elementary Algebra.”
Yes………………………………………………………………………..
(e)
“credit courses in English and mathematics taught in or on behalf of other
departments and which…require entrance skills at a level equivalent to
those necessary for the courses specified in sections (c) and (d).”
Yes……………………………………………………....………………..
Section 55806 (b): General Education requirements
[Note: Does your course conform to at least one of the following areas?]:
Area A: “Natural Science. Courses in the Natural Sciences are those which examine the
physical universe, its life forms, and its natural phenomena.”
A natural science course must:
(1)
develop an appreciation and understanding of the scientific method……
(2)
encourage an understanding of the relationships between science and other
human activities………………………………………………………….
(3)
be an introduction to one of the following fields: astronomy, biology,
chemistry, general physical science; geology, meteorology; oceanography,
physical geography; physical anthropology; physics and other scientific
disciplines………………………………………………………………...
Area B: “Social and Behavioral Sciences. Courses in the social and behavioral sciences
are whose which focus on people as members of society.”
A social science course must:
(1)
develop the method of inquiry used by the social and behavioral sciences
…………………………………………………………………………....
(2)
stimulate critical thinking about the ways people respond to their societies.
……………………...…………………………………………………….
(3)
promote an appreciation of how societies and social subgroups operate...
(4)
be an introductory or integrative survey course in cultural anthropology,
cultural geography, economics, history, political science, psychology,
sociology, and related disciplines…………………………….…………..
Page 3 of 22
Area C: “Humanities. Courses in the humanities are those which study the cultural
activities and artistic expressions of human beings.”
A humanities course must:
(1)
develop an awareness of the ways human beings from different cultures
and times have responded to the world around them either through artistic
production……...…………………………………………………………
cultural creation…………………………………………………………..
(2)
or develop aesthetic understanding………………………………………
(3)
and be introductory or integrative classes in the arts, foreign language,
literature,
philosophy,
and
religion……………………………………….
Area D: “Language and Rationality. Courses in language and rationality are those
which develop for the student the principles and applications of language toward logical
thought, clear and precise expression and critical evaluation….”
[NOTE: Check (1) or (2)].
(1)
English Composition. Courses that fulfill the writing requirement…..….
(2)
Communication and Analytical Thinking. Courses such as oral
communications, mathematics, logic, statistics, computer languages and
programming, and related disciplines meet this requirement…………….
[Note: While courses may satisfy more than one area, they may not be
counted more than once for this purpose. Yet, a course may be used
for both a general education requirement and a major requirement.]
[Note: Ethnic Studies will be offered in at least one of the required areas.]
ADDITIONAL LONG BEACH CITY COLLEGE
GRADUATION REQUIREMENTS
Mathematics Proficiency
A course which qualifies for the mathematics proficiency must be at the level of
elementary algebra or higher. This course is…………………………………….
A department interested in creating such a course must consult with the
Mathematics Department Chairperson concerning the level required for this
proficiency. This has been done…………………………………………………
Page 4 of 22
Writing Proficiency
A course which qualifies for the writing proficiency must fulfill the requirements
listed above for Area D(1) English Composition. This course does so………….
A department interested in creating such a course must consult with the English
Department Chairperson concerning the required expository and argumentative
writing. This has been done………………………………………………………
Reading Proficiency
A course which qualifies for the reading proficiency must be at the level of
ENGLISH 82 or 83 at Long Beach City College. This course is...………………
A department interested in creating such a course must consult with the English
Department Chairperson concerning the level required for this proficiency. This
has been done………………………………………………………………….....
Computer Proficiency
A course which qualifies for the computer proficiency requirement is one which
provides students with a substantial hands-on interaction with the computer which
results in knowledge of how to use a computer to do useful applications such as
programming, word processing, data base management, graphics, etc. This course
does so……………………………………………………………………………
Page 5 of 22
II
CSU GENERAL EDUCATION-BREADTH REQUIREMENT
(as identified by Executive Orders 595 and subsequent memos)
Completion of a minimum of 39 lower division units of the CSU General EducationBreadth Requirements, certified in accordance with these Executive orders, will permit a
student to transfer from a community college to any California State University campus
without the need to take additional lower division general education units.
