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Past Projects

Examples of past evaluation, research, and planning work conducted by Hezel Associates are shared on this page.

Montgomery County Community College TAACCCT (Round 2) Evaluation (2013 - 2016)

Montgomery County Community College (MC3) received funding through a U.S. Department Labor (DOL) TAACCCT Round 2 grant. MC3 was the leader of a community college consortium focused on creating a Prior Learning Assessment (PLA) website. The website aimed to standardize the E-portfolio process for community colleges across Pennsylvania. Also, the project team designed a two-course business management certificate program for students who participated in the previous TAACCCT Round 1 TAACCCT. Hezel Associates was selected to be the third-party evaluator by MC3 and conducted all evaluation activities associated with the grant.                          MCCC

Hezel Associates conducted a mixed method evaluation of MC3’s grant activities. Researchers gathered data from stakeholders to assess implementation quality and outcomes of the project managed by MC3. Qualitative data was gleaned from assessing project documentation and interviewing participating students and staff. Hezel Associates assessed MC3’s attainment of project objectives by analyzing these data as well as extant data provided by MC3, which included student completion and retention rates, to assess the impact of the project on these outcomes. Hezel Associates’ annual reports provided formative feedback to project staff to support informed programmatic improvements. A final summative report was presented to MC3 in September 2016.

 

Delaware Technical Community College TAACCCT (Round 2) Evaluation (April 2013 - September 2016)

In  September of 2012, Delaware Technical Community College (DTCC) received a $2.5 million TAACCCT Round 2 Grant through the U.S. Department of Labor. DTCC, which is comprised of three campuses across the state of Delaware (Terry, Owens, and Stanton/George), used this funding for threee activities: (a) to design a uniform nursing curriculum for the campuses offering a nursing program, (b) to create a Nursing Assistant training course (HLH130), and (cDTCC) to redesign the Essentials of College Algebra (MAT140) course to an emporium format.  DTCC contracted Hezel Associates for the multi-year project to aid in the evaluation of the nursing program.

In April 2013, DTCC contracted Hezel Associates, LLC to conduct an external evaluation of the TAACCCT project, including formative and summative evaluation of project implementation and outcomes. Hezel Associates served as the external evaluator for all four years of the grant. In the first three years of the project, Hezel Associates provided formative feedback to DTCC to facilitate ongoing project improvement. In the final year of the grant, Hezel Associates provided summative feedback to DTCC project staff and USDOL on overall project implementation and outcomes.
 

SUNY Cortland US ED Office of Special Education Programs (OSEP) 325T Evaluation (2010 - 2015)

In 2010, SUNY Cortland received a five-year 325T grant from the US Department of Education Office of Special Education Programs (US ED OSEP). SUNY Cortland faculty designed the Inclusion Matters: CortlandPartnering for Authentic Change in Teaching (IM:PACT) Project to initiate a major redesign effort to improve its teacher preparation program, specifically for teachers working with students with high-incidence disabilities in grades 1 through 6. After four years of development and approvals, the university started to offer its new dual certification program, Inclusive Childhood Education, in the fifth year of the grant.

SUNY Cortland contracted with Hezel Associates, LLC, as the external evaluator for the IM:PACT Project for the multi-year grant to provide formative feedback to the university principal investigators and to assist with reporting to the US ED OSEP. Hezel Associates’ services included providing technical assistance (e.g., IRB submission and instrument development), monitoring project milestones, and supporting reporting as requested by the US ED and national-level evaluator. Deliverables included a study protocol; a logic model; nine questionnaires used with university faculty, k-12 teachers and administrators, and teacher candidates; a template for collecting student data from partnering schools; formative informal data summaries; and populating and reviewing portions of the annual performance report. The principal investigators benefitted from Hezel Associates’ ability to provide a flexible scope of work annually, responsiveness the project changes over the five-year cycle, and familiarity with federal reporting.

Read the IM:PACT project narrative here: http://web.cortland.edu/rombachk/portfolio/pdf/325T%20project%20narrative.pdf

 

College Access & Success Mapping Project (August 2015-August 2016)

Graduate NYC!, a CUNY/ NYC Department of Education initiative to increase college readiness and success of students in the New York City area, launched the NYC College Access & Success Mapping Project in theCUNY fall of 2016. This project enabled stakeholders to search an interactive website of services available in the NYC college access and success community. Hezel Associates and subcontracted partner, Carson Research Consulting (CRC), collected data from providers of such services, and developed a searchable web data system, which will include mapping as a data output feature.

Hezel Associates developed and administered an online questionnaire to obtain data for the web-based system. CRC used these data to design and build a database, organizing opportunities by region and other factors of interest to stakeholders. They  also built the user interface to facilitate visualization of the data. The final deliverable enabled Graduate NYC! to release a comprehensive, searchable directory of services, to support student college readiness, matriculation, and degree attainment. This gives policy makers and practitioners the ability to look at, analyze, and/or assess the data in the aggregate, in addition to looking at it in an individual, searchable fashion. The aggregated information enables policy makers, funders, and others to make better and more informed decisions/recommendations for the future of college access and success in New York City.

 

Community College System of New Hampshire (CCSNH) TAACCCT (Round 1) Evaluation (2013 - 2015)

The Community College System of New Hampshire (CCSNH) was awarded a $19.9 million Training Administration, Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant CCSNHfrom the U.S. Department of Labor (USDOL). With this, the seven colleges, led by Great Bay Community College, developed the AMPed NH project, comprised of new and updated certificate and degree programs in advanced manufacturing career pathways throughout CCSNH. These new and enhanced programs are designed for student completion in two years or less with the benefit of stacked and latticed industry recognized credentials, as well as a suite of online student support systems.

Hezel Associates served as the external evaluator for the AMPed NH project, designing a mixed-methods approach to evaluate program implementation and student impact. Data collection included interviews of program staff and associated employers, an annual student questionnaire, and transfer of program documents. Quantitative analysis included descriptive statistics and cross tabulations of resulting student questionnaire data. Qualitative analysis consisted of a detailed document review in relation to AMPed NH’s targeted strategies and activities, as well as a preordinate scheme to identify themes in interview data. Findings were communicated to CCSNH through regular meetings, frequent data summaries, as well as annual reports. Evaluation findings not only provided evidence for meeting USDOL requirements, but have project coordinators information that allowed them to make adjustments or recognize what was working well.