4021 Task Force Report:
Addiction Studies Program
Fall 2013
Task Force Members
Stuart Altschuler, Associate Faculty in Addiction Studies
Marcy Foster, Full-Time Faculty in EOPS
Cheryl Tucker, Director of Special Programs
Crislyn Parker, Administrative Assistant to VPISD, non-voting member
Addiction Studies Task Force Co-Chairs
Bob Brown, Academic Senate Co-President, Full-Time Faculty in Health/Physical
Education/Athletics
Joe Hash, Associate Dean of Health Occupations, Physical Education, Athletics, Child
Development, Addiction Studies
Task Force Meetings
10/16/2013
11/6/2013
11/20/2013
Recommended course of action
The task force assigned to provide a recommendation regarding the future of the
Addiction Studies program voted unanimously for the revitalization of the program.
Qualifications of the recommendation
There is one qualification of the revitalization recommendation which the task force
is also recommending.
The District needs to add a full-time faculty person to teach Addiction Studies
courses in order to sustain the Addiction Studies Program and coordinate with
other disciplines and the associate dean in the development of an associate degree
in Addiction Studies.
Factors used to make the recommendation
a. a summary of the data
b.an analysis of the data
Factors used in developing the recommendation were contained in both qualitative
and quantitative data, which are included as an addendum to this report. They include
among others:






Solid enrollment numbers such as the average fill rate of 75% since 2008-9 (high
of 90% in 2010-11); 2012-13 student enrollment of 415 (high of 477 in 2010-11);
63.7 FTES generated in 2012-13
Contribution to district diversity—over 21% of the students are age 50 or older at
Eureka and KT (district average 4% at Eureka); over 60% female enrollment at
Eureka, Del Norte and KT
Increasing amount of certificate completers and transfers—Certificates awarded
2009 (9), 2010 (5), 2011 (11), 2012 (14), 2013 (20)
Strong potential for growth based on Labor statistics. Labor market information
indicates that there is a 19.5% increase in job availability in the field of Substance
Abuse and Behavioral Disorder Counselors
Significant amount of former students in the program are now employed with
local agencies in the field
A number of community colleges in northern California offer a degree as well as
a certificate program including College of the Siskiyous, Lake Tahoe Community
College, American River College, Lassen College, Mendocino College,
Woodland Community College and Yuba College
Detailed assessment of the recommendations’ impact on the college’s overall educational
program and budget, impact on students, faculty, and staff involved.
The impact on the educational program would include some curricular revisions and
updating to develop a degree program. The impact on the district budget would be the
commitment to a full time faculty member. There would be some minimal support
required from the division secretary and associate dean.
Timeframe for resolution
Fall 2014
Addendum – all distributed and discussed documentation and meeting notes
AP 4021 Addendum
Addiction Studies
College of the Redwoods
Addiction Studies Revitalization Task Force Meeting
Wednesday, October 16, 2013
Agenda
1. Introduction
A. Overview/Review of the AP 4021 Process
B. Expectations/objectives of the Task Force Committees
2. Review of Appendix B-Quantitative Data
3. Review of Appendix C-Qualitative Data
4. Scheduling Second and Third Meetings (1st and 3rd weeks of November)
College of the Redwoods
Addiction Studies Revitalization Task Force Meeting
Wednesday, October 16, 2013
Summary Notes
Present: Joe Hash, Bob Brown, Cheryl Tucker, Stuart Altschuler, Marcy Foster, Crislyn
Parker-support
1. Introduction
 Spirit of the Task Force is to maintain consistency and transparency, and evaluation
of the process will inform what the long term process will be.
 Ultimately, the team will move forward with a recommendation to the president.
 Note: Stuart provided a handout of the Addiction Studies program requirements.
A. Overview/Review of the AP 4021 Process:
 Note appendix A was completed and why this committee is formed.
 Step two has been completed.
 Step 3 and 4 will be completed over the next two meetings. Once discussion is
completed and data considered, a voting ballot will be submitted by each member of
the task force, either by email or anonymously to Crislyn who will report to
committee.
B. Expectations/objectives of the Task Force Committees
2. Review of Appendix B-Quantitative Data:
(Prepared by IR and will be available for the next meeting)
 #9 Degree and Certificate Completions: doesn’t specify a timeline. (Note: in the
future look at persistence and completions within timelines due to state changing
regulations).
 36 units for a certificate
 Determine if the program is in alignment not only with the chancellor’s office but
with changing state and federal requirements.
3. Review of Appendix C-Qualitative Data:
 Will bring in some subjectivity, but task force members must qualify their opinion
with some form of evidence to support it.
 Handling qualitative data: Stuart has a lead on #5 and will forward to team.
 Marcy (will send to CP to send to task force) has notes from the advisory committee
and information on developing a human services certificate which would include
addiction studies courses. The committee might want to revisit this as a
revitalization aspect.
 CR is only school in the nearby area. A new brochure was developed and Joe will
bring a copy to the next meeting.
 Discussion whether we can determine how many students transfer on from this
program, or pass the state test. Discussion for cabinet on how we will gather this
type of information in the future.
 Stuart noted that even with no real promotion of the addiction studies program the
college still has good student response.
College of the Redwoods
Addiction Studies Revitalization Task Force Meeting
Wednesday, October 16, 2013
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

A summary report for revitalization would include some of the options for
revitalization for the president to take into consideration.
Any research members can do is valuable; further research needs can be discussed at
the next meeting.
Determine/research the impact on industry: county/community organizations and
how CR certificated students assist in industry. ONET – expectation of job marketMarcy
Request letter and/or email from sources. Important to differentiate between letter of
support and one that includes data and if/then scenarios.
Marcy will send email to county social services and try to get numbers on completers
for the program.
Outreach to HSU to get social services students to take addiction courses at CR.
4. Scheduling Second and Third Meetings (1st and 3rd weeks of November):
Week of Nov 4 and Week of Nov 18: Wednesdays, 11/6 and 11/20 at 11am.
Contact Joe or Bob if have questions. Crislyn will submit data as soon as it is received.
Carefully read step 3 and 4.
Other:
Look to HSU, SAC State and SFO for articulation agreements-yes and team will decide
where it fits if it fits.
College of the Redwoods Addiction Studies Revitalization Task Force Wednesday, November 6, 2013 11am‐ 1pm General Agenda Objective: The purpose of this meeting is to objectively review all information 1. Program Analysis Form: Why this program is in the AP 4021 process (attached) 2. Review quantitative and qualitative data in areas specified 3. Review prior year’s program year reviews (Please go to http://inside.redwoods.edu/programreview/archives.asp to review prior years’ program reviews.) 4. Complete Strengths and Challenges Table 11/6/13 Notes
Qualitative Data: inserted discussion as notes in some areas
Strength and Challenge Table
Program: Addiction Studies
.
1. The impact the action will have on the general education curriculum or the curriculum of
other programs.
2. The ability of students to complete their degree or certificate or to transfer. This includes
maintaining the catalog rights of students. Data supports revitalization will increase this/it is
good. Program seems to articulate to HSU, as well. Students have taken program, but
transferred without getting certificate.
3. The College’s ability or inability to provide the resources to maintain the program. See notes
below. Dollars to purchase instructional materials (DVDs), normal operational costs,
4. Balance of college curriculum ( for example, ensuring the non-elimination of all of one type
of programs, such as foreign languages):
5. Replication of programs in the surrounding area and their efficacy: Redwoods, Lassen, Butte,
Mendocino, Siskiyou’s, Yuba (Alcohol and Control) only CC’s offer this program. Several
colleges offer the Human Services cert. CR programs seems to be stronger in addiction
studies.
6. The potential impact on diversity at the College. Program supports diversity, full-time faculty
participating in shared governance and understanding diversity issues would be good. Tend
to be more female than men.
7. Alignment with Chancellors Office priorities, college mission, accreditation standards, and
state and federal law.
8. Effects on local business and industries- i.e., declining market/industry demand (local,
regional). Program scores high in labor market demand.
9. Availability of the program at other community colleges. See above
10. If this is a grant-funded program, what was the agreed institutional commitment for the
campus to continue this program?
11. List specific financial resources required to sustain the program:
 Faculty compensation FT/PT: Full time faculty needed; f/t faculty would relieve part time
faculty costs;
 Support Staff compensation: No need for f/t support person; need for access to support
 Facilities costs annualized: currently housed at the Creative Arts building
 Equipment costs annualized
 Supplies cost annualized
 Note: would f/t faculty oversight allow for intern opportunities on campus; intern
possibilities for education and ? maybe interns support faculty?
12. Potential impact on the community. Discontinuation of this program will negatively impact
the community as is supported by the numerous responses.
Notes:
 Changes to 10/16 notes (update last sentence of #3)
 There was a jump in sections and enrollments for the 12-13 year; enrollments are steadily
increasing.
 Section numbers are up because additional sections were offered at KT last year. The fill
rate at KT was not good, but this does not affect enrollments as far as FTES (and this was a
one-time offering).
1











Demand: Two students actually drove to KT to take the course because if fit their schedule,
but would normally have come to Eureka.
A team (Marcy, Trish Blair, etc.) has investigated and will be meeting with mental health
industries to look at the possibility of student interns.
Programs are available where government will pay for interns for vets.
Full-time faculty already teach Intro to Social Work and addiction courses; some have
native American studies background, as well.
Suggestion is to have more than one person be involved in the program. Allow Mike
Goldberg to teach what he currently and add new courses/instructors.
Suggestion to add a state certification prep course to the program
Suggestion to add a Human Studies certificate (handout) which includes addiction courses
that could program could feed into it if we created this certificate. All courses already
exist, so new courses would not be needed; only repackaging. This certificate would feed
into Human Resources entry level jobs, social services entry level jobs, mental health case
managers, and more, as well as addiction counselors. Certificate in Human Studies would
feed into HSU social sciences/social arts. Advancement would include AA in social
services, move to 4year college.
This/these programs could be promoted and bring in students from outside the county. A
good number of our grads are staffing local agencies and the potential to work outside the
county is strong. There is high turnover in this field, for various reasons, so students have
continued access to local positions.
Recommend the team view other school’s curriculum for this program, to determine how to
strengthen our program. Stuart will look into other college programs and whether they are
AS degrees in addiction and/or human services or certificates. Is the only difference
between a degree and certificate completing general ed? Many of our students transfer
without having completed our certificate.
Addiction 17 and 42 are field experience courses – one in field, one in classroom; faculty
updates curriculum-Marcy.
A suggestion is to review and update the curriculum in the spring for best practices that
might be more current, and not wait. Most curricula is good. Suggestion to add Addiction
13. Suggestion to look closely at SLOs.
Strengths:
Successful program
Potential for growth
Labor statistics support growth
Growth can include segue into a
similar degree/certificate and fit into
HSU social sciences degrees
In the past a strong advisory
committee existed; current contacts
would likely participate in a
resurrected advisory committee.
Qualitative data supports revitalization
of this program
Grads/completers have been hired in
district
2
Challenges:
Lack of full time faculty oversight
Limited in number of sections we can
offer; causes confusion with continuity
Academic Advisors need more
education
3
PROGRAM ANALYSIS REQUEST FORM
Program Name: Addictions Studies
This Program Analysis Request must be supported by the program review or other appropriate data and
shall be submitted to the President/Superintendent and the President/Superintendent will determine if a
Task Force should be convened to evaluate the program for revitalization, suspension or discontinuance.
Please check the indicators that triggered the initiation of the program revitalization, suspension or
discontinuance process. Please attach the program’s most recent Program Review to this proposal request.
MULTIPLE INDICATORS (please check multiple indicators below)

