Comprehensive
Instructional Program Review Document
Addiction Studies (ADCT)
Programs are advised to review their prior Program Review submission (if one exists) and utilize
those portions that remain relevant and appropriate to the current format.
Old program reviews of ADCT could not be found .They would probably be too old to have
much relevance. Presently there are significant changes in national and state organizations
that regulate alcohol and drug treatment certification organizations.
A. Mission and Relationship to the College(s)
Describe how the activities and goals of your program relate to the mission statement and
strategic plan of the college.
The mission statement includes professional and technical education, academic transfer
education and certificate programs. ADCT includes all three.
Local drug/alcohol treatment agencies and public health represent part of the economic
structure of the communities we serve. .
B. Program Description, Curriculum, and Information
1. Provide official program description and list program student learning outcomes. Use the
following table to align program student learning outcomes with courses in which each
student learning outcome is addressed. Provide additional information relevant to your
discipline.
a.
Official Program Description.
The CR catalogue description state:” This certificate program provides an academic
and experiential setting for the study of addictions, including theories, prevention and
assistance techniques, and research. The program is certified by the California
Association for Alcohol/Drug Educators. Employment opportunities.” State
certification has actually lapsed http://caadac.org/
Statewide organization that recognizes certification organizations is:
http://www.adp.ca.gov/Licensing/LCBhome.shtml
b.
Develop a two-column matrix which presents:
Program-Level Student Learning Outcomes (left-hand column) and Course(s) where
these program-level SLOs are presented (right-hand column).
There are no program developed student learning outcomes. Time and availability for
collaboration with the associate faculty, who posses the expertise to develop such
outcomes, is not available. I can provide a draft of program learning outcomes from
American River College if the committee deems this a good idea. The following topics
from the Comprehensive Program Curriculum Content of California Association of
Alcoholism and Drug Abuse Counselors (CAADAC) is provided below.
- Introduction and Overview of Alcohol and Drugs
– Law and Ethics
-Personal and Professional Growth
1
-Physiology and Pharmacology
-Case Management
-Counseling Theories and Techniques
-Supervised Practicum (minimum 45 hours)
-Clinically Supervised Externship (minimum 255 hours)
A comparison of the CAADAC topics and the CR ADCT courses will demonstrate
considerable concordance. CAADAC has certificated our program in the past and I
assume our curriculum, below, at least roughly corresponds to their topical
expectations. For want of time and lack of thorough collaboration precise PLOs have
not been developed and placed in the following graph.
2.
Program-Specific Criteria and/or Admissions Guidelines (as applicable to program)
There are no program specific criteria and/or admissions guidelines.
3.
Outline the curriculum as it is being implemented for a full-time student completing a
degree or certificate in this program. The outline should include course number, course
title, units, lecture hours, and lab hours for each semester for the complete curriculum.
Course
Number
ADCT 10
ADCT 11
ADCT 12
ADCT 13
ADCT 14
ADCT 15
ADCT16
ADCT 17
3
Lecture
Hours
54
Lab
Hours
0
3
54
0
3
54
0
3
54
0
3
54
0
3
36
54
3
54
0
Course Title
Units
Introduction
to Addiction
studies
Pharmacology
and
Physiology of
Addiction
Substance
Abuse: Law,
Prevention,
and
Education
Substance
Abuse in
Special
Populations
Health,
Nutrition and
Addiction
Intro to
Counseling
Skills
Family
Systems
2
ADCT 34
Soc 38
Soc or Psych
Elective
Field
Experience II
Introduction
to Social
Work
Field
Experience
Any course
3
18
108
3
18
*needs
clarification
3
54
0
4. As part of your self-study, review and summarize the development of curriculum in the
program. Include recent additions, deletions, or revisions of courses (attach current
course outlines). Evaluate the timing, frequency and coordination of course offerings to
determine the adequacy of course offerings relative to a transfer degree (articulation),
vocational/occupational certificates, and other appropriate aspects of the
district's/campus’/college’s mission.
