INSTRUCTIONAL COMPREHENSIVE PROGRAM PLANNING AND REVIEW (CPPR) FOR 2018

Only to be completed by those programs scheduled for the year according to the institutional comprehensive planning cycle for instructional programs (i.e., every four years for CTE programs and five years for all other instructional programs), which is produced by the Office of Academic Affairs. Faculty should meet with their dean prior to beginning this process. Training is available to support faculty completing this work.

Cluster: Workforce and Economic Development Program: Human Development/Human Services Current Academic Year: 2017-2018 Last Academic Year CPPR Completed: 2013-2014 Current Date: 02/28/2018

NARRATIVE: INSTRUCTIONAL CPPR

Please use the following narrative outline: I. GENERAL PROGRAM INFORMATION A. Program Mission: • Endow students with the knowledge, skills and ethics to become paraprofessionals in the fields of addiction counseling, social work and mental health services • Prepare students for transfer to a four-year institution with concentrations in relevant majors such as Human Development/Psychology, Social Welfare, Women’s Studies, Gender Studies, Ethnic Studies, Community Health, and Addiction Studies • Support and inspire students to engage life with self-determinism and a passion for learning as well as to integrate compassion, cultural sensitivity and social justice activism into their personal and professional lives • Provide professional development opportunities for professionals in the field, and implement and maintain the California Association of Alcohol and Drug Educators (CAADE) accredited program, allowing students to pursue state certification in addiction counseling.

B. Brief History of The Program Cuesta College began teaching courses in Family Studies/Human Services within the Social Science Division beginning in 1974. The A.A. Family Studies degree was approved by the Chancellor’s office during the 1978 academic year.

Considered a Social and Behavioral Science, Family Studies/Human Services is an interdisciplinary program concentrating in psycho-social lifespan development and the institution of the family. As such, gender, ethnicity, and intimacy dynamics are core topics embedded within the curricula. Additionally, critical thinking and personal growth

1 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018 are also emphasized. The application of theory and the acquisition of skills used in social and mental health services distinguish the program from the Cuesta College’s Psychology Department. While many of our students go on to study psychology, social work, criminal justice, sociology or education at four-year colleges, other students pursue our vocational track.

Since the inception of a partial Addiction Studies program in 2009, there has been slow growth and setbacks. Initial success was limited because of the supposed inability to launch a degree due to sanction status. The department experienced additional barriers when a simple, quick request for a name change to Human Development / Human Services (to better reflect our course offerings and meet student need) resulted in a 2 year delay that stopped our course changes, certificate changes, and any short term hope for additional changes (in the form of degrees or certificates). The need for larger support and commitment from the college was noted in the 2014-2015 CPPR document. After the two-year setback, the name change was finally resubmitted and approved, which now allows additional changes to be made in the form of degrees and certificates. Additional obstacles were encountered after curriculum changes were submitted; this involved problems at the state level with COCI. This system is designed to assign a control number with a 24 hour turn around, allowing quicker finalization of curriculum changes. Changes affecting degrees and certificates were submitted in May 2017 and were just granted a COCI number in the first week of February 2018. You can see evidence of this delayed progress with the multiple degrees and certificates that have now been submitted and are pending approval. Despite this situation, the number of students completing the capstone fieldwork course in Addiction Studies increased by 100 % from 2015 to 2017 (4 students to 8 students). The department continues to work as a team and persevere in the face of local and state barriers.

The Human Development / Human Services department actually experienced slight growth in 2016-2017 compared to the earlier years of this assessment cycle. With the full-time hire in 2016, barriers toward departmental curriculum progress overcome, and a new Division Chair, we look forward to meeting the needs of our students, community, state, and world.

C. Include significant changes/improvements since the last Program Review

• Name change to Human Development / Human Services • New Division Chair, Cherie Moore • California Association of Alcohol and Drug Educators Reaccreditation Renewed Spring 2016, valid through 2021. • California Men’s Colony – implementation of Addiction Studies Courses that are in high demand • Associate of Arts Degree in Addiction Studies submitted and pending • Certificate of Achievement in Addiction Studies submitted and pending

2 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018 • Associate of Arts in Human Development / Human Services with three emphasis options and fieldwork included, submitted and pending • Social Work Associate Degree of Transfer submitted and pending • Social Justice Studies Associate Degree of Transfer submitted and pending • Cross Listing HDHS/ECE 217 Parenting, to increase enrollment, submitted • Full-time Human Services Faculty Lead, Denae Boggs, hired 2015

D. List current faculty, including part-time faculty Full-Time Faculty: Bailey Drechsler holds a Master's Degree in Psychology, with an emphasis in identity development. Her field experience includes counseling female victims of violence, HIV counseling, grief counseling and crisis intervention. She has been teaching at Cuesta College since 1996. Denae Boggs, MA, LMFT, attended the University of Oregon and then California State University Chico, completing her Bachelor’s in Psychology-with a Developmental emphasis and a minor in Child Development. She obtained her Master’s in Psychology from Chapman University, with a Marriage and Family Therapy emphasis. As a Licensed Marriage Family Therapist she worked with with children, adolescents, couples, and families. She has been teaching at Cuesta College since 2009. Part-Time Faculty: P. Michele Gordon Johnson Michele has taught Early Childhood and Family Studies courses at the college-level for 23 years. Additionally, she is an experienced Parent Educator with certification in several evidence-based parenting programs. Michele graduated from the University of California, Santa Barbara, and earned her Master’s Degree in Education, with an emphasis in Early Childhood Studies, from Sonoma State University. Prior to teaching the adult learner, Michele taught preschool for twelve years. For over a decade, Michele has facilitated parenting groups and provided parent coaching (birth to eight), more recently using the parenting journal and coaching tool that she authored: Are We There Yet? Conversations to Help Navigate Parenting.