X
X
Multiple Indicators (please check the indicators below)
Enrollment has declined at least three of the last five years.
FTES/FTEF is consistently below the district average, or has declined at least three of the last
five years.
Success rates are consistently below the district average, or have declined at least three of the
last five years.
Retention rates are consistently below the district average, or have declined at least three of
the last five years.
Program completions are consistently below the division’s district average, or have declined
at least three of the last five years.
Insufficient availability of courses for students to complete the program within its stated
duration
Nonaligned with state, the Chancellor’s Office priorities or College mission
Nonaligned with federal and state law
Lack of available program personnel (faculty/staff)
Inadequate equipment and/or facilities
Changes in the local and/or regional job market
Changes in community/student needs or interests
Change in transfer requirements
Diminished outside funding resources
Program creates financial hardship for the institution
Budget concerns and lack of sufficient funding
Outdated curriculum (greater than 10% of courses out of date)
Course and/or program outcomes not on track for complete assessment during 2-year cycle.
Other: PRC noted that this program is successful with no full time faculty support, labor
market data supports possible growth, and revitalization should be addressed.
Program Review Committee
Name of Requestor
Approved
President/Superintendent
April 29, 2013
Date
Denied
Date
Office of Institutional Research
Oct 25, 2013
Addiction Studies
Program Analysis Form – Quantitative Date
Program Revitalization, Suspension and/or Discontinuance
Indicator # Indicator Title
1 Student Enrollment
2 Class Sections
Offered
3
4
5
6
Fill Rates
FTES
FTES/FTEF
Term-to-Term
Persistence
7 Course Retention
8 Course Success
9 Degree & Certificate
Completions
10 Instructional
Cost/FTES
11 Labor Market
Demand
20092010
384
19
20102011
477
16
20112012
419
18
20122013
415
22
77%
43.4
26.3
63%
53.2
29.1
90%
53.9
29.3
81%
63.5
33.4
65%
63.7
27.4
88%
74%
9
86%
73%
5
88%
68%
11
90%
75%
14
88%
75%
20
87%
69%
$1,217
$1,176
$1,167
$1,023
$1,250
$2,127
9/15
Targets
of
Opport
unity
2
12 Number of
Program/area
transfers
District
Average Rates
(2012-2013 )
20082009
336
14
66%
26.8
Not available
15 indicates a program highest in labor market demand.
Priority
Sectors
Emergent
Sectors
Most Job
Openings
Fastest
Growth
Total
2
1
2
2
9
Not available
Indicator
#
1
Indicator Title
Student Enrollment
Definition
Census enrollment in all courses identified as belonging in the program. This is the same set of
courses included in the 2012-2013 program review dataset.
2
Class Sections
Offered
The number of class sections that were active at census. Does not include cancelled sections.
Cross-listed sections are counted separately.
3
Fill Rates
The total census enrollment in all sections divided by the total capacity of those sections.
4
FTES
Full-time equivalent students enrolled in all courses identified as belonging to the program. One
FTES is equivalent to 525 student contact hours.
5
FTES/FTEF
6
Term-to-Term
Persistence
7
Course Retention
The amount of full-time equivalent students yielded by every full-time equivalent faculty. One
FTEF is equivalent to 45 TLUs.
This element is not available at this time because it requires reliable identification of students in
the program prior to graduation. Student's declared program is found to be unreliable by many
programs.
The percentage of students enrolled on Census Day who remained enrolled in that course
through the last day and received any grade other than a “W”.
8
Course Success
9
Degree & Certificate
Completions
Instructional
Cost/FTES
10
11
The ratio of the instructional cost of program course offerings to the number of full-time
equivalent students yielded. Cost is based on the average cost per TLU of full- and part-time
faculty.
Labor Market
Demand
Targets of
Opportunity
Priority Sectors
Emergent Sectors
12
The percentage of students enrolled in a course on Census Day who complete the course with a
successful grade (A, B, C, P, CR).
The number of students awarded degrees and certificates recognized by the Chancellor's Office.
The six targets of opportunity were evaluated to determine if the program (3) was closely
related, (2) was indirectly related, or (1) was not related to a target of opportunity. The target
area yielding the highest number was used. http://www.northcoastprosperity.com/localeconomy/targets
Sectors identified in the "Doing What Matters for Jobs and the Economy" in the Northern
Coastal Region that are a priority focus. The program (3) was closely related, (2) was indirectly
related, or (1) was not related to a priority sector.
ahttp://doingwhatmatters.cccco.edu/ResourceMap/NorthernCoastal.aspx
Sectors identified in the "Doing What Matters for Jobs and the Economy" in the Northern
Coastal Region that are emergent. The program (3) was closely related, (2) was indirectly
related, or (1) was not related to an emergent sector.
ahttp://doingwhatmatters.cccco.edu/ResourceMap/NorthernCoastal.aspx
Most Job Openings
Uses the top 50 fastest growing occupations in the North Coast Region between 2008-2018.
This information comes from the State of California's LMI for the North Coast Region:
http://www.calmis.ca.gov/htmlfile/county/humbo.htm The program (3) was directly related
to a job that fell into the top 1-25, (2) was directly related to a job that fell into the bottom 2550, (1) was not related to a job that fell on the list of top 50.
Fastest Job Growth
Uses the top 50 occupations with the most job openings in the North Coast Region between
2008-2018. This information comes from the State of California's LMI for the North Coast
Region: http://www.calmis.ca.gov/htmlfile/county/humbo.htm
The
program (3) was directly related to a job that fell into the top 1-25, (2) was directly related to a
job that fell into the bottom 25-50, (1) was not related to a job that fell on the list of top 50.
Number of
Program/area
transfers
This element is not available at this time because it requires reliable identification of students in
the program who are not necessarily degree/cert recipients. Student's declared program is found
to be unreliable by many programs.
Addiction Studies Program
Progress and Completion Plan
Total Unit Program Requirements: 36.0
Name:
Student ID#
FALL: Scheduled Classes
Class
Name
Year Completed Grade
ADCT 10
ADCT 13
ADCT 15
ADCT 16
SOC 34
SOC 38
SOC 42
Intro to Addiction Studies
Addiction & Co-Occuring Disorders in Special Populations
Intro to Counseling Skills
Addiction and the Family System
Intro to Social Work
Field Placement Seminar I (Take ASAP with Soc 42)
Supervised Occupational Work Experience I
Units
3.0
3.0
3.0
3.0
3.0
2.0
2.5
SPRING: Scheduled Classes
Class
Name
Year Completed Grade
ADCT 10
ADCT 11
ADCT 12
ADCT 17
ADCT 42
Intro to Addiction Studies
Pharmacology and Physiology of Addiction
Substance Abuse: Law, Prevention, Treatment, & Ethics
Field Experience II (Take with ADCT 42)
Supervised Occupational Work Experience II
Units
3.0
3.0
3.0
2.0
2.5
Electives: Six Units from the following SOC or PSYCH courses:
Semester/Year
Completed
Class
Name
PSYCH 1
PSYCH 30
PSYCH 33
PSYCH 38
SOC 1
SOC 2
SOC 5
SOC 10
General Psychology
Social Psychology
Personal Growth and Adjustment
Abnormal Psychology
Intro to Sociology
Social Problems
Intro to Race and Ethic Relations
Family & Intimate Relationships
Grade
Units
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0
Est. Completion
Date
GPA
Total
Units
Notes: ________________________________________________________________________________
______________________________________________________________________________________
____________________
Signature of Student/Date
____________________
Signature of Faculty/Counselor
HUMAN SERVICES CERTIFICATE AND DEGREE PROGRAMS
College
Allan
Hancock
Cabriillo
Cañada
Hartnell
Name
Cert/Deg
Core Units
Req
Electives
Req
Human Services
Cert
22
Human Services
Occupational
Prog
Human Services
Cert
Degree
30
30
3
9
Cert
14.5`
12
Cert
30
25
25
30
10
10
Lassen
Human Services
SW or Couns
Human Services
Merced
Human Services
Cert
Degree
Cert
Modesto
Human Services
Degree
17-20
3
Monterey
Human Services
Human Services
19.5
19.5
16
6
Mt. San
Jacinto
Napa Valley
Cert
Degree
Cert
Human Services
Cert
18
Riverside
Human Services
21
Human Services
Worker
Human Services
Cert
Degree
Cert of
Completion
Cert
San Diego
City
San Joaquin
Delta
San Mateo
Human Services
6
Cert
13
12
Sequoia
Human Services
Degree
15 major
To 60 total
Solano
Human Services
18
Yuba
Human Services
Cert
Degree
Degree
To total 60
with gen ed
To total 60
13
26-28
21
REQUIRED COURSES
College
Cabrillo
Lassen
Intro Psych
x
1
Dev Psych
x
Pers
Adjustment
Marriage and
Family
Social
Problems
Human
Sexuality
Intro to Human
Services
Practices *
Modesto
X
One soc
science
Monterey
Rogue
X
One soc
science
x
San Diego
City
Yuba
Cert
x
Yuba
Degree
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
3
x
5
x
x
4
Practicum **
x
x
x
x
x
x
2
Computer
Literacy/WP
Speech/
Communication
x
x
x
x
x
x
Values/Ethics
x
English
x
Client
Documentation
Drugs/Alcohol
x
x
x
x
Other cultures
Other
x
x
x
10 req.
Death &
elective
Dying
units in
special
populations
* Strategies, skills classes
**Includes field seminars and work experience
CPR
Plus 6
units for
Degree
major
Heavy
social
science
Public
benefits
Programs
course
Emphasis
on
counseling
skills
Plus some
rec
Courses
not req
HUMAN SERVICES CERTIFICATE PROPOSAL
My intention is to design an integrated curriculum that will meet the requirements of a
Certificate of Achievement, the major requirements for the Associate of Arts in General
Studied, the CSU transfer pattern social science courses and lower division major
requirements for the sociology and social work majors.
Certificate Required Courses – 21 units:
Psychology 1
Psychology 11
Sociology 1
Sociology 34
Sociology 37¹
Sociology 38
ADCT 15
Sociology 39¹
General Psychology
Life Span Development
Introduction to Sociology
Introduction to Social Work
Introduction to Casework
Field Experience
Introduction to Counseling
Skills
Introduction to Counseling/
Interviewing
3.0
3.0
3.0
3.0
3.0
3.0
Cultural Anthropology
Personal/Social Adjustment
Social Problems
Human Sexuality
Race and Ethnic Relations
Marriage and Family
Death: The Inevitable Crisis
3.0
3.0
3.0
3.0
3.0
3.0
3.0
3.0 or
3.0
Electives – 6.0 units:
Anthropology 3
Psychology 33
Sociology 2
Sociology 3
Sociology 5
Sociology 10
Sociology 33
Certificate of Achievement:
AA in General Studies:
Transfer Pattern:
HSU Sociology major:
HSU Social Work major:
27 units
24 major and 1 Area B social science
Area D3, Area E, 21 elective units
Sociology 1,2,5
Psychology 1, Sociology 1, 5, 34, 38
¹Curriculum to be written
10/30/2013
DRAFT
HUMAN SERVICES CERTIFICATE
COURSE
AJ 1
Anth 3
Psych 1
Psych 2
Psych 11
Psych 20
Psych 30
Psych 33
Soc 1
Soc 2
Soc 3
Soc 5
Soc 10
Soc 33
Soc 34
Soc 37
Soc 38
ADCT 15
Biol 1
Math 15
Math 120
Engl 1A
Engl 150
Spch 1
Spch 6/7
CERT
X
X
X
x
x
X
X
X
x
X
X
x
X
X
X
X
AA
GENERAL
STUDIES
X
X
X
CSU GE
HSU
SOC
MAJOR
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
HSU
PSYCH
MAJOR
X
X
x
x
SOCIAL
WORK
MAJOR
X
X
X
X
X
x
x
X
X
X
x
X
X
X
X
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Feasibility Study
Human Services Certificate Program
College of the Redwoods
Mark Winter and Mike Goldsby
Spring, 2004
The purpose of this document is to summarize our findings regarding the
feasibility of a Human Services Certificate Program (HSCP) at College of the Redwoods.
In our summary we include general employment data regarding human services workers,
specific employment needs in Humboldt County, and human services certificate
programs at comparative California Community Colleges. In addition, we address some
of the anticipated costs and propose steps for initial planning.
Employment Trends for Human Services Workers
The Bureau of Labor Statistics (BLS) projects a 49% (149, 000 jobs) increase in the
United States for Human Services Workers from 2002-2012. This would make Human
Services Workers the fourth fastest growing occupation in the US. The BLS projects a
70% increase in Human Services Workers (the seventh fastest growing occupation) in
California. There will be an anticipated 1,950 new and replacement jobs each year. The
median wages for Human Services Workers for 2002 is $11.24 nationally and $12.80 in
California.
Specific Employment Needs for Humboldt County
According to the California Employment Development Department (EDD), there were on
average 200 Human Services Workers in Humboldt County in 2001. The EDD
anticipates 250 Human Services Workers employed by 2008. This increase of 25% ranks
Human Services Workers second to Hospitality Workers among occupations ranked by
percentage change. In absolute terms, the EDD predicts 70 openings for Human Services
Workers between 2001 and 2008. This ranking is 31st among the top 50 occupational
groups for projected job openings in the County. According to the EDD Wage Data
(2003), Human Services Workers in the North Coast Region (Del Norte, Humboldt,
Lake, and Mendocino Counties) make on average hourly wage of $11.92 with entry level
employees with an hourly wage of $8.56.
Interviews were conducted with eleven human services community leaders (see
attachment) in the Spring of 2004. In general, every person interviewed was supportive of
a human services certificate program but varied in his or her perceived need for
certificated graduates. The Youth Services Bureau appeared to have the greatest need
with around 40 entry level Residential Counselors and a high turnover. Most of the
agencies, however, anticipated little to moderate need for employees (one to five hires
each year) and that graduates of a Human Services certificate program and work
experience would be desirable. Some agencies, such as the Agency on Aging, County
Mental Health and Employment Training, reported no need for Human Services
Certificate Program graduates. In sum, while all of the human services community
leaders expressed support for a HSCP, their projected need for graduates was moderate.
Currently, the supply of adequately trained applicants is less than the agency needs.
Human Services Programs at Comparable California Community Colleges
The nineteen California Community Colleges considered as comparable institutions by
the Chancellor’s Office were surveyed for their Human Services Certificate Programs.
Ten of the 19 Colleges offered Human Services Certificates. Most of these offered a
general certificate ranging from 15 to 36 credit hours (see attachment). Four schools had
specialized programs with an emphasis in Alcohol and Drugs.
Common core courses included: Introduction to human services, case management skills,
paraprofessional counseling skills, field experience, and working with diverse
populations. Additional courses were both from the general curriculum (e.g., Marriage
and the Family) and specialized (e.g., Word processing).
Anticipated Infrastructure Needs
A Human Services Certificate Program would require infrastructure support from the
College. First, a program coordinator would have to be identified and given
compensation. This individual would likely have to come from the community, teach as
an Associate Faculty, and receive a monetary stipend to perform the duties of
coordinator.
Second, there would likely be from three to four sections of classes offered each
semester. Each section would be taught by Associate Faculty. The pool of eligible faculty
in the community is probably adequate.
Finally, a sufficient number of community members are probably available to form an
Advisory Committee.
Conclusions
After reviewing governmental employment data, interviewing directors of local human
services agencies, and conducting a review of comparable California Community
Colleges there appears to be sufficient reasons to continue exploring the feasibility of
developing a Human Services Certificate Program. If approved by the senior
administration, the next phase would consist of initial planning and include: development
of a model curriculum, proposal for an administrative structure, identification of associate
faculty, and establishment of an Advisory Committee.
ADCT Preliminary Plan – 2008‐2009 Highest Priority For Fall 2008  #1 – Schedule Courses 
Spring 2009 Courses 
Look at and develop a plan for course sequencing for future semesters. 
Offer ADCT 10 every semester 
Classrooms FM 104, FM 106 (smart rooms), Eureka (Beth Hendricks or Division Chair) look at downtown sites (Mary Goodman & Ahn Fielding) 
Develop on‐line option for as many courses as possible. o Jason in library is the lead for distance education  #2 – Develop an Advisory Board 
Talk to Chris Gaines about how he developed their advisory board etc.  #3 – Annual Program Review 
Steve did comprehensive program review. 
Annual reflects – How things have been going, what is working, what is needed to improve things.  #4 – Evaluate Faculty 
Mike Goldsby  First level of management of Faculty in the area o Problem students o Student complaints – Justine – If I hear of first, involve Justine from beginning. Meeting With Faculty on Sept. 9th  Proposed scheduling of classes  Advisory Board  Wait to re‐write curriculum  On‐line option to enable community professionals to take courses. Other High Priorities for 2008‐09 School Year  Get 2 new courses approved – Hire a consultant to help here 
Dual Diagnosis (per Steve & Mike Goldsby) o Glendale Community College – AD ST 117, Advanced Concepts in CD and Related Disorders o College of the Desert – HSAD 34 Dual Diagnosis o Oxnard – ADS‐R113 Addiction & Dual Diagnosis 
Keith & I discussed the need for 2 new courses? What is the 2nd course?  Re‐write Course Outlines for Courses and work on making these accessible on‐line – Hire a consultant to help here 1. Fall offerings 2. Spring offerings 3. All Others 
Incorporate TAP 121 elements into the curriculum – Technical Assistance Publication Series – www.samhsa.gov  CAADE Application/Accreditation 
Contact person ‐ Becca Porter – caadecentraloffice@yahoo.com, www.caade.org, phone/fax (805) 641‐1677, P.O. Box 7297, Ventura, CA 93006. o (per e‐mail from Steve 5/9/08) – “I don’t seem to have you guys on the database as being members, so I’m attaching an application to just move forward from here. You’ll want to do the institutional membership, and include all your teachers, right? See the institutional membership” section of the form. If you are talking about accreditation, please contact Dick Wilson at magiwords@prodigy.net. “ o It seems that Becca sent an application . Did this get done? Does anyone have the form she sent?  Work on Approval for Human Services Certificate 
Mark Winter & Carol Mathews  Faculty Present, Past, & Potential 
Fall 2008 
Mike Goldsby, ADCT 10 ‐ 
Ginger Olson, ADCT 15 
Noreen Held, Soc 34 & 38 
Jim McCumbry, ADCT 12 
Past 
Neil Tarpey 
Carrie Slack 
Cherie Skillwoman (did not seem to go well) 
Roy Redner (did not seem to go well) 
Other’s & Possibilities for Future 
Mike Ramirez ‐ County Mental Health – County Mental Health ‐ Dual Diagnosis curriculum?– (Per Mike Goldsby ‐ has been approached before and may not trust us again) 
Doug Rose‐Noble ‐ County Mental Health – County Mental Health ‐ Dual Diagnosis curriculum?– Per Mike Goldsby 
Margaret Allen – Soc 34 or 38  Important Campus Partners 
Keith 
Justine Shaw – CA 118 
Susan Metzger – Admin. Assist. for division ‐ CA 
John Johnson ‐ 
Lynn Cunningham – Oversees Certificates 
 Possible Community Partners/Advisor Board 
Native American 
Latino 
Adolescents 
Student (1 or 2?) – Quentin, James, ??  Alcohol & Drug Care Services ‐ 1335 C, Eureka – 445‐3869
 Crestwood Bridgehouse – 2370 Buhne, Eureka – 268‐0402  Humboldt Bay Serenity – 445‐2478  Alcohol & Other Drugs – Humboldt County DHHS – 720 Wood, Eureka – 476‐4054 or 441‐5220 ‐ (707) 269‐4179 – also HumWORKs, Heathy Mom’s,  Narcotics Anonymous – 444‐8645  Alcoholics Anonymous – 442‐0711  Redwood Teen Challenge – 1435 7th, Eureka – 268‐0614  Alcohol & Drug Care Services 1335 C – 445‐3869 – Admin. 445‐1391  Alcohol & Drug Care Services – 528 5th, Eureka – 445‐1369 – Admin. 445‐1391  Crossroads Drug & Alcohol Program – 1205 Myrtle, Eureka – 445‐0869  Humboldt Recovery Center – 1024 N, Eureka – 443‐0514 – Admin. 1303 11th, Eureka – 443‐4237  Singing Trees Recovery – Garberville ‐800‐344‐3799  The Lee Brown Program – 268‐0264  Two Feathers Native American Family Services – 2355 Central, Suite C, Mckinleville, 95519 – 839‐1933 ‐ www.twofeathers‐nafs.org ADCT Advisory Board/Committee 2008‐09 Name Organization/Population
Phone e‐mail
Notes
Doug Rose‐
Noble County Mental Health – {Dual Diagnosis Curriculum} 476‐4079
DRose‐Noble@co.humboldt.ca.us
Yes –
Rhonda Lewis Fortuna Community Services m‐th 9‐4 – Take our students 725‐1166 ext. 201 *to bypass message Yes
Kimberly Songer Drug & Alcohol director of Fortuna Community Services – Was a student in our program 725‐1166 ext. 208 *to bypass message Yes
Neil Tarpey Former Instructor of ADCT– Time Standard 441‐0579 (fax441‐
0501) J St. House – People coming out of prison ‐ former ADCT program student 442‐5072
Amy Terrones – per Rick Nelson Adolescent Outreach about alcohol and other drugs – HCOE 445‐7075
Doug Walker UIH – Potawot Village – Grad from program 2000. 825‐5060
Ken Powell ntarpey@times‐standard.com
Yes, Yes
amyterrones@humboldt.k12.ca.us Yes per Rick
douglas.walker@crihb.net
Yes
Guidelines For Addiction Studies Advisory Committee 2008-2009
INTRODUCTION:
The purpose of this advisory committee is to insure that the Addiction Studies (ADCT) program at College
of the Redwoods establishes and maintains educational programs that support the needs of the local
economy and meet the requirements of the state licensing board. This committee of informed and civicminded local leaders will provide guidance to program faculty on the skills and knowledge students need in
the workplace. Advisory committees may also function to support educational programs through assistance
in fund-raising, scholarships, job placements, and internships.
ROLES AND FUNCTIONS OF THE COMMITTEE:
 Determine community workforce needs.
 Review curriculum, courses and programs for economic relevance and assure we are meeting the
requirements of the state licensing board.
 Assist faculty in setting standards for student achievement and finding qualified students
internships and employment.
 Provide guidance and support for faculty, coordinator and immediate administrator regarding
community needs, state requirements, and courses offerings.
 Enhance relations between the college, program, employers, and general public.
MEMBERSHIP:
 Willing prospective members will be identified and nominated by program faculty and coordinator,
then appointed by the immediate administrator or Vice President.
 Committee members will be appointed to a term of two years. Reappointment must be supported
by a letter from the immediate administrator or Vice President as well as adhering to the process
above.
 Committee members may elect one or two chairpersons. In the case of two chairpersons, the
ADCT area coordinator shall serve as one of the chairs.
 The ADCT area coordinator will attend and serve as ex-officio non-voting member. One ADCT
faculty member will be appointed to serve as an ex-officio non-voting member for each academic
year. CR faculty and staff will not serve as voting members.
 The President/Superintendent of College of the Redwoods and immediate administrator or Vice
President may attend and serve as ex-officio non-voting members at their convenience.
PROCESSES and PROCEDURES:
 The committee will meet 2-4 times per year. Subcommittees may meet as needed outside formal
meetings.
 Meetings will be conducted with an agenda developed by the Chairperson(s) and appropriate Area
or Division coordinators.
 Meeting notifications, agenda, and all relevant documents and proposals will be circulated to all
committee members in a manner to allow members adequate time to review them.
 Minutes of meetings will be recorded, and will be submitted to the appropriate immediate
administrator or Vice President, where they will be maintained for public review. An annual
summary of the committee’s decisions and actions will be submitted to the committee members,
appropriate Dean and/or Vice President and will be posted in the appropriate web locations for
campus review.
 The Academic Senate will serve as the liaison between the Board and the committee when
necessary.
Drafted November 17, 2008
ADCT Advisory Board/Committee 2008‐09 Name Organization/Population
Phone e‐mail
Notes
Doug Rose‐
Noble County Mental Health – {Dual Diagnosis Curriculum} 476‐4079
DRose‐Noble@co.humboldt.ca.us
Yes – would be willing to consult on Dual Diagnosis curriculum re‐
write (recommended by Mike Goldsby) Kathy Rose‐
Noble Same as for Doug Same as for Doug Doug will invite her Rhonda Lewis Fortuna Community Services m‐th 9‐4 – Take our students 725‐1166 ext. 201 *to bypass message Kimberly Songer Drug & Alcohol director of Fortuna Community Services – Was a student in our program 725‐1166 ext. 208 *to bypass message David Young Retired and current member of Humboldt County Alcohol & Drug Advisory Board – Former Teacher’s Association rep 839‐0611
Neil Tarpey Former Instructor of ADCT– Time Standard 441‐0579 (fax441‐
0501) J St. House – People coming out of prison ‐ former ADCT program student 442‐5072
Ken Powell Left message 9/24 ntarpey@times‐standard.com
Yes, may be willing to help with curriculum re‐write Per message – Yes Left message 9/24 Rick Nelson Adolescent Outreach about alcohol and other drugs – HCOE 445‐7075
ricknelson@humboldt.k12.ca.us
Yes
amyterrones@humboldt.k12.ca.us Yes per Rick
Amy Terrones – per Rick Nelson Adolescent Outreach about alcohol and other drugs – HCOE 445‐7075
Doug Walker UIH – Potawot Village – Grad from program 2000. 825‐5060
Tim Graham Grad from ADCT prog. Went to HSU. MSW. Works for County 441‐5005
Alternates Dr. Welton Semi‐Retired – used to be at St. Joes
Nancy Hunter per Rick Nelson douglas.walker@crihb.net
Yes
Left message 9/24 733‐5385
Advisory Committee for CR’s Addiction Studies Program You were recommended as a community partner who might be good serving on such a committee. Could I get all of your contact information with e‐mail so I can contact you in the future concerning our meeting times and locations. ADCTAdvisoryCommittee
Monday,November24,2008‐3:00to4:30
EurekaDowntownSite,605KStreet,ConferenceRoom
 Asweworkonre‐writingourADCTcurriculumandlookatrevisingthecourse
offerings,weneedtoknow:
 WhatthecommunityneedsfromtheADCTprogram–
 Whatskills,emphases,andabilitiesshouldourprogramstress?
 Whatarewecurrentlyofferingthatisworkingwell?
 Whatdoweneedtochange,remove,oradd?
 Ascoursecurriculumisre‐written,wewouldappreciatefeedbackfrommembersof
theadvisorycommittee.
 Whowouldbewillingtodothis?
 Whatwouldbethebestwaytofacilitatethis?E‐mail,
 Somepeoplesaythatthecoursesattimesareusedastherapyfornewlyrecovering
addicts.
 Doyouseethisasanissueoraconcern?
 Whatwouldyourecommendweaddressthis?
 WearecurrentlyaccreditedwiththeCAADE.Isthereanotheraccreditation
organizationwemaywanttoconsider?Ifso,whatwouldmakethatabetter
option?
 Areyouawareofeducationalmaterialsthatcouldbeincorporatedintoour
curriculum(books,brochures,websites,etc.)?
 Thereisalwaysandneedforfundingtocoverthecostofthingslike
conferences/facultydevelopment/stipendsforspecialprojects,etc.
 Doesanyonehaveideasofsourcesforthesesortsoffundingopportunities
 Allofthesetopicsmaynotgetcoverduringourfirstmeeting.Theyarelistedin
theorderofimportancetoourprogramatthistime.
ADCT Advisory Committee Meeting Minutes November 24, 2008 3:00 – 4:30, CR’s Eureka Downtown Site Members in Attendance Rhonda Lewis Fortuna Community Services/HART Kimberly Songer Fortuna Community Services/HART Neil Tarpey Self/former ADCT Associate Faculty Doug Walker United Indian Health Services Kenneth Powell ADCS Doug Rose‐Noble Humboldt County Mental Health Mike Goldsby CR ADCT Associate Faculty (non‐voting) Marcy Foster EOPS Counselor/ADCT Program Coordinator (non‐voting) Handouts ADCT Advisory Committee Meeting Agenda Guidelines for Addiction Studies Advisory Committee 2008‐2009 ADCT Class Offerings Fall 2008 ADCT Class Offerings Spring 2009 ADCT Curriculum Proposal Agenda topics and Discussion  Asweworkonre‐writingourADCTcurriculumandlookatrevisingthecourseofferings,
weneedtoknowwhatthecommunityneedsfromtheADCTprogram:a)Whatskills,
emphases,andabilitiesshouldourprogramstress?b)Whatarewecurrentlyofferingthat
isworkingwell?C)Whatdoweneedtochange,remove,oradd?
 TherewasaquestionofhowmanystudentscompletetheADCTprogrameachyear.Marcy
Fosterreportedonthis.Followingisthedataforthedistrict:duringthe2004‐05academic
year10graduates;2005‐06academicyear8graduates;2006‐07therewere8graduates;and
2007‐08therewere4graduates.Therewasadiscussionaboutpossiblereasonsthenumbers
havedropped.
 MarcysaidonepossibilityisthatCRisnolongerofferingtheADCTprogramatthe
MendocinoorKlamath‐Trinitybranches.TheprogramisstillofferedattheDelNorteand
EurekaCampus.
 Rhonda&Kimberlysharedthatonereasonforthiscouldbethatpeoplearediscovering
thattheywillnotbeemployableupongraduationfromtheprogram.Asof2005,state
regulationsrequire2,080hoursofsupervisedworkpriortobeingeligibletositforthe
certificationprocess.Thisequatesto1yearoffulltimesupervisedemploymenttomeet
the2,080hourrequirement.CR’s2fieldexperiencecoursesaccountsforabout200hours
ofthisrequirement.Studentshave5yearsafterregistering,toearntheir2,080hours.
 NeilTarpeysuggestedthatapersoncouldfulfillthose2,080hourovera3yearperiod
ratherthanallin1year.HesaidthatCRoffers200hoursduringthetrainingphase.Then
students’coulddo11hoursaweekfor3yearsandhavetheirhourscompleted.Thismay
bemoredesirableforpeopleastheycanhavetheirjob,theirfamily,andvolunteerfor11