My analysis of the past pattern of course offerings on the Eureka campus over the last
five years suggests a three semester time frame for the completion of all courses to
complete the ADCT Certificate. This seems appropriate in terms of the load ADCT
students can handle. Turnover of three experienced associate faculty, who taught all
Eureka classes, has been a major problem the last two years. The courses are mostly
offered in the evenings because most students and associate faculty are employed
during the day. Fewer course offerings per semester have been offered at the Del Norte
and Mendocino campus. For the academic year 2007/08 the Mendocino campus has
decided not to offer ADCT courses.
a) Please ensure that there is a thorough review of the course outlines of record and
course content during this review period. Please indicate on the course outlines the
date on which they were last revised. If the last major curriculum revision occurred
more than five years ago, please indicate when the next major revision is planned.
Please also review course prerequisites, co-requisites, and advisories as well as
obtaining necessary approvals for distance education courses.
The most recent course revisions, dated final draft July 2003, included no revisions
other than the development of SLOs by Mark Winter in his capacity as ALSS Division
chair. Course revisions are due for the Fall 2008 5 year update. At this time PLO could
be developed in conjunction with curriculum revisions that include revisions of SLOs.
b) Send updated course outlines to the Curriculum Committee.
c) Please file the appropriate form with the Curriculum Committee to delete classes that
have not been taught for three or more years unless you plan to teach them in the
future. All courses have been offered in the last two years.
d) With respect to updating course outlines of record, list any relevant trends in your
discipline with regard to:
1. Knowledge requirements: CAADAC may require course addition( s)( i.e. Dual
Diagnosis and/or an addition of a psychology or sociology course ) and minor
3
course content changes as we seek renewal of our certification from CAADAC.
2. Skills/student learning outcome requirements: As all courses are due for revision
Fall 2008 and PLOs should be created at that time I suspect revision of some
student learning outcomes would occur as well. 3. Instructional methods. The
development of distance learning for lecture based ADCT curriculum should
occur in the future.
e) Describe the various educational delivery methods currently being utilized by the
program. Examples include but are not limited to traditional in-person classroom
delivery, in-person lab, field studies.
Interactive television and telecourse delivery would be most appropriate for all
ADCT courses that are all lecture. The Del Norte campus offers the ADCT
program and the ADCT program should be coordinated with this campus. New
course outlines for all ADCT distance learning courses need to be developed for
distance learning. The lab/field study oriented courses are pedagogically
inappropriate for distance learning and CAADAC guidelines prohibit these courses
from a distance learning/online format.
f) Identify curricular revisions, program innovations, and new initiatives planned for the
next five years.
Curricular revisions are due fall 2008. I am presently developing a VATEA
proposal to provide financial support for the program including conference
attendance, program/course revision, agency outreach and team building efforts
for associate faculty and a coordinator. One configuration of the tenure track
sociology position the district is presently pursuing this spring is a social work
emphasis. A full time faculty member with this emphasis would be more prepared
to coordinate the program and teach Soc 34 and soc 38.
5. If applicable, indicate the program external accreditation/approval status. Include a copy
of the most recent notification of accreditation/approval status from the appropriate
agency. If external accreditation is available but the program has chosen not to seek
accreditation status, please explain.
The program is presently not certificated. Request for recertification has been
forwarded to CAADAC in late February2008. The present coordinator is not aware
of any notification of certification document or notice of any need for
recertification from CAADAC. This spring term College of the Redwoods was no
longer listed on the CAADAC website as certificated by that organization.
4
C. Program History
1.
History (update) since last review:
What have been the major developments, activities, changes, and/or projects in
your discipline over the past 2 or 4 years (longer if no recent review exists)?
(This does not need to include curriculum updates, addressed above.)
Coordination of the program has been in flux. Steve Durham has been coordinator
since Fall 2006. Prior to that time coordination for three years has been provided by
Michael Goldsby, an associate faculty member with the longest years of ADCT
teaching experience, in cooperation with Mark Winter and Ryan Petersen, as chairs of
ALSS. Prior to that time four years of coordination was provided in continuing
education by Ray Geary. ADCT as a program has been placed in various divisions
/departments . Initial coordination was by Carole Bright, a tenured sociology
department faculty member with a graduate degree in social work. She and the former
Humanities division chair, Lea Mills, created the program approximately 20 years ago.
