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TCC News & Events

TCC Names Dr. Brad McKechnie President

PASADENA, Texas – The Texas Chiropractic College (TCC) Board of Regents has named Brad McKechnie, DC, DACAN as the institution’s 14th president, after serving as the interim president since April 2014.

An honor graduate of TCC in 1985, Dr. McKechnie returned to his alma mater as an assistant professor in the department of clinical sciences. He also twice served as a dean during his tenure, managing postgraduate education and later overseeing external affairs for the college. In 2009, Dr. McKechnie was named to the TCC Board of Regents and he served on the Board’s Academic Affairs Committee, Postgraduate Committee, and the Finance Committee.


TCC Names Dr. Stephen A. Foster As Provost

PASADENA, Texas – Brad McKechnie, DC, DACAN, president of Texas Chiropractic College (TCC), is pleased to announce the promotion of Stephen A. Foster, DC, FICC to the position of provost, effective December 8, 2014.

According to Dr. McKechnie, “Dr. Foster’s responsibilities as provost include coordinating TCC’s academic programming, infrastructure and budgetary matters with the president’s office. Dr. Foster will work methodically to administer the resources, training and services that students, faculty and staff need to promote excellence in the education of doctors of chiropractic.”


Recognized as One of the Best

For more than 100 years, Texas Chiropractic College has been a respected player in America’s landscape of health care education. Our highly ranked programs, together with world-class faculty, unparalleled opportunities for hands-on training, and uncommonly close campus family have earned our chiropractic school a reputation as one of the nation’s finest producers of skilled, thoughtful, ethical Doctors of Chiropractic.

And at TCC, this impressive legacy is matched only by one thing—the significant role we are playing in the future of health care.

Our Programs
TCC’s Doctor of Chiropractic degree (DC) program takes a scientific and evidence-based approach to the discipline, and is rigorously grounded in classroom excellence, research, and patient care. As one of the top chiropractic schools, TCC also offers a comprehensive Bachelor of Science completion program in human biology.

Our Experiential Approach
The hands-on programs at TCC are distinctive offerings that, in the end, truly set our graduates apart. Our Hospital Rotation Program is the largest among chiropractic schools nationwide, enabling students to rotate in nearly 30 hospitals and clinics throughout Houston, including the world-renowned Texas Medical Center. Further, students apply their knowledge and skills through our innovative Preceptorship Program, clinical internships at TCC’s Moody Health Center, and clinic visitation programs.

Our People
The approximately 300 students at TCC are engaged, motivated individuals realizing their dreams to become vital members of the health care delivery system. They come from approximately 40 states and 10 countries, and are guided by expert faculty and respected administrators who view the TCC community as, more than anything, their extended family.
Learn more about our faculty »

Our Location
Situated on a comfortable 16-acre campus in the Houston suburb of Pasadena, Texas, the TCC campus offers an array of state-of-the-art educational and training facilities, as well as recreational facilities and fitness equipment. Students also enjoy the seemingly endless cultural, professional, educational, and recreational opportunities that can be found in Houston—one of America’s most exciting and vibrant cities.
Learn more about our location »

Our Results
Graduates of TCC are second to none. Together, our family of health professionals—students, graduates, and faculty alike—are committed to serving the needs of the community, public, and profession through leadership, scholarship, research, patient care at Moody Health Center, and service activities in the field of chiropractic.

TCC Announces New “Center For Institutional Excellence”

(TCC News Release - 4/16/2012)

PASADENA, Texas -- Texas Chiropractic College is excited to announce the launch of its new Center for Institutional Excellence, which is set to begin operations Sept. 3, 2012.

The Center is charged with facilitating the development, monitoring and publication of the College’s Strategic Plan and organizational structure. It is additionally responsible for institutional assessment and accreditation, assessment of student learning, management of institutional policies and ongoing quality assurance. The new Center will absorb the role of the Office of Institutional Effectiveness and the program development responsibilities of Vice President Alan Adams, who is slated to retire from full-time status at the end of the current fiscal year.

"This is a great day for TCC as we announce our new Center for Institutional Excellence," said Dr. Richard G. Brassard, President of TCC. "This Center is the manifestation of the College’s commitment to creating the best experience in chiropractic for our students while also providing a rewarding environment for our employees."

The strategies behind the development of the Center have been based in the Baldrige Model for organizational success and planning strategies from the American Society for Quality.

"Our goal is for Texas Chiropractic College to ultimately be recognized as an international leader among single-purpose, professional schools," noted Dr. Clay McDonald, TCC Provost. "We also want every member of our community, from students to alumni to staff, to take pride in their affiliation with the College."

Dr. Steve Foster, the College’s current Director of Assessment, has accepted the new position of Executive Director of the Center for Institutional Excellence. In his new role, he will take over the monitoring, measuring and reporting of the strategic plan, which is currently managed by the Provost and the Institutional Effectiveness Committee. He will additionally lead the team of the Director of the Assessment Center, Director of Accreditation and Institutional Research, and the Program Coordinator for the Center.

Mrs. Pam Vise, current assistant to Dr. Adams, has accepted the position of Coordinator. She will be providing professional and administrative support to the Center while also sharing her coordinator experiences with the College’s most recent accreditation cycles.

Update: TCC is proud to welcome Dr. Lee Van Dusen as the Director of Accreditation and Institutional Research and Ms. Carla Kruger as the Director of the Assessment Center.

