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Competencies for Statewide Guaranteed Transfer GT Pathways Curriculum

The following Student Learning Outcomes (SLOs) for the required competency areas listed below, shall be either: 1) copied and pasted verbatim into each instructor's syllabus, OR 2) mapped to the institution's own competencies and SLOs in each instructor's syllabus.

Competency in civic engagement refers to actions wherein students participate in activities of personal and public concern that are both meaningful to the student and socially beneficial to the community. Civic engagement is "working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivation to make that difference. It means promoting the quality of life in a community, through both political and non-political processes." (Excerpted from Civic Responsibility and Higher Education, edited by Thomas Ehrlich, published by Oryx Press, 2000, Preface, page vi.)

Student Learning Outcomes (SLOs)

Students should be able to:

  1. Diversity of Communities and Cultures
    1. Discuss how their own attitudes and beliefs compare to those of other cultures and communities. 
  2. Civic Knowledge (required for GT-SS1)
    1. Connect disciplinary knowledge to civic engagement through one's own participation in civic life, politics, and/or government. 
  3. Civic Values and Commitment
    1. Create a personal value system that aligns with civic actions and addresses the responsibilities of an active citizen in society. 
    2. Examine the role of established systems and structures that reproduce patterns of support and/or patterns of inequity over time. 
  4. Civic Communication
    1. Express, listen, and adapt ideas and/or messages based on others' perspectives. 
  5. Civic Reflection through Civic Action
    1. Reflect on one's participation in and contribution to civic activity.
  6. Civic Context/Structures (suggested for service learning/enrichment programs/study abroad)
    1. Demonstrate the ability to work across and within community contexts and/or structures to achieve a civic aim.

Competency in creative thinking represents both the capacity to combine or synthesize existing ideas, images, or expertise in original ways and the experience of thinking, reacting, and working in an imaginative way characterized by a high degree of innovation, divergent thinking, and risk taking. 

Student Learning Outcomes (SLOs)

Student should be able to: 

  1. Demonstrate Originality and Ingenuity
    1. Form an exemplar that meets specifications as indicated by the context. 
  2. Take risks
    1. Go beyond the original parameters of an assignment by introducing new materials, tackling controversial topics, and/or advocating ideas or solutions within the contexts of the discipline. 
  3. Solve problems
    1. Articulate the rationale for selecting a given solution to the problem.
    2. Recognize consequences of their suggested solution to the problem. 
  4. Embrace Contradictions (required for GT-AH1)
    1. Incorporated alternate, divergent, or contradictory perspectives or ideas within the context of the discipline and the shape of the work. 
  5. Think Innovatively
    1. Create an innovative or unique idea, question, format, or product that pushes existing boundaries. 
  6. Connect, Synthesize, and Transform Ideas
    1. Connect/synthesize ideas or solutions into coherent whole work. 

Competency in critical thinking addresses a student's ability to analyze information and ideas from multiple perspectives and articulate an argument or an opinion or a conclusion on their analysis. 

Student Learning Outcomes (SLOs)

Students should be able to:

  1. Explain an Issue (required for GT-AH3, GT-SS1, GT-SS2, and GT-SS3)
    1. Use information to describe a problem or issue and/or articulate a question related to the topic.
  2. Utilize Context (required for GT-AH1, GT-AH2, GT-AH3, GT-SS1, GT-SS2, GT-SS3)
    1. Evaluate the relevance of context when presenting a position. 
    2. Identify assumptions. 
    3. Analyze one's own and other's assumptions. 
  3. Formulate an Argument (required for GT-HI1)
    1. Ask a question relevant to the discipline. 
    2. Synthesize perspectives that answer it. 
    3. Take a specific position. 
  4. Incorporate Evidence (required for GT-HI1)
    1. Interpret/evaluate sources to develop an analysis or synthesis. 
  5. Understand Implications and Make Conclusions (required for GT-AH1, GT-AH2, GT-AH3, GT-HI1, GT-SS1, GT-SS2, and GT-SS3)
    1. Establish a conclusion that is tied to the range of information presented. 
    2. Reflect on implications and consequences of stated conclusion. 

Competency in diversity and global learning refers to a student's ability to critically analyze and engage complex, interdependent structures and constructs (such as natural, physical, social, cultural, economic, or political) and their implications for individuals, groups, communities, or cultures. This competency will introduce students to various concepts toward building their awareness of diversity and the importance of inclusivity. Through diversity and global learning, students should seek to understand how their actions affect both local and global communities. 

