Colleges Without General Education Requirements



  colleges without general education requirements: The Idea of a University Defined and Illustrated John Henry Newman, 2013-12 This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.
  colleges without general education requirements: The Public Ivys Richard Moll, 1986 Information on high quality education at state colleges and universities.
  colleges without general education requirements: General Education Essentials Paul Hanstedt, 2012-04-25 General Education Essentials Full-time and part-time faculty in any discipline and at any size campus with any type of mission can pick up this volume and learn something that will help her or him improve teaching and learning.???—From the Foreword by Terrel L. Rhodes, vice president for Curriculum, Quality, and Assessment, Association of American Colleges and Universities Every year, hundreds of small colleges, state schools, and large, research-oriented universities across the United States (and, increasingly, Europe and Asia) revisit their core and general education curricula, often moving toward more integrative models. And every year, faculty members who are highly skilled in narrowly defined fields ask two simple questions: Why? and How is this going to affect me? General Education Essentials seeks to answer these and other questions by providing a much-needed overview of and a rationale for the recent shift in general education curricular design, a sense of how this shift can affect a faculty member's teaching, and an understanding of how all of this might impact course and student assessment. Filled with examples from a variety of disciplines that will spark insights, General Education Essentials explores the techniques that can be used to ensure that students are gaining the skills they need to be perceptive scholars and productive citizens. This is THE ONE BOOK for academics to get up to speed about reforming general education. —Jerry Gaff, senior scholar, Association of American Colleges and Universities
  colleges without general education requirements: Our Underachieving Colleges Derek Bok, 2008-01-15 The author sets forth what is known about how much students learn in college, gives recommendations for how to improve undergraduate education, and describes how universities can develop a continuing process of enlightened trial and error that will enable them to improve their performance in the future.
  colleges without general education requirements: The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education National Academies of Sciences, Engineering, and Medicine, Policy and Global Affairs, Board on Higher Education and Workforce, Committee on Integrating Higher Education in the Arts, Humanities, Sciences, Engineering, and Medicine, 2018-06-21 In the United States, broad study in an array of different disciplines â€arts, humanities, science, mathematics, engineering†as well as an in-depth study within a special area of interest, have been defining characteristics of a higher education. But over time, in-depth study in a major discipline has come to dominate the curricula at many institutions. This evolution of the curriculum has been driven, in part, by increasing specialization in the academic disciplines. There is little doubt that disciplinary specialization has helped produce many of the achievement of the past century. Researchers in all academic disciplines have been able to delve more deeply into their areas of expertise, grappling with ever more specialized and fundamental problems. Yet today, many leaders, scholars, parents, and students are asking whether higher education has moved too far from its integrative tradition towards an approach heavily rooted in disciplinary silos. These silos represent what many see as an artificial separation of academic disciplines. This study reflects a growing concern that the approach to higher education that favors disciplinary specialization is poorly calibrated to the challenges and opportunities of our time. The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education examines the evidence behind the assertion that educational programs that mutually integrate learning experiences in the humanities and arts with science, technology, engineering, mathematics, and medicine (STEMM) lead to improved educational and career outcomes for undergraduate and graduate students. It explores evidence regarding the value of integrating more STEMM curricula and labs into the academic programs of students majoring in the humanities and arts and evidence regarding the value of integrating curricula and experiences in the arts and humanities into college and university STEMM education programs.
  colleges without general education requirements: General Education Essentials Paul Hanstedt, 2012-05-29 General Education Essentials Full-time and part-time faculty in any discipline and at any size campus with any type of mission can pick up this volume and learn something that will help her or him improve teaching and learning.???—From the Foreword by Terrel L. Rhodes, vice president for Curriculum, Quality, and Assessment, Association of American Colleges and Universities Every year, hundreds of small colleges, state schools, and large, research-oriented universities across the United States (and, increasingly, Europe and Asia) revisit their core and general education curricula, often moving toward more integrative models. And every year, faculty members who are highly skilled in narrowly defined fields ask two simple questions: Why? and How is this going to affect me? General Education Essentials seeks to answer these and other questions by providing a much-needed overview of and a rationale for the recent shift in general education curricular design, a sense of how this shift can affect a faculty member's teaching, and an understanding of how all of this might impact course and student assessment. Filled with examples from a variety of disciplines that will spark insights, General Education Essentials explores the techniques that can be used to ensure that students are gaining the skills they need to be perceptive scholars and productive citizens. This is THE ONE BOOK for academics to get up to speed about reforming general education. —Jerry Gaff, senior scholar, Association of American Colleges and Universities
