Guiding Notes for General Education Course Review

September 2023

Guiding Notes

for

General Education

Course Review

Guiding Notes for General Education Course Review

September 2023 1

These Guiding Notes have been developed based on recommendations from the faculty

and staff who review California community college (CCC) course outlines proposed for

lower-division general education credit in the University of California (UC) and the

California State University (CSU). They elaborate on state and systemwide policies,

adding guidance from experienced reviewers.

The Guiding Notes are in five parts:

Part One

Background

Part Two

Course Outline of Record and

Submission Checklist

Part Three

GE Review Criteria by Area

Oral Communication

Written Communication

Critical Thinking and Composition

Physical and Biological Sciences

Math and Quantitative Reasoning

Arts and Humanities

Social Sciences

Lifelong Learning

Ethnic Studies

Language other than English

American Institutions

Part Four

Common Examples of Corrections to

Align General Education Courses

with Criteria

Part Five

Electronic Bibliography

We make these Guiding Notes available to the public so our colleagues can see what the

CSU and UC look for in proposals for general education courses. For California

community colleges, this may make for quicker and more successful course

submissions.

This document is continuously shaped by the faculty and staff in California’s public

colleges and universities who serve as GE course reviewers. California’s Title 5, the

IGETC Standards, and CSU Policy remain the official documents for the general

education transfer curriculum. Links to those policies and to these annually updated

Guiding Notes are available in Part Five.

Quajuana M. Chapman Chase Fischerhall

CSU Office of the Chancellor UC Office of the President

qchapman@calstate.edu [email protected]

Guiding Notes for General Education Course Review

September 2023 2

PART ONE: BACKGROUND

The Purpose of General Education

General education represents the universal curriculum of the degree, the learning

expected of all baccalaureate-level students inclusive of every background and major. It

develops these intellectual capacities and versatility that employers say they most value:

• Effective oral and written communication

• Critical thinking

• Familiarity with styles of inquiry from a range of disciplines

• Ability to work in groups

• Skills to solve complex problems

• Tolerance for ambiguity

• An understanding of a variety of cultures and ethnicities, including one’s

own

The universities of the UC and CSU systems have each created a distinct general

education curriculum that meets these goals. Students who know which university they

will attend may be best served by the local GE curriculum but should check with the

receiving campus to see whether IGETC or CSU GE Breadth is preferred.

For transfer students planning to attend a California public university but who are unsure

of which one, the GE transfer curriculum establishes universally accepted minimum

requirements in different academic areas so that students know which courses will take

them closer to the degree, while maintaining consistent breadth in the baccalaureate

degree.

Students who transfer into the UC or CSU from California community colleges (CCC)

may be “certified” as having completed the lower-division requirements for general

education.

Administration of the two statewide general education patterns is set by Title 5 of the

California Code of Regulations, and governed day-to-day by these policies:

For students bound for

Governing Policy

Guidelines

CSU GE Breadth Any CSU

CSU GE Breadth

Requirements

The Guiding Notes

Intersegmental GE

Transfer

Curriculum

(IGETC)

Any UC or CSU IGETC Standards

IGETC Standards

Version 2.4

Guiding Notes for General Education Course Review

September 2023 3

Each curriculum is defined by the set of courses approved for its subject areas, as

published at assist.org and updated annually. The reviewers who use these Guiding Notes

are participating in the annual updates by evaluating CCC course outlines proposed for

GE credit in California’s public universities.

General Education Certification vs. Admission Requirements

Both CSU GE Breadth and IGETC will apply to any CSU, and IGETC will apply to any

UC or CSU. However, IGETC may not be acceptable or recommended for students in

some colleges or in high-unit majors (e.g., science or engineering). For these majors,

longer chains of prerequisites may make it more advantageous to take lower-division

coursework in the discipline, and then complete general education and major

requirements as matriculated students at the university. For more details on this process,

see “CSU GE Breadth and IGETC for STEM Majors within ADTs” below.

Community college counselors can help students choose the most efficient way to

complete their general education. Students and their counselors should remember that any

kind of GE certification before transfer is separate from – and does not guarantee –

admission: certification recognizes completed coursework, not eligibility to enroll.

For UC, see “Quick Reference Guide to UC Admissions” at

https://admission.universityofcalifornia.edu/counselors/_files/documents/quick-reference-

guide-to-uc-admissions.pdf.

For CSU, see “Admission Handbook” at http://www.calstate.edu/attend/student-

services/Documents/Admission-Handbook-2023-2024.pdf.

“Golden Four” CSU GE Courses

Courses in GE Subareas A1, (oral communication in the English language), A2 (written

communication in the English language), A3 (critical thinking) and B4

(mathematics/quantitative reasoning) are referred to as the “Golden Four” or “Basic

Skills” courses. They are required for transfer admission to the CSU, and each of the four

courses must be passed with a minimum grade of C-, per Title 5 Section 40803.

“Golden Four” courses required for transfer to the CSU:

• A1 Oral Communication

• A2 Written Communication

• A3 Critical Thinking

• B4 Mathematics/Quantitative Reasoning

GE policy does not prohibit students from satisfying the Golden Four requirements with

Pass grades as long as the “P” represents a letter grade of C- or better. However, we

recommend that students take these courses for a letter grade as some impacted majors

and campuses may require letter grades in all required courses as a function of

determining admission.

Guiding Notes for General Education Course Review

September 2023 4

Pass-Along CSU GE Breadth Certification

A CCC may certify coursework completed at another CCC if the courses are on the

approved certification list at the CCC. The course shall be certified in the CSU GE

Breadth area that is on the official certification list for the CCC at which the course was

taken.

Example

A student is currently attending CCC #2. The student completed HIST 106 at CCC #1

which is approved in Area D (Social Sciences). However, HIST 106 is approved at

CCC #2 in Area C2 (Humanities). CCC #2 will “pass-along” HIST 106 from CCC #1

in Area D (Social Sciences) for CSU GE Breadth certification.

If so identified by a CCC, those courses shall contribute to qualification of a student for

either full certification or subject-area certification, as appropriate.

A CCC may include upper-division courses taken at regionally accredited institutions in

certification of lower-division CSU GE or IGETC.

Coursework completed at regionally accredited institutions shall be reviewed for

certification purposes by the CCC faculty in the discipline or their designee (e.g.,

Articulation Officer) to determine if the course is comparable to current CSU GE Breadth

requirements.

A CCC may certify coursework taken at regionally accredited institutions if the faculty of

that CCC or the Articulation Officer determine that the coursework is equivalent to the

coursework on their college’s approved CSU GE Breadth certification list.

CSU GE Breadth vs. IGETC

Both the CSU GE Breadth and IGETC patterns are designed to educate students to think,

write, and speak clearly and logically; to reason quantitatively; to know about the human

body and mind, the development and functioning of human society, the physical and

biological world, and human cultures and civilizations; and to develop an understanding

of the principles, methods, and values of human inquiry.

They do so by grouping disciplines and modes of inquiry into areas such as science and

social science. Most areas and subareas in CSU GE Breadth match those in IGETC, and

so course outlines are routinely submitted for both. See the chart for a detailed

comparison of areas.

Guiding Notes for General Education Course Review

September 2023 5

GE Breadth

(CSU only)

Discipline

IGETC

(CSU and UC systems)

AREA A

Oral Communication

[1C not UC

required]

AREA 1

Written Communication

Critical Thinking

AREA B

Physical Sciences

AREA 5

AREA 2

Biological Sciences

Laboratory Activity

Mathematics

AREA C

Arts

AREA 3

Humanities

AREA D

Social Sciences

AREA 4

AREA E

Lifelong Learning

no area

[not UC required]

AREA F

Ethnic Studies

AREA 7

[not CSU required]

no area

Language Other than English

[not CSU required]

Certification via Completion of an Approved Associate Degree for Transfer (ADT)

For CSU: CCC students are considered fully lower-division general education certified if

they successfully completed CSU GE Breadth requirements or IGETC for CSU and are

awarded an ADT.

For UC: completing IGETC may satisfy the seven-course pattern requirement and

earning an ADT may be considered by some campuses in the comprehensive review

process. (For more information: https://admission.universityofcalifornia.edu/admission-

requirements/transfer-requirements/).

CSU GE Breadth and IGETC for STEM Majors within ADTs

Students pursuing Biology, Chemistry, and Environmental Science ADTs may complete

the following:

a. CSU GE Breadth for STEM (33 units); or

b. IGETC for STEM (31 units); and

c. Defer one lower-division course in Area C or Area 3 Arts and Humanities and one

lower-division course in Area D or Area 4 Social and Behavioral Sciences until

after transfer.

CSU GE Breadth for STEM and IGETC for STEM are only applicable to majors for

which the Transfer Model Curriculum (TMC) specifies. A current list of TMCs that allow

CSU GE Breadth for STEM can be found at https://c-id.net/tmc.

Guiding Notes for General Education Course Review

September 2023 6

A CCC preparing a CSU GE Breadth for STEM certification as part of an ADT shall

ensure that the student has completed the following before transfer:

1. All courses in Areas A, B, and E of the traditional CSU GE curriculum; and

2. One course in Area C1 Arts; one course in Area C2 Humanities; and

3. One course in Area D Social Sciences; and

4. One course in Area F Ethnic Studies

A CCC preparing IGETC for STEM certification as part of an ADT shall ensure that the

student has completed the following before transfer:

1. All courses in Area 1, 2A, and 5 of the traditional IGETC; and

2. One course in Area 3A Arts; one course in Area 3B Humanities; and

3. One course in Area 4 Social and Behavioral Sciences (the second Area 4

course from a different discipline after transfer).

4. One course in Area 7 Ethnic Studies

CSU GE Breadth and IGETC similarities and differences:

In practice, the IGETC pattern is more restrictive. Courses that are approved for IGETC

are automatically approved for the corresponding Area(s) or Subarea(s) in CSU GE

Breadth if the CCC also requests it in the course proposal. However, not all courses

approved for CSU GE Breadth are approved for IGETC. The exception to this rule is

CSU GE Subarea A1 (IGETC 1C). Approval for courses in this Subarea is based solely

on the CSU decision.

Topic GE Breadth (CSU only) IGETC (CSU and UC)

Units

A single course may carry any

number of units. Physical activity

courses in Area E of less than 3

semester (or 4 quarter) may be

approved for CSU GE.

Stand-alone lab courses, which

have a prerequisite or co-requisite

of the corresponding lecture course,

must be a minimum of 1

semester/quarter unit.

Each course must carry a minimum

of 3 semester (or 4 quarter) units.

Stand-alone lab courses which

have a prerequisite or co-requisite

of the corresponding lecture course

must be a minimum 1

semester/quarter unit.

Minimum Grade

Any passing grade will count for

courses other than the golden four

which require a C- or better:

Written Communication, Oral

Communication, Critical Thinking,

and Quantitative Reasoning.

Only grades of C or better will

count for any courses.

Guiding Notes for General Education Course Review

September 2023 7

Topic GE Breadth (CSU only) IGETC (CSU and UC)

Ethnic Studies

One lower-division, 3 semester (4

quarter) unit course requirement in

Area F.

One lower-division, 3 semester (4

quarter) unit course requirement in

Area 7.

Oral

Communication

Requires Oral Communication

course for students transferring to

the CSU.

Does not require Oral

Communication course for

students transferring to the UC.

Mathematics and

Quantitative

Reasoning

Courses shall include a prerequisite

reflective only of the skills and

knowledge needed to succeed in the

course.

Courses must have as their primary

purpose for students to demonstrate

the abilities to reason quantitatively,

practice computational skills, and

explain and apply mathematical or

quantitative reasoning concepts to

solve problems.

Completion of a baccalaureate

course mathematics, statistics, or

other quantitative disciplines.

Course will have its primary

purpose and content focused on

mathematics and quantitative

reasoning.

Courses approved to fulfill this

requirement must address students’

ability to develop, present, use, and

critique quantitative arguments.

