HCC commissioned a study to conduct research as part of an overall strategic initiative to help HCC assume a desirable position in the local educational marketplace. Two separate surveys were conducted, one for community members and the other for current HCC students. Data were collected using online surveys.
Assessing Your Alcohol Misuse and Sexual Assault Prevention Efforts PresentationMaria Candelaria
EVERFI's diagnostic inventories provide comprehensive assessments of institutions' prevention efforts related to sexual assault and alcohol abuse. The inventories capture over 200 data points across four key areas: institutionalization, critical processes, policy, and programming. Insights from inventory data show relationships between advanced prevention status and higher funding, staffing levels, strategic planning, and senior leadership support. Completing the inventories helps institutions understand their prevention efforts, identify areas for growth, and integrate results into strategic planning to strengthen comprehensive prevention.
The Health Fee Advisory Board recommends a 5% increase in the fall/spring health care fee from $59.50 to $62.50 and a 7% increase in the summer fee from $44.50 to $47.00. This is expected to still result in a $202,964 budget deficit for University Health Services. The minority perspective expressed concerns that the fee increases continue to place the burden on students rather than the university finding alternative funding sources. The board discussed advocating for long-term changes such as developing a student vision for health and wellness, improving communication between student health committees, and involving relevant academic departments to help address mental health and other issues.
These are the summary results of a survey of over 40 college of business Deans. In it we explore what curricula and services they are offering to support student career development
This study examined the impact of the No Child Left Behind Act (NCLB) on visual art education based on a survey of 3,412 art educators. Key findings include:
1. Educators reported negative effects on scheduling, workloads, and funding for art programs from NCLB's increased focus on testing core subjects.
2. However, NCLB had limited negative impacts on staffing, teaching loads, and enrollments for art programs.
3. Educators generally had negative attitudes about NCLB's overall impact due to feelings of being marginalized and issues like a narrowed focus on test preparation in the classroom.
4. Some limited benefits were also reported, like
The document summarizes key findings from a report on college major selection among ACT-tested 2013 high school graduates. It finds that: 1) While most selected a planned major, only 40% were very sure of their choice and higher-achieving students were less sure; 2) Only 1/3 chose a major well-aligned with their interests, with lower-achieving and first-generation students less likely to do so; and 3) 62% wanted help with education/career plans, including many who were sure of their major. It provides recommendations for colleges to consider students' interests and major fit during recruitment and advising.
Directors Meeting - March 9, 2021
Division of Student Affairs and Academic Support
"Substance Misuse, Enforcement and Retention," presented by Aimee Hourigan, director, Substance Abuse Prevention and Education
"Experience by Design," presented by Amber Fallucca, director of the Quality Enhancement Plan, and Lara Ducate, faculty executive director, Center for Integrative and Experiential Learning
Remarks and Updates
Dennis Pruitt, Vice President for Student Affairs
Adult Student Gains Degree, Demographic, and Motivational InsightsHobsons
Hobsons and UPCEA partnered on a groundbreaking study one year ago to measure motivation and impact of degree completion. This year, analysis of the multi-year study revealed differences in motivation, career goals, and outcomes by major and demographic characteristics. Learn more about: www.hobsons.com
Assessing Your Alcohol Misuse and Sexual Assault Prevention Efforts PresentationMaria Candelaria
EVERFI's diagnostic inventories provide comprehensive assessments of institutions' prevention efforts related to sexual assault and alcohol abuse. The inventories capture over 200 data points across four key areas: institutionalization, critical processes, policy, and programming. Insights from inventory data show relationships between advanced prevention status and higher funding, staffing levels, strategic planning, and senior leadership support. Completing the inventories helps institutions understand their prevention efforts, identify areas for growth, and integrate results into strategic planning to strengthen comprehensive prevention.
The Health Fee Advisory Board recommends a 5% increase in the fall/spring health care fee from $59.50 to $62.50 and a 7% increase in the summer fee from $44.50 to $47.00. This is expected to still result in a $202,964 budget deficit for University Health Services. The minority perspective expressed concerns that the fee increases continue to place the burden on students rather than the university finding alternative funding sources. The board discussed advocating for long-term changes such as developing a student vision for health and wellness, improving communication between student health committees, and involving relevant academic departments to help address mental health and other issues.
These are the summary results of a survey of over 40 college of business Deans. In it we explore what curricula and services they are offering to support student career development
This study examined the impact of the No Child Left Behind Act (NCLB) on visual art education based on a survey of 3,412 art educators. Key findings include:
1. Educators reported negative effects on scheduling, workloads, and funding for art programs from NCLB's increased focus on testing core subjects.
2. However, NCLB had limited negative impacts on staffing, teaching loads, and enrollments for art programs.
3. Educators generally had negative attitudes about NCLB's overall impact due to feelings of being marginalized and issues like a narrowed focus on test preparation in the classroom.
4. Some limited benefits were also reported, like
The document summarizes key findings from a report on college major selection among ACT-tested 2013 high school graduates. It finds that: 1) While most selected a planned major, only 40% were very sure of their choice and higher-achieving students were less sure; 2) Only 1/3 chose a major well-aligned with their interests, with lower-achieving and first-generation students less likely to do so; and 3) 62% wanted help with education/career plans, including many who were sure of their major. It provides recommendations for colleges to consider students' interests and major fit during recruitment and advising.
Directors Meeting - March 9, 2021
Division of Student Affairs and Academic Support
"Substance Misuse, Enforcement and Retention," presented by Aimee Hourigan, director, Substance Abuse Prevention and Education
"Experience by Design," presented by Amber Fallucca, director of the Quality Enhancement Plan, and Lara Ducate, faculty executive director, Center for Integrative and Experiential Learning
Remarks and Updates
Dennis Pruitt, Vice President for Student Affairs
Adult Student Gains Degree, Demographic, and Motivational InsightsHobsons
Hobsons and UPCEA partnered on a groundbreaking study one year ago to measure motivation and impact of degree completion. This year, analysis of the multi-year study revealed differences in motivation, career goals, and outcomes by major and demographic characteristics. Learn more about: www.hobsons.com
This doctoral dissertation defense document outlines Vincent Bridges' dissertation on evaluating the effectiveness of medical assistant programs at three Midwestern schools. The document includes an introduction, problem statements, literature review themes, research questions, methodology, and findings structure. Bridges evaluated how the programs meet stakeholder needs and what changes could better meet needs. Key findings included areas of enhanced critical thinking, phlebotomy practice, microbiology laboratory components, and expanded duties like panel management. Recommendations focused on enhancing curriculum based on stakeholder feedback.
This document summarizes research on the effect of student loans on community college completion and persistence. Some studies show loans have a positive effect, while others show they hinder attainment. The author conducted a study of MCCCD students, finding lower completion rates for those with loans (13% graduated vs 24% without). Students with loans were also less likely to transfer or remain enrolled compared to those without loans (62% vs 72%). The author calls for more research on factors like loan amounts, part-time students, and best counseling practices.
This document provides a marketing analysis and recommendations for the Department of Community and Public Health at Idaho State University. It includes a SWOT analysis, industry and competitor analyses based on research. Key findings are that high school students, undecided college students, and those interested in health careers should be targeted. Face-to-face contact and purchasing student names are important tactics. The top competitors are other public health programs within 200 miles. Recommendations focus on increasing awareness of public health careers and the department's program.