hoursaweekfor3yearsratherthanworkingfulltimeforfreeforayear.Thiswouldalso
allowfortheformerstudenttomatureintheirliveswhilecompletingtherequiredhours.
 Thereisanotherfactorthatwillsoonaffectthenumberofpossiblefieldplacements
availableinthefield.Beginningin2010,employerswillbeallowedtohavenomorethan
20%oftheirworkforcenon‐certified.Inotherwords,only20%ofanorganizationsstaff
canbeinterns.Rhondastatedthatthisequatestoonly1non‐certifiedemployforher
organization.DougRose‐Noblestatesthatallcountyemployeesnowhavetobecertified.
ThereisacategorycalledAODCounselorTraineewhichisthecounties20%non‐certified
employees.
 Thereusedtobeanumberofparticipants,workinginthefieldwhileattendingclassesin
theevenings.Thishasprobablydiminishedduetothenewrequirements.
 Neilpointedoutthatmostlicensesrequiresomesortofinternshiphoursafterthe
completionofthetrainingphase.Everyoneagreedthatthisrequiredinternshipisgoodfor
thefield.
 Anotherfactorinthereductioncouldbethatsomestudentsbegintheprogramand
discoverthereisnotalotofmoneyinthefield.Theymaydecidethatiftheyaregoingtogo
tocollegetheymightaswellstudysomethingmorelucrative.Currently,therateofpayis
$15–$17andFortunaCommunityServices.Therateisoftenloweratthenon‐profits.All
agreedthatraisingthelevelofprofessionalismisimportant,buttherateofpayisnot
raisingwiththecertificationrequirements.
 SomestudentsbegintheADCTprogrambecausetheyhavehadaddictionsissuesandfeel
thatissomethingtheyunderstandandaccomplish.Oncetheydiscovertheycansucceedin
college,manystudentschooseadifferentmajor.Theysay,“I’vedoneaddictionslong
enough”.
 Anotherfactorcouldhavesomethingtodowiththesomestudentsseemtostartthe
programasapartoftheirtherapeuticprocess.Theymaydropoutwhentheyfindthatitis
notfillingthatpurpose(therewillbemorediscussionofthisissuebelow).
CourseOfferingsRecommendations
 Allattendeesagreedthatreadingandwritingskillsarecriticaltothesuccessinthe
programandintheworkingfield.Allagreedthatthisisanareawheremanyofour
students,andevenourgraduates,areweak.NeilsuggestedwemakeEngl350a
requirementtoevenbegintakingtheADCTclasses.Allagreedthereneedstobe
PrerequisitesorattheleastRecommendedPreparationaddedtoallADCTcourses.
 Marcysharedthatsomepeoplefeelthattheprogramhastobeofferedinawaythat
studentscancompleteitin3to4semesters.AddingtheprerequisiteofEnglish
competencecouldslowthatprocessdown.KimberlySongersaidshecompletedthe
programin3semestersandisnotsurethatwasenoughtime.Thisisespeciallytrueifthey
comeatadeficit.Thegroupfeltthatpushingthemthroughisnotinthebestinterestofthe
students.
 KenPowellsaid,andeveryoneelseagreed,thatitisaproblemfortheagenciestoget
studentsforfieldplacementsbeforetheyhavedonetheirothercoursework.Thefield
placementsneedtobetheverylastcourses.