Lifelong Learning

Includes area in Lifelong

Understanding and Self-

Development.

No area in Lifelong Understanding

and Self-Development.

LOTE

Does not require Language Other

Than English (LOTE).

Requires Language Other Than

English (LOTE) for students

transferring to the UC.

Guiding Notes for General Education Course Review

September 2023 8

Process Overview: Faculty and Staff Review

CCCs submit new or revised course outlines of record (COR) to the CSU and UC system

offices electronically via ASSIST. CORs must be approved by the college through the

local curriculum approval process. Intersegmental faculty and staff then evaluate the

outlines for alignment with CSU GE Breadth Requirements and IGETC Standards.

CCCs are responsible for submitting accurate and current course outlines. If a course has

a decrease in units or has changed substantially since its last review, a CCC should select

“Substantial Change” during the course submission process. For a description of what

counts as a “substantial change”, see the COR Submission section below.

Figure 1: Annual Review Process

Figure 2: Review Cycle

CCC course

submission

CSU GE, AI,

and IGETC

review

CSU GE, AI,

and IGETC

decisions

Guiding Notes for General Education Course Review

September 2023 9

Course Design

Courses are developed by faculty at CCC. Before courses can be

offered (or submitted to a system office for GE transfer credit),

courses go through the standard process of local curriculum

approval, and only baccalaureate-level courses are eligible for

GE transfer credit. CCC courses must be UC-transferable

(approved for the UC TCA) to be approved for IGETC.

Subsequent determinations made by the UC and CSU relate only

to the suitability of a course to an area of a GE pattern, and even

high-quality courses may be denied.

A word of caution to the CCC faculty who design courses for

general education transfer credit in the UC or CSU: some

published approvals are better models than others. Until 1993,

courses were accepted without review by the four-year

institutions. When the public segments created the current review

process, those courses were “grandfathered in” without review.

Second, as knowledge and the needs of our graduates evolve, so

do our review criteria for general education. Creators of courses

are encouraged to choose as examples those courses approved

recently, and in no case earlier than 1993.

COR Submission

In the fall, CCC articulation officers submit courses by entering

new or substantially revised course outlines into ASSIST. Course

outlines submitted with “substantial changes” must include an

explanation of revisions.

Substantial changes for re-review include cross-listing courses,

changes in content, student learning objectives, modes of delivery

(only if student learning objectives or content are affected),

prerequisites, contact hours and/or decrease in units, or

methods/criteria of assessment.

Technical changes include prefix, number, increase in units, title

changes and/or updates of representative texts and/or resource

materials. Technical changes alone do not require re-review.

CSU GE Breadth and IGETC Review

Substantial Changes

(requires re-review in ASSIST)

Course content

Course objectives/learning objectives

Contact hours and/or decrease in units

Cross-listing courses

Methods of instruction and/or evaluation

Modes of delivery (only if student learning

objectives or content are affected)

Prerequisites

Guiding Notes for General Education Course Review

September 2023 10

Technical Changes (not requiring review)

Course number

Course prefix/subject change

Title change

Updates to representative textbooks

After the course outline data has been submitted in ASSIST, it is

then available to the CSU Office of the Chancellor (CSUCO) and

the UC Office of the President (UCOP).

Level Review

Every submitted course undergoes a 1

level review conducted by

at least two readers. All courses are reviewed comprehensively;

that is, if a course with current approval in biology is resubmitted

for additional approval in social sciences, then reviewers will

evaluate its fit for both areas of general education, and the pre-

existing approval in biology may be phased out. Each 1

level

review ends with a preliminary recommendation.

Level Review

For a minority of submitted courses, first-level reviewers are

unable to agree on whether to recommend approval. These

courses are referred to 2

level review by additional staff or by

faculty in the disciplines.

Reconciliation

Reviewer recommendations for courses in CSU GE Breadth and

American Institutions are reconciled in the CSUCO.

Determinations of IGETC congruence are made in discussions

between the CSUCO and UCOP.

Decision and Notification

in ASSIST

By May, CCC articulation officers view decisions within ASSIST.

CSU GE Breadth and IGETC certification course lists are

available at assist.org.

Guiding Notes for General Education Course Review

September 2023 11

Course Submission and Review

The UC and the CSU conduct an annual, joint review of CCC courses submitted for

IGETC. Submission decisions are announced annually in the spring to articulation

officers and updated on the ASSIST website each academic year.

If the course was active in the college’s curriculum at that time, approved courses

become effective the fall term of the academic year after the course was submitted.

Example: A course submitted in December of 2022, and approved in May 2023,

becomes effective on IGETC beginning Fall 2023.

If a course is not approved for CSU GE and/or IGETC inclusion, detailed reasons for

denial will be provided to the CCC. The CCC may then modify their outline of record

and resubmit in the following submission cycle.

Occasionally, during the CSU GE and IGETC review cycle certain existing courses are

reviewed to verify that they continue to meet the CSU GE and/or IGETC Standards.

Courses resubmitted for content review and no longer found to meet the CSU GE and/or

IGETC Standards will be allowed to remain on the CCC approved GE certification list

for at least two academic years. This allows the CCC time to submit a revised course

outline for review, if appropriate.

Example: A CCC is notified in Spring 2023 that ADJ 205 no longer meets CSU

GE and/or IGETC Standards. The course will have a phase-out term of Fall 2025

and remain effective on the GE certification list through Summer 2025.

Respecting Precedent vs. Responding to Change

Submitting CCCs sometimes point to comparable courses already approved at another

CCC and ask whether reviewers feel bound by precedent. For the most part the answer is

“no”: if a recently denied submission looks like longstanding approved courses

elsewhere, then we are more likely to reconsider and remove the originally approved

course than to extend similar approvals for the sake of consistency. The needs of the

state, guidance from disciplinary faculty, and our understanding of the world and how

best to learn about continue to evolve, and good articulation has to accommodate that,

even if progress does not happen everywhere at the same rate.

However, we also recognize that frequent changes in the statewide transferability of a

single course can disrupt enrollment, advising, and planning, and so very recent

approvals may be allowed to stand even over the valid objections of subsequent

reviewers.

Guiding Notes for General Education Course Review

September 2023 12

PART TWO: COURSE OUTLINE OF RECORD AND COURSE SUBMISSION

CHECKLIST

COR Components

1. Course units

2. Course description

3. Total lecture hours per term

4. Total lab hours per term

5. Prerequisites, corequisites or advisories on recommended preparation (if any)

6. Course objectives

7. Course content in terms of a specific body of knowledge

8. Methods of instruction

9. Methods of evaluation

10. Required textbooks and readings

11. College-level assignments (e.g., writing, reading, outside-of-class)

Cross-Listed Courses

GE review requires CCCs to have curriculum approved (e.g., college curriculum

committee or college/district board) for cross-listing before submitting course outlines of

record. Course outlines are identical in title, description, objectives, content, methods of

instruction, methods of evaluation, textbooks/readings, and assignments but may have a

different prefix. All approved cross-listed courses must appear together or with an

annotation in official college publications.

COR Submission Checklist

CCCs will indicate the pattern, CSU GE Breadth and/or IGETC Areas (including

appropriate GE subareas) to which proposed courses are applied. Reviewers use area-

specific criteria as well as the following, which apply to all submitted courses:

 Any course submitted for CSU GE Breadth or IGETC must be baccalaureate

level. For IGETC, courses must be UC-transferable (on the UC TCA).

 Course has appropriate number of units for CSU GE Breadth or IGETC Area.

 Course content should reflect a balance between breadth and depth appropriate for

lower-division work.

 Variable-topics courses are excluded (directed-study or independent study).

 Course outline includes at least one textbook; laboratory activities must include

lab manual.

Guiding Notes for General Education Course Review

September 2023 13

 Representative textbooks are current and published within 7 years of submission

year or identified as a “classic text” or “discipline classic”.

 Course outline includes methods/criteria of assessment and college-level

assignments.

 Course outline contains enough detail to make a decision in proposed CSU GE

Breadth and/or IGETC Area.

 Course outline should make sense to the reviewers.

 Course outline is in English.

 Course outline is complete.

PART THREE: REVIEW CRITERIA BY AREA

Criteria Applying to All Areas

Courses in the IGETC shall be culturally broad 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 men, women and members of various ethnic

or cultural groups.

IGETC courses shall address the modes of inquiry that characterize the different

areas of human thought: the nature of the questions that can be addressed, the way

questions are formulated, the way analysis is conducted, and the validity and

implications of the answers obtained.

CCCs will indicate the pattern, GE Area and Subarea for which courses are

proposed. Reviewers use area-specific criteria as well as the following, which

apply to all submitted courses:

Any course submitted for GE must be baccalaureate level. Because CCCs

serve multiple constituencies, not everything they teach is comparable in depth

and rigor to courses at four-year universities; for example, some courses are

instead meant to train students for specific jobs, or to prepare them for college.

The UC faculty have asked to review every community college course proposed

for transferability, whether or not for general education. Community college

courses must be approved for the UC Transfer Course Agreement (UC TCA) in

order to be submitted and approved for IGETC.

Guiding Notes for General Education Course Review

September 2023 14

CSU faculty chose instead to let CCCs decide which courses should transfer. In

1973, the CSU adopted Transfer Credit (Executive Order 167) to define

transferability. Later the CSU’s faculty senate elaborated on the definition in a

document called “What Constitutes a Baccalaureate Level Course”. Generally,

indications that a course is baccalaureate level include (1) a clear emphasis on

cultural, historic, aesthetic, or other intellectual facets of the subject taught –

particularly in classes that otherwise would amount to skills development; (2)

stated requirements in reading and writing; (3) high demands of students,

substantial student-faculty interaction, and clearly distinguished entry- and exit-

level expectations; and (4) the existence of comparable courses at four-year

institutions.

Courses must carry an appropriate number of units. In the IGETC pattern,

any course must carry at least 3 semester units or 4 quarter units of credit. In the

CSU GE Breadth pattern, physical activity courses in Area E of less than 3

semester units may be approved if the course outline is complete (see COR

Components). Courses of less than 3 semester units (other than physical activity

and lab science) do not provide the depth and breadth that is required for CSU

GE courses.

Stand-alone lab science courses that have a prerequisite or co-requisite of the

corresponding lecture course must be a minimum 1 semester/quarter unit). For

specific unit requirements, see CSU General Education Breadth Requirements and

IGETC Standards 2.4.

Course content should reflect a balance between breadth and depth

appropriate for lower-division work. While it is important for course outlines to

reflect the depth of university-level work, proposed courses may be denied if their

focus is too narrow. For example, an otherwise acceptable course in literature

(IGETC Area 3B Humanities) that focuses on a single book, or in self-

development (CSU GE Breadth Area E Lifelong Learning and Self-Development)

that focuses only on the first years of childhood, would not provide the breadth

expected of GE.

Variable-topics courses are excluded. Variable-topics courses (or directed-

studies courses) are not acceptable for IGETC or CSU GE Breadth regardless of

area. Work experience courses are not appropriate for general education. Courses

offered as variable-topics change too much from one term (and instructor) to the

next. However, not all the topics in a course have to be specified in detail. For

example, a course on Victorian-era English literature does not need to name every

novel assigned but must include a representative reading list. A course in

“Contemporary Controversies in Science” that examined a different controversy

every term would be denied.

Guiding Notes for General Education Course Review

September 2023 15

Courses may be approved in more than one area. One course may meet the

criteria for more than one GE area. However, ordinarily students will be able to

count it toward only one area.

Courses may be offered in any modality. The CSU allows online and hybrid

course offerings across all areas of CSU GE, as does IGETC provided that the

courses have been approved by the CSU and UC during the IGETC course review

process.

Proposed courses shall include at least one textbook. Reviewers use the

representative text as a way to confirm their understanding of course content. It’s

understood that the instructor in a given section may choose a different text, but

the proposed one is still given close attention. It’s expected that the structure of

the text will be consistent with the course outline. Including additional reading is

a good way to demonstrate that multiple points of view will be evaluated, as a

means of developing critical thinking.

