Center for Alaska Education Policy Research, University of Alaska Anchorage
Abstract
The Health Information Technology grant was a collaborative partnership between the Cook Inlet Tribal
Council (CITC), the University of Alaska Community & Technical College (UAA CTC) and the University of
Alaska Southeast (UAS) to establish the infrastructure for a distance-delivered Occupational
Endorsement in Health Information Technology. This document describes a case study research project
that explored the activities of the collaboration, specifically as they pertain to student services and
outcomes.
Student eligibility criteria included: Alaska Native, low-income, GED or high school diploma, and a 10th
grade TABE test score; many of the student participants exhibited demographic characteristics that
placed them at high risk for noncompletion. Ultimately, 10 of 25 (40%) completed the credential, and of
these graduates, five are continuing their postsecondary studies for an associate’s or bachelor’s degree.
These success rates that exceed national averages for community college students prompted the team
to explore the program elements that contributed to student success.
A qualitative case study collected interview data from student completers, program staff, and faculty. It
also reviewed program documents, and included visits to the physical spaces where the program was
delivered.
Tangible or material resources that contributed to the program’s success included stipends for student
tuition and fees plus hourly compensation for time spent in class; the provision of laptops; adequate
technology; staff and services that supported college transitions, social and personal needs, and
academic success; a face-to-face kickoff event; and a cohort model. Qualitative aspects of the program
that fostered success include staff commitment and positive attitude; clear roles for partners with a
distributed workload; alignment of program objectives to each of the partners’ missions;
communication; and student perseverance.
Program elements that need to be revised, expanded, or improved prior to a second iteration include
course sequencing, recruitment, technology, class times, and additional stipends. Opportunities for
additional programming include industry involvement, career exploration, options for students who
“change majors” or decide that the HIT field is not a good fit for their interests, job seeking and career
planning support, additional attention to college readiness and soft skills, and incorporation of Alaska
Native culture.
A review of program elements that worked and need improvement identified opportunities to better
align theory and philosophy, and to strengthen communication between staff and faculty who have
complementary responsibilities to one another and to students. These discussions are recommended in
order to develop more intentional and focused recruiting, to strengthen communication, and to develop
a more culturally responsive curriculum.
Though the program does not yet present itself as a best practice model, the program strengths and
lessons learned were used to develop considerations for other programs and partnerships wishing to
develop similar delivery methods.Office of Vocational and Adult Education
Community &Technical College, University of Alaska AnchorageIntroduction / Health Information Technology / The credential / Employment landscape / Partners / Structure / Timeline & Schedule / Student Cohort / Outcomes / Method, participation, and analysis / Findings / What worked: The tangibles / What worked: the intangibles / What didn't work / Opportunities / Discussion / Philosophical -Student success / Theoretical: frameworks / Recommendations / Recruitment / Communication / Curriculum / Replication / Conclusion / References / Appendix: Considerations for replicatio