IV: Objectives Projected to Improve Student Learning with Measures of Success

Baseline measures are based on data gathered from the point of consolidation of the colleges to the submission of the QEP. For annual measures, the baseline will be determined from 2002-05 data. For biannual measures such as the CCSSE, the baseline will be the average of the 2003 and 2005 results. As the QEP evolves, additional measures may be added. The measures found below in figure 11 will be tracked throughout the next five years, serving as formative measures of performance as well as summative measures of goal completion.

QEP Objectives	Measures of Success
1. Students will understand the higher expectations that OCTC faculty have set and sense the supportive environment created in the classroom.	1. The Fall 2009 average scores of OCTC students on the Student Evaluation of Instruction will be significantly higher than the baseline Fall 2002 – Fall 2005 average for the following items: 5. I am encouraged to think in depth about this subject. 7. I am encouraged to be actively involved in the class. 13. The instructor cares about how well I am learning. 2. 2009 OCTC results on CCSSE item 4p, where students indicate the degree to which they worked harder than they thought they could to meet an instructor's standards or expectations, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges. 3. 2009 OCTC results on CCSSE item 9a, where students indicate the degree to which OCTC encourages them to spend significant amounts of time studying, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.

QEP Objectives

Measures of Success

1. Students will understand the higher expectations that OCTC faculty have set and sense the supportive environment created in the classroom.

1. The Fall 2009 average scores of OCTC students on the Student Evaluation of Instruction will be significantly higher than the baseline Fall 2002 – Fall 2005 average for the following items:

2. 2009 OCTC results on CCSSE item 4p, where students indicate the degree to which they worked harder than they thought they could to meet an instructor's standards or expectations, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.

3. 2009 OCTC results on CCSSE item 9a, where students indicate the degree to which OCTC encourages them to spend significant amounts of time studying, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.

QEP Objectives	Measures of Success
2. Students will demonstrate an increased attainment of general education competencies and an increased understanding of their interconnection across the curriculum.	1. The Fall 2009 WKU GPA of OCTC students transferring to WKU is Significantly higher than all other transfer students at WKU Significantly higher than the baseline 2002-05 average of OCTC students at WKU 2. The Fall 2009 average scores of OCTC students on the WorkKeys assessments (Locating Information, Applied Mathematics) exceed the average scores of OCTC students from 2002-05. 3. Student performance on a GE 100 pre/post test on OCTC expectations. 4. 2009 OCTC results on CCSSE item 5c, where students indicate the degree to which OCTC emphasized synthesizing and organizing ideas, information, or experiences, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges. 5. 2009 OCTC results on CCSSE item 12a, where students indicate the degree to which OCTC contributed to their knowledge, skills, and personal development in acquiring a broad general education, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges. 6. 2009 OCTC results on CCSSE item 12b, where students indicate the degree to which OCTC contributed to their knowledge, skills, and personal development in acquiring job or work-related knowledge and skills, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.

QEP Objectives

Measures of Success

2. Students will demonstrate an increased attainment of general education competencies and an increased understanding of their interconnection across the curriculum.

1. The Fall 2009 WKU GPA of OCTC students transferring to WKU is

Significantly higher than all other transfer students at WKU
Significantly higher than the baseline 2002-05 average of OCTC students at WKU

2. The Fall 2009 average scores of OCTC students on the WorkKeys assessments (Locating Information, Applied Mathematics) exceed the average scores of OCTC students from 2002-05.

3. Student performance on a GE 100 pre/post test on OCTC expectations.

4. 2009 OCTC results on CCSSE item 5c, where students indicate the degree to which OCTC emphasized synthesizing and organizing ideas, information, or experiences, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.

5. 2009 OCTC results on CCSSE item 12a, where students indicate the degree to which OCTC contributed to their knowledge, skills, and personal development in acquiring a broad general education, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.

6. 2009 OCTC results on CCSSE item 12b, where students indicate the degree to which OCTC contributed to their knowledge, skills, and personal development in acquiring job or work-related knowledge and skills, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.