  colleges without general education requirements: STEM the Tide David E. Drew, 2011-09-07 One study after another shows American students ranking behind their international counterparts in the STEM fields -- science, technology, engineering, and math. Businesspeople such as Bill Gates warn that this alarming situation puts the United States at a serious disadvantage in the high-tech global marketplace of the twenty-first century, and President Obama places improvement in these areas at the center of his educational reform. What can be done to reverse this poor performance and to unleash America's wasted talent? David E. Drew has good news -- and the tools America needs to keep competitive. Drawing on both academic literature and his own rich experience, Drew identifies proven strategies for reforming America's schools, colleges, and universities, and his comprehensive review of STEM education in the United States offers a positive blueprint for the future. These research-based strategies include creative and successful methods for building strong programs in science and mathematics education and show how the achievement gap between majority and minority students can be closed. A crucial measure, he argues, is recruiting, educating, supporting, and respecting America's teachers. To secure a competitive advantage both in the knowledge economy and in economic development more broadly, America needs a highly skilled, college-educated workforce and cutting-edge university research. Drew makes the case that reforming science, technology, engineering, and mathematics education to meet these demands, with an emphasis on reaching historically underserved students, is essential to the long-term prosperity of the United States. Accessible, engaging, and hard hitting, STEM the Tide is a clarion call to policymakers, administrators, educators, and everyone else concerned about students' participation in the STEM fields and America's competitive global position.
  colleges without general education requirements: Resources in Education , 1997
  colleges without general education requirements: The College Solution Lynn O'Shaughnessy, 2008-06-06 “The College Solution helps readers look beyond over-hyped admission rankings to discover schools that offer a quality education at affordable prices. Taking the guesswork out of saving and finding money for college, this is a practical and insightful must-have guide for every parent!” —Jaye J. Fenderson, Seventeen’s College Columnist and Author, Seventeen’s Guide to Getting into College “This book is a must read in an era of rising tuition and falling admission rates. O’Shaughnessy offers good advice with blessed clarity and brevity.” —Jay Mathews, Washington Post Education Writer and Columnist “I would recommend any parent of a college-bound student read The College Solution.” —Kal Chany, Author, The Princeton Review’s Paying for College Without Going Broke “The College Solution goes beyond other guidebooks in providing an abundance of information about how to afford college, in addition to how to approach the selection process by putting the student first.” —Martha “Marty” O’Connell, Executive Director, Colleges That Change Lives “Lynn O’Shaughnessy always focuses on what’s in the consumer’s best interest, telling families how to save money and avoid making costly mistakes.” —Mark Kantrowitz, Publisher, FinAid.org and Author, FastWeb College Gold “An antidote to the hype and hysteria about getting in and paying for college! O’Shaughnessy has produced an excellent overview that demystifies the college planning process for students and families.” —Barmak Nassirian, American Association of Collegiate Registrars and Admissions Officers For millions of families, the college planning experience has become extremely stressful. And, unless your child is an elite student in the academic top 1%, most books on the subject won’t help you. Now, however, there’s a college guide for everyone. In The College Solution, top personal finance journalist Lynn O’Shaughnessy presents an easy-to-use roadmap to finding the right college program (not just the most hyped) and dramatically reducing the cost of college, too. Forget the rankings! Discover what really matters: the quality and value of the programs your child wants and deserves. O’Shaughnessy uncovers “industry secrets” on how colleges actually parcel out financial aid—and how even “average” students can maximize their share. Learn how to send your kids to expensive private schools for virtually the cost of an in-state public college...and how promising students can pay significantly less than the “sticker price” even at the best state universities. No other book offers this much practical guidance on choosing a college...and no other book will save you as much money! • Secrets your school’s guidance counselor doesn’t know yet The surprising ways colleges have changed how they do business • Get every dime of financial aid that’s out there for you Be a “fly on the wall” inside the college financial aid office • U.S. News & World Report: clueless about your child Beyond one-size-fits-all rankings: finding the right program for your teenager • The best bargains in higher education Overlooked academic choices that just might be perfect for you
