This paper is the first issue of the Student Learning Outcomes (SLO) Symposium Collective Works publication, devoted to summaries of the presentations that took place at the 2018 symposium. The guiding topic of the symposium, assessment of student learning, was interwoven in breakout sessions with a great variety of topics such as equity, assessment cycles, integrated planning, institution-set standards, SLO assessment data disaggregation, faculty engagement, and guided pathways. Presentations were delivered mostly by faculty and other practitioners in the field of assessment and offered very concrete examples of daily practices that could inform campus-wide discussions in the areas of professional development, institutional effectiveness, and accreditation. Contents in this paper include: (1) Talking Ourselves into Outcomes: Teaching, Learning, and Equity in California Community Colleges (Lillian E. Marrujo-Duck); (2) Escape! How to Build Faculty Assessment Teams through the Use of Escape Rooms (Denise Kruizenga-Muro and Jude Whitton); (3) Passion, Patience, & Compassion in the SLO Journey: Only a Teacher Knows What Expectation a Student Has Satisfied or Failed to Satisfy (Nita Gopal); (4) Comprehensive Evaluation of the SLO Process within an Integrated Planning System at Orange Coast College (Sheri Sterner and Gabrielle Stanco); (5) Institution-Set Standards: How to Weave Them in Meaningfully into Program Review (Jennifer Klein and Shouka Torabi); (6) Long Beach City College Increasing Participation in SLO Disaggregation (William Collins); (7) The Odyssey of SLO's: An Epic Journey of Assessment, Improvement and Faculty Engagement at MiraCosta College (Joanne Benschop, Jonathan Fohrman, and John Thomford); (8) Transistioning SLOs into Canvas: Coastline's Story of Faculty Engagement and Institutional Change (Raissa Covit, Shanon Gonzalez, Steven Homestead, Josh Levenshus, Daniel Pittaway, and Aeron Zentner); and (9) Institutional Learning Outcomes (ILO) Assessment at Bakersfield College.