Program Planning and
Assessment (PPA) For
Academic Programs
Comprehensive Review & Action Plan
Spring 2015
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and authentic view of a program
and to assess its strengths, opportunities, needs, and connection to the mission and goals of the college. The process is
based on the premise that each academic program reviews assessment data and uses these data to plan for improvement.
The results of these annual cycles provide data for a periodic comprehensive review that shows evidence of improvement and
outlines long-range goals.
The Program Planning and Assessment process improves and increases the flow of information about student learning,
student success and student behavior at Hartnell College. The result of the process also improves institutional effectiveness.
Program/
Discipline
Alcohol and Drug Abuse Counseling
Date Completed (must be in
final form by 3/27/15)*
Date Submitted
to Dean
3/23/2015
*Please note that you should work with your colleagues and dean to ensure that this report is
completed, revised as needed, in its final form and submitted no later than the end of March.
List of Contributors, including Title/Position
Name
Carol Kimbrough, MA, MFT
Nellis Gilchrist, MA, RAF
Amy Barrett-Burnett, MA
Title/Position
Instructor, Psychology
Instructor, AOD Program
Instructor, AOD Program
ALCOHOL AND DRUG ABUSE COUNSELING (AOD) PROGRAM
Dean’s Comments (required): The AOD PPA stands as a good example of solid assessment aligned
with strategic planning. It presents a unique program that not only generates solid and efficient
enrollment but answers a clear need in the community and is particularly well aligned with the college’s
strategic alignment with allied health professions. As with other Allied Health professions, the need for
substance abuse counselors is anticipated to continue raising by 31%, which is much faster than average
(US Bureau of Labor Statistics, 2012 to 22). It also fits the innovative outlook the college has taken as it is
one of only 5 such programs within the California Community College.
Per the PPA, a fulltime instructor will provide the leadership needed to get an advisory board together and
service in community liaison roles while providing an outstanding opportunity for our students. From a
broader perspective, a new full time faculty will allow us to continue to bolster Hartnell College’s strategic
directions and to meet the needs of the community.
Celine Pinet
Typed Name of Area Dean
05/26/2015
Date
VPAA Comments (required for comprehensive reviews): There is an increasing demand to serve more
students in this area. A full-time faculty member will be an asset to this program.
Lori Kildal
Typed Name of VPAA
7/2015
Date
This PPA report is organized in 3 sections and 11 subsections as follows:
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing,
c. CTE Programs – Labor Market & Achievement, and d. Program Goals.
√ II. Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
√ III. Annual Action Plan – a. New Activities and b. Resource Requests.
√ I.
INSTRUCTIONS
 For programs/disciplines scheduled for comprehensive review in spring
2015, please complete Sections I, II, and III.
 For programs/disciplines scheduled for annual review, please complete
andAbuse
III. Counseling Program
2 | Sections
Alcohol andIIDrug
I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for comprehensive
review in spring 2015. Go to Section II for programs/disciplines scheduled for annual
review in spring 2015.
A. OVERALL PROGRAM EFFECTIVENESS
1. Describe your program in terms of its overall effectiveness over the past
several years. Please consider the questions below in describing your
program/discipline/area:
• How are students/employees served by the program?
Hartnell’s associate degree and certificate program in Alcohol and Drug Abuse Counseling (AOD) provides
students with the academic preparation needed for certification and employment in the substance
abuse/chemical dependency field. Consistent with the requirements of the California Association of
Alcohol and Drug Abuse Counselors (CAADAC), the goals of the program are to provide knowledge, skills,
and abilities in each of the core functions and performance domains of substance abuse counselors. In
addition, graduates of the program will demonstrate knowledge of professional ethics in the delivery of
counseling services with an understanding of and sensitivity to the diverse population they serve.
The AOD program fulfills an academic requirement for certification as an alcohol and drug abuse counselor.
It provides an excess of 400 hours of classroom instruction with a primary focus on substance abuse
counseling. The associate degree also provides a practicum/work experience component of 255-300 hours
in the degree requirements. Courses may transfer to the CSU system as electives for those students
wishing to complete further education. AOD-4, Counseling Diverse Populations, meets Hartnell’s GE
requirements for Ethnic Groups in the U.S.
• What are the unique aspects of the program?
The certificate and associate degree programs are well-served by a core of eleven required courses that
provide a strong foundation in concepts of chemical dependency and counseling skills:
• AOD-1, Fundamentals of Chemical Dependency, provides an overview of basic concepts of chemical
dependency.
• AOD-2, Pharmacology and Physiology of Alcohol and Other Drugs, places a pharmacologic and
neurobiological focus on substance use and the medical consequences of abuse and addiction.
• AOD-3, Intervention, Treatment and Recovery, provides students with an introduction to the theory and
practice of chemical dependency counseling with special emphasis on treatment planning and
documentation.
• AOD-4, Counseling Diverse Populations, introduces students to special population subgroups and the
unique needs of these groups.
• AOD-5, Legal/Ethical Considerations and Professional Growth, places special emphasis on professional
responsibility and the legal and ethical issues inherent in the counseling process.
• AOD-6, Prevention, Education and Relapse Prevention, considers best practices in community education
programs with an additional focus on individualized relapse prevention plans.
• AOD-7, Individual Counseling Skills in Chemical Dependency, uses the foundation provided in AOD-1
through 6 to consider the knowledge, skills and abilities required of a counselor providing therapeutic
services to an individual with chemical dependency.
3 | Alcohol and Drug Abuse Counseling Program
•
•
•
•
AOD-8, Family and Group Counseling, places a focus on family dynamics and group processes as they
related to chemical dependency treatment.
AOD-9, Co-Occurring Disorders, explores the mental health issues that frequently present along with
substance use disorders.
AOD-10, Chemical Dependency Practicum Seminar, supports students in their final semester of the AOD
program as they complete their clinical practicum.
AOD-99, Practicum in Chemical Dependency, places students in the real-world setting of chemical
dependency treatment and case management.
The AOD program is approved by CAADAC/CCAPP (California Association of Alcohol and Drug Abuse
Counselors/California Consortium of Addiction Programs and Professionals) and is listed on the CCAPP
website. Hartnell’s program was specifically designed to meet requirements for state certification. The
required AOD courses focus upon the unique aspects of chemical dependency and those facets of the
counseling process that specifically pertain to prevention, treatment, and relapse prevention for individuals
with substance use disorders.
Students enrolling in this program are often working in the chemical dependency field and need to
complete state-mandated education requirements to retain employment. They may or may not require a
practicum to complete their requirements; thus the associate degree has been designed to include a
practicum while the certificate program does not. Those who are new to the field (not currently working in
a treatment facility) may wish to consider transfer to a four-year setting as job positions become more
competitive and advancement within the field requires more education. Other mental health professionals
(MFT, MSW licensees) may take individual courses to upgrade their existing skills and knowledge in the
chemical dependency field and would preferentially seek out these courses.
