Here is a description of the Associates of Arts Oregon Transfer.
Appendix E contains the outcomes and criteria for transferable general education courses in Oregon, including a description about why the AAOT was revised.
From Appendix E above:
As a result of completing the General Education Writing sequence, a student should be able to:
- Read actively, think critically, and write purposefully and capably for academic and, in some cases, professional audiences;
- Locate, evaluate, and ethically utilize information to communicate effectively; and
- Demonstrate appropriate reasoning in response to complex issues.
A course in Writing should:
- Create a learning environment that fosters respectful and free exchange of ideas.
- Include college-level readings that challenge students and require the analysis of complex ideas.
- Provide guided discussion and model practices that help students listen to, reflect upon, and respond to others’ ideas.
- Foster students’ ability to summarize and respond in writing to ideas generated by reading and discussion.
- Require a substantial amount of formal and informal writing.
- Emphasize writing as a recursive process of productive revision that results in complete, polished texts appropriate to audience needs and rhetorical situations.
- Foreground the importance of focus, organization, and logical development of written work.
- Guide students to reflect on their own writing, to provide feedback on peers’ drafts, and to respond to peer and instructor comments.
- Direct students to craft clear sentences and to recognize and apply the conventions of Edited Standard Written English.
- Provide students with practice summarizing, paraphrasing, analyzing, synthesizing, and citing sources using a conventional documentation system.
- Require appropriate technologies in the service of writing and learning.
Information Literacy outcomes and criteria will be embedded in the Writing Foundational Requirements courses.
As a result of taking General Education Writing courses infused with Information Literacy, a student who successfully completes should be able to:
- Formulate a problem statement;
- Determine the nature and extent of the information needed to address the problem;
- Access relevant information effectively and efficiently;
- Evaluate information and its source critically; and
- Understand many of the economic, legal, and social issues surrounding the use of information.
A Writing course infused with Information Literacy should include:
- Instruction and practice in identifying gaps in knowledge and recognizing when information is needed.
- Instruction and practice in finding information efficiently and effectively, using appropriate research tools and search strategies.
- Instruction and practice in evaluating and selecting information using appropriate criteria.
- Instruction and practice in research strategies that are recursive and involve multiple stages such as modification of the original strategy and revision of the topic.
- Instruction and practice in the ethical and legal use of information and information technologies.
- Instruction and practice in creating, producing, and communicating understanding of a subject through synthesis of relevant information.