Grand Rapids Community College Program Review · Web view6 15 5 Does not contain errors in word choice or spelling. 6 11 9 Does not contain vague or confusing language. 6 18 2 Contains

Grand Rapids Community College Program Review

Program Report: Program Profile-Degree/Credential

Program Review

Instructional Program:Addiction Studies

Document Prepared By:Janis Willis

Year of Review:2011 – 2012JULY 9, 2012

1 Updated 2/6/12- ISIS



The Program Profile

A. The Mission/Purpose

The Mission/Statement of PurposeData/Information: Enter mission statementThe criminal justice department does not currently have a mission statement or a written statement of purpose. Development of the mission statement, review of catalog descriptions for sub-programs in the department (law enforcement, corrections, juvenile services, and addiction studies is warranted. The website also requires some changes as the only programs reflected are Law Enforcement and Addiction StudiesEvaluation (using criteria & tactics):

Review of website, catalog description, marketing brochures, and development of a purpose or mission statement is warranted

ACTION NEEDED? YES NO

B. The Faculty & StaffFull & Part Time Faculty

List the names and credentials of your full and part time faculty:

Name Highest Degree Part-Time/Full-Time Last, First Ebels, Gary Master’s FT Faculty (CJ 110 only) Berlin, Joseph Master’s Adjunct (CJ 110 only) Knoll, David Master’s Adjunct (CJ 110 only) Williamson, Randall Master’s Adjunct (CJ 110 only) Willis, Janis Master’s Adjunct

McMorrow, Timothy Doctorate Adjunct (CJ 110 only) Kantz, Barry Doctorate Adjunct (CJ 110 only) Schipper, Kylene Master’s Adjunct Scott, Tamara Master’s FT Faculty (COM 135 only) Heredia, John Master’s FT Faculty (COM 135 only) Sorek, Jennifer Master’s Adjunct (COM 135 only) Sutton, Dennis Master’s FT Faculty (COM 135 only) Teal, Lauren Master’s Adjunct (COM 135 only) Hopkins, Susan Master’s Adjunct (COM 135 only) Michels, Laura Master’s Adjunct (COM 135 only) Byerwalter, Mary Doctorate FT Faculty (PSY 232 only) Byers, Laura Doctorate Adjunct (PSY 232 only) Shumaker, Gayle Master’s Adjunct (PSY 232 only) Wallsteadt, Susan Master’s Adjunct (PSY 231 only) Beighley, Dave Master’s Adjunct (PSY 231 only) Vandevelde, Margaret Master’s Adjunct (PSY 232 only) Marsh, Laura Master’s Adjunct (CJ 243 only) Kilgore, Tina Master’s Adjunct (CJ 243 only)




StaffList the names and credentials of your staff:

Name Credentials Tobolic, Fawn Not Indicated Support Professional

Evaluation (using criteria & tactics): All staff teaching in the program has the required credentials and experience. Staff teaching criminal justice classes (110, 243, 245, 246, and 275) have the required occupational experience in the criminal justice or addiction fields. Persons teaching CJ 275 are required to have some level of certification from the Michigan Association of Addiction Professionals. Credentials and experience not only meet but exceed required levels.

ACTION NEEDED? YES NO1. Accomplishments of Faculty

List/Describe the accomplishments of your faculty for the past year (awards, publications, curriculum development, etc): Presentation at TRENDS conference on “Clickers in the Classroom” , “Spanish for Criminal Justice in Occupational Studies”, and “Student Online Learning” (Gary Ebels)Online curriculum development for CJ 245 and CJ 246 (Janis Willis)Development of book for Methods of Interviewing in cooperation with publisher (Janis Willis)

2. Faculty Professional Development List/Describe the faculty professional development activities for the past year:

Florida Education Technology Conference, Orlando, Florida , Chairperson KCTC CJ Advisory Committee, serve on Ferris University CJ Advisory Committee (Gary Ebels)Co-occurring Disorders, Adolescent Drug Use, Stages of Change, and Methamphetamine Training (Hazelden) (Janis Willis), CLS training (Janis Willis)Motivational Interviewing (Laura Marsh)

Evaluation (using criteria & tactics):

Accomplishments and faculty professional development are difficult to document as many staff persons outside the department are included because of one class they teach in other curriculums. Adjunct were contacted but many did not respond as of this time. Direct faculty providers in the Addiction Studies Program (CJ 245, 246, and




275) should be prepared to offer increased class availability online or in a hybrid format. Currently only Janis Willis is certified for online teaching. More faculty development is needed. As many of the faculty members in the program are adjunct, funds are very limited for professional development in their areas of interest. At a minimum classes/CEU required for credentialing should be included for professional development funding that might exceed the current adjunct limit.