Improving young people's HE decision-making: Exploring the role of IAGKaty Vigurs
This document summarizes research into how young people in the UK make decisions about higher education. It examines their use of formal and informal sources of information, advice and guidance. Interviews were conducted with 37 A-level students from various schools. The timing of students' decisions and what sources of advice they used varied. Independent school students made early choices and drew on both formal careers advisors and informal sources like family. FE college students focused more on local options and drew less on informal advice. The role of social capital and perceptions of self appeared to influence how students approached decision-making. Ongoing advice may be needed to support all students in strategically navigating higher education options.
The document summarizes a report from the Leicestershire LINk Students in Higher Education Mental Health Task Group. It finds that the number of university students experiencing mental health issues is increasing but support services are struggling to keep up. It observes fragmented care for students and a lack of communication between university support services and external mental health providers. It recommends that care plans for students specifically address their needs and facilitate better liaison between universities and healthcare services.
Measuring Adult Student Gains and Satisfaction After Earning an Undergraduate...Hobsons
UPCEA’s Center for Research and Consulting (CRC), in partnership with Hobsons, has conducted multi-year studies on adult student gains and satisfaction after earning a bachelor’s from a U.S. college or university. The objective of the research has been to measure how the undergraduate degree has impacted adult learners’ careers and personal lives. The data represents only degree completers.
Learn more at www.hobsons.com.
The document presents a research proposal submitted for a Doctor of Computer Science degree focusing on developing a hiring framework to facilitate the transition from military to civilian careers in program management. It outlines the dissertation which will use a mixed methods approach including quantitative data collection and qualitative interviews. The preliminary results suggest military candidates for civilian program management roles often have graduate management/business education, intense military training, and display traits of the Army's leadership model.
The document discusses holistic admissions and the role of standardized test scores within a holistic review process. It defines holistic admissions as using all available student information to make admissions decisions. While test scores are part of holistic review, removing them limits the data available. A truly holistic process considers cognitive and non-cognitive factors to best support students.
The Process of Programming: Exploring Best Practices for Effective Prevention...Kyle Brown
This document discusses best practices for effective prevention programs. It begins by outlining some of the greatest challenges faced by prevention programs, including lack of resources and student engagement. The document then discusses EverFi's framework for comprehensive prevention, which incorporates programming, policy, critical processes, and institutionalization. It provides guidance on domains to consider for effective programming, such as targeted populations and theoretical underpinnings. Principles of effective prevention include varied teaching methods, sufficient dosage, being theory-driven, and outcome evaluation. The document concludes by discussing insights from the field on effectively implementing specific prevention strategies and supporting the student voice in program design and delivery.
This document discusses a thesis submitted to Yale University School of Medicine on the career interests and mentorship experiences of international and minority medical students in US medical schools. The introduction provides background on health disparities faced by minority populations in the US and the lack of diversity in the US physician workforce. It notes that increasing diversity in the physician workforce is important to providing quality care to diverse populations. However, despite population changes, diversity has not increased proportionally in the physician workforce. The study aims to understand differences in career interests, influences on career choice, and mentorship experiences between international and underrepresented minority (URM) medical students.
The Four Questions You Must Ask to Transform Your Prevention Strategy from Go...Kyle Brown
The document discusses building a comprehensive prevention strategy from good to great by asking four questions. It outlines a framework for prevention that includes critical processes, leadership support, a culture of assessment, and intentionally building an approach. It emphasizes the importance of strategic planning, goal setting, using data and research to evaluate programs and make improvements. The key is developing a logic model to map activities, outputs, and outcomes to goals and mission in order to have the greatest impact.
Leveraging Campus Policies to Create a Culture of Values and AccountabilityKyle Brown
1) The document discusses leveraging campus policies to create a culture of values and accountability. It examines how effective policies and programming can help address issues like binge drinking and sexual assault.
2) Experts argue that education alone is not enough to change behaviors - enforcement of policies is also needed. Data shows stronger alcohol policies at the state level are associated with reduced youth drinking.
3) When developing policies, schools must balance legal requirements with best practices. Effective policies are comprehensive, evidence-informed, and aligned with institutional missions.
From the Top Down to the Bottom-Up: Making Campus Wide Safety An Institution ...Kyle Brown
Institutionalizing campus safety as a priority requires a top-down and bottom-up approach. When campus safety is truly institutionalized, it involves commitment from senior leaders, inclusion in strategic plans and mission statements, dedicated resources like staffing and budgets, infrastructure support through websites and facilities, and engagement of the entire campus community through task forces and working groups. Data shows a positive correlation between higher levels of institutionalization and better prevention programming and outcomes for issues like alcohol and sexual assault.
This presentation discusses developing a multi-faceted approach to assisting dual-career couples through higher education recruitment. It emphasizes the importance of institutional commitment, clear policies and funding, and collaboration across departments and with outside employers. Developing these comprehensive support systems can help institutions recruit and retain top talent by addressing dual-career needs, while also advancing diversity, quality of life, and return on investment goals. Research shows dual-career hiring cannot be ignored if an institution wants success in competitive academic markets.
Mentor’s Quality Assurance services provide guidance and tools to support local capacity building through developing and strengthening sustainable prevention networks at a local level. The alcohol and drug education review in Brighton and Hove not only allowed Mentor to work closely with schools to understand the current capacity and expertise, but also made links and developed strategies to strengthen communication and collaboration with other relevant actors within the community.
1) College dropout rates are high, with 1/3 of undergraduates dropping out in their first year and only half completing college, despite record enrollments. 2) Students with ADHD, which affects around 10% of children, face greater challenges in college like sustaining attention and organizing tasks. 3) Fewer than 3% of eligible students with ADHD receive accommodations from disability offices, despite laws requiring support. The document calls for colleges to improve support for students with ADHD through early screening, coaching, and disability office reforms to increase retention.
HCC recently conducted a Value AnalysisTM survey of Houston area residents as part of an overall strategic initiative to help HCC assume a desirable position in the local educational marketplace.
HCC recently conducted a Student Satisfaction survey of current HCC students as part of an overall strategic initiative to help HCC understand the perceptions and experiences of students.
This document summarizes the management of hepatocellular carcinoma. It begins by introducing HCC as the most common form of liver cancer. It then discusses risk factors, surveillance methods, diagnosis via imaging and biopsy, and the BCLC staging system. The BCLC system links stage of disease to treatment options and expected survival outcomes. For early stages, curative treatments like resection, transplantation, and ablation are recommended. Intermediate stages receive transarterial chemoembolization, while advanced stages are treated with sorafenib. End-stage disease involves symptomatic support only.
Hepatocellular carcinoma is the most common primary liver tumor. Risk factors include hepatitis B and C infections, alcohol use, and exposure to aflatoxins. It typically presents with nonspecific symptoms in patients with underlying liver disease or cirrhosis. Diagnosis involves blood tests like alpha-fetoprotein along with imaging modalities. Treatment options depend on tumor stage and liver function, and may include surgical resection, liver transplantation, ablation, or chemoembolization. Prevention focuses on hepatitis B vaccination and screening high-risk groups to detect cancer early.