  colleges without general education requirements: Why They Can't Write John Warner, 2020-03-17 An important challenge to what currently masquerades as conventional wisdom regarding the teaching of writing. There seems to be widespread agreement that—when it comes to the writing skills of college students—we are in the midst of a crisis. In Why They Can't Write, John Warner, who taught writing at the college level for two decades, argues that the problem isn't caused by a lack of rigor, or smartphones, or some generational character defect. Instead, he asserts, we're teaching writing wrong. Warner blames this on decades of educational reform rooted in standardization, assessments, and accountability. We have done no more, Warner argues, than conditioned students to perform writing-related simulations, which pass temporary muster but do little to help students develop their writing abilities. This style of teaching has made students passive and disengaged. Worse yet, it hasn't prepared them for writing in the college classroom. Rather than making choices and thinking critically, as writers must, undergraduates simply follow the rules—such as the five-paragraph essay—designed to help them pass these high-stakes assessments. In Why They Can't Write, Warner has crafted both a diagnosis for what ails us and a blueprint for fixing a broken system. Combining current knowledge of what works in teaching and learning with the most enduring philosophies of classical education, this book challenges readers to develop the skills, attitudes, knowledge, and habits of mind of strong writers.
  colleges without general education requirements: Academically Adrift Richard Arum, Josipa Roksa, 2011-01-15 In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.
  colleges without general education requirements: Schools and Society: A Sociological Approach to Education Jeanne H. Ballantine, Joan Z. Spade, 2014-02-21 Undergraduate students of the sociology of education, education and society and education studies.
  colleges without general education requirements: College Success Amy Baldwin, 2020-03
  colleges without general education requirements: Becoming a Learner Matthew L. Sanders, 2022 The author explains why becoming a learner, rather than acquiring specific job skills, is the primary purpose of higher education.
  colleges without general education requirements: New Dimensions in Higher Education United States. Office of Education. Division of Higher Education, 1960
  colleges without general education requirements: K and W Guide to Colleges for Students with Learning Disabilities Or Attention Deficit Disorder Marybeth Kravets, Imy F. Wax, 2003-09-02 Hundreds of thousands of students with learning disabilities head to college every year. The challenges seem endless. Aside from coping with difficulties in learning, students and their families face the daunting process of seeking out the right school for their specific needs. This indispensable resource includes: -Advice from specialists in the field of learning disabilities -Learning-disabled programs' admission requirements and graduation policies -Services available to learining disabled students at each college: tutors, note-takers, oral exams, extended test time, and more -Policies and procedures regarding course waivers or substitutions -Names, phone numbers, and email addresses of program administrators at each school -Strategies for finding the right program for each student's needs In addition to the 338 schools profiled, a Quick Contact Reference List provides essential program information for another 1,000 schools.
  colleges without general education requirements: New Dimensions in Higher Education U.S. Office of Education, 1960
  colleges without general education requirements: Beyond the University Michael S. Roth, 2014-05-28 Contentious debates over the benefits—or drawbacks—of a liberal education are as old as America itself. From Benjamin Franklin to the Internet pundits, critics of higher education have attacked its irrelevance and elitism—often calling for more vocational instruction. Thomas Jefferson, by contrast, believed that nurturing a student’s capacity for lifelong learning was useful for science and commerce while also being essential for democracy. In this provocative contribution to the disputes, university president Michael S. Roth focuses on important moments and seminal thinkers in America’s long-running argument over vocational vs. liberal education. Conflicting streams of thought flow through American intellectual history: W. E. B. DuBois’s humanistic principles of pedagogy for newly emancipated slaves developed in opposition to Booker T. Washington’s educational utilitarianism, for example. Jane Addams’s emphasis on the cultivation of empathy and John Dewey’s calls for education as civic engagement were rejected as impractical by those who aimed to train students for particular economic tasks. Roth explores these arguments (and more), considers the state of higher education today, and concludes with a stirring plea for the kind of education that has, since the founding of the nation, cultivated individual freedom, promulgated civic virtue, and instilled hope for the future.
  colleges without general education requirements: Report of the Federal Security Agency United States. Office of Education, 1898
  colleges without general education requirements: Higher Education , 1948
  colleges without general education requirements: Making the University Matter Barbie Zelizer, 2012-03-29 Making the University Matter investigates how academics situate themselves simultaneously in the university and the world and how doing so affects the viability of the university setting. The university stands at the intersection of two sets of interests, needing to be at one with the world while aspiring to stand apart from it. In an era that promises intensified political instability, growing administrative pressures, dwindling economic returns and questions about economic viability, lower enrolments and shrinking programs, can the university continue to matter into the future? And if so, in which way? What will help it survive as an honest broker? What are the mechanisms for ensuring its independent voice? Barbie Zelizer brings together some of the leading names in the field of media and communication studies from around the globe to consider a multiplicity of answers from across the curriculum on making the university matter, including critical scholarship, interdisciplinarity, curricular blends of the humanities and social sciences, practical training and policy work. The collection is introduced with an essay by the editor and each section has a brief introduction to contextualise the essays and highlight the issues they raise.
