Student Learning Outcomes and Assessment

At American Public University System (APUS), assessment is a cornerstone of our commitment to academic excellence and student success. We view assessment not as a compliance exercise, but as a vital process that informs continuous improvement and advances our institutional mission. By systematically analyzing evidence of student learning, we ensure that our programs foster the knowledge, skills, and dispositions needed for graduates to thrive in a dynamic global landscape.

Our approach is guided by broad learning categories originally adopted from Lumina Foundation’s Degree Qualifications Profile (DQP), which remain central to our vision of student achievement. These categories specified below provide a framework for understanding and enhancing learning across all levels.

Assessment occurs at multiple levels: academic programs, general education, and institution-wide initiatives. We use data-driven insights to strengthen curricula, refine teaching practices, and support student development. This ongoing cycle of evaluation and improvement aligns with our mission and reflects our dedication to preparing students for meaningful careers, responsible citizenship, and lifelong learning.

Institutional Student Learning Outcomes

AMU and APU students are expected to demonstrate proficiency in the following learning areas upon completion of any academic program in any discipline:

• Specialized/Industry Knowledge addresses what students in any specialization, major field of study, or career pathway should demonstrate with respect to that specialization.
• Broad and Integrative Knowledge asks students to bring together learning from industry knowledge, experience, and/or different fields of study to discover and explore the implications of concepts and questions that bridge essential areas of learning/practice as well as integrate their knowledge to advance solutions in support of a humane, just, and democratic society.
• Intellectual/Critical Thinking Skills includes analytic inquiry, use of information resources, engaging diverse perspectives, ethical reasoning, quantitative fluency and communicative fluency.
• Applied and Collaborative Learning emphasizes what students can do with what they know. Students are asked to demonstrate their learning by addressing unscripted problems in scholarly inquiry, at work and in other settings outside the classroom, individually and in teams.
• Civic/Democratic and Global Learning recognizes higher education’s responsibilities both to democracy and the global community. Students engage in integration of their knowledge and skills by addressing and responding to civic, social, environmental, economic, equity, inclusion, and social justice challenges at local, national, and global levels.
• Digital Information Literacy is concerned with responsibly, safely, ethically, effectively and efficiently accessing, evaluating, collaborating, organizing, and distributing information in the digital world. It includes using tools, technologies, techniques, and best practices, to develop responsible and safe consumers and communicators of information in the digital information world to support research and to solve real world problems.

Program Level Student Learning Outcomes

AMU and APU students are expected to achieve student learning outcomes at the degree program level upon graduation from a particular degree program. Student learning at the degree program level is assessed through coursework, end-of-program experiences, and surveys to ensure the student has achieved proficiency in the knowledge and skills expected of a professional in the respective discipline. Signature assessments and standardized tests are examples of measures used to evaluate the effectiveness of students achieving desired learning outcomes at the degree program level.

Course Level Student Learning Outcomes

AMU and APU students are expected to achieve course level student learning outcomes upon completion of a course. Course developed exams, simulations, case studies, discussion boards, collaborative research projects, and writing assignments are examples of measures used to evaluate the effectiveness of students achieving desired learning outcomes at the course level.

Assessment of Student Learning Outcomes

APUS is committed to student learning assessment and its impact on the quality of teaching and learning. The learning outcomes assessment cycle at APUS:

• Enables the University to evaluate the effectiveness of its academic courses and programs in terms of achieving the desired learning outcomes for its students.
• Is used for continuous improvement at all levels of the institution.
• Ensures that students are prepared for success in work and citizenship in a diverse, global society.
• Protects the privacy of its students including ensuring the confidentiality of student work submitted for assessment as well as the feedback resulting from assessment activities.

Through this comprehensive approach to assessment, APUS ensures that learning remains purposeful, measurable, and aligned with our mission.