This doctoral dissertation defense document outlines Vincent Bridges' dissertation on evaluating the effectiveness of medical assistant programs at three Midwestern schools. The document includes an introduction, problem statements, literature review themes, research questions, methodology, and findings structure. Bridges evaluated how the programs meet stakeholder needs and what changes could better meet needs. Key findings included areas of enhanced critical thinking, phlebotomy practice, microbiology laboratory components, and expanded duties like panel management. Recommendations focused on enhancing curriculum based on stakeholder feedback.
This document summarizes research on the effect of student loans on community college completion and persistence. Some studies show loans have a positive effect, while others show they hinder attainment. The author conducted a study of MCCCD students, finding lower completion rates for those with loans (13% graduated vs 24% without). Students with loans were also less likely to transfer or remain enrolled compared to those without loans (62% vs 72%). The author calls for more research on factors like loan amounts, part-time students, and best counseling practices.
This document provides a marketing analysis and recommendations for the Department of Community and Public Health at Idaho State University. It includes a SWOT analysis, industry and competitor analyses based on research. Key findings are that high school students, undecided college students, and those interested in health careers should be targeted. Face-to-face contact and purchasing student names are important tactics. The top competitors are other public health programs within 200 miles. Recommendations focus on increasing awareness of public health careers and the department's program.
Improving young people's HE decision-making: Exploring the role of IAGKaty Vigurs
This document summarizes research into how young people in the UK make decisions about higher education. It examines their use of formal and informal sources of information, advice and guidance. Interviews were conducted with 37 A-level students from various schools. The timing of students' decisions and what sources of advice they used varied. Independent school students made early choices and drew on both formal careers advisors and informal sources like family. FE college students focused more on local options and drew less on informal advice. The role of social capital and perceptions of self appeared to influence how students approached decision-making. Ongoing advice may be needed to support all students in strategically navigating higher education options.
The document summarizes a report from the Leicestershire LINk Students in Higher Education Mental Health Task Group. It finds that the number of university students experiencing mental health issues is increasing but support services are struggling to keep up. It observes fragmented care for students and a lack of communication between university support services and external mental health providers. It recommends that care plans for students specifically address their needs and facilitate better liaison between universities and healthcare services.
Measuring Adult Student Gains and Satisfaction After Earning an Undergraduate...Hobsons
UPCEA’s Center for Research and Consulting (CRC), in partnership with Hobsons, has conducted multi-year studies on adult student gains and satisfaction after earning a bachelor’s from a U.S. college or university. The objective of the research has been to measure how the undergraduate degree has impacted adult learners’ careers and personal lives. The data represents only degree completers.
Learn more at www.hobsons.com.
The document presents a research proposal submitted for a Doctor of Computer Science degree focusing on developing a hiring framework to facilitate the transition from military to civilian careers in program management. It outlines the dissertation which will use a mixed methods approach including quantitative data collection and qualitative interviews. The preliminary results suggest military candidates for civilian program management roles often have graduate management/business education, intense military training, and display traits of the Army's leadership model.
The document discusses holistic admissions and the role of standardized test scores within a holistic review process. It defines holistic admissions as using all available student information to make admissions decisions. While test scores are part of holistic review, removing them limits the data available. A truly holistic process considers cognitive and non-cognitive factors to best support students.
The Process of Programming: Exploring Best Practices for Effective Prevention...Kyle Brown
This document discusses best practices for effective prevention programs. It begins by outlining some of the greatest challenges faced by prevention programs, including lack of resources and student engagement. The document then discusses EverFi's framework for comprehensive prevention, which incorporates programming, policy, critical processes, and institutionalization. It provides guidance on domains to consider for effective programming, such as targeted populations and theoretical underpinnings. Principles of effective prevention include varied teaching methods, sufficient dosage, being theory-driven, and outcome evaluation. The document concludes by discussing insights from the field on effectively implementing specific prevention strategies and supporting the student voice in program design and delivery.
This document discusses a thesis submitted to Yale University School of Medicine on the career interests and mentorship experiences of international and minority medical students in US medical schools. The introduction provides background on health disparities faced by minority populations in the US and the lack of diversity in the US physician workforce. It notes that increasing diversity in the physician workforce is important to providing quality care to diverse populations. However, despite population changes, diversity has not increased proportionally in the physician workforce. The study aims to understand differences in career interests, influences on career choice, and mentorship experiences between international and underrepresented minority (URM) medical students.
The Four Questions You Must Ask to Transform Your Prevention Strategy from Go...Kyle Brown
The document discusses building a comprehensive prevention strategy from good to great by asking four questions. It outlines a framework for prevention that includes critical processes, leadership support, a culture of assessment, and intentionally building an approach. It emphasizes the importance of strategic planning, goal setting, using data and research to evaluate programs and make improvements. The key is developing a logic model to map activities, outputs, and outcomes to goals and mission in order to have the greatest impact.
Leveraging Campus Policies to Create a Culture of Values and AccountabilityKyle Brown
1) The document discusses leveraging campus policies to create a culture of values and accountability. It examines how effective policies and programming can help address issues like binge drinking and sexual assault.
2) Experts argue that education alone is not enough to change behaviors - enforcement of policies is also needed. Data shows stronger alcohol policies at the state level are associated with reduced youth drinking.
3) When developing policies, schools must balance legal requirements with best practices. Effective policies are comprehensive, evidence-informed, and aligned with institutional missions.
From the Top Down to the Bottom-Up: Making Campus Wide Safety An Institution ...Kyle Brown
Institutionalizing campus safety as a priority requires a top-down and bottom-up approach. When campus safety is truly institutionalized, it involves commitment from senior leaders, inclusion in strategic plans and mission statements, dedicated resources like staffing and budgets, infrastructure support through websites and facilities, and engagement of the entire campus community through task forces and working groups. Data shows a positive correlation between higher levels of institutionalization and better prevention programming and outcomes for issues like alcohol and sexual assault.
This presentation discusses developing a multi-faceted approach to assisting dual-career couples through higher education recruitment. It emphasizes the importance of institutional commitment, clear policies and funding, and collaboration across departments and with outside employers. Developing these comprehensive support systems can help institutions recruit and retain top talent by addressing dual-career needs, while also advancing diversity, quality of life, and return on investment goals. Research shows dual-career hiring cannot be ignored if an institution wants success in competitive academic markets.
Mentor’s Quality Assurance services provide guidance and tools to support local capacity building through developing and strengthening sustainable prevention networks at a local level. The alcohol and drug education review in Brighton and Hove not only allowed Mentor to work closely with schools to understand the current capacity and expertise, but also made links and developed strategies to strengthen communication and collaboration with other relevant actors within the community.
1) College dropout rates are high, with 1/3 of undergraduates dropping out in their first year and only half completing college, despite record enrollments. 2) Students with ADHD, which affects around 10% of children, face greater challenges in college like sustaining attention and organizing tasks. 3) Fewer than 3% of eligible students with ADHD receive accommodations from disability offices, despite laws requiring support. The document calls for colleges to improve support for students with ADHD through early screening, coaching, and disability office reforms to increase retention.
HCC recently conducted a Value AnalysisTM survey of Houston area residents as part of an overall strategic initiative to help HCC assume a desirable position in the local educational marketplace.