Textbooks must be dated within seven years of the course submission term or

clearly identified in the outline as a “classic text” or “discipline classic” in the

course outline. Lab science courses must include a clearly identified lab manual in

the course outline.

Texts do not need to be published in hard copy. The UC and CSU welcome the

use of online texts and other Open Educational Resources (OER), so long as the

resource is a stable, bona fide textbook, and not just a collection of links to lecture

notes or other web pages.

Open Educational Resources (OER)

Many CCC courses already use online texts that are approved for CSU and

UC transferability, and for articulation with CSU and UC campuses.

OER or online/digital texts, are acceptable if they are stable and publicly

available as published textbooks, not a list of web links.

CORs must include title, author, and publication date.

Textbooks, both online and traditional, must be current and dated within seven

years for most course submissions. Older books should be included if they are

considered classics in the field and clearly identified as classics in the course

outline (e.g., “classic text” or “discipline classic”).

Lab science courses must include a clearly identified manual.

All CSU and UC campus departments consider the content of textbooks when

reviewing articulation proposals from the CCCs. The use of online texts is

reviewed by campuses on a case-by-case basis for articulation with CCCs.

Guiding Notes for General Education Course Review

September 2023 16

Courses and representative textbooks should be current. Course outlines

should reflect contemporary thinking in the discipline, for example by showing a

relatively recent date of approval from the department or campus curriculum

committee.

Textbooks

At least one text must be published within seven years of the submission date

(e.g., published in 2016 for course outlines submitted fall 2023).

Older books should be included if considered classics in the field and clearly

identified as classics in the course outline (e.g., “classic text” or “discipline

classic”).

CORs must include title, author, and publication date.

Lab manuals are required and must be explicitly listed on the COR for all lab

science courses in IGETC Area 5 and CSU GE Breadth Area B.

“Home-grown” lab manuals, created by CCC faculty, are also acceptable.

Lab manuals from either a publisher or compiled by CCC faculty (e.g.,

“CHEM 001 Lab Manual, CCC Chemistry department, 2019”) are acceptable.

Course outlines lacking textbooks or with out-of-date textbooks will be denied

for CSU GE Breadth and IGETC.

Physical activity courses in CSU GE Area E may include textbooks but are

not required.

Course outlines should contain enough detail to make a decision possible.

Lists of topics or chapter headings rarely give the reviewers enough information

or detail on course content. Among the areas of information submitted, course

descriptions are considered the least reliable because descriptions are used to

market the course to students. Course objectives, content, methods of instruction,

methods of evaluation, and college-level assignments are more informative when

detailed and not boilerplate lists. Listed prerequisites are also good indicators of

course content, rigor, and disciplinary grounding. Reviewers are asked not to

make assumptions based on their own disciplinary background or knowledge of

the community college, course topic, or instructor.

Guiding Notes for General Education Course Review

September 2023 17

Course outlines should make sense to the reviewer. Occasionally courses are

not approved due to discrepancies in the course outline or has gaps or

contradictions in the submitted information.

Course outlines should be in English—even when the course is not.

CSU GE Breadth decisions should be consistent with IGETC. Because

transfer students count on courses that meet IGETC standards to work in the CSU

Breadth pattern, reviewers will approve courses in CSU GE Breadth for

consistency.

CSU GE BREADTH REQUIREMENTS AND IGTEC STANDARDS

CSU GE BREADTH AREAS A and IGETC AREA 1

Oral Communication (CSU requirement) IGETC Standards 2.4

Instruction approved for fulfillment of the requirement in oral communication is

to be designed to emphasize the content of communication as well as the form and

should provide an understanding of the psychological basis and the social

significance of communication, including how communication operates in various

situations. Applicable courses should 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. This must include faculty-supervised,

faculty-evaluated oral presentations in the presence of others (physically or

virtually).

Interpersonal communication and debate courses are not a natural fit in the oral

communication area, but a few have incorporated significant faculty-supervised,

faculty-evaluated practice in speaking with others; added at least a small

component of traditional rhetoric; and won placement in the oral communication

area.

The CSU asks that course outlines submitted for CSU GE Breadth Subarea A1 and

IGETC Area 1C clearly state how instruction and evaluation are conducted, so that it may

be determined that student presentations, no matter what modality the course is offered

in, will be made either in front of faculty and other listeners. Rhetorical principles must

be covered (e.g., study of effective communication in formal speeches or social

interaction is appropriate). To qualify in CSU GE Breadth Subarea A1, students must

speak their own words, not recite words written by others.

Guiding Notes for General Education Course Review

September 2023 18

CSU GE Breadth

Area A

IGETC

Area 1

A1 Oral Communication

• faculty-supervised, faculty-evaluated

oral presentations in the presence of

others (physically or virtually)

• course outlines should be very specific

regarding methods of instruction and

methods of evaluation

• student presentations will be made

either in front of faculty or other

listeners, or in online environments

• rhetorical principles must be included

and specified in the course outline (e.g.,

example, the study of effective

communication in formal speeches or

social interaction would be

appropriate)

• courses must require students to speak

their own words, not recite words

written by others

• courses should provide an

understanding of the psychological

basis and social significance of

communication, including how

communication operates in various

situations

• courses should 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

• Interpersonal communications and

debate courses are not a natural fit

1C Oral Communication

• faculty-supervised, faculty-evaluated oral

presentations in the presence of others

(physically or virtually)

• course outlines should be very specific

regarding methods of instruction and

methods of evaluation

• student presentations will be made either in

front of faculty or other listeners, or in

online environments

• rhetorical principles must be included and

specified in the course outline (e.g.,

example, the study of effective

communication in formal speeches or social

interaction would be appropriate)

• courses must require students to speak their

own words, not recite words written by

others

• courses should provide an understanding of

the psychological basis and social

significance of communication, including

how communication operates in various

situations

• courses should 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

• Interpersonal communications and debate

courses are not a natural fit

Guiding Notes for General Education Course Review

September 2023 19

CSU GE BREADTH AREAS A and IGETC AREA 1

English Language Communication and Critical Thinking

Areas A and 1 emphasize development of students’ communication and reasoning

skills. These require coursework in “communication in the English language, to

include both oral communication and written communication,” making them the

only areas in the GE patterns that must be taught in English.

Written Communication IGETC Standards 2.4

A first-semester course in English reading and written composition must include

substantial instruction and practice in expository essay writing at the college level

with a minimum of 5,000 words. Courses should also require a substantial amount

of reading of significant literature. Successful completion of the course in reading

and written composition (i.e., a course that satisfies English 1A) shall be

prerequisite to the course in Critical Thinking/English Composition.

“Stretch” or “intensive” English Composition courses (i.e., blended courses that

include both transferable content and remedial content) may be approved for the

English Composition Requirement if both/all courses in the “stretch” course

sequence are successfully completed with “C” grade (2.0 on a 4.0 scale) or higher

(or the equivalent); and the transferable content is comparable to a ‘standard’

English Composition course, i.e., the course requires a minimum 5,000 words of

writing; substantial instruction and practice in expository essay writing at the

college level; and substantial amount of reading of significant literature.

English Composition for ESL courses may be approved for the English

Composition Requirement if the course content is not solely remedial and is

otherwise comparable to a ‘standard’ English Composition course (i.e.,

the course requires a minimum 5,000 words of writing; substantial instruction and

practice in expository essay writing at the college level; and substantial amount of

reading of significant literature).

Reviewers look for evidence of assigned and graded student writing, both in class and as

assigned homework. The course must carry an appropriate prerequisite course (or SAT

score or placement score), distinguishing it from a basic skills course.

Guiding Notes for General Education Course Review

September 2023 20

CSU GE Breadth

Area A

IGETC

Area 1

A2 Written Communication

• courses conducted in English

• must achieve same objectives as

“freshman composition” found in most

universities

• explore rhetorical principles

independent of the application of

writing to a specific profession

• no minimum number of words;

however, number of words should be

specified in the course outline

1A Written Communication

• substantial instruction and practice in

expository essay writing at the college-

level

• minimum 5,000 words of writing is

required

• courses should require substantial

amount of reading and significant

literature

• prerequisite to course in Critical

Thinking/English Composition

CSU GE BREADTH AREAS A and IGETC AREA 1

Critical Thinking CSU General Education Breadth Requirements

In critical thinking courses, students will understand logic and its relation to

language; elementary inductive and deductive processes, including an

understanding of the formal and informal fallacies of language and thought; and

the ability to distinguish matters of fact from issues of judgement or opinion. In

A3 courses, students will develop the abilities to analyze, criticize, and advocate

ideas; to reason inductively and deductively; and to reach well-supported factual

or judgmental conclusions.

Critical Thinking and Composition IGETC Standards 2.4

Successful completion of the course in reading and written composition must be

prerequisite to the course in Critical Thinking/English Composition.

The second semester of English composition may be met by those courses in

critical thinking taught in a variety of disciplines which provide, as a major

component, instruction in the composition of substantial essays and require

students to write a sequence of such essays. Successful completion of the course

in reading and written composition (i.e., course that satisfies English 1A) shall be

prerequisite to the course in Critical Thinking/English Composition. Written work

shall be evaluated for both composition and critical thinking. Texts chosen in this

area should reflect an awareness of cultural diversity. A minimum of 5,000 words

of writing is required.

Instruction in critical thinking is to be designed to 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

identify the assumptions upon which particular conclusions depend. The minimal

Guiding Notes for General Education Course Review

September 2023 21

competence to be expected at the successful conclusion of instruction in critical

thinking should be the ability to distinguish fact from judgment, and belief from

knowledge; to use elementary inductive and deductive processes; and to recognize

common logical errors or fallacies of language and thought.

CSU GE Breadth

Area A

IGETC

Area 1

A3 Critical Thinking

• courses in critical thinking, not writing

• no minimum word count

• courses include explicit instruction and

practice in inductive and deductive

reasoning and identification of formal

and informal fallacies of language and

thought

• literary criticism courses are typically

not accepted in this area

1B Critical Thinking and Composition

• must have prerequisite of English

Composition (course that satisfies

English 1A)

• written work evaluated for both

composition and critical thinking

• minimum 5,000 words of writing is

required

• texts chosen should reflect an awareness

of cultural diversity

CSU GE BREADTH SUBAREAS B1-B3 and IGETC AREA 5

Scientific Inquiry, Physical and Biological Sciences

These areas of IGETC and CSU GE Breadth call for three kinds of coursework: physical

science lecture, life science lecture, and a lab associated with a lecture.

Courses in these subareas of Areas B and 5 emphasize the perspectives, concepts,

principles, theories, and methodologies of the scientific disciplines. Those that have built-

in laboratory activity may also qualify for Area B3 and Area 5C, as long as the course

outline clearly distinguishes the laboratory activity from the lecture.

Some but not all course outlines submitted for these areas will refer to “the scientific

method.” Implicit inclusion of the scientific method is acceptable, especially for courses

designed for students majoring in science. Area B and Area 5 courses should enhance

students’ appreciation of how scientists do science, not just what scientists have

concluded.

Scientific Inquiry CSU General Education Breadth Requirements

In Subareas B1-B3, students develop knowledge of scientific theories, concepts,

and data about both living and non-living systems. Students will achieve an

understanding and appreciation of scientific principles and the scientific method,

as well as the potential limits of scientific endeavors and the value systems and

ethics associated with human inquiry. The nature and extent of laboratory

experience is to be determined by each campus through its established curricular

procedures.

Guiding Notes for General Education Course Review

September 2023 22

It is expected that campuses could offer the laboratory experience within:

• a 3 semester (4 quarter) unit lecture course;

• a lecture plus laboratory course of 4 semester (6 quarter) units; or

• a standalone laboratory course of 1 semester (2 quarter) units.

