What are SLOs?
Student learning outcomes are defined as what the student will be able to do by the successful completion of the course or program (certificate, degree or service). They are the overarching attitudes, skills, and concepts that the student will acquire by the end of the semester. SLOs give more information than grades do about how well the students are achieving these individual attitudes/skills/concepts at the end of the course.
Frequency of Assessment
All course SLOs should each be evaluated a minimum of every 3 years, but more frequent assessment means more useful information.
SLO Assessment Cycle
Determine SLOs, teach, assess, review and discuss, and implement changes if needed.
Student Learning Outcomes Assessment Council (SLOAC) is a subcommittee of the Academic Senate. Our goal is to have one faculty member from each discipline be a member of SLOAC and act as a liaison and support for their discipline. Each discipline is unique and a faculty member from that discipline can best understand the needs and functions of their specific area. Please reach out to us for any questions or support regarding writing SLOs, assessing SLOs, and using eLUMEN. We can work 1:1 with you, participate in department meetings, offer trainings, or connect you with resources to support SLO assessment.
Math and Sciences, Health Sciences, Nursing
Cara Kreit (Committee Chair)
ESL, English Skills, English, Philosophy, Library, Counseling
Logan Wood (eLUMEN Data Steward)
Fine and Performing Arts
BIS, Social and Behavioral Sciences, Kinesiology, Health Education, ECE
Communication, ESLN, World Languages & Cultures, CTE
There are several ACCJC recommendations about SLOs that the college must respond to in the next 3 years:
- By October 2018, we must show significant progress toward addressing inconsistencies between SLOs on the official Course Outline of Record and how they read on some syllabi. The College must also make program-level SLOs available to students.
- By March 2021, we must show resolution of the following:
- The assessment of course level student learning outcomes should be more clearly identified, and evidence or results of those assessments should be gathered in a way that enables the College to disaggregate the data by subpopulations.
- In order to improve institutional effectiveness, the College should consider reducing the number of general education student learning outcomes to a sustainable level and ensure that all programs are completing assessments.
- In order to improve institutional effectiveness, when using outcome assessment data, the institution should consider strengthening the link between assessment and improving learning for all of its student populations.