General Objectives
“General Education-Breadth Requirements are to be designed so that, taken with the
major-depth program and electives presented by each baccalaureate candidate, they will
assure that graduates have made noteworthy progress toward becoming truly educated
persons. Particularly, the purpose of these requirements is to provide means whereby
graduates:
A.
will have achieved the ability to think clearly and logically, to find and
critically examine information, to communicate orally and in writing, and
to perform quantitative functions;
B.
will have acquired appreciable knowledge about their own bodies and
minds, about how human society has developed and how it now functions,
about the physical world in which they live, about the other forms of life
with which they share that world, and about the cultural endeavors and
legacies of their civilization;
C.
will have come to an understanding and appreciation of the principles,
methodologies, value system, and thought processes employed in human
inquires.
The intent is that the General Education-Breadth Requirements be planned and organized
in such a manner that students will acquire the abilities, knowledge, understanding and
appreciation suggested as interrelated elements and not as isolated fragments.”
“Such courses and examinations should whenever appropriate recognize the contributions
to knowledge and civilization that have been made by members of various cultural
groups and by women.”
General Issues to be used as guidelines when faculty begin to prepare a course for
inclusion in the CSU General Education-Breadth pattern.
Page 6 of 22
(1)
“Open ended courses titles such as ‘independent study’ and ‘special
topics’ should not be included…since it is not possible to discern content
from title or description.”
(2)
Courses which are introductory to professional programs and
occupationally related have been disallowed after CSU Review. They are
considered “too narrow in terms of applying information from other
disciplines to a particular profession, occupation or industry.”
Particular Objectives and Requirements
AREA A.
Oral and Written Communication and Critical Thinking
A minimum of nine semester units in communication in the English language, to include
both oral communication and written communication, and in critical thinking, to include
consideration of common fallacies in reasoning.
Please indicate which section of Area A this course is intended to fulfill:
Area A1:
Oral Communication……………………………………………..
(1)
(2)
Area A2:
Written Communication………………………………………….
Area A3:
Critical Thinking…………………………………………………
COURSES IN COMMUNICATION (FOR EITHER AREA A1: ORAL
COMMUNICATION OR AREA A2: WRITTEN COMMUNICATION) must
have the following characteristics. Please check if this course does.
(a)
“emphasize the content of communication as well as the form”………...
(b)
“provide an understanding of the psychological bases and the social
significance of communication, including how communication operates in
various situations”………………………………………………………..
(c)
“view communication as the process of human symbolic interaction
focusing on the communicative process from the rhetorical perspective:
reasoning and advocacy, organization, accuracy; the discovery, critical
evaluation and reporting of information; reading and listening effectively
as well as speaking and writing”…………………………………………
(d)
“include active participation and practice in written communication and
oral communication”…………….…………………………………….…
ADDITIONALLY FOR THE ORAL COMMUNICATION REQUIREMENT,
the following courses have been found NOT appropriate after review by CSU:
Page 7 of 22
(3)
(a)
voice and diction courses; These “characteristically focus on smaller units
than encompassed by the communicative and rhetorical dimensions”
required above.
(b)
oral interpretation courses: “While clearly including active participation
through the recitation of texts, (they) do not appear to stress adequately the
formulation of ideas involving the discovery, critical evaluation and
reporting of information.”
(c)
composition and reading courses: These “do not directly address the oral
dimension of communication which is called for by the Executive Order.
The focus of these courses is on other aspects of Area A, and conscious
attention to the development of oral communication skills is likely to be
secondary.”
(d)
speech courses which meet the specialized needs of a particular academic
major; for example, “Speech for Engineers.” Not included, however, are
baccalaureate level speech course sections designed to enable foreign
students to communicate effectively in the English language.