Student Learning Outcomes (SLOs)

Students should be able to: 

  1. Build Self-Awareness (required for GT-SS2 and GT-SS3)
    1. Demonstrate how their own attitudes, behaviors, or beliefs compare or relate to those of other individuals, groups, communities, or cultures. 
  2. Examine Perspectives (required for GT-SS2 and GT-SS3)
    1. Examine diverse perspectives when investigating social and behavioral topics within natural or human systems. 
  3. Address Diversity (required for GT-S2 and GT-SS3)
    1. Make connections between the world-views, power structures, and experiences of individuals, groups, communities, or cultures, in historical or contemporary contexts. 
  4. Share Personal and Social Responsibility
    1. Address ethical, social, and environmental challenges within local or global systems. 
    2. Identify a range of actions or solutions informed by one's sense of personal and civic responsibility. 
  5. Understand Global Systems
    1. Examine the historical and contemporary roles, interconnections, and differential aspects of human organizations. 
    2. Explore impacts and actions on global systems within the human and natural worlds. 
  6. Apply Knowledge to Contemporary Global Contexts (suggested for service learning/enrichment programs/study abroad)
    1. Incorporate multiple disciplinary perspectives (such as cultural, historical, and scientific) when identifying solutions to contemporary global challenges. 

Information literacy refers to the set of skills needed to find, retrieve, analyze, and use information. Competency in information literacy represents a student's ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use that information for the task or problem at hand. 

Student Learning Outcomes (SLOs)

Students should be able to: 

  1. Determine the Extent of Information Needed
    1. Define the scope of the research question/thesis/main idea.
    2. Select sources that directly relate to the key concepts or answer the research question(s). 
  2. Access the Needed Information
    1. Access information using effective, well-designed search strategies.
    2. Access needed information by using appropriate and relevant sources. 
  3. Evaluate Information Critically (required for GT-HI1)
    1. Utilize a variety of information sources appropriate to the scope and discipline of the research question. 
    2. Consider the importance of multiple criteria, such as relevance to the research question, currency, authority, audience, and bias or point of view, when evaluating information source. 
  4. Use Information Effectively to Accomplish a Specific Purpose (required for GT-HI1)
    1. Synthesize information from sources to fully achieve a specific purpose. 
  5. Use Information Ethically and Legally (required for GT-HI1)
    1. Demonstrate a full understanding of the ethical and legal restriction on the use of information from a variety of sources through correct citation practices. 

Inquiry is a systematic process of exploring issues/objects/works through the collection and analysis of evidence that results in informed conclusions/judgments. Analysis is the process of breaking complex topics or issues into parts to gain a better understanding of them. 

Student Learning Outcomes (SLOs)

Students should be able to:

  1. Identify a Topic
    1. Identify a discipline-related topic that is focused and manageable to explore and evaluate. 
  2. Incorporate Information and Existing Research
    1. Incorporate information from relevant sources directly relating to the topic. 
  3. Integrate Various Points of View
    1. Integrate information that represents various points of view and/or approaches. 
  4. Select or Develop a Design Process (required for GT-SC1 and GT-SC2)
    1. Select or develop elements of the methodology or theoretical framework to solve problems in a given discipline. 
  5. Analyze and Interpret Evidence (required for GT-SC1 and GT-SC2)
    1. Examine evidence to identify patterns, differences, similarities, limitations, and/or implications related to the focus. 
    2. Utilize multiple representations to interpret the data. 
  6. Draw Conclusions (required for GT-SC1 and GT-SC2)
    1. State a conclusion based on findings. 

Competency in oral communication represents a student's ability to deliver a well-prepared and purposeful presentation grounded in credible information and organized effectively. 

Student Learning Outcomes (SLOs)

Students should be able to:

  1. Illustrate Organization
    1. Implement an organizational pattern that results in a cohesive presentation (specific introduction and conclusion, sequenced material within the body, and transitions). 
  2. Develop a Central Message (required for GT-AH4)
    1. Develop a central message using the content and supporting materials.
  3. Address Language (required for GT-AH4)
    1. Employ language that enhances the presentation. 
    2. Incorporate language this is appropriate to the audience. 
  4. Execute Delivery (required for GT-AH4)
    1. Demonstrate performance skills (posture, eye contact, and vocal expressiveness) to share content with/present content to a particular audience for a specific occasion and purpose. 
  5. Integrate Content and Supporting Material
    1. Incorporate a variety of types of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations) from authorities.
    2. Make reference to and connect information through analysis that supports the presentation while establishing the presenter's credibility/authority on the topic. 
    3. Ability to manage visual aids with appropriate technology. 