Starlene Graber, PhD, LMFT Licensed Marriage & Family Therapist since 1989 PhD in Psychology from California Coast University since 2005 Master's Degree from Cal Poly in Counseling since 1987 Division Manager at San Luis Obispo County Drug and Alcohol Services/Behavioral Health Department since 1986 In the substance use disorder field for thirty-one years Part-time Instructor at Cuesta College for eight years in the Human Development/Human Services Department-Applied Behavioral Sciences Division since 2009

3 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018 Lisa Huet, LCSW, is an instructor at Cuesta College as well as a full-time Program Supervisor at Family Care Network Inc., providing clinical supervision to Trainees, Associate Marriage and Family Therapist, and Associate Social Workers. Lisa’s education consists of attending Cuesta College part time, and transferred to Cal Poly where she completed a Bachelor of Science in Psychology. She then attended a Masters Program in Social Work at UC Berkeley. She became licensed as a Clinical Social worker (LCSW) in 2005. Lisa has taught several Human Studies Human Development classes at Cuesta College since 2006 including: Life Management, Family Relationships, Parenting Education, Developmental Patterns of Women, Human Sexuality, and Addiction Studies Internship. Lisa also has worked for Child Welfare Services providing parent education and family therapy, and at Hospice Partners of the Central Coast providing assessment and therapeutic interventions.

Dr. Gabriel Searcy is a Part-Time Faculty Member in the Social Sciences and Applied Sciences Divisions at Cuesta College. He works primarily with incarcerated students at the local state prison (California Men’s Colony). Dr. Searcy’s educational background is in Behavioral Psychology and he is trained to conduct experiments investigating decision-making, specifically regarding drug use/abuse. After graduating from community college (San Joaquin Delta College, A.A. in 2000), Dr. Searcy earned a B.A. in Psychology at CSU Stanislaus (2004). Then he attended Western Michigan University where he majored in Psychology and earned an M.A. (2009) followed by a Ph.D. (2011).

Kelly Harrison has competed a Master of Science in Psychology and a Master of Arts in Theology. His research experience includes working on several NIMH funded clinical trials as a research associate and therapist. These clinical trials tested the efficacy of functional skills training protocols designed to enhance the functioning of people diagnosed with schizophrenia. His teaching experience includes teaching in several disciplines. Currently, he teaches psychology, human development, and addiction studies at Cuesta College. He has also taught religious studies at Palomar College. His professional work experience includes clinical services in mental health and substance abuse treatment. Currently, he is licensed by the State of California as a Marriage and Family Therapist Intern (IMF80195). As a counselor, he has facilitated group therapy and individual counseling on a range of clinical issues including, but not limited to, skills training for people with psychosis, medication adherence, bipolar education training, relapse prevention, emotion regulation, and distress tolerance for people diagnosed with borderline personality disorder.

Sara Bartlett is a MSW and Licensed Clinical Social Worker specializing in Aging and Medical Social Work. She majored in Psychology at UC Davis and minored in Human Development with an emphasis in Aging. She chose to have an emphasis in aging because it seemed like most of her colleagues were wanting to go into professions that served children, but no one seemed to focus on the elderly and she had a deep appreciation for the resiliency and wisdom they posess. She received her Masters of Social Work (MSW) degree from UC Berkeley with an emphasis in aging. While there she held internships for the City of Fremont as a case manager and worked at Alzheimer's

4 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018 Services of the East Bay, an adult day care center for those with Alzheimer's in Hayward, CA. Since graduation she has worked as a Home Health Social Worker and Medical Clinic social worker at Kaiser Permanente and a case manager at SCAN, the Senior Care Access Network program, a case management program for seniors in Orange County. She also served as the Area Director of the Alzheimer's Association and worked there for 6 years. For the last 5 years she has worked at Central Coast Hospice as a Medical Social Worker. She also teaches in the Sociology and Psychology Departments at Cal Poly. E. Describe how the Program Review was conducted and who was involved The 2018-2019 Program Review was conducted during the 2017-2018 academic year; it was researched and developed by Division Chair, Cherie Moore; Human Development Lead Faculty, Bailey Drechsler; and Human Services Lead Faculty, Denae Boggs. All Part-time faculty were invited to participate in the development.

5 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018 II. PROGRAM SUPPORT OF DISTRICT’S MISSION STATEMENT, INSTITUTIONAL GOALS, INSTITUTIONAL OBJECTIVES, AND/OR INSTITUTIONAL LEARNING OUTCOMES A. Identify how your program addresses or helps to achieve the District’s Mission Statement. Our Department/Program achieve’s the District’s Mission in the following ways:

• Our faculty is dedicated to inspiring a diverse student population to achieve their educational goals by providing a pedagogy that supports all styles of learning and incorporates multicultural competency. • Our faculty effectively supports students in their efforts to improve foundational skills, earn certificates or associate degrees, transfer to four-year institutions, and advance in the workforce by providing a learning experience that advances student’s knowledge and critical thinking, and supports students take steps to further their educational goal. • Our program curriculum teaches critical thinking, cultural competency, and civic engagement.

B. Identify how your program addresses or helps to achieve the District’s Institutional Goals and Objectives, and/or operational planning initiatives. Institutional Goal 1: 1.1, 1.2 Increase the rates of completion for degrees, certificates, and transfer-readiness overall for all students: Our Program proactively supports students to complete our degrees and certificates by providing student consultations geared towards bolstering successful learning, promoting and encouraging students to participate in academic success programs

Institutional Goal 3: 3.2 Develop and sustain collaborative projects and partnerships with the community’s educational institutions, civic organizations, businesses, and industries: Our faculty has maintained a community advisory committee with local, related human service organizes. Advisory members advise on curriculum development and employment trends and skills. C. Identify how your program helps students achieve Institutional Learning Outcomes.

