PROGRAM SLOs to CORE COMPETENCIES MAPPING MATRIX
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Program Name:___________________________________________
Semester:______________________________________________
Program Coordinator:______________________________________________
Directions:
Column 1. Write one SLO in each row (samples on page 2). For most programs, 3-6 SLOs
are recommended.
Column 2. Write your assessment method(s).
Column 3. Using the list of Core Competencies on pages 3 & 4, list the Core Competency
or Core Competencies addressed by each SLO in each row.
Student Learning Outcome
Assessment Method(s)
Core Competency
(or Competencies)
PROGRAM SLOs to CORE COMPETENCIES MAPPING MATRIX
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Sample SLOs
Assessment Method(s) /
Progress Indicator(s)
Writing assignments, Research
projects, Short answer quizzes
and tests, Essay question tests.
Lab assignments, Skills
demonstrations, Midterm and
Final projects.
Core Competency
(or Competencies)
2
3
Sociology:
Students will be able to recognize
the connections between social
structure and the individual in
society.
Pre and Post Tests
2
3
English Transfer-Level
Composition
Demonstrate documentation
proficiency and the ability to
integrate sources effectively.
Writing assignments, Research
projects, essay question tests.
1
2
4
Biology
Acquire skills in scientific
thinking, problem solving and
experimental methodology.
Lab assignments, Skills
demonstrations, Midterm and
Final projects.
2
Economics
Demonstrate the difference
between a change in demand vs.
change in quantity demanded (or
supply vs. quantity supplied) by
analyzing real world issues
Writing assignments, Research
projects, Short answer quizzes
and tests, Essay question tests.
2
3
4
Student Learning Outcome
History:
Analyze competing historical
interpretations
BusOT:
Students will demonstrate the
ability to independently create,
save, modify and print a document
using a word processing program.
1
4
PROGRAM SLOs to CORE COMPETENCIES MAPPING MATRIX
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Chaffey College CORE COMPETENCIES
Chaffey College strives to develop lifelong learners who will exhibit the following:
1) Communication
Students will demonstrate effective communication and comprehensions skills. Examples will include, but are
not limited to the following:
 Comprehend, analyze, and respond appropriately to oral, written and visual information.
 Effectively communicate/express information through speaking, writing and other appropriate modes of
communication/expression.
Definition: Meaningful communication uses subject, audience, and form to influence,
inform, and/or connect with others through organizational structures, appropriate
support, and delivery skills suitable to the topic, occasion and audience.
2) Critical Thinking and Information Competency
Students will demonstrate critical thinking skills in problem solving across the disciplines and in daily life.
Examples will include, but are not limited to the following:
 Identify vital questions, problems, or issues and evaluate the plausibility of a solution.
 Analyze, compose, and assess the validity of an argument.
 Compute and analyze multiple representations of quantitative information, including graphical,
formulaic, numerical and verbal.
 Compare, contrast and analyze scientific processes and scientific observation.
 Select and evaluate the accuracy, credibility, and relevance of information sources.
Critical Thinking Definition: Learners use the intentional application of rational
higher order thinking skills, such as analysis, synthesis, problem recognition and
problem solving.
Information Competency Definition: Learners demonstrate the ability to state a
research question, problem, or issue, determine information requirements in various
disciplines for the research questions, problems or issue, use information technology
tools to locate and retrieve relevant information, communicate using a variety of
information technologies, understand the ethical and legal issues surrounding
information and information technologies, and apply the skills gained in information
competency to enable lifelong learning.
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PROGRAM SLOs to CORE COMPETENCIES MAPPING MATRIX
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3) Community/Global Awareness and Responsibility
Students will demonstrate knowledge of significant social, cultural, environmental and aesthetic perspectives.
Examples will include, but are not limited to the following:
 Identify the social and ethical responsibilities of the individual in society.
 Demonstrate commitment to active citizenship by recognizing and evaluating important social,
ecological, economical, and political issues.
Definition: Learners recognize and analyze the interconnectedness of global, national,
and local concerns, analyzing cultural, political, social and environmental issues
from multiple perspectives; they recognize the interdependence of the global
environment and humanity.
4) Personal, Academic and Career Development
Students will assess their own knowledge, skills and abilities; set personal, educational, and career goals; work
independently and in group settings; identify lifestyle choices that promote self reliance, financial literacy and
physical, mental and social health. Examples will include, but are not limited to the following:
 Demonstrate professional and ethical responsibilities of the individual.
 Identify personal, academic, psychological, and social needs, determine resources and access
appropriate services.
 Develop, implement, and evaluate progress towards achieving personal goals, academic goal, career
goals, and career resilience.
Definition: Learners demonstrate an understanding of the consequences, both
positive and negative, of their own actions; set personal, academic and career goals;
and seek and utilize the appropriate resources to reach such goals.
Guidelines for Connecting Program Level SLOs to the Chaffey Core Competencies
When identifying the connecting your program SLOs to the Core Competencies, keep the following in mind:


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How much time does the program devote to any of the core competencies?
How much weight does the program give assignments involving any of the core competencies?
How would our community stakeholders (employers, residents in the district, etc.) define the importance
and relationship of the core competencies to your program?