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21QEP Development ProcessBeginning in May 2011, the Quality Enhancement Leadership Team (QEPLT) began its quest to develop aplan to improve student learning for Health Science students in understanding the application ofmathematical concepts. Many ideas and suggestions were discussed, but the most popular idea was tocreate a course that all Health Science students would take before entering their program of study. Thecourse would involve a specific math curriculum for Health Science students to address the issuesdiscovered in the topic selection process.To further assist the QEPLT, more input from faculty and students was collected by having the HealthScience students complete a survey. The student survey was administered Spring Semester 2011 andincluded specific questions concerning preparedness in math. It also addressed whether a coursespecifically designed for Health Science math would have better prepared them for their program. Themajority of the students gave specific feedback on the areas where they struggle and expressed that acourse would better prepare future Health Science student for their programs. The areas of difficultyidentified by the students were word problems related to their program of study, decimals/fractions,ratio/proportion, and metric system conversions.To gather additional input from the student population, another survey was launched online during FallSemester 2011. This survey included the largest Health Science population, as most of the HealthScience programs begin each Fall semester. Although formatted and worded differently, the FallSemester survey asked the same questions. Both surveys produced comparable results.The surveys revealed the students favored the idea of a course that would better prepare them for themathematics utilized in the Health Sciences. The students also supported the need to see moreproblems actively worked during class time. Another interesting result gleaned from the survey was theamount of time that elapsed between the required academic mathematics course and the beginning ofthe Health Science program. At least 73% of the survey respondents revealed they began their programfrom six months to a year and a half after completing their required academic mathematics course.To gather input from the Health Science faculty, an informal email was sent asking their opinions on aspecific course for health science mathematics applications and the specific areas in which theirprogram students have difficulty. The faculty responded positively to the idea of creating a course, andidentified areas in which students struggle. This feedback helped to determine the competencies thatneeded to be placed within the course curriculum. Furthermore, the responses identified a commonthread, the students’ inability to apply mathematical concepts to a laboratory simulation or activity.The Health Science faculty also agreed the students are not able to demonstrate problem-solving skillswhen performing calculations. Faculty responded that the students seem unaware of how to thinkthrough mathematical word problems or begin to solve the problem. Additionally, some Health Sciencefaculty admitted to having to reteach the mathematics while demonstrating the problem-solvingstrategies to solve the problems.Page 21
22In Fall 2011, the Health Science faculty met with the QEPLT to discuss ideas for a curriculum that wouldmeet the basic mathematical needs to prepare Health Science students for their programs. The groupagreed a problem-solving component embedded in the instruction would be beneficial in preparingstudents for program challenges and vital to understanding how to solve mathematical problems.Additionally, this group suggested that contextual teaching methods be utilized to integrate academicknowledge with the occupational information of the Health Science programs. Faculty members werevery positive and enthusiastic about how this course would help increase student success in the HealthScience programs.Health Science Core RequirementsGeneral education core requirements ensure that prospective Health Science program students areintellectually prepared for the many aspects of the Health Science curriculums. The Health Sciencediploma and degree programs and several of the certificate programs require a general educationmathematics course. Foundations of Mathematics, MATH 1012, emphasize the application of basicmathematical skills used in the solution of occupational and technical problems. College Algebra, MATH1111, emphasizes techniques of problem solving using algebraic concepts.Health Science Department ProgramsProgram Required Math AwardDental Hygiene MATH 1111 DegreeClinical Laboratory Technology MATH 1111 DegreeRadiologic Technology MATH 1111 DegreeEMS Professions MATH 1012 DiplomaMedical Assisting MATH 1012 DiplomaParamedicine MATH 1012 DiplomaPharmacy Technology MATH 1012 DiplomaPractical Nursing MATH 1012 DiplomaSurgical Technology MATH 1012 DiplomaAdvanced Emergency Medical Technician No Math requirement CertificateEmergency Medical Technician No Math requirement CertificateHealth Care Assistant MATH 1012 CertificateHealth Care Science MATH 1111 CertificateMedical Administrative Technician MATH 1012 CertificateNurse Aide No Math requirement CertificatePage 22
Page 6 and 7: 3Operating ........................
Page 8 and 9: 5Southeastern Technical CollegePage
Page 10 and 11: 7Southeastern Technical College Mis
Page 13 and 14: Southeastern Technical College 10So
Page 15 and 16: 12Health SciencesProgram Award Prog
Page 17 and 18: 14Topic Selection ProcessTopic Sele
Page 19 and 20: 16and advises the Vice President fo
Page 21 and 22: 18Rationale for QEP Topic ChoiceAft
Page 23: 20QEP DevelopmentPage 20
Page 27 and 28: 24Literature Review and Best Practi
Page 29 and 30: 26Many educated adults remain funct
Page 31 and 32: 28QEP DesignPage 28
Page 33 and 34: 30GOAL• Improve student learning
Page 35 and 36: 32Strategy 1: Health Science Math A
Page 37 and 38: 34Strategy 2: Health Science Curric
Page 39 and 40: 36QEP MarketingTo begin marketing t
Page 41 and 42: 38Implementation PlanThe Design Tea
Page 43 and 44: 40MESH Phase I - (Fall 2013 - Summe
Page 45 and 46: SUMMER 2016SPRING 2016FALL 201542ME
Page 47: SUMMER 2018SPRING 2018FALL 201744ME
Page 50 and 51: 47Science curriculum redesign. This
Page 52 and 53: 49ALMA 1000 - Student Learning Outc
Page 54 and 55: 51MESH GOAL - Improve student learn
Page 56 and 57: 53Organizational Structure of MESHA
Page 58 and 59: 55QEP ResourcesPage 55
Page 60 and 61: 57expenses were budgeted with the m
Page 62 and 63: 59ReferencesAlford, G., Herbert, P.
Page 64 and 65: Outstanding (5)Very good (4)Adequat
Page 66 and 67: 63What is Southeastern Technical Co
Page 68 and 69: 65Appendix C: Application Math for
Page 70 and 71: 67Basic Mathematics in Allied Healt
Page 72 and 73: 69Appendix D: QEP Director Job Desc
Page 74 and 75:
71Performance Expectations:Continue
Page 76 and 77:
73INSTRUCTIONAL COURSE EXPERIENCEIm
Page 78 and 79:
75Appendix F: QEP Instructor Job De
Page 80 and 81:
77Appendix G: Glossary of TermsAcad
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