Skyline College shaped, adopted, and published in the College Catalog five Institutional Student Learning Outcomes (ISLOs), which are derived from the AA/AS degree requirements: Community Engagement,
Critical and Creative Thinking, Effective Communication, Information Literacy, and
Lifelong Wellness. They were updated and adopted by the College in 2022- 2023.
Access the ISLO assessment calendar to know when each of the ISLOs will be assessed, and the handy mapping tool to identify which courses required for the degree reinforce each ISLO.
The ISLOs are assessed with a direct measure. The direct measure involves the use
of a rubric (see below), which enables faculty to have a common language and criteria
around assessment. Starting in 2021 – 2022, Skyline College will feature one of the
ISLOs each year. Via professional development, faculty will gain insights about how
to foster the featured ISLO through curriculum, pedagogy, and assessment design. Degree
bearing programs are expected to participate in the assessment of the ISLO by applying
the relevant criteria from the rubric to evaluate students' work within their disciplinary
framework. Specifically, degree bearing programs should assess at least one course
that reinforces the featured ISLO, as indicated through the mapping, and therefore
is well suited to assess the ISLO. They'll then discuss the course level results and
report their findings in program review. The Institutional Effectiveness Committee will discusss the results in the aggregate.
ISLO graphic designed by former Skyline student Livius Darmawan
Upon completing an A.A./ A.S. degree and/or transfer preparation, students will show
evidence of ability in the following core competency areas:
Critical and Creative Thinking Rubric (yellow) word/ pdf
Students will be able to demonstrate critical and creative thinking skills in problem
solving across the disciplines and in daily life.
Critical and creative thinking includes the ability to:
- EXPLORING CONTEXT: identify and evaluate relevant ideas, perspectives, concepts, images,
forms, sounds, and/or movements to respond to an intellectual or creative task/dilemma.
- DEVELOPING APPROACH: develop a model, approach or strategy to respond to an intellectual
or creative task/dilemma.
- ADDRESSING INTELLECTUAL/CREATIVE CHALLENGE: creatively transform ideas, perspectives,
concepts, images, forms, sounds, and/or movements to respond to an intellectual or
- THINKING INNOVATIVELY: interpret, synthesize, and/or transform ideas, perspectives,
concepts, images, forms, sounds, and/or movements in a novel way.
- SUPPORTING CLAIMS: support claims/conclusions with relevant and credible evidence
and/or logical analysis.
- RESPONDING TO BIAS: identify and address our own biases and those of others.
Effective Communication Rubric (red) word/ pdf
Students will be able to communicate and comprehend effectively.
Effective communication includes the ability to:
- COMPREHENDING AND ANALYZING: comprehend and analyze verbal and nonverbal media.
- DELIVERING MESSAGE: effectively construct and deliver messages to express ideas and
establish shared meaning.
- DEVELOPING A CIVIL DISCOURSE COMMUNICATION FRAMEWORK: develop a non-hierarchical communication
framework that establishes shared meaning through a sensitivity and receptivity to
intersectional, cultural diversity.
Community Engagement Rubric (blue) - word/ pdf
Students will be able to use knowledge acquired from their experiences at this college
to be socially informed, culturally proficient, and ethically engaged in local, national
and/or global affairs.
Community Engagement includes the ability to:
EXPLORING SOCIAL PERSPECTIVES: Demonstrate self-awareness, sensitivity about and/or
appreciation for how perspectives are shaped by experiences, cultural values, and
DEVELOPING AN UNDERSTANDING OF POWER DYNAMICS: Develop a nuanced understanding of
power dynamics and their impact.
DEVELOPING AGENCY: Develop agency by engaging with and contributing to the well-being
of local, national and/or global communities.
ETHICAL PRACTICES: Develop ethical practices when engaging in personal, professional
and/or larger social contexts.
UNDERSTANDING LOCAL AND GLOBAL RELATIONSHIPS: Demonstrate an understanding of how
local and global issues and events are connected.
FACILITATING CONSTRUCTIVE GROUP ENVIRONMENTS: Facilitate a constructive, supportive
group environment through demonstrated collegiality, collaborative skills, and/or
Information Literacy Rubric (purple) word/ pdf
Students will be able to demonstrate skills central to information literacy.
Information literacy includes the ability to:
- APPLYING RESEARCH STRATEGIES: apply effective research strategies, including formulating
and defining the scope of the research question, determining key concepts, and identifying
- MAKING INFORMED CHOICES: make informed choices about credible and relevant information
types and/or sources (journal, newspaper, magazine, interviews, media, etc.).
- EVALUATING SOURCES: critically evaluate content for credibility, accuracy, and relevance.
- ENGAGING DIVERSE VIEWS: proactively engage with diverse ideas, marginalized voices
and/or world views while recognizing that information sources can be influenced by
authority that is reinforced by existing power structures.
- DEMONSTRATING ETHICAL AND LEGAL USE: use verbal and/or nonverbal media ethically and
legally by appropriately citing and following copyright guidelines.
- DEVELOPING A SCHOLARLY IDENTITY: develop and demonstrate scholarly identity by generating
meaning rather than merely consuming and restating information.
Lifelong Wellness Rubric (green) word/ pdf
Students will be able to employ practices that foster overall well-being and personal
Lifelong wellness includes the ability to:
- UNDERSTANDING PHYSICAL, MENTAL, AND/OR EMOTIONAL HEALTH: demonstrate an understanding
of how physical, mental and/or emotional health relate to lifelong wellness.
- VALUING CREATIVE EXPRESSION: demonstrate an understanding of how creative expression
and artistic practice relate to self-discovery, personal development, self-advocacy,
and emotional well-being.
- EXHIBITING PERSONAL RESPONSIBILITY: exhibit personal responsibility for identifying
needs, determining resources, and accessing appropriate services to improve physical,
mental and emotional health, and by extension, academic performance.
- EMPLOYING A GROWTH MINDSET: employ the growth mindset by embracing effort and acknowledging
setbacks as a step toward proficiency, seeking out support, and negotiating challenges
to gain experience and confidence.
- PRACTICING INTELLECTUAL HABITS OF MIND: practice intellectual habits of mind such
as initiative, flexibility, intellectual curiosity, and an openness to diverse perspectives.