Physical and Biological Sciences IGETC Standards 2.4

Courses in physical and biological sciences must emphasize experimental

methodology, the testing of hypotheses, and the power of systematic questioning,

rather than only the recall of facts. Courses that emphasize the interdependency of

the sciences are especially appropriate for non-science majors.

The contemporary world is influenced by science and its applications, and many

of the most difficult choices facing individuals and institutions concern the

relationship of scientific and technological capability with human values and

social goals. To function effectively in such a complex world, students must

develop a comprehension of the basic concepts of physical and biological

sciences, and a sophisticated understanding of science as a human endeavor

including its limitations and power.

Laboratory Science IGETC Standards 2.4

The IGETC physical and biological science area requires a minimum of two

courses, at least one of the two must include a laboratory. The intent of the

IGETC laboratory science requirement is that students take at least one physical

or biological science course incorporating a laboratory component. Since the

experimental methodology and hypothesis testing taught in a lab builds on the

principles presented in the lecture portion of the course, the two must be related.

Therefore, the laboratory must correspond to one of the lecture courses taken to

fulfill this IGETC requirement. A student cannot use lecture courses in two

subjects and a laboratory in a third subject. It is expected that the lecture course is

a prerequisite or co-requisite of the laboratory course. Lecture and lab courses

may have separate course numbers. Lab science courses must include a clearly

identified lab manual in the course outline.

Unit Requirement for Laboratory Science Courses IGETC Standards 2.4

Three semester or four quarter unit laboratory science courses may be used on

IGETC to clear the laboratory science requirement as long as the minimum unit

value is met for this area (7 semester or 9 quarter units). Stand-alone lab courses

which have a prerequisite or co-requisite of the corresponding lecture course must

be a minimum of 1 semester/quarter unit.

Guiding Notes for General Education Course Review

September 2023 23

Laboratory Activity

• Courses meeting the requirements of this subarea must be associated with a

lecture component, either built into the laboratory section itself or connected as a

co-requisite or prerequisite.

• In the course outline, it is especially important for colleges to clearly delineate

laboratory activity from the lecture topics.

• A simple list of topics to be covered in the lab sections is seldom enough to tell

reviewers whether the activity warrants the additional lab approval.

• Reviewers rely in particular on the choice of textbooks, checking that it is

appropriate for a course with lab activities.

• Lab science courses must include a clearly identified lab manual.

• Stand-alone lab courses are designated B3 or 5C only, and only when associated

with a lecture course as either a prerequisite or co-requisite.

Lab Manuals

Lab manuals are required, and must be explicitly listed on the COR, for all courses in

IGETC Area 5C and CSU GE Breadth Area B3.

CORs must include title, author, and publication date.

“Home-grown” lab manuals, created by CCC faculty, are also acceptable.

Lab manuals from either a publisher or compiled by CCC faculty (e.g., “CHEM 001

Lab Manual, CCC Chemistry department, 2019”) are acceptable.

CSU GE Breadth

Area B

IGETC

Area 5

B1-B2 Physical and Life Sciences

• students develop knowledge of

scientific theories, concepts, and data

about both living and non-living

systems

• courses emphasize the perspectives,

concepts, principles, theories, and

methodologies of the scientific

disciplines

• students will achieve an understanding

and appreciation of scientific principles

and the scientific method, potential

5A-5B Physical and Biological Sciences

• one course in Physical Science (5A),

one in Biological Science (5B), with at

least one incorporating a laboratory

(5C)

• emphasize experimental methodology,

testing of hypotheses, and power of

systematic questioning, rather than only

recall of facts

• focus on teaching basic concepts of

physical and biological sciences

Guiding Notes for General Education Course Review

September 2023 24

limits of scientific endeavors, and the

value systems and ethics associated

with human inquiry

• courses should enhance students’

appreciation of how scientist do

science, not just what scientists have

concluded

• sophisticated understanding of science

as a human endeavor, including

limitations and power of scientific

inquiry

• emphasize major concepts of the

discipline, including biochemical and

physiological principles

B3 Laboratory Activity (lab course)

• lab activity must be associated with a

lecture component, or stand-alone

laboratory course connected as a co-

requisite or prerequisite

• course outline clearly distinguishes the

laboratory activity from the lecture

component

• lab manuals are required, and must be

explicitly listed on the course outline

5C Laboratory Science (lab course)

• must correspond to one of the lecture

courses

• lecture course is a prerequisite or co-

requisite of the laboratory course

• lecture and lab courses may have

separate course numbers

• lab manuals are required, and must be

explicitly listed on the course outline

Scientific Inquiry, Physical and Biological Sciences

This distinction of learning not just the conclusions of scientists but also how science is

practiced is the key to making review decisions in a few special cases:

• Multi-disciplinary and interdisciplinary science courses. Some community

colleges have designed courses to meet California’s credentialing standards for

prospective elementary school teachers, who will need to know something about

geology, astronomy, physics and chemistry. These “do-it-all” courses may be

acceptable, if they address science as a mode of intellectual inquiry and emphasize

the major concepts of the discipline.

Organic chemistry courses may also strike reviewers as interdisciplinary but are

ordinarily categorized in Physical Science Subareas B1 and 5A, where the subject

is frequently housed and taught.

• Physical anthropology courses. Depending on the emphasis, a course in physical

anthropology may belong with other biological sciences in Subareas B2 and 5B.

• Physical geography courses. These are almost always accepted in Subarea B1 and

5A. Other kinds of geography courses are closer to the Social Sciences and Social

and Behavioral Sciences and are instead approved in Areas D and 4.

• Lower-division major preparation courses. These may work unless they are too

narrow; the question is whether students will achieve the “science literacy”

expected of educated citizens in any profession.

• Lab manuals. Lab manuals are required, and must be explicitly listed on the COR,

for all courses in IGETC Area 5C and CSU GE Breadth Subarea B3.

Guiding Notes for General Education Course Review

September 2023 25

In defining “science literacy” for an educated populace, science faculty from across the

CSU agreed to this definition and course-scoring rubric, which reviewers of community

college courses may find helpful:

A student who achieves science literacy through a course that satisfies a general

education science requirement must master literacy in understanding both:

(a) science as the system of reasoning—the acquisition of testable knowledge of

the physical world, including explanations of the phenomena and

(b) the minimal foundational concepts and content of the science discipline(s)

addressed by the course.

This rubric addresses “a”:

Unacceptable

Minimally

acceptable

Very Acceptable

Ideal

Item 13 only or Item

13 plus omission of

any Items 1-7

Items 1-7, plus Item

Items 1-10 plus

Item 13

Items 1-13

Learning Outcomes for Science Literacy in Science as a Framework of Reasoning in

an Introductory Course

1. Student can articulate in her/his own words a reasonable definition for what constitutes science.

2. Student can describe, using at least two specific examples, how science literacy is important in

everyday life to an educated person.

3. Student can explain why the attribute of doubt has value in science.

4. Student can explain how scientists select which among several competing working hypotheses

best explains a physical phenomenon.

5. Student can explain how "theory" as used and understood in science differs from "theory "as

commonly used and understood by the general public.

6. Student can explain why peer review generally improves our quality of knowing within

science.

7. Student can explain how science uses the method of reproducible experiments to understand

and explain the physical world.

8. Student can name one assumption that underlies all science.

9. Student can provide two examples of science and two of technology and use these to explain a

central concept by which one can distinguish between science and technology.

10. Student can cite a single major theory from one of the science disciplines and explain its

historical development.

11. Student can explain and provide an example of modeling as used in science.

12. Student can explain why awareness of ethics becomes increasingly important to a society

becoming increasingly advanced in science.

13. Student can meet the minimal learning outcomes specified by the discipline that address the

major ideas, concepts and content of the science discipline. The arbiter of "specified by

discipline" might range from locally at the scale of a department to internationally as

specified by the larger profession.

Guiding Notes for General Education Course Review

September 2023 26

CSU GE BREADTH SUBAREA B4 and IGETC AREA 2

Mathematics/Quantitative Reasoning, Mathematical Concepts and Quantitative

Reasoning

Mathematics/Quantitative Reasoning CSU General Education Breadth

Requirements

Through courses in Subarea B4 students shall demonstrate the abilities to reason

quantitatively, practice computational skills, and explain and apply mathematical

or quantitative reasoning concepts to solve problems. Courses in this Subarea

shall include a prerequisite reflective only of skills and knowledge required in the

course. In addition to traditional mathematics, courses in Subarea B4 may include

computer science, personal finance, statistics or discipline-based mathematics or

quantitative reasoning courses, for example.

Mathematical Concepts and Quantitative Reasoning IGETC Standards 2.4

Area 2A, the Mathematical Concepts and Quantitative Reasoning requirement, is

met by completing a baccalaureate course in mathematics, statistics, or other

quantitative disciplines. *An approved course will have its primary purpose and

content focused on mathematics and quantitative reasoning. Additionally, courses

approved to fulfill this requirement must address students’ ability to develop,

present, use, and critique quantitative arguments. For example, a course in

statistics must emphasize the mathematical basis of statistics, including

probability theory and estimation, application and interpretation, uses and

misuses, and the analysis and criticism of statistical arguments in public

discourse. Thus, Symbolic Logic, Computer Programming, Mathematics for

Teachers and survey courses are deemed unacceptable to fulfill the Mathematical

Concepts and Quantitative Reasoning requirement. However, Math survey and

Data Science courses may fulfill this requirement if the focus is on mathematical

concepts and quantitative analysis at the baccalaureate level. A sequence of

courses may be approved only if students are required to pass all classes in the

sequence and the transferable course content is equivalent to an approved Area

2A course.

Adherence to these guidelines will ensure that all graduates are equitably prepared

for an environment in which public and private decision making is regularly

expressed in quantitative terms. We routinely confront raw information that

requires quantitative calculation and analysis in order to make decisions and take

actions. Post-secondary graduates need to be able to participate in such

quantitative reasoning and have the capacity to critique quantitative arguments.

For this reason, a growing list of disciplines require a sound mathematical

foundation. The guidelines for the 2A requirement in Mathematical Concepts and

Quantitative Reasoning ensure that graduates are given a durable foundation

Guiding Notes for General Education Course Review

September 2023 27

preparing them to respond effectively and flexibly to the quantitative challenges

they will face.

* The California Common Core State Standards for Mathematics (CCSSM)

specifies the content of the high school courses required for admission to the UC

and CSU. Baccalaureate level courses deepen and reach beyond the content in

these college prep courses.

CSU GE Breadth

Area B

IGETC

Area 2

B4 Mathematics/Quantitative Reasoning

• courses shall include a prerequisite

reflective only of skills and knowledge

required in the course

• courses must have as their primary

purpose for students to demonstrate the

abilities to reason quantitatively,

practice computational skills, and

explain and apply mathematical or

quantitative reasoning concepts to solve

problems

• may include computer science, personal

finance, statistics or discipline-based

mathematics or quantitative reasoning

courses

2A Mathematical Concepts and Quantitative

Reasoning

• fulfilled by completion of a

baccalaureate course mathematics,

statistics, or other quantitative

disciplines*

• course will have its primary purpose

and content focused on mathematics

and quantitative reasoning

• courses approved to fulfill this

requirement must address students’

ability to develop, present, use, and

critique quantitative arguments

• courses in statistics must emphasize the

mathematical basis of statistics,

including probability theory and

estimation, application and

interpretation, uses and misuses, and the

analysis and criticism of statistical

arguments in public discourse

• Math survey and Data Science courses

may fulfill this requirement if the focus

is on mathematical concepts and

quantitative analysis at the

baccalaureate level

Given the ubiquity of quantitative and statistical information that the public encounters,

successful completion of a mathematics/quantitative reasoning course is an important

driver of equitable outcomes and social mobility. The requirement in Mathematical

Concepts and Quantitative Reasoning is designed to support students in their pursuit of

these goals. Courses approved to fulfill this requirement must have as their primary

purposes the development of a general understanding of how practitioners and scholars

build mathematical models and solve problems using quantitative methods, and the

development of quantitative skills leading to a proficient and fluent ability to reason

quantitatively in their subsequent courses and after graduation in the various contexts

defined by personal, civic, and professional responsibilities.