HCC recently conducted a Student Satisfaction survey of current HCC students as part of an overall strategic initiative to help HCC understand the perceptions and experiences of students.
This document summarizes the management of hepatocellular carcinoma. It begins by introducing HCC as the most common form of liver cancer. It then discusses risk factors, surveillance methods, diagnosis via imaging and biopsy, and the BCLC staging system. The BCLC system links stage of disease to treatment options and expected survival outcomes. For early stages, curative treatments like resection, transplantation, and ablation are recommended. Intermediate stages receive transarterial chemoembolization, while advanced stages are treated with sorafenib. End-stage disease involves symptomatic support only.
Hepatocellular carcinoma is the most common primary liver tumor. Risk factors include hepatitis B and C infections, alcohol use, and exposure to aflatoxins. It typically presents with nonspecific symptoms in patients with underlying liver disease or cirrhosis. Diagnosis involves blood tests like alpha-fetoprotein along with imaging modalities. Treatment options depend on tumor stage and liver function, and may include surgical resection, liver transplantation, ablation, or chemoembolization. Prevention focuses on hepatitis B vaccination and screening high-risk groups to detect cancer early.
This document summarizes ¡Una Vida Sana!, a multi-disciplinary service learning program that provides health screenings to Richmond, Virginia's Hispanic community. It describes the program's goals of assessing community health risks, providing a valuable learning experience for students, and increasing access to healthcare. Over 350 individuals were screened across several events staffed by over 50 healthcare students. Preliminary results found participants at risk of future health issues, and students reported gaining knowledge around cultural competence and community health challenges through their involvement.
Going Where the Kids Are: Starting, Growing, and Expanding School Based Healt...CHC Connecticut
Webinar broadcast on: June 28 | 3 P.M. EST
This webinar will address the benefits, challenges, and strategic advantages of a school based health center program from a clinical, data, quality, operational viewpoint, communications, and community engagement perspective. Experts will share the strategy for integrating oral health and behavioral health to ensure the best outcomes for patients.
Community Perceptions of the Social Accountability of health professionals in...Godfrey Esoh
Oral Presentation at the 2016 Conference of the South African Association of Health Educationists (SAAHE) in Port Elizabeth, South Africa. By Esoh Godfrey Nji
A Conversation on Ethical Considerations for a Fair and Effective Health Care...LucilePackardFoundation
What ethical considerations should guide the design and evaluation of systems of care for children with medical complexity? There are inevitable tradeoffs that any complex health care system must confront when attempting to achieve multiple worthy goals, from benefitting individual patients and families and securing fair distribution of benefits across populations, to operating in a manner that is transparent and free from conflicts of interest.
The document summarizes the results of a survey conducted by an Understanding Statistics class at UW Bothell in collaboration with Real Change, a weekly newspaper. The survey examined demographics of Real Change readers, how and why they obtain the newspaper, their news preferences, and opinions on Real Change. Key findings include that most readers are white women over 50 who support individual vendors. The majority prefer print news and buy Real Change weekly to support the vendors and organization.
A Conversation about Accountability Challenges Associated with Authorizing Sc...Leslie Talbot
This document summarizes a discussion about accountability challenges for schools serving opportunity youth. It outlines fundamental considerations for authorizers, including clearly defining these student populations and establishing enrollment thresholds. While authorizers typically require consistent performance measures, some request additional school-designed measures aligned with the mission. Reasons for charter denial include lack of focus on challenges, reliance on anecdotes over progress, and insufficient capacity evidence. Schools are advised to proactively work with authorizers to negotiate distinct measures using comparable schools. The discussion addressed developing comprehensive definitions, quantifying school design, and involving stakeholders in negotiations.
The document discusses using the Community Healthy Living Index (CHLI) tool to assess neighborhoods. It describes how public health graduate students piloted the CHLI in a neighborhood near the University of Tennessee. Students recruited community members to complete the CHLI assessment over 2-3 hours. The assessment identified strengths like parks but also barriers like lack of sidewalks and crime that impact physical activity and nutrition. The results can help prioritize issues and inform policy changes to promote health.
This document summarizes an evaluation of adolescent reproductive health education programs in high schools in Awassa City, Ethiopia. The evaluation assessed how ARH education was provided, extracurricular activities, and the linkage between education and ARH services. Key findings include: 1) Most adolescents reported receiving ARH education in school, though sessions were irregular; 2) Extracurricular activities reached some but not all adolescents; 3) Most adolescents were aware of ARH services and providers like health facilities. The evaluation concluded the education provision and linking adolescents to services was generally successful, but extracurricular activities and outreach needed strengthening.
Ecosystems of prevention: building local practice networks [EUSPR 2016]Mentor
Mentor UK undertook a review of the drug education provision in secondary schools across Brighton and Hove in Sept 2015-Feb 2016 to support evidence-based delivery at a local level. The process not only allowed Mentor to work closely with schools to understand the current capacity and expertise, but also made links and developed strategies to strengthen communication and collaboration with other relevant actors within the community. The case study was presented at this year's EUSPR conference in Berlin, to demonstrate effective strategies to support local agents to implement evidence based practice and develop strong prevention systems.
Beginning in 2014 and continuing through 2017, Native American Health Center’s SBHCs incorporated social determinants of health questions into screening tools used with students. This presentation will provide an update on implementing these screening questions, specifically the challenges and strategies to responding effectively when students identify a need. The importance of leveraging internal resources, partnering with community agencies and building connections with school staff will be addressed in relation to specific identified needs. Models of clinic staff role expansion and internal capacity building, along with other challenges and adaptations will be shared as tools for helping participants plan for and engage in incorporating screening and evaluations of these important health indicators into their practices.
This is a Collaborative Learning Community assignment. The instructo.docxdohertyjoetta
This is a Collaborative Learning Community assignment. The instructor will assign you to a CLC group. The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities. This assignment consists of both an interview and a PowerPoint (PPT) presentation. Assessment/Interview Select a community of interest. It is important that the community selected be one in which a CLC group member currently resides. Students residing in the chosen community should be assigned to perform the physical assessment of the community. 1. Perform a direct assessment of a community of interest using the "Functional Health Patterns Community Assessment Guide." 2. Interview a community health and public health provider regarding that person's role and experiences within the community. Interview Guidelines Interviews can take place in-person, by phone, or by Skype. Complete the "Provider Interview Acknowledgement Form" and submit with the group presentation. Develop one set of interview questions to gather information about the role of the provider in the community and the health issues faced by the chosen community. Compile key findings from the interview, including the interview questions used, and submit with the group presentation. PowerPoint Presentation Within your group, create a PowerPoint presentation of 15-20 slides (slide count does not include title and reference slide) describing the chosen community interest. Include the following in your presentation: 1. Description of community and community boundaries: the people and the geographic, geopolitical, financial, educational level, ethnic, and phenomenological features of the community as well as types of social interactions, common goals and interests, barriers, and challenges, including any identified social determinates of health. 2. Summary of community assessment: (a) funding sources and (b) partnerships. 3. Summary of interview with community health/public health provider. 4. Identification of an issue that is lacking or an opportunity for health promotion. The issue identified can be used for the Community Teaching Plan: Community Teaching Work Plan Proposal assignment. 5. A conclusion summarizing your key findings and a discussion of your impressions of the general health of the community. In addition to submitting this assignment in the LoudCloud dropbox, email a copy of your submission to
[email protected]
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA ...