 DougWalkerandBeverlySongersaidthatoneoftheclassestheytookwhileinthe
program,includedfieldtripstodifferentagenciestoseethekindofserviceswereprovided
ateach.Theyfounditespeciallyvaluabletohearhowtheclientsinthedifferent
organizationsfeltabouttheservicestheywerereceiving.
 Takingthewholeclasstovisittheagenciescanbedifficultfortheorganizationsaswellas
fortheinstructor(s).Acareerfairoraneventonceayear,oronceasemester,wherethe
differentagenciescouldcomeandpresentwhatastudentmightgainfromworkingintheir
agencycouldservethesamepurpose.AtHSU,SherrieJohnsoncoordinatesthefield
experienceplacements.Sheschedulesthedifferentagenciestocomeandgivea10‐15
minutepresentationabouttheagencyandwhatastudentmightlearnthere.DougWalker
saidhearingfromtheclientswasmorehelpfultohimthantoheartheagencydirectortalk.
 Itisimportanttofindwaystoinformstudents,earlyon,whatthefullpictureisofthefield.
Thiscouldbeintheformofafair,abrochure,handouts,etc.
Lookingatthedocument(seeAttachment“A”below)reflectingcurrentandproposedADCT
curriculum,thefollowingthemessurfaced.
 Everyonethoughtacourseinprofessionalwritingwouldbeveryhelpful.Everyoneagreed
thatprofessionalwritingwouldbeadifferentfocusthantheEnglishcurriculum.
Professionalwritingwouldincludetopicssuchascaseplans,casenotes,and
documentation.Theyfeltthatassessment&assessmenttools,treatmentplanning,
diagnosticskills,includingtheDSMIV(asitrelatestoaddictions)wouldfitverywellinthis
course.Thisisalottoputin1coursebutcouldbedoneifitislimitedtohowtheserelate
toaddictions.
 ItwassuggestedthatweconsideraddingEnglish150or1Atothecurriculum.Ifthisisnot
possible,theyrecommendweaddprerequisitesand/orrecommendedpreparationtoall
courses.
 Thegrouplikedtheideaof2counselingskillsclassesandrecommendedthefirstonebe
requiredpriortobeginningthefieldplacements.NeilTarpeysaidthathewould
recommendkeepingFamilySystemsasaseparateclass.Hesaidthatwhenhetaught
FamilySystems,therewerepeoplewhohadnointentionofcompletingthecertificate,took
thefamilysystemsclassinanefforttounderstandtheseconcepts.Othersinthegroupsaid
thatmadealotofsensetothem.
 CaseManagementisaveryimportantskillthatneedstobeincludedinthecurriculum.All
agreedthatthisneedstobeaclass.
 WithintheCounselingSkillscurriculumthereneedstobetraininginclient
centered/strengthbasedmodelssuchasMotivationalEnhancement,HarmReduction,and
EvidenceBasedtraining.Theseskillsputthelocusofcontrolbackintheclient’shands.
 Thetopicofconfidentialityandmandatedreportingneedstobeaddressedthroughoutthe
curriculum.Transferenceandcounter‐transferenceneedstobediscussedonaregular
basisineverycourseaswell.Thisneedstoincludeethics,professionalism,self‐disclosure,
andboundaries.Anotherimportanttopicisthedifferencebetweenconfidentialityand
anonymity.
 MarcyFostersaidthatshehasheardsomepeoplesaythatweneedtoincludetrainingon
co‐occurringdisordersandothershavesaidthatthisdoesnotneedtobeapartofthe
ADCTprogram.Shehasalsoheardthatco‐occurringdisordersisnotincludedintheTAP
21.Everyoneinattendancesaidthatdefinitelyneedstobeincludedevenifitisnotapart
ofTAP21ornot.Thiscouldalsoincludeinformationonbrainfunctions.Ourproposed
curriculumbelowcombinesco‐occurringdisorderswithspecialpopulations.Thegroup
feltstronglythatthespecialpopulations’curriculumneedstoincludeissuesrelatedto
women,children,adolescents,seniors,differentcultures,domesticviolence,etc.Itneedsto
beallinclusiveandmaynotbepossibletoincludetheco‐occurringdisorderspiece.Itwas
theconsensusofthegroupthatweneeded2standalonecourseshere.Onefocusedon
specialpopulationsandanotheronco‐occurringdisorders.
 NeilTarpeysuggestedwelookatthepossibilityofofferingsomeofthesetopicsas1or2
unitcoursesratherthanthetraditional3unitcourse.Hesuggestedthat2or3ofthese
shortercoursescouldbeofferedonthesamenight,sametimeslot,withonebeginning
whentheweekaftertheotheroneendsthroughoutthesemester.Topicscouldinclude
womenandaddictions,adolescentsandaddictions,seniors,co‐occurringdisorders,etc.
Wecouldalsoofferthemon1or2Saturdays.Thesecoursescouldbedesirablefor
communitymemberstoearntheirCEUcredits.
 ItwassuggestedthatweoffercoursesattheEurekaDowntown(EDT)site.Marcysaidthat
thereisanADCT10coursebeingofferedatEDTthisspringsemester.
 WearecurrentlyaccreditedwiththeCAADE.Isthereanotheraccreditationorganization
wemaywanttoconsider?Ifso,whatwouldmakethatabetteroption?

