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31Strategies to Accomplish QEPIn its infancy, the plan was to improve student learning for Health Science students in understanding theapplication of mathematical concepts through the development of a course. However, the plan wasexpanded to include a redesign of the entire Health Science curriculum. This additional strategy will beaccomplished through educating faculty to use innovative teaching strategies and assisting them withintegrating math throughout the Health Science curriculum. These strategies should accomplish the QEPand give structure to the implementation.Strategy 1:Health Science MathApplication CourseStrategy 2:Health ScienceCurriculum RedesignPage 31
32Strategy 1: Health Science Math Application CourseDevelop and implement a Health Science Math Application course tobridge the gap between conceptual understanding and the application ofmath concepts in Health Science programs.With the assistance of the Health Science and Mathematics faculty, the curriculum for a Health Sciencemath course was developed as a strategy to accomplish the QEP Goal. The course was designedutilizing feedback from Health Science faculty, students, and the Research Committee. The course wasnamed Allied Health Math Applications (ALMA 1000) and prepares students to apply mathematics intheir Health Science program courses (Appendix C).The course will be taught utilizing lecture, problem solving methods, and innovative teaching strategieswhich will include, but will not be limited to, contextual instructional methods, simulation, scenarioproblems, and lab experiences. This should strengthen the students’ ability to apply mathematics andbuild their numerical literacy in preparation for the challenges in the Health Science programs.Additionally, Math XL will be utilized during the course as a supplemental instructional tool. Math XL isan online homework, tutorial, and assessment system which accompanies the textbook that wasselected by the Health Science and Mathematics faculty for ALMA 1000. Math XL provides computeraidedinstructional modules that engage students in active learning. These modules can be assigned asadditional practice and are accessible anywhere with internet access. The system is not only adaptableto each student’s learning style but also is self-paced. This approach allows students to practicemathematics and, as a result, better meets their learning needs.Health Science students must complete their required mathematics course, either MATH 1012 or MATH1111, prior to enrolling in the ALMA 1000 course. All Health Science students enrolled in a program witha general education mathematics requirement will be required to take ALMA 1000. Throughout thereview of literature and local research, minimizing the time between learning a mathematical conceptand applying it was emphasized as a factor in student success. Therefore, the Design Team decided thatALMA 1000 should be taken immediately prior to entering major program courses.A pre-test has been developed and will be given at the beginning of each ALMA 1000 course to measureentering students’ numerical and application of mathematical concepts abilities. The same test will beadministered at the end of ALMA 1000 to measure changes in these areas.Page 32
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 and 24: 20QEP DevelopmentPage 20
Page 25 and 26: 22In Fall 2011, the Health Science
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: 30GOAL• Improve student learning
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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