In California colleges ADCT programs have many types of administrative oversight
including occupational education.
What were the recommendations from your last program review (if any) and how has
your discipline responded to those recommendations?
No program review of ADCT could be found.
2.
If you have goals from your previous program review, please list them along with the
objectives related to your goals, the strategies being used to achieve objectives, and the
documentation or evidence that demonstrates success. If no prior program review exists,
skip #3. NA
3.
If goals were not achieved, please explain.
4.
Discuss any collaborative efforts you have undertaken with other programs (instructional
or non-instructional) at College of the Redwoods District and offer an assessment of
success and challenges, and potential changes in collaborative efforts.
Expansion of the social work (i.e. human service program) has been proposed
separately by Mark Winter in a report prepared with Mike Goldsby and a sabbatical
report by Carole Mathews. See Appendix A
5.
Discuss any activities or projects you have undertaken with other educational institutions,
the community, or business/industry.
None have been taken in my memory but outreach to the organizations that employee
or potentially employee our certificate trained students should be done. Requests for
such research have been made with the Institutional Research department. Data will
not be forthcoming until after this report is due.
5
D. Measures of Effectiveness
Addiction Studies Historic Data Summary (Fall 2002-Fall 2007)
Term
Fall 2002
Spring 2003
Fall 2003
Spring 2004
Fall 2004
Spring 2005
Summer 2005
Fall 2005
Spring 2006
Summer 2006
Fall 2006
Spring 2007
Summer 2007
Fall 2007
Total TLUs* Total FTEs*
37.50
26.14
47.50
23.40
36.00
27.14
33.63
24.02
39.01
20.87
28.51
14.89
30.00
30.00
4.50
33.00
18.66
7.50
13.50
23.50
18.51
1.13
18.69
16.31
Average Fill %
80.00%
65.60%
102.60%
87.00%
66.20%
56.80%
13.30%
70.30%
56.00%
36.70%
56.40%
69.70%
Success v.1% Retention %
59.20%
92.40%
79.10%
89.90%
71.90%
87.30%
72.20%
94.00%
65.60%
90.20%
66.50%
87.60%
100.00%
71.70%
86.50%
70.00%
86.40%
81.80%
81.80%
72.70%
86.40%
60.30%
85.00%
*Note: SOC 38 - TLUs and FTEs are listed as "0" in historic data
Total ADCT FTEs Per Fall and Spring Term
30.00
25.00
20.00
15.00
Total FTEs*
10.00
5.00
Fa
S p ll 2
rin 002
g
2
Fa 003
S p ll 2
rin 003
g
2
Fa 004
S p ll 2
rin 004
g
2
Fa 005
S p ll 2
rin 005
g
2
Fa 006
S p ll 2
rin 006
g
2
Fa 007
ll
20
07
0.00
6
Average ADCT Fill and Retention Rates Per Term
120.00%
100.00%
80.00%
Average Fill %
60.00%
Retention %
40.00%
20.00%
20
03
Fa
ll
20
Su
04
m
m
er
20
Sp
05
rin
g
20
06
Fa
ll
20
Su
06
m
m
er
20
07
Fa
ll
Fa
ll
20
02
0.00%
Total ADCT TLUs During Fall and Spring Terms
50.00
45.00
40.00
35.00
30.00
25.00
20.00
15.00
10.00
5.00
0.00
Fa
l
Sp l 20
rin 02
g
20
Fa 03
l
Sp l 20
rin 03
g
20
Fa 04
l
Sp l 20
rin 04
g
20
Fa 05
l
Sp l 20
rin 05
g
20
Fa 06
l
Sp l 20
rin 06
g
20
Fa 07
ll
20
07
Total TLUs
7
1.
Quality of Education
a.
Results of certifying, licensing, or registry examinations for each of the last five
years (or list not applicable):
I have been informed by instructors that none of our graduates have taken the state
certification exams. I have no data to verify this data. Apparently our graduates, which
are few, can practice as paraprofessional drug/alcohol counselors for five years before
they have to take the state certification exams.
b.
