Intersegmental General Education
美国州际教师核心教学标准及其特征
美国州际教师核心教学标准及其特征作者：苏红来源：《世界教育信息》2012年第01期摘要：2010年7月，美国州际教师评估与支持联合会面向全社会发布了《核心教学示范标准》（Model Core Teaching Standards）征求意见稿。
这一标准是以其前身州际新教师评估与支持联合会于1992年发布版本《州际新教师认证和发展示范标准》为基础修订而成。
该标准涵盖适用于各学科教师应具备的核心教学知识和技能，旨在为教师专业实践提供一个基本框架，帮助学生为未来职业做准备。
新标准根据当今学习环境的变化，为标准的主题和内容都注入了新的内容，扩大了适用范围，适用对象从原来专门针对新入职教师的专业标准拓展到各个职业阶段的教师，并将标准和绩效评价结合起来。
其发布主体也从原来的INTASC更名为InTASC，将原来新教师的“新”抹去。
关键词：教师专业标准；核心教学示范标准；美国州际教师评估与支持联合会一、标准出台的背景美国州际新教师评估与支持联合会（Interstate New Teacher Assessment and Support Consortium，INTASC）成立于1987年。
该联合会是由各州和国家教育机构共同组成，致力于推进教师资格认证、教师职前和在职专业发展等方面的改革。
该组织运行的基本前提是，一名有效的教师必须能够将学科内容知识与学生的特长和需求结合起来，确保所有的学生都能获得高水平的学习和表现。
州际新教师评估与支持联合会1992年发布了《州际新教师认证和发展示范标准》（Model Standards for Beginning Teacher Licensing and Development：A Resource for State Dialogue）。
该标准与美国专业教学标准委员会（National Board for Professional Teaching Standards，NBPTS）一脉相承，旨在为所有入职教师提供一套共同的核心教学知识和技能标准。
某大学网络远程教育的服务质量管理
路漫漫其修远兮, 吾将上下而求索
•Virtual-U: Results and Challenges of Unique Field Trials
网络远程教育质量研究：美国
2001年3月1日，美国国家教育协会（The National Education Association ：NEA）和Blackboard公司联合发布了高等院校 网络远程教育质量 七个方面共24条评价标准。institutional
•制度支持
•学生支持
•课程开发 •教/学过程
•网络远程教育
•教师支持 •评估和评价
•课程结构
•NEA and Blackboard Inc. Study Finds 24 Measures of Quality in Internet-Based Distance Learning
路漫漫其修远兮, 吾将上下而求索
网络远程教育的服务质量：定义
根据ISO9000:2000，服务是一种无形产品，是 •(B. R在obi供nso方n, 1和995顾) 客接口处完成的至少一项一组固
有 2.1特.1性)。满那足么顾，客服和务•其学与质习课他材程量料相指关在方供要方求和的顾能客力接（口
某大学网络远程教育的 服务质量管理
路漫漫其修远兮, 吾将上下而求索
2020年4月15日星期三
网络远程教育的服务质量管理
网络远程教育的质量观 网络远程教育的服务质量标准 网络远程教育服务质量管理 新质量标准对我国网络教育的挑战
路漫漫其修远兮, 吾将上下而求索
网络远程教育的质量观
网络远程教育的质量 网络远程教育的服务质量 网络远程教育的质量和服务质量的联系
同时又由于学习者的潜在需要是随着时间和空间的变 化而变化的，因此有必要对网络远程教育服务质量进 行定期和不定期的评审，并对网络远程教育服务质量 体系文件做出相应的调整。
学历重要性英语作文
学历重要性英语作文Title: The Significance of Education: A Comprehensive Perspective。
Education is a cornerstone of personal development and societal progress. Its importance transcends boundaries, impacting individuals, communities, and nations alike. In this essay, we delve into the multifaceted significance of education, exploring its role in shaping individuals, fostering social cohesion, driving economic growth, and advancing civilization.Firstly, education equips individuals with essential knowledge and skills, empowering them to navigate life's challenges and seize opportunities. Beyond academic subjects, education cultivates critical thinking, problem-solving abilities, and communication skills. These competencies are invaluable in today's dynamic world, where adaptability and innovation are crucial for success.Moreover, education fosters personal growth and self-realization. It nurtures curiosity, instills a love for learning, and encourages individuals to pursue their passions. By discovering their strengths and interests, individuals can chart fulfilling career paths and lead meaningful lives.Furthermore, education plays a pivotal role inpromoting social cohesion and harmony. Through education, individuals develop empathy, respect for diversity, and an understanding of global issues. This cultivates a sense of belonging and fosters mutual understanding among peoplefrom different backgrounds, laying the foundation for peaceful coexistence.Economically, education is a catalyst for prosperityand competitiveness. A well-educated workforce drives innovation, increases productivity, and attracts investment. Countries with high-quality education systems tend to experience higher levels of economic growth and lower rates of unemployment. Additionally, education reduces income inequality by providing equal opportunities for allindividuals to succeed.On a broader scale, education is essential for the advancement of civilization. It preserves cultural heritage, promotes