Institutional Learning Outcome 1 Our Program provides curricula that teaches academic and professional development (critical thinking skills, interpersonal communication skills, professional ethics and conduct)

Institutional Learning Outcome 2 & 4 Our Program provides curricula that teaches mental wellness behaviors, crisis intervention skills, conflict resolution skills, and successful life management strategies.

6 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018 III. PROGRAM DATA ANALYSIS AND PROGRAM-SPECIFIC MEASUREMENTS General Enrollment

• FMST/HS 2016-2017 General Enrollments showed a significant increase, 19.76%, compared to the previous year. • Overall College 2016-2017 General Enrollments increased by only 1.8% compared to the previous year. • CMC course and degree offerings have contributed to this increase. • Planning the course offerings by demand related to day, time, and location will contribute to maintaining this trend.

7 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018

8 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018

General Student Demand (Fill Rate)

• FMST/HS Fill Rate for 2016-2017 is 97.83%, a 24% increase since the previous year. • Overall College Fill Rate for 2016 is 83.85%, only a 6% increase from the previous year. • CMC course and program offerings contribute to this growth. • Planning the course offerings by demand related to day, time, and location will contribute to maintaining this trend.

9 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018

General Efficiency (FTES/FTEF)

• FMST/HS General Efficiency for 2016-2017 is 14.60, an increase of .89 from the previous year. • Overall College General Efficiency for 2016 is 13.46, a .54 increase from the previous year. • This number may improve with our analysis of strategic course time and place offerings. • Improved certificate and degree options that are submitted and pending may draw more students and contribute to General Effieciency.

10 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018

Student Success—Course Modality

• FMST/HS Student Success for 2016-1017 increased slightly in the face to face modality to 83.13%; this upwork trend is evident for the past three educational years. • FMST/HS Student Success for 2016-2017 decreased in the online modality. • There is increased student demand for online courses, but not every student is prepared for the challenges necessarily associated with distance education. • Continuing to recommend, and perhaps require, the orientation activities that teach or review online learning strategies will be addressed; this may help reverse the online course completion concerns.

11 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018

Degrees and Certificates Awarded • FMST/HS Program Awards in the Alcohol and Controlled Substance Top Code in 2016- 2017 are the highest compared to all other years in this assessment cycle. • Ten Certificates of Specialization were earned in 2016-2017; the lowest number earned throughout the assessment cycle was three. • The new Addiction Studies Certificate and Degree options that have been submitted and are pending; this will help to increase the Program Awards. • Better advertisement and forming an Addiction Studies Club will also improve overall Program Awards. • The number of degrees earned under the Family Studies Top Code is seven; this is up by two from the pevious year. • The newly submitted and pending Associate of Arts Degree in Human Development/Human Services allows students to focus on an area of emphasis and participate in field work; this will draw more students and increase awards in this area. • The Top Code Problem improved with addition of Addiction of Alcohol and Controlled substance Top Code; attention will be given to further improve alignment with Human Services Top Code.

12 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018

13 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018

14 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018 General Student Success – Course Completion Review the Disaggregated Student Success charts; include any charts that you will reference. Describe any departmental or pedagogical outcomes that have occurred as a result of programmatic discussion regarding the data presented. • FMST/HS Department Successful Course Completion is 76.84%, higher than the overall college success rate of 74.71%, but a decrease from the previous year. • The decrease may be associated with the increased demand for online courses, which have a lower completion rate compared to face to face courses.

15 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018 IV. CURRICULUM REVIEW List all courses and degrees/certificates that have been created, modified, or deactivated (and approved by the Curriculum Committee) since the last CPPR. Complete the Curriculum Review Template and submit the form within your CPPR. 1. Courses • List all courses, which were active in your program at the time of the last CPPR. • Review the current CurricUNET Course Outline of Record (COR) for each course and indicate yes/no for each column below. • For each new, modified, and deactivated course provide the effective term posted on CurricUNET.

Course Currently New course Major Minor Deactivated since (Prefix / active since last CPPR modification modification last CPPR Number) since last CPPR since last CPPR Notified impacted program(s)* HDHS 202 yes no no yes:S17 no (prefix change) HDHS 205 yes no yes:S18 yes:S17 no

HDHS 210 yes no yes:F17 yes:S17 no

HDHS 212 yes no no yes:S17 no

HDHS 213 yes no no yes:S17 no

HDHS 214 yes no no yes:S17 no

HDHS 215 yes no no yes:S17 no

HDHS 216 yes no Yes:S18 yes:S17 no (change to 217) (in progress) HDHS 218 yes no no yes:S17 no

HDHS 270 yes no no yes:S17 no

HDHS 271 yes no yes:17 no no

HDHS 272 yes no yes:18 yes:S17 no

HDHS 278 yes no yes:17 no no

HDHS 280 yes no yes:17 no no

16 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018 HDHS 288 yes no yes:17 no no (will be when 289s approved) HDHS 289 active:F18 yes no no no A,B,C,D

Completing the template will provide evidence that the curriculum (including course delivery modalities) has been carefully reviewed during the past five years for currency in teaching practices, compliance with current policies, standards, regulations, and with advisory committee input. The form requires you to include evidence that the following entries on the course outline of record (CurricUNET format) are appropriate and complete: • Course description • Student learning outcomes • Caps • New DE addendum is complete • MQDD is complete • Pre-requisites/co-requisites • Topics and scope • Course objectives • Alignment of topics and scopes, methods of evaluation, and assignments with objectives • Alignment of SLOs and objectives with approved requirement rubrics (General Education, Diversity, Health, Liberal Arts) • Textbooks • CSU/IGETC transfer and AA GE information • Degree and Certificate information

17 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018 2. Programs • List all programs/certificates that were active at the time of the last CPPR. • Review the CurricUNET “Program of Study” outline and indicate yes/no for each program/certificate. • For each deactivated program provide the effective term posted on CurricUNET.