All program faculty are currently part-time/adjunct instructors who are assigned to AOD courses consistent
with their areas of clinical expertise. Faculty include individuals who have attained PhD and masters-level
degrees in psychology and who are actively involved in the chemical dependency and/or counseling field.
One instructor, Ms. Nellis Gilchrist, is certified as a Registered Addiction Specialist in addition to her masters
degree in psychology.
• How does the program relate to the needs of the community?
California ranks among the top ten states in the nation for rates of alcohol abuse or dependence for those
individuals 12 years of age or older. Rates of illicit drug dependence or abuse in California have remained
higher than national rates for over 10 years. (SAMHSA, Behavioral Health Barometer, California 2013).
California’s rate of illicit drug use among youth aged 12-17 years was higher than the national rate each
year from 2008 through 2012, with 11.2% of all youths (approximately 353,000) reporting that they used an
illicit drug within the month prior to being surveyed. In this same 5-year period, approximately 2.3 million
persons aged 12 or older (7.6% of all persons in this age group) were dependent on or abused alcohol and
3.1% or approximately 947,000 of Californians aged 12 or older were dependent on or abused illicit drugs
(SAMHSA, Behavioral Health Barometer, California 2013).
In a single-day count in 2012, approximately 126,052 Californians were enrolled in substance use
treatment; 37.7% were in treatment for a drug problem only, 19% were in treatment for an alcohol
problem only and 43.3% were in treatment for problems with both drugs and alcohol. (SAMHSA,
Behavioral Health Barometer, California 2013). US Bureau of Labor Statistics indicate a need for substance
abuse counselors with 89,600 job openings listed in 2012 and an anticipated rise of 31% in the number of
jobs for 2012-22 (much faster than average) (www.bls.gov/ooh.community-and-social-service/substanceabuse-and-behavioral-disorder-counselors.htm).
4 | Alcohol and Drug Abuse Counseling Program
California has approximately 1,626 substance abuse treatment facilities; 99.1% of these facilities provide
some type of counseling service (individual-99.1%; group -98.2%); family -70.6% and marital/couples
counseling-44.2%) [National Survey of Substance Abuse Treatment Services, 2010 California State Profile].
There are currently 98 treatments facilities within 50 miles of Salinas (93901) and 446 facilities within 100
miles of 93901 ( https://findtreatment.samhsa.gov/locator). These data indicate a state and community
need for programs in alcohol and other drug abuse counseling. Hartnell’s AOD program is one of 52
approved CCAPP programs in California (CCAPP website check 3/18/2015). Of these programs, only 5 are
Community College Programs.
• How does the program interface/collaborate with other programs on campus?
The AOD curriculum is supplemented by courses in the following areas:
• Biology
o BIO-11, Introduction to Human Anatomy and Physiology
• Psychology
o PSY-2, General Psychology
o PSY-22, Abnormal Psychology
o PSY-33, Personal and Social Adjustment
o PSY-41, The Psychology of Human Relations
In addition, required general education courses in English and math provide breadth and rigor to the
program.
• What is working well in the program/discipline?
The diversity of faculty allows for representation of a variety of areas of clinical expertise. Student
enrollment rates seem stable and fairly robust.
• Program Sequencing
Courses in the AOD Program are sequenced to allow for continuous student progression within the
program. An ideal student education plan follows:
Fall Semester #1
AOD-1, Fundamentals of Chemical Dependency, 3 units
AOD-2, Pharmacology and Physiology of Alcohol and Other Drugs, 3 units
AOD-3, Intervention, Treatment and Recovery, 3 units
Spring Semester #1
AOD-4, Intervention Treatment and Recovery, 3 units
AOD-5, Legal/Ethical Considerations and Professional Growth, 3 units
AOD-6, Prevention, Education, and Relapse Prevention, 3 units
Fall Semester #2
AOD-7, Individual Counseling Skills in Chemical Dependency, 3 units
AOD-8, Family and Group Counseling, 3 units
AOD-9, Co-Occurring Disorders, 3 units
Spring Semester #2 (Capstone)
AOD-10, Chemical Dependency Practicum Seminar, 3 units
AOD-99, Practicum in Chemical Dependency, 4 units
Actual course scheduling considers that the AOD program does not follow a cohort model; in other words,
we do not begin a new cohort of students into the AOD program each year. Some students wish to begin
the program in spring rather than waiting until the next fall semester. In addition, students may fail to take
one of the sequenced courses for any number of individual reasons or may not successfully complete AOD
1-9; these students would not be eligible for AOD-10 and -11. As an additional consideration, the number
of approved practicum sites for this program and the requirements for close clinical supervision require a
5 | Alcohol and Drug Abuse Counseling Program
limited class size for AOD-10 and -99. These concerns have been addressed by scheduling AOD-1 each
semester (fall and spring) to allow foundation skills to be acquired to support more advanced AOD courses;
also, AOD-99 and its co-requisite (AOD-10) is offered yearly.
• Has the program explored alternative scheduling approaches?
On the Main Campus, most of the course scheduling occurs in the afternoon hours to accommodate
individuals who currently work in treatment facilities. Most are scheduled after 4:00 PM. There are no AOD
instructors currently offering distance education modalities.
• How is consistency maintained between/among multiple sections of a single
course?
The only AOD course that may have multiple sections is AOD-1 when the course is offered as part of an ACE
(Academy for College Excellence) cohort or at the King City Center. Typically assessment of course student
learning outcomes would be compared to evaluate consistency between any two sections of the course.
This does not seem to be happening on a regular basis between King City and Main Campus sections,
however.
• Do prerequisites, co-requisites and strongly recommended skills continue to
meet program needs? Are there special considerations regarding capabilities of
incoming students?
Although students are encouraged to take AOD courses in numeric order, there are no prerequisites that
require them to do so. This feature allows students to enter the program in any semester and follow the
scheduled sequence of courses. Offering AOD-1 each fall and spring semester helps to ensure that
sufficient foundation knowledge is readily available to students who enter the program “mid-stream.” In
2015, AOD-1 was added as a prerequisite to AOD courses -7, -8, and -9 to ensure that foundation level
knowledge about chemical dependency was firmly in place to support these advanced courses.
Capstone courses (AOD-10 and -99) require completion of all AOD courses (1-9) prior to enrollment.
Students are also encouraged to complete general education requirements in math and English early in
the program to support clinical documentation and reasoning skills.
• What professional activities have faculty recently (last three years) participated
in?
Because the AOD courses are taught by licensed professionals, each profession requires continuing
education units in order to maintain current license requirements. For example, MFTs and LCSWs are
required to complete 36 hours of continuing education approved by the Board of Behavioral Sciences every
two years.
B. INSTRUCTIONAL STAFFING
1. In the table below enter the number of sections offered and the number of full
time and adjunct faculty in your program/discipline by term over the past several
years.