Guiding Notes for General Education Course Review

September 2023 28

Across all CCC courses approved for CSU GE Breadth (including Subarea B4), the

course content and outcomes must be baccalaureate level, requiring as prerequisite the

skills and knowledge developed in high school that are needed for the given course.

CSU GE Breadth Subarea B4 Mathematics/Quantitative Reasoning (QR)

Guidelines and Principles

Courses submitted for CSU GE Breadth Subarea B4 approval shall ask students to:

• interpret and communicate quantitative information, and mathematical and

statistical concepts using language appropriate to the context and intended

audience;

• make sense of problems, develop strategies to find solutions, and persevere in

solving them;

• reason, model, draw conclusions, and make decisions with quantitative

information about problems arising in everyday life, society, and the workplace;

• construct, critique, and evaluate quantitative arguments that utilize mathematical,

statistical, and quantitative information;

• use appropriate tools strategically.

Statistics courses, in particular, shall ask students to:

• produce and interpret graphical displays and numerical summaries;

• recognize questions for which the investigative process of statistics is useful and

answer questions using that process

• have a conceptual and computational understanding of descriptive and basic

inferential statistical methods;

• recognize and explain the roles of variability in statistics and randomness in

designing studies and drawing conclusions;

• demonstrate an understanding of concepts useful in building statistical literacy

such as correlation is not causation and the difference between statistical

significance and practical importance.

Courses that do not make significant use of quantitative reasoning are excluded from

Subarea B4. These include:

• courses in the history of mathematics

• computer programming courses

• symbolic logic courses

These guidelines and principles align with the CSU Math Council, CSU GE Area B4

Mathematics/Quantitative Reasoning Course Guidelines and Principles, approved 4/10/2020.

Drawn from Dana Center QR Learning Outcomes, Common Core Standards for Mathematical Practice,

Committee on the Undergraduate Program in Mathematics Curriculum Guide 2004

Drawn from UC transfer regulations for courses in specific subject areas, Guidelines for Assessment and

Instruction in Statistics Education (GAISE) College Report 2016, CID Descriptor for Math 110

Guiding Notes for General Education Course Review

September 2023 29

Computer Science courses that go beyond programming concepts, methodologies, and

fundamental techniques to meaningfully address quantitative information may be

acceptable.

Math Survey and Data Science courses may fulfil this requirement for CSU GE and

IGETC if the focus is on mathematical concepts and quantitative analysis at the

baccalaureate level.

Personal Finance courses for CSU GE require a mathematics prerequisite reflective only

of skills and knowledge required in the course and/or appropriate mathematics skills

advisory.

For general QR courses such as Math for Liberal Arts, Mathematics for Practical

Purposes, Introduction to Mathematical Modelling, and more targeted introductory

courses such as Personal Finance, students should be proficient in a broad set of skills

and knowledge from 8th grade mathematics, geometry, and Algebra I (or equivalent).

Students enrolling in these courses should be able to:

• demonstrate procedural fluency with real number arithmetic operations and using

those operations to represent real-world scenarios and to solve stated problems;

• evaluate with the use of technology expressions that involve arithmetic with

signed numbers, square roots, squaring, exponents, factorials, and summation

notation;

• demonstrate number sense, including dimensional analysis and conversions

between fractions, decimals, and percentages;

• represent numbers, intervals, and inequalities on the number line;

• make estimates and predications, understand when approximations are

appropriate and when exact calculations are necessary;

• evaluate, and apply linear, quadratic, and absolute value expressions and

formulas;

• use information about functions and features of graphs to model relationships

between quantities (positive, negative, increasing, decreasing, etc.);

• solve, graph, and interpret linear equations and inequalities; solve problems

modeled by linear equations;

• demonstrate an understanding of displays of data such as tables, bar charts,

histograms, pie charts, and line graphs;

• use data to calculate and interpret median, and mean;

• solve application problems applying measurement and geometry topics such as

distance, area, perimeter, and volume

Courses in elementary statistics may be offered by multiple departments, including

business, economics, mathematics, social science, and science. Students should be

Drawn from Dana Center Quantitative Reasoning Course, Statement on Competencies in Mathematics

Expected of Entering College Students, California Common Core State Standards: Mathematics

Guiding Notes for General Education Course Review

September 2023 30

proficient in a broad set of skills and knowledge from 8th grade mathematics, geometry,

and Algebra I (or equivalent). Students enrolling in these courses should be able to:

• work with numerical information:

◦

ordering decimals, order of operations, operations with fractions and

percentages,

◦

converting fractions to decimals and percentages,

◦

representing numbers, intervals, and inequalities on the number line.

• evaluate expressions with the use of technology that involve arithmetic with

signed numbers, square roots, squaring, exponents, factorials, and summation

notation;

• solve simple linear equations in one variable;

• model linear models;

◦

interpreting slope and intercept;

◦

graphing a line and points;

◦

making predictions;

◦

calculating vertical deviation of a point from the line;

• approximate areas of specified regions given the area under a curve or histogram;

◦

extracting information from graphs and tables;

• understanding set notation and diagrams;

◦

finding the complement of a set;

◦

finding the union and intersection of two sets.

For courses that require stronger algebra skills, such as finite math, college algebra, or

precalculus, the prerequisite skills and knowledge will also include topics from

Algebra II. In addition to the topics listed for general QR courses, students enrolling in

these courses should be able to:

• Evaluate and apply polynomial, rational, exponential, power, rational, and

trigonometric expressions and formulas;

• solve, graph, and interpret quadratic equations; solve two linear equations in two

unknowns; solve problems modeled by quadratic equations;

• perform arithmetic operations on polynomials and rational expressions; apply

factoring techniques to simplify expressions and locate roots;

• understand the relationship between the multiple representations (variable, graph,

data, words) of various functions (quadratic, power, exponential, rational,

trigonometric functions);

• find inverse functions;

• create and interpret mathematical models, by building functions that describe a

given situation;

Drawn from UC Requirements for Transferable Courses and Dana Center Math Prerequisites for Success

in Introductory Statistics

Drawn from Statement on Competencies in Mathematics Expected of Entering College Students,

California Common Core State Standards: Mathematics, DCMP Reasoning with Functions II

Guiding Notes for General Education Course Review

September 2023 31

• use the concepts of congruence, similarity, and symmetry to demonstrate

relationships in geometric figures such as lines, triangles, circles, quadrilaterals,

and other polygons;

• use trigonometric ratios to solve problems involving right triangles;

• understand the graphs and properties of trigonometric functions;

• analyze data to calculate center (mean and median), and measures of spread

(standard deviation and interquartile range);

• describing data, interpreting summaries of data, and making predictions based on

the data;

• demonstrate a basic understanding of inductive and deductive reasoning,

hypotheses and conclusions.

CSU GE Breadth: Math courses developed specifically for students preparing to teach

elementary school are excluded from IGETC but acceptable in CSU GE Breadth.

CSU math faculty have asked reviewers to check for inclusion of specific elements of

math instruction before granting approval.

Approving Math Courses for Elementary School Teachers (CSU GE Breadth

pattern only). Math courses designed as part of a teacher preparation or liberal studies

curriculum must meet specific criteria to qualify for Subarea B4 of CSU GE Breadth.

Faculty have asked that such courses include all of these elements listed in the March

2013 posting of the C-ID Math 120, “Mathematical Concepts for Elementary School

Teachers - Number Systems.”

Course Topics: In conformity with ESM standards, topics must include, but are not limited to:

1. Numeration systems: history, Hindu-Arabic numeration system, and place value systems;

2. Integers: structure and basic properties, computational algorithms;

3. Basic number theory: divisibility, prime and composite numbers, prime factorization,

fundamental theorem of arithmetic, least common multiple and greatest common divisor;

4. Rational numbers: structure and properties, ratio and proportion;

5. Real numbers: structure and basic properties, arithmetic operations, rational and irrational

numbers, decimal representation, number line representation;

6. Patterns, problem solving, communication, connections, modeling, reasoning, and

representation; and

7. National and state curriculum standards for elementary school math including Common

Core State Standards.

Student Learning Outcomes: In conformity with ESM standards, course outcomes must

include, but are not limited to:

1. Perform calculations with place value systems;

2. Evaluate the equivalence of numeric algorithms and explain the advantages and

disadvantages of equivalent algorithms in different circumstances;

3. Apply algorithms from number theory to determine divisibility in a variety of settings;

4. Analyze least common multiples and greatest common divisors and their role in standard

algorithms;

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September 2023 32

5. Explain the concept of rational numbers, using both ratio and decimal representations;

analyze the arithmetic algorithms for these two representations; and justify their

equivalence;

6. Analyze the structure and properties of whole, rational, and real number systems; define

the concept of rational and irrational numbers, including their decimal representation; and

illustrate the use of a number line representation;

7. Develop and reinforce conceptual understanding of mathematical topics through the use

of patterns, problem solving, communication, connections, modeling, reasoning, and

representation; and

8. Develop activities implementing curriculum standards.

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September 2023 33

CSU GE BREADTH AREA C and IGETC AREA 3

Arts and Humanities CSU General Education Breadth Requirements

Across the disciplines in Area C coursework, students will cultivate intellect,

imagination, sensibility and sensitivity. Students will respond subjectively as well

as objectively to aesthetic experiences and will develop an understanding of the

integrity of both emotional and intellectual responses. Students will cultivate and

refine their affective, cognitive, and physical faculties through studying works of

the human imagination. Activities may include participation in individual

aesthetic, creative experiences; however, Area C excludes courses that

exclusively emphasize skills development.

In their intellectual and subjective considerations, students will develop a better

understanding of the interrelationship between the self and the creative arts and of

the humanities in a variety of cultures.

Students may take courses in languages other than English in partial fulfillment of

this requirement if the courses do not focus solely on skills acquisition but also

contain a substantial cultural component. This may include literature, among other

content.

Arts and Humanities IGETC Standards 2.4

Arts

Courses that have as their major emphasis the integration of history, theory,

aesthetics, and criticism. Performance and studio classes may be credited toward

satisfaction of this subject area if their major emphasis is the integration of

history, theory, and criticism (e.g., Dance History in Cultural Context, Film Art,

History of Architecture, History of Modern Art, Multi-Cultural Theatre, Music

History and Literature, The Jazz Experience).

Humanities

Acceptable Humanities courses are those that encourage students to analyze and

appreciate works of philosophical, historical, literary, aesthetic and cultural

importance. Advanced foreign language and ESL courses (which do not have a

principal focus on skills acquisition) may be approved if they include substantial

literary or cultural aspects. Theater and film courses may be approved if taught

with emphasis on substantial historical, literary, or cultural aspects. Advanced

English Composition courses may be approved if they include significant literary

and humanities content and/or a methodological, epistemological, or theoretical

focus.