ADDITIONALLY
FOR
THE
WRITTEN
COMMUNICATION
REQUIREMENT, the following courses have been found NOT appropriate after
review by CSU:
(a)
Creative Writing courses: These “typically lack the rhetorical perspective
that is called for by the Executive Order.”
(b)
Technical Writing courses: These “do not have as their objective the
development of the broad-based communication skills, including an
understanding of how communication works in various contexts, that the
Executive Order requires.”
(c)
Newswriting and reporting courses: These “are not sufficiently broad or
analytic to meet the objectives of the Executive Order.”
(d)
Library Science courses: These course (Intro to Library Resources,
Library Research Materials). “while they may be a useful adjunct to
courses in Written Communication, should not in themselves count
towards completion of the requirement.”
(e)
Literature courses:
“As characteristically described, introductory or
topical literature courses do not focus specifically on the development of
written communication skills. Course objectives directly related to written
communication cannot easily be accommodated within three-unit courses
designed to cover literary genres, periods or specific topics.”
Page 8 of 22
(f)
(4)
(5)
Writing courses which meet the specialized needs of a particular academic
major; for example “Writing for Accountants.” Not included, however, are
baccalaureate level writing course sections designed to enable foreign
students to communicate effectively in the English language.
COURSES IN CRITICAL THINKING (AREA A3) must have the following
characteristics. Please check if this course does so.
(a)
“achieve an understanding of the relationship of language to logic, which
should lead to the ability to analyze, criticize, and advocate ideas, to
reason inductively and deductively, and to reach factual or judgmental
conclusions based on sound inferences drawn from unambiguous
statements of knowledge or belief”………………………………………
(b)
provide minimal competence in “the ability to distinguish fact from
judgment, belief from knowledge, and skills in elementary inductive and
deductive processes including an understanding of the formal and informal
fallacies of language and thought”……………………………………….
ADDITIONALLY FOR THE CRITICAL THINKING REQUIREMENT, the
following courses have been found NOT appropriate after review by CSU:
(a)
Mathematics courses (except Logic): These “do not generally have as an
objective the development of students’ ability to: analyze, criticize and
advocate ideas; distinguish fact from judgment or belief from knowledge;
or understand formal and informal fallacies of language and thought”
(b)
Statistics courses: “While several of the educational outcomes intended by
the Critical Thinking requirement are reflected in typical catalog
descriptions of statistics courses, they represent narrower applications of
Critical Thinking than called for in Executive Order 338.”
(c)
Computer Programming courses: “The range of ideas and beliefs and of
applications of reasoning included in computer programming courses is
far narrower than envisioned in the CSU Critical Thinking requirement.
Formal and informal fallacies of language and thought are not
characteristically dealt with in programming courses.”
(d)
Speech courses (except Argumentation and Debate): These “do not appear
to provide systematic, focused instruction in elements of critical thinking
as they are set out in the Executive Order. These include distinguishing
fact from belief, inductive and deductive reasoning processes, and the
formal and informal fallacies of language and logic.”
Page 9 of 22
(e)
Journalism courses: “The primary focus of the journalism courses
(Newswriting & Reporting, Mass Communications, Mass Media
Methods)…does not appear to be Critical Thinking. Evaluation of
information, so central to the intent of the requirement, is not a primary
concern of these courses. Little attention seems to be paid to the
development of skills in inductive and deductive reasoning.”
(f)
Introductory and Topical Philosophy courses: These “typically seek to
provide an understanding of the history of philosophy (pre-Socratic
through positivists) or of the areas of philosophical inquiry (epistemology,
ethics, aesthetics, etc.). In either case, such courses do not systematically
address the critical thinking abilities identified in Executive Order 338.”
(g)
Other courses which do not meet the intent of the Critical Thinking
requirement are Accounting, Constitutional Law, Experimental
Psychology, Juvenile Delinquency, Learning Skills Laboratory, Power
Reading.