This document discusses Wheeling Jesuit University's physical therapy program and its use of international service learning (ISL) to develop student cultural competency and global citizenship. The program identifies seven primary learning goals and defines what it means to live in solidarity globally. Student learning objectives are defined at low, medium, and high levels and aligned with community partner and student goals. Assessment tools evaluate students on cultural awareness, communication skills, and clinical performance during local, regional and international experiences.
This document provides an overview of health research and community surveys. It defines health research as the systematic investigation of health problems to improve solutions. There are two main types of research: basic research which expands knowledge, and applied research which solves practical problems. Community surveys collect demographic and health data from households to understand factors influencing health. The document outlines best practices for health research including stakeholder participation and producing actionable results.
Military Community and Family Policy – Cooperative Extension as Force MultiplierKeith G. Tidball
The document discusses how Cooperative Extension can help address the Total Force Fitness needs of military communities. It introduces Cooperative Extension and outlines how its existing programs map onto the 8 domains of Total Force Fitness, including physical health, nutrition, environmental education, and family support. It then provides recommendations for how to determine community needs, match them with Cooperative Extension capabilities, and develop plans to address gaps, such as conducting a community assessment and leveraging Cooperative Extension's training resources and local relationships.
This document describes an assessment for a nursing program that focuses on community health. Students are required to:
1) Conduct an in-person assessment of a local community and interview a community health provider.
2) Create a 15-20 slide PowerPoint presentation describing the community's boundaries, assessment findings, health issues, and opportunities for health promotion.
3) The presentation should also summarize key findings from the interview and identify an issue lacking attention or opportunity for health promotion in the community.
This document discusses the importance of teaching health literacy at the community college level. It defines health literacy and explains that only 12% of US citizens have proficient health literacy levels, directly impacting health outcomes. The document then provides examples of priority health literacy practices healthcare providers should use, such as teach-back communication and plain language. It also describes different types of health literacy education and provides a case study of a health literacy module implemented at a community college that included virtual pre-work, discussion boards, and a synchronous clinical session with interactive exercises and materials.
The summary describes a hypothetical university's new admissions policy for its highly selective nursing and pre-med programs. The policy aims to provide preferential treatment for African American and Latino applicants to promote diversity and address underrepresentation in the health professions.
The policy justifies this preferential treatment by citing Supreme Court cases like Grutter v. Bollinger that found narrowly tailored race-conscious admissions can be permissible. It explains how race will be a "plus factor" without quotas. All applicants will receive an initial academic evaluation, and then non-academic factors like race may provide a boost. The policy also notes the educational benefits of diversity cited in Grutter. The overall process aims to comply with legal precedents while increasing representation of minority
The document summarizes workforce trends in Texas, the Houston region, and at Houston Community College. It notes that while the Texas and Houston economies are growing and job demand is high, traditional college enrollment and the number of high school graduates entering higher education have been declining. TRUE Initiative grants awarded to HCC helped increase enrollment in cybersecurity, commercial driver's license training, and manufacturing programs to help close workforce skills gaps. However, sustained funding is needed to continue meeting the region's workforce needs as the economy grows.
The document provides an overview of Houston Community College System. It summarizes key student demographics which show the student body is diverse with over half being students of color. It also outlines the colleges' strategic priorities which focus on student success, diversity, personalized learning, and becoming the top choice for education. Additionally, it reviews the college's governance structure and administration.
The Houston Community College Small Business Development Program has made improvements to expand opportunities for certified small businesses. The program certification accepts additional certifications from the City of Houston and now includes minority, women, disabled, and disadvantaged owned businesses. The evaluation process for small businesses has also improved to maximize their chance of competing for and winning contracts. Certified small businesses can now receive up to 15 points based on their status and level of subcontracting with other certified small businesses.
This document is the procurement operations procedures manual for HCC. It provides definitions for over 75 procurement-related terms used throughout the manual. The table of contents shows that the manual contains articles on general provisions, sources of supplies and services, procurement methods, competitive sealed bidding, competitive sealed proposals, construction procurement, contract administration and close out. The document establishes standard procedures and guidelines for HCC's procurement processes.
This document provides information about Houston Community College (HCC) for the Common Data Set. It includes contact information for HCC's Office of Institutional Research and general information about HCC such as its status as a public community college with an open enrollment policy. Enrollment numbers from 2020-2021 are provided for full-time and part-time students by gender and race/ethnicity. Graduation and retention rates cannot be provided since HCC is a two-year institution. Application information is given showing total freshman applicants and admits for 2020. Admission requirements are not listed since HCC has an open enrollment policy.
This document contains the bylaws of the Board of Trustees of Houston Community College. It establishes ethics policies for trustees and senior staff, including a code of conduct. It has been amended over 30 times since its initial adoption in 2010 to update various sections. The bylaws cover topics like the board's powers and authority, committees, meetings, and operations. It aims to ensure high ethical standards and proper governance of the college.
This document outlines Houston Community College's regulation regarding ensuring equal access to technology resources for individuals with disabilities. It establishes guidelines for making the college's websites and digital content compliant with Web Content Accessibility Guidelines 2.0 Level AA. It defines key terms and roles, such as designating the ADA/Section 504 Coordinator as responsible for handling requests regarding inaccessible online content. The regulation applies to all college employees and users of technology resources, and states that inaccessible content must be made available in an equally effective alternative format upon request.
This document summarizes the bylaws of the Board of Trustees of Houston Community College. It outlines ethics policies for board members and senior staff, including standards of conduct, prohibited communications during the bid process, and requirements for disclosing conflicts of interest. The bylaws establish that board members must act in the best interests of the college, maintain confidentiality, and avoid undue external influence. Board members and senior staff are prohibited from certain communications with bidders during the bid period and from accepting related political contributions.
1. The document is a memorandum from the Chancellor of Houston Community College to the Board of Trustees regarding new reporting requirements under Texas law for incidents of sexual harassment, assault, dating violence or stalking.
2. It provides details on the requirements of Texas Education Code Section 51.253(c) which mandates that the Chancellor submit a report to the Board and post publicly on incidents reported and their dispositions.
3. Attached is the first report submitted by the Chancellor to the Board as required, providing summary data on 4 reports received under the relevant section of the Code and 1 report regarding failure to report from January to March 2020. The 3 investigations were still ongoing.
1) The document outlines Houston Community College's policy prohibiting discrimination, harassment, sexual harassment, sexual assault, dating violence, stalking, and retaliation.
2) It defines key terms like employee, sex or gender, and sexual harassment. It also defines prohibited conduct covered by the policy.
3) The policy establishes reporting procedures, including mandatory reporting requirements for employees, and designates the Title IX Coordinator to handle reports of sex discrimination.
This document outlines Houston Community College's policy on sex and gender discrimination, including sexual harassment and retaliation. It defines discrimination and prohibited conduct, and establishes procedures for reporting, investigating, and resolving complaints. It designates the Title IX Coordinator and states that any employee receiving a report must notify them. It also provides examples of corrective actions that may be taken following investigations.