Therearearound10differentcertifyingbodiesinCalifornia.Thereisalotoffighting
throughoutthestateamongtheseorganizations.RhondasaidthatitlooksliketheStateison
thevergeofbecomingtheonlycertifyingbody.Inordertoapplyforcertification,astudent
doesnotneedanaddictionstudiescertificate.However,allofthecertifyingorganizations
requireaminimumnumberofaddictionstudycoursesfromanaccreditedtrainingfacility
suchasCR.ThecourserequirementsareoutlinedintheTAP21whichistheguidethatallof
thetestsarewrittento.TheTAP21competenciesarewhatCR’sADCTprogramisusingas
ourguideforre‐writingthecurriculum.Inordertofacilitatethisprocess,Marcyhascreated
anExcelspreadsheetwiththe123Competenciesdowntheleftsideandthetitleofthe
coursesacrossthetop.Theinstructorsaredefiningwhichcompetenciesareaddressedin
eachofthecoursestheyareplanningtore‐write.
 Somepeoplesaythatthecoursesattimesareusedastherapyfornewlyrecoveringaddicts.
1) Doyouseethisasanissueoraconcern?2)Howdoyourecommendweaddressthis?
 Mikesaidthattherearenotverymanypeoplewhowalkinthedoorthinkingthatthiswill
substitutefortheirtherapyortheir“program”.However,VocRehabcounselorsoften
encouragepeopletostarttheprogrambeforetheyareready.Thedropoffrateissohighin
thebeginningofthesemesterthathewondersifpeoplesignedupforthewrongreasons.
Maybeforthefinancialaidorthattheyhadunreasonableexpectations.
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Somepeoplesaytheybegintheprogramtounderstandtheirownaddictionissuesorthe
issuesofsomeonetheycareabout.Somejusttake1or2classeswithnointentionof
completingthewholeprogram.Thisisgoodforthestudentandgoodforthe
program/courses.
ThestudentsintheADCTprogramgetstereotypedasthosetroubledpeoplewithallthose
issues.
Therearestudentswhogettheirbachelorsormastersandreturntogettheinformationon
addictions.
Everyoneagreedthatthisdoeshappenattimesforavarietyofreasons.Peoplearenaturally
drawntodowhattheyunderstandortowhattheywanttounderstand.Therefore,people
whohaveexperiencedaddictionissuesarenaturallydrawntotheADCTprogramtobetter
understandthemselvesandhowtohelpothersavoidthedifficultiestheyhadfaced.These
studentsalsoenrollinthisprogrambecauseitisacertificateandcanbecompletedina
shorteramountoftime.Manypeopleseethecertificatesasaneducationthattheycan
complete.Oncetheyaresuccessful,theyoftencontinueontoanassociatedegreeand/orto
transfer.
Whilethestudentsparticipateinclassroomactivities,suchasmoviesandclassdiscussions,
theinformationoftensurfacesstrongemotionsandreactions.NeilTarpeysaidthatwhenhe
wasteachingheincludedastatementinhissyllabustoaddressthis.Healsoprovidedalistof
communityresourcessotheycouldaccessthehelptheymayneed.Heprovidedcopiesofthis
statementfortheparticipants.Marcyaskedhimtosendthistoherelectronicallysothatshe
canforwarditontootherADCTinstructors.
 Thefollowingagendaitemswerenotdiscussedduetothelackoftime.Theywillbeaddedto
theagendaforthenextmeetingwhichwillbescheduledinJanuary.
 Areyouawareofeducationalmaterialsthatcouldbeincorporatedintoourcurriculum
(books,brochures,websites,etc.)?
 Thereisalwaysandneedforfundingtocoverthecostofthingslikeconferences/faculty
development/stipendsforspecialprojects,etc.
 Doesanyonehaveideasofsourcesforthesesortsoffundingopportunities
Attachment“A”
ADCT Curriculum Proposal Per Group Discussion at Sept. 24th ADCT Team Meeting Current Course Requirements ADCT 10 Intro to Addiction Studies 3 ADCT 11 Pharmacology and Physiology of Addictions 3 ADCT 12 Substance Abuse: Law, Prevention & Education 3 ADCT 13 Substance Abuse in Special Populations 3 ADCT 14 Health, Nutrition, & Addiction 3 ADCT 15 Intro to Counseling Skills 3 ADCT 16 Family Systems 3 ADCT 17 Field Experience II 3 Soc 34 Intro to Social Work 3 Soc 38 Field Experience 3 Soc or Psych Elective 3 Total 33 Proposed Course Requirements (per discussion at ADCT team meeting 9/24/08) ADCT 10 Intro to Addiction Studies 3 ADCT 11 Pharmacology and Physiology of Addictions 3 ADCT 12 Ethics, Law, & Prevention 3 ADCT 13 Special Populations & Dual Diagnosis (Psych or Soc?) 3 ADCT 14 Health, Nutrition, & Addiction 3 delete course ADCT 15 Intro to Counseling & Family Systems I 3 ADCT 16 Intro to Counseling & Family Systems II 3 ADCT 17 Field Experience II 3 Soc 34 Intro to Social Work 3 Soc 38 Field Experience 3 ?? Case Management 3 add course ?? Professional Writing/DSM IV 3 add course ?? One More New Course 3 add course Total 36 October 16, 2013 Re: College of the Redwoods Community College Addiction Studies Program Review To: Charlie Sussman, Humboldt County AOD Sue Frenfell, Healthy Moms Steve Roth, PhD, Humboldt County AOD I am writing to you to inform you that the Addiction Studies Program is under review by the college to determine the quality and effectiveness of the program and the impact the program has on the community. In order to assess the programs “effects on local business and industries”, we are turning to you to supply the committee with feedback, as it relates to your agency’s experience with our program and its students. While general words of support are appreciated, the task force is in need of qualitative data to support the eventual recommendations that come out of the review. To that end, it would be useful to receive a letter outlining the following information as best as you can: 1.
2.
3.
4.
Has your agency been assigned interns who are working towards their certificate in Addiction Studies?  Over the past 5 years (further back if you have access to that information), how many interns have been placed at your agency?  What has been your experience of supervising these interns?  What has been your experience in terms of support and cooperation from program faculty in supervising your interns. How many job openings have you had over the past 5 years. How many of these positions have been filled by CR graduates. If the Addiction Studies Program at College of the Redwoods were to be eliminated, how would that impact your agency? How many graduates/participants of your own program have enrolled in the Addiction Studies Program as the next step in their personal recovery program? The next meeting of the review task force is scheduled for Wednesday, November 6, 2013. It would be most helpful to have your letters to review before that meeting, if possible. The outcome of this program review process will be one of three possibilities, Discontinuance, Suspension, or Revitalization. You feedback will help determine which direction the administration of College of the Redwoods Community College will take. We look forward to your timely response. If you have any questions, please feel free to contact me at the number below. Sincerely, Stuart Altschuler, MFT Associate Faculty 707 786‐9890, Cell, 323 251‐2234 October 16, 2013 Re: College of the Redwoods Community College Addiction Studies Program Review Dear , I am writing to you to inform you that the Addiction Studies Program is under review by the college to determine the quality and effectiveness of the program and the impact the program has on the community. In order to assess the programs “effects on local business and industries”, we are turning to you to supply the committee with feedback, as it relates to your agency’s experience with our program and its students. While general words of support are appreciated, the task force is in need of qualitative data to support the eventual recommendations that come out of the review. To that end, it would be useful to receive a letter outlining the following information as best as you can: 1.
2.
3.
4.
Has your agency been assigned interns who are working towards their certificate in Addiction Studies? Over the past 5 years (further back if you have access to that information), how many interns have been placed at your agency? What has been your experience of supervising these interns? What has been your experience in terms of support and cooperation from program faculty in supervising your interns. How many job openings have you had over the past 5 years. How many of these positions have been filled by CR graduates. If the Addiction Studies Program at College of the Redwoods were to be eliminated, how would that impact your agency? How many graduates of your own program have enrolled in the Addiction Studies Program as the next step in their own recovery program? The next meeting of the review task force is scheduled for Wednesday, November 6, 2013. It would be most helpful to have your letters to review before that meeting, if possible. The outcome of this program review process will be one of three possibilities, Discontinuance, Suspention, or Revitalization. You feedback will help determine which direction the administration of College of the Redwoods Community College will take. We look forward to your timely response. If you have any questions, please feel free to contact me at the number below. Sincerely, Stuart Altschuler, MFT Associate Faculty 707 786‐9890, Cell, 323 251‐2234 Responses to Letter to Community: ‐‐‐‐‐Original Message‐‐‐‐‐ From: Patrick Sweeney [mailto:psweeney_ysb@sbcglobal.net] Sent: Wed 10/30/2013 10:54 AM To: Altschuler, Stuart Subject: Re: The Future of Addiction Studies at CR Please read Hello Stuart.... The residential programs in which I am responsible do not have Addiction Studies interns. However, I believe the Raven Project (which is part of the same agency) does have students. I am going to forward your e‐mail to the Raven Program Coordinator. Patt Sweeney RCAA's Youth Service Bureau (707) 443‐8322 ext. 205 ________________________________ From: "Altschuler, Stuart" <Stuart‐Altschuler@Redwoods.edu> To: psweeney_ysb@sbcglobal.net Sent: Monday, October 28, 2013 4:53 PM Subject: The Future of Addiction Studies at CR Please read The Future of Addiction Studies at CR Please read Pat, The attached letter will explain the purpose of this email and our program would appreciate any feedback you can offer in a letter to keep us going. If you have any questions, feel free to call me. Thanks. Stuart Altschuler, MFT Associate Faculty 786‐9890 Cell 323 251‐2234 I have attached the list of all contacts and agencies where I sent to letter. The one from Kimberly Songer, below, from HART is the first response and a great one. About 5 others have contacted me that they are working on their response. I will forward them as I get them. Of the attached list, I think Marcy would be the only one with enough community agency experience to have suggestions to add to it. They are welcome from anyone. The other associate faculty has reviewed the list and had no additions at this time. Thanks. Stuart Altschuler ‐‐‐‐‐Original Message‐‐‐‐‐ From: kimberly Songer [mailto:hartkim@suddenlinkmail.com] Sent: Tue 10/29/2013 4:50 PM To: Altschuler, Stuart Subject: letter of support October 29, 2013 Re: College of the Redwoods Community College Addiction Studies Program Review To: Stuart Altschuler I am writing in response to your request as to the quality and effectiveness of the addiction studies program as it pertains to our business. The Intern program has been a critical component in our staffing needs at our facility. We are the DUI program for Humboldt County and have between 700‐1000 new enrollments each year. We run between 4 and 6 groups a day, five days a week. We see approximately 400 clients a week. HART has services in Fortuna, Eureka, Hoopa and Miranda. Our main business office is in Fortuna; however more clients are seen at the Eureka site because of the population base. I began as a College of the Redwoods intern with the HART program in 2000, was hired in 2001, and am currently the program director. During my tenure we have had more than 20 interns from the CR addiction studies program. As the intern coordinator I have supervised at least 13 interns. I have always had a positive relationship with CR and the interns. I have always felt supported by the college when I've needed assistance. The staff has always been very available and approachable. HART has a reputation for hiring interns. We see it as a positive way of getting to know people and assessing who would be a positive team member. Of the people who have interned here, 16 of them have been hired. At this time we have a total of 9 counselors and all but one are from the College of the Redwoods Addiction Studies program. Our Program would be seriously impacted if the Addiction Studies program did not exist here in Humboldt County. This is an isolated region, and we do not have the resources to draw from, like more populated communities. I do not have any data on how many clients from our program go on to attend the Addictions Studies program. I do feel safe in saying I have heard of no less than a dozen individuals who have previously been HART clients and later went to CR to become addictions counselors. I would like to take this opportunity to thank all former and current professors who have been instrumental in the development and continuation of the Addiction Studies Program at College of the Redwoods. I am looking forward to many years of collaboration yet to come. If I can be of any further assistance, please feel free to call. Sincerely, Kimberly Songer HART Program Director (707)725‐9381 Agencies Where Letter was Submitted: ADCS Scott Cunningham, Director, Alcohol and Drug Care Services Arcata House Karen Fox‐Olsen, Director, Arcata House Bonnie Brown Treatment Program Debbie Todd, Director, Bonnie Brown Treatment Center Lea McLellan‐Thompson, Bonnie Brown Treatment Center County AOD/Mental Health Charlie Sussman, Humboldt County AOD Sue Grenfell, Healthy Moms Steve Roth, PhD, Humboldt County AOD Crossroads Shawn Doney, Director, Crossroads Recovery Program Also sent to Diana’s email HART Kimberly Songer, Program Manager, HART Hoopa Human Services and AOD Dawn Marie Cummings, Certified Substance Abuse Counselor, Hoopa Division of Human Services Ella Kane, Social Worker, Hoopa Division of Human Services Humboldt County Human Resources Ron Halverson, and Becke Perry, Human Resources Department Humboldt Recovery Center Arlette Large, Executive Director, Humboldt Recovery Center Lee Brown Treatment Center Michelle Hayden, Program Director, Lee Brown Treatment Center Multiple Assistance Center Karley Martin, Certified Addiction Counselor, Multiple Assistance Center Open Door Clinic Dale Ward, Open Door Clinic Singing Trees Treatment Program John McManus, Program Director, Singing Trees Treatment Program United Indian Health Services, Potowat Janice Rollins‐Dean, Behavioral Health Program Manager, UIHS Veterans: Crystal Morse, Veterans Specialist, College of the Redwoods Bill Dubose, MFTi, Director of Client Services, North Coast Veterans Resource Center Mary Baker, Team Leader and Deborah Reeves, Acting Team Leader, Redwoods Veteran Center Douglas Rose‐Noble, Senior Social Worker, VA Outpatient Clinic Kathi Rose‐Noble, Senior Social Worker, VA Outpatient Clinic Youth Services Bureau, RCAA Pat Sweeney, Program Manager, Youth Services Bureau Yurok Social Services Angela Sundberg, ICWA Advocate, Yurok Social Services Kenna Adame, Yurok Social Services Waiting to get email for Teen Challenge and for Eric Davis at Detox Letter to UIHS was faxed, not emailed Counselor, The Magazine for Addiction: From the October, 2013 (Vol 14) edition of the magazine "Counselor, The Magazine for Addiction Professionals". Article: "Alcohol and Drig Counseling: A Credential That Changes Lives and Your Career" by Edwin R. Bergen, PhD: "In the 2012‐2013 edition of its "Occupational Outlook Handbook", the US Department of Labor reported that the employment of substance abuse and behavioral disorder counselors 'is expected to grow by 27% from 2010 to 2020, faster than the average for all occupations." FYI Stuart 4021 Task Force Committee
Addiction Studies Third Meeting, 11/20/13
Agenda
1) Complete objective review of quantitative and qualitative data
2) Answer remaining questions
3) Discuss Strengths and Challenges document
(Should this program, as it exists, be part of the future of the college)
4) Voting process (simple majority)
a. Crislyn will send out the electronic ballot to vote for: REVITALIZATION- YES or NO (return
vote within 24 hours). Discuss Qualifications related to revitalization
b. If the voting result is to not REVITALIZE then the committee will be asked to vote again
for DISCONTINUE or SUSPEND (return vote within 24 hours)
c. Members will have a total of 48 hrs. to vote
5) Report Process
a. Results of Voting
b. Electronic Review of Report for Facts and Omissions
4021 Task Force Committee
Addiction Studies Third Meeting, 11/20/13
Notes
Present: Joe Hash, Bob Brown, Stuart Altschuler, Marcy Foster, Cheryl Tucker, Crislyn-Parkersupport
1) Complete objective review of quantitative and qualitative data
 Completed most of the quantitative data. Committee did a quick review of the
quantitative data.
2) Answer remaining questions
 See the qualitative document notes attached
3) Discuss Strengths and Challenges document
(Should this program, as it exists, be part of the future of the college)
4) Voting process (simple majority): Bob clarified the voting process
a. Crislyn will send out the electronic ballot to vote for: REVITALIZATION- YES
or NO (return vote within 24 hours). Discuss Qualifications related to
revitalization
b. If the voting result is to not REVITALIZE then the committee will be asked to
vote again for DISCONTINUE or SUSPEND (return vote within 24 hours)
c. Members will have a total of 48 hrs. to vote
5) Report Process
a. Results of Voting: Crislyn will send out an email to the committee the result
of the voting, but will only send the count (without names) to the co-chairs.
b. Electronic Review of Report for Facts and Omissions: The final draft will be
sent to committee members for a review of facts or omissions only.
4021 Task Force Committee
Addiction Studies Third Meeting, 11/20/13
Notes
11/20/13
Qualitative Document - updated
Strengths and Challenges table
Notes
1. The impact the action will have on the general education curriculum or the curriculum of other
programs. With revitalization, the impact on general ed would be higher enrollments, otherwise
will not affect general ed courses. If program is discontinued, electives would be impacted –
would lose the enrollments in those courses. Many are returning students and it would impact
our basic skills courses. Discontinuation would definitely have an adverse effect on the sociology
program.
1. The ability of students to complete their degree or certificate or to transfer. This includes
maintaining the catalog rights of students. Data supports revitalization will increase this/it is
good. Program seems to articulate to HSU, as well. Many students have taken program, but
transferred without getting certificate.
2. The College’s ability or inability to provide the resources to maintain the program. See notes
below. Dollars to purchase instructional materials (DVDs), normal operational costs, would
be basically minimal.
3. Balance of college curriculum (for example, ensuring the non-elimination of all of one type
of programs, such as foreign languages): Discontinuation could possibly lower enrollments
in some courses, whereas revitalization could increase enrollments.
4. Replication of programs in the surrounding area and their efficacy: Redwoods, Lassen, Butte,
Mendocino, Siskiyou’s, Yuba (Alcohol and Control); only Community Colleges offer this
program. Several colleges offer the Human Services certificate. CR’s program seems to be
stronger in addiction studies.
5. The potential impact on diversity at the College. Program supports diversity, full-time faculty
participating in shared governance and understanding diversity issues would be good.
Students do tend to be more female than men.
6. Alignment with Chancellors Office priorities, college mission, accreditation standards, and