AREA B. The Physical Universe and Its Life Forms, Mathematics and Quantitative
Reasoning
A minimum of 12 semester units to include inquiry into the physical universe and its life
forms, with some immediate participation in laboratory activity, and into mathematical
concepts and quantitative reasoning and their applications.
Please indicate which Natural Science component(s) of Area B this course is intended to
fulfill:
Physical Universe 
Life Forms 
Laboratory Activity 
(1)
COURSES IN THE NATURAL SCIENCES must have the following
characteristics. Please check if this course does so.
(a)
“impart knowledge of the facts and principles which form the foundations
of living and nonliving systems”…………………………………………
(b)
“promote understanding and appreciation of the methodologies of science
as investigative tools, the limitations of scientific endeavors: namely, what
is the evidence and how was it derived”…………………………………
(c)
“give particular attention to the influence which the acquisition of
scientific knowledge has had on the development of the world’s
civilizations, not only as expressed in the past but also in present times...
Page 10 of 22
(2)
(d)
as regards laboratory, the nature and extent of laboratory experience
conforms with Long Beach City College established curricular
procedures………………………………………………………………..
(e)
expose students to broad concepts and principles. (Highly specialized and
“how to” courses would not be expected to achieve the objectives)……..
(f)
Beginning fall 1984 courses in Nutrition are no longer acceptable. CSU
review believed that courses in Nutrition are applied science courses
which do not ‘impart knowledge of the facts and principles which form the
foundations of living and non living systems’ as thoroughly and
effectively as do general introductory science courses.”
COURSES IN MATHEMATICAL CONCEPTS AND QUANTITATIVE
REASONING AND THEIR APPLICATION must have the following
characteristics. Please check if this course does so.
(a)
encourage the understanding of basic mathematical concepts as well as the
acquisition
of
basic
computational
skills…………………………………
(b)
[effective fall 1988] “be beyond the level of Intermediate Algebra (any
course essentially equivalent to second year high school algebra”………
(c)
[effective fall 1990] “has Intermediate Algebra as stated course
prerequisite……………………………………………………………….
AREA C. Arts, Literature, Philosophy, and Foreign Language
A minimum of 12 semester units among the arts, literature, philosophy and foreign
languages
Please indicate which component of Area C this course is intended to fulfill:
Literature/Philosophy…………………………………………………………….
Appreciation of the Arts/Foreign Language……………………………………...
Active Participation………………………………………………………………
Please check as many of the following sub-categories as apply to this course



Arts (art, dance, drama, music)
Philosophy
Western Cultures
Page 11 of 22



Literature
Foreign Language
Non-Western Cultures

Active Participation
COURSES IN ARTS, LITERATURE, PHILOSOPHY, AND FOREIGN LANGUAGE
must have the following characteristics. Please check, where applicable, if this course
does so
(1)
“encourage students to respond subjectively as well as objectively to experience
and to develop a sense of the integrity of emotional and intellectual response”…
(2)
“motivate students to cultivate and refine their affective as well as cognitive and
physical faculties through studying great works of the human imagination, which
could include active participation in individual esthetic, creative experience”….
(3)
“require students to intellectually examine the subjective response, thereby
increasing awareness and appreciation in the traditional humanistic disciplines
such as art, dance, drama, literature and music”…………………………………
(4)
“result in the student’s better understanding of the interrelationship between the
creative arts, the humanities and self” ..………………………………………….
(5)
“include exposure to both Western cultures and non-Western cultures”………...
(6)
“have breadth and expose students to concepts, ideas and principles”…………..
(7)
“Foreign language courses may be included because of their implications for
cultures both in their linguistic structures and in their use in literature. Therefore
approved courses will contain a cultural component and not be solely skill
acquisition courses”………………………………………………………………
It is particularly appropriate for courses in the Arts and Foreign Languages to combine
activity with theory and other intellectual content.