Currently New program Program Deactivated Program / Certificate active since last modification since last Title CPPR since last CPPR CPPR Addiction Studies CS yes no yes/S17 no (pending) Addiction Studies yes no yes/S17 no Fieldwork CS (pending) Human Development yes no yes/S17 no Human Services AA (pending) Addiction Studies CA no yes/S18 no no (submitted) Addiction Studies AA no yes/S18 no no (submitted) Social Work ADT no yes/S17 no no (pending) Social Justice ADT no yes/S18 no no (pending)

18 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018 V. PROGRAM OUTCOMES, ASSESSMENT AND IMPROVEMENTS Human Development / Human Services Program Assessment Calendar

Sp 2018 Fall 2018 Sp 2019 Fall 2019 Spring 2020 Fall 2020

SLO HDHS 210 HDHS 205 HDHS 210 Assessment HDHS 214 HDHS 212 HDHS 214 HDHS 218 HDHS 218 Data HDHS 215 HDHS 280 HDHS 215 HDHS 288 HDHS 288 Collection & HDHS 216 HDHS 216 Elumen HDHS 278 HDHS 278 Inputting HDHS 279 HDHS 279

HDHS 210 HDHS 205 HDHS 214 HDHS280 HDHS 205 Analyze HDHS 213 HDHS 215 HDHS 212 Results & Plan HDHS 214 HDHS 216 HDHS 218 Improvements HDHS 271 HDHS 278 HDHS 288 HDHS 272 HDHS 279

*Family Studies/Human Services Program Assessment Calendar

Fall 2016 Sp 2017 Fall 2017 Sp 2018 Fall 2018 Sp 2019

FMST 210 HDHS 205 SLO FMST 212 FMST 215 HDHS 213 HDHS 214 HDHS 216 Assessment **FMST 213 FMST 270 HDHS 272 HDHS 280 HDHS 218 Data (CANCELLED) FMST 278 HDHS 271 Collection FMST 279 HDHS 288

Elumen HDHS 205 Inputting; HDHS 213 FMST 210 HDHS 215 Analyze HDHS 214 HDHS 214 HDHS 216 FMST 212 HDHS 270 Results & Plan HDHS 271 HDHS 218 FMST 279 HDHS 278 Improvements HDHS 272 HDHS 288

*Beginning Fall 2017 our department will have a new name!!!!!!!!!! We will be Human Development/Human Services **Please note that FMST213 in the Fall 2016 was cancelled.

B. Have you completed all course assessments in eLumen? If no, explain why you were unable to do so during this program review cycle and what plan(s) exist for completing this in the next program review cycle. • Yes

19 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018

C. Include the most recent “PLO Summary Map by Course” from eLumen which shows the Course-level SLOs mapped to the Program-level SLOs.

20 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018 Human Development/Human Services Program Student Learning Outcomes Coverage Mapping

PSLO 1. Demonstrate knowledge of human development theories (using psycho0social-biological framework) to explain psycho-cognitive- social development. PSLO 2. Apply human development theories to assess psycho-social wellness and functioning. PSLO 3. Recognize the elements of scientific methodology, and discern between primary and secondary research. PSLO 4. Demonstrate skills (i.e. critical thinking; cultural competency; and inter-personal relationship practices) that support academic achievement, professional development, personal growth and global citizenry. PSLO 5. Participate in meaningful academic discussion about the central concepts, theoretical debates and controversies within the study of human development. PSLO 6. Cite community and governmental resources intended to support individual and family wellness and functioning.

HDHS HDHS HDHS HDHS HDHS HDHS HDHS HDHS HDHS HDHS HDHS HDHS HDHS HDHS HDHS 202 205 210 212 213 214 215 216 218 270 271 272 278 279 280 PSLO 1. * * * * * * * * *

PSLO 2. * * * * * * * * * * * * * *

PSLO 3. * * * * * * * * *

PSLO 4. * * * * * * * * * * * * * * *

PSLO 5. * * * * * * * * * * *

PSLO 6. * * * * * * * * * * * * * *

D. Highlight changes made at the course or program level that have resulted from SLO assessment. Changes were explained in previous sections.

E. Identify and describe any budget or funding requests that are related to student learning outcome assessment results. If applicable, be sure to include requests in the Resource Plan Worksheet.

All funding requests are related to student learning outcomes. Included are Addition Studies Lead, student intern, and promotional materials.

21 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018 VI. PROGRAM DEVELOPMENT Indicate how the program supports efforts to achieve any of the following: A. Institutional Goals and Objectives: Institutional Goal 1: The Human Development Human Services Department is doing many things to enhance its programs to promote students’ successful completion of transfer requirement, degrees, and certificates. IO 1.1: Student Success in Career Technical Education, degrees, and transfer programs is evident through the following submitted and pending changes: Certificate of Specialization in Paraprofessional Counseling; Certificate of Specialization in Parent Coach/Educator; Certificate of Achievement in Addiction Studies, Associate of Arts in Addiction Studies, Associate of Arts in Human Services, Social Work Associate Degree of Transfer, and the Social Justice Associate Degree of Transfer. IO 1.2: The HDHS Department fosters a college environment where students are directed, focused, nurtured, engaged, connected, and valued through the degree and certificate changes and the caring and connected faculty- which is evident through frequent student/faculty office visits, multiple referrals given for additional college support, and the many recommendation letters written. Institutional Goal 2: The Human Development Human Services Department contributes to increasing student access to higher education. IO 2.1: The HDHS Department increases enrollent of underrepresented students through the courses and degree offered at California Men’s Colony. The HDHS courses are filled to capacity. IO 2.4: To increase career pathways for local high school students, the HDHS department participates in activities designed to inform local high school students about programs at Cuesta College such as: Promise Day, Career Day and others. Institutional Goal 3: The Human Development Human Services Department is helping to develop partnerships with the community’s educational institutions, businesses, and industries. IO 3.2: Our faculty has maintained a community advisory committee with local, related human service organizes. Advisory members advise on curriculum development and employment trends and skills. A faculty member from the HDHS department is a member of the Paso Robles Community Collaborative. These meetings occur at the District Office and include school district administrators, faculty, and many people representing various human services agencies in the county.