6 | Alcohol and Drug Abuse Counseling Program
Term
Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
Fall 2013
Spring 2014
Fall 2014
No. of Active
Sections
4
6
7
5
5
6
4
3
4
Full-time
Faculty
none
Adjunct Faculty
3
3
4
3
3
3
3
3
3
2. What staffing factors/challenges have influenced the effectiveness of the program?
Current AOD faculty include the following part-time instructors:
• Nellis Gilchrist, MA, RAS
• Larry Lachman, PsyD, PSY-18627
• Amy Barrett-Burnett, MA
• RayAnn Houx, RN, MSW (primarily King City Educational Center)
• Liana Lee, MA, MFTI
• Leslie Price, Ph.D
The lack of a full-time instructor/coordinator for this program is most evident in areas such as
course/program assessment and community liaison. Coordinating course scheduling, faculty evaluations,
and developing practicum sites within the community are all functions that could benefit from the addition
of a full-time AOD instructor/program coordinator. In addition, a full-time instructor/coordinator would be
charged with keeping abreast of new developments within the chemical dependency field and infusing this
knowledge into the program curriculum and keeping other AOD faculty aware of these changes. A full-time
AOD Instructor/coordinator is needed to re-establish a community advisory committee and maintain lines
of communication between program and potential employers.
C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
1. Describe the demonstrated effectiveness on the program over the past several
years with levels and trends of achievement data, including degree/certificate
completions (awards) and employment statistics.
Data provided by the College did not include statistics for two AOD courses: AOD-1 and AOD-2. AOD-1
is offered each semester and represents the starting point of the program; this course probably has the
highest number of enrolled students so that omission of data pertinent to this class places the program
at a marked disadvantage when comparing program data to College-wide trends.
Likewise, AOD-2 is taken early in the program sequence and enrollment data for this course would
impact academic year totals for 2010-11, 2012-13, and 2013-14. Because of these omissions, data was
obtained directly from the Chancellor’s Office Data Mart for analysis of college and program enrollments
and retention trends:
7 | Alcohol and Drug Abuse Counseling Program
AOD Program Trends: Enrollment, Success and Retention
Semester
#Credit
Sections
4
FTES
13.79
Enrollment
Count
134
Retention
Count
121
Success
Count
111
Retention
Rate %
90.3
Success
Rate %
82.84
Spring 2014
Fall 2013
3
10.8
105
89
80
84.76
76.19
4
14.20
138
100
88
72.46
63.77
Spring 2013
6
15.84
128
96
87
75.00
67.97
Fall 2012
5
22.33
217
190
159
87.56
73.27
Spring 2012
Fall 2011
5
17.48
170
126
111
74.12
65.29
7
19.99
175
130
118
74.29
67.43
Spring 2011
Fall 2010
6
17.91
148
119
107
80.41
72.30
4
17.48
170
152
139
89.41
81.76
Fall 2014
*Data obtained from Chancellor’s Office Data Mart (datamart.cccco.edu) 3/8/2014
College Trends: Enrollment, Retention & Success vs. AOD
Fall 2010
Spring 2011
Hartnell
Enrollment
Count*
26,147
28,701
Fall 2011
Spring 2012
26,913
27,119
22,323
22,092
18,865
18,396
82.95%
81.46%
70.10%
67.83%
175
170
74.29%
74.12%
67.43%
65.29%
Fall 2012
Spring 2013
23,384
24,330
19,884
20,046
16,632
17,017
85.03%
82.39%
71.13%
69.94%
217
128
87.56%
75.00%
73.27%
67.97%
Fall 2013
Spring 2014
25,222
24,522
21,297
20,200
18,041
17,036
84.44%
82.38%
71.53%
82.38%
138
105
72.46%
84.76%
63.77%
76.19%
Fall 2014
26,656
22,709
19,128
85.48%
72.00%
134
90.3%
82.84%%
Semester
Hartnell
Retention
Count*
22,065
24,022
Hartnell
Success
Count*
18,924
20,551
Hartnell
Retention
Rate (%) *
84.39%
83.70%
Hartnell
Success
Rate (%) *
72.38%
71.60%
*AOD
Enrollment
170
148
*AOD
Retention
Rate (%)
89.41%
80.41%
*AOD
Success
Rate
81.76%
72.30%
*Data obtained from Chancellor’s Office Data Mart (datamart.cccco.edu) 3/8/2014
Analysis: Enrollment data for the AOD program do not necessarily correlate with Hartnell’s trends in
enrollment; the number of sections for AOD varies from semester to semester in accordance with the
progression of course offerings. In semesters where the Practicum/Practicum Seminar course are offered
enrollment drops for that semester due to the limited number of students who qualify for these courses or
need to complete them to obtain a certificate. The number of students per semester ranges from 105 to
217.
8 | Alcohol and Drug Abuse Counseling Program
Retention rates for the AOD program are directly compared with Hartnell totals in the table below (+/indicates the year’s total compared against the five-year average).
Semester
Fall 2010
Spring 2011
Hartnell
Retention Rate
(%) *
84.39% +
83.70% -
*AOD
Retention Rate
(%)
89.41% +
80.41% -
AOD Courses
Offered
Trend for AOD
vs. Hartnell
AOD-6,7,8,9
AOD-1,2,4,10,99
higher
lower
lower
Fall 2011
82.95% -
74.29% -
Spring 2012
81.46% -
74.12% -
AOD-1(x2)
3,5,6,10,99
AOD-1,7,8,9
Fall 2012
Spring 2013
85.03% +
82.39%-
87.56% +
75.00% -
AOD-1,2,3,4,
AOD-1,5,6,10, 99
higher
lower
Fall 2013
Spring 2014
84.44% +
82.38% -
72.46% 84.76% +
AOD-1,7,8,9
AOD-1,2,3,
lower
higher
Fall 2014
85.48% +
90.3% +
AOD-1,4,5,6
higher
lower
Average
+83.58% +80.92% *Data obtained from Chancellor’s Office Data Mart (datamart.cccco.edu) 3/8/2014
100
90
80
70
60
Hartnell Retention Rates
50
AOD Retention Rates
40
30
20
10
0
F-2010S-2011F-2011S-2012F-2012S-2013F-2013S-2014F-2014
Analysis: Retention rates for the AOD program range from 72.46% to 90.3% and averaged 80.92% for the
years between fall 2010 and fall 2014. Retention rates for the College ranged from 81.46% to 85.48% and
averaged 83.58%. There seems to be no clearly defined pattern to account for periods of higher and lower
retention rates when AOD is compared with Hartnell totals. However, in years where Hartnell retention
rates were greater than average, AOD retention rates also were above average in most cases. The current
9 | Alcohol and Drug Abuse Counseling Program
trend towards higher retention rates (84.76% and 90.3% in spring 2014 and fall 2014 respectively) is an
encouraging trend!
Success rates (those students earning a grade of “C” or better) for the AOD program are directly compared
with Hartnell totals in the table below (+/- indicates the year’s total compared against the five-year
average).