AREA D. Social, Political and Economic Institutions:
A minimum of twelve semester units dealing with human social, political, and economic
institutions and behavior and their historical background.
Please indicate which component of Area D this course is intended to fulfill:


U.S. History and American Ideals

Social Sciences
U.S. Political Science and Constitutional

Cultural Studies
Ideals
(See Executive Order 405, page 15, in this document for the criteria for U.S.
History, Constitution and American Ideals)
Page 12 of 22
Please check as many of the following categories as apply to this course:







Social Institutions
Economic Institutions
Historical Setting
Non-Western Context
Political Institutions
Contemporary Setting
Western Context
COURSES IN THE SOCIAL SCIENCES must have the following characteristics. Please
check where applicable, if this course does so.
(1)
“reflect the fact that human social, political and economic institutions and
behavior are inextricably interwoven”…………………………………………...
(2)
“examine problems and issues in their contemporary as well as historical setting,
including both Western and non-Western contexts”……………………………..
(3)
“have breadth and expose students to concepts, ideas and principles”…………..
AREA E. Lifelong understanding and Self-Development
A minimum of three semester units in study designed to equip human beings for lifelong
understanding and development of themselves as integrated physiological and
psychological entities.
COURSES IN LIFELONG UNDERSTANDING AND DEVELOPMENT must have the
following characteristics. Please check, where applicable, if this course does so.
(1)
“facilitate the understanding of the human being as an integrated physiological,
social, and psychological organism”……………………………………………..
(2)
“include selective consideration of such matters as human behavior, sexuality,
nutrition, health, stress, key relationships of humankind to the social and physical
environment, and implications of death and dying. ‘Selective consideration’ as
used here should be construed as meaning giving significant attention to a number
of the issues or aspects of living mentioned herein.”…………………………....
(3)
“Physical activity could be included, provided that it is an integral part of the
study as described herein. Physical activity or skills acquisition alone cannot meet
this requirement. Thus such content should be integrated into courses with
broader purpose or the amount of such credit applicable to the requirement should
be limited.”……………………………………………………………………….
(4)
Beginning fall 1984, courses in Child Development are not acceptable. CSU
review saw them “as not covering a sufficiently broad portion of the life span to
accomplish the objectives in Area E.”……………………………………………
Page 13 of 22
(5)
The following are specific suggestions offered by CSU review:
(a)
“Courses addressing one or more life stages should focus on those related
to the students’ present or future. Thus courses which primarily deal with
child study should not be designated.”…………………………………...
(b)
“Courses which address career concerns in the broader context of the
objective statement are appropriate, but courses which teach specific job
skills are not.”………………………………………………………….....
(c)
“Courses about groups (social, ethnic, occupational, age, etc.) should
stress relationship of the individual to the group not simply characteristics
of the group.”……………………………………………………………..
(d)
“The aggregation of a number of skills in a single course (e.g., CPR, First
Aid, exercise) does not obviate the need to limit the extent to which
activity or skills acquisition is used to meet the total requirement.”……..
Page 14 of 22
EXECUTIVE ORDER 405
CSU Graduation Requirement
UNITED STATES HISTORY, CONSTITUTION, AND AMERICAN IDEALS
A.
U.S. History and American Ideals. Any course or examination which addresses
the historical development of American institutions and ideals must include all of the
subject matter elements identified in the following paragraphs. Please check if this course
does so. (Nothing contained herein is intended to prescribe the total content or structure
of any course.)
1.
significant events covering a minimum time span of approximately one
hundred years occurring in the entire area now included in the United
States of America, including the relationships of regions within that area
and with external regions and powers as appropriate to the understanding
of those events within the United States during the period under study…
2.
the role of major ethnic and social groups in such events and the contexts
in which the events have occurred…………………………………….....
3.
the events presented within a framework which illustrates the continuity of
the American experience and its derivation from other cultures including
consideration of three or more of the following: politics, economics, social
movements, and geography………………………………………………
B.