state and federal law. The program aligns with all these.
7. Effects on local business and industries- i.e., declining market/industry demand (local,
regional). Program scores high in labor market demand.
8. Availability of the program at other community colleges. See above
9. If this is a grant-funded program, what was the agreed institutional commitment for the
campus to continue this program?
10. List specific financial resources required to sustain the program:
 Faculty compensation FT/PT: Full time faculty needed; f/t faculty would relieve part time
faculty costs; professional development opportunities
 Support Staff compensation: No need for f/t support person, but to have occasional
access to support
 Facilities costs annualized: currently housed at the Creative Arts building
 Equipment costs annualized: one-time resources to update technological resources
 Supplies cost annualized: yes-minimal
4021 Task Force Committee
Addiction Studies Third Meeting, 11/20/13
Notes
 Note: committee discussed whether having f/t faculty oversight allow for intern
opportunities on campus as well as in the field; maybe an intern(s) to support faculty.
11. Potential impact on the community. Discontinuation of this program will negatively impact
the community as is supported by the numerous responses.
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Discussion that if this program did not exist, how many total students would CR lose.
Most of the students in ADDCT come with intent only to get the certificate; they see this
program as something they are qualified to do; many go on for an AS.
Discussion if this program were discontinued, how would it affect the Sociology
program: loss of maybe half the students taking Intro to Soc, and SOC 38 and 42 (which
overlap). Those courses articulate to HSU. The group feels positively there would be an
adverse effect in the sociology program.
FTES to FTEF is significantly higher than the district average. District costs are
significantly lower.
CR only offers two choices in social services type of career, addiction studies and
behavioral science.
Option for moving on to the SOC degree clearly articulates.
There were lower enrollments over the last two years, but enrollments were still good.
KT will not continue offering ADDCT studies in the future, and the offering created an
anomaly that affected fill rates.
Full time faculty were requested in the 2013-14 and the 2010-11 program review.
Mention has been made frequently in program review that this program needs full-time
faculty.
Discussion: the quantitative statistics support revitalization and by having full time
faculty support would only increase the success of the program.
Q: is there long term sustainability to offering this program at CR? Answer is yes.
Program has 9 of 15 labor market demand.
Agency directors and managers have many CR students; and (unqualified) statement is
that half of CR grads are working locally.
Actual transfers were higher for students who took addiction courses, not just declared
students.
A suggestion to revitalize the certificate, explore a degree option as well as a human
resources degree and certificate. Chancellor’s office has record of these. Most schools
have the human resources degrees and certificates. Adding these would increase
enrollments.
Qualification for revitalization:
o FT faculty
Discussion and decision to hold including a qualification for exploring an additional cert
and degree in human services (this can be part of the requirement that a FT faculty would
be charged with.)
Discussion regarding adding financial resources to qualifications: if the district chooses
to revitalize the program, the district will provide resources in order to do so.
11/13/13 From Stuart Altschuler: I have done my homework and researched what other colleges in the north are offering Addiction Studies. Of those on the list in the brochure I sent, the following is what I found: American River, Chemical Dependency Studies‐‐ Certificate only Butte College has discontinued their program completely College of the Siskiyous, Addiction and Drug Studies‐‐‐Both Certificate and Degree Lake Tahoe College, Addiction Studies‐‐‐ Both Certificate and Degree Lassen College, Drug and Alcohol Paraprofessional‐‐‐ Both Certificate and Degree Mendocino College, Alcohol and Other Drug Studies‐‐‐ Both Certificate and Degree Woodland CC, Chemical Dependency Awareness and Counseling programs‐‐
‐Both Certificate and Degree Yuba, Alcohol and Controlled Substance Program and Chemical Dependency Counselor‐‐‐Both Certificate and Degree As you see, we are the only one that does not offer an Associate of Sciences in the field. They only require that the student takes all the courses for the certificate and then the rest of what the school requires in terms of basic classes and electives to accumulate enough credits for the degree. Should not be too difficult to do at CR too. It is something, I think, that a full time program director could be charged with creating? Hope this helps. 1
Student ID Last ADCT Course Date Total ADCT Units
CSU Date
0009194
20‐May‐13
3 08/21/1996
0020128
31‐Aug‐10
3 01/18/2011
0021980
20‐Jul‐10
3 08/20/1997
0043816
18‐Nov‐12
9 08/18/1999
0044855
06‐Dec‐10
3 08/22/2005
0050561
10‐Aug‐12
6 08/20/2002
0076006
04‐Nov‐13
15 01/12/2000
0079603
26‐Aug‐13
12 08/22/1995
0090340
08‐Aug‐12
29.5 08/19/2003
0090572
17‐Dec‐12
22.5 08/31/1998
0091075
09‐Sep‐10
3 01/10/2007
0093796
17‐Nov‐10
18.5 08/18/2008
0094925
18‐Jan‐13
9 10/01/1974
0104948
02‐May‐13
24.5 08/22/1995
0113803
30‐Aug‐11
3 01/15/2002
0143812
23‐Dec‐10
9 08/17/2007
0166309
18‐Jan‐11
3 08/18/2008
6 01/18/2011
0171338
26‐May‐10
0175003
25‐Aug‐12
18 10/01/1975
0187340
15‐May‐13
17 01/15/2002
0200853
07‐Jan‐13
18.5 08/17/2005
0205808
16‐Jul‐13
3 08/18/2008
0208566
15‐Jun‐10
3 01/14/2009
0209900
18‐Nov‐10
3 08/25/2003
0211306
26‐May‐10
3 01/17/2012
0213028
29‐Nov‐10
6 08/25/2008
0214246
30‐Nov‐12
15 08/18/2008
0217213
02‐Sep‐10
3 08/22/2011
0219995
15‐May‐10
3 08/20/2012
0221989
16‐Aug‐12
3 10/01/2005
0222919
18‐Jan‐12
9 08/17/2009
0227862
13‐Jul‐11
15 08/17/2004
0228662
27‐Aug‐12
3 08/18/2008
0229591
12‐Nov‐10
3 08/21/2006
0231457
22‐Nov‐10
3 08/20/2012
0232353
20‐Nov‐10
3 08/25/2008
0240805
18‐Nov‐11
12 08/23/2003
0266537
13‐Aug‐12
3 08/17/2009
0280058
11‐Jul‐11
3 08/17/2009
0280403
29‐Dec‐11
3 08/23/2010
0282098
01‐Sep‐11
3 08/30/1999
0292673
31‐Aug‐12
3 01/26/1998
2
ACAD_PERSO
N_ID
0072084
0089529
0093796
0097973
0120553
0136204
0138893
0150155
0166121
0175054
0200853
ACAD_ACAD
First attended _PROGRAM Award Date
CSU
FIRST_NAME LAST_NAME
ADCT.CA
06‐Aug‐09
17‐Aug‐04 Timothy
Roller
ADCT.CA
17‐May‐08
13‐Jan‐05 Severina
Harris
ADCT.CA
14‐May‐11
18‐Aug‐08 Logan
Bengston
ADCT.CA
06‐Aug‐09
10‐Jan‐77 Karen
Santos
ADCT.CA
14‐May‐11
22‐Aug‐11 Shannon
Tobin
ADCT.CA
06‐Aug‐09
22‐Aug‐11 Shari
Hostler
ADCT.CA
17‐May‐08
18‐Aug‐08 Lindsay
Demello
ADCT.CA
15‐May‐09
17‐Aug‐09 Kim
Johnson
ADCT.CA
07‐Aug‐08
21‐Aug‐96 Raena
West
ADCT.CA
07‐Aug‐08
1‐Oct‐75 Michael
Shearer
ADCT.CA
10‐May‐13
17‐Aug‐05 Christine
Motzny
PREFERRED_EMAIL_ADDRESS
t_roller@msn.com
minsevy@saber.net
lcb20@humboldt.edu
kss23@humboldt.edu
luvmyxr1@yahoo.com
SHARIHOOPA@YAHOO.COM
supadiva96@hotmail.com
kimmie0761@yahoo.com
raenawest@hotmail.com
Ravenhawk083@gmail.com
cmotz13@sbcglobal.net
FIRST_SEG
MENT_4YR
CSU
CSU
CSU
CSU
CSU
CSU
CSU
CSU
CSU
CSU
CSU
3
Instructional Program Review Template for Academic Year 2013‐2014 (fields will expand as you type) Please provide a concise response to all questions, and include relevant details in direct support of your responses. Bulleted lists may be used to clearly organize information. Section 1 ‐ Program Information 1.0 Name of Program: Addiction Studies (ADCT)
Date: October 10, 2013 1.1 Program Review Authors (include names and campus locations): Reviewed by Mike Goldsby; Stuart Altschuler, MFT; Jim Home, MSW,
ADCT; Greg Westbrook
1.2 Dean’s Signature:
Date: October 23, 2013 Joe Hash
1.3 Individual Program Information # of Degrees offered: # of Certificates offered: one 1.3.1 State briefly how the program functions support the college mission: The ADCT program supports the mission of the college by providing
outstanding career certification and programming that has direct and positive effects on students and the community.
1.3.2 State briefly program highlights/accomplishments: Record number of students receiving certificates for 2012-13. Established relationship
to place interns with Humboldt County Alcohol and Other Drugs (AOD) programs. More students are moving on from the program to the Masters
in Social Work (MSW) program at HSU.
Section 2 ‐ Data Analysis 2.1 Enrollment & Fill Rate Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Enrollments & fill rates Comment if checked: Enrollment ☐ Comment if checked: Fill Rate ☐ 2.2 Program Majors Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Enrollments & fill rates 2013 ADCT Program Review 10‐30.docx 11/19/2013 Page 1 54
Comment if checked: There are 110 majors in the program with 85 of those from the Eureka Campus. Comment if checked: Fill Rate ☐ 2.3 Success & Retention Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Success & Retention Success ☒ Comment if checked: The program success rate of 75% is higher than the district average of 69%.
Retention ☒ Comment if checked: The program retention rate of 88% is slightly higher than the district average of 87%.
2.4 Persistence Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Persistence of Concentrators ☒ Comment: The program Persistence Rate of 90.32% was slightly higher than the district average of 89.05%
Enrollment ☐ 2.5 Completers Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Persistence of Concentrators ☒ Comment: The ADCT Program Completion Rate for 2012-13 was 32.26%. The district average Completion Rate for
awarding of degrees or certificates was 20.93%.
2.6 Program Completers Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Completions & Transfers ☒ Comment: Since 2010-11 the number of program completers has increased from 11, to 14 for 2011-12, to 20 for 2012-13. Student Equity Group Data 2.7 Enrollments Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp 2013 ADCT Program Review 10‐30.docx 11/19/2013 Page 2 55
by group Select your program and click on ~ by Student Equity Group next to Enrollments & fill rates Comment: All three campuses which offered ADCT courses had much higher enrollment rates of females to males (61.864.29% female) compared to the district average. The average age of students in the ADCT program is older than the district
average with 70% of DN and 72% of EKA students being age 25 or older, the district averages being 28% at DN and 25% at
EKA.
2.8 Success & Retention Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group next to success & retention Comment: Percentages for ADCT students in most identified SEG groups are slightly higher than the district averages.
DSPS and Math Basic Skill students have higher success rates than non-DSPS or non-Basic Skills students.
2.9 Completers by group Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on ~ by Student Equity Group next to persistence Comment: Faculty Information 2.10 Faculty Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Faculty (FT/PT) & FTES/FTEF Comment: ADCT program FTES/FTES at 27.35 is slightly higher than the district average of 26.7. The amount of part-time
faculty teaching in the program is 100% and far exceeds the district average of 53.29%.
CTE/Occupational programs The following Labor Market section should be completed by all CTE/Occupational programs. Only CTE/Occupational programs need to complete this section (2.9). 2.9 Labor Market Data Refer to the California Employment Development Division: http://www.edd.ca.gov/ www.labormarketinfo.edd.ca.gov
Provide a narrative that addresses the following: 2013 ADCT Program Review 10‐30.docx 11/19/2013 Page 3 56
a. Documentation of labor market demand b. Non‐duplication of other training programs in the region c. Effectiveness as measured by student employment and program completions. Narrative: Labor market information indicates that there is a 19.5% increase in job availability in the field of Substance Abuse and Behavioral
Disorder Counselors
County of Humboldt Personnel Department recently instituted Substance Abuse Counselor Trainee job classification, to increase
applicants. Trainee positions are full-time and benefitted.
Both Affordable Care Act and Partnership MediCal Managed Care are increasing health coverage benefits for Substance Abuse
counseling services in 2014, but exact impact on job market is not yet known.
Summary of Section 2 Overall, what did you learn from the data provided in this section? Meets community need Section 3 – Critical Reflection of Assessment Activities Curriculum & Assessment Data What courses, if any are not on track with regard to a 2‐year assessment cycle? Explain if this is a consequence of how often the course is offered or other mitigating factors such as outcome updates that may have changed the assessment cycle. # of course SLO reports submitted during 2012‐2013. Reports submitted in 2012‐13 up to the Sept 15, 2013 deadline were included in 2012‐2013. # of degree/cert (PLO) reports submitted during 2012‐2013. Reports submitted in 2012‐13 up to the Sept 15, 2013 deadline were included in 2012‐2013. % of Course Outlines of Record up to date. Includes approvals through spring 2013. Explain any mitigating circumstances. Indicate if you have submitted updated Course Outlines of Record this fall. If there is no plan for updating outdated curriculum, when will you inactivate? View curriculum status: click here or go to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Curriculum Status Did the Program Advisory Committee Meet in the last year? Y/N Click here to view the Program Advisory Committee webpage 2013 ADCT Program Review 10‐30.docx 11/19/2013 Page 4 none
26
three
100% up to date
No
57
3.1 What changes have been made to the program based on assessment findings? You may include results from your closing the loop reports that map to your program. Faculty have increased emphasis on the evidence based practice of Motivational Interviewing and Stages of Change. Faculty also increased focus
on the basic fundamentals of ethics. These changes were instituted following feedback from prospective employers and programs where interns
are placed.
Instructors increased small group work to increase engagement of younger students.
Development of closer ties with community agencies for internships for students.
3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support. Some kind of support to expedite the assessment process.
Summary of Section 3 Provide any additional explanations for items described in section 3. Section – 4 Evaluation of Previous Plans 4.1 Describe plans/actions identified in the last program review and their current status. What measurable outcomes were achieved due to actions completed. Action plans may encompass several years; an update on the current status, or whether the plan was discarded and why. Click here to view completed program reviews from last year. Actions Taken Current Status Initiate student survey in second semester
ADCT course to assure students have
declared their major and have an SEP
The need for the survey has been mitigated by the
college’s emphasis on having students declare a major
and receiving an SEP
Develop a programmatic “early warning”
system for high risk students
The “faculty withdrawal” has decreased the need for an
early warning. MyCR has also assisted in
communicating to students their status on assignments
which has led to a better knowledge of their standing in
2013 ADCT Program Review 10‐30.docx 11/19/2013 Impact of Action (describe all relevant data used to evaluate the impact) Page 5 On-going. Students remaining enrolled in
the courses seem to have more focus. The
faculty withdrawal seems to eliminate
many unfocused students
58
the course.
Development of a student mentoring
program linking older students with
younger students
Use of small groups, study groups and study guide has
assisted with this plan
Students have an improved sense of
course requirements
4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement: no funds allocated
Section – 5 Planning Click here to link to Institutional Planning Documents 5.1 Program Plans Based on data analysis, student learning outcomes and program indicators, assessment and review, and your critical reflections, describe the actions to be taken for the 2013‐2014 academic year. Use as many rows as you have actions, and add additional rows if you have more than 5 actions. Please number all rows that you add. Please be specific. This section and section 6 should include a detailed justification so that the resource prioritization committees understand your needs and their importance. * Not all actions in this program plan section may require resources, but all resource requests must be linked to this section. 5.1 Program Plans Action # Action to be taken: List the specific action to be taken in enough detail so that someone outside of your area can understand. 2013 ADCT Program Review 10‐30.docx Relationship to Institutional Plans Include the specific plan and action item relevant to your action to be taken. For example: Annual Plan 2013‐
2014 Theme: Persistence; or Goal 1: Student Success: 11/19/2013 Expected Impact on Program/Student Learning Describe the expected impact in a way that someone outside the program can understand. The impact should be measurable. Page 6 Relationship to Assessment Include all assessment results that indicate that this action will yield the desired impact on the program. If the Resources Needed (Y/N) A yes here requires a corresponding request in the next section. 59
EP.1.6.2 Develop a plan for narrowing the achievement gap for underrepresented student populations. 1 2 3 4 5 6 Provide a full-time
faculty member for
the program
Provide new
instructional materials
Theme: Increasing
Persistence; Goal: Student
Success
Theme: Increasing
Persistence; Goal: Student
Success
assessment has yet to be conducted, explain when and how it will be conducted. Will improve student persistence,
retention and success
A full-time faculty
member would
assist in overseeing
the assessment
process as well as
many other
instructional needs
Yes.
Funding for
one full-time
faculty
Should assist in improving student
success, persistence and retention
Yes
5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary. Section 6 ‐ Resource Requests 6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be accompanied by an action plan in the above section. Requests should include estimated costs. Submit a support ticket if you do not know the estimated costs. If you are requesting personnel resources, you must also include the “Request for Faculty or Staffing” forms, located at inside.redwoods.edu/program review. Submit one form for each request. Additional Instructions: 
Put down the full amount you are requesting in the “Amount” column. Put down the annual amount of any ongoing or recurring costs in the “Annual Recurring” column. For example, a personnel request for a permanent position might show an Amount of $30,000 and an Annual Recurring Cost of $30,000. A request for equipment might show an Amount of $5,000 and an Annual Recurring cost of $200. A professional development request might show an Amount of $800 and a recurring cost of $0. 
If you have a grant or some other source of funding, include in the “Request” column a brief description of the source of funds and the dollar amount that is expected to be covered by the other source and if the other source covers any of the annual recurring costs. 2013 ADCT Program Review 10‐30.docx 11/19/2013 Page 7 60