This document outlines the bylaws of the Board of Trustees of Houston Community College. It was originally adopted on January 1, 2010 and has been amended numerous times, with the most recent amendment on February 5, 2020. The bylaws cover topics such as ethics and standards of conduct for trustees and staff, the powers and responsibilities of the board, elections, meetings, committees, and board operations. The purpose is to provide internal governance and management for the board and its activities in accordance with applicable laws.
The Houston Community College System's (HCC) total assets decreased by $5.4 million from fiscal year 2018 primarily due to spending $19.4 million to complete capital improvement projects, reducing restricted cash and investments. Total liabilities increased by $76.4 million mainly due to changes in pension and other post-employment benefit assumptions. HCC's net position increased by $3 million to $393 million for fiscal year 2019 despite higher pension and other post-employment benefit expenses. Non-operating revenues increased by $8 million.
This document is Houston Community College's 2019 Annual Clery Security Report, which provides crime statistics and safety policies for the college as required by law. It summarizes crime data for 2018, including reports of crimes such as burglary, assault, and dating violence. It also outlines the college's policies for reporting crimes, making timely warnings, and preparing the annual disclosure. The report provides definitions of Clery-defined crimes and lists contact information for campus safety authorities.
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The document provides tips on how to recognize email scams by learning to spot suspicious elements like generic salutations, alarmist messages, grammatical errors, requests for personal information, and emails that do not come from official college domains. Examples are given of phishing emails disguising themselves as being from Houston Community College but with email addresses from outlook.com, gmail.com, and foreign domains, as well as links that do not match the displayed text. Readers are advised to be wary of these types of suspicious emails.
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The document summarizes construction spending to date totaling $337,398,887 on a capital improvement program. It shows that 37% of total spending, or $123,246,981, went to small/women/minority/disadvantaged businesses. Specifically, 31% ($104,701,271) went to small businesses, 6% ($21,156,816) to women-owned businesses, and 13% ($42,320,345) to minority-owned businesses. The document also provides a breakdown of individual subcontractor payments by business type.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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2. Table of Contents
• Executive Summary ............................................................ 4
• Familiarity with HCC ............................................................ 7
• Perceptions of HCC ............................................................ 14
• Overall Attitudes ........................................................... 20
• Comparison of HCC to other Schools........................................................ 24
• Value Analysis ........................................................... 27
• Net Promoter Score ............................................................ 35
• Student Satisfaction ........................................................... 39
• Decision to Attend HCC ........................................................... 45
• Communication Audit ........................................................... 48
• Online Education ........................................................... 51
• Community Respondent Profile ............................................................ 55
• Student Respondent Profile ............................................................ 59
• Comparison to 2007 Research ............................................................ 66
3. HCC commissioned yaffe|DEUTSER to conduct research as part of an overall strategic initiative to help HCC assume a
desirable position in the local educational marketplace. Two separate surveys were conducted, one for community
members and the other for current HCC students. Data were collected using online surveys.
Specific objectives of the community study:
• To measure and compare the attitudes of area residents in the overall community and individual districts
• To determine which components of HCC’s services and roles most impact the attitudes of area residents
• To identify the appropriate strategic positions for HCC to occupy in the marketplace
Specific objectives of the student study:
•To measure overall student satisfaction including satisfaction levels regarding services and facilities.
•To calculate HCC’s Net Promoter Score as an indicator of the overall satisfaction levels of the students.
•To measure communication between HCC and students.
•To measure the awareness of specific programs (Coleman and Online courses).
Online data collection was conducted from March through May, 2013.
Background and Methodology
Market # of Community Surveys
Central College Area 100
Northeast College Area 125
Northwest College Area 200
Southeast College Area 100
Southwest College Area 226
TOTAL 751
College # of Student Surveys
Central College 772
Coleman College 188
Northeast College 408
Northwest College 950
Southeast College 548
Southwest College 1100
Online 309
TOTAL 4275
5. Executive Summary
• Results from the two surveys were both positive and negative. HCC is doing well in some areas but the results
also indicate some areas of concerns.
• Overall, the data from the community survey show high levels of awareness. HCC has by far the highest level of
unaided awareness among area community colleges. While awareness was high the last time the Value Analysis
study was conducted, it continued to improve.
• Respondents felt it was most important for HCC to deliver quality, affordability, and convenience. When asked to
write in words or phrases that come to mind when thinking of HCC, respondents were most likely to mention
affordability, community-oriented, education, and convenience. This indicates that HCC is delivering on these
areas that the community finds most important.
• The value analysis data shows that residents place high value on the degree to which HCC contributes to the
community. Attributes that relate to the community include: convenient locations, meeting residents’
education needs, and serving diverse groups. Several “big picture” benefits are also seen as extremely valuable,
such as the college’s overall impact on the region’s economy, patronizing local businesses, and decreasing overall
social costs to the state.
• Two-thirds of respondents were completely or mostly satisfied with HCC meeting the overall needs of their
community, and a majority rates HCC much or somewhat better than other local colleges/universities and
community colleges/proprietary schools.
• While HCC scored high on many satisfaction measurements, the community Net Promoter Scores (NPS) were not
as high. The NPS for the community was -6%, while the NPS for students was 30% (on a scale of + or – 100%).
THE NPS shows that overall, students are satisfied with their experience at HCC and are more likely to
recommend HCC than they are to speak negatively of the school; however, community members are less likely to
recommend HCC.
6. Executive Summary
• Respondents were asked to rate 12 issues both in terms of HCC’s performance and the importance of HCC
delivering effectively on the issues. The largest gaps (where HCC is underperforming against perceived
importance) are uses tax revenues wisely, has effective leadership, and offers a high-quality education.
• Awareness of Coleman College for Health Sciences could also be increased. On an aided basis, 58% of community
respondents were aware that HCC has a health science program, but 39% were unsure. Sixty-four percent did not
know if HCC has a campus in the Medical Center. However, student awareness was much higher. Eighty-six
percent (86%) of students were aware that HCC offers programs in Health Sciences on an aided basis. Sixty-one
percent (61%) of students said they were aware that HCC has a campus in the medical center on an aided basis;
although, only percent (35%) of respondents correctly named Coleman as the campus in the medical center.
• Students were satisfied with the variables having to do with their courses: appropriate class size (4.18),
challenging courses (4.02), convenient classes (4.02), and variety of courses (3.94). Of the variables related to
courses, the lowest score was for availability of courses (3.73).
• They were also satisfied with campus facilities (campus cleanliness - 4.14 and maintenance of facilities - 4.11)
except for food options (3.08) which received the lowest score for satisfaction.
• Students rated registration and admissions lower, particularly with regards to staff assistance during registration
(3.51) and staff assistance during admissions (3.54). Another area of concern was the convenience of office
hours for administrative and student services (3.70).
• In addition to measuring student satisfaction, a communication audit was conducted. One quarter (26%) of
students do not feel they receive enough information overall from HCC. Sixty-eight percent (68%) feel they
receive the right amount of information. This indicates a need to improve communications with students.
Students receive the most and best information via email. They also prefer to receive information this way. They
utilized HCC’s website as another important source of information.
8. • HCC has by far the highest level of unaided awareness among area community colleges, and is the
only community college mentioned by a majority of respondents on an unaided basis. Hispanics and
lower-income respondents are least likely to be aware of HCC on an unaided basis, but a majority of
both segments are still aware of HCC.