  colleges without general education requirements: Reports of the Committee Appointed to Inquire Into Certain Questions Relating to Education in Scotland Scotland. Education inquiry committee, 1888
  colleges without general education requirements: Coming to Grips with Higher Education Michael T. Nietzel, 2018-10-01 The American university faces many challenges. It has become too costly and inefficient. It fails too many students. It spends too much time and money on matters that should not be its priorities. It clings to policies and practices that need to go away. And it is too disconnected from the students and communities it must serve. This book proposes several changes to standard policies in our colleges and universities that will sharpen their missions, redirect funding to the highest priorities, improve student learning and attainment, redefine faculty engagement, slow down spending on amenities, and reduce the excesses of intercollegiate athletics. The recommended reforms remain true to the essential academic values embraced by the academy, but at the same time they recognize and respond to the new realities facing higher education.
  colleges without general education requirements: Newsletter , 1970
  colleges without general education requirements: Naval Training Bulletin , 1968
  colleges without general education requirements: Establishing and Sustaining Learning-Centered Community Colleges Christine Johnson McPhail, 2005 Today's most prominent thought leaders weigh in on the learning paradigm, calling for institutional change and responsibility for learning positive outcomes. This book helps leaders develop structures and processes that allow for more flexibility and creativity. Explore all facets of the learning paradigm from developing a change-receptive environment and engaging constituencies to strategic planning, governance, and more.
  colleges without general education requirements: Get It Together for College College Board, 2008-06-24 A comprehensive guide for getting through the college application process; with tips on entrance essays, financial aid forms, and campus visits.
  colleges without general education requirements: The Journal of the Assembly During the ... Session of the Legislature of the State of California California. Legislature. Assembly, 1961
  colleges without general education requirements: Colleges on the Brink Charles M. Ambrose, Michael T. Nietzel, 2023-12-15 Colleges on the Brink is about the financial crises many colleges are facing in the post-pandemic era and how they can be resolved. The tools described require changing how colleges spend money while still maintaining core academic values. Ambrose and Nietzel discuss the conditions involving financial exigency and other major budget overhauls, and they outline how to maximize the likelihood institutions can regain financial health. The challenge these colleges face is to come back from the brink and become leaner, financially stable institutions, ready to provide the education students need.
  colleges without general education requirements: Catalog of Federal Domestic Assistance , 1980 Identifies and describes specific government assistance opportunities such as loans, grants, counseling, and procurement contracts available under many agencies and programs.
  colleges without general education requirements: Research in Education , 1974
  colleges without general education requirements: Memphis Medical Monthly , 1890
  colleges without general education requirements: Occupational Outlook Handbook , 2000 Describes 250 occupations which cover approximately 107 million jobs.
  colleges without general education requirements: Medical Times and Gazette , 1861
  colleges without general education requirements: Report of the Commissioner of Education Made to the Secretary of the Interior for the Year ... with Accompanying Papers United States. Bureau of Education, 1898
  colleges without general education requirements: Peterson's Colleges in the West , 2009
  colleges without general education requirements: The Medical times and gazette , 1873
  colleges without general education requirements: Report[s] of the Royal Commission Appointed to Inquire Into the Working of the Elementary Education Acts, England and Wales [with Evidence, Etc.] ...: 3rd report, 1887-1888 Great Britain. Royal Commission on Elementary Education Acts, 1887
  colleges without general education requirements: Assessing Student Learning Linda Suskie, 2018-02-13 Assessing Student Learning is a standard reference for college faculty and administrators, and the third edition of this highly regarded book continues to offer comprehensive, practical, plainspoken guidance. The third edition adds a stronger emphasis on making assessment useful; greater attention to building a culture in which assessment is used to inform important decisions; an enhanced focus on the many settings of assessment, especially general education and co-curricula; a new emphasis on synthesizing evidence of student learning into an overall picture of an integrated learning experience; new chapters on curriculum design and assessing the hard-to-assess; more thorough information on organizing assessment processes; new frameworks for rubric design and setting standards and targets; and many new resources. Faculty, administrators, new and experienced assessment practitioners, and students in graduate courses on higher education assessment will all find this a valuable addition to their bookshelves.
  colleges without general education requirements: The University Extension Bulletin , 1893
RIVERSIDE COMMUNITY COLLEGE - Riverside City College
Completion of the Intersegmental General Education Transfer Curriculum (IGETC) will permit a student to transfer from a community college to a campus in either the California State …