scientific inquiry, and fuels technological advancements. Through education, societies accumulate knowledge and wisdom, building upon the achievements of previous generations. This continuous cycle of learning propels humanity forward, shaping the future of our planet.Despite its undeniable importance, education faces numerous challenges worldwide. Access disparities, quality variations, and outdated curricula are among the issuesthat need to be addressed. Additionally, the digital divide exacerbates inequalities in education, limitingopportunities for marginalized communities.To maximize the benefits of education, concertedefforts are needed to ensure equitable access and quality education for all. Governments, educational institutions, and civil society must collaborate to remove barriers to education and invest in teacher training, infrastructure,and educational technology. Moreover, fostering a cultureof lifelong learning is essential to adapt to the evolving demands of the 21st century.In conclusion, education is indispensable forindividual fulfillment, societal progress, and global development. Its significance extends far beyond academic achievements, encompassing personal growth, social cohesion, economic prosperity, and cultural advancement. By recognizing the transformative power of education and prioritizing investment in education systems, we can builda brighter future for generations to come.。
学历歧视英语作文
学历歧视英语作文Here is an essay on the topic of educational discrimination, written in English with more than 1000 words as requested, without a title and without any extra punctuation marks in the main body of the text.Education is a fundamental human right and a key driver of personal and societal development. It provides individuals with the knowledge, skills, and opportunities to reach their full potential, contribute to their communities, and improve their quality of life. However, the reality is that many people around the world face significant barriers and discrimination when it comes to accessing quality education. One of the most pervasive forms of this discrimination is educational discrimination, where individuals are denied educational opportunities or treated unfairly based on their educational background or qualifications.Educational discrimination can take many forms, from explicit policies and practices that exclude or disadvantage certain groups, to more subtle biases and prejudices that manifest in the attitudes and behaviors of educators, employers, and society at large. In some cases, individuals with lower levels of education may be denied access to certain job opportunities, promotions, or positions ofinfluence, simply because their educational credentials are not seen as being on par with those of their more highly educated peers. In other cases, those with higher levels of education may be given preferential treatment, even when their qualifications and abilities are not necessarily superior to those with less formal education.One of the primary drivers of educational discrimination is the widespread belief that educational attainment is a reliable indicator of an individual's intelligence, skills, and potential for success. This belief is often reinforced by societal norms and structures that place a high value on formal education, and that equate academic achievement with personal worth and social status. As a result, those who have not had the opportunity to obtain higher levels of education are often viewed as being less capable, less intelligent, and less deserving of opportunities and resources.This type of discrimination can have profound and far-reaching consequences, both for the individuals who experience