• Four in five (80%) respondents recalled HCC on an unaided basis when asked which community
colleges in the area come to mind.
Unaided Awareness of HCC
Respondents were asked open-ended question: “When you think about community colleges in your area, which ones come to mind?”
71%
11%
7%
9%
5%
22%
17%
5%
5%
18%
9. Almost one-half (48%) of respondents have a fairly close relationship with HCC
(either have a degree from the school or have a family member who does OR have
taken classes at HCC or have a family member who has).
Respondents were asked: “Which of the following best describes your relationship with each of the colleges?” If respondent had not
heard of HCC, they were terminated from the remainder of the study.
Relationships With Area Colleges
18%
12%
16%
5%
10. • More than one-half (58%) of all respondents were aware that HCC offers programs in the Health
Sciences.
• Respondents in the Southeast market were most likely to be aware of HCC’s offerings in this area.
Respondents were asked: “To your knowledge, does Houston Community College offer programs in the Health Sciences,
such as nursing, dental hygiene, etc.?”
Community Awareness of Health Sciences Programs
All Respondents Responses by Area
11. • One-fifth (19%) of all respondents were aware of the HCC campus in the Medical Center.
• Six percent (6%) of all respondents correctly recalled the name “Coleman” on an unaided basis.
Respondents were asked: “To your knowledge, is there a Houston Community College campus in the Texas Medical Center?”
If respondents answered “Yes”, then they were immediately asked to write in the campus name.
Community Awareness of Campus in the Medical Center
All Respondents Responses by Area
13. Four in five (80%) respondents felt it is important for HCC to make it easy for residents to take
advantage of the college’s services and educational programs, and 81% felt that HCC is performing
well on this attribute.
Importance/Performance Gaps
14. The largest gap between importance and performance was on the attribute “HCC uses tax revenue
wisely”; 84% of respondents felt this is “extremely important” or “very important”, but only 57%
“completely agreed” or “mostly agreed” that HCC performs well in this area.
Importance/Performance Gaps (continued)
15. When asked what comes to mind when thinking about HCC, two in five (39%) respondents mentioned
some aspect of “affordability”.
Word/Phrase Associations With HCC
All respondents were asked, “When you think of HCC, what three words or phrases come to mind first?”
16. Almost one-quarter (23%) of respondents believed that HCC’s large size or number of locations makes
it unique compared to other colleges in the area.
Unique Aspects of HCC
All respondents were asked, “What makes HCC unique?”
17. All respondents were asked three general questions:
• “What is your overall level of interest in having a community college in your
community?”
• “Overall, how much value does a community college have for your community?”
• “How satisfied are you with the job that HCC does in meeting the overall needs of your
community?”
Overall Attitudes
18. Overall, one-half (51%) of respondents were “extremely interested” or “very interested”
in having a community college in their community.
Overall Interest in a Community College in Your Community
19. African-American and Hispanic respondents saw the most value in having a community
college in their community (47% “excellent value” for each group).
Overall Value of a Community College in Your Community
20. One-third (29%) of lower income respondents (under $35k household income) were
“completely satisfied” that HCC is meeting the overall needs of the community.
Satisfaction With HCC Meeting the Needs of Your Community
21. All respondents were asked:
• “Compared to other post-secondary institutions (after high school), not including other
community colleges, how good a job does HCC do overall in serving the educational
needs of the community?”
• “Compared to other local community colleges and proprietary schools*, how good a job
does HCC do overall in serving the educational needs of the community?”
* Definition of a proprietary school shown to respondents if needed while taking the survey: A school organized as a for-profit primarily to reach
vocational skills or training. Many provide on-line classes.
Comparison of HCC to Other Schools
22. Much
Better
Much
Worse
One-third (32%) of Hispanics felt that HCC is “much better” than other local colleges and universities.
HCC Compared to Local Colleges and Universities
23. Much
Better
Much
Worse
Three in five (59%) respondents felt that HCC is “much better” or “somewhat better” than other local
community colleges and proprietary schools.
HCC Compared to Other Local Community Colleges and Proprietary Schools
25. BASICS
UNESSENTIALS
VALUE
ISSUES• Expected of every area
college and university
• The objective is to be
competitive, not better
or worse
• Low perceived importance
among residents, and...
• Not currently valuable
• Greatest impact on
resident attitudes
toward community
colleges
• Superior performance
here is the best way
to differentiate from
other schools
ResidentImportanceHighestLowest
Contributes to Value Perception MostLeast
Value Analysis™ Defined
26. 26
Over time, many issues on the Value Map
move counterclockwise as the market
evolves and responds to residents’ needs.
These shifts on the map follow a clear and
logical pattern:
1. Issues that truly have the ability to
change the course of the market often
begin as Unessentials — low importance
and not seen as valuable.
2. Innovation on the part of one or
more colleges or universities within the
area moves an issue from an Unessential
to a low Value Issue.
3. Over time, the gradual adoption of
these features and benefits by other
schools raises awareness of their
importance.
4. When most schools offer the new
features or benefits, they lose their
innovativeness and residents begin to take
these issues for granted. These issues
then lose their influence as major
contributors to value perception and evolve
into Basics.
How Issues Move Over Time
27. Contributes to Value Perception MostLeast
StatedImportanceHighestLowest
BASICS VALUE
ISSUES
UNESSENTIALS
Easy for residents to take advantage
of the college’s services
Professors knowledgeable in
their subject areas
Has continuing ed
courses for residents
whose jobs require it
Meets the education
needs of the local
business community by
supplying an educated
workforce
Overall affordable education
Convenient class
times
Offers a
high-quality
education
Makes it more
affordable to obtain a
four-year degree from
another schoolHas programs that
help people become
qualified to enter
workforce after
graduation
Uses tax
revenue
wisely Convenient
locations
Sufficient variety of
classes and
degree or
certificate
programs
Effectively
trains people
for local jobs
Has effective
leadership
Meets
education
needs of
residents
Up-to-date equipment
and facilities
Increases
students’ lifetime
incomes
Works with community
businesses to identify
workforce needs
Positively
impacts
region’s
economy
Innovative in
meeting
community’s
educational
needs
Effectively
serves
diverse
groups in the
community
Provides training in essential
services such as police, fire,
paramedics and nursing
Students
decrease
social costs
to TX
Is responsive to
the community
Provides
opportunities
for economic
growth by
doing business
with local
companies
Provides good jobs for
local residents who work
at the college
Has continuing ed courses
for residents who want
them for personal reasons
Houston Community College Value Analysis™
28. 28
• Theme Analysis identifies important positioning issues for branding and
communications, and describes these issues in terms of strategic implications and
supporting attributes.
• Two themes emerged from the Value Analysis™ map:
• High-quality education – Houston residents have come to expect that community
colleges offer a high-quality education. This is no longer an effective
differentiator for community colleges. For residents, this comes down to
affordability, variety of degrees, workforce preparation, knowledgeable
professors, and up-to-date facilities.
• Responsive to the community – Houston residents value the degree to which
community colleges are responsive to the community. This includes meeting the
community’s education needs, impacting the local economy as an employer and
a partner to area businesses, and decreasing social costs to the state.