Semester
Fall 2010
Spring 2011
Hartnell
Success Rate
(%) *
72.38% +
71.60% -
AOD
Success Rate
AOD Courses
Offered
Trend for AOD
vs. Hartnell
81.76% +
72.30% +
AOD-6,7,8,9
AOD-1,2,4,10,99
higher
higher
lower
Fall 2011
70.10% -
67.43% -
Spring 2012
67.83% -
65.29% -
AOD-1(x2)
3,5,6,10,99
AOD-1,7,8,9
Fall 2012
Spring 2013
71.13% 69.94% -
73.27% +
67.97% -
AOD-1,2,3,4,
AOD-1,5,6,10, 99
higher
lower
Fall 2013
Spring 2014
71.53% 82.38% +
63.77% 76.19% +
AOD-1,7,8,9
AOD-1,2,3,
lower
lower
Fall 2014
72.00% -
82.84% +
AOD-1,4,5,6
higher
Average
+72.10% -
+71.00% -
lower
*Data obtained from Chancellor’s Office Data Mart (datamart.cccco.edu) 3/8/2014
90
80
70
60
50
40
30
20
10
0
Hartnell Success
Rates
AOD Success
Rates
Analysis: success rates for the AOD program range from 65.29% to 82.84 with an average of 71% over the
academic years fall 2010 to fall 2014. Hartnell’s averages range from 67.83% to 82.38% with an average of
72.10%. Years where Hartnell exceeded its average success rate seem to be matched by better success
rates in the AOD program as well. Hartnell seems to have enjoyed a considerable jump in its success rate in
spring 2014; spring 2014 was not the highest year for student success for the AOD program, however.
Again, higher trends of student success in spring and fall 2014 will hopefully carry forward to spring 2015
and beyond.
10 | Alcohol and Drug Abuse Counseling Program
Program Awards: the following table summarizes associate degree and certificate completions for AOD
program students:
Program: 210440
Hartnell CCD Total
AA Degree
Certificate 30 ≤ 60 units
2008-2009
3
2009-2010
3
1
2
1
2
2011-2012
5
3
2
2012-2013
5
2
3
2013-2014
4
1
3
TOTALS
20
8
12
*Data obtained from Chancellor’s Office Data Mart (datamart.cccco.edu) 3/8/2014
2. Describe the number of, activities of, and recommendations resulting from
advisory committee meetings that have occurred over the past two years. What
information and/or data were presented that required or currently require changes
to be made to your program? Please attach copies of meeting minutes over the past
two years and a list of committee members and their respective industries/areas.
Due to the lack of full-time faculty to organize, plan, and develop an advisory committee for this
program, there have been no advisory committee meetings in the past two years. Since faculty providing
instruction for this program are actively working in the counseling/therapy/chemical dependency field,
informal meetings between instructors informs program directions. For example, the merging of
CAADAC and CAARR to form the California Consortium of Addiction Programs and Professionals (CCAPP)
was discussed for possible implications to the AOD program and the certification process. It is hoped
that a full-time faculty member will be hired to coordinate the needs of the AOD program, provide
instruction relevant to the program, and contribute to psychology instruction as well.
2. Does labor market data and/or the need for additional education indicate that
changes should be made to your program? Does the program (continue to)
meet a labor market demand and/or fulfill an important step toward
higher/additional education?
Labor Market Data obtained from www.labormarketinfo.edd.ca.gov profiles the occupation of Substance
Abuse and Behavioral Disorder Counselors and defines the job as follows: Substance Abuse and Behavioral
Disorder Counselors counsel and advise individuals with alcohol, tobacco, drug, or other problems, such as
gambling and eating disorders. May counsel individuals, families, or groups or engage in prevention
programs. This category excludes Social Workers, Psychologists, and Mental Health Counselors providing
these services.
Wages for Substance Abuse and Behavioral Disorder Counselors for 2014 average $18.61 per hour.
Occupational projections of employment for 2012-2022 indicate projected 11,400 job openings in California
with 380 job openings per year. National outlook data for this profession (www.bls.gov/ooh/communityand-social-service/) provided similar figures for average hourly salary with an estimated annual income of
$38,520. According to national figures, there were 89,600 jobs for this occupation in 2012 with a job
outlook showing growth at 31% (much faster than average). Labor Market data inquiries are appended to
this report.
As noted earlier in this report, California has approximately 1,626 substance abuse treatment facilities.
There are currently 98 treatments facilities within 50 miles of Salinas (93901) and 446 facilities within 100
miles of 93901 ( https://findtreatment.samhsa.gov/locator). These data indicate a state and community
need for programs in alcohol and other drug abuse counseling.
11 | Alcohol and Drug Abuse Counseling Program
Conclusions: Hartnell’s AOD program is one of five approved CCAPP Community College programs in
California (CCAPP website check 3/18/2015). It meets criteria for viability (the program functions
adequately in terms of serving sufficient numbers of students effectively) and vitality (the program shows
the capacity to continue serving students at the same or increased levels of production, effectiveness, and
relevance as compared to standards set by the institution. Although Hartnell’s Institution-set Standards
have not been established for academic years prior to 2014-15, current evidence suggests that the
standards for course completion set for 2014-15 of 67.48% should be exceeded by AOD courses. Similarly,
institution-set standards of 80.12% for course retention rates will also be exceeded by courses in the AOD
program. (Ref: Hartnell College Institution-Set Standards for 2014-15, Recommendations of Standards Task
Force).
Although local data market information regarding job availability for Monterey County was not available,
the number of treatment facilities within a 100-mile radius of Salinas indicates a need for graduates of this
program. The program will continue to serve community needs and no changes are indicated by these
data. A means of tracking program graduates through a five-year internship, certification exam, and
subsequent employment would be extremely helpful to assess program effectiveness.
D. PROGRAM GOALS
1. List and describe program/discipline goals for the next comprehensive
review cycle. Be sure to highlight innovative, unique, or other especially
noteworthy aspects. In considering your program’s future goals, please review
Hartnell’s vision and mission statements:
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by developing leaders who will
contribute to the social, cultural, and economic vitality of our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational opportunities for
students to reach academic goals in an environment committed to student learning, achievement and
success.
Goals for the AOD Program reflect the community college mission of providing a well-trained workforce to
meet community needs. While the goals of the AOD program focus on the needs of the Salinas Valley, we
envision that graduates of the program will take their place in a global community to help promote vitality
within the mental health field. In addition, with ever increasing educational requirements foreseen in the
chemical dependency field, it is hoped that graduates of the AOD program will transfer to 4-year
institutions to complete bachelor’s degree programs.
Program outcomes for AOD graduates are stated in the college catalog: upon successful completion of the
AOD program, a student will be able to demonstrate proficiency in each of the core functions and
performance domains of substance abuse counseling. In addition, graduates will function as ethical and
competent entry-level substance abuse counselors, with an understanding of and sensitivity to the diverse
populations which they will serve.
