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Past Projects

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

StraighterLine Student Survey (2012)

StraighterLine (www.straighterline.com) has been recognized as a revolutionizing force in education since its 2008 inception. Offering self-paced, pay-as-you-go introductory level college courses, StraighterLine students can accerlerate their academic schedule and potentially pay less than $30 per credit.

For a second year, StraighterLine engaged Hezel Associates to develop, execute and analyze a study of the StraighterLine student population. The resulting report provided important insights into StraighterLine's student base, including market intelligence related to drivers of enrollment, student satisfaction and loyalty that inform the company's growth management strategy.

Study results reveal three key factors motivate students to take college-level courses through StraighterLine: convenience, affordability and the ability to fulfill pre-requisite course requirements. Coupling these student demands with high satisfaction and academic quality comparable to other higher education option, StraighterLine continues to attract learners.

pdfStraighterLine Second Report Card 2012

Hezel Associates, LLC. (2012). 2012 StraighterLine student survey. Retrieved from http://www.hezel.com/images/resource-library/hezelreport-straighterline-final-20120821.pdf

 

Florida Virtual Schools PBL Online (2012)

Florida Virtual Schools (FLVS) has recognized the effectiveness of Project-Based Learning (PBL), and has been working to incorporate this transformative teaching strategy in its online courses. PBL has become increasingly popular in education as more classrooms K-12 incorporate it with their course material, similarly online learning as also assumed an increasing role in K-12 content delivery. FLVS commissioned Hezel Associates to develop a white paper to explore how PBL is implemented in virtual classrooms K-12.

Hezel Associated used interviews as the principle information source. We conducted semi-structured interviewed with four individuals, each with national reputation relating to the theory and practice of both project-based and online learning. Five more interviews were conducted with individuals consisting of teachers, curriculum specialists, and curriculum designers, all with first-hand knowledge and experience with online PBL at FLVA. FLVS was able to use the information provided in this white paper to highlight the successes and identify needed improvements for this trailblazing program.

pdfProject-Based Learning in Kindergarten to Grade 12 Online Environments

Please visit http://www.flvs.net/areas/aboutus/Pages/Research.aspx for additional information on the whitepaper.

White, S. (2012). Project-based learning in kindergarten to grade 12 online environments. Retrieved from http://www.hezel.com/images/resource-library/Project_Based_Learning_Kindergarten_12_Online_Environments_121017.pdf

 

WGBH Walmart Foundation's Study of Adolescent Literacy Through Teachers' Domain (2010 - 2012)

WGBH (www.wgbh.org) joined the Walmart Foundation (foundation.walmart.com) and other collaborating organizations in promoting adolescent literacy nationwide by leveraging the scope, reach, and impact of Teachers’ Domain (www.teachersdomain.org).  Teachers’ Domain adolescent literacy media resources focus on the pedagogical challenges of the modern classroom.  This WGBH sponsored program works with technology-infused classrooms in ways that connect with students’ skills and interests.  Modern classrooms have to find a way to create a link between students’ skills and interests and their developing reading abilities.   Beginning in January 2009, Hezel Associates, LLC conducted research on Teachers’ Domain adolescent literacy media resources.  The research sought to develop a deeper understanding of the implementation and impact of 15 WGBH-developed, self-paced lessons targeting adolescent literacy. 


WGBH-LOGOHezel Associates was involved in the process from the beginning, working with WGBH staff to develop and validate the logic model of the intervention, essential to the evaluation. A nationwide study was conducted in the form of random-assignment classical experiment with nearly three hundred students across 24 classrooms to evaluate the impact of the Teachers’ Domain program.  The sample was chosen by teacher and included all of their students.  Pre-intervention data collection included consent forms, a teacher survey, student surveys, and student literacy assessments before they were randomly assigned to the intervention or control groups.  Surveys and literacy assessments were also administered post-intervention.  The intervention groups required all students to complete a minimum of three self-paced lessons with follow up surveys to track lesson completion.   

This was a multi-year evaluation.  The formative feedback regarding the success of lesson implementation from the first year allowed WGBH and Hezel Associates to focus on direct impact of self-paced lesson utilization on students’ literacy skill levels.  Reporting, recommendations and commendations were comprehensive to each stage of evaluation.  Hezel Associates was successful in delivering findings that contributed to the understanding of the importance of and mechanisms behind lesson implementation, and the impact that each lesson has on students’ literacy skills for WGBH and other stakeholders for Teachers’ Domain. 

 

eTech Ohio – Teacher Planning Grant Program Evaluation (2011-2012)

The eTech Ohio Commission (www.ohiohighered.org/) contracted with Hezel Associates to conduct an evaluation of the Teacher Planning Grant program. The Teacher Planning Grant program aims to create collaborative relationships between Ohio’s education degree-granting colleges and universities with public local education agencies (LEAs) to expand the use of technology in the teaching and learning environment. Eleven Teacher Planning Grants were awarded to colleges and universities for the 2011-12 academic year.

This mixed-method evaluation, combining quantitative analysis of new data and qualitative content analysis of documents generated by grantees, aims to (a) evaluate the Teacher Planning Grant program’s success in reaching its three overarching goals, and (b) to produce recommendations to facilitate policy-level decision-making based on the degree to which grantees and the program as a whole achieve those goals. A final evaluation report was completed in June 2012.

 

River Valley Community College – NSF ATE: Cybersecurity in Healthcare Industry Evaluation (2011 - 2016)

In 2011, River Valley Community College (RVCC; www.rivervalley.edu), in NH received an Advanced Technological Education (ATE) grant from the National Science Foundation (NSF) for a project called Cybersecurity RVCCin Healthcare Industry: Curriculum Adaptation and Implementation. The overall goal of the project is to create a certificate and associate degree program in Cybersecurity in Healthcare IT, initially at RVCC and eventually at other Community College System of New Hampshire (CCSNH) schools.

Hezel Associates partnered with RVCC to perform an external evaluation of this NSF project. The evaluation is designed to assess the execution of activities and project goal achievement, such as adoption of the certificate and AS degree into college programs, faculty attendance at training programs, and outreach work with other colleges and high schools. Data collection methods include document review, interviews with project staff, and activity tracking. Analysis includes a preordinate scheme to assess qualitative data and descriptive statistics for any quantitative date. Hezel Associates provides an annual report to RVCC, which supports reporting to NSF.