Guide to Waiving General Education for Students with a N.C.
The transfer student is eligible to waive General Education based on the CAA criteria. However, the major I advise specifically requires certain General Education courses that the transfer …

A Survey of Core Requirements at our Nation’s Colleges and …
The crisis in higher education is about more than money. It is about what we have been paying for, paying for dearly. The public, even in these hard times, supports higher education with its …

“What Every Student Should Know”: General Education …
However, between 1950 and 1970, many universities started to reduce their general education requirements (Stevens, 2001). Many scholars argued that this reduction was a result of …

General Education Requirements - University of Iowa
Undergraduate general education requirements vary based on the college. This table is intended to be used for comparative purposes between colleges.

Los Rios CCD Board Policy 7241: Graduation Requirements
1.1 The degree of Associate in Arts, Associate in Arts for Transfer, Associate in Science, or Associate in Science for Transfer can be earned through any College in the Los Rios …

The Importance and Challenges of General Education: A …
Because general education programs play a significant role in students’ education in American colleges and universities today, I contend that the importance and challenges of general …

24-25 MESA IGETC - San Diego Mesa College
Colleges that permits a student to transfer from a community college to a UC or CSI-J campus without the need to complete additional lower division general education courses to satisfy …

1. What is IGETC? IGETC stands for Intersegmental General …
It is a general education pattern which community college transfer students can use to fulfill lower-division general education requirements in either the CSU or UC system without the need, …

Direct Transfer Agreement (DTA) Associate Degree Associate …
Washington’s public community and technical colleges offer associate degrees that easily transfer to four-year colleges and universities. Students generally enter with junior standing, …

Guide to CA's Community Colleges (4/05) - EdSource
Each of the 110 community colleges in California is distinct and reflects the area where it is located. All try to meet the needs of all students. However, some colleges—particularly those …

A Report on General Education Requirements at 100 of the …
To be clear, this study examines general education because these requirements encompass the courses the vast majority of students must take, regardless of major.

VERSION 2.2 Final 1 JUNE 2021 (For approval history, see last …
The Intersegmental General Education Transfer Curriculum (IGETC) began in 1991 to provide an option for California Community College students to fulfill lower-division general education …

RIVERSIDE COMMUNITY COLLEGE DISTRICT Associate Degree …
general education requirements should they pursue an Associate of Arts or Science Degree at one of the District’s colleges. Students must meet residence requirement.

Policy Type: New/revised: Purpose: Policy - East Tennessee …
A. Transfer students from Tennessee Board of Regents community colleges without associate degrees who completed blocks of general education requirements at those schools have …

IGETC 2022-2023 - San Diego Mesa College
The Intersegmental General Education Transfer Curriculum (IGETC) is a general education pattern that fulfills all lower-division general education requirements at all California State …

NO GRADUATION WITHOUT INDOCTRINATION: THE DEI …
By examining general education requirements at 248 colleges, we find that 165 require students to take a DEI-related class to graduate. Obviously, a commitment to free speech on campus …

C IP R C IP R C IP R C IP R C IP R C IP R C IP R - San Diego …
The Intersegmental General Education Transfer Curriculum (IGETC) is a general education pattern that fulfills all lower-division general education requirements at all California State …

