Customer Case Studies
Learn how other institutions are using Time2Track
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.
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.