QEP Objectives	Measures of Success
2.a.1. Students will more effectively express their ideas through production and performance	1. Evidence of student work as found in the “Performance/Production” section of student E-Galleries, Fall 2009. 2. 2009 OCTC results on CCSSE item 5e, where students indicate the degree to which OCTC emphasized applying theories or concepts to practical problems or in new situations, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges. 3. 2009 OCTC results on CCSSE item 5f, where students indicate the degree to which OCTC emphasized using information you have read or heard to perform a new skill, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.
2.a.2. Students will more effectively express their ideas through writing.	1. Evidence of student work as found in the “Written Expression” section of student E-Galleries, Fall 2009. 2. 2009 OCTC results on Exit Survey item 13, where graduates indicate the degree to which OCTC added to their ability to express ideas in writing, are at a level significantly higher than the baseline 2002-05 results 3. 2009 OCTC results on CCSSE item 12c, where students indicate the degree to which OCTC contributed to their knowledge, skills, and personal development in writing clearly and effectively, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.
2.a.3. Students will more effectively express their ideas through speaking.	1. Evidence of student work as found in the “Oral Expression” section of student E-Galleries, Fall 2009. 2. 2009 OCTC results on Exit Survey item 12, where graduates indicate the degree to which OCTC added to their ability to express ideas verbally, are at a level significantly higher than the baseline 2002-2005 results. 3. 2009 OCTC results on CCSSE item 12d, where students indicate the degree to which OCTC contributed to their knowledge, skills, and personal development in speaking clearly and effectively, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.
2.a.4. Students will more effectively express their ideas through symbolic representations and data analysis.	1. Evidence of student work as found in the “Symbolic Representation and Data Analysis” section of student E-Galleries, Fall 2009. 2. 2009 OCTC results on Exit Survey item 7, where graduates indicate the degree to which they worked on an assignment in which they used mathematical skills, are at a level significantly higher than the baseline 2002-2005 results. 3. 2009 OCTC results on Exit Survey item 14, where graduates indicate the degree to which OCTC added to their ability to solve practical mathematics problems, are at a level significantly higher than the baseline 2002-2005 results. 4. 2009 OCTC results on Exit Survey item 18, where graduates indicate the degree to which OCTC added to their ability to understand mathematical concepts, are at a level significantly higher than the baseline 2002-2005 results. 5. 2009 OCTC results on CCSSE item 12f, where students indicate the degree to which OCTC contributed to their knowledge, skills, and personal development in solving numerical problems, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.
2.a.5. Students will more effectively express and defend their ideas through research and attribution.	1. Evidence of student work as found in the “Research” section of student E-Galleries, Fall 2009. 2. 2009 OCTC results on Exit Survey item 3 where graduates indicate the degree to which they completed a paper or project that integrated ideas from several sources, are at a level significantly higher than the baseline 2002-05 results. 3. 2009 OCTC results on CCSSE item 4d, where students indicate the degree to which they worked on a paper or project that required integrating ideas or information from various sources, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges. 4. 2009 OCTC results on CCSSE item 5d, where students indicate the degree to which OCTC emphasized making judgments about the value or soundness of information, arguments, or methods, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.
2.b. Students will develop and apply a personal/ professional code of values and ethics.	1. 2009 OCTC results on Exit Survey item 20, where graduates indicate the degree to which OCTC added to their ability to examine ethical issues and values, are at a level significantly higher than the baseline 2002-05 results. 2. 2009 OCTC results on CCSSE item 12l, where students indicate that OCTC contributed to their knowledge and skills in developing a personal code of values and ethics, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges. 3. 2009 OCTC results on CCSSE item 4e, where students indicate how often they come to class without completing readings or assignments, are at a level significantly lower than the baseline 2003-05 results or significantly lower than the 2009 national average for two-year colleges. 4. 2009 OCTC results on CCSSE item 4i, where students indicate how often they participated in a community-based project as part of a regular course, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges. 5. 2009 OCTC results on CCSSE item 9c, where students indicate the degree to which OCTC encouraged contact among students from different economic, social, and racial or ethnic backgrounds, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.

QEP Objectives	Measures of Success
3. Students will recognize the benefits of learning together and take greater advantage of opportunities to do so.	1. 2009 OCTC results on CCSSE item 4a, where students indicate the degree to which they asked questions in class or contributed to class discussions, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges. 2. 2009 OCTC results on CCSSE item 4f, where students indicate the degree to which they worked with other students on projects during class, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges. 3. 2009 OCTC results on CCSSE item 4g, where students indicate the degree to which they worked with classmates outside of class to prepare class assignments, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges. 4. 2009 OCTC results on CCSSE item 4n, where students indicate the degree to which they discussed ideas from reading or classes with instructors outside of class, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges. 5. 2009 OCTC results on CCSSE item 4r, where students indicate the degree to which they discussed ideas from reading or classes with others outside of class, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges. 6. 2009 OCTC results on CCSSE item 4s, where students indicate the degree to which they had serious conversations with students of a different race or ethnicity other than their own, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges. 7. 2009 OCTC results on CCSSE item 4t, where students indicate the degree to which they had serious conversations with students who differ from them in terms of their religious beliefs, political opinions, or personal value, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges. 8. 2009 OCTC results on CCSSE item 9d, where students indicate the degree to which OCTC contributed to their knowledge, skills, and personal development in working effectively with others, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.

QEP Objectives

Measures of Success

3. Students will recognize the benefits of learning together and take greater advantage of opportunities to do so.

1. 2009 OCTC results on CCSSE item 4a, where students indicate the degree to which they asked questions in class or contributed to class discussions, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.

2. 2009 OCTC results on CCSSE item 4f, where students indicate the degree to which they worked with other students on projects during class, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.

3. 2009 OCTC results on CCSSE item 4g, where students indicate the degree to which they worked with classmates outside of class to prepare class assignments, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.

4. 2009 OCTC results on CCSSE item 4n, where students indicate the degree to which they discussed ideas from reading or classes with instructors outside of class, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.

5. 2009 OCTC results on CCSSE item 4r, where students indicate the degree to which they discussed ideas from reading or classes with others outside of class, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.

6. 2009 OCTC results on CCSSE item 4s, where students indicate the degree to which they had serious conversations with students of a different race or ethnicity other than their own, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.

7. 2009 OCTC results on CCSSE item 4t, where students indicate the degree to which they had serious conversations with students who differ from them in terms of their religious beliefs, political opinions, or personal value, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.

8. 2009 OCTC results on CCSSE item 9d, where students indicate the degree to which OCTC contributed to their knowledge, skills, and personal development in working effectively with others, are at a level significantly higher than the baseline 2003-05 results or significantly higher than the 2009 national average for two-year colleges.

Figure 11