Background about IMPAC project
The California legislature has demonstrated a longstanding interest in transfer issues, including common course numbering, common curriculum, and increased intersegmental collaboration.
The highly successful IGETC initiative is highlighted elsewhere on this site, and sought to provide community college students with a coherent pattern of courses in general education which would satisfy the needs of community college students and the expectations of faculty for lower division general education at every CSU and UC campus in California. The IMPAC project sought to work toward the same goal with regard to major preparation. IMPAC stands for Intersegmental Major Preparation Articulated Curriculum. The IMPAC project brought discipline faculty from the segments together both regionally and at the state level to discuss the educational needs of students at the lower division level. Whether a student studies art, biology, or sociology, virtually every major program requires certain courses in preparation for the major.
Not surprisingly, bringing faculty together uncovered a host of small but significant barriers to the student transfer. Faculty discovered that while four-year campuses require a dizzying range of courses for lower division preparation in fact the core needs of students are generally fairly consistent and developing a core curricular pattern in many majors would not be too utopian a goal. Participating faculty also discovered that students have very common needs in order to be better prepared for upper division coursework no matter what segment they started out in.
Unfortunately, the grant funding that supported initial conversations was not renewed and the broad outcomes IMPAC aspired to were not met. However, a substantial list of IMPAC accomplishments can be reviewed in the linked IMPAC Brochure.
IMPAC Newsletter December 2001 (PDF)