Political Science. Any course or examination which addresses the Constitution of
the United States, the operation of representative democratic government under that
Constitution, and the process of California State and local government must address all of
the subject matter elements identified in the following subparagraphs. Please check if this
course does so. (Nothing contained herein is intended to prescribe the total content or
structure of any course.)
1.
the political philosophies of the framers of the Constitution and the nature
and operation of United States political institutions and processes under
that Constitution as amended and interpreted………………….………...
2.
the rights and obligations of citizens in the political system established
under the Constitution……………………………………………………
3.
the Constitution of the State of California within the framework of
evolution of Federal-State relations and the nature and processes of State
and local government under that Constitution…………………………...
4.
contemporary relationships of State and local government with the Federal
government, the resolution of conflicts and the establishment of
cooperative processes under the constitutions of both the State and nation,
and the political processes involved……………………………………...
Page 15 of 22
III
INTERSEGMENTAL GENERAL EDUCATION TRANSFER CORE
“Completion of the Intersegmental General Education Transfer Core (IGETC) will
permit a student to transfer from a community college to a campus in either the California
State University or University of California systems without the need…to take additional
lower division, general education courses to satisfy campus G.E. requirements.”
“Since the development of the 1960 Master Plan, ease of transfer has been the
cornerstone of California’s three-tiered system of higher education….The Academic
Senates of the University of California, the California State University, and the California
Community Colleges responded [to the concerns of Commissioners and Legislators who
recently examined and ‘renewed’ the Master Plan to recommend]…the creation of a
general education transfer curriculum….”
“[Such a plan viewed general education in the following way:]…General education
should develop the student’s abilities to think; general education courses should not
merely transmit information, but should require analysis, criticism, and synthesis. One of
the most effective tools for achieving these goals is the written essay, evaluated with
attention to the quality of its writing as well as the accuracy of its content, and, as
appropriate, general education courses should require significant amounts of writing. In
addition, speaking, listening, and reading are important skills that general education
courses should foster. Participation in the intellectual and cultural life of our society
requires ability in verbal communication of all kinds. Courses that transfer should [also]
be culturally bound in their conception. They should help students understand the nature
and richness of human culture and social structures through a comparative approach and
have a pronounced historical perspective. They should recognize the contributions to
knowledge, civilization, and society that have been made by women and members of
minority groups. Similarly, one of the most useful things that students should get from
their general education is an understanding of the modes of inquiry that characterize the
different areas of human thought: the nature of the questions that can be addressed, the
ways questions are formulated, the ways analysis is conducted, and the validity and
implications of the answers obtained. [Finally,] general education should be intellectually
challenging; indeed, it must be to do a responsible job of preparing students for entry into
the upper division of our four-year institutions and for full participation in the life of the
state. It is equally clear that participation in such a curriculum itself requires adequate
preparation. General education builds upon adequate high school preparation, and poor
preparation may require students to take remedial courses prior to entry into the transfer
curriculum.”
“Both the California State University and the University of California have a specific
American Institutions requirement that is separate from their general education
requirements: Completion of the [IGETC]…will not satisfy this requirement….”
Page 16 of 22
General Issues to be used as guidelines when a faculty begins to prepare a course list
for the IGETC.
[Note: Your course will not be considered General Education if it includes the
following. You must write a course description that avoids these features
specifically.]
(1)
General education courses submitted must have a minimum unit value of
three (3) semester units or four (4) quarter units. If your course has less, it
is not considered a general education by IGETC. Mine does………..…..
(2)
Any course that focuses on personal, practical, or applied aspects of a
discipline is not considered general education by IGETC. IGETC courses
should be presented from a theoretical point of view and focus on the core
concepts and methods of a discipline. Mine does………………………..
(3)
Introductory courses to professional programs, such as Business, Set
Design for Theatre, and Writing for Commercial Markets do not have
sufficient breadth to meet general education requirements. IGETC wants a
course to be a survey of the central principles of a discipline. Mine is such
a survey course…………………………………………………………...