Dr. Van Dusen is a graduate of National College of Chiropractic and served as first Exectutive Director (September 2008 to May 2009) and then President (May 2009 to December 2011) of the Council on Chiropractic Education, the agency recognized by the U.S. Department of Education to accredit chiropractic degree programs. Prior to his work with the CCE, he spent 17 years moving up the ranks at New York Chiropractic College. He started as an assistant professor in 1991 and left in 2008 as the Assistant Vice President of Institutional Quality and Assessment.

Ms. Kruger was the standardized patient coordinator at the University of Texas Health Science Center Medical School for five years before joining the TCC team. Originally from South Africa, she brings a diversity of experiences to the Pasadena campus, including service to the South African Embassy in Belgium and Germany and international sales experience working from Cape Town and New Jersey.

The TCC Graduate: An Educational Blueprint for the 21st Century


The complete document "The TCC Graduate: An Educational Blueprint for the 21st Century" is available here. (Updated Fall 2014).

In January, 2006, a task force of Texas Chiropractic College (TCC) faculty and administrators initiated the TCC Graduate Project in response to a charge by the TCC Curriculum Committee to identify the essential abilities of graduates to practice effectively in a changing health care environment.

An environmental scan and literature review was undertaken to identify important trends and drivers for change.

Outcomes-Based Education
An important educational trend is the emergence of outcomes-based education which is characterized by a focus on the product (competencies) and learning outcomes. A key driver is the accountability movement in education.

Evidence-Based Care
Another trend is evidence-based care. This approach to practice integrates clinical judgment and proficiency with the best available external clinical evidence from relevant research in the context of individual patient preferences, values, and predicaments. Drivers for evidence-based care includes the business community, government agencies, consumer groups, third party payers, and the academic community.

Patient-Centered Care
An additional trend is the focus on patient-centered care which emphasizes patients’ needs and feelings and provides for better understanding of the impact of health care decisions on patients’ lives. Drivers for patient-centered care include patient advocacy groups and health professions educators.

Health Care Informatics
A rapidly developing trend is health care informatics. This field deals with resources, devices and methods for optimizing the storage, retrieval and management of health information for problem solving and decision making. Drivers include technology advances, third party payers, the Federal Government, the academic community and consumer groups.

Integrative Health Care
There is an emerging trend toward integrative health care which fosters interprofessional collaboration, communication and respect between and among health professionals. Drivers for integrative health care include consumer demand, the military and Veteran’s Administration, and Complementary and Alternative Medicine (CAM) clinics.

Special Populations Care
Changing trends in population demographics have identified the need for special populations care for such groups as the elderly and the underserved.

Professionalism refers to the ability to carry out professional responsibilities, adhere to ethical principles and be sensitive to a diverse patient population. The topic of professionalism is generating a lot of discussion among regulatory boards and in the academic community.

Quality Improvement
The environmental scan and literature review identified the importance of quality improvement in health care. Drivers for quality improvement includes consumer groups, government agencies, the business community, and the academic community.

Professional Development and Practice-Based Learning
Finally, professional development and practice-based learning are increasingly being discussed by regulatory boards and the academic community as an important issue. This includes the ability to assess one’s own patient care to identify learning needs and to develop a learning plan for improvement.

Educational Outcomes

Goals for Student Achievement and Student Success

The focus of TCC’s mission is to educate practice-ready doctors of chiropractic. One way this is accomplished is by identifying the necessary student competencies in The TCC Graduate: An Educational Blueprint for the 21st Century which will lead to success. This report was initially developed in 2007 and expands on the competencies required by the Council on Chiropractic Education. There are currently nine meta-competencies that provide the framework for this document and the foundation for identifying student success.

Measures of student achievement, including the NBCE results expanded below, are available here.

National Board of Chiropractic Examiners Performance

As a part of the educational experience and as required by most states for jurisdictional licensure, TCC students participate in a series of examinations administered by the National Board of Chiropractic Examiners. These exams are divided into four parts beginning with knowledge in the basic sciences and ending with evaluation of practical clinical knowledge and skill.

TCC's Performance on NBCE Examination

TCC Data All
Date # Tested Pass % Pass
Fall 2014 18 13 72.22% 74.00%
Spr 2014 43 36 83.72% 74.33%
Fall 2013 17 14 82.35% 74.84%
Spr 2013 34 28 82.35% 72.79%
2-Yr Total 112 91 81.25% 73.95%



TCC Data All
Date # Tested Pass % Pass
Fall 2014 22 13 59.09% 73.04%
Spr 2014 39 32 82.05% 70.97%
Fall 2013 18 14 77.78% 72.71%
Spr 2013 28 19 67.86% 71.62%
2-Yr Total 107 78 72.90% 72.01%



TCC Data All
Date # Tested Pass % Pass
Fall 2014 16 14 87.50% 79.88%
Spr 2014 42 28 66.67% 81.72%
Fall 2013 18 15 83.33% 80.74%
Spr 2013 28 22 78.57% 81.37%
2-Yr Total 104 79 75.96% 81.02%



TCC Data All
Date # Tested Pass % Pass
Fall 2014 38 36 94.74% 90.63%
Spr 2014 18 16 88.89% 91.23%
Fall 2013 31 27 87.10% 88.50%
Spr 2013 18 14 77.78% 89.00%
2-Yr Total 105 93 88.57% 89.85%



TCC Data All
Date # Tested Pass % Pass
Fall 2014 14 12 85.71% 89.12%
Spr 2014 37 33 89.19% 85.71%
Fall 2013 21 18 85.71% 88.59%
Spr 2013 31 26 83.87% 89.23%
2-Yr Total 103 89 86.41% 88.03%

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