In order to meet needs to respond to changes within the field, remain relevant, and provide opportunities
for students to reach their academic goals, a full-time faculty member needs to be hired. This individual is
needed to coordinate the scheduling and staffing needs of the program, develop practicum locations, and
follow-up with students after graduation. This individual should be actively involved in the chemical
dependency field in the role of a counselor or therapist. The ideal candidate will be able to connect with
community resources, recruit potential students, build an active and energetic advisory committee, and
advocate for the inclusion of new knowledge, skills and abilities into the curriculum. This individual must
ensure that the program continues to meet state and national standards including maintaining the
program’s approval status with CAADAC/CCAPP. The individual should be able to teach key courses within
the curriculum including oversight of the practicum/work experience components of the program. This
individual will be able to coordinate assessment of course and program outcomes and the revision of
curriculum.
12 | Alcohol and Drug Abuse Counseling Program
The psychology program has joined in the request for a full-time AOD instructor position for several years.
There is a strong possibility that a candidate qualified to teach in the AOD program will also be qualified to
teach psychology courses.
Goals (summary): Hire a full-time faculty member qualified to teach AOD and psychology courses who will:
• provide support for the associate degree and certificate program in AOD
• take a lead role in coordinating all course and program assessments
• provide oversight to the AOD curriculum to maintain currency and relevancy
• be responsible to maintain CAADAC /CCAPP approval
• apply for and maintain certification through the California Association for Alcohol/Drug
Educators (CAADE)
• re-establish an advisory committee for the AOD program and conduct regular meetings
• develop community awareness of the program and establish quality practicum settings for
program students
• develop means to follow the progress of students after leaving the AOD program
13 | Alcohol and Drug Abuse Counseling Program
II.
ANNUAL REVIEW
This section must be completed for ALL academic programs, including those
scheduled for a comprehensive review in spring 2015.
A. COURSE DATA & TRENDS (*Please also note program trends described in previous section).
1.
Please evaluate the 3-year trend of enrollment and success of courses in your
program/discipline. Identify the courses you are choosing to examine this
current year in the list below. You do NOT need to evaluate trends for each
course every year.
Course
Number
AOD-3
AOD-8
AOD-9
Course Name
Does the course have any
DE (online or hybrid)
sections?
No
No
No
Intervention, Treatment and Recovery
Family & Group Counseling
Co-Occurring Disorders
Please use the data that have been provided. Analyze trends that you observe with respect to
the data for the identified courses and answer the following questions.
ENROLLMENT (*Please also note program trends described in previous section).
3. Review the enrollment data. Describe and analyze any patterns or anomalies
that you notice. What do you make of these patterns or anomalies? What
actions should be taken to ensure continuous improvement?
(Please refer to previous section and discussion of program trends in enrollment)
AOD-3
AOD-8
AOD-9
F ‘11
36
S ‘12
35
33
F ‘12
38
S ‘13
F ‘13
36
32
S ‘14
34
average
36
35.5
32.5
Discussion: AOD-3 typically occurs in the student’s schedule earlier in the program than AOD-8 or -9; the
stability of numbers is encouraging in suggesting that enrollment numbers remain fairly constant
throughout the duration of the program. Class enrollments usually average approximately 35 students per
section.
14 | Alcohol and Drug Abuse Counseling Program
SUCCESS
(*Please also note program trends described in previous section).
3. Review the success data. Describe and analyze any patterns or anomalies that
you notice. What do you make of these patterns or anomalies? What actions
should be taken to ensure continuous improvement?
AOD-3
AOD-8
AOD-9
Hartnell
Program
2011-12
67%
66%
58%
69%
66.36%
2012-13
79%
2013-14
74%
78%
62%
70%
69.98%
70%
70.62%
Average
73.33%
72%
60%
69.67%
68.99%
Discussion: AOD-3 has a wide range of fluctuation (67 – 79%) but falls above Hartnell averages and
program averages for most years. This course is usually taught by the same instructor so that these
fluctuations are difficult to analyze. AOD-8 also demonstrated considerable fluctuations (and was also
taught by the same instructor). Finally, AOD-9 varied from 58% in 2011-12 to 62% in 2013-14. This course
is one of our more difficult courses in that it combines foundations in addiction processes with mental
health disorders, asking students to consider deviations from the substance abuse perspectives to include
mental health issues in the treatment process. This course was below Hartnell and program averages for
success in both instances. Perhaps this is due to the added difficulty of learning mental health perspectives.
The same instructor was teaching AOD-9 on both occasions.
Considering that all AOD courses seemed to be at their lowest for success rates during the 2011-12
academic year and all fell below Hartnell averages, this writer is left wondering what might have been
happening during this time to account for the low success rates. Having only two sets of data to consider
for AOD-8 and -9 is not in keeping with good data analysis. However, it is somewhat encouraging to note
that success trends seem to be increasing in more recent years.
DEGREES AND CERTIFICATES
4. Describe the demonstrated effectiveness of the program over the past several
years with levels and trends of achievement data, such as degree and certificate
completions/awards.
Program Awards: the following table summarizes associate degree and certificate completions for AOD
program students:
Program: 210440
Hartnell CCD Total
AA Degree
Certificate 30 ≤ 60 units
2008-2009
3
2009-2010
3
1
2
1
2
2011-2012
5
3
2
2012-2013
5
2
3
2013-2014
4
1
3
TOTALS
20
8
12
*Data obtained from Chancellor’s Office Data Mart (datamart.cccco.edu) 3/8/2014
It is important to note that many individuals enrolled in the AOD program are already employed in the
chemical dependency field. They must fulfill requirements for education specifically related to addiction
treatment but many may not need to complete all aspects of the program to retain employment. It is
difficult to track such individuals and document their success as a result of taking courses in the AOD
program.
15 | Alcohol and Drug Abuse Counseling Program
B. TEACHING MODALITY
1. Enter the number of Distance Education Courses, both fully online and hybrid
sections, along with the number of full-time and adjunct faculty.
Term
No. of DE/Online
Sections
No of Hybrid
Sections
Full-time
Faculty
Adjunct Faculty
none
none
none
none
Currently all AOD courses are taught in a face-to-face format.
2. Compare student success in the DE teaching environment with success in the faceto-face teaching environment in the same course. Are there differences? To what
do you ascribe the differences in your program?
N/A
.
3. Describe the process to change and improve student success in DE
courses/sections in your program.
N/A
4. Compare student retention in the DE teaching environment with retention in the
face-to-face teaching environment in the same course. Are there differences? To
what do you ascribe the differences in your program?
N/A
5. Describe the process to change and improve student retention in DE
courses/sections in your program.
N/A
6. Describe any other relevant factors regarding diverse teaching modalities and
environments, such as specific locations.
Most of the AOD courses are taught in a face-to-face modality on the Main Campus. AOD-1 has been
taught in King City but fill rates are not high and the ability to discuss student enrollment/success data
has been limited. In addition, a cohort of AOD students took AOD-1 as part of a cohort for the Academy
for College Excellence (ACE).
16 | Alcohol and Drug Abuse Counseling Program
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for
review during AY
2014-15.
Faculty member(s) responsible for (a) Was the course
coordinating
reviewed and (b) taken
through the curriculum
process?
