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QEP: About

Problem Solving Across Contexts

Advisory Committee

Kellie Aldi, Faculty - Chemistry
Page Durham, Instructional Design - IIT  
Pam Frederick, Dean - Student Development  
Shashuna Gray, Ph.D., Dean - Arts & Sciences
Mark Haines, Assistant Dean - Student Development
Jennifer Hamilton, Assistant Registrar
Cheryl Huff, Faculty - English, Arts & Sciences
Patti Lisk, Ph.D., Dean - Nursing & Health
Cory MacLauchin, Faculty - English
Neil Mairs, Faculty - Business
David Marsich, Faculty - History
Jessica Matheson, Faculty - Biology
April Morgan, Ph.D., Faculty - Nursing
Matthew Pierce, Lead Instruction Librarian
Eric Vanover, Faculty - History
Yanyan Yong, Ph.D., Dean - ATLS

Report on Activities

The QEP implementation began in August 2018. The QEP Advisory Committee formed and began meeting monthly starting in September 2018. The committee created three subcommittees to work on specific QEP goals: Progress & Communication, Professional Development & Training, and Data Collection & Analysis.

Seventeen courses incorporated a problem solving assignment with PBL methods which impacts the learning of 2,179 students. In January 2019, a full-time QEP Coordinator was hired.  The QEP Coordinator with the QEP Advisory Committee will review the data and analysis will be conducted at the end of the Spring 2019 semester. CTL created and updated the public QEP website and created a controlled access faculty resource/ professional development course on Canvas.

PBL professional development activities began in February 2018 to reach the goal of training 90% of full-time faculty and 70% of adjunct faculty. The Center for Teaching and Learning (CTL) hosted one fulltime faculty PBL workshop, two PBL professional development events with Kate McConnell, three PBL workshops with Professor David Marsich, and a PBL workshops held at the annual department chair retreat. CTL surveyed staff after each training to gather feedback to improve our training focus. Germmana Community College met the goal of 90% of full-time faculty trained with 90.5% of full- time faculty attending a PBL professional development. Adjunct training will be an important focus in the second part of the year as we have only trained 8% of adjunct faculty.

QEP Goals

Problem Solving Across Context is the focus of Germanna Community College’s Quality Enhancement Plan (QEP), #Gearing Up for Problem Solving.  The objective is to equip our students with problem solving skills relevant to their lives as students, employees, and citizens by using Problem-Based Learning (PBL) methodology.  

 

  Read the Quality Enhancement Plan

QEP Implementation Phases

Phase One: Growth [AY 2018-2019]

During the Fall 2018 semester, Phase One courses designed a problem solving assignment taught with PBL methodology and then rated the student work using the AAC&U VALUE Rubric.  The faculty was encouraged to work within their departments to design common, course-embedded assignments whenever possible to allow for periodic norming sessions on the VALUE rubric, informal peer mentoring, as well as greater opportunities to implement improvements.  Co-curricular staff received professional development to support problem solving activities.

Many of the selected Phase One courses are among the “First Five” courses students take in their meta majors- ensuring maximum and rapid filtration of PBL methods to the student body (approximately 5,000 to 6,000 students per semester).

Phase One Activities

  • All faculty & Co-curricular staff professional development 
  • Phase 1 course-embedded Problem Solving assignments taught with PBL methods & assessed by the VALUE Rubric 
  • CCTST-N administered to graduating students in Fall and Spring semester

Phase One Courses

BIO 101, 102

CST 126

HCT 101, 102

ITE 115

NSG 100

PTH 105, 110

BUS 100

ENG 111, 112

HIS 121, 122

MTH 154

PNE 162

 

 

Phase Two: Expansion [AY 2019-2020]

During the Fall 2019 semester, Phase One courses will be asked to review and improve on their activities. Spring 2020, Phase Two courses will be asked to design a problem solving assignment taught with PBL methodology and then rate the student work using the AAC&U VALUE Rubric.  Full-time faculty in both phases will be asked to include a PBL or Problem Solving objective on their APPDO form.

Phase Two Activities

  • All faculty & Co-curricular staff professional development 
  • Phase 2 course-embedded Problem Solving assignments taught with PBL methods & assessed by the VALUE Rubric 
  • PBL or Problem Solving APPDO objective for full-time faculty
  • CCTST-N administered to graduating students in Fall and Spring semester
  • CCSSE administered Spring 2020 & 2022

Phase Two Courses

ACC 211

CHM 111, 112

ENG 210, 211, 241

BIO 150, 205, 256, 299

CST 110

PLS 135


Phase 3: Refinement [AY 2020-2021]

During the Fall of 2020, Phase One & Two courses will be asked to review and improve on their activities.  All other courses will be asked to design a problem solving assignment taught with PBL methodology.  VALUE rubric data will not be collected from all other courses.  QEP activities continue until Spring 2023. 

Phase Three Activities

  • All faculty & Co-curricular staff professional development 
  • Phase 1 & 2: Course-embedded Problem Solving assignments taught with PBL methods & assessed by the VALUE Rubric 
  • All other courses: Course-embedded Problem Solving assignments 
  • PBL or Problem Solving APPDO objective for full-time faculty
  • CCTST-N administered to graduating students in Fall and Spring semester
  • CCSSE administered Spring 2020 & 2022