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Who’s Who: SLO Coordinators
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SLO Coordinators
Outcomes Assessment

Contact any of these individuals by following this link.

The Coordinator of General Student Learning Outcomes and the Coordinator of Career Technical Education (CTE) Student Learning Outcomes are responsible for providing leadership and guidance to faculty and staff for the development, content, and application of Student Learning Outcomes at the department, school and college level.

The appointment is a 10-month, 3-year assignment open to all tenured full-time faculty members. The Coordinator of General Student Learning Outcomes assignment receives 40% reassigned time. The Coordinator of CTE Student Learning Outcomes assignment receives 40% reassigned time.

The Coordinators are responsible to the Academic Senate’s Committee on Curriculum and Instruction for the development, content, and application of student learning outcomes in the instructional process. The Coordinators report to the Vice President of Academic Affairs for administrative, fiscal, and personnel matters.

Duties and responsibilities include co-chairing the college-wide Assessment of Student Learning Outcomes Committee (ASLO); preparing annual reports that summarize, analyze, and evaluate the past year’s general student learning outcomes assessment activities and accomplishments across the campus, including instructional and non-instructional areas, and use the report to make necessary improvements and adjustments to the assessment effort and to inform reports due to ACCJC as they pertain to outcomes assessment.

The SLO Coordinators work with members of the college community in promoting, developing, and implementing student learning outcomes assessment and related activities such as departmental initiatives and grant development. The Coordinators serve as members of the Committee on Curriculum and Instruction, Department Planning & Program Review Subcommittee, College Planning Committee, Student Success Committee, and a liaison to the Faculty Professional Development Committee.

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