Theme Analysis
29. Contributes to Value Perception MostLeast
StatedImportanceHighestLowest
BASICS
VALUE ISSUES
UNESSENTIALS
Professors knowledgeable
in their subject areas
Overall affordable
education Offers a
high-quality
education
Makes it more
affordable to obtain a
four-year degree
from another schoolHas programs that
help people become
qualified to enter
workforce after
graduation
Sufficient variety
of classes and
degree or
certificate
programs
Up-to-date
equipment
and facilities
Houston Community College Value Analysis™
30. Contributes to Value Perception MostLeast
StatedImportanceHighestLowest
BASICS
VALUE ISSUES
UNESSENTIALS
Meets
education
needs of
residents
Works with
community
businesses to identify
workforce needs
Positively
impacts
region’s
economy
Students decrease
social costs
to TX
Is responsive to
the community
Provides
opportunities for
economic
growth by doing
business with
local companiesProvides good jobs for
local residents who work
at the college
Houston Community College Value Analysis™
32. Net Promoter Score
Objective: This section examines responses to the question, “How likely is it that you would recommend
HCC to a friend or family member?” as a method of measuring satisfaction.
Methodology: Respondents rated, on a scale from 0-10 (“Not at all Likely” to “Extremely Likely”), how likely
they were to recommend HCC. Responses are divided into three categories: Promoter, Passive, or
Detractor. The Net Promoter score is determined by subtracting the percentage of respondents who are
Detractors from the percentage of respondents who are Promoters.
Scale: The Net Promoter Score scale ranges from -100% to 100%. An average score is between 5-10%. A score of
50% or above is considered excellent.
0 1 2 3 4 5 6 7 8
Not at all Likely Extremely Likely
PassiveDetractor
9 10
Promoter
Findings: HCC’s Net Promoter Score (NPS) for students was 30% (on a scale of + or – 100%). This
puts HCC in between average and above average with regards to its NPS score. NPS is used as an
additional measurement of satisfaction and shows that overall, students are satisfied with their
experience at HCC and are more likely to recommend HCC than they are to speak negatively of the
school.
Net Promoter Score
33. 33
HCC’s Community Net Promoter Score is -6%. Southeast (31%) had the highest NPS. Northwest (-17%)
and Southwest (-10%) had the lowest NPS. These scores put HCC in the “below average” range in terms
of Net Promoters for the community.
Community Net Promoter Score
-7%
-17%
31%
-6%
Net Promoter Score
-9%
-10%
Respondents were asked: “How likely are you to recommend HCC to a friend or family member?”
34. Student Net Promoter Score
HCC’s total Student Net Promoter Score is 30%. Northeast (40%) and Online (36%) had the highest
NPS. Central (25%) and Southwest (27%) had the lowest NPS. These scores put HCC in the “average to
good” range in terms of Net Promoters for students.
Respondents were asked: “How likely are you to recommend HCC to a friend or family member?”
40%
34%
27%
25%
30%
Net Promoter Score
32%
30%
36%
35. Student Satisfaction
Respondents were asked to: “Please rate your overall level of satisfaction with the following college
functions and services” on a scale from 1 to 5, with 1 being “Very Dissatisfied” and 5 being “Very
Satisfied.”
Respondents were asked to rate the statements below:
Administrative and student service offices are open at convenient times.
Classes are scheduled at times that are convenient for me.
Class sizes are appropriate for maximum learning.
Faculty members are helpful and approachable.
I am proud to tell others that I am an HCC student.
I receive excellent instruction in most of my courses.
My courses are challenging.
Online course registration is easy to use.
Policies and procedures regarding course registration and course selection are clear and easy to find.
Students are made to feel welcome on campus.
The enrollment process is easy to complete.
36. Student Satisfaction
Respondents were asked: “Please rate your level of agreement with the statements below.”
Students were satisfied with the variables having to do with their courses: appropriate class
size (4.18), challenging courses (4.02), convenient classes (4.02), and variety of courses
(3.94). Of the variables related to courses, the lowest score was for availability of courses
(3.73).
37. Student Satisfaction (continued)
Respondents were asked: “Please rate your level of agreement with the statements below.”
The lowest score was for the statement, “Administrative and student service offices are
open at convenient times.” Policies and procedures regarding course registration and
course selection are clear and easy to find,” also received a lower score.
38. Satisfaction with Services
Students were most satisfied with the variety of courses, campus facilities, and availability
of technology. However, none of the variables rated received a score of 4.0 or higher,
indicating room for improvement in all areas.
Respondents were asked: “Please rate your overall level of satisfaction with the following college functions and services.”
39. Satisfaction with Services (continued)
Staff assistance during admissions and registration process received the lowest ratings.
While variety of courses received a high rating, the availability of courses scored lower.
Respondents were asked: “Please rate your overall level of satisfaction with the following college functions and services.”
40. Student Satisfaction with Facilities
Campus cleanliness and maintenance received high scores. Food options consistently
received the lowest scores.
Respondents were asked: “Please rate your level of satisfaction with the areas below.”
42. Decision to Attend HCC
• Low cost, flexibility of course times, convenient locations, and availability of
courses were all rated as extremely important in deciding to attend HCC.
• Referrals from others were the least important factors.
43. Decision to Register
• Most students answered “None” or wrote in a response to “Other.”
• Other responses were mainly that friends or family members were the primary
influences when deciding to register for courses at HCC.
45. Communication Audit
• Between 20-30% of respondents felt they did not receive enough information.
• Most respondents feel the information they receive is of acceptable quality.
• Between one-quarter and one-third feel the information they receive is of high quality.
Quality of Information
Quantity of Information
Respondents were asked: “Please rate the amount and quality of information you receive from HCC.”
46. Information Mechanisms
Students receive the most and best information via email. They also prefer to receive
information this way. Their secondary source of information is HCC’s website.
Respondents were asked to rank the mechanisms through which they receive the most and best information as well as the
48. Aided Awareness of Online Education
Ninety-three percent (93%) of all respondents were aware that HCC offers online courses.
All Respondents
Responses by Campus
49. Participation in Online Course
Forty-six percent (46%) of respondents have taken an online course.
All Respondents
Responses by Campus
50. Online Education - HCC
The overall satisfaction for online courses was moderate with a score of 3.84. Responses were fairly
neutral with regards to preference for online courses and the amount of time spent on online courses.
Students agree that they take online courses when traditional formats are not available.
Respondents were asked: “Please rate your level of agreement with the statements below regarding your experience with Online courses
(Distance Education) at HCC:”
52. Eighty-six percent of all respondents were aware that HCC offers programs in Health Sciences.
Respondents were asked: “To your knowledge, does Houston Community College offer programs in the Health Sciences,
such as nursing, dental hygiene, etc.?”
Student Awareness of Health Sciences Programs
All Respondents Responses by Campus
53. • Sixty-one percent of respondents said they were aware that HCC has a campus in The Texas Medical
Center.
• Thirty-five percent correctly named Coleman as the campus in the medical center.
Respondents were asked: “To your knowledge, does Houston Community College offer programs in the Health Sciences,
such as nursing, dental hygiene, etc.?”
Student Awareness of Campus in the Medical Center
All Respondents
Responses by Campus