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Past Projects

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

Gouverneur CSD NYS Math Science Partnership (MSP) Evaluation (August 2014 to June 2016)

Gouverneur Central School District (GCSD) (www.gouverneurcentralschool.org) was awarded a Title II, Part B Mathematics and Science Partnerships (MSP) Grant in the summer of 2014. Upon award, GCSD hired GCSDHezel Associates, LLC as the external evaluator for the three-year grant, administered by the New York State Education Department (NYSED). For the purposes of this MSP project, GCSD formed a partnership with Clarkson University to develop and implement professional development (PD) opportunities to enhance content and pedagogy of teachers of science. The intended audience for this PD included sixth through eighth grade GCSD science teachers, the GCSD Middle School Principal, and three non-public school science teachers and the Principal at St. James Catholic School.

The evaluation allowed the Gouverneur School District to meet federal- and state-level evaluation reporting requirements, and to examine the efficacy of the MSP program at the local level. Measures that were implemented included (a) pre- and post-tests of teachers’ science content knowledge, (b) surveys of teacher participants’ perceptions of PD quality and their attitudes and self-efficacy relating to teaching science, (c) classroom observations, and (d) student assessments.

Hezel Associates provided a final report that included both formative and summative data

 

OCM BOCES- Teaching American History First Person America (2010 - 2014)

In 2010, the Onondaga-Cortland-Madison Board of Cooperative Education Services (OCM BOCES) (www.ocmboces.org) and SUNY Cortland initiated the First Person America (FPA) project, funded through the U.S. Department of Education’s (ED) Teaching American History (TAH) Grant Program. The project focused on professional development (PD) activities for K-12 teachers of America history. Three cohorts over three years participated in FPA project activities, which included a series of monthly historian-led information sessions, a summer institute, and a history-focused field experience to various locations in the eastern U.S.

OCM BOCES partnered with Hezel Associates to evaluate outcomes on teacher participants and their students during each year of project implementation. To accomplish this, Hezel Associates designed a mixed-methods study focusing on pre-determined research questions regarding: (1) teacher content knowledge; (2) teacher self-efficacy with technology use; (3) teachers’ sense of community between BOCES-wide American history teachers; and (4) student content knowledge. A pre-/post-design was implemented to reveal any changes that occurred throughout the PD experience. Instruments, in the form of online questionnaires, were designed to measure participant outcomes. Participants developed and administered their own student assessments and submitted those data to Hezel Associates. Quantitative analysis consisted of descriptive statistics, such as frequencies and means, and inferential testing, such as paired-sample t-tests. Qualitative data were organized and themes were identified.

Hezel Associates provided program staff with annual reports, each of which included a description of methods used, findings from the program year, and recommendations for program improvement. In addition, evaluators provided assistance with completion of the Annual Performance Reporting required by ED.

 

Cornell University's East Asia Program USED: NRC Evaluation (2010 - 2014)

In August 2010, Cornell University’s (www.cornell.edu) East Asia Program (EAP) received funding through the U.S. Department of Education’s (ED) National Resource Center (NRC) Program cornell(under Title VI, Part A). Hezel Associates served as the third-party evaluator responsible for assessing the extent to which EAP staff met the five main objectives and subsequent outcomes through the proposed EAP activities. EAP staff were focused on encouraging high quality instruction of East Asian languages; increasing interest and expertise in East Asia through the study of languages, cultures, and values; promoting and facilitating internationalization of curriculum in professional and STEM fields; improving and expanding outreach programming; and establishing effective linkages.

Hezel Associates researchers used the objectives, activities, and outcomes proposed by EAP staff to determine data sources, collection strategies, and analyses. Researchers reviewed and analyzed data provided by EAP staff including student enrollment data, course listings, program records, event records, and survey data, in order to determine whether objectives and outcomes were met during this grant period. In preparation for data collection, researchers contributed guidance and technical assistance in data collection, organization, and management providing additional internal capacity building opportunities for EAP staff. Hezel Associates researchers reviewed, indexed, and analyzed data provided by EAP staff in order to address individual outcomes. These results were synthesized in order to determine success in meeting project objectives. Through this process, researchers were able to identify successes of EAP staff in providing services and activities, internationalizing curriculum, and encouraging the study of East Asian cultures, languages, and values.

 

Arizona’s Getting AHEAD (2010 - 2013)

Starting in 2010, Hezel Associates has been the state-level evaluator for the Arizona Board of Regents's (www.azregents.edu) Getting Access to Higher Education Degrees (Getting AHEAD) Project, funded by a four-year grant from the Lumina Foundation (www.luminafoundation.org).  While Arizona’s focus on ABORhigher education productivity is part of a longstanding strategic agenda, the purpose of Getting AHEAD was to expand prior efforts to strengthen Arizona’s transfer system in order to increase degree completions and reduce the time students take to complete their degrees.  Hezel Associates conducted a process evaluation of Getting AHEAD in all four years of the project, as well as an overall evaluation of Arizona’s transfer and articulation system.

The overall evaluation component reprised Hezel Associates 2007 research on Arizona’s transfer system, in order to determine the current status of the system as well as its maturation over time.  The research included extensive analysis of extant data, as well as survey data collected from current employees of Arizona’s higher education institutions and past and present transfer students.  Overall, the findings of this research provided evidence that Arizona’s transfer system initiatives, including Getting AHEAD, have been successful in achieving the goals of creating a more successful and efficient educational process for students, and recommendations to promote continued and even increase success in the future.

Click link to view the full report:  pdfEvaluation of Arizona's Transfer System 2013.pdf

Also, visit AZTransfer's Steering Committee website for additional coverage of the project:  www.aztransfer.com

 

Syracuse University NSF TUES Grant Evaluation (2013-2015)

Under a National Science Foundation (NSF) grant (www.nsf.gov), Syracuse UnivSyracuseUniversityersity (SU) (syr.edu) implemented the Transforming Undergraduate Education in STEM (TUES) project with long-term vision of delivering assured systems as a routine outcome for undergraduate computer engineering (CE) and computer science (CS) programs. This project will develop a coordinated series of instruction modules, labs, and projects designed to increase the number of undergraduate students capable of building and verifying assured systems. Hezel Associates was contracted to conduct an external evaluation to monitor implementation; provide formative feedback for project improvements; and an assessment of the effectiveness of the project in terms of achieving its goals, using current learning models in development of innovative resources, and contributing to the body of knowledge on STEM education.

Hezel Associates' evaluation will assess project progress toward completion, inform the improvement of both project implementation and the intervention being developed, and assess preliminary effectiveness of new materials in both Cyber Engineering and standard CE and CS courses. Data will be primarily collected through internal project activities including process and product quality assurance documentation, pilot course student feedback, and embedded CS/CE learning assessments.

Through this evaluation Hezel Associates will be able to identify the level of successes of the TUES project. The evaluation plan and inferential analysis is designed to measure the extent of the quality of project activities, the extent of which the outcomes of the activities meet expectations, and the effectiveness of new materials.