Date of approval
by Curriculum
Committee
AOD-5
AOD-6
AOD-7
AOD-8
AOD-9
AOD-10
AOD-99
Carol Kimbrough
Carol Kimbrough
Carol Kimbrough
Carol Kimbrough
Carol Kimbrough
Carol Kimbrough
Carol Kimbrough
2/5/2015
2/5/2015
2/5/2015
2/5/2015
2/5/2015
2/5/2015
2/5/2015
Courses scheduled for review Faculty member(s)
responsible for coordinating
during AY 2014-15
None
N/A
Yes
Yes
Yes
Yes
Yes
Yes
Yes
Target semester and year—Fa 2015 or Sp 2016
N/A
AOD-1 through -4 have approval dates of 2013;
some of these courses may be considered for
review during the 2015-16 academic year.
D. OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course
assessments, keep the higher level program outcome in mind. While course level assessment serves
the purpose of examining the teaching and learning for that particular course, it also provides the
data that will be viewed collectively for assessment of the associated program level outcomes.
PROGRAM LEVEL OUTCOMES
1. Please complete the following:
a. List Program level outcome(s) scheduled for assessment as previously specified:
There are two Program Outcomes for the AOD program; both are assessed yearly:
•
PLO-1: Students will demonstrate proficiency in each of the core functions and
performance domains of substance abuse counselors.
•
PLO-2: Students will function as ethical and competent entry-level substance abuse
counselors, with an understanding of and sensitivity to the diverse populations which
they will serve.
17 | Alcohol and Drug Abuse Counseling Program
b. What changes have occurred in the program/discipline as a result of dialogue?
•
•
•
•
•
c.
Program outcomes for the associate degree and certificate program are largely
determined by laws governing the certification and training of addiction counselors and
CAADAC guidelines. Each of the AOD course SLOs contributes to one or both program
outcomes. Because of the scheduling of the AOD courses, many courses may be
assessed only once in a 3-semester rotation. As course-level assessments are
completed, course SLOs are scrutinized for their contribution to the program outcomes.
AOD-99 and AOD-10 are co-requisites and capstone courses. Students completing
these courses are putting their knowledge, skills, and abilities to work in the “realworld” setting. Feedback from clinical experience helps to further align program
instruction with the needs of potential employers. Student placements are frequently
discussed by this writer with Ms. Nellis Gilchrist, who currently coordinates practicum
placement. The need for additional practicum placement sites limits the number of
students who can complete AOD-10 and -99 in any one semester.
SLO assessments are reviewed by this writer and suggestions for improvement are
noted. Follow-up for action plans is expected to take place when the instructor teaches
the course again but, as noted, action plans may not be implemented until the course is
offered again two semesters later. Recently, as a result of meeting together with
psychology faculty, more of the AOD instructors are using pre- and post-testing as
assessment tools that can be completed within the same semester. Ms. Amy BarrettBurnett has been particularly helpful in creating assessment tools for use within the
semester time frame and has helped other program instructors to create similar tools.
Discussion of course assessments often takes place as a result of group training
(Stephanie Low coordinated at least two SLO trainings with the SLO coordinator and
dean) or within the context of division/department meetings. These meetings allow for
dialog about assessment tools, rubrics, and intervention plans.
Individual SLO assessments often incorporate action plans that impact teaching
methodology within the discipline. For example, one instructor assessing her AOD
course indicated a need to incorporate more vignette/group work and add more exam
questions related to the target Student Learning Outcome. This will be implemented
the next time this course is offered (tentatively spring 2015).
Was the Program Outcome Assessment Summary completed?
Yes (they are located on the “R” drive)
d. List Program level outcome(s) scheduled for assessment in AY 15-16
•
Since there are only two program level outcomes for the AOD program, both are
assessed on a yearly basis using data from the SLO assessments from the AOD courses
offered that year. Most of the AOD courses are offered once in three semesters.
e. Have your course level SLOs needed for this program level outcome been assessed or
scheduled for assessment?
• As each AOD course is assessed, SLOs that are mapped to program outcomes will be
considered for their contribution to program outcomes. Thus, we will be assessing
PLOs each year.
• Recently, PLO-1 was assessed using the following SLO assessments:
o AOD-1, SLO #1 and 4
o AOD-2, SLO #2
o AOD-8, SLO #1 and 2
o AOD-9, SLO #3
18 | Alcohol and Drug Abuse Counseling Program
•
PLO-2 was assessed using the following SLO assessments:
o AOD-1, SLO #2 and 3
o AOD-2, SLO #2
o AOD-8, SLO #1 and 5
o AOD-9, ALO #1 and 3
2. Describe how program level outcomes were specifically addressed by the
program/discipline during the past year.
-For example, were data gathered at the course level? Was there review and analysis of the data?
How did the discipline faculty engage in discussion? Were any interventions conducted? Are there
any plans to make changes to certificate/degree programs or improvements in teaching and
student learning?
Data from course level assessments are evaluated by this writer to ensure that program goals are being
met by each of the AOD courses. For example, I reviewed the SLO assessment results for AOD-9, SLO-2:
Students will conduct an assessment interview and use the Diagnostic and Statistical Manual of the
American Psychiatric Association (DSM) to develop a diagnosis and integrated treatment plan . This SLO
supports AOD program PLO-1: Students will demonstrate proficiency in each of the core functions and
performance domains of substance abuse counselors. In this course, students participated in a group
project in which they conducted an assessment, formulated a provisional diagnosis and devised a
treatment approach for a fictional client. All students (100%) who participated in this project scored 90%
or higher. Instructor Amy Barrett-Burnett reported satisfaction with the results of this assessment project
and the learning outcomes. Students worked together and learned to reach consensus when assessing,
diagnosing and treating a fictional client. They also had a lengthy class discussion about the group process
and what students discovered about themselves when working as part of a "treatment team." These
activities support the PLO and provide validation to the instructor that this activity “works” at the course
and program level to develop proficiency in each of the core functions and performance domains of
substance abuse counselors.
For AOD-2, SLO-2 requires students to explain short-term and chronic effects of substance abuse from a
neurobiological and pharmacological perspective. This SLO supports both program PLOs. Instructor Larry
Lachman conducted a variety of assessments culminating in a “capstone” case vignette covering
substance related disorders, mood or anxiety disorders, the reward center of the brain, five stages of
change and withdrawal symptoms. Students worked individually and together in groups throughout the
semester to gain proficiency in assessing and applying course concepts to the simulated cases. By the end
of the semester, “students behaviorally and academically demonstrated the skill of describing acute and
chronic behavioral and neurological changes, effects of drug usage and abuse, and were able to apply
pharmacodynamics and pharmacokinetics in addition to neurotransmitter depletion problems while
diagnosing mood, anxiety or substance-related disorders” to successfully assess the patient vignettes. Out
of 32 students, 91% of students completed their vignette assessment with a grade of “B” or better. Dr.
Lachman noted the need to begin applied group vignette exercises earlier in the semester to further
improve on these results.
CORE COMPETENCIES
2.
