7-course Pattern

[Elly Ker]

Allstudents, regardless of the institution they are transferring from, are held to the same requirements listed below. You have until the end of the spring term prior to transfer to meet the following requirements.

2. Complete 60 semester or 90 quarter units of UC-transferable college credit with a grade point average of at least 2.4 for California residents and at least 2.8 for nonresidents (no more than 14 semester or 21 quarter units may be taken Pass/Not Pass*). A selective GPA for most majors is a 3.4 and above.

Admitted applicants exceed the admission eligibility requirements listed. UCSB considers 9 holistic review factors to review your achievements and personal qualities in the context of the opportunities and/or challenges you have experienced. Meeting the eligibility requirements listed with a strong GPA will make you competitive in the admission process at UCSB.

In addition to the seven-course pattern above, you are encouraged to complete as much of the lower-division preparation for your intended major as possible. Each major at UCSB will require and/or recommend major preparation courses, and the Selective Majors page will provide more information. Not sure what your major should be? We suggest that you take courses that meet general education requirements while researching majors and trying coursework in potential major subject areas. California community college students are advised to refer to the ASSIST website for major preparation and course articulation.

Students interested in transferring to UCSB from another UC campus must apply for admission and go through the same process as any other transfer applicant. To be considered for admission to UCSB, you must leave/have left your previous UC campus in good academic standing or have cleared any probationary standing. Please note that all UC units transfer from one UC to another, which can put students at risk of being denied admission due to excessive units if all units combined put them at senior status. We recommend reaching out to our office early using the Contact Us page to make sure you are aware of unit limits.

All transfer applicants are held to the same requirements for admission. However, UCSB does not have articulation agreements with colleges outside of the California community college (CCC) system. Admissions counselors are not able to pre-evaluate coursework from other institutions. Please refer to the Guide to Course Transferability PDF for additional detailed information to understand what types of courses have the best chance at transferring to UCSB.

The minimum requirements for Berkeley transfer admissions are listed below. It is important to note that transfer admission requirements will vary by college and major, however there are a number of requirements that are common across all colleges. These requirements must be complete by the end of the spring term prior to the fall term you are applying for:

Transfer applications are reviewed using a comprehensive review process. While no one attribute or characteristic guarantees the admission of any applicant to Berkeley, transfer students can be most competitive by excelling in the academic areas.

While academic indicators are weighted more heavily than other parts of the application, other factors are considered in the Comprehensive Review process. The following are examples of qualities and attributes we consider in the Comprehensive Review process:

Students who have completed UC-transferable coursework at any four-year institution at any point in time may be ineligible for admission if they exceed the unit maximum policy for admission. Please note that students with all coursework completed at a 2 year institution will never exceed the unit maximum admission policy. To determine if you have exceeded the unit maximum for admission you must first understand and apply the UC lower-division maximum transfer credit limitation policy. Once you do that you apply the Unit Maximum Admission Policy.

Advanced Placement and International Baccalaureate exams can be used to benefit students in two ways. Exams with scores of 3 or higher on AP exams, or 5 or higher on IB higher-level exams can be used for unit credit. Units from credit-bearing exams can help students meet the unit minimum requirement, but will not be counted toward the unit maximum admission policy. Students can also use AP and IB exams for general education and/or subject credit and are encouraged to review ASSIST.org or guide.berkeley.edu for more details. For more information on how AP credits can be used, review the UC Exam Credit Matrix.

Effective for the fall 2025 application cycle, Berkeley will no longer require IGETC/Cal-GETC, Essential Skills, or UC Reciprocity for eligibility for students applying to the College of Letters and Science and the College of Computing, Data Science and Society. Students will have to complete University of California 7-course pattern to satisfy eligibility requirements for admission.

This change in policy will not impact students applying for fall 2024 admission. However, those applying for fall 2025 admission and beyond will need to consider this as they are planning their courses. (NOTE: IGETC will continue to be used to meet the L&S essential skill and 7-course breadth requirements, which are separate from admission requirements.)

Completion of the Intersegmental General Education Transfer Curriculum (IGETC) requirements permits students to transfer from a California Community College to a California State University (CSU) or University of California (UC) campus without the need to take additional lower-division courses to satisfy campus general education requirements after they transfer. All courses must be completed with a grade of "C" or better.

IGETC is not appropriate for certain majors and/or campuses. Consult a counselor before choosing IGETC to fulfill general education/breadth requirements to make sure that it is an appropriate choice. Make an appointment with a counselor before transferring to have your IGETC certified.

The IGETC for STEM pattern is designed for students pursuing an associate degree for transfer (ADT degree) that specifies this specific GE pattern. UC campuses will accept IGETC for STEM only if the student is earning an ADT degree and the UC campus and major accepts partial IGETC certification. IGETC for STEM is the same as the IGETC pattern listed on this document with the following differences.

One of the most important things I want to put across is that they save time in both the long and short term (which they really do!) - as developers here are put under quite a bit of time strain. All in all I need to demonstrate the every day benefits - things that will let them go home early.

As already mentioned, design patterns are really ideas, so when teaching you must convey the idea. If they understand the problem, solution and consequences of the design pattern, then they will be far better off than trying to force patterns into the code (and that will become a nightmare). Recognition of where and what patterns (if any) can be applied is the real goal. The Huston examples are really good for putting out an example of code to the class and seeing if they can identify a pattern to improve it. Hope this helps.

The approach most books take to explaining patterns is the exact opposite of what I'd like to see. They take a pattern, describe preconditions and what not and then give you an example. I'd much rather take concrete problems, and discuss alternatives. The one that stands out, that'll be the 'pattern' -- introduce it as such only then.

Choose patterns that are a) easy and b) most likely to be used in your code. Singletons are easy to learn (since they do not involve subjects/objects). Another interesting one is the observer pattern.

Patterns are hard to learn first. I read the GoF book so often back then. Every year another pattern sunk into my head. So my only advice is that you pick a maximum of two patterns and go into many examples what to solve with it.

A composite is something that everybody knows. On this you can explain that it might be important to know that it has name that you can use and communicate. Important in patterns is that it makes it easy for others to recognize your intentions. And this little names are quite helpful.

I personally find the template method pattern really good to deal with in OO based development. It is so close to how OOP should happen that it might have the benefit of improving coding style as well.

The problem with learning patterns is you have to have enough experience with software to have seen the pattern (normally unnamed) in the code your written or maintained. If you've never written an observer, reading the description of the pattern will not be easy to grok.

The other problem with patterns, and the problem you will have, is they don't exist. At least they exist even less that "software" exists. Patterns are ideas and concepts. They are not runnable code. Runnable code can implement a pattern but the reverse doesn't exist. You can't just type "singleton" into your code and suddenly a singleton exists. There is no language where adding a "visitor" attribute suddenly makes all the glue to implement the visitor pattern. There are best practices and examples of patterns in various languages but they are not something you can stick in a library and just call.

So what you really want to do is teach some best practices where the core of those practices involves recognizing and using patterns. Being observant is a very difficult skill to teach (for all forms of observation).

The third problem with patterns is they aren't really the domain of coders. They are formally called design patterns for a reason. They are most properly a design time construct. Sure you can use patterns to help refactor existing code. But by and large, design patterns are jargon to simplify design discussion. This is again why there aren't any singleton code libraries. Using a singleton is an approach to code, not code itself.

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