Faculty Qualifications:
(1)
Is there one full-time faculty member whose primary assignment is
responsibility for this program?
Yes
No X
If not, explain.
I suspect the program has not been considered to have enough courses and large
enrollment to justify a faculty member having this as their primary assignment. As I
recall Carole bright was regularly assigned 4.5 TLUs per semester to coordinate the
program and the two social work courses found in the sociology dept. We do not have a
separate social work department.
(2)
Are minimum faculty qualifications according to standards set by
accrediting/approval bodies met?
(a)
State Chancellor’s Office?
Yes X
(b)
External Accrediting/approval organizations Yes
No X
We are presently seeking renewal with CAADAC. The certificating organizations, of
which there are approximately nine, are recognized by a state governmental
organization. The qualifications for teaching by these organizations are not clear to
me; I do not believe our teachers need to be certificated; however, the requirements
may change. I have followed past practices at CR. There is significant change in the
offing at the state level that should require regular monitoring.
If “No” for either response, explain.
Student Outcomes Assessment: Attach course- and program-level outcomes and
assessment reports for each of the last four years. (See Instructional Program
Review Appendix A, pp. 48-49). Program-level outcomes should include
information from graduate/alumni and employer surveys.
Program Outcome Summary data not available.
c.
2.
Vitality
a.
Attrition and Retention.
8
Attrition and retention addressed above
Number of students entering program in fall two academic years prior to this
comprehensive program review year:
No data available
Number of students continuing in program (continuing students: all entering
students except transfers or readmissions)
No data available
b.
Enrollment and Graduate Projections
NOTE: Explain method used in making these projections. Use census day
enrollments for this figure.
20052006
Total Enrollment N=NA
(unduplicated
headcount)
Graduates
N=7
20062007
N=NA
2007-2008
2008-2009
2009-2010
N=NA
N=NA
N=NA
N=9
N=NA
N=NA
N=NA
c.
Total number of 2006-2007 graduates by ethnic group and gender.
Gender and ethnic background not available. requested
d.
Indicate the number and percent of graduates from the most recent graduating
class who are employed in positions related to the program major or continuing in
a higher degree program. Not Available, requested
NOTE: Indicate sources of information and provide any explanation as necessary.
9
e.
Indicate the beginning mean and median annual salary for graduates of the
program employed full-time, as collected from alumni survey and program
advisory meetings.
No data available. No program advisory organization exists nor has existed as far as I
know.
Mean and Median Beginning Annual Salary by Graduating Class
No Data Available
f. Have there been any significant changes in enrollment, retention, success rates, or
student demographics that impact your discipline? If so, please include data sheets
(Excel or Word format) showing these changes.
Total TLUs as reflected in ADCT historic data summary from Fall 2002 to Fall 2007
demonstrate a drop in course offerings district wide(i.e.37.5 TLUs to 13.5 TLUs)
Mendocino campus opted not to offer ADCT course for academic year 2007/08.
Enrollment decline reflect administration efforts to reduce course offerings to create
more efficiency and the difficulty of finding qualified instructors. Average fill and
retention rates have swung up and down significantly five times between Fall 2002 to
Fall 2007. The fill/retention ratefor Fall 2002 is 80% and 78% for Fall2007. Total
ADCT FTEs have been more stable but reflect a downturn from 26 for Fall 2002 to 16
for Fall 2007. Fewer course offerings have not resulted in more efficiency.
3.
Efficiency
a.
Describe current student population in terms of enrollment by ethnic group and
gender. Data not available
b.
Composition of enrollment for selective admissions programs:
Composition data not available. There are no formal applicants nor formal applicant
procedures.
c.
Faculty Staffing Pattern
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for fall
2006 term
% of Total
Teaching
Load by FullTime Faculty
% of Total
Teaching Load
Taught by PartTime Faculty
Changes from
fall 2005
Explanations and
Additional
Information (e.g.,
retirement,
reassignment, etc.)