it and for society as a whole. For the individuals affected, educational discrimination can lead to feelings of marginalization, low self-esteem, and a sense of limited opportunities. It can also perpetuate cycles of poverty and social exclusion, as those who are denied access to quality education are also less likely to be able to secure well-paying jobs and achieve economic stability.Moreover, educational discrimination can have significant negative impacts on society as a whole. By excluding or disadvantaging certain groups, it deprives communities of the diverse perspectives, skills, and talents that could contribute to social and economic progress. It also reinforces existing power structures and inequalities, making it harder for marginalized groups to challenge the status quo and work towards a more just and equitable society.To address the problem of educational discrimination, a multifaceted approach is needed that involves addressing both individual and systemic barriers. At the individual level, this may involve providing support and resources to help those with lower levels of education access educational opportunities, develop their skills, and overcome any biases or prejudices they may face. This could include initiatives such as mentorship programs, skills training, and targeted financial assistance.At the systemic level, it is important to challenge the underlying beliefs and structures that perpetuate educational discrimination. This may involve advocating for policy changes that promote greater equity and inclusivity in education, such as ensuring that admission criteria and hiring practices are fair and non-discriminatory. It may also involve working to challenge societal norms and biases that place undue emphasis on formal education as a measure of worth and potential.Ultimately, addressing educational discrimination requires a concerted effort on the part of individuals, institutions, and society as a whole. By recognizing the inherent value and potential of all individuals, regardless of their educational background, and by working to create a more inclusive and equitable educational system, we can help to ensure that everyone has the opportunity to reach their full potential and contribute to the betterment of our communities and our world.。
教育学专业术语_英语
Case study 个案研究Basic knowledge 基础知识Basic skill基本技能Full-time educational programme 全日制教育计划Skilled worker 技术个人Semi-skilled worker 半技术个人School-leaver 毕业生、离校生Comprehensive school 综合学校Specialized staff 专业教师Block release 离校学习、离岗学习V ocational qualification 职业资格Career education 生计教育Social skills 社交技能Life skills 生活技能School environment 学校环境Work experience 工作经验Actual experience 实际经验Work-study programme利用学习以外的时间参加劳动,工读计划,半工半读,勤工俭学Co-operative education programme 合作教育计划Lower tech nician 初级技术个人Technical education 技术教育Final examination 期末考试Practical experience[ik'spiəriəns; 实践经验Dual system 双元制是一种国家立法支持、校企合作共建的办学制度，即由企业和学校共同担负培养人才的任务，按照企业对人才的要求组织教学和岗位培训。
该模式是德国职业技术教育的主要形式，在德国的企业中应用很广，近几年也被我国的一些企业借鉴或采用。
The Ministry of Education/Labor 教育部/劳动部Physical education 体育Sandwich program三明治教育计划三明治教育是英国发展最早、影响最为深远产学研合作教育模式因而被当作英国产学研合作教育模式代名词时至今日英国三明治教育发展了一百多年已经完美地融入了英国高等教育体系中英国高等教育不可或缺重要组成部分V ocational guidance 职业指导Job mobility岗位/职业流动Educational research 教育研究Cognitive/affective/psychomotor domain 认知/情感/动作技能领域Performance/behavioral objective 操作性/行为目标Evaluation technique 评价技术Information service 信息服务Tracer system of school-leaver 毕业生追踪制度Job analyses 工作分析Social status 社会地位Disadvantage group 弱势群体Teacher training 教师培训Entrance level入学水平College of advanced education 高等教育学院Teachers’college 师范学院或normal university Infant teacher 幼儿教师Full-time course 全日制课程 Part-time course 部分时间制课程Tea cher-preparation 师资培养 