Institutional Learning Outcomes (ILO)

ILO Policies

Chabot defines a program as “an organized set of courses and/or services that lead to defined objectives in support of and advancement of student learning.” PLOs define the knowledge, skills, abilities, or attitudes gained by students upon completion of a specific degree or certificate. Faculty Inquiry Groups (FIGs) within specific program disciplines meet to discuss program prerequisites, requirements and transfer courses, as well as identifying community employment opportunities. These faculties led discussions may also include interdisciplinary considerations, as well as community stakeholder and current job opportunities. 

Program Learning Outcomes should represent the overall goals and expectations of program completion, as well as identifying pathways and potential for student success and overall achievement. Programs can be in Academic or Services Areas (see SAO policy). Examples of Academic programs include Health, Music, Astronomy, Math, Anthropology, Sociology, English, and more. For Academic programs, the following policies apply:

  1. A minimum of two Program Learning Outcomes are required by each Academic program.
  2. Key Student Learning Courses/Outcomes, or Capstone projects, should be identified and assessed to support assessment of Program Learning Outcomes. 
  3. Program Learning Outcomes should be assessed at least once every 5 years
  4. Program Learning Outcomes and Assessment results must be accessible in Curricunet.

Revised 3/2021

ILO Current Outcomes

Critical Thinking

  • Analyze, evaluate and question information from various sources for validity and significance
  • Identify and explore a problem applying logic and quantitative and qualitative reasoning
  • Consider multiple strategies to propose effective solutions or desired outcomes and implement a plan to address the problem


  • Express ideas designed to generate meaning and foster understanding in various contexts, while keeping the audience in mind
  • Express ideas using credible and relevant sources
  • Use active listening skills
  • Effectively analyze and comprehend a written text or presentation

Civic & Global Engagement

  • Be open to multiple perspectives and to think from the perspective of another individual or world view
  • Articulate current and historical sources of structural inequity
  • Articulate how natural, social, cultural, economic, or political issues impact people’s lives and the earth’s sustainability
  • Engage controversy/conflict with civility to develop new and creative solutions to social problems
  • Civically engage in individual actions or collective community-based efforts for justice

Information & Technological Literacy

  • Question dominant forms of knowledge production including whose voices/perspectives they validate, and whose experiences are missing
  • Construct meaning with active engagement, as opposed to merely finding and reporting on information
  • Challenge the perception of information as being objective/neutral
  • Select and use technology effectively to accomplish a task or solve a practical problem

Development of the Whole Person

  • Cultivate the health of mind, body, and spirit
  • Gain transferrable skills important for academic and career success
  • Nourish a love of life-long learning
  • Expand capacity for self-understanding, including recognizing one’s strengths and weaknesses

Rev. 12.20

ILO Reports

2019 FLEX Day Activity 1 - Discussion_Critical Thinking

2019 FLEX Day Activity 2 - Guiding Question

2019 FLEX Day Activity 3 - Assessment Survey

2018 Assessment of ILO Critical Thinking

2018 Development of the Whole Person ILO Report

2016 Civic Responsibility ILO Report

2016 Communication ILO Report

2015 Global & Cultural Involvement ILO Report