22 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018 B. Institutional Learning Outcomes: 1. Personal and academic development is an integral of the high quality HDHS courses; professional development is supported through funding of conferences and the faculty retreat. 2. Critical thinking and communication are foundational components in each of the HDHS courses. 3. Scientific understanding is presented through the presentation of methods and application relevant to the field of Human Development Human Services. 4. Social, historical, and global knowledge and engagement are interwoven in the HDHS courses. 5. Cultural knowledge and engagement is foundational in Human Development and Human Services. 6. Technological and informational fluency is addressed through projects and research completed in HDHS courses.

C. Program outcomes

Indicate any anticipated changes in the following areas: A. Curriculum has been updated and integrated into more useful certificates and degrees; scheduling is modified on an ongoing bases to meet student need and increase efficiency. B. Support services to promote success, persistence and retention are accessed by HDHS students through many referrals given by concerned faculty. C. Facilities are currently sufficient at this time. D. Staffing needs/projections: As required by Cuesta’s Addiction Studies accreditation agency (CAADE), we request release time or a paid lead position. A paid student aide (who is a dedicated Addiction Studies student) to help meet the demands of the Addiction Studies Program is another need. The student aide would help with ongoing agency and CAADE communication related to the changes that impact students. Ongoing communication and research into the limited, but required, placement of students in the fieldwork/internship portion of the program would be another nesesary task. This person would also be involved with research, writing, and duties related to the upcoming Addiction Prevention/Education Club, future student participation in the annual California Alcohol and Drug Educators Conference, and future Skills USA participation.

Lastly, address any changes in strategy in response to the predicted budget and FTES target for the next program review cycle.

Strategies in response to the predicted budget and FTES target for the next program review cyle include ongoing monitoring and modification of course offerings by day, time, and location to meet student demand and increase effiency. Submission of improved certificates and degrees, giving students a clear and concise pathway to completion and transfer, is a strategy that has been implemented. 23 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018 VII. END NOTES (Please scroll below for additional documents).

VIII. After completing and submitting this document, please complete the Overall Program Strength and Ongoing Viability Assessment with your Dean before May 15, 2018.

24 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018 CUESTA COLLEGE PROGRAM OF STUDY Proposed For: ADDICTION STUDIES: ADDICTION TREATMENT COUNSELOR AA Associate in Arts

This Addiction Studies Associate of Arts program is for students preparing for or advancing their careers in the growing field of drug and alcohol dependency treatment, prevention, and education. The curriculum is accredited by the California Association of Alcohol and Drug Educators (CAADE) and provides the educational components necessary to become a Certified Addiction Treatment Counselor. Following completion of the required classes, including HDHS 289/289A (Internship-Fieldwork/Seminar), an individual is eligible to register for the Addiction Counseling Exam. This Associate of Arts program reflects the CAADE-approved course template of behavioral/foundation, core area, skills area, and field studies. Graduates will possess the knowledge, skills and attitudes recommended in Technical Assistance Publication 21 (TAP 21, Addiction Counseling Competencies), published by the U.S. Department of health and Human Services, Substance Abuse and Mental Health Services Administration. They will be prepared to successfully pass a written examination leading to certification as an addiction counselor, and they will have completed at least 250 supervised work hours in the addiction treatment field in partial fulfillment of the supervised work experience requirement for certification.

Career Opportunities in Human Development/Human Services Addiction Treatment Group Counselor, Addiction Treatment Individual Counselor, Addiction Treatment Specialist, or Addiction Treatment and Prevention Educator

Behavioral/Foundation (2 courses) HDHS 210 INTRODUCTION TO SOCIAL WORK AND HUMAN SERVICES 3 HDHS 213 ETHNIC IDENTITY AND DEVELOPMENTAL PATTERNS 3

Core Area (4 Courses) HDHS 270 INTRO TO ADDICTION STUDIES: ADDICTION AND THE COMMUNITY 3 HDHS 272 DRUG PREVENTION AND EDUCATION 3 HDHS 279 TREATMENT AND CASE MANAGEMENT 3 HEED 206 HEALTH ASPECTS OF DRUG USE 3

Skills Area (4 Courses) HDHS 205 LIFE MANAGEMENT 3 HDHS 271 GROUP PROCESS AND PRACTICE 3 HDHS 278 FAMILIES AND ADDICTION 3 HDHS 280 BASIC INTERVIEWING AND COUNSELING SKILLS 3

Seminar and Field Studies (Internship) HDHS 289 HUMAN SERVICES SEMINAR 2 HDHS 289A FIELDWORK: ADDICTION STUDIES 5

Total Units 37 PID 853 CUESTA COLLEGE PROGRAM OF STUDY Proposed For: 2018-2019 HUMAN DEVELOPMENT/HUMAN SERVICES Associate in Arts

This degree is designed to benefit the student who wishes to gain employment in the fields of social work, human services, or addiction services as well as supporting students who wish to transfer to university in gender studies or psychology. To earn an Associate Arts degree in Human Development/Human Services, students must successfully complete 60 units which includes core courses in the major (12 units) plus an area of concentration (Addition Studies, Parenting Coach/Educator or Paraprofessional Counselor) which ranges between 12 - 15 units and includes fieldwork.

Career Opportunities in Human Development/Human Services Addiction Counselor Case Manager Family Advocate Human Services Volunteer Coordinator Paraprofessional Counselor Parenting Coach/Educator Psycho-Education Facilitator Prevention/Outreach Facilitator Writer/Journalist *With a Master's Degree, leads to Licensed Marriage, Family Therapist; and Licensed Clinical Social Worker. Students transferring to four-year colleges or universities are urged to include Psychology 201 and Sociology 201A as part of their General Education/Breadth requirements.