Home science Home E conomics domestic science housecraft家政学Technical college 技术学院Government/public/dependent school 公立学校An independent school is a school that is independent in its finances and governance; it is not dependent upon national or local government for financing its operations, nor reliant on taxpayer contributions, and is instead funded by a combination of tuition charges, donations, and in some cases the investment yield ofan endowment. It is governed by a board of directors that is electedby an independent means and a system of governance that ensures its independent operation. It may receive government funds. However, its board must be independent.The terms independent school and private school are often synonymous in popular usage outside the United Kingdom. Independent schools may have a religious affiliation, but the more precise usage of the term excludes parochial and other schools if there is a financial dependence upon or governance subordinate to outside organizations. These definitions generally apply equally to primaryeducation, secondary education, and tertiaryeducation institutions.硕士学位masterate，master's degree硕士课程主分为两种，分别是修课式和研究式。
关于PCC
关于PCC地理位置上，PCC是LA地区的一所community college，位于Pasadena，处在几个华人区之中，如Alhambra, Arcadia, Rosemead, San Gabriel。
因此PCC里面讲中文的人数是非常庞大的，不仅有国内来的留学生，也有不少当地High School升上来的华人学生。
所以其实在校园里看到中文其实是很平常的事情。
从地图上看，PCC也只不过是几个block的大小，但实际上这所学校的人数却能比得上很多University。
（具体数据可参照）之所以能够吸引附近几个城市的学生过来读书，很重要的原因是因为PCC的环境在LA，乃至整个南加州算是比较优秀的。
一者，Pasadena是一个富人区，高水平的物质生活带动起了整个城市其他方面的发展。
二者，世界闻名的加州理工就在PCC旁边，（过一条马路就到了）有不少教授都会以part-time的身份来到PCC教书，因此PCC的师资是不容小觑的。
小插曲一下，据说当年爱因斯坦来到美国之后，曾经在PCC学了一段时间的英语，然后才去Cal Tech深造的。
相信很多人来读PCC，很重要的一个原因是为了UC。
从转学率来看，PCC在整个加州还是很有竞争力的，尤其在南加州。
以UCLA 为例，以下网址为2010年的统计（2011的还没更新）/prospect/Adm_tr/Tr_Prof10_CAcc.htm。
2010年从PCC申请UCLA的有839人，其中录取的就有260人。
此数字虽为近几年最低，但也约为每三个申请UCLA的人就有一人成功。
而UCLA在2010年，从整个加州的超过100所community college中admit了4900+的学生，当中PCC占了5.30%，仅在Santa Monica College之后，排名第二（因为SMC与UCLA有commitment，而PCC目前还没有，所以难以比较）。
鉴于UCLA在整个美国的USNews大学排名中一直稳定在前30，公立学校甚至为前三，此录取率已是相当可观。
教育学历中英对照
教育相关称谓词汇选编education 学历educational background 教育程度educational history 学历curriculum 课程major 主修minor 副修educational highlights 课程重点部分curriculum included 课程包括specialized courses专门课程courses taken 所学课程courses completed 所学课程special training 特别训练social practice 社会实践part-time jobs 业余工作summer jobs 暑期工作vacation jobs 假期工作refresher course进修课程extracurricular activities 课外活动physical activities 体育活动recreational activities娱乐活动academic activities学术活动social activities 社会活动rewards 奖励scholarship 奖学金"Three Goods" student 三好学生excellent League member 优秀团员excellent leader 优秀干部student council 学生会off-job training 脱产培训in-job training 在职培训educational system 学制academic year 学年semester 学期（美）term 学期（英）president 校长vice-president 副校长dean 院长assistant dean 副院长academic dean 教务长department chairman 系主任professor 教授associate professor 副教授guest professor 客座教授lecturer 讲师teaching assistant 助教research fellow 研究员research assistant 助理研究员supervisor 论文导师principal 中学校长（美）headmaster 中学校长（英）master 小学校长（美）dean of studies 教务长dean of students 教导主任teacher 教师probation teacher 代课教师tutor 家庭教师governess 女家庭教师intelligence quotient 智商pass 及格fail 不及格marks 分数grades 分数scores 分数examination 考试grade 年级class 班级monitor 班长vice-monitor 副班长commissary in charge of studies学习委员commissary in charge of entertainment 文娱委员commissary in charge of sports体育委员commissary in charge of physical labor 劳动委员Party branch secretary 党支部书记League branch secretary 团支部书记commissary in charge of organization 组织委员commissary in charge of publicity 宣传委员degree 学位post doctorate博士后doctor (Ph.D) 博士master 硕士bachelor 学士student 学生graduate student 研究生abroad student 留学生returned student 回国留学生foreign student 外国学生undergraduate 