RIVERSIDE COMMUNITY COLLEGE - Riverside City College
Completion of the Intersegmental General Education Transfer Curriculum (IGETC) will permit a student to transfer from a community college to a campus in either the California State …

RIVERSIDE COMMUNITY COLLEGE - Riverside City College
Completion of the Intersegmental General Education Transfer Curriculum (IGETC) will permit a student to transfer from a community college to a campus in either the California State …

RIVERSIDE COMMUNITY COLLEGE - Riverside City College
Completion of the Intersegmental General Education Transfer Curriculum (IGETC) will permit a student to transfer from a community college to a campus in either the California State University …

Guide to Waiving General Education for Students with a …
The transfer student is eligible to waive General Education based on the CAA criteria. However, the major I advise specifically requires certain General Education courses that the transfer student …

A Survey of Core Requirements at our Nation’s Colleges and …
The crisis in higher education is about more than money. It is about what we have been paying for, paying for dearly. The public, even in these hard times, supports higher education with its tax …

“What Every Student Should Know”: General Education …
However, between 1950 and 1970, many universities started to reduce their general education requirements (Stevens, 2001). Many scholars argued that this reduction was a result of several …

General Education Requirements - University of Iowa
Undergraduate general education requirements vary based on the college. This table is intended to be used for comparative purposes between colleges.

Los Rios CCD Board Policy 7241: Graduation Requirements
1.1 The degree of Associate in Arts, Associate in Arts for Transfer, Associate in Science, or Associate in Science for Transfer can be earned through any College in the Los Rios Community …

The Importance and Challenges of General Education: A …
Because general education programs play a significant role in students’ education in American colleges and universities today, I contend that the importance and challenges of general …

24-25 MESA IGETC - San Diego Mesa College
Colleges that permits a student to transfer from a community college to a UC or CSI-J campus without the need to complete additional lower division general education courses to satisfy …

1. What is IGETC? IGETC stands for Intersegmental General …
It is a general education pattern which community college transfer students can use to fulfill lower-division general education requirements in either the CSU or UC system without the need, after …

Direct Transfer Agreement (DTA) Associate Degree Associate …
Washington’s public community and technical colleges offer associate degrees that easily transfer to four-year colleges and universities. Students generally enter with junior standing, sometimes …

Guide to CA's Community Colleges (4/05) - EdSource
Each of the 110 community colleges in California is distinct and reflects the area where it is located. All try to meet the needs of all students. However, some colleges—particularly those in regions …

A Report on General Education Requirements at 100 of the …
To be clear, this study examines general education because these requirements encompass the courses the vast majority of students must take, regardless of major.

VERSION 2.2 Final 1 JUNE 2021 (For approval history, see last …
The Intersegmental General Education Transfer Curriculum (IGETC) began in 1991 to provide an option for California Community College students to fulfill lower-division general education …

RIVERSIDE COMMUNITY COLLEGE DISTRICT Associate …
general education requirements should they pursue an Associate of Arts or Science Degree at one of the District’s colleges. Students must meet residence requirement.

Policy Type: New/revised: Purpose: Policy - East Tennessee …
A. Transfer students from Tennessee Board of Regents community colleges without associate degrees who completed blocks of general education requirements at those schools have …

IGETC 2022-2023 - San Diego Mesa College
The Intersegmental General Education Transfer Curriculum (IGETC) is a general education pattern that fulfills all lower-division general education requirements at all California State University …

NO GRADUATION WITHOUT INDOCTRINATION: THE DEI …
By examining general education requirements at 248 colleges, we find that 165 require students to take a DEI-related class to graduate. Obviously, a commitment to free speech on campus …

C IP R C IP R C IP R C IP R C IP R C IP R C IP R - San Diego …
The Intersegmental General Education Transfer Curriculum (IGETC) is a general education pattern that fulfills all lower-division general education requirements at all California State University …

RIVERSIDE COMMUNITY COLLEGE - Riverside City College
Completion of the Intersegmental General Education Transfer Curriculum (IGETC) will permit a student to transfer from a community college to a campus in either the California State University …

RIVERSIDE COMMUNITY COLLEGE - Riverside City College
Completion of the Intersegmental General Education Transfer Curriculum (IGETC) will permit a student to transfer from a community college to a campus in either the California State University …