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:
- defining the most important goals for students to achieve as a result of participating
in an academic experience (outcomes)
- evaluating how well students are actually achieving those goals (assessment)
- dialoging with colleagues about the results and ways to improve
- using the results to improve the academic experience (closing the loop)
how to revise learning outcomes
The How to Revise or 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.
Top of Page
Cal Poly SLO, Aerospace Engineering
I excelled in math and science in school, so engineering was the right fit and I just had to figure out how to get it done. Throughout high school, I took courses at Allan Hancock College (AHC), and graduated as my high school valedictorian. I then attended AHC in search of a smooth transition to a university. I was able to take my lower division engineering courses and form a great relationship with my professors. While at AHC, I received multiple scholarships form the Allan Hancock Foundation, Santa Barbara Foundation, and MESA-NSF Scholarship. I then attended California Polytechnic University, San Luis Obispo, to pursue an aerospace engineering degree. After just one year at Cal Poly, I was accepted into one of the most prestigious internship programs that NASA offers, the Aeronautics Academy.
Submit a Testimonial »
Tips for writing slos:
Student Learning Outcomes (SLOs) should be measurable and concise.
- SLOs use action verbs from Bloom’s Taxonomy with an emphasis on higher-order thinking skills.
- 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!
- SLOs should be the same for all sections of a course.
- SLOs must be included in course syllabi and course outline of record (COR).
- SLOs should focus on big-picture, overarching concepts, skills, or attitudes - not
- When writing your SLOs, focus on what students will be able to do, produce, or demonstrate at the end of your course or program.
- When writing SLOs, think about how you will assess each one.