The university uses the terms Program Learning Outcome (PLO) and Student Learning Outcome (SLO). According to the Comprehensive Assessment Plan Template:

PLOs (Program learning outcomes): highlight the specific discipline’s knowledge, skills, and dispositions students are expected to know as program graduates.

SLOs (Student learning outcomes): clearly convey the specific and measureable behaviors students will demonstrate in order to achieve the program’s outcomes. Clearly convey the specific and measureable knowledge, skills, and/or behaviors expected and guide the type of assessments to be used to determine if the desired the level of learning has been achieved.

Key characteristics of student learning outcomes include 1) clarity, 2) specificity, (this means they are worded with active verbs stating observable behaviors) and, 3) measurability. Every student learning outcome should be directly aligned with and related to one or more program learning outcomes. SLOs should be limited in number (eight or less) to maintain manageability. An SLO (or a combination of two SLOs) should be assessed with only one assignment (oftentimes called a signature assignment) and in only one course.

ABET uses the terms Student Outcome (SO) and Performance Indicator (PI). According to the CAC 2021-2022 Criteria:

Student outcomes describe what students are expected to know and be able to do by the time of graduation. These relate to the knowledge, skills, and behaviors that students acquire as they progress through the program.

And according to ABET's Assessment Planning page:

Performance indicators represent the knowledge, skills, attitudes or behavior students should be able to demonstrate by the time of graduation that indicate competence related to the outcome.

A document on ABET website called Student Outcomes and Performance Indicators explains the differences. I'm not sure how authoritative the document is, but the explanation seems to make sense. It gives the following example:

Outcome: Students should be able to conduct an experiment and interpret data.

Performance indicators: Students will be able to demonstrate the ability to:

• Follow the design of an experiment plan (knowledge)
• Acquire data on appropriate variables (application)
• Compare experimental results to appropriate theoretical models (analysis)
• Offer explanation of observed differences between model and experiment (evaluation)

I think we can safely say University PLOs are ABET SOs, but University SLOs   don't seem to be ABET PIs because

• University SLO can "related to one or more PLOs" while ABET PI is specific to one SO.
• University SLO "should be limited in number (eight or less)" while we probably have about 20 PIs for 6 ABET SOs.

Veena shared a sample assessment plan from Biology. Here's how Biology defines their first PLO and the associated SLOs:

PLO 1: Demonstrate knowledge and application of fundamental principles of living systems.

• SLO 1.1: Understand the genetic basis and molecular and cellular function of living systems.
• SLO 1.2: Understand the evolutionary processes that lead to adaptation or speciation and the evolutionary relationships among major lineages.
• SLO 1.3: Demonstrate integrated understanding of the metabolic process of cells to maintain life.
• SLO 1.4: Describe the dynamic ecological relationships among various organisms and their interconnection with environments and role in biochemical cycles.

I think this example looks a lot more like ABET PIs. Also Biology has 23 SLOs out of 6 PLOs instead of "eight or less" recommended in the assessment plan template.

So my conclusions are:

• University PLOs are ABET SOs.
• For University SLOs, a) nobody will complain if you treat them as ABET PIs, and b) if you already have 6~7 good, measurable PLOs, you may get away with simply using them as SLOs.