Students transferring to four-year colleges or universities are urged to include Psychology 201 and Sociology 201A as part of their General Education/Breadth requirements.

Required Courses (12 credits) Units HDHS 210 INTRODUCTION TO SOCIAL WORK AND HUMAN SERVICES 3 HDHS 212 HUMAN DEVELOPMENT: LIFE SPAN 3 HDHS 213 ETHNIC IDENTITY AND DEVELOPMENTAL PATTERNS 3 HDHS 215 DEVELOPMENTAL PATTERNS OF WOMEN 3

Complete one of the following three areas of concentration:

Addiction Studies concentration (12 credits) Units HDHS 270 INTRO TO ADDICTION STUDIES: ADDICTION AND THE COMMUNITY 3 HDHS 272 DRUG PREVENTION AND EDUCATION 3 HDHS 278 FAMILIES AND ADDICTION 3 HEED 206 HEALTH ASPECTS OF DRUG USE 3

Parenting Course/Educator concentration (12 credits) Units HDHS 202 CHILD, FAMILY AND COMMUNITY 3 HDHS 216 THE STUDY OF PARENTING: THEORY AND PRACTICE 3 HDHS 278 FAMILIES AND ADDICTION 3 HDHS 289 HUMAN SERVICES SEMINAR 2 HDHS 289C FIELDWORK: PARENTING COACH/EDUCATOR 1

Students who successfully complete the above courses will earn a Certificate of Specialization in Parenting Coach/Educator.

Paraprofessional Counseling concentration (15 credits) Units HDHS 218 HUMAN SEXUALITY: EXPERIENCE & EXPRESSION 3 HDHS 271 GROUP PROCESS AND PRACTICE 3 HDHS 279 TREATMENT AND CASE MANAGEMENT 3 HDHS 280 BASIC INTERVIEWING AND COUNSELING SKILLS 3 HDHS 289 HUMAN SERVICES SEMINAR 2 HDHS 289D FIELDWORK: PARAPROFESSIONAL COUNSELING 1

Students who successfully complete the above courses will earn a Certificate of Specialization in Paraprofessional Counseling.

Total Units 24 - 27 CUESTA COLLEGE PROGRAM OF STUDY Proposed For: SOCIAL WORK/HUMAN SERVICES Associate in Science for Transfer

The Associates in Arts in Social Work and Human Services for Transfer degree (AA-T in Social Work and Human Services) is designed to prepare students for transfer into the CSU system to complete a baccalaureate degree in Social Work and Human Services or similar major. Social Work and Human Services is an applied behavioral science that emphasizes the application of behavioral science principles in a variety of cultural contexts. Social Work and Human Services students are expected to think critically and scientifically about behavior, to apply the principles of the behavioral sciences, and to understand the role of values in diverse cultural settings. As a profession, Social Work and Human Services focuses on methods for helping people from many different social groups to improve the quality of their lives. The Associate Degree for Transfer (AA-T or AS-T) is a special degree offered at California Community Colleges. Students who earn an AA-T or AS-T degree are guaranteed admission to a campus within the California State University (CSU) system in a similar major, although not necessarily to a specific campus. Students who complete an AA-T or AS-T are given priority consideration when applying to a particular program that is similar to the student’s community college major and will be given a special GPA advantage when applying to CSU impacted campuses or majors. Students who are planning to pursue an AA-T or AS-T are strongly advised to meet with a counselor for additional information about this transfer program. The Cuesta College AS-T degree in Social Work & Human Services requires: (1) Completion of 60 semester units or 90 quarter units that are eligible for transfer to the California State University, including both of the following: (A) The Intersegmental General Education Transfer Curriculum (IGETC) or the California State University General Education – Breadth Requirements. (B) A minimum of 18 semester units or 27 quarter units in a major or area of emphasis, as determined by the community college district. (2) Obtainment of a minimum grade point average of 2.0. (3) Earn a “C” or better grade in all courses required for the major or area of emphasis. A “P” (Pass) grade is an acceptable grade for courses in the major.

Career Opportunities in Human Development/Human Services Social Work, Paraprofessional Counseling, Educator/Program Developer, Parenting Coach, Volunteer Coordinator, Outreach & Prevention Liaison, Criminal Justice.

Core Courses (22 to 23 credits) Units HDHS 210 INTRODUCTION TO SOCIAL WORK AND HUMAN SERVICES 3 HDHS 289 HUMAN SERVICES SEMINAR 2 and HDHS 289B FIELDWORK: SOCIAL WORK /HUMAN SERVICES 1 SOC 201A INTRODUCTION TO SOCIOLOGY 3 PSYC 201 INTRODUCTORY PSYCHOLOGY 3 MATH 247 INTRODUCTION TO STATISTICS 4 BIO 211 LIFE SCIENCE 3 or BIO 212 HUMAN BIOLOGY 3 or BIO 205 HUMAN ANATOMY 4 ECON 201A PRINCIPLES OF MACROECONOMICS 3 or ECON 201B PRINCIPLES OF MICROECONOMICS 3

List A. Select 2 courses from the following (6 credits). Students should choose courses that are the best Units fit for their desired CSU campus and major. ECE 201 CHILD GROWTH AND DEVELOPMENT 3 HDHS 202 CHILD, FAMILY AND COMMUNITY 3 or ECE 202 CHILD, FAMILY AND COMMUNITY 3 HDHS 212 HUMAN DEVELOPMENT: LIFE SPAN 3 HDHS 270 INTRO TO ADDICTION STUDIES: ADDICTION AND THE COMMUNITY 3 HDHS 278 FAMILIES AND ADDICTION 3 HEED 206 HEALTH ASPECTS OF DRUG USE 3 SOC 206 RACE AND ETHNIC RELATIONS 3

