Skip to main content

QEP: About

Problem Solving Across Contexts

Phase 1 and Phase 2 Update

REMINDER: If your course (listed below) was involved in Phase 1, you are still responsible for reporting VALUE rubric data during Phase 2 (beginning Spring, 2020).

Report on Activities

Update from QEP Committee, 1/29/20

The Committee discussed the Fall 2019 Rubric Data with specific reference to the missing rubric scores and assignments or missing outcome score. Faculty have been emailed by the CTL Coordinator to remind them of the Phase 1 and Phase 2 reporting procedures and the courses responsible for collecting rubric data. Also discussed were the 14% of adjunct faculty who have received PBL training, as well as ways to get that number to the overall QEP goal of 70%. To better gauge adjunct outreach needs and feedback on PBL, a survey was distributed by the CTL Coordinator at Adjunct Professional Development Night on 1/29/20. Adjunct faculty outreach was designated to be a particular area of focus going forward and referred to the Sub-Committee on Professional Development for further recommendations.

The new PBL course in Canvas is currently being rolled out to faculty, and is before the QEP Committee for final review. The CTL Coordinator has asked that all QEP Committee members take the time to review the new course, and submit recommendations for final changes. The CTl Coordinator and committee member Kellie Aldi also conducted a workshop on PBL problem construction as part of Adjunct Professional Development Night. Preliminary survey data from the workshop indicates a favorable response, and several workshops around similar topics have been planned for February.

 

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, Professional Faculty, Lead Librarian
Eric Vanover, Faculty - History
Yanyan Yong, Ph.D., Dean - ATLS

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

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) pedagogy.  

 

  Read the Quality Enhancement Plan