Guiding Notes for General Education Course Review

September 2023 34

CSU GE Breadth

Area C

IGETC

Area 3

C1 Arts: (e.g., Arts, Cinema, Dance, Music,

Theatre)

• Arts include the visual arts, architecture,

design, music, dance, theatre, and film

• courses should help students make

connections between the arts and

cultural and social issues, and serving as

an introduction to the arts as an

aesthetic and creative endeavor

• skills development permitted, but only

when it contributes to a broader

contextual understanding of the arts

• courses that exclusively emphasize

skills development are not appropriate

for general education

• acceptable courses must have a

predominant focus on lecture vs. skills

development and practical activities

3A Arts:

• have as their major emphasis the

integration of history, theory, aesthetics,

and criticism

• develop and advance historical

understanding of major civilizations and

cultures, both Western and non-Western

• recognize contributions to knowledge,

civilization, and society by men and

women, and members of various ethnic

or cultural groups

• performance and studio classes may

satisfy this area if their major emphasis

is the integration of history, theory, and

criticism

CSU GE Breadth

Area C

IGETC

Area 3

C2 Humanities: (e.g., Literature, Philosophy,

Languages Other than English)

• students learn to analyze and appreciate

works of philosophical and cultural

importance

• course serves as a pathway to a broader

understanding of the human condition

• course will help students confidently

understand and articulate their own

subjective intellectual experiences

• creative writing courses if they include

significant attention to reading and

analysis of works of literature

• geography, history, and art courses

(e.g., art history) if outline indicates a

strong cultural content and exploration

of subjective human experience

• language courses should evoke a

sympathetic response to the acquired

culture

3B Humanities:

• encourage students to analyze and

appreciate works of philosophical,

historical, literary, aesthetic and cultural

importance

• advanced foreign language courses may

be approved if they include substantial

literary or cultural aspects

• theater and film courses may be

approved if taught with emphasis on

substantial historical, literary, or

cultural aspects

• Advanced English Composition and

English Composition for ESL courses

may be approved if they include

significant literary and humanities

content and/or a methodological,

epistemological, or theoretical focus.

Guiding Notes for General Education Course Review

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• English as a Second Language courses

may be advanced enough to meet the

objectives of humanities, encouraging

students to analyze and appreciate

works of philosophical and cultural

importance

• Advanced ESL courses will have a

substantial cultural component to

qualify for humanities

• courses in languages other than English

that contain a substantial cultural

component; not focused solely on skills

acquisition; this may include literature,

among other content

Arts for General Education

Studio and performance courses that develop technique or skills alone do not meet the

standards established for this area. Skills development is permitted, but only when it

contributes to a broader contextual understanding of the arts, such as helping students

make connections between the arts and cultural and social issues and serving as an

introduction to the arts as an aesthetic and creative endeavor. Reviewers look for more

time spent in lecture than in lab skills and activities. (Audition-based courses will not be

approved for GE.)

A note to faculty who create courses in this area: beware of emulating arts courses with

existing approvals in ASSIST. Approval for arts courses in particular is often

“grandfathered in” from years before 1993, when the current review process was put in

place. Skills-heavy courses are unlikely candidates for GE under the current procedure

and criteria. Skills courses are not appropriate for GE approval and are frequently denied.

In 2011, CSU faculty addressed the problem of these grandfathered courses in Subarea

C1 by removing those offered below two units. In the other areas of GE Breadth, courses

of any unit value may still appear grandfathered in.

To determine the degree of emphasis on skills acquisition in course submissions,

reviewers look at the time spent in lecture vs. activity (1.5 lecture hours vs. 4.5 lab hours

per week more than tips the scale to activity-based). For example, community college

courses in design and color often carry a heavy lab component to prepare students for

immediate employment; this is sound professional preparation but tips the course away

from the goals of GE.

On the other hand, a noteworthy course in ceramics did qualify. The course outline took a

historic approach to the study of ceramics, much as an art appreciation course would. The

students created ceramic works only as a reinforcement of the historic/cultural style (e.g.,

Guiding Notes for General Education Course Review

September 2023 36

the students produced a ceramic piece in the Japanese raku style after studying the

historic and cultural influence of raku).

Special cases in Arts and Humanities:

Art for Teachers courses are frequently denied for GE, because they emphasize

pre-professional training for educators rather than great works of the human

imagination.

Film studies courses (as opposed to film production) may qualify for either Arts

or Humanities, depending on the focus of the course. Sometimes film is used as a

means to study a particular time or culture, warranting a Humanities designation

appropriate. When the focus is instead on film as a medium of artistic expression,

the more appropriate placement is Arts.

Music Theory courses are primarily skills development courses (notation and ear

training) and are ordinarily excluded, even if they include some classical

compositions.

Photography courses may qualify for either Arts or Humanities, depending on the

focus of the course. Sometimes the same distinction applies (as in film studies) to

courses in still photography rather than motion pictures. If the medium is merely

the means to examine the human condition, the approval will be in the Humanities

area; if the medium itself is the main subject of study, then the approval will be in

Arts.

Humanities for General Education

These criteria are key to determining the suitability of courses in a range of disciplines:

Language courses should do more than impart vocabulary and rules of grammar;

they should use the second language to evoke a sympathetic response to the

acquired culture, to help students understand the “other” in the first person.

Courses must include more attention to the studied culture and less on topics

identifying holidays, foods, and lifestyle.

For most language courses in IGETC, the course should be equivalent to at least

the third year of high school to meet the criteria for Area 3B Humanities. Another

useful indicator of whether the course exceeds that threshold is in its prerequisite:

courses approved for Area 6A LOTE under the IGETC pattern are intended to

achieve that minimum proficiency level, and so if they’re listed as prerequisite to

a course submitted for Area C2 Humanities in CSU GE Breadth or Area 3B

Humanities in IGETC, then the more advanced course probably has a strong

Guiding Notes for General Education Course Review

September 2023 37

enough cultural component to qualify. The course outline should include this

cultural component content.

The prerequisite for language courses that satisfy Humanities may be:

• a community college course that satisfies Area 6A of IGETC

• two years of high school study of the language

• some other measure of proficiency

English as a Second Language courses must be advanced enough to meet the

objectives of CSU GE Area C2 Humanities. Advanced ESL courses will have a

substantial cultural component to qualify since humanities courses encourage

students to analyze and appreciate works of philosophical and cultural

importance. ESL courses may also include advanced-level proficiency

development. However, courses that focus primarily on language proficiency

development are not appropriate for Area C2 Humanities.

Advanced English Composition and English Composition for ESL courses

proposed for IGETC Area 3B Humanities may be approved if they include

significant literary and humanities content and/or a methodological,

epistemological, or theoretical focus.

Art History courses are typically reviewed in Arts and Humanities, not in Social

Sciences or Social and Behavioral Sciences Areas D or 4.

Courses in geography, history, and art may satisfy Area 3B Humanities if the

outline indicates a strong cultural content and an exploration of subjective human

experience.

Courses in linguistics may also be a close call between Humanities and Social

Sciences. In addition to reviewing the content of the course outline, reviewers

may refer to the department prefix (typically Anthropology or English) to suggest

which mode of inquiry is dominant.

Creative writing courses are acceptable for CSU GE Breadth Area C2 Humanities

only if they include significant focus on reading and analysis of works of

literature. Students should be learning to “read as writers” (focusing on how

creative writing is developed, not just how readers interpret what is written),

which is a different process than literary criticism.

History courses, depending on their dominant mode of inquiry, may be

categorized as CSU GE Breadth Area C2 Humanities or IGETC Area 3B

Humanities, Areas D or 4 Social Sciences, or both.

Literature courses may be disallowed because they are too narrow. A course in a

single novel or literary movement (e.g., postmodern American fiction) is probably

Guiding Notes for General Education Course Review

September 2023 38

more suitable for upper-division work, since it may not incorporate literary

analysis from a variety of critical perspectives.

Logic courses are generally excluded from Area C2 and Area 3B Humanities.

Such courses are designed primarily to develop students’ reasoning technique and

skills, not their appreciation of “great works of the human imagination.” Logic

courses may be accepted, however, if the focus is not solely on technique but

includes the role of logic in humanities disciplines.

Mass communication or mass media courses are seldom accepted in Area 3B or

Area C2 Humanities. (However, courses that study the interaction of mass

communication and society are often appropriate for social science.)

Humanities and Social and Behavioral Sciences

Between them, these two areas cover Humanities and Social Sciences – the broad middle

ground of what most educated people consider liberal learning. Taken together, these two

areas have accounted for more than half of all course outlines submitted for GE credit in

California. To ensure the breadth of learning expected of a baccalaureate degree, it is

important that courses in these two areas be distinguished from each other:

Study in Humanities Study in the Social Sciences

A personal and singular focus on the human

condition: its limits, potential, and creative

expressions

Uses social scientific techniques of

experimentation and empirical evidence to

explore human experiences

Relies on critical analysis of specific texts or

works to support its claims

Focus on methodologies, examination of

society, social scientific techniques

A pathway to a broader understanding of the

human condition

Use empirical evidence to explore human

experiences in civilizations, groups of people,

social dynamics

Analysis and appreciation of works of

philosophical, historical, literary, aesthetics,

and cultural importance

Includes theoretical perspectives, methods of

the discipline including quantitative and

qualitative analysis

The CSU and UC systems take their cues from the discipline and may categorize history

in the humanities. However, if participating institutions submit a history course for

approval in Area D/Area 4 Social Sciences and the course outline supports the

designation, then that is where the course is approved.

History is among the hardest disciplines to categorize, by historians’ own admission:

Since the 1980s, the discipline of history, which has always straddled the

humanities and social sciences, has become more identified with the humanities.

Indeed, the American Historical Association has recently urged the National

Guiding Notes for General Education Course Review

September 2023 39

Research Council (NRC) to classify history with the humanities in its periodic

ranking of departments. For the institutional purposes that motivate the NRC

rankings (and the methodologies used for them), the formal shift in category

makes sense. But this change of institutional location in the national organization

of research should not be understood as an intellectual abandonment of the

discipline's historical association with the social sciences. History should value

and maintain its Janus-faced position in the world of scholarship—looking to both

the humanities and the social sciences.

-- The Education of Historians for the Twenty-First Century

American Historical Association, 2004

CSU GE Breadth Area D and IGETC Area 4

Social Sciences and Social and Behavioral Sciences

Social Sciences CSU General Education Breadth Requirements

Students learn from courses in multiple Area D disciplines that human social,

political and economic institutions and behavior are inextricably interwoven.

Through fulfillment of the Area D requirement, students will develop an

understanding of problems and issues from the respective disciplinary

perspectives and will examine issues in their contemporary as well as historical

settings and in a variety of cultural contexts. Students will explore the principles,

methodologies, value systems and ethics employed in social scientific inquiry.

Courses that emphasize skills development and professional preparation are

excluded from Area D.

Social and Behavioral Sciences IGETC Standards 2.4

The pattern of coursework completed shall ensure opportunities for students to

develop understanding of the perspectives and research methods of the social and

behavioral sciences. Problems and issues in these areas should be examined in

their contemporary, historical, and geographical settings. Students who have

completed this requirement shall have been exposed to a pattern of coursework

designed to help them gain an understanding and appreciation of the contributions

and perspectives of men, women and of ethnic and other minorities and a

comparative perspective on both Western and non-Western societies. The material

should be presented from a theoretical point of view and focus on core concepts

and methods of the discipline rather than on personal, practical, or applied

aspects.

Guiding Notes for General Education Course Review

September 2023 40

CSU GE Breadth

Area D

IGETC

Area 4

Social Sciences

• students explore the principles,

methodologies, value systems, and

ethics employed in social scientific

inquiry

• students learn how to practice social

science, and not just understand what

social scientists have concluded

• course leads to a broad understanding of

social science, and not just the

discipline within it

• students are learning more than pre-

professional skills

• at the extreme, courses proposed for GE

social science can look too much like

training for careers in criminal justice or

social work, with learning objectives

different from those of GE

Social and Behavioral Sciences

• students develop understanding of the

perspectives and research methods of

the social and behavioral sciences

• problems and issues examined in

contemporary, historical, and

geographical settings

• comparative perspective on both

Western and non-Western societies

• material presented from a theoretical

point of view and focuses on core

concepts and methods of the discipline

rather than on personal, practical, or

applied aspects

• students gain basic knowledge of the

cultural and social organizations in

which they exist as well as the behavior

and social organization of their human

societies

• study of perspectives that have been

made by men and women, and members

of various ethnic or cultural groups

• Administration of Justice courses

accepted if focus is on core concepts of

social and behavioral sciences

Special cases in Social and Behavioral Science Research Methodology:

A growing number of CCCs propose courses such as “Research Methods in

Psychology” or “Research Methods in Sociology” to satisfy both GE transfer

requirements in social science, and major requirements for ADTs. Reviewers have

found that for such courses to meet GE criteria, the challenge is often to “rise

above technique,” to develop the student’s analytical capacity and understanding

of social science in ways that would be useful to any educated citizen and

transferable to many walks of life in addition to those of professional social

scientists. Such courses often cover disciplinary fundamentals in addition to

statistical techniques, but unless the course outlines state both explicitly, it is

unlikely to be approved for Area 4 or D.

