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 cADCT Program Review 10‐30 13.docx 3/6/2014 Page 1 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 cADCT Program Review 10‐30 13.docx 3/6/2014 Page 2 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: cADCT Program Review 10‐30 13.docx 3/6/2014 Page 3 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 cADCT Program Review 10‐30 13.docx 3/6/2014 Page 4 none
26
three
100% up to date
No
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
cADCT Program Review 10‐30 13.docx 3/6/2014 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
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. cADCT Program Review 10‐30 13.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: 3/6/2014 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. 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. cADCT Program Review 10‐30 13.docx 3/6/2014 Page 7 
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
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]
[]
[]
[]
cADCT Program Review 10‐30 13.docx 3/6/2014 Page 8 $ Annual Recurring Costs 80,000
80,000
2,000
Contact Person (Name, email, phone) Joe
Hash
x4242
Joe
Hash
x4242
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: Acceptable. S.2. Data Analysis: Acceptable. No comments required. PRC suggestion is to include some narrative on the enrollment and fill rate and the fact there is no full‐time faculty oversight. A little clarity in the student equity group by group section (student ages) would also be helpful. S.3. Critical Reflection of Assessment Activities: Acceptable: Past assessments tied to improvements by part‐time faculty. No discussion of future because no full time faculty. S.4. Evaluation of Previous Plans: Acceptable. S.5. Planning: Acceptable. Actions linked to instructional planning but no reference to the SP or EMP. Unclear of actions . S.6. Resource Requests: Acceptable. Resource requests included. cADCT Program Review 10‐30 13.docx 3/6/2014 Page 9