Assemble Results

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Assemble Results

In 2010, University of the Rockies introduced and began implementing a system of curriculum mapping, which involved building course maps into our online curriculum. These included a completing course listings of course level outcomes linked to each assignment. Continuing a commitment to Boyer’s (1997) definition of scholarship, the concepts of discovery, integration, application, and teaching are indicated in the course map utilizing the following classifications: Introduced, Reinforced, Mastered, and Assessed.  

Program-level assessment maps were constructed across the curriculum to represent core courses, and the levels of assessment achieved in each course as defined by the faculty and Deans of both schools.  

It is a system-wide plan to embed rubrics in selected courses to allow a streamlined process for assessing student assignments. Rubrics were designed in Waypoint Outcomes™ to support and enhance the student learning experience, with an emphasis on providing consistent, substantive feedback and faculty guidance.  

Rockies Writing Center (2011)

University of the Rockies developed and launched an updated, student-centered writing center with coaches on staff who are available to review student papers and give feedback that supports the development and application of essential writing skills. The Writing Center is a web-based resource accessible for all students through a Student Portal or through the online classroom. Here, students can develop a range of academic writing skills. The Rockies Writing Center contains APA style guides, resources for developing thesis statements, tutorials for Microsoft Office, and material on how to conduct effective research. The Writing Center is staffed by professional writing coaches who review student papers and provide feedback on grammar, clarity of language, and APA style.

Rockies Research Center (2012)

The Rockies Research Center (RRC) is an online resource that provides information to assist Doctoral students with dissertation research, additional outside resources, as well as an open forum for discussions and a place to ask questions about the dissertation and research processes. It provides students with information on research methodologies – qualitative, quantitative, and mixed methods. All University of the Rockies faculty and students, both online and campus, will have access to the Rockies Research Center (RRC).

The Faculty and Student Discussion Board will offer faculty and students a means by which they can exchange ideas, discuss research tools and design, as well as serve as an arena to share information on research topics of interest.

The Faculty Discussion Board will have three distinct discussion threads:

  • Dissertation Policies and Procedures – discussions will include the roles and responsibilities of dissertation chairs and committee members, best practices, and information on assisting students in the dissertation process.
  • Quantitative Researchers – will include discussions around the various topics in quantitative research. Faculty will be able to share with colleagues their particular research interests, potential research opportunities, and post questions, comments, or resources regarding research design, data collection, and data analysis.
  • Qualitative Researchers – will include discussions around the various topics in qualitative research. Faculty will be able to share with their colleagues their particular research interests, potential research opportunities, and post questions, comments, or resources regarding research design, data collection, and data analysis.

The Student Discussion Board will give students an opportunity to have questions answers by the “Dissertation Doctor”. Students can pose questions regarding the research process or receive help with a particular research issue.

Evaluating RRC Results

Since the launch of the RRC to faculty on August 10, 2012 and to students on August 17, 2012, we have had 263 visits of which 200 are unique (or new) visits; an increase of 11 since last report on September 3, 2012; however repeat visits seem to be increasing, which could indicate that students and faculty who are in dissertation are utilizing this resource. The graph shows a week-by-week comparison.

 

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