Describe how Core Competencies (Communication Skills, Information Skills, Critical
Thinking/Problem Solving, Global Awareness, Aesthetic Appreciation, Personal Growth and
Responsibility) were specifically addressed by the program/discipline during the past year. For
example, were data gathered at the course level? Was there review and analysis of the data?
How did the discipline faculty engage in discussion? Were any interventions conducted? Are
there any plans to make changes to courses or improvements in teaching and student learning?
19 | Alcohol and Drug Abuse Counseling Program
AOD-4 is approved as a general education course (Ethnic Groups in the U.S.) and thus contributes to the
core competency of global awareness. AOD-4-SLO #1 requires students to select and adapt counseling
strategies and treatment measures appropriate to the personal and cultural identity of the client including
(but not limited to) gender, sexual orientation, and developmental issues. Instructor Amy Barrett-Burnett
developed assessment tools including item analysis of exams, written assignments and student selfassessments. A written assignment was given at the beginning of the semester pertaining to SLO #1 to
establish a baseline for measuring learning over the course of the semester. At the beginning of the
semester only 38% of students were able to adequately meet the minimum 70% assessment criteria. Over
the semester seven written assignments were given to address the various needs of the special population
groups covered in this course. At the end of the semester the SLO was assessed again; this time 92% of
students assessed met the standard criteria of 70% or above, based upon the grading rubric. These results
demonstrated an improvement of 54% over the initial assessment. Instructor Barrett-Burnett expressed
satisfaction with the results and plans no changes to her pedagogy.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables:
List courses scheduled for
SLO assessment as
previously specified
AOD-1
AOD-2
AOD-3
AOD-4
AOD-5
AOD-6
AOD-7
AOD-8
AOD-9
AOD-10
AOD-99
In what term was
the course
assessed?
AY 2011 and F-2014
F-2012 and S-2014
List courses scheduled for
SLO assessment in S-2015
and AY 2015-16
AOD-1
AOD-2
AOD-3
AOD-4
AOD-5
AOD-6
AOD-7
AOD-8
AOD-9
AOD-10
AOD-99
Faculty member(s)
responsible for
coordinating
Lee, Liana
Lachman, Larry
Gilchrist, Nellis
Deal, Sarah
Price, Leslie
Gilchrist, Nellis
Gilchrist, Nellis
Price, Leslie
Barrett-Burnett, Amy
Gilchrist, Nellis
Gilchrist, Nellis
AY 2011 and F-2014
F-2014
F-2013
F-2013
F-2013
20 | Alcohol and Drug Abuse Counseling Program
Was the Course Assessment Summary
Report completed?
yes
yes
No
Yes
No
Yes
Yes, but incomplete
Yes
Yes
Scheduled for S-2015
Scheduled for S-2015
Target semester and year: S-2015, F-2015
or S-2016
F-2015
F-2015
F-2015
S-2016
S-2016
S-2016
S-2015
S-2015
S-2015
F-2015
F-2015
5. Describe course level assessments results and how they will influence your
plans moving forward.
The recent implementation of eLumen may have some interesting impacts on the assessment process.
AOD-1 was assessed in fall 2014 with results posted in eLumen. The report provided this writer shows
deficiencies in the mastery of SLOs #1, 2, 3, 4. SLOs #5 and 6 seem to have high levels of achievement
with 86% of students meeting or exceeding minimum standards for the assessment. Totals for the
course indicate that 30.56% of students did not meet minimum standards for demonstrating proficiency
in the course learning outcomes. This is particularly troubling since AOD-1 is a foundation course for the
program. These results indicate a need to reassess the course fairly soon and confer with the instructor.
AOD-4 was assessed in Fall-2015 with results reported on eLumen. Results for this course indicate that
students achieved proficiency for some but not all of the course SLOs:
• SLO #1: 92% of students met or exceeded minimum standards
• SLO #2: 66.67% of students met or exceeded minimum standards
• Course totals: 79% of students met or exceeded minimum standards
AOD-6 was also assessed and reported on eLumen:
• SLO #1: 96.43% of students met or exceeded minimum standards
• SLO#2: 96.43% of students met or exceeded minimum standards
• SLO#3: 71.43% of students met or exceeded minimum standards
• Course totals: 88.09% of students met or exceeded minimum standards
ELumen totals for all courses assessed in fall 2014 indicate that 28.07% of students are exceeding
minimum standards while 42.98% of students meet minimum standards; 23.68% of students are not
meeting minimum standards however. These results indicate a need for reflection on the assessment
tool(s) selected for each of the SLOs, the teaching strategies used to support student learning, and the
plans for change when the instructor teaches the course again. ELumen will not replace the need for
dialog about these issues.
As a final example, student learning outcomes for AOD-8 were assessed prior to implementation of
eLumen. SLOs for this course request that students become proficient in designing intervention and
treatment measures that include the family context. Instructor Larry Lachman assessed this SLO using a
variety of assignments and evaluation tools including objective tests, written assignments, in-class group
projects and vignettes. By the 8th week of the course, students were able to articulate the theory and
techniques associated with a variety of family therapy perspectives including Minuchin’s Structural Family
Therapy and Jay Haley’s Strategic Therapy. Further testing indicated that students needed additional
help in mastering these concepts, however. The instructor planned to add two vignette cases quiz
assessments and to implement a new role play component of leading a family therapy session where the
student must demonstrate interventions regarding emotional boundaries and incongruent
communication – issues that may impact substance abuse and other addictive patterns.
In summary, analysis of SLO assessment trends often point to changes in pedagogy and increased time
devoted to SLO-related topics. No changes in the SLOs have been proposed but teaching strategies to
support these SLOs (e.g., earlier topic introduction, designing a new assignment, developing a group
process, increasing lecture time, etc.) have been suggested and implemented with improved results. Ms.
Barrett-Burnett has developed pre- and post-testing instruments to ensure that interventions happen
within the framework of a single semester to achieve expected learning outcomes.
21 | Alcohol and Drug Abuse Counseling Program
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
There is currently no full-time instructor assigned to teach any of the AOD courses. All instructors for the
AOD program are part-time/adjunct faculty who often do not have opportunities or time to benefit from
campus assessment training and activities. Dialog between these faculty members is limited.
Implementation of eLumen may facilitate assessment activities and increase compliance with District
mandates but some AOD faculty have reported on-going difficulty with the assessment process and, as a
result, some of the AOD courses have not been assessed.
*The program would be strengthened by the addition of a full-time instructor who could coordinate and
evaluate assessment of course and program learning outcomes. This individual could facilitate dialog
between AOD and psychology faculty and help to implement suggested changes.
E. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many
different aspects of your program/discipline, and ultimately is undertaken to improve or enhance your
program/discipline, and keep it current.
Activity
scheduled
What success has
been achieved to
date on this
activity?
1. Request full-time No success to date; will
instructor,
continue to request
AOD-PSYCH.
consideration for this
position.
What challenges Will
existed or
activity
continue to exist? continue
into AY 1516?
Budget allocations for N/A
full-time positions;
requests from other
discipline areas.
Will
activity
continue
into AY 1617?*
N/A
2.