(4)
Advanced Placement exams are acceptable with scores of three (3), four
(4), or five (5) for courses listed on the IGETC. An acceptable score on an
English exam may be used to meet the English composition course, but
may not be used to meet the critical thinking-English composition
requirement.
My course is open to Advanced Placement credit………..……………...
My course falls in the critical thinking-English composition category….
(5)
Independent study and Topic courses are not acceptable for IGETC. Mine
is not……………………………………………………………………...
(6)
IGETC requires that all courses submitted for review have already been
approved as UC transfer classes. Mine is………………………………...
Subject Area:
English Communications:
(Three (3) Courses; Nine (9) semester, 12-15 quarter units)
[Identify the section to which your course applies.]
(1)
ONE COURSE IS ENGLISH READING AND COMPOSITION; this
course is a prerequisite to the Critical Thinking-English Composition
course. Mine fits this section……………………………………………..
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(2)
ONE COURSE IS CRITICAL THINKING-ENGLISH COMPOSITION.
Mine fits this section………………………………………...…………...
a.
“The second semester of English composition required by the
University of California may be met by those courses taught in a variety of
disciplines which provide, as a major component, instruction in the
composition of substantial essays and required students to write a
sequence of such essays. Written work shall be evaluated for both
composition and critical thinking.” My course includes such an essay and
critical thinking component………………………………………………
b.
At Long Beach City College, a department interested in creating
such a course must consult with the English Department Chairperson
concerning the composition component required by IGETC. I have done
so…………………………………………………………………………
c.
At Long Beach City College, a department interested in creating
such a course needs to consult with the Philosophy Department
Chairperson to include an introduction to principles of inductive and
deductive processes, the relationship of language to logic, and the abilities
to analyze, criticize, and advocate ideas need to be included. I have done
so………………………………………………………………………....
(3)
ONE COURSE IS ORAL COMMUNICATIONS. Mine is……………..
(This course applies to the California State University System only)
[Note: Texts chosen for this area should reflect an awareness of cultural diversity.
I have included such texts to meet this IGETC requirement……………..
Subject Area:
Mathematical Concepts and Quantitative Reasoning
(One (1) course; Three (3) semester, 4-5 quarter units)
[Check off those statements that apply to your course.]
(1)
A one semester course in mathematics or statistics that is above the level
of intermediate algebra. Mine is………………………………………….
(2)
This course shall have intermediate algebra as a stated prerequisite. Mine
does……………………………………………………………………….
(3)
If this course is statistics, the course outline must reflect the following:
(a)
This course must emphasize the mathematical basis of statistics,
including probability theory and estimation, application and interpretation,
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uses and misuses, and the analysis and criticism of statistical arguments in
public discourse. Mine does……………………………………………...
(b)
This course cannot use statistics as an applied mathematical system
for a specific discipline. Mine does not………………………………..or
(4)
“Courses approved to fulfill this requirement must focus on quantitative
analysis and the ability to use and criticize quantitative arguments.
Symbolic logic, Computer Programming, and survey courses such as Math
in Society, are deemed unacceptable….” My course focuses on
quantitative analysis and argument evaluation…………………………...
Subject Area:
Arts and Humanities
(at least three (3) courses; nine (9) semester, 12-15 quarter units)
[Check off those statements that apply to your course and are in your course
description.]
Please indicate which component this course is intended to fulfill:

(1)

Arts
Humanities
Courses proposed for this subject area shall encourage students to analyze
and appreciate works with one or all of the following features, preferably
all. My course includes:
(a)
Philosophical……………………………………………………..
(b)
Historical…………………………………………………………
(c)
Literary…………………………………………………………...
(d)
Aesthetic………………………………………………………….
(e)
Cultural analysis and appreciation……………………………….
(2)
“[Such courses will expose students to]…a historical understanding of
major civilizations and cultures, both Western and non-Western, and an
understanding and appreciation of the contributions and perspectives of
women and of ethnic minorities….” Mine does………………………….
