Content Criteria for Statewide Guaranteed Transfer GT Pathways Curriculum
The following required content criteria listed below shall be either: 1) copied and pasted verbatim into each instructor's syllabus, OR 2) mapped to the institution's own content criteria in each instructor's syllabus.
GT-AH1: Arts and Expression
Respond analytically and critically to works of artistic expression, by addressing all of the following:
- Describe the basic elements and their effects on meaning in a work of art.
- Relate the effects of geography, economics, politics, religion, philosophy, and science on the values of a culture and the stylistics features of its arts.
- Determine how a work reflects or rejects the major values or concerns of a historical era or culture.
- Interpret themes or major concepts.
GT-AH2: Literature and Humanities
Respond analytically and critically to literary or media works, by addressing all of the following:
- Specific era(s)
- Specific culture(s)
- Themes or major concepts
- Attitudes and values
GT-AH3: Ways of Thinking
Respond analytically and critically to ways of thinking, by addressing one or more of the following:
- Logic
- Ethics
- The different questions dealt with by leading philosophers and/or theologians and their positions on those questions
GT-AH4: World Languages
Develop an ability to understand and communicate in, a language other than spoken and written English. Students should be able to:
- Demonstrate measurable proficiency at the appropriate level informed by current ACTFL (American Council for the Teaching of Foreign Languages) Proficiency Guidelines for specific languages in speaking, aural comprehension, reading, and writing in a language other than English, or in signing and visual comprehension in American Sign Language.
- Demonstrate cultural competency through communication in the target language, utilizing knowledge and understanding of cultural norms, values, and practices.
GT-HI1: History
A GT Pathways History course:
- Introduces students to the method of historical inquiry, which involves asking an important historical question, investigating and analyzing historical sources, and drawing conclusions.
- Employs historical thinking and concepts, which include context, change over time, continuity, multiple causation, and human agency.
- Investigates multiple historical primary sources and secondary accounts.
- Analyzes multiple perspectives to create written narratives, interpretations, or syntheses.
Note: the following paragraph does not need to be included in the syllabus; however, instructors who teach the course should be aware of these state-approved "Additional Requirements" for this GT Pathways content category. These "Additional Requirements" should also serve as part of the evaluation criteria that institutions are using to affirm that courses in this content area meet the GT Pathways requirements. Curriculum committees should be provided with this text and directed to evaluate whether courses in this content category meet these requirements before they are approved by the institution.
Additional Requirement for Designating a History Course as GT Pathways:
A GT Pathways History course must also require in-class writing and a graded outside-of-class writing assignment that applies historical concepts to a question in the discipline of history.
GT-MA1: Mathematics
- Demonstrate good problem-solving habits, including:
- Estimating solutions and recognizing unreasonable results.
- Considering a variety of approaches to a given problem and selecting one that is appropriate.
- Interpreting solutions correctly.
- Generate and interpret symbolic, graphical, numerical, and verbal (written or oral) representations of mathematical ideas.
- Communicate mathematical ideas in written and/or oral form using appropriate mathematical language, notation, and style.
- Apply mathematical concepts, procedures, and techniques appropriate to the course.
- Recognize and apply patterns or mathematical structure.
- Utilize and integrate appropriate technology.
GT-SC1: Lecture Course with Required Laboratory
- The lecture content of a GT Pathways science course (GT-SC1 or GT-SC2):
- Develop foundational knowledge in specific field(s) of science.
- Develop an understanding of the nature and process of science.
- Demonstrate the ability to use scientific methodologies.
- Examine quantitative approaches to study natural phenomena.
- The laboratory (either a combined lecture and laboratory, or a separate laboratory tied to a science lecture course) content of a GT Pathways science course (GT-SC1):
- Perform hands-on activities with demonstration and simulation components playing a secondary role.
- Engage in inquiry-based activities.
- Demonstrate the ability to use the scientific method.
- Obtain and interpret data, and communicate the results of inquiry.
- Demonstrate proper technique and safe practices.
GT-SC2: Lecture Course without Required Laboratory
- The lecture content of a GT Pathways science course (GT-SC1 or GT-SC2):
- Develop foundational knowledge in specific field(s) of science.
- Develop an understanding of the nature and process of science.
- Demonstrate the ability to use scientific methodologies.
- Examine quantitative approaches to study natural phenomena.
GT-SS1: Economic or Political Systems
- Demonstrate knowledge of economic or political systems.
- Use the social sciences to analyze and interpret issues.
- Explain diverse perspectives and groups.
GT-SS2: Geography
- Demonstrate understanding of how multiple factors and processes contribute to the nature of landscapes, identities, and regions.
- Apply social science tools and perspectives to analyze and interpret issues.
