Student Learning Outcomes (SLOs)

Course SLOs are measurable, focused on an observable skill or knowledge, and aligned with the stated program and University outcomes.

Course SLOs precisely describe how students will demonstrate their mastery of learning. Each SLO should define a clear skill or knowledge rather than an activity or output. Each SLO should also contain one observable action verb rather than describing multiple skills or knowledge within one statement (for more information refer to Crafting and Aligning Student Learning Outcomes unit).

Course SLOs should also align with the associated University, Core, and program outcomes. Outcome relationships should be obvious or explicitly defined through the course content, such as through a course map or numbering system.

EXCEPTION: When course SLOs are mandated by the program or department and cannot be changed by the instructor, Standard 25 will be demonstrated if the module SLOs are measurable and aligned with the course SLOs (per Standard 26).

Module SLOs are measurable, focused on an observable skill or knowledge, and aligned with the stated course SLOs.

Module SLOs precisely describe how students will demonstrate their mastery of learning in more specific terms than their related course SLOs. Each SLO should define a clear skill or knowledge rather than an activity or output. Additionally, each SLO should contain one observable action verb rather than describing multiple skills or knowledge within one statement (for more information refer to the Crafting and Aligning Student Learning Outcomes unit).

Module SLOs should also align with the associated course SLOs. In other words, module SLOs should enable learners to build related skills and knowledge that lead up to the course SLOs. Outcome relationships should be obvious or explicitly defined through the course content, such as through a course map or numbering system.

The skills or knowledge required by the SLOs are appropriate for the level of the course.

All course and module SLOs reflect skills and knowledge that are appropriate for the level of the course. The degree of skill required by the SLOs should indicate a suitable level of Bloom’s taxonomy. For more information refer to the Crafting and Aligning Student Learning Outcomes unit).

All SLOs use learner-centered language.

All course and module SLOs are written clearly and from the learner’s perspective. It may be necessary to clarify discipline-specific jargon and acronyms so that learners can easily grasp the expected skill or knowledge.