comparisons between freshman students who participated in classes under the QEP with those who did not. The expectation is that students in QEP-designated courses will report more positive results in areas such as “Academic and Intellectual Experiences,” “Reading and Writing,” “Time Usage,” and “Academic Advising” than do freshmen not in such classes.

This section includes two critical elements of the KSU Quality Enhancement Plan: specific actions for achieving the learning outcomes (Table 8) and a calendar for assessment indicators related to those actions (Appendix V). The primary measure of success for the Academics with Attitude project depends upon meeting the learning outcomes associated with the three educational goals. As explained above in Section IV: Desired Learning Outcomes, the percentiles and percentages that quantify changes in student attitudes, behavior, skills, and knowledge are based upon a reasonable expectation of improvement, given the profiles of our students, when compared to past assessments. In some cases where past assessment data is sparse or unavailable, such as students following through on referrals to support services, attendance at out-of-class functions, or participation in activities sponsored by Residence Life or Student Life, behaviors that we consider important in developing a proper academic attitude among students, the learning outcomes are presently based upon what we consider a reasonable expectation of performance. An analysis in late spring of 2009 of the data collected from the QEP pilot study will provide useful baseline information. As the AWA QEP progresses through the years, a data pool for assessment of those areas will be developed.

The secondary measure of success of the AWA project is an improvement in the retention of students from the freshman through the sophomore year compared to students who have not participated in the project. The expectation is a 20 percent comparative improvement. Although this is a broad and indirect measure that does not indicate specifically what students have learned, we believe the correlation between retention and achievement of the AWA educational goals is strong.

The three AWA Educational Goals, Associated Learning Outcomes, and Assessment Measures are presented in Table 8.

Educational Goal 1: AWA Perspectives (Awareness)

Students recognize and understand effective habits for academic and personal success.

Students advancing to college-level study recognize and integrate the positive, constructive changes in personal and academic awareness that developmental education experiences, knowledge, and skills provide for academic success.

Learning Outcome (from Section IV) Supporting Direct Measures Supporting Indirect Measures

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