ADCT
33.0
0%
100%
Increase of
5 TLUs
Normal
fluctuation
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
spring 2007
term
% of Total
Teaching
Load by FullTime Faculty
% of Total
Teaching Load
Taught by PartTime Faculty
Changes from
spring 2006
Explanations and
Additional
Information (e.g.,
retirement,
reassignment, etc.)
ADCT
18.66
0%
100%
Decrease of
14.0 TLUs
Course
Cancellations
10
d. Please rate the resources indicated in the table below.
Resources
a) Faculty
Full-time
Associate
b) Support Staff
Clerical
Technical
Instructional Support
Other Personnel
c) Current Expenses
Office Supply Expenses
Instructional/lab supply
Expenses
d) Equipment
e) Library Resources
f) Facilities
g) Professional Development
Rating
Adequate Minimally Inadequate
Not
Adequate
Applicable
*For
academic
year
2007/08
the
coordinator
recieves1.5
TLUs
*We need
X
clerical
(Same as
support to
all B&SS
meet
classes)
CAADAC
record
keeping –
refer to
article IV
CAADAC
Program
/Course
Approval
* no
systematic
analysis*
*no
systematic
analysis –
VATEA
funding
may
provide
*
*VATEA
funding
would be
very
helpful
11
*If any component is rated Inadequate or Minimally Adequate, please explain. Include
recommendations for reducing or eliminating the limitations.
I recommend a full time faculty member, perhaps a new sociology professor, to
coordinate the program and that they receive adequate TLU reassigned time to
coordinate the program including: obtain substantive knowledge in ADCT studies,
create an advisory organization, revise and add curriculum (including distance
learning), create a team of associate faculty committed to teaching for years in the
future, further examine the viability of a Human Services Program ( and perhaps
participate in creating a Human Services Program in cooperation with Carole
Mathews) that would mutually reinforce enrollment in both disciplines. Human
services proposals of Winters and Mathews appended. If this solution doesn’t pan out I
don’t know a good second solution, but I would be glad to speculate.
e.
Budgetary Categories--Please provide funding amount budgeted for each category
during the most recent academic year and for each of the previous four years.
(Please replicate this table for each year).
There is a lack of information, District-wide, concerning the budgets of specific
programs. Data exists for Divisions and (sometimes) Departments, but these budgets
are not subdivided into line-items for each program (as far as the author of this report
is aware). As a result, the specific budget for this program is unknown. This is a
problem that needs to be resolved.
Explain any changes in funding and add any comments relevant to the adequacy of
resources.
The budget for program faculty has been consistent for the last two years. The
associate faculty during my short tenure as coordinator make very few requests
regarding supplies and equipment.. Line-item budgets for program-specific supplies,
equipment, equipment repair and technical help has not existed,
12
Summary and Recommendations
1.
Summary
●Program Strengths
Relative strong student demand compared to program costs which is primarily
associate faculty salaries. Potential higher enrollment if a human services program
was created and implemented. Both programs would mutually reinforce each other.
●Program Weaknesses
Lack of broad understanding of the program and its needs.
2.
1.
2.
3.
4.
5.
6.
7.
Recommendations for program improvement generated by self-study. (List by
number and use these numbers in the Quality Improvement Plan.)
Provide adequate reassigned time for a full time faculty member to more fully develop
the program beyond normal coordinating role of scheduling courses and engaging in
faculty selection and evaluation.
Community ADCT needs assessment in Del Norte/Humboldt County.
Create a community advisory group in consultation with the North Coast Association
of Mental Health Practitioners.
Create a Human Service Program integrated with the ADCT program.
Institutional research data to inform decision making record keeping consistent with
CAADAC standards (CAADAC document appended).
Record Keeping consistent with CAADAC standards found on page 6 of referenced
program/course approval.
Purse program certification by CAADAC
3. List program members who participated in completion of the self-study report.
Steven Durham has been the only full time faculty member participating. I informed Mike
Goldsby I was engaged in this study. His time has been very limited as he has a new job.
He has been forwarded this document and I will share this document with him and Ginger
Olsen a more experienced teacher who has rejoined the ADCT faculty. The other faculty
are new to teaching in ADCT.
13
Vision and Goals
1.