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CSU GE BREADTH AREA E (CSU requirement)

Courses that meet the learning objectives of Area E draw on findings from the biological,

behavioral, and social sciences to study humans from psychological, sociological, and

physiological perspectives.

Lifelong Learning and Self-Development CSU General Education Breadth

Requirements

This requirement is designed to equip learners for lifelong understanding and

development of themselves as integrated physiological, social, and psychological

beings. Physical activity may be included, if it is an integral part of the study

elements described herein.

Content may include topics such as student success strategies, human behavior,

sexuality, nutrition, physical and mental health, stress management, information

literacy, social relationships and relationships with the environment, as well as

implications of death and dying or avenues for lifelong learning. Courses in this

area shall focus on the development of skills, abilities and dispositions.

There is no IGETC Counterpart to Area E. Students using the IGETC pattern to meet

their lower-division GE before transfer to the CSU are exempt from this systemwide

requirement.

Military Service Credit Credit for Prior Learning

Credit for Prior Learning Policy requires CSU campuses to evaluate prior learning,

provide credit where appropriate, and shorten the time to academic objective accordingly.

Completion of basic military training (boot camp) may be used to satisfy Area E in the

university’s general education requirements.

Completed military courses and the schools at which the work was completed must be

documented on the veteran’s Joint Services Transcripts (JST) or Community College of

the Air Force (CCAF) transcripts. All CSU campuses have elected to honor CSU GE

Breadth transfer certifications that clear Area E Lifelong Learning and Self-Development

for completion of basic training as indicated on a JST or CCAF transcript.

Guiding Notes for General Education Course Review

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CSU GE Breadth

Area E

Lifelong Learning and Self-Development

With the exception of courses in physical activity (detailed below), reviewers expect

courses in Area E to include three kinds of inquiry: sociological, physiological, and

psychological.

• Courses should address all three areas for more than a few years of a human

lifespan. The course content does not need to extend from cradle to grave, but study

should include more than the collegiate years, early childhood experience, or the

octogenarian experience, in order to provide the breadth expected of general

education.

• Courses that focus on a single learning skill (e.g., library use, computer literary,

college skills, or first aid training) are not appropriate for GE.

Sociological:

• In this context, the relationships between an individual and broader society.

Physiological:

• The human body as an integrated organism with systemic functions such as

movement, nutrition, growth, reproduction, and aging.

Psychological:

• The study of the mental processes that create consciousness, behavior, emotions,

and intelligence.

Note: Courses in personal finance are no longer considered for CSU Area E. Personal

Finance courses that are currently approved for Area E had their CSU Breadth GE status

removed effective fall 2018. CCCs may submit revised personal finance courses for Subarea

B4 Mathematics/Quantitative Reasoning consideration during the yearly CSU GE Breadth

review period.

Physical Activity

• Physical activity courses (except for special-topics or directed studies courses) are

acceptable in Area E.

• Students may not complete Area E using only physical activity courses.

Participating institutions are asked to limit the number of physical-activity units

they count when certifying a student for Area E.

• Area E Certification: CCCs may offer a three-semester-unit course in tennis and

qualify it for Area E. A CCC cannot apply all three units to a student’s Area E

certification.

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September 2023 43

CSU GE BREADTH AREA F

Ethnic Studies CSU General Education Breadth

Effective Fall 2021, revisions to CSU General Education Breadth Requirements describe

all CSU GE area requirements, including the newly established Area F Ethnic Studies.

To be approved for this requirement, courses shall have the following course prefixes:

African American, Asian American, Latina/o American or Native American Studies.

Similar course prefixes (e.g., Pan-African Studies, American Indian Studies, Ethnic

Studies) shall also meet this requirement. Courses without ethnic studies prefixes may

meet this requirement if cross-listed with a course with an ethnic studies prefix.

Area F Ethnic Studies

This lower-division, 3 semester (4 quarter) unit requirement fulfills Education Code

Section 89032. The requirement to take a 3 semester (4 quarter) unit course in Area F

shall not be waived or substituted.

To be approved for this requirement, courses shall have the following course prefixes:

African American, Asian American, Latina/o American or Native American Studies.

Similar course prefixes (e.g., Pan-African Studies, American Indian Studies, Ethnic

Studies) shall also meet this requirement. Courses without ethnic studies prefixes may

meet this requirement if cross-listed with a course with an ethnic studies prefix.

Courses that are approved to meet this requirement shall meet at least 3 of the 5

following core competencies. Campuses may add additional competencies to those

listed.

1. Analyze and articulate concepts such as race and racism, racialization, ethnicity,

equity, ethno-centrism, eurocentrism, white supremacy, self-determination,

liberation, decolonization, sovereignty, imperialism, settler colonialism, and anti-

racism as analyzed in any one or more of the following: Native American Studies,

African American Studies, Asian American Studies, and Latina and Latino

American Studies.

2. Apply theory and knowledge produced by Native American, African American,

Asian American, and/or Latina and Latino American communities to describe the

critical events, histories, cultures, intellectual traditions, contributions, lived-

experiences and social struggles of those groups with a particular emphasis on

agency and group-affirmation.

3. Critically analyze the intersection of race and racism as they relate to class,

gender, sexuality, religion, spirituality, national origin, immigration status, ability,

tribal citizenship, sovereignty, language, and/or age in Native American, African

American, Asian American, and/or Latina and Latino American communities.

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4. Critically review how struggle, resistance, racial and social justice, solidarity, and

liberation, as experienced and enacted by Native Americans, African Americans,

Asian Americans and/or Latina and Latino Americans are relevant to current and

structural issues such as communal, national, international, and transnational

politics as, for example, in immigration, reparations, settler-colonialism,

multiculturalism, language policies.

5. Describe and actively engage with anti-racist and anti-colonial issues and the

practices and movements in Native American, African American, Asian

American and/or Latina and Latino communities to build a just and equitable

society.

IGETC AREA 7 IGETC Standards 2.4

UC’s definition of the Ethnic Studies Core Competencies requirement:

(1 course: 3 semester or 4 quarter units)

To be approved for the ethnic studies requirement, community college courses shall have

the following course prefixes: African American, Asian American, Latina/o/x American,

or Native American Studies (which reflect the specific named populations centered in

ethnic studies, hereinafter referred to as the “Populations”). Similar fields and course

prefixes (e.g., Black Studies, African Diaspora Studies, Pan African Studies, American

Indian Studies, Indigenous Studies, Asian American & Asian Diaspora Studies, Asian

American and Pacific Islander Studies, Chicana/o/x Studies, Latina/o/x Studies, Critical

Race and Ethnic Studies) shall also meet this requirement. Courses without ethnic studies

prefixes may meet this requirement if cross-listed with a course with an ethnic studies

prefix. Courses that are approved to meet this requirement shall meet at least 3 of the 5

following core competencies.

1. Analyze and articulate concepts such as race and racism, racialization, ethnicity,

equity, ethnocentrism, eurocentrism, white supremacy, antiblackness, racial

capitalism, self-determination, liberation, decolonization, sovereignty,

imperialism, settler colonialism, exploitation colonialism, xenophobia,

intersectionality, and antiracism as studied in any one or more of the

abovementioned fields.

2. Apply theory and knowledge produced by the above-mentioned Populations to

understand the critical events, histories, cultures, intellectual traditions,

contributions, lived experiences and social struggles of those groups with a

particular emphasis on subjection or subject formation, agency and group

affirmation.

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3. Critically analyze the intersection of race and racism as they relate to class,

gender, sexuality, religion, spirituality, national origin, immigration status, ability,

tribal citizenship, sovereignty, language, and/or age in the communities of the

abovementioned Populations.

4. Critically situated, in historical context, how struggle, resistance, racial and social

justice, solidarity, and liberation, as experienced and enacted by the above-

mentioned Populations are relevant to current and structural issues at the local,

national, international, and transnational levels. Such issues may include, for

example, immigration, reparations, settler colonialism, multiculturalism, and

language policies.

5. Describe and engage with anti-racist, abolitionist, and anti-colonial thought,

issues, practices, and movements in communities of the above-mentioned

Populations seeking a more just and equitable society.

CCC courses for Area 7:

1. CCC courses for Area 7 could be written with both CSU and UC Ethnic

Studies Core Competencies requirements in mind, but the courses must meet

either the CSU or UC Ethnic Studies Core Competencies requirement.

2. A course meeting the CSU Ethnic Studies Core Competencies requirement

will be deemed to have met the UC Ethnic Studies Core Competencies

requirement. Similarly, a course meeting the UC Ethnic Studies Core

Competencies requirement will be deemed to have met the CSU Ethnic

Studies Core Competencies requirement.

IGETC STANDARDS AREA 6A (UC requirement)

Language Other Than English (LOTE) IGETC Standards 2.4

Students must demonstrate proficiency in a language other than English equal to

two years or the second level of high school instruction. Students who satisfied

the UC freshman entrance requirement in a language other than English (LOTE)

have already fulfilled this requirement.

For students who did not meet the LOTE requirement in high school, they may

fulfill IGETC Area 6A by completing a college course/courses, or by demonstrating

proficiency in one of several other available methods. Language courses must

provide instruction in the written and oral language as well as history and cultural

traditions of the country associated with the language studied. Languages other than

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September 2023 46

English for Native Speakers are also acceptable for meeting this requirement.

Courses that are primarily conversational (content cannot be primarily for business

or travel-oriented language instruction) must have as a prerequisite a course

equivalent to the third year/third level of high school instruction or one year of

college level instruction in the language to be acceptable.

There is no CSU GE Breadth counterpart to Area 6A. Students using the CSU GE

Breadth pattern to meet their lower-division GE before transfer to the CSU are exempted

from this systemwide requirement.

IGETC

Area 6A

Language Other than English (LOTE)

• Equal to two years or the second level of high school instruction

• Language courses must provide instruction in the written and oral language as well

as history and cultural traditions of the country associated with the language

studied.

• Languages other than English for Native Speakers are also acceptable for meeting

this requirement.

• Courses that are primarily conversational (content cannot be primarily for business

or travel-oriented language instruction) must have as a prerequisite a course

equivalent to the third year/third level of high school instruction or one year of

college level instruction in the language to be acceptable.

Courses approved for this area are deemed “proficiency,” (i.e., equivalent to two years’

high school foreign language). This means that language courses above this level could in

theory have a strong enough cultural component to qualify under Area C2 in CSU GE

Breadth or Area 3B in IGETC.

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CSU AMERICAN INSTITUTIONS (CSU requirement)

CSU Graduation Requirements in United States History, Constitution and

American Ideals

Establishes for all CSU students a separate graduation requirement in United States

History, Constitution and American Ideals (informally abbreviated “American

Institutions” or “AI”). As with lower-division general education, transfer students may

fulfill six units in American Institutions coursework before or after matriculating to the

CSU. Typically, students take courses that count for both AI and GE.

U.S History, Constitution, and American Ideals

The CSU’s Graduation Requirements in United States History, Constitution and

American Ideals are established in (Executive Order 1061), separately from the areas of

CSU GE Breadth. EO 1061 implements Title 5 Section 40404 of California’s Code of

Regulations, which calls for study in three areas:

1. The historical development of American institutions and ideals (Area US-1),

2. The Constitution of the United States and the operation of representative

democratic government under that Constitution (Area US-2), and

3. The process of California state and local government (Area US-3).

While Executive Order 1061 does not set a unit or course minimum for these areas, it’s

unusual for a single course to adequately address all three. Instead, participating CCC

submit a sequence of courses – typically including courses from their history and/or

political science departments – that together meet the graduation requirement in

American Institutions.

