Student Learning Outcomes (SLOs) are statements that describe what students will know or be able to do as a result of completing courses within a program. Academic, Career Technical, and Health Sciences educational programs are responsible for assessing the General Education Outcomes (GELOs) and the Program-Specific Student Learning Outcomes (PLOs). 

Student Learning Objectives Should…

• Describe what a students should be able to demonstrate, represent or produce upon completion of a course 
• Directly align with the program curriculum 
• Collaboratively authored and collectively accepted by instructors
• Be Realistic – Can potentially be achieved by a significant portion of students
• Be Measurable – Can be quantitatively or qualitatively assessed 
• Be Actionable – Can be used to continually improve the program

General Education Student Learning Outcomes (GELOs)

The four General Education competencies that programs are responsible for assessing include: adaptability, communication, problem solving, and responsibility.

Program-Specific Student Learning Outcomes

The faculty track and evaluate program-specific student learning objectives that are unique to the educational program. The data collected should be used to drive continual improvement and optimize student learning in the course or program.

Major Components of the Student Learning Outcomes Reporting Template

Academic Programs – 5 General Student Learning Outcome Statements (GELOs) + Program-Specific Statements (PLOs)

Career and Technical Programs – 4 General Student Learning Outcome Statements (GELOs) + Program-Specific Statements (PLOs)

Online Student Learning Outcome Data and Yearly Report Submission

At the end of each semester/course, MGCCC faculty are asked to enter their Student Learning Outcome data into the online Student Learning Outcomes Reporting Template in SharePoint. The data portion of the template includes the following components for each of the General Education and Program-Specific SLO statements:

• Student Learning Outcome Statement 
• Expected Outcome
• Assessment Instrument
• Student Type That Was Assessed – Online vs Traditional/Hybrid
• Number of Students Who Were Assessed
• Number of Students Who Successfully Met the Expected Outcome

At the end of the academic year, faculty complete the Student Learning Outcome Report by adding the following component:

• Use of Results –This component provides a meaningful analysis of assessment data and explains how faculty will use the results to improve Student Learning Outcomes. It should begin with a statement addressing the extent to which the program achieved Expected Outcomes, including whether the program met those outcomes. Inclusion of a year-to-year comparison of results is considered a best practice.
  
  The analysis should then include a brief description of strategies used during the current academic year to support achievement of outcomes, followed by a required statement outlining changes planned for the coming academic year. Regardless of the level of success achieved, writers should reflect on and answer the question: What changes will be made to continue improving Student Learning Outcomes in the coming academic year? Even when effective strategies will be continued, programs should identify specific changes that promote improvement and provide evidence of ongoing efforts toward continuous improvement.