Based upon data from California 2025 and/or data from Institutional Research, briefly
describe how you would like your discipline to evolve in the next five years. In what
ways does your current state differ from your desired state? I did not consult California
2025. The limited IR data available was helpful but not sufficient to guide the discipline for
the next five years. Course offerings and enrollment are down over time. In terms of scarce
resources and a broad institutional perspective a fundamental question needs to be entertained
– do we want the ADCT program to continue? The program has been faltering from a lack of
institutional understanding, focus and attention.
2.
What specific goals and objectives would you like to achieve to move you toward your
vision?
1) Adequate reassigned time for a full time faculty member to more fully develop the program
beyond normal coordinating role of scheduling courses and engaging in faculty selection and
evaluation
2)Community ADCT needs assessment in Del Norte/Humboldt county
3) creation of community advisory group in consultation with the North Coast Association of
Mental Health Practitioners
4) Creation of Human Service Program integrated with an ADCT program
5) Institutional research data to inform decision making
6) Record keeping consistent with CAADAC standards (CAADAC document appended).
3.
What support from the college or district is needed to help you achieve your goals and
objectives?
1) Community ADCT needs assessment of Del Norte and Humboldt County
2) Institutional research fulfills data needs reflected above
3) follow up annual review next academic year
4) Adequate reassigned time for preferably a full time faculty member.
4.
What documentation/evidence will demonstrate that you are making progress toward
achieving your goals, objectives, and vision?
1) CAADAC certification renewal
2) a definitive decision next academic year to pursue or not pursue a human services program.
What processes do we have?
3)New course development to meet CAADAC requirements – probably add 3 units from
sociology/ psychology or a Dual Diagnosis course
4)ADCT distance learning courses
5.
What changes will make the self-study process more helpful to you?
This self study has been an excellent process to institutionally and transparently examine a
program that is in jeopardy and forward ideas for its improvement. There is some replication
of answers because some questions overlap. Of course research and data will be forthcoming
in future semesters.
14
Quality Improvement Plan
Program: Addiction Studies, Year: 2007/2008
Recommendation # 1
Recommendation
Planned Implementation Date
Estimated Completion Date:
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
Who is responsible?
Consequence if not funded
External Accreditation Recommendations
(if applicable)
Provide adequate reassigned time for a
full time faculty member to more fully
develop the program beyond normal
coordinating role of scheduling courses
and engaging in faculty selection and
evaluation.
– Fall 2008
In perpetuity – the program may need
reduced reassigned time after one
academic year , but more than presently
exists (i.e. 1.5TLU for the academic year)
District Negotiation outcomes with CRFO
need to reflect increased adequate
reassigned time
Accomplishment of other recommendations
2 through 6 that follows
For 4.5 TLU per semester, 9 TLUs total per
academic year (one-fifth of a load) for a
full time faculty member at $80,000 is
approximately $16,000
The V.P. of academic affairs in conjunction
with Chair of ALSS
Continued downward spiral of quality of
program including community needs not
meeting the programs education, lack of a
human services program integrated into
ADCT program, continued loss of
CAADAC certification, reduced
enrollment, loss of ADCT program
Application for certification from CAADAC
pending – likely programmatic changes
(i.e.steps) to meet CADAAC requirements
will be forwarded to Steven Durham/Keith
Snowflammer. Fee has been paid to
CAADAC. Continual monitoring of the the
CADAAC application through spring,
summer and fall 2008
15
Recommendation # 2
Recommendation
Planned Implementation Date
Estimated Completion Date:
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
Who is responsible?
Consequence if not funded
External Accreditation Recommendations
(if applicable)
Community ADCT needs assessment in
Del Norte/Humboldt County.
Fall Term 2008
End of spring term 2009
Coordination with I.R. for Design of
research instrument, identification of
respondent organizations /individuals,
collection of data, interpretation and
dissemination of data
Information available for College
administration and faculty to create new
curriculum and rewrite old curriculum
consistent with community needs
Costs assumed by IR and part of ADCT
action plan- $1500.00.
Presently Steven Durham. Over the
summer Keith SnowFlammer and no one
designated next academic year.
