Course Learning Outcomes (CLOs)
CLOs for every course can be found at the Maricopa Center for Curriculum and Transfer Articulation Course Search website. Simply type in any course prefix and number without any spaces (e.g. ENG101) and hit Enter. They are called “Course Competencies,” which are essentially each course’s learning outcomes expressed as learning objectives.
Program Learning Outcomes (PLOs)
PLOs for every degree or certificate program can be found at the Maricopa Center for Curriculum and Transfer Articulation Program Search website. To find PLOs either type the name of the discipline into the “Title” box (e.g. Physics) or check one of the boxes on the right side menu and then click “Search” at the bottom of the page. You can also find information about PLOs on SCC’s Degrees and Certificates webpage. Search or scroll down and click on any program. Then look for “What You’ll Learn” to see the program’s PLOs.
Institutional / General Education Learning Outcomes (ILOs)
SCC’s 6 ILOs and their Performance Indicators were developed through the collaboration of roughly 100 SCC faculty and staff members, and they are regularly reviewed for necessary updates. The list below details each ILO’s definitions, performance indicators, and rubric criteria:
Students demonstrate an understanding of diverse works in the arts and humanities as represented in socio-cultural-historical contexts. Arts and Humanities Awareness may take the form of recognition of aesthetic qualities, concepts or themes, and historical and socio-cultural contexts in literary, artistic, cinematic, performing, or multimodal art forms.
1.1 Identifies Aesthetic Qualities.
The student identifies significant aesthetic qualities or elements in a work of art or the humanities.
1.2 Explains Socio-cultural-historic Contexts.
The student explains a work of art or the humanities within socio-cultural and historical contexts.
1.3 Applies Aesthetic Skills and Knowledge.
The student applies the creative process and an understanding of aesthetic and socio-cultural-historic contexts in an original artistic work or works in the humanities.
1.4 Analysis of a Work of Art or the Humanities.
The student analyzes diverse cultural expressions in a work of art or the humanities.
1.5 Interprets Themes and Meanings in a Work of Art or the Humanities.
The student interprets themes and meanings in a work of art or the humanities.
1.6 Reflects on the Societal Impact of the Arts or Humanities.
The student reflects upon the arts or humanities' societal impact in socio-cultural-historical contexts.
Students demonstrate the skills required for employment in their chosen field. Career readiness may take the form of creativity and innovation, interpersonal skills, leadership, professional ethics, technological competence and flexibility, wellness, problem-solving, and collaboration.
2.1 Identifies Potential Career Interests.
The student identifies career interests in alignment with their skill set.
2.2 Uses Workplace Technologies.
The student uses technology platforms common in the contemporary workplace and appropriate to a given task.
2.3 Explains Professional Ethics.
The student explains ethical behaviors within a profession or the workplace in general.
2.4 Demonstrates Professional Skills and Disposition (Attitudes).
The student demonstrates professional skills and disposition for their field.
2.5 Demonstrates Professional Employment Application Skills.
The student demonstrates professional application skills by producing workforce-appropriate application documents and self-representation profiles aligned with career interests.
2.6 Reflects on Continuous Learning and Career Development.
The student reflects upon the importance of continuous professional learning and personal self-improvement (life-long learning) in developing one’s career over time.
Students demonstrate critical thinking and problem solving by drawing reasoned conclusions based on information and evidence. Critical analysis may take the form of data analysis, textual analysis, metacognition and reflection, evidence-based problem-solving, scientific reasoning and methodology, cognitive skills, effective reasoning, using systems, making judgments and decisions, and problem-solving.
3.1 Identifies Information Relevant to the Issue or Problem.
The student identifies relevant and accurate information aligned with a given topic, issue, task, or problem.
3.2 Explains Graphical Information.
The student explains the meaning of graphical information.
3.3 Demonstrates Understanding of a Phenomenon.
The student demonstrates understanding of a phenomenon by connecting multiple relevant information and data representations.
3.4 Analyzes Data Using Relevant Methods.
The student analyzes data or other evidence using relevant methods, resulting in an accurate interpretation of the presented data or evidence.
3.5 Solves Problems or Defends Claims Using Logical or Quantitative Reasoning.
The student solves problems or defends claims using logical or quantitative reasoning.
3.6 Synthesizes Evidence to Support a Conclusion or Solve a Problem.
The student synthesizes evidence to justify a conclusion or solve a problem.
Students deliver effective messages or expressions of thought appropriate for a given context. Effective communication may take the form of oral, written, or visual communication.
4.1 Applies Logical Organization.
The student organizes ideas in a logical and recognizable structure, presenting a clear and well-supported progression of thought.
4.2 Uses Appropriate Language for the Context.
The student uses clear, concise, and precise language appropriate for the discipline or context.
4.3 Adapts Communication for Intended Audience.
The student adapts communication style elements (tone, formality, and intention/purpose) for the intended audience and context to support the intent of the communication.
4.4 Revises Work in Response to Feedback.
The student revises a communication in response to verbal or written feedback from the audience, peers, or instructors.
4.5 Evaluates Appropriate Communication Channels.
The student selects appropriate communication channels to communicate.
4.6 Reflects on Communication Skills and Value Across Contexts.
The student reflects on their communication skills and experiences and the value of communication skills in academic, career, or personal contexts.
Students apply effective and ethical processes to identify, evaluate, use, and create information to meet an information need or task. Information literacy may take the form of quantitative literacy, data literacy, effective and ethical use of information, research skills, digital competence, reading comprehension, and media literacy.
5.1 Implements Effective Information Search Strategies.
The student implements effective information search strategies to inform a research question or meet an information need.
5.2 Evaluates Sources Using a Consistent Process.
The student evaluates sources for credibility, bias, accuracy, and relevance to the discipline or context.
5.3 Demonstrates Ethical Use of Information.
The student demonstrates ethical use of information (i.e. attribution, citation, and copyright guidelines) for the discipline or context.
5.4 Synthesizes Information.
The student synthesizes information from a variety of appropriate and varied sources.
5.5 Reflects on Information Literacy Skill Development and Value.
The student reflects on their information literacy skill development and its value to their academic, career, and personal development.
Students demonstrate civic duty, value diversity, and make informed, ethical choices to benefit their communities and society. Social responsibility may take the form of civic engagement, cultural awareness, global awareness, valuing diversity, demonstrating inclusivity, understanding equity, sustainability, ethical behavior, humanitarian principles, leadership, and personal effectiveness.
6.1 Demonstrates Active and Impactful Engagement in Campus and Civic Activities.
The student demonstrates active and impactful engagement in campus, civic, or community service activities.
6.2 Demonstrates Leadership Skills.
The student demonstrates leadership skills in organizing and working with others.
6.3 Explains the Societal Impact of Global, Sustainability, or Social Justice Issues.
The student explains the impact and interconnected nature of global, sustainability, or social justice issues.
6.4 Reflects on Ethical Conduct.
The student reflects on ethical conduct and its value in academic, community, or personal contexts.
6.5 Reflects on Personal Service and Civic Engagement.
The student reflects on the self-development and community impact of their personal service and civic engagement activities.