大学肄业生，（尚未取得学位的）大学生senior 大学四年级学生；高中三年级学生Junior 大学三年级学生；高中二年级学生sophomore 大学二年级学生；高中一年级学生freshman 大学一年级学生guest student 旁听生（英）auditor 旁听生（美）government-supported student 公费生commoner 自费生extern 走读生day-student 走读生intern 实习生prize fellow 奖学金生boarder 寄宿生classmate 同班同学schoolmate 同校同学graduate 毕业生归类于：English Vocabulary and Expressions— Frank @ 8:27 am 评论(0)中国各类学历的标准英文翻译中国各类学历的标准英文翻译《中华人民共和国学位条例》“Regulations Concerning Academic Degrees in the People’s Republic of China”结业证书Certificate of Completion毕业证书Certificate of Graduation肄业证书Certificate of Completion/Incompletion/ Attendance/Study 教育学院College/Institute of Education中学Middle[Secondary] School师范学校Normal School[upper secondary level]师范专科学校Normal Specialised Postsecondary College师范大学Normal[Teachers] University公正书Notarial Certificate专科学校Postsecondary Specialised College广播电视大学Radio and Television University中等专科学校Secondary Specialised School自学考试Self-Study Examination技工学校Skilled Workers[Training] School业余大学Spare-Time University职工大学Staff and Workers University大学University(regular,degree-granting)职业大学Vocational University大专Junior college中专Technical secondary school /Polytechnic school 中等专科学校不同于中专，类似常说的“小中专”和“大中专”的区别。
搭建终身学习的立交桥：HKU SPACE的实践
层 次
７
程 ，每 年 开 办 的课 程有 Ｉ ０ 多 门 ；在教 育 范 围上包 ｉ０
括 成 人 教育 、继 续 教 育 、远 程 教 育 、职 业教 育等 。 目前 ，学 院 已经形 成 的与 资 历架 构一 致 的继 续教 育 模 式 ，详 见表 ２ 。
学 习体 系提 供 参 考 。
关键词 ： 立交桥教育体 系；资历架构；香港继续教育 ；终身学 习 中图分类号 ：Ｇ ２ 文献标识码 ：Ａ ７６
习型社会的终 身学 习体系的建立 。 背景 ２ ］年 ５ ０ ０ 月６３，中 国国务 院 常务 会议 审议 并通 １ 香 港政 府部 门 认识 到 ，要 真正 有效 地构 建 终身 过 了 国家 中长期 教 育改 革和 发 展规 划 纲要 （０ ０ 学 习体 系 ，促进 全社 会终 身 学 习氛 围的 形成 ，就 必 ２ １
续教育学分积 累与转换 制度 ，实现不 同类型学 习成果 及建 构 终身 学 习体 系 （ 香港 教 育局 ，２ ０ ）。香港 ０８ 的互认和衔接 。 “ 交桥”的概念 ，与国际上流行的 建立 的 资 历架构 ，通过 确立 每一 等级 的质量标 准 及 立 普通教 育 、职业教 育、继 续教 育贯通 和衔接 的资历架 质量 保证 体 系 ，把正 规教 育 、继 续教 育、以 及职 业
一
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２２年 ） ００ （ 下简称 纲要 ）。 以 须 实现 正 规教 育 与继 续教 育 及职 业教 育 的衔接 和 贯 纲 要 首次 提 出搭 建 终 身学 习 “ 交桥 ”的 通 ，为 终 身 学 习者 建 立 持续 的学 习阶 梯 。２ ０ 年 ２ 立 ０４ 理念 ，提 出将各种不 同类型的教育形式统 一到继续教 月 ，香港 行 政会 议通 过成 立 一个 跨界 别 的资 历架 构 ０７ 育范 围之 内，其 中包括 成人教 育、社 区教育、继续教 及相 关 的 资 历保 证 机 制 。香港 特 区政府 在 ２ ０ 年 ５ 育 、开放教育 、远程 教育 、 １学考试 等。并且建立继 月通 过 了法 案成 立 香港 资 历架构 ，以发 展人 力 资源 ９
雅思写作75分请记住这些词
雅思写作7.5分请记住这些词为了帮助大家更好地顺利通过雅思考试，给大家整理了关于雅思写作9类高大上词汇的详细内容，一起来看看吧！1、教育类scope of knowledge 知识面comprehensive knowledge 广博的知识distance education 远程教育multimedia teaching 多媒体教学solid professional working experience 扎实的职业工作经验vocational education 职业教育stress-related illness 与压力有关的疾病the cultural diversity 文化的多元性vocational guidance 职业指导vocational training 职业训练exam-oriented education 应试教育education for all-round development 全面开展教育fake diplomas 假文凭compulsory education 义务教育quality Education 素质教育rote learning 死记硬背student-oriented education 以学生为主体的教育bias of culture 文化偏见cradle of culture文化摇篮mainstream culture主流文化system of education教育体制2、语言类intellectual development 智力开展thinking capacity 思考能力universal language 世界语linguistic studies 语言学研究a means of communication 一种交流工具mechanical translation 机械翻译verbal communication 口头交流grammatical rules 语法规那么a complex progress 一个复杂过程an unrealistic dream 一个不切实际的梦想comprehensive knowledge 全面的知识face-to-face communication 面对面交流artificial intelligence 人工智能easy accessibility 易于操作speedy communication 快速的交流language acquisition 语言习得precious gift 珍贵的礼物mission impossible 不可能的任务3、文化类cultural insights 文化视角a thrilling experience 一种令人冲动的经历scope of knowledge 知识面lasting artistic works 永恒的艺术作品direct experience 直接经验spiritual enhancement 精神升华a sense of cool and satisfaction 一种惬意的感觉an essence of immortality 永恒的精髓value of knowledge 知识的价值cultural differences 文化差异性cultural diversity 文化多元化cultural treasures 文化宝藏cross-cultural communication 跨文化交流cultural reconstruction 文化重建spiritual civilization 精神文明achievements of art 艺术成就humane historical sites 