Relevance and currency of curriculum
compromised, lack of CAADAC
certification likely
They want ADCT programs to meet
community needs. With clearer
expectations from CADAAC coming in the
future a more precise answer to this query
can be provided
16
Recommendation # 3
Recommendation
Planned Implementation Date
Estimated Completion Date:
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
Who is responsible?
Consequence if not funded
External Accreditation Recommendations
(if applicable)
Create a community advisory group in
consultation with the North Coast
Association of Mental Health
Practitioners.
Fall Term 2008
Use ADCT Action plan and work with
ADCT Associate faculty; Extensive
discussion with organizations/individuals
in addiction field and mental health to
appoint appropriate people to advisory
board.
Creation of advisory board with broad
membership.
Part of reassigned time costs for full time
faculty member
No one is appointed to implement this for
next year
the program, curriculum and instruction
will not as accurately reflect local
addiction studies needs. Put in the inverse
enrollment is likely to increase if needs
assessment is done and advisory group is
created - students will be advised to enroll
in our program by the people in the various
organizations that advise us. Enrollment
will continue to go down as the programs
reputation deteriorates.
I do not know if CADAAC requires a
community advisory group. We will learn
as our application for certification is
pending. Cost implications are negligible
for operating a community advisory group
and most clerical responsibilities can be
assumed by a full time faculty member with
reassigned time and a division secretary
17
Recommendation # 4
Recommendation
Planned Implementation Date
Estimated Completion Date:
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
Creation of a human service program and
integration of said program with an ADCT
program. The creation of a human service
program should be the topic of a separate
program review informed by 1) a study by
Mark Winter/Mike Goldsby and 2) the
completion of thesabbatical project by
Carole Mathews which involves the creation
of three new human service courses and the
ultimate creation of the program ( i.e.
curriculum committee approval and other
processes for program approval). Some
Human Service courses can be a part of a
new ADCT curriculum.
- My conversations with Carole suggest she is
committed to developing the courses and
escorting them through the curriculum
process by the end of academic year 2008/09.
Consult her sabbatical proposal and report.
The ADCT program has no authority over the
creation of a Human Services (i.e. social
work) program or the completion of Carole’s
sabbatical. Follow through by senior
administration is needed.
Quality of ADCT curriculum will improve.
Dual enrollment in Human Services and
ADCT programs would likely increase
enrollment in all human service and ADCT
classes and would complement transfer to
HSU social work program. The College’s
mission in better serving the community needs
in treating addiction and providing better
trained human service professionals would be
attained.
Most of the cost for the development of
Human Service program has already been
incurred by past administrative and
sabbatical expenditures. Other costs would be
less tangible – some costs subsumed by the
curriculum committee. More funding for
instruction of three classes may be needed or
offset by fewer couse offerings in other areas
within B@SS.
18
Who is responsible?
Consequence if not funded
External Accreditation Recommendations
(if applicable)
Vice-President of Academic Affairs needs to
coordinate people in various positions to
accomplish this endeavor
The potential to better serve our community
and the special populations these programs
serve would be lost. Furthermore an
opportunity to increase enrollment for the
College would be lost. More CR students
would end up taking lower division courses at
HSU
Human Service programs have their own
accrediting organizations and standards.
Professor Mathews is familiar with these
organizations, standards and expenses.
19
Recommendation # 5
Recommendation
Planned Implementation Date
Estimated Completion Date:
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
Who is responsible?
Consequence if not funded
External Accreditation Recommendations
(if applicable)
Institutional research data to inform
decision making
Fall 2008; ADCT survey research is
presently being delayed because demand
exceeds capacity for I.R. Community needs
assessment will be a major undertaking.
Student survey data gathering is simpler
and can commence the Fall term if I.R. can
design appropriate surveys with the input
of ADCT Associate Faculty.
Spring 2009
One measure is to more effectively match
employer expected outcomes with our
Student Learning Outcomes and Program
Learning Outcomes. In terms of developing
learning objectives the ADCT Associate
faculty retreat funded through the action
plan is intended to refine SLOs and create
PLOs. Another measure of success is
greater student achievement of SLOs and
PLOs over time.