Total Units 28 - 29 PID 766 CUESTA COLLEGE PROGRAM OF STUDY Proposed For: SOCIAL JUSTICE STUDIES Associate in Arts for Transfer

Social Justice Studies is an interdisciplinary program with an emphasis on equity and social change. The Associate in Arts in Social Justice Studies for Transfer (AA-T) degree at Cuesta College prepares students for transfer into such majors as Ethnic Studies, Gender / Queer Studies, Women's Studies, and Conflict Resolution and Peacebuilding. This course of study explores the experiences of individuals from marginalized populations and their complex relations as well as the phenomena of culture, power, oppression, equity, and social change. ______The Associate Degree for Transfer (AA-T in Social Justice Studies) is a special degree offered at California Community Colleges. Students who earn an AA-T degree in Social Justice Studies will be prepared to transfer and are guaranteed admission to a campus within the California State University (CSU) system in Social Justice Studies or a similar major, although not necessarily to a specific campus. Students who complete an AA-T are given priority consideration when applying to a particular program that is similar to the student’s community college major and will be given a special GPA advantage when applying to CSU impacted campuses or majors. Students who are planning to pursue an AA-T are strongly advised to meet with a counselor for additional information about this transfer program.

The Cuesta College AA-T degree in Social Justice Studies requires:

(1) Completion of 60 semester units or 90 quarter units that are eligible for transfer to the California State University, including both of the following:

(A) The Intersegmental General Education Transfer Curriculum (IGETC) or the California State University General Education – Breadth Requirements.

(B) A minimum of 18 semester units or 27 quarter units in a major or area of emphasis, as determined by the community college district.

(2) Obtainment of a minimum grade point average of 2.0.

(3) Earn a 'C' or better grade in all courses required for the major area of emphasis. A "P" (Pass) grade is an acceptable grade for courses in the major

Career Opportunities in Human Development/Human Services Activists, community organizers, public policy analysts, conflict resolution specialists, human relations workers, NGO workers, human rights advocates, lobbyists. *Most careers require more than an Associate degree.

Required Core: (3 courses, 9 credits) SOC 206 RACE AND ETHNIC RELATIONS 3 SOC 208 INTRODUCTION TO GENDER STUDIES 3

And, choose one course from: ANTH 203 CULTURAL ANTHROPOLOGY 3 or COMM 212 INTERCULTURAL COMMUNICATION 3 or ENGL 217 WOMEN AND GENDER IN LITERATURE 3 or HEED 203 WOMEN'S HEALTH ISSUES 3 or HEED 208 MULTICULTURAL HEALTH 3 or HIST 233 HISTORY OF AFRICAN AMERICANS 3 or HIST 203B HISTORY OF WORLD CIVILIZATIONS 3 or HIST 237 HISTORY OF AMERICAN WOMEN 3 or MUS 238 MUSIC APPRECIATION: JAZZ HISTORY 3 or POLS 204 WORLD POLITICS 3

List A: Select three courses from at least two of the following Areas. Choose courses that are the best fit for your desired CSU campus and major, and that have not already been completed as part of the Units Required Core.

Area 1: History or Government Units HIST 212 HISTORY OF MEXICAN AMERICANS 3 HIST 233 HISTORY OF AFRICAN AMERICANS 3 HIST 237 HISTORY OF AMERICAN WOMEN 3 POLS 204 WORLD POLITICS 3

Area 2: Arts and Humanities Units ART 207 SURVEY OF MEXICAN ART HISTORY I: PRE-COLUMBIAN 3 ART 208 SURVEY OF MEXICAN ART HISTORY II: COLONIAL TO CONTEMPORARY 3 ART 209 ART OF AFRICA, OCEANIA, AND INDIGENOUS NORTH AMERICA 3 ART 210 SURVEY OF ASIAN ART HISTORY 3 ENGL 213 MULTICULTURAL VOICES IN AMERICAN LITERATURE 3 ENGL 217 WOMEN AND GENDER IN LITERATURE 3 MUS 236 MUSIC APPRECIATION: WORLD MUSIC 3 MUS 238 MUSIC APPRECIATION: JAZZ HISTORY 3

Area 3: Social Science Units CJ 224 COMMUNITY, DIVERSITY AND THE JUSTICE SYSTEM 3 COMM 212 INTERCULTURAL COMMUNICATION 3 ANTH 220 CALIFORNIA INDIANS 3 or ANTH 221 NORTH AMERICAN INDIANS 3 HDHS 213 ETHNIC IDENTITY AND DEVELOPMENTAL PATTERNS 3 HDHS 215 DEVELOPMENTAL PATTERNS OF WOMEN 3 HDHS 218 HUMAN SEXUALITY: EXPERIENCE & EXPRESSION 3 SOC 202 SOCIAL PROBLEMS 3

Area 4: Quantitative Reasoning and Research Methods Units MATH 247 INTRODUCTION TO STATISTICS 4 PSYC 200 RESEARCH METHODS FOR THE BEHAVIORAL AND SOCIAL SCIENCES 3

Total Units 18 - 19 PID 779 Spring 2018 Revised

Human Development/Human Services Department

ADDICTION TREATMENT COUNSELOR

Cuesta College Addiction Studies Program includes a 37-unit California Association for Alcohol/Drug Educators (CAADE) approved curriculum.

The Seminar and Fieldwork Certificate is awarded upon completion of the CAADE approved curriculum.

Following completion of required classes, including HDHS 288* (pending as HDHS 289 & HDHS 289a) Seminar/Fieldwork, an individual is eligible to register for the certification exam. For information about where and how to register, contact the Applied Behavioral Sciences Division; the contact information is located at the bottom of page 2. After passing the certification exam, an individual must complete 2240 supervised clinical hours at a State Licensed AOD facility. This includes the hours completed during HDHS 288* and any supervised work at a licensed facility dating back five years from application for initial certification. An individual has three years to become certified after passing the exam.