(3)
Courses approved for the Arts have as their major emphasis the integration
of history, theory, aesthetics, and criticism. This course does so………...
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(4)
Courses which focus on technique or performance in the Arts will not be
approved for the IGETC. Mine does not……………………………...….
(5)
Courses approved for the Humanities section have to include historical,
literary, and cultural aspects of a discipline; foreign language courses with
such components will receive approval as will theatre and film classes,
and even logic. Mine does………………………………………………..
Subject Area:
Social and Behavioral Sciences
(at least three (3) courses; nine (9) semester, 12-15 quarter units), in at
least two different disciplines
[Check off those statements that apply to your course and are in your course
description]
(1)
Courses proposed for this subject area shall include one or all of the
following, preferably all. Mine includes:
(a)
Individual
behavior……………………………………………….
(2)
(b)
Human social relations…………………………………………...
(c)
A study of political institutions…………………………………..
(d)
A study of Economic institutions………………………………...
(e)
My course also includes one or all of the following areas:
(i)
Contemporary issues……………………………………..
(ii)
Historical background……………………………………
(iii)
The geographic setting…………………………………...
Courses taught in the areas should include one or all of the following,
preferably all:
(a)
“The pattern of course work completed shall ensure…students an
understanding of the perspectives and methods of the social and
behavioral sciences.” Mine does…………………………………………
(b)
“Students who have completed this requirement…have been
exposed to…the contributions and perspectives of women and of
ethnic…minorities…” My course includes this exposure………………..
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(c)
[Students have also received study in]…a comparative perspective
on both Western and non-Western societies. My course provides such a
perspective………………………………………………………………..
(3)
“The material should be presented from a theoretical point of view and
focus on core concepts and methods of the discipline rather than personal,
practical, or applied aspects.” My course has such a theoretical basis…..
(4)
Administrative Justice course may be approved for this areas only if they
focus on core concepts of the social and behavioral sciences. My course
does……………………………………………………………………….
Subject Area:
Physical and Biological Sciences
(at least two (2) courses; seven to nine (7-9) semester, 9-12 quarter units)
[Check off those statements that apply to your course and are in your course
description]
Please indicate which component this course is intended to fulfill:
Physical 
Biological 
Laboratory Activity 
(1)
“Courses must emphasize experimental methodology, the testing of
hypotheses, and the power of systematic questioning, rather than only the
recall of facts.” My course has taken these theoretical and methodological
issues into account………………………………………………………..
(2)
“Courses that emphasize the interdependency of the sciences are
especially appropriate for non-science majors.” My course is described as
appropriate for “non-science” majors and includes such interdependency
explicitly………………………………………………………………….
(3)
In the area of the biological sciences, only those courses that focus on the
basic concepts are deemed acceptable. “Human Nutrition, Horticulture,
Forestry, heath, and Human Environment courses [are]…determined to
have too narrow or applied focus and therefore unacceptable for this area.”
I have taken this issue into consideration, and my course does not reflect
such a narrow focus………………………………………………………
(4)
In the area of the physical sciences, courses that have an applied nature are
also unacceptable. My course focuses on core concepts…………………
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Language Other Than English
(1)
“Students shall demonstrate proficiency in a language other than English
equal to two years of high school study.” My course is such a skills
class………………………………………………………………………
(2)
I am aware that this is the only IGETC section that takes into
consideration skill courses……………………………………………….
CSU United States History, Constitution, and American Ideals
(1)
The IGETC has created a category in which U.S. History and Political
Institutions courses that meet the graduation requirement may be
identified. I am aware that my course falls into this category……………
(2)
Since the CSU and UC systems will not allow course work credited in
general education to also be counted as a graduation requirement, course
proposals must be designed to reflect how they are to be used on the
IGETC. My course description emphasizes those features that identify
general education criteria rather than U.S focus designed to meet the
graduation requirement…………………………………………………..
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