Note in the “Request” column if this is a repeat request, and how many times you have submitted this request.
The item number must match the corresponding action # from section 5. Add rows as necessary. Type of Request (Check One) Planning Operational Personnel Professional To be Development reviewed by To be Prioritization reviewed by Committees To be To be Action the of the reviewed reviewed by Request # Professional Budget and grouped Faculty Describe your request here in a way that someone $ use # Planning by Associate Prioritization Development outside the program can understand. Amount
above Committee Committee Deans. Committee. 1 Full-time faculty member
2 Instructional materials such as DVD’s
x
x
$ Annual Recurring Costs 80,000
80,000
2,000
Contact Person (Name, email, phone) Joe
Hash
x4242
Joe
Hash
x4242
Section 7‐Author Feedback Provide any constructive feedback about how this template or datasets could be improved. How much do you agree with the following statements? (mark your choice with an x )
Strongly Somewhat
Somewhat Strongly
Neutral
Agree
Agree
Disagree Disagree
This year’s program review was valuable
[]
[x ]
[]
[]
[]
in planning for the ongoing improvement
of my program.
Analysis of the program review data was
useful in assessing my program.
[]
[ x]
[]
[]
[]
2013 ADCT Program Review 10‐30.docx 11/19/2013 Page 8 61
Section 8‐ PRC Response by section (completed by PRC after reviewing the program review) 8.0 The response will be forwarded to the author and the supervising Director and Vice President: S.1. Program Information: S.2. Data Analysis: S.3. Critical Reflection of Assessment Activities: S.4. Evaluation of Previous Plans: S.5. Planning: S.6. Resource Requests: 2013 ADCT Program Review 10‐30.docx 11/19/2013 Page 9 62
Faculty Prioritization Rankings, 2010-11
Faculty Prioritization 2011
Ranked List
Rank
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Counseling/Articulation
Nursing (ADN Program)
Fine Woodworking
English (Mendocino)
Addiction Studies
English (Eureka)
Mathematics
Art (Mendocino)
Welding
Mathematics (2nd position)
Diesel
Nursing
Forestry
Hospitality
Chemistry
63
64
‐‐‐‐‐Original Message‐‐‐‐‐ From: Walker, Douglas (UIHS) [mailto:Douglas.Walker@CRIHB.ORG] Sent: Mon 11/4/2013 11:52 AM To: Altschuler, Stuart Cc: Rollins‐Dean, Janice (UIHS) Subject: College of the Redwoods Addiction Studies Program Review To Whom it may Concern, I have been asked by my supervisor, Janice Rollins‐Dean, to respond to your letter Re: the internship program at College of the Redwoods. In the past 5 years I have supervised the majority of the CR interns in the Addiction Studies Program that did their internships here at UIHS. For the most part, this has been a rewarding experience, and I would have to strongly support Revitalization as the outcome of this review. In the past 5 years we have had 6 interns placed in our department, with mixed results, mostly favorable. A couple interns had issues with attendance and boundaries with clients, but the majority went on to develop excellent counseling skills. Being a graduate of the Addiction Studies Program myself, I can attest to the value of working hands on with real clients in a clinical setting. I feel the aforementioned issues could be addressed by more frequent progress reviews with the instructor. When I did my internship, the students were not allowed to do the actual field studies until their final semester, and the teacher actually visited each site and met with the interns supervisor toward the end of the internship. In the past 5 years, we have hired 3 CR graduates. Another one went on to complete her masters in social work at HSU. We have had at least 6 graduates/participants that I know of complete the Addiction Studies Program as the next step in their personal recovery program. I feel that if the Addiction Studies Program were to be eliminated, we would lose a valuable resource in the community. Working with interns has been a rewarding and valuable learning experience for myself and our agency. Given the high rate of substance abuse/dependence in this county, and in the native population in particular, the elimination of this program should not be an option. In 2005 (I think), I was invited to participate in an advisory board for the CR Addiction Studies Program by the head of that department, Marcy. We met in the fall of that year, I believe, and were advised that we would meet again the following spring. On that board were Neil Tarpey, Ken Powell, Mike Goldsby, Kimberly Songer, Phyllis Sovereign, and myself. We came up with some recommendations based on deficiencies we had observed including : making some sort of English class a prerequisite for the program, as a number of interns were sorely lacking in reading and writing skills and not capable of documenting their client encounters. Adding a required class in diagnosis using the DSM IV (now V) as criteria. Requiring students to complete a class on dual diagnosis to give them better insight into the relationship between mental illness and addiction. As far as I know, there was never another meeting of the advisory board, and none of our suggestions were ever implemented. Marcy apparently found work elsewhere, and none of the members were informed of the dissolution of the advisory board. In my opinion, addressing these needs along with more frequent and thorough monitoring of students progress would go a long way toward making the addiction studies program viable. Any questions may be directed to me at (707) 825‐5060. Thank you, Doug Walker, CSAC II 65
‐‐‐‐‐Original Message‐‐‐‐‐ From: Rose‐Noble, Kathi [mailto:Kathi.Rose‐Noble@va.gov] Sent: Thu 10/31/2013 3:36 PM To: Altschuler, Stuart Subject: RE: email Dear Stuart, So good to hear from you. The last time I saw you was when I was a guest lecturer in one of your classes. My experience in supervising interns from the Addictions Studies Program at CR was in my capacity as Supervising Mental Health Clinician at HumWORKS, a program co‐located on the Social Service Branch campus of Humboldt County. I am no longer employed by Humboldt County and have been working for the Eureka V.A. Clinic for the past four years. I had one intern under my supervision. She was well informed and helpful to the clients who were able to develop relationships with her. One limitation was that she had so few hours to devote to her placement. She could have benefited from spending more blocks of time in the program and participating in treatment team meetings. I had very little contact with the school. The intern who worked with our program had her own recovery as well as the education in addictions. She understood recovery principles and communicated them through didactic material as well as by sharing her own experience when appropriate. Her self‐disclosure was done appropriately and when it would benefit the client. This intern was later employed by the Alcohol and Other Drug Treatment Programs for the County in the Healthy Mom's Program. She is, to this day, still a valued employee of Humboldt County. As you know, very few addictions counselors have been hired through Humboldt County in the past few years due to budgetary restraints and severe cuts to programs such as the non‐violent drug offender treatment programs. We do not hire substance abuse counselors here in the Eureka V.A. Clinic. The local clinic hires only Master level, licensed mental health providers. However, your graduates can look for V.A. positions all over the country at usajobs.gov. There are also jobs overseas through the Department of Defense for certified substance abuse counselors as well. Let me know, if you need any additional information. Thanks for contacting me. Kathi Rose‐Noble, LCSW 66
67
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www.redwoodtc.org
Email: info@redwoodtc.com
Mailing address:
P. O. Box 2595
McKinleyville CA 95519
Administration
2212 2nd Street
Eureka CA 95501
(707) 268-8727
Fax: (707) 268-8717
Club 5:17
2212 2nd Street
Eureka CA 95501
(707) 268-8727
Fax: (707) 268-8717
Native American
Teen Challenge
P. O. Box 308
Trinidad CA 95570
(707) 825-2727
Fax: (707) 268-0612
Straight Street
Men’s Center
1805 4th Street
Eureka CA 95501
(707) 268-0614
Fax: (707) 268-0612
Streams of Living Water
Women’s Center
1435 7th Street
Eureka CA 95501
(707) 442-4233
Fax: (707) 442-4433
Stuart Altschuler, MFT
Associate Faculty
Dear Stuart:
In answer to your email inquiry, I have included as much information as I can garner
with the short notice. I hope this helps you to be able to keep your much needed program in
this community.
1. Has your agency been assigned interns who are working towards their certificate in Addiction Studies? Over the past 5 years (further back if you have access to that information), how
many interns have been placed at your agency? We have had several interns working for
Redwood Teen Challenge over the past 5 years: one at the men’s facility and at least four at
the women’s facility. We have also had an intern from Humboldt State, a summer intern from
Loma Linda University. Their abilities were definitely an asset to our establishment. They
have been a lot of help to us, in addition to showing that they are very teachable by others
working in the field.
2. What has been your experience of supervising these interns? I thoroughly enjoy investing
time in these young people that are proving to be a strong asset to our community, as the
need is so great in this area.
3. What has been your experience in terms of support and cooperation from program faculty
in supervising your interns? There has been a small amount of contact with the program
faculty while supervising the interns. The paperwork that was provided for the internships
generally explained your expectations, and they were adhered to.
4. How many job openings have you had over the past 5 years. How many of these positions
have been filled by CR graduates? I am a CR graduate, in 2001, and an addiction studies
student. I went through the classes there and loved the program. We have had two other
employees that went through the program who are no longer working here.
5. If the Addiction Studies Program at College of the Redwoods were to be eliminated, how
would that impact your agency? Our agency is different in that we are a Christ centered program that doesn’t depend on formal addiction training to accommodate our students. However, anytime that we can learn about drug addiction and the detrimental effects of it, and people here that are willing to glean from the knowledge that is available, it would enrich our program.
6. How many graduates/participants of your own program have enrolled in the Addiction
Studies Program as the next step in their personal recovery program? I am not sure about
the statistics on this. However, we do have Lori there. Many of our students do come from
out of the area, and go on back to their hometowns when they leave here.
Sincerely,
Sue Tilley,
Intake/Education Coordinator
68
Request for Tenure Track Faculty
Program: Addiction Studies
Initiator(s): Joe Hash
1. Program(s) Supported by the Discipline: Addiction Studies
2. Job Description. Separate requests are required for each position sought. Please indicate
if this request is site specific and the location(s).
Faculty member will teach Addiction Studies and Sociology courses which are part of the
Certificate of Achievement in Addiction Studies on the Eureka Campus including possible
assignment(s) at the Eureka Downtown site. Faculty will also work with students on field
placements and work experience.
3. Please check ONE of the following categories: Faculty Replacement Position, Growth
Position or New Program/Discipline. Provide related information. (0-5 Points)
Faculty Replacement Position (check one)
Stable or growing discipline or program needs replacement for FT faculty who have left
within this academic year
Stable or growing discipline or program needs replacement for FT faculty who have left
within 1-2 years
Stable discipline or program needs replacement for FT faculty who have left within threefour years
Stable discipline or program can justify replacement for FT faculty who have left within
five years or more
Outside accreditation is at risk without FT hire
Provide justification and documentation. Include when the position became vacant and
the incumbent to be replaced.
Growth Position (checkone)
x Enrollment data over past two years indicate program is growing
Enrollment data over past two years indicate program is stable
Enrollment data over past two years indicate program is declining
Independent marketing or other data indicate growth potential
r3/12/12 pg 1 69
Provide justification and documentation.
Enrollments have grown since 2008-9 with 336 students to 415 students in 2012-13 and a peak
enrollment of 477 students in 2010-11. Certificate completions have risen from nine in 2008-9
to 11 in 2010-11 to 14 in 2011-12 to 20 in 2012-13.
New Program/Discipline Position
Program Initialization process complete
State curriculum approval complete
Program has grown significantly without FT faculty
Independent marketing data suggests viability of new program
Provide justification and documentation.
4. FT/PT Ratio: Indicate which statement/s are confirmed by the data: (0 -5 points)
x
Program has no full-time faculty
FT/PT ration below 50/50 percent
FT/PT ratio below 60/40 percent
FT/PT ratio below 75/25 percent
FT/PT ratio results in critical lack of effective oversight for associate faculty
Reliable pool of well-qualified associate faculty is unavailable
(In the case of non-teaching faculty positions, the criteria will be the deviation from norms
obtained from like institutions)
Provide justification and documentation.
There are currently no full-time faculty teaching in the Addictions Studies Certificate of
Achievement program.
5. Program/Student Outcomes (0 – 5 points)
Provide a narrative justifying need for full-time faculty in order to maintain and/or improve
program and student learning outcomes (one-page max), based on the following: (0 – 5 points)

