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LOA Faculty Resources

APUS faculty members employ a variety of methods to promote student learning and assess student learning outcomes. The following resources are of special use or interest to faculty. If you don't find what you are seeking or would like to contribute other resources, please contact Dr. Jennifer Stephens Helm, Assistant Provost, Assessment & Accreditation:

Use the Assessment Glossary for terms and definitions to help promote student learning.

Curricular Maps are used as part of our triennial program review process to ensure alignment of courses with degree program and institutional student learning outcomes. By more clearly defining and aligning our student learning outcomes at all levels of the institution, students and faculty are better enable to define expectations and measure stated objectives.

Writing Rubrics

These rubrics are available to faculty on three levels:

To establish standards in measuring and evaluating the development of the student's writing skills, rubrics have been developed to measure student competencies in the following areas:

  • Focus/Thesis
  • Organizational Skills
  • Grammar/Style/Mechanics
  • Content/Subject Knowledge
  • Critical Thinking Skills
  • Use of Computer Technology/Applications
  • Synthesis/Analysis

Bloom's Taxonomy of Educational Objectives

Used as a classroom planning tool, this is a way of expressing different types of thinking in a qualitative manner. It is one of the most universally applied models across all levels of schooling and in all areas of study. The major idea of Bloom’s taxonomy is to assist in establishing what educators want their students to be able to know or do upon completion of a course and/or program. The Blooms Taxonomy Sample presented here represents a hierarchy of sample verbs from less to more complex at both the undergraduate and graduate level.

To ensure data-driven decision making, APUS provides evidence to the public on the success of achieving outcomes, the soundness of the operation, and overall effectiveness of the institution. Similarly, the institution listens, involves, and responds to the feedback the public provides. Feedback from constituents is used for both day-to-day activities and long-range endeavors. In addition to shaping the curriculum, student feedback and assessment data have led to a number of policies, procedures, systems, services, and features to accommodate the interests and needs of our constituents. The sharing of this information for decision-making purposes promotes the continuous improvement of teaching and learning and assists in assuring quality at all levels of the institution.

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Christina Dryden


Christina Dryden, Ph.D.

Director, Assessment