Competency in problem solving represents a student's ability to design, evaluate, and implement a strategy to answer a question or achieve a goal. 

Student Learning Outcomes (SLOs)

Students should be able to: 

  1. Define a Problem
    1. Construct a detailed and comprehensive problem statement or goal. 
    2. Identify relevant contextual factors. 
  2. Propose a Strategy
    1. Identify reasonable approaches to solving the problem within the given context. 
  3. Evaluate Potential Strategies
    1. Provide an evaluation of the potential strategy(ies) which may include: 
      1. the history of the problem,
      2. the logic behind the potential strategy(ies),
      3. the feasibility of the proposed strategy(ies), and
      4. the potential impact of the proposed strategy(ies). 
    2. Choose a feasible strategy. 
  4. Apply a Strategy
    1. Implement chosen approach(es). 
    2. Gauge success of the chosen strategy(ies) and revise as needed. 
  5. Evaluate Results
    1. Discuss and review results relative to the context of the problem. 
    2. Make recommendations for further work (where applicable). 

Competency in quantitative literacy represents a student's ability to use quantifiable information and mathematical analysis to make connections and draw conclusions. Students with strong quantitative literacy skills understand and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats (using words, tables, graphs, mathematical equations, etc.). 

Student Learning Outcomes (SLOs)

Students should be able to: 

  1. Interpret Information (required for GT-MA1, GT-SC1, and GT-SC2)
    1. Explain information presented in mathematical forms (e.g., equations, graphs, diagrams, tables, words). 
  2. Represent Information (required for GT-MA1, GT-SC1, and GT-SC2)
    1. Convert information into and between various mathematical forms (e.g., equations, graphs, diagrams, tables, words). 
  3. Perform Calculations (required for GT-MA1)
    1. Solve problems or equations at the appropriate course level.
    2. Use appropriate mathematical notation.
    3. Solve a variety of different problem types that involve a multi-step solution and address the validly of the results. 
  4. Apply and Analyze Information (required for GT-MA1)
    1. Make use of graphical objects (such as graphs of equations in two or three variables, histograms, scatterplots of bivariate data, geometrical figures, etc.) to supplement a solution to a typical problem at the appropriate level. 
    2. Formulate, organize, and articulate solutions to theoretical and application problems at the appropriate course level. 
    3. Make judgments based on mathematical analysis appropriate to the course level. 
  5. Communicate Using Mathematical Forms (required for GT-MA1)
    1. Express mathematical analysis symbolically, graphically, and in written language that clarifies/justifies/summarizes reasoning (may also include oral communication). 
  6. Address Assumptions (required of Statistics courses only)
    1. Describe and support assumptions in estimation, modeling, and data analysis, used as appropriate for the course. 

Competency in written communication is a student's ability to write and express ideas across a variety of genres and styles. Written communication abilities develop over time through layered, interactive, and continual processes and experiences across the curriculum. 

Student Learning Outcomes (SLOs)

Student should be able to: 

  1. Employ Rhetorical Knowledge (required for GT-CO1, GT-CO2, and GT-CO3)
    1. Exhibit a thorough understanding of audience, purpose, genre, and context that is responsive to the situation. 
  2. Develop Content (required for GT-CO1, GT-CO2, GT-CO3, GT-AH1, and GT-AH2)
    1. Create and develop ideas within the context of the situation and the assigned task(s).
  3. Apply Genre and Disciplinary Conventions (required for GT-CO1, GT-CO2, and GT-CO3)
    1. Apply formal and informal conventions of writing, including organization, content, presentation, formatting, and stylistic choices, in particular forms and/or fields. 
  4. Use Sources and Evidence (required for GT-CO1, GT-CO2, GT-CO3, GT-AH1, and GT-AH2)
    1. Critically read, evaluate, apply, and synthesize evidence and/or sources in support of a claim. 
    2. Follow an appropriate documentation system. 
  5. Control Syntax and Mechanics (required for GT-CO1, GT-CO2, and GT-CO3)
    1. Demonstrate proficiency with conventions, including spellings, grammar, mechanics, and word choice appropriate to the writing task. 

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