Following the Graduation Requirements in United States History, Constitution and

American Ideals, reviewers use these criteria for each of the three areas:

Area US-1: American History

Students are expected to learn significant events from U.S. history, as follows:

• covering a minimum time span of approximately 100 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

• the role of major ethnic and social groups

• the “continuity of the American experience” (i.e., not a string of isolated

events) and its derivation from other cultures, including study of politics,

economics, social movements, and/or geography (at least three of the four)

Guiding Notes for General Education Course Review

September 2023 48

Area US-2: The U.S. Constitution

Course outlines should reflect content that teaches:

• the political philosophies of the framers of the Constitution

• the operation of United States political process and institutions under the U.S.

Constitution

• the rights and obligations of individual citizens in the political system

established under the Constitution

Area US-3: California State and Local Government

Courses in this area will address:

• the Constitution of the State of California

• the nature and processes of California state and local government

• the relationships between the U.S government and California’s state and local

governments

Notice that these criteria are extremely detailed. Good courses are often turned down, as

reviewers must consider not only their quality but also how closely they meet these exact

criteria, as set by administrative law and CSU policy.

Guiding Notes for General Education Course Review

September 2023 49

PART FOUR: COURSES NOT APPROPRIATE FOR GENERAL EDUCATION

Common Examples of Corrections Needed to Align Courses with CSU GE Breadth

and IGETC Criteria

All GE Areas

 This outline contains insufficient detail in the content section for reviewers to

determine how the course meets the area requirements.

 Outlines submitted for CSU GE or IGETC course approval must be in English.

 The course is primarily a skills course or focused on the development of technique

and is not appropriate for general education.

 The title does not match the course description or course content in the course

outline.

 The elements of the course outline do not appear to fit together as a cohesive, focused

course. There appears to be a disconnect between the course objectives and the

course content.

 Courses proposed for IGETC must have a minimum unit value of 3-semester or 4-

quarter units.

 Textbook information should include the date of publication.

 The texts appear to be outdated. At least one textbook must have been published

within the past 7 years or identified as a “classic text” or “discipline classic.”

Outlines with texts more than 7 years old may be denied if more recently published

texts are appropriate and readily available.

 Incorrect lecture or lab hours per term on COR.

 Variable-topics courses (or directed-studies courses) are not accepted for IGETC or

CSU GE.

CSU GE BREADTH AREA A and IGETC AREA 1

Oral Communication

A1/1C

 Course outline must explicitly state and include faculty-supervised, faculty-evaluated

practice in oral communication presented in front of other listeners.

 Rhetorical principles must be covered (study of effective communication in formal

speeches or social interaction is appropriate, for example).

Guiding Notes for General Education Course Review

September 2023 50

Common Examples (continued)

Written Communication

A2/1A

 Courses in this area must be conducted in English.

 A revised outline should specify the approximate total number of words (counting

only final drafts) that students are expected to write and should specify writing

assignments required in class and outside the classroom.

 Courses in news writing and reporting are excluded from Area A2.

 This course focuses on the development of students’ creative writing skills and

techniques rather than the development of expository writing, which emphasizes

form, content, context, and effectiveness of communication.



Courses designed exclusively for skills development cannot be counted toward

fulfillment of the English composition requirement, whether they are in the CCC or

in the CSU.

Critical Thinking, Critical Thinking and Composition

A3/1B

 The content section of the outline does not provide enough detail to determine

whether all elements of critical thinking required by CSU GE policy for Subarea A3

are present (e.g., whether students will be able to advocate ideas effectively and to

reason inductively and deductively).

 Course does not appear to include sufficient explicit instruction and practice in

inductive and deductive reasoning or identifying formal and informal fallacies of

language and thought.

 Literary criticism courses are typically not accepted in Area A3.

 Area 1B courses must include evaluation of information.

CSU GE BREADTH SUBAREA B4 and IGETC AREA 2

Scientific Inquiry, Physical and Biological Sciences

B1/5A and B2/5B

 Course emphasizes professional applications of chemistry rather than science as an

investigative tool; it does not address sufficiently the principles, theories, and

methodology of chemistry.



The course emphasizes technical skills rather than the scientific principles and

theories of physical or cultural geography, it is appropriate for neither Area 5A nor

Area 4.

 Science courses should cover basic scientific principles and not just include

memorization of facts or skills practice.

Guiding Notes for General Education Course Review

September 2023 51

Common Examples (continued)

Laboratory Science

B3/5C

 Lecture-and-Lab science outlines should distinguish and delineate the lecture content

from lab activity for approval in this area.

 A lab manual is required for courses in this area, and none is listed on the course

outline.



Laboratory course is acceptable in Area B3/Area 5C only if the corresponding lecture

is adopted as its pre- or co-requisite.

Mathematics/Quantitative Reasoning, Mathematical Concepts and Quantitative

Reasoning

B4/2A

 This course is remedial work in quantitative reasoning or the first part of “stretch,”

co-requisite, or pathway portion of a quantitative reasoning course and is not

acceptable for CSU GE Breadth or IGETC.



This statistics course lacks conceptual or computational skills in basic inferential

statistical methods, probability as it relates to statistical inference, or attention to

statistical literacy.

 Remedial work in mathematics, defined as work in topics from arithmetic, beginning

and intermediate algebra, high school geometry, or trigonometry if taught as a

separate course are not acceptable for CSU GE Breadth or IGETC.

CSU GE BREADTH AREA C and IGETC AREA 3

Arts

C1/3A



Performance and studio classes may be credited toward satisfaction of this subject

area only if they include substantial integration of history, theory, and criticism.

 Strong focus on technical and performance skills precludes its acceptance in Subarea

C1/Area 3A.

 This course appears to be for Art majors, not general education students and is thus

denied for general education.

Humanities

C2/3B

 Courses for native (heritage) speakers must emphasize culture and cultural readings

in the language rather than a focus on grammar and written language skills

exclusively.



Children’s literature courses that appear to focus too heavily on how to select books

for children and how to read them to children, rather than on learning and applying

the techniques of literary analysis and criticism to literature written for children.

 Course focuses on the development of students’ creative writing skills and techniques

rather than the critical analysis of literary genres.



Mass communication/mass media courses are unlikely to be accepted in IGETC Area

3B.



Strong focus on skills and techniques precludes it from being accepted for Subarea

C2.

Guiding Notes for General Education Course Review

September 2023 52

CSU GE BREADTH AREA D AND IGETC AREA 4

Common Examples (continued)

Social Sciences, Social and Behavioral Sciences

Area D/4

 Course emphasizes the application of social scientific findings in an occupationally

oriented context, rather than principles, theories, and methods of social science.



The course appears to be devoted to career-oriented preparation, rather than social

scientific concepts, theories, and methods.



Course appears to concentrate on the development of students' communication skills

rather than on social scientific principles, theories, and research methods.

 The course outline does not make clear how sociological concepts, theories, and

methodology underlie the examination of marriage and the family as social

institutions.

CSU GE BREADTH AREA E

Lifelong Learning and Self-Development

Area E



Attention to the integration of physiological, psychological, and social considerations

does not appear to be sufficient; most of the course appears to be devoted to library

use.

 Courses that teach specific job skills are not considered appropriate for Area E.

 Course does not appear to integrate physiological, psychological, and sociological

study to a sufficient extent to qualify for Area E.

 The course is missing the three kinds of inquiry required for Area E: sociological,

physiological, and psychological.

 Courses should address all three areas of inquiry for more than a few years of a

human lifespan.



Child development courses may qualify for Area E if they integrate physiological,

psychological, and sociological study beyond adolescence.

 This course does not expand beyond the college years as a GE course. Lifelong

learning, physiological, social, and psychological integration is not the purpose of

this course.

 Although there is some mention of "behavior" in the outline, the extent to which the

course integrates psychological and socio-cultural considerations with its

physiological content is not clear.

 Course has some topics that draw clearly on findings and principles of psychology

and sociology, it hardly touches on physiological (e.g., health) considerations and

appears to be devoted to too great an extent to college-specific material and

educational planning.

 This is a pre-professional training course.

 This is a single learning skill course and not appropriate for GE.

 Courses in Area E must not focus on a single learning skill (e.g., library use,

computer literacy, or first aid).

Guiding Notes for General Education Course Review

September 2023 53

CSU GE BREADTH AREA F

Common Examples (continued)

Ethnic Studies

Area F



Proposed course does not have an ethnic studies-related prefix (e.g., HIST 200

History of African Americans in the US would not be approved; unless it was cross-

listed with an approved course from ethnic studies).

 Course must have an Ethnic Studies prefix.

 To be approved for this requirement, courses shall have the following course

prefixes: African American, Asian American, Latina/o American or Native American

Studies. Similar course prefixes (e.g., Pan-African Studies, American Indian Studies,

Chicana/o Studies, Ethnic Studies) shall also meet this requirement.



At least 3 of 5 CSU core competencies for Ethnic Studies are not clearly stated in

course objectives or SLOs.

 Course does not have a special focus on one or the four historically defined racialized

core groups: Native Americans, African Americans, Asian Americans, and Latina

and Latino Americans.

 The course is not focused on the four historically defined racialized core groups.

 The course does not focus on ethnic studies foundations, concepts, and theories.

 Course content does not have a clear focus on ethnic studies frameworks and

theories.

 No clear focus on Ethnic Studies throughout course (e.g., description, objectives or

SLOs, content, college-level assignments, and current textbooks, readings,

journals/articles).



The course description and content appear more focused on sociology not Ethnic

Studies. What will students learn about Ethnic Studies?

 Course textbooks and readings do not include Ethnic Studies references or classics.

Guiding Notes for General Education Course Review

September 2023 54

UNITED STATES HISTORY, CONSTITUTION AND AMERICAN IDEALS

(AMERICAN INSTITUTIONS)

American Institutions

 US-1: It is not clear if the course content covers a minimum time span of

approximately 100 years.

 US-1: Course does not include enough attention to the major ethnic and social groups

in the United States.

 US-1: The outline does not indicate a strong enough focus on the requirements

outlined in the Guiding Notes because it does not address: "the role of major ethnic

and social groups" and "the continuity of the American experience" (i.e., not a string

of isolated events).

 US-1: The course content appears to focus largely on the American Southwest, not

the entire area now comprising the United States.

 US-2: The course content section of the outline does not address the political

philosophies of the framers of the U.S. Constitution.



US-2: Course does not devote a significant amount of time to the study of the U.S.

Constitution.

 US-3: This COR is very unclear as to what or how students learn about California

state and local government topics required for US-3.

 US-3: Course does not include significant California state and local government

content.

 US-1, US-2, and US-3: It is unusual and highly unlikely for a single GE course to

adequately address all three areas with significant attention to the required topics.

Guiding Notes for General Education Course Review

September 2023 55

PART FIVE: ELECTRONIC RESOURCES

These notes are available online at calstate.edu.

The documents cited in these Guiding Notes are those in effect as of September 2023.

Readers are encouraged to refer to online sources, as these references are often revised or

superseded.

Intersegmental General Education Transfer Curriculum, CSU General Education

Breadth, and American Institutions

 IGETC Standards Version 2.4

 CSU General Education Breadth Requirements (December 2020)

 CSU Graduation Requirements in United States History Constitution and

American Ideals

Curriculum and Articulation in California

 ASSIST

 ASSIST Resource Center

 ASSIST Tutorials

 California Community Colleges and Districts

 CCC Program and Course Approval Handbook, 8

Edition

 CCC Transfer Counselor Website

 Community College Catalogs

 Course Identification Numbering System (C-ID)

 CSU Area F Ethnic Studies Rubric

 The Course Outline of Record: A Curriculum Reference Guide Revisited

Guiding Notes for General Education Course Review

September 2023 56

Transferability of Baccalaureate-Level Coursework

 CSU Transfer of Credit

 Baccalaureate-Level Courses (ASCSU May 1997)