GT-SS3: Human Behavior, Culture, or Social Frameworks
- Develop knowledge of human behavior, including learning, cognition, and human development or cultural or social frameworks/theories that explore and compare issues and characteristics of individuals, groups, communities, or cultures.
- Use tools, approaches, and skills from the Social and Behavioral Sciences to analyze and interpret issues.
- Understand diverse perspectives and groups.
Note: The following paragraph does not need to be included in the syllabus; however, instructors who teach the course should be made aware of these state-approved "Additional Requirements" for this GT Pathways content category. These "Additional Requirements" should also serve as part of the evaluation criteria that institutions are using to affirm that course in the content area meet the GT Pathways requirements. Curriculum committees should be provided with this text and directed to evaluate whether courses in this content category meet these requirements before they are approved by the institution.
Additional Requirements for Designating a Social and Behavioral Science Course as GT Pathways:
A course in the Social and Behavioral Sciences must show evidence of significant high impact educational practices such as writing, collaborative learning, immersive learning, community/civic engagement, or research. Assigned writing, for instance, need not be limited to polished paper writing but might include low-stakes write-to-learn or write-to-engage for purposed of enhanced learning. Research suggests that students learn and retain more when they write about what they are learning. Additionally, students can learn a great deal about content through revision processes associated with writing that focus on responding to a peer or instructor's advice and revising to demonstrate their growing understanding of a subject.
GT-CO1: Introductory Writing Course
- Develop Rhetorical Knowledge
- Focus on rhetorical situation, audience, and purpose.
- Read, annotate, and analyze texts in at least one genre of academic discourse.
- Use voice, tone, format, and structure appropriately.
- Write and read texts written in at least one genre for an academic discourse community.
- Learn reflective strategies.
- Develop Experience in Writing
- Learn recursive strategies for generating ideas, revising, editing, and proofreading.
- Learn to critique one's own work and the work of others.
- Develop Critical and Creative Thinking
- Identify context.
- Present a position.
- Establish a conclusion indicated by the context that expresses a personal interpretation.
- Use Sources and Evidence
- Select appropriate evidence.
- Consider the relevance of evidence.
- Develop Application of Composing Conventions
- Apply genre conventions, including structure, paragraphing, tone, mechanics, syntax, and style.
- Use appropriate vocabulary, format, and documentation.
GT-CO2: Intermediate Writing Course
- Deepen Rhetorical Knowledge
- Focus on rhetorical situation, audience, and purpose.
- Use voice, tone, format, and structure appropriately, deepening understanding of relationships between form and content in writing.
- Writing and read texts written in several genres, for specified discourse communities. These communities may include professional or disciplinary discourse communities.
- Practice reflective strategies.
- Deepen Experience in Writing
- Develop recursing strategies for generating ideas, revising, editing, and proofreading for extensive, in-depth, and/or collaborative projects.
- Critique one's own and other's work.
- Deepen Critical and Creative Thinking
- Evaluate the relevance of context.
- Synthesize other points of view within one's own position.
- Reflect on the implications and consequences of the stated conclusion.
- Use Sources and Evidence
- Select and evaluate appropriate sources evidence.
- Evaluate the relevance of sources to the research question.
- Deepen Application of Composing Conventions
- Apply genre conventions, including structure, paragraphing, tone, mechanics, syntax, and style to more extensive or in-depth writing projects.
- Use specialized vocabulary, format, and documentation appropriately.
GT-CO3: Advanced Writing Course
- Extend Rhetorical Knowledge
- Use texts from rhetorical, discourse studies, communication, or related disciplines to extend understanding of rhetorical concepts to the discipline that is the focus of the course.
- Develop sophisticated strategies for critical analysis of disciplinary or specialized discourse.
- Learn more sophisticated ways to communicate knowledge to appropriate audiences.
- Apply reflective strategies to the synthesis, communication, and creation of knowledge.
- Extend Experience in Writing
- Hone recursive strategies for generating ideas, revising, editing, and proofreading for disciplinary or specialized discourse.
- Critique one's own and other's work, including the work of professional writers and/or scholars.
- Extend Critical and Creative Thinking
- Reflect on the implications and consequences of context.
- Incorporate alternate, divergent or contradictory perspectives or ideas within one's own position.
- Extend and complicate the consequences of the stated conclusion.
- Use Sources and Evidence
- Select, evaluate, and synthesize appropriate sources and evidence.
- Use discipline-appropriate criteria to evaluate sources and evidence.
- Extend Application of Composing Conventions
- Select and adapt genre conventions including structure, paragraphing, tone, mechanics, syntax, and style for disciplinary or specialized discourse.
- Use specialized vocabulary, format, and documentation appropriately in more extensive or in-depth writing projects.