Learning Outcomes

Student Learning Outcomes (SLOs) are the knowledge, skills, abilities, and attitudes that a student is expected to achieve by the end (or as a result) of his or her engagement in a given educational experience.

SLOs are defined for all levels of the college. Course or service SLOs should align with the program SLOs identified by each discipline or student services unit; similarly, every program and service on campus should address at least one institutional learning outcome.

Course Learning Outcomes

The official course outcomes are now listed in eLumen. Faculty members may log in to eLumen using their myHancock login/password to locate the course level outcomes that IRP has on file. If your outcomes are missing or you have further questions or require eLumen training, please contact Jennie Robertson, Learning Outcomes Analyst in IRP at ext. 3880 or by email.

What are program slos?

  • Knowledge, skills, abilities and attitudes that a student is expected to achieve by the end (or as a result) of his/her engagement in a given educational experience.
  • SLOs are defined for all levels of the college. Course or service SLOs should align with the program SLOs identified by each discipline or student services unit as well as align with at least one institutional learning outcome.

program learning outcomes

The official program outcomes are now listed in the college catalog on pages 61-111.

assessment of slos

In higher education, outcomes assessment has four stages:

  1. defining the most important goals for students to achieve as a result of participating in an academic experience (outcomes)
  2. evaluating how well students are actually achieving those goals (assessment)
  3. dialoging with colleagues about the results and ways to improve
  4. using the results to improve the academic experience (closing the loop)

how to revise learning outcomes

The How to Change a SLO flow chart addresses how to create new outcomes (all levels: CSLOs, PSLOs and ILOs) and revise current outcomes. The process was shared with Student Learning and Student Services Councils and Academic Senate and approved by College Council in June 2014.

 

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Brent Jordan

Brent Jordan
Fire Academy Student

"I chose the fire technology program at Allan Hancock because of what it can provide for me. It's giving me a step above the other academies and throughout the state. Graduates of this academy have gone on to be the chiefs and the captains that are going to be hiring us, so when we go in for interviews by being able to say that we graduated at this academy they know what we've experienced. Allan Hancock College has provided me with the physical and mental capabilities through the classroom training we do each day and the physical training we do each morning. This academy pushes you to your boundaries and then you begin to work on those weaknesses; your weaknesses then become your strengths so you're actually growing as a person. Allan Hancock has made a difference in my life it's really taught me who I am and where I want to be."
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Tips for writing slos:

Student Learning Outcomes (SLOs) should be measurable and concise.
  1. SLOs use action verbs from Bloom’s Taxonomy with an emphasis on higher-order thinking skills.
  2. Ideally, you should include no more than 3-5 SLOs for each class or program. When in doubt, fewer is better. Remember you will be required to assess each SLO over an assessment cycle, so don't set yourself up for failure!
  3. SLOs should be the same for all sections of a course.
  4. SLOs must be included in course syllabi and course outline of record (COR).
  5. SLOs should focus on big-picture, overarching concepts, skills, or attitudes - not content-specific.
  6. When writing your SLOs, focus on what students will be able to do, produce, or demonstrate at the end of your course or program.
  7. When writing SLOs, think about how you will assess each one.

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Last Modified Dec 10, 2014