人文历史遗址high-rise office buildings 高层写字楼city construction 城市建设visual enjoyment 视觉享受driving force 驱动力architectural industry 建筑工业city designing 城市设计architectural vandalism 破坏建筑行为cultural needs 文化需求4、媒体类right to know 知情权information era 信息时代audience/viewers 观众information-explosion society 信息爆炸的社会various thrilling programs 各种各样冲动人心的节目poor-quality programs 低质量节目electromagnetic radiation 电磁辐射psychological illnesses 心理疾病global village 地球村second-hand information 二手信息critical thinking 批判性思维powerful means of communication 有力的交流工具main cause 主因family attachment 家庭归属感mutual understanding 相互了解alienation of affection 感情疏远generation gap 代沟a great deal of information 大量的信息emotional bond 感情纽带physical and mental health 身心健康unwholesome lifestyle不健康的生活方式exchanges of feelings 感情交流5、工作类flow of personnel 人才流动mechanism of personnel flow人才流动机制survival of the fittest 适者生存a sense of accomplishment 成就感company philosophy 企业文化team-work spirit 团队合作精神a fat salary 收入颇丰a harmonious interpersonal relationship 和谐的人际关系a sense of responsibility 责任感material gains 物质待遇promising future 光明的前途bright prospect 光明的前景a challenging job 一份具有挑战性的工作turning point 转折点a decent job 一份体面的工作chance of promotion升迁时机stability and satisfaction 稳定感和满足感balance work and life 平衡工作和生活from-nine-to-five 朝九晚五一族a well-paid job 高收入工作creative work 创造性工作a sense of self-fulfilment 自我实现感promotion opportunity 提升时机social recognition 社会认可ideal workplace 理想工作场所working environment 工作环境6、交通类automobile industry 汽车工业pollution-free fuel 无污染燃料chronic lead poisoning 慢性铅中毒popularization of cars 汽车普及rush hour 上下班顶峰时间zebra crossing 斑马线non-renewable resources 不可再生资源carbon dioxide 二氧化碳a pillar industry 支柱产业road networks 公路网traffic engineering 交通运输工程the number of car ownership 汽车拥有量traffic accidents 交通事故speed limits 限速major cause 主要原因。
SAT写作中描述中国教育方针的高级词汇
SAT写作中描述中国教育方针的高级词汇下面是睿德教育搜集整理的SAT写作中描述中国教育方针的高级词汇：guideline(s)/guiding principle(s) for education 教育方针Keep fit, study hard and work well. 身体好，学习好，工作好。
to combine ability with character; equal stress on integrity and ability 德才兼备to become working people with lofty ideals, moral integrity, education and a sense of discipline成为有理想，有道德，有文化，守纪律的劳动者intercultural communication 国际文化交流education in patriotism 爱国主义教育education in internationalism 国际主义教育education in collectivism 集体主义教育education in communism 共产主义教育communist ethics 共产主义道德品质political and ideological education 政治思想教育"Five Love": love the motherland, the people, labor, and science and take good care of public property. 五爱(爱祖国、爱人民、爱劳动、爱科学、爱护公物)to educate the person as well as impart book knowledge 教书育人to cultivate the ability to analyze and solve concrete problems independently 培养独立分析问题和解决问题的能力to help develop the ability of the students to think things out for themselves 启发学生独立思考的能力to foster the students' ability to study on their own 培养学生自学能力to give scope to the students' initiative and creativeness 发挥学生主动性、创造性。
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MOORPARK COLLEGE
2009-2010
Intersegmental General Education Transfer Curriculum (IGETC)
MINIMUM UC TRANSFER REQUIREMENTS FOR ADMISSIONS: A Complete 60 semester units or 90 quarter units of transferable college credit with a grade point average of at least 2.4 (no more than 14 semester / 21 quarter units may be taken Pass/Not Pass), and; B Complete the followinggrade of C or better in each course: • • • Two transferable college courses (3 semester or 4-5 quarter units each) in English composition; and One transferable college course in mathematical concepts and quantitative reasoning; and Four transferable college courses chosen from at least two of the following subject areas: the arts and humanities, the social and behavioral sciences, and the physical and biological sciences.
