Southeastern Technical College

Southeastern Technical College
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Vidalia Campus
Library: Room 143, Administration Building, 912-538-3132
Monday & Tuesday: 7:30 a.m. to 9:00 p.m.
Wednesday & Thursday: 7:30 a.m. to 6:00 p.m.
Computer Lab: Room 803, Gillis Building
Monday - Thursday: 7:30 a.m. to 9:00 p.m.

Swainsboro Campus
Room 2301, Instructional Building
Monday - Thursday: 8:00 a.m. to 6:00 p.m.
478-289-2322

All campus libraries are closed between semesters.

Text Us @ 912-388-0343

For more information:

Jane Summey
Director of Library Services
Swainsboro Campus: Monday, Tuesday
Vidalia Campus: Wednesday, Thursday
(912) 538-3209
jsummey@southeasterntech.edu

Leah Dasher
Librarian
Vidalia Campus
(912) 538-3186
ldasher@southeasterntech.edu

Melany Bowen
Assistant Librarian, Evening
Vidalia Campus
(912)538-3132
mbowen@southeasterntech.edu

Cassandra Hall
Assistant Librarian, Day
Swainsboro Campus
(478) 289-2322
chall@southeasterntech.edu

Kaye Wickstrom
Assistant Librarian, Evening
Swainsboro Campus
(478) 289-2322
kwickstrom@southeasterntech.edu

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Quality Enhancement Plan

MESH Logo

Southeastern Technical College’s Quality Enhancement Plan (QEP), “MESH” for Success, (Mathematics Enhancing the Sciences and Health), is designed as a broad-based college initiative to improve student learning for Health Science students in understanding the application of mathematical concepts. Student learning will be enhanced through the development and implementation of a curriculum-specific math course.

In the early stages of development, stakeholders representing the college community analyzed and evaluated key issues that surfaced from a review of annual institutional assessment results. Specific issues identified were poor skills in applying mathematical concepts and weak computational skills of students, especially those in Health Science programs.

Health Science majors comprise 51 percent of Southeastern Technical College’s student population. Student success in Health Science programs is important to the state and local community in order to have a sufficient pool of skilled workers to fill positions in the expanding healthcare fields. However, retention in these programs is low.  These factors led to the decision to focus the QEP on addressing Health Science students’ poor mathematical problem solving and weak computational skills.

Research in these areas validated the need to alter methods of delivering instruction as a strategy to develop students’ mathematical problem solving and computational skills.  The development and implementation of a curriculum specific math course combined with contextual teaching methods will be employed to improve student learning in understanding the application of mathematical concepts utilized in Health Science programs.  This should indirectly improve student retention and program completion.

In addition to the development of a curriculum-specific math course, the incorporation of math into program-specific courses within the Health Sciences department will be part of the design strategy. Faculty development in the utilization of various instructional methodologies will be integral to the success of the QEP.