Costs assumed by IR and Action plan
funding. ADCT coordinator would assume
costs through reassigned time.
A person to implement these suggested
changes has not been recognized for next
academic year. Oversight would rest with
the ALSS chairperson, the VP of academic
affairs and of course Program Review.
Students will learn less relevant
information and skills than is expected
from their future employers. SLOs And
PLOs will be less relevant to student
occupational needs. Program will be less
meaningful in terms of employment and the
program will have fewer people enrolled in
it. The program will ultimately falter.
Enrollment will suffer. Paraprofessional
training for community ADCT
organizations will be reduced in quality.
I am not familiar with the research data
expectations of CAADAC for certification.
20
Recommendation # 6
Recommendation
Planned Implementation Date
Estimated Completion Date:
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
Who is responsible?
Consequence if not funded
External Accreditation Recommendations
(if applicable)
Record Keeping consistent with CAADAC
standards found on page 6 of referenced
program/course approval. Too much
detail to list here- go to CADDAC website
Fall 2008
End of spring term 2009
In general a coordinator needs to work
with the ALSS administrative assistant to
collect and organize the information
required and make it available at the
immediate request of CADDAC to comply
with their certificate requirements
The program will more likely be certified
by CADDAC if we meet these expectations
along with other expectations on pages 5
and 6. Students are more likely to enroll in
the program if it is certificated as they will
qualify to take statewide exams. CAADAC
certification is a measure of a quality
certificate, professional programs in
addiction studies
We have applied for a three year
comprehensive program approval which
costs $300.00. Other costs include
reassigned time for the full time instructor
who coordinated ADCT and the ALSS
division administrative assistant.
ADCT coordinator and ALSS Division
Chairperson. Tracking should be done by
ALSS division chairperson, VP of
Academic affairs and program review.
The program will probably not receive
certification from CADAAC; the quality,
reputation and enrolment of the program
will continue to decline and the program
will be discontinued. The college will have
less enrollment and the community will
have an inferior level of Addiction
paraprofessional service.
CAADAC certification is presently being
requested which involves many, detailed
steps outlined in document referenced
above. No additional costs than already
mentioned
21
Recommendation # 7
Recommendation
Planned Implementation Date
Estimated Completion Date:
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
Who is responsible?
Consequence if not funded
External Accreditation Recommendations
(if applicable)
Purse program certification by CAADAC
Fall 2008
Depends on CAADAC requirements /
actions
The program is presently not certificated.
Request for recertification has been
forwarded to CAADAC in late
February2008. This spring term College of
the Redwoods was no longer listed on the
CAADAC website as certificated by that
organization.
Certification by CAADAC
None other than time to complete process.
ADCT coordinator and ALSS Division
Chairperson.
The quality, reputation and enrolment of
the program will continue to decline and
the program will be discontinued. The
college will have less enrollment and the
community will have an inferior level of
Addiction paraprofessional
service.
NA
22
APPENDIX A
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.
23
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.
24
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
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
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
25
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
HSU
PSYCH
MAJOR
X
X
x
x
SOCIAL
WORK
MAJOR
X
X
X
X
X
x
x
X
X
X
x
X
X
X
26
X
X
X
X
HUMAN SERVICES CERTIFICATE AND DEGREE PROGRAMS
College
Allan
Hancock
Cabriillo
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
Lassen
Human Services
SW or Couns
Human Services
Human Services
25
25
30
10
10
Merced
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
San Diego
City
Human Services
Cert
Degree
Cert of
Completion
Cañada
Hartnell
6
13
27
San Joaquin
Delta
San Mateo
Human Services
Worker
Human Services
Cert
26-28
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
21
28
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
Values/Ethics
x
English
x
x
x
x
x
x
x
x
29
Client
Documentation
Drugs/Alcohol
x
x
Other cultures
Other
x
x
x
10 req.
Death &
elective
Dying
units in
special
populations
CPR
Plus 6
units for
Degree
major
* Strategies, skills classes
**Includes field seminars and work experience
30
Heavy
social
science
Public
benefits
Programs
course
Emphasis
on
counseling
skills
Plus some
rec
Courses
not req