Enrolling in HDHS 270 (Intro to Addiction Studies: Addiction and the Community) is the first step a Cuesta College student takes toward completion of the college’s academic program. HDHS 270 is a prerequisite for many Addiction Studies classes but may be taken concurrently with other Addiction Studies classes.

After completion of the following classes with a grade of C or above, students are eligible to enroll in HDHS 288* (Internship-Fieldwork/Seminar):

HDHS 210 Intro to Human Services HDHS 270 Intro to Addiction Studies: Addiction and the Community HDHS 271 Group Process and Practice HDHS 272 Drug Prevention and Education HDHS 278 Families and Addiction HDHS 279 Treatment and Case Management HDHS 280 Basic Interviewing and Counseling Skills HEED 206 Health Aspects of Drug Use

(continued on the other side) Students must complete and submit a Notification of Intent to Enroll in HDHS 288* during the first four weeks of the semester prior to the semester they plan to enroll in HDHS 288*. A copy of this form can be obtained by contacting the Applied Behavioral Science Division (see details below). After submission of this form, students will receive a packet of information and instructions concerning the Addiction Studies Seminar and and Fieldwork experience.

Students are also required to complete the following classes before taking the certification exam:

HDHS 205 Life Management HDHS 213 Ethnic Identity and Developmental Patterns

It should be noted, as per CAADE curriculum requirements, all students in the Addiction Studies program are evaluated on an ongoing basis for academic performance and emotional well-being. Any student deemed not appropriate for the program may be disqualified for completion of the program.

*HDHS 288 (pending as HDHS 289 & HDHS 289a) Seminar/Fieldwork Check with the Applied Behavioral Sciences Division for the most up-to-date information (Information below

For more information contact the Applied Behavioral Sciences Division: Cherie Moore, Interim Division Chair, (805) 546-3100, Ext. 2761 Vicki Schemmer, Division Assistant, (805) 546-3263 www.cuesta.edu NOTIFICATION OF INTENT TO ENROLL IN HDHS 288*

This form must be completed and submitted by the 5th week of the current semester if you are planning to enroll in HDHS *288 (Addiction Studies Fieldwork & Seminar) during the following semester. The form should be returned to Vicki Schemmer, Applied Behavioral Sciences Division Assistant in the 4000 Building (Child Development Center) at the San Luis Obispo campus. The form can be submitted in person, or by mail to:

Cuesta College Applied Behavioral Sciences Attn: Vicki Schemmer P.O. Box 8106 San Luis Obispo, CA 93403-8106

Name: ______

Telephone: ______

E-Mail: ______

Mailing Address: ______

______

The following classes must be successfully completed ("C" or better) prior to enrollment in HDHS 288*. Please place a check mark next to those you have completed and circle those in which you are currently enrolled.

1. HDHS 270 – Intro to Addiction Studies: Addiction and the Community

2. HDHS 271 – Group Process and Practice

3. HDHS 272 – Drug Prevention and Education

4. HDHS 278 – Families and Addiction

5. HDHS 279 – Treatment and Case Management

6. HDHS 280 – Basic Interviewing and Counseling Skills

7. HEED 206 – Health Aspects of Drug Use

The California Statewide Accreditation Committee in cooperation with

THe California Association for cators

Cuesta College Is a fully accredited provider of ., M Aba , Addiction Studies and meets all standards thereof Bw-X^?^ ,AA£.ti.>M.ViT. '-&> $&v Accreditation Chair ^ Executive Director December 1. 2016 December 1.2021

CAADE Mission Date ofAccreditation Expiration Date Promoting and supporting quality higher education in Addiction Studies

r r**.-**<*.»'*•*•*,*:* **.-w/M,-jr/M/jr.sr.-jr,M-^jr^ SIGNATURE PAGE

Faculty, Director(s), Manager(s), and/or Staff Associated with the Program

Instructional Programs: All full-time faculty in the program must sign this form. If needed, provide an extra signature line for each additional full-time faculty member in the program. If there is no full-time faculty associated with the program, then the part-time faculty in the program should sign. If applicable, please indicate lead faculty member for program after printing his/her name.

Student Services and Administrative Services Programs: All full-time director(s), managers, faculty and/or classified staff in the program must sign this form. (More signature lines may be added as needed.)

Division Chair/Director Name Signature Date

Name Signature Date

Name Signature Date

Name Signature Date

Name Signature Date

Name Signature Date

Name Signature Date

25 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018 SUPPLEMENTAL DOCUMENTS

FACULTY HIRING PRIORITIZATION INFORMATION (IF APPLICABLE)

If your program requested a faculty position for consideration, please attach or embed the following worksheets that were presented to the College Council. The guidelines for faculty prioritization can be found here: https://cuestacollege.sharepoint.com/Committees/College%20Council/Committee%20Docume nts/REVISED_Prioritization_Process_Handbook_9_2016.pdf#search=faculty%20prioritization%2 0handbook

APPLICABLE SIGNATURES:

Vice President/Dean Date

Division Chair/Director/Designee Date

Other (when applicable) Date

The above-signed individuals have read and discussed this review. The Director/Coordinator, Faculty, and staff in the program involved in the preparation of the CPPR acknowledge the receipt of a copy of the Vice President/ Dean’s narrative analysis. The signatures do not necessarily signify agreement.

26 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018 OPTIONAL SURVEY

Please take 15 minutes to complete the IPPR Survey. Your assessment will serve to help us make the form and process better.

Thanks,

The IPPR Committee

Survey Link: https://www.surveymonkey.com/r/J79W8GW

27 San Luis Obispo County Community College District Instructional Comprehensive Program Planning & Review Approved by Academic Senate 2017-05-12 Document to be Used for Submission Spring 2018