Conclusions

Our main finding is that Simscript can be used as an accurate predictor of aggregate attendance to Let’s Talk over the course of a semester at various different locations. Using the MHS attendance data as a baseline comparison, we have calculated that our model matches the actual attendance by 93%. We calculated this by comparing attendance at Lopata and the AC in our model versus real life, and found there to be a 6% difference on average. Then, we considered the total attendance to Let’s Talk when we ran the simulations at those 2 locations and compared it to the actual attendance; we found this difference to be 9%. When all those are averaged together, we find a 7% difference, or 93% matching.

Based on the data we have collected and the analysis we have done, we suggest that in order to have the most effective mental health system possible, Let’s Talk should be placed at the Stix House, Lopata Hall, the AC, and the DUC (instead of the CDI location in Olin Library). Although Olin is central to many students, the CDI is relatively unknown and we believe that causes a drop in student attendance. The DUC is similarly convenient to students, but offers more accessibility than the CDI location in Olin. According to our model, the DUC location would reach or almost reach full capacity every time it was offered, so it could be beneficial to add a secondary counselor at that location. An alternative location to the DUC could also be the Women’s Building, as this location serves a similar population as the DUC.

Finally, we performed sensitivity analysis to determine how changes in different factors might affect the attendance at each location. The most important results follow. First, we found that an increase in the junior class size led to decreases in utilization at all locations. This leads us to conclude that the junior class is the least likely Let’s Talk. Increases to the freshmen class, on the other hand, led to increases at all locations. Given the school’s trend of increasing each class size, we recommend focusing at least one location of Let’s Talk to attract freshmen students, such as in the DUC. The next trend we found significant was the results of increasing the size of the engineering school. Like with the junior class, this led to a decrease in utilization at almost all locations, telling us that students in the engineering school are least likely of all the undergraduate students to use Let’s Talk. Finally, we found that each location experienced significant growth when the knowledge barrier was increased by 10%. We recommend that SHS increase marketing for Let’s Talk so that more students know about this resource and are able to use it.