Student Learning Outcomes (SLOs)
- Course Design
Last modified: October 7, 2025
This page provides general guidance on using and creating SLOs at UAS.
Overview
Student Learning Outcomes (SLOs) are the specific, measurable statements of what students are expected to learn and be able to demonstrate by the end of a course. They help ensure consistency across courses, guide assessment, and communicate expectations to students. The faculty handbook requires all courses to have SLOs.
This page provides general guidance on using and creating SLOs at UAS. For more information on existing SLOs, course development, and approval processes, please refer to the UAS Curriculum Committee website.Finding Existing SLOs at UAS
All existing UAS courses already have approved Student Learning Outcomes (SLOs). Faculty can find them in CourseLeaf.
Courseleaf is the official repository for course information at UAS. Instructors without CourseLeaf access should contact their department for support.
Many course SLOs can also be located by searching for the most recent course offering in UAS Online and selecting "Syllabus" (if available).
In some cases, SLOs are listed in the catalog, but it is more common for the catalog to include only the Program Learning Outcomes (PLOs).
Writing SLOs for New Courses
Student learning outcomes for a course are statements of what students are expected to know and be able to do upon completion of all required activities for the course. When writing new SLOs, faculty should reference Appendix C: Learning Outcomes from the Curriculum Committee handbook. The handbook clearly lays out the purpose and differences between program outcomes and course outcomes, course purpose and goals, and expectations / objectives vs. learning outcomes.
In general, good SLOs are:
Specific and Measurable: Use action verbs that can be assessed (e.g., analyze, demonstrate, apply).
Student-centered: Emphasize student abilities rather than the process of learning.
- Aligned: Match the level and scope of the course, connect to program outcomes, and support institutional learning goals.
More Resources
UAS Undergraduate Curriculum Committee Quick Reference Handbook on Policies, Procedures, and More.
Stanford’s SMART Guidelines, Center for Teaching and Learning (2020).
Wiggins, G. and McTighe, J. (2005). Understanding by Design, Expanded 2nd Edition. Alexandria: ASCD.
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.