Student Learning Outcomes: Student Services
The Student Services Division at Allan Hancock College has identified learning outcomes
to support student programs and services. The assessment of those outcomes enables
the college to understand its effectiveness and improve student services and support
- SLO 1: Students will be able to order their AHC Transcripts via TranscriptsPlus.
- SLO 2: First time college students will submit their high school transcripts for evaluation.
- SLO 3: Transfer students will submit their external college transcripts for evaluation.
- SLO 4: AHC graduates will meet degree requirements within the semester in which they
applied for a diploma.
- SLO1: CalSOAP will provide assistance with FAFSA completion at Santa Maria High School,
Pioneer High School, and Righetti High School.
- SLO2: Tutors/Peer Advisors will enroll students in CalSOAP.
- SLO 1: Students will be able to identify major CalWORKs program requirements and services.
- SLO 2: Students will be able to identify individual needs.
- SLO 3: Students will identify solutions to the identified individual needs.
- SLO 4: Students will demonstrate the ability to complete the entire financial aid
- SLO 5: Students will utilize myHancock email account as a communication tool.
- SLO 6: Students will be able to articulate short and/or long term goal(s) to develop
their Student Educational Plan.
- SLO 1: Student will be able to identify specific services and program requirements.
- SLO 2: Student exposure to university culture and admissions requirements help them
choose their preferred transfer school(s).
- SLO 3: Student will identify a major and establish a Student Education Plan (SEP)
along with a semester by semester plan.
- SLO 4: Students will learn strategies to finance their education and apply for financial
- SLO 5: Students will identify obstacles to their success and provide strategies and
suggestions of necessary services/resources to remain in good academic standing.
- SLO 6: Students will establish a relationship with AHC/CAN-TRIO staff to develop
self-efficacy skills to support college persistence and degree attainment.
- SLO 1: Student workers will be able to complete the hiring process in three weeks.
- SLO 2: Students will be able to identify a major/career to develop a Student Education
- SLO 3: Students will be able to develop a resume & cover letter.
- SLO 4: Students will develop skills in interviewing.
- SLO 1: Students are able to identify support services appropriate to their success.
- SLO 2: Students are able to navigate online counseling resources.
- SLO 3: Students are able to identify barriers to their academic success and identify
strategies and necessary services/resources.
- SLO 4: Students are able to articulate short term and/or long term educational goal(s)
and develop semester by semester plan.
- SLO 1: Student will articulate short term and/or long term goal(s) and develop a semester
by semester plan.
- SLO 2: Students will assess barriers to their success and identify strategies and
- SLO 3: Students will be able identify EOPS/CARE services to strengthen their academic
- SLO 4: Students will be able to apply time management skills in priority registration.
- SLO 5: Students will be able to demonstrate the importance of meeting deadlines and
requirements as contracted in EOPS.
- SLO 6: Students will demonstrate the ability to complete FAFSA online and financial
- SLO 1: Students will be able to complete the financial aid application independently.
- SLO 2: Students will be able to comprehend and comply with the financial aid processes
following the submission of the FAFSA application.
- SLO 3: SAP workshop attendees will be able to understand the basic components of the
FA SAP policy.
- SLO 4: Students who meet with peers will be able to demonstrate the ability to check
their FA status online.
- SLO 5: Students will be able to identify various sources of aid (grants, loans, scholarships,
- SLO 6: Student will be aware of financial aid application and/or processing deadlines.
- SLO 7: Students will understand the basic components of financial literacy.
- SLO 1: Request and use a disability related accommodation in a timely manner.
- SLO 2: Identify accommodations that are related to his or her disability.
- SLO 3: Use the learning strategies recommended by his or her disability specialist.
- SLO 4: Use adaptive computer technology when related to his or her disability.
- SLO 1: Navigate a physical or virtual library to find a variety of resources to answer
- SLO 2: Use the research process to efficiently locate and use the most appropriate
source of information for a problem or question.
- SLO 3: Evaluate the quality of information sources for bias, currency, authority,
accuracy, and coverage.
- SLO 4: Use information ethically by citing sources, not representing work attributable
to others as their own, and requesting permission for use of copyrighted materials.
- SLO 1: Student will write at least one educational goal.
- SLO 2: Student will write at least one Academic and/or Student Support Service.
- SLO 1: ASBG and Student Clubs will organize and participate in civic and community
causes, i.e., Bulldog Bow-WOW, Diversity Day, Cinco de Mayo, Christmas toy and food
drive, blood drive.
- SLO 2: ASBG and Student Club member will be able to identify resources and procedures
needed to organize an event.
- SLO 3: Demonstrate effective communication skills through various mediums across campus
events, committees and departments.
- SLO 1: Students will increase their general awareness of Health Services.
- SLO 2: Students will be aware of the college smoking policy and cessation services.
- SLO 3: Students will gain and retain new knowledge on Sexually Transmitted Infections
(STI) following a class presentation.
- SLO 4: Students will know their high risk alcohol behavior score following a screening
in health services.
- SLO 5: Students will gain and retain new knowledge regarding depression and suicide
prevention following a class presentation.
- SLO 6: Students will gain new knowledge regarding alcohol use following a class presentation.
- SLO 7: Student who complete a wellness module in the Student Health Center will report
gaining new knowledge regarding their health concern and show willingness to change
their health behavior.
- SLO 8: Students receiving personal counseling will report a decrease in depressions/anxiety
symptoms at the conclusion of the semester.
- SLO 1: Students will understand the importance of good test preparation.
- SLO 1: Students will successfully complete the courses in which they receive tutorial
- SLO 2: Students will be able to identify their own learning styles.
- SLO 3: Students will be able to identify and articulate their content related questions.
- SLO 4: Students will be able to break down the subject matter into manageable steps
to arrive at solutions.
- SLO 5: Students will be able to apply study skills techniques for reading textbooks
and other course materials.
- SLO 6: Students will be able to utilize at least one notetaking method appropriate
for their learning style.
- SLO 7: Students will be able to prioritize their study time.
- SLO 8: Students will be able to determine how much time is needed to be successful
in a specific course.
- SLO 9: Students will be able to make and use a time management schedule.
- SLO 1: Students will be able to identify transfer goal to develop a Student Educational
- SLO 2: Students will be able to navigate online transfer resources to identify at
least one university that offers their major.
- SLO 3: Students will be able to identify and assess if a university if a good fit
- SLO 4: Students will identify appropriate general education pattern for a given university
- SLO 5: Students will identify a personal transfer timeline to their selected university.
- SLO 6: Students will complete the appropriate application for a given university.
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Instructor, Santa Maria High
"When I came to the US, I did not come to study; I came looking for a job to send money to my parents and younger siblings in Jalisco. All the time I was an AHC student, I was living in my older brother's house and kept working to support my family and save for tuition when I transfer to a university. Now that I have graduated with a master's degree and have been a teacher for eight years."
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