Demonstrate a clear need for FT faculty in order to maintain program outcomes
r3/12/12 pg 2 70

Justification demonstrates a clear need for FT faculty in order to achieve student learning
outcomes
Narrative:
The need for a full-time faculty member in the Addiction Studies program is critical. There are
currently no full-time faculty members in the program. One-hundred percent of the teaching is
done by part-time faculty who do a fine job of instruction, but there is limited assistance to
students outside the classroom or to do the work of the district. A full-time faculty is essential to
ensure the district’s needs are met with accreditation, assessments, curriculum updates, program
reviews, serving on college committees, planning, etc. They would also be able to ensure
students have access to resources in order to ensure and expedite their success in meeting their
educational goals.
REDWOODS COMMUNITY COLLEGE DISTRICT
RUBRIC FOR PRIORITIZING FULL-TIME FACULTY POSITIONS
Faculty Replacement Position





Points (0-5):
Stable or growing discipline or program needs replacement for FT faculty
who have left within this academic year
Stable or growing discipline or program needs replacement for FT faculty
who have left within 1-2 years
Stable discipline or program needs replacement for FT faculty who have left
within three-four years
Stable discipline or program can justify replacement for FT faculty who have
left within five years or more
Outside accreditation is at risk without FT hire
OR
Growth Position




Enrollment data over past two years indicate program is growing
Enrollment data over past two years indicate program is stable
Enrollment data over past two years indicate program is declining
Independent marketing or other data indicate growth potential
OR
New Program/Discipline Position




Program Initialization process complete
State curriculum approval complete
New program has shown significant growth without FT faculty
Independent marketing data suggest viability of new program
FT/PT Ratio
Points (0-5):
r3/12/12 pg 3 71






Program has no full-time faculty
FT/PT ration below 50/50 percent
FT/PT ratio below 60/40 percent
FT/PT ratio below 75/25 percent
FT/PT ratio results in critical lack of effective oversight for associate faculty
Reliable pool of well-qualified associate faculty is unavailable
(In the case of non teaching faculty positions, the criteria will be the deviation
from norms obtained from like institutions)
Points (0-5):
Program/Student Outcomes


Narrative justification demonstrates clear need for FT faculty in order to
maintain program outcomes
Narrative justification demonstrates clear need for FT faculty in order to
achieve student learning outcomes
Points (0-5):
Other (Shared Interest)

Shared interest determined by the Faculty Prioritization Committee. Scoring
rubric will be mutually agreed and will be based on the nature of the shared
interest.
TOTAL
r3/12/12 pg 4 72