* For each activity that will continue into AY 2016-17 and that requires resources, submit a separate
resource request in Section III.
1. Evaluate the success of each activity scheduled, including activities completed and
those in progress. What measurable outcomes were achieved? Did the activities
and subsequent dialogue lead to significant change in student learning or program
success?
N/A – activities have focused on the request for a full-time instructor to coordinate program/course
needs; this activity has not received funding nor approval.
22 | Alcohol and Drug Abuse Counseling Program
III.
ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled for annual or
comprehensive review in spring 2015.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An activity can address many
different aspects of your program/discipline, and ultimately is undertaken to improve, enhance, and or keep your program/discipline
area current. A new activity may or may not require additional resources. Activities can include but are not limited to:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
NEW CURRICULUM
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
ADMINISTRATIVE SERVICES
SUPPORT OPERATIONS
FACILITIES
1. List information concerning new projects or activities planned. The first activity listed should be the most important; the second
activity listed the second most important, etc. Please keep in mind that resources needed, if funded, would not be approved
until spring 2016 and provided until FY 2016-17. Ongoing activities involving resources that will no longer be available
from grant funds starting FY 2016-17 must be planned for appropriately.
Activity
1. Full-time faculty
hire for AOD
program
Strategic
Plan Goal(s)
No. & Letter (e.g., 5A)*
Strategic priorities:
Related
Courses, SLOs,
PLOs,
or goals
All AOD SLOs
and PLOs
2A, B - Student Success
3 A, B - Employee Diversity
and Development
4A - Effective Utilization of
Resources
5A - Innovation and
Relevance for Programs &
Services
6A - Partnerships with
Industry, Business Agencies
and Education
Desired
Outcome(s)
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
(can be more than
one year in length)
FT faculty Area Dean; VP of AY 2015-16 and
Hire FT faculty who
will teach AOD courses hire
subsequent years
Instruction;
and contribute to
Superintendent/
President
instruction in
psychology.
Development of
community resources
to support practicum
sites and liaison with
potential employers.
Re-establish an
advisory committee.
2.
3.
4.
5.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
Comments
Consistent with
recommendations
from Faculty FT
Hiring Committee.
This position has
been requested
for several years!
*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will support the
program/discipline.
Consider:
• Faculty √
• Other staffing
• Facilities
• Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
• Software
• Hardware
• Outside services
• Training
• Travel
• Library materials
• Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
To meet the needs of this program to respond to changes within the field, remain relevant, and provide opportunities for students to reach their
academic goals, a full-time faculty member is needed to coordinate the scheduling and staffing needs of the AOD program, develop practicum
locations, and follow-up with students after graduation. This individual should be actively involved in the chemical dependency field in the role of a
counselor or therapist. The ideal candidate will be able to connect with community resources, build an active and energetic advisory committee,
and advocate for the inclusion of new knowledge, skills and abilities into the curriculum. This individual must ensure that the program continues to
meet state and national standards including maintaining the program’s approval status with CAADAC/CCAPP. The individual should be able to
teach key courses within the curriculum including oversight of the practicum/work experience components of the program. This individual will be
able to coordinate and implement assessment of course and program outcomes and the revision of curriculum.
The psychology program has joined in the request for a full-time AOD instructor position for several years. There is a strong possibility that a
candidate qualified to teach in the AOD program will also be qualified to teach psychology courses.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
•
AOD-4 is approved as a general education course (Ethnic Groups in the U.S.) and thus contributes to the core competency of
global awareness.
2) Program level Outcome (list applicable program outcome)
•
•
•
•
PLO-1: Students will demonstrate proficiency in each of the core functions and performance domains of substance abuse
counselors.
PLO-2: Students will function as ethical and competent entry-level substance abuse counselors, with an understanding of and
sensitivity to the diverse populations which they will serve.
The FT AOD/PSY instructor will take a lead role in coordinating all course and program assessments
The FT AOD/PSY instructor will provide support for the AA and certificate program in AOD
3) Course level Outcome (list applicable course level outcome)
• All AOD course level outcomes will be supported by this position.
• The FT AOD/PSY instructor will take a lead role in coordinating all course and program assessments
4) Program/Discipline Goal (list applicable program/discipline goal)
•
•
•
The FT AOD/PSY instructor will provide support for the AA and certificate program in AOD
The FT AOD/PSY instructor will develop community partnerships to develop practicum sites for program students and
employment opportunities for program graduates
The FT AOD/PSY instructor will maintain approval status with CAADAC/CCAPP
5) Strategic Plan Goal (list applicable strategic plan goal)
•
•
•
•
•
2A, B - Student Success
3 A, B - Employee Diversity and Development
4A - Effective Utilization of Resources
5A - Innovation and Relevance for Programs & Services
6A - Partnerships with Industry, Business Agencies and Education
c) Does this activity span multiple academic years?
☒ YES
☐ NO
If yes, describe the action plan for completion of this activity.
•
The FT AOD/PSY instructor will complete required tenure review period as per contract requirements.
d) What measureable outcomes are expected from this activity? List indicators of success.
• The FT AOD/PSY instructor will take a lead role in coordinating all course and program assessments
• The FT AOD/PSY instructor will be responsible to maintain CAADAC /CCAPP approval
• The FT AOD-PSY instructor will successfully apply for CAADE program approval and maintain approval standards
• The FT AOD/PSY instructor will establish an advisory committee for the AOD program and conduct regular meetings
• The FT AOD/PSY instructor will develop community awareness of the program and establish quality practicum settings for program
students
• Through community liaison, the FT AOD-PSY instructor will recruit potential students for the AOD program to increase average
class size, retention and success rates
• The FT AOD/PSY instructor will develop a means to follow the progress of students after leaving the AOD program
e) What are the barriers to achieving success in this activity?
Limited budget resources allocated to hire of new full-time faculty; requests of other discipline areas.
B. RESOURCE REQUESTS
If new/additional resources are needed for your program/discipline, it is important that you identify them and project their cost, and that
these resources and costs be considered through the College’s integrated planning (governance, budget development, funding decision making,
and resource allocation) processes. A resource is likely to be something needed to support an activity that you have identified in IIIA above, in
which case you must link the resource with a specific activity number (first column below). All resource requests completed in the
various columns of a specific row must be linked to the new or continuing activity numbered on the first column of that
same row. The first activity listed should be the most important; the second activity listed the second most important, etc. A resource could also be
something necessary for your program/discipline to function properly to improve student learning, such as updated equipment in a
classroom; in such case be sure to note that the resource is NOT tied to a specific activity.
Activity
No.
1.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Est:
$110,00/year F
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
Projected
Costs
$110,000. 00
2.
3.
4.
5.
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this should be requested through
the budget rollover process.
*** H for Hardware, S for Software.
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee Diversity and
Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
29 | Alcohol and Drug Abuse Counseling Program
Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership with Industry, Business Agencies and
Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current
partnerships, in order to secure lasting, mutually beneficial relationships between the college
and the community that the college serves.
30 | Alcohol and Drug Abuse Counseling Program