MORE ABOUT IGETC
GPA Requirement - IGETC courses must be completed with a grade of C or better. A grade of Credit or Pass is acceptable, providing it is equivalent to a grade of C or higher at the institution where the course was taken. USE OF AP EXAMS - IGETC course credit may be earned for acceptable scores of 3, 4, or 5 on Advanced Placement (AP) exams. An acceptable score on an English AP exam may be used to meet the English Composition requirement, NOT the Critical Thinking/English Composition requirement. Please consult with a counselor for the list of AP credits that Moorpark College accepts. IGETC COURSE AGREEMENTS • Courses completed at a California Community College will be applied to the subject area in which they were listed by the institution where the work was completed. Courses completed at a U.S. regionally accredited institution that meet IGETC standards may also be used for certification. • A single community college course may be listed in the IGETC under more than one subject area; however, it may be used only once to satisfy one IGETC subject area. The University will allow students to use the same course to count toward the IGETC as well as major requirements. IGETC EXCEPTIONS Students with a substantial amount of foreign coursework should be encouraged to follow the CSU General EducationBreadth program or UC campus general education program since the foreign coursework would not be a part of a student's IGETC certification.
(COMPLETION OF IGETC WILL AUTOMATICALLY FULFILL THESE REQUIREMENTS.)
Meeting Foreign Language Requirement (UC only)
IMPORTANT INFORMATION ABOUT IGETC
The Intersegmental General Education Transfer Curriculum (IGETC) is a general education program that California Community College transfer students may use to fulfill lower-division general education requirements in either the UC or CSU system without the need, after transfer, to take additional lower-division general education courses. The IGETC is most useful for students who want to keep their options open before making a final decision about transferring to a particular UC or CSU campus. Completion of IGETC does not guarantee admission, nor is it required for admission. The IGETC is most advantageous for transfers who have not yet decided on a major or a campus. Once a student has identified a major, it is important for the student to work toward fulfilling any required preparatory courses, particularly in professional or "high unit" majors that select applicants on the basis of satisfaction of lower-division major requirements. It is important to note that this does not preclude a student from following the IGETC; however, the IGETC should not be chosen to the exclusion of completing any preparatory courses needed for admission. In general, it is not advisable for transfer students preparing for "high unit" majors (at any UC campus) to use the IGETC. Students entering high unit majors, such as those in engineering and the sciences, should focus on completing required lower division major preparation courses. Majors in the sciences, for example, not only have specific science prerequisites, but have substantial mathematics requirements as well. IGETC Certification: All UC and CSU campuses will accept full certification (completion of requirements in every area) of the IGETC as meeting all of the lower division GE requirements for the baccalaureate degree. Moorpark College also provides partial certification (maximum of two courses missing to be completed after transfer). It is your responsibility to consult with a counselor at your university to find out how to complete the IGETC. You do not need to reapply for full certification from Moorpark College once you have completed the missing course(s). Warning: you need to complete minimum UC/CSU transfer admission requirements. Therefore, if you are missing courses in IGETC Areas 1 and/or 2 you may put your admissions in jeopardy. Exception: UC Berkeley’s College of Letters & Science requires full certification of IGETC pattern of courses as selection criteria for admission into the College. Any student offered admission on the condition that they submit full IGETC completion but then submits a Partial IGETC Certification, could have their positive admission decision reversed. Berkeley will consider students who cannot complete IGETC on a case by case basis. Students should request certification when a final transcript is requested to be sent to their choice of UC or CSU (campus where admission has been accepted), the term prior to transfer. Once certification is completed student records (transcript) will reflect the full or partial certification of IGETC completion. Schedule an appointment with a Moorpark College counselor for IGETC certification. Official transcripts of any coursework completed outside Ventura Community College District must be on file prior or accompany the certification request. Certificate of Achievement Students who fully complete the Intersegmental General Education Transfer Curriculum (IGETC) for Moorpark College will be eligible to apply for a Certificate of Achievement in Intersegmental General Education Curriculum (IGETC). Schedule an appointment with a counselor to apply for your certificate and certification. See a MOORPARK COLLEGE counselor for more specific information regarding your individual transfer plans. For internet transfer information, visit the following websites: , , and/or /pathways