Customer Case Studies
Learn how other institutions are using Time2Track
William James College Tracks Clinical Work with Underserved Populations
When Dr. Sonia Suri started five years ago as Senior Research and Evaluation Associate at William James College, the school was using several different methods to track student clinical hours. The counseling program was using Time2Track, some psychology programs were using a different tool and others were still tracking time via paper and pencil. Dr. Suri needed to provide reporting on the usage of grant funding. “About two months into the other psychology tracking tool, I realized it was not very efficient — people were losing data, and I couldn’t do data retrieval easily,” she shared.
Adler University Delivers Comprehensive and Mission-Consistent Training Experiences
Adler University knew that visibility into training experiences would help its programs meet their accreditation requirements and its students achieve their learning outcomes. After careful review, the institution decided that Time2Track was just the partner to provide that visibility. “Prior to Time2Track, we had an internal system we were using for hours tracking that did not provide the level of details or real-time data we have from Time2Track.” Said Dr. Kevin Osten-Garner, Associate Vice President of Academic Affairs.
John F. Kennedy University Finds a Single Solution for Tracking Clinical Hours Across Disciplines
Alvin McLean, Ph.D., Associate Dean and Co-Director of Clinical Training for JFK University’s PsyD program, said before starting with Time2Track about five years ago, students were tracking their clinical hours via paper and pencil. “We’d input the data into an Excel spreadsheet, which would ultimately go into a FileMaker Pro app, then we’d summarize the data for accreditation purposes and students would use the data to apply for internships,” he explained. The process was time-intensive for both students and staff. “It required a lot of data quality review — we’d frequently uncover input errors,” said McLean. Staff wanted to reduce these errors, find a quicker way to produce reports for American Psychological Association (APA) commission on accreditation and find a system that students could easily use to facilitate their application to APA internship sites.
Argosy University Streamlines Clinical Tracking for Students and Supervisors
Before Florida School of Professional Psychology (FSPP) at Argosy University, Tampa began using Time2Track in 2013, recording student practicum hours was a tedious and time-consuming paper-based process. “Students would have to have evaluators at the site sign off, and then we’d take the rating forms and manually enter each of the numbers into an Excel spreadsheet. We had two or three checkpoints where we’d have one person go through and tally the numbers, then a second person would verify the tally,” said Director of Practicum Training Gary Howell. If there was a discrepancy, yet another person would run the numbers. “Imagine doing that for 100+ students,” said Howell. “We knew we needed to save personnel time — we were using work-study students and not all of them were familiar with our program, processes or tracking hours in general. We were having a hard time getting someone who could confidently tally the things we needed, and our administrative assistant just didn’t have time.”
Regent University Simplifies Time Tracking for Clinical Hours
Like many schools, before implementing Time2Track, Regent University relied on students to keep track of their own clinical hours using paper forms. Each program in the School of Psychology and Counseling used a different form. “We couldn’t aggregate data or look at trends across all students,” said Jennifer Ripley, Ph.D., director of the Marriage Ministry Assessment Training and Empowerment (MMATE) Center. “It was cumbersome for the student to have to manage all of their training experiences on paper. There was also a wide variety of ways in which they might document their time,” she said. In addition to a lack of consistency, program directors lacked visibility into students’ progress during the course of each semester. “In the past, students would get to the end of the year and we wouldn’t know they weren’t getting enough training from their practica sites until we had their forms,” said Ripley.