Institutional LEARNING OUTCOMES

Learning outcomes are the "knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience" (Suskie, 2018, p. 41). Institutional Learning Outcomes (ILOs) are the marketable and life skills that we, as a college community, have determined to be essential for students' future success.  

We recognize that the knowledge represented in our ILOs develops through intentional, guided, and iterative experiences across disciplines and programs throughout students’ time in college, from the first semester to the last. By measuring ILOs, we can strengthen the student learning experience to ensure that students are prepared to leave GCC able to meet the educational and professional challenges that await them.

As we prepare for the implementation of the Reimagined Arizona General Education Curriculum (AGEC) in Fall 2026, we are aligning our ILOs to serve as direct measures of General Education within AGEC-designated courses. More information about this initiative can be found on the Institutional Assessment page. 

Oral communication is a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors (definition credit: AAC&U Oral Communication Thinking VALUE Rubric).

Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum (definition credit: AAC&U Critical Thinking VALUE Rubric).

Visual communication is the ability to analyze, interpret, evaluate and create visual materials in both physical and digital formats with well-articulated formal and conceptual choices.

Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion (definition credit: AAC&U Critical Thinking VALUE Rubric).

Creative thinking is both the capacity to combine or synthesize existing ideas, images, or expertise in original ways and the experience of thinking, reacting, and working in an imaginative way characterized by a high degree of innovation, divergent thinking, and risk-taking (definition credit: AAC&U Creative Thinking VALUE Rubric).

Quantitative reasoning is the application of mathematical skills to the analysis and interpretation of real-world quantitative information to draw conclusions that are relevant to students in their daily lives.

Personal and community well-being encompasses a student’s ability to access institutional resources, enhance their physical and mental well-being, develop healthy relationships, address community challenges, and reflect upon their experiences in order to support lifelong learning and growth.

Diversity awareness and appreciation include, but are not limited to, the ability to reflect on the impact of personal experiences and cultural and social influences, along with the development of cognitive, behavioral, and affective skills and characteristics that support effective and respectful interaction in various contexts. (Updated 08/2025)

Information literacy is the ability to recognize information needs in context; to develop research skills in locating, evaluating, and applying information critically and responsibly.

Career decision-making happens through the AIM (Assessment-Investigation-Management) process. Personal awareness blended with investigation of careers leads to successful management of one’s goals.

• • Assessment: awareness of values, interests, personality, skills, and lifestyle considerations

  • Investigation: learning about careers including job duties, training and education, job outlook, salary ranges, etc.

  • Management: matching one's personal characteristics and qualities with a compatible career goal

Clarification of career goals is a developmental process that begins before the student enrolls in college. It is targeted during the first year of college and may continue throughout the student’s college experience as they take more coursework, explore career information, and participate in experiences such as internships, service learning projects, career interviews, and volunteering.

Knowledge and skills needed for success in the workplace include both “hard skills” and “soft skills” that employers expect from college graduates. 

• • “Hard skills” may include specific content knowledge and skills that are teachable and apply directly to a specific career or general knowledge and skills that apply to many or most careers. 

  • “Soft skills” are personal attributes including self-responsibility, leadership, time management, teamwork, decision-making, and goal-setting that allow the individual to work effectively with others and be successful in a work environment.