ACTION NEEDED? YES NO3. Number of FT/PT Faculty & % contact hours taught by each

Full-Time Hours Adjunct Hours % Full-time Hours % Adjunct HoursCriminal Justice Dept. (All) 63.00

36.0060.0076.00

51%32%

49%68%


These figures cannot be used with any accuracy. While all Addiction Studies students are required to take CJ 110, only a small proportion of Addiction Studies students are in any given CJ 110 class., PSY 231 and 232 are required for the CADC certification but many students only complete the CCJP certification where it is not required.so while several sections of each might be offered, the number of Addiction Studies students in any of them would be minimal. I can only guesstimate how many classes might be taught by adjunct as it varies by semester both in amount as well as the faculty member assignedThere are no FT faculty hours devoted to the core courses of the program (CJ 243, 245, 246, and 275). These courses are all taught by adjunct faculty and supervised by FT faculty not directly involved in instruction in Addiction Studies and adjunct faculty teaching Addiction Studies classes.


C. The Students

1. Program Enrollment

Fall 2009 Fall 2010 Fall 2011FT PT Total FT PT Total FT PT Total 3 14 17 10 16 26 10 19 29

Evaluation (using criteria & tactics): The program has been in existence for three years. Enrollment in the program has steadily increased during that time. Since the capstone course of the program (CJ 275) requires 3 pre-requisites so it took most of the first year for students to complete those and thus be eligible for the certificate. The program could benefit from additional marketing to both criminal justice students as well as other related disciplines (sociology, psychology, even some nursing students have completed the program). Currently there are a steady but moderate number of students who complete each year. I do not believe inclusion of primarily just the criminal justice students necessitates an increase in the course offerings. In 2009, 17 students were served by the program, in 2010 that increased to 65, and in 2011, 74 students have been included in the program. Students enrolled in the program may take 1-2 years to complete all of the required coursework so students not yet recorded as having completed may still do so

ACTION NEEDED? YES NO2. Numbers of Graduates

2006-2007 2007-2008 2008-2009 2009-2010 2010-20110 0 10 51 TBD




3. Graduation Rate

Program Too New- NO DATA

Evaluation (using criteria & tactics): Graduation may not be a correct term for this program as a student could complete the certificate prior to obtainment of a degree or in lieu of another degree program. I have used the number of certificates awarded as the graduation rate of the program. For the year 2010-2011, we are still checking eligibility and issuing certificates for students who may have completed the program during the winter 2012 semester. However, I believe the same trend will occur with the number of graduates remaining stable or increasing based on the enrollment in CJ 275, the last course required for the certificate.


4. Demographic ProfileEnter data summaryStudents enrolled in the program during 2009-2010 were 56% female, 44% make; 38% Caucasian, 6% Asian/Pacific Island, and 56% African American. 31% were between the ages of 40-55 years, 50% between 25-40 years, and 19% under the age of 25 yearsStudents enrolled in the program during 2010-2011 were 73% female, 27% male, 47% Caucasian, 0% Asian/Pacific Island, 2% Arabic, 2% Native American, 11% Hispanic, 33% African American, and 2% multi-racial. 2% were over the age of 55 years, 25% between the ages of 40-55 years, 40% between the ages of 25-40 years, and 33% under the age of 25 years.Data for the year 2011-2012 is in the process of compilationEvaluation (using criteria & tactics): The program serves a diverse group of students with regard to race and age. There are substantially more female than male students pursuing this certificate. This is also true of the juvenile services/corrections student population who comprise many of the students who pursue an Addiction Studies certificate.The program accommodates both full and part time students. Over the period of a calendar year, all of the required courses are offered for morning, afternoon, and evening sessions. Required courses are also offered in the fall, winter, and summer. Generally 2-3 semesters would be required to complete the program in order to complete the pre-requisite courses required (CJ 243, 245, 246) before the final course, CJ 275 can be taken.


Program Content

A. Admissions/Target Population 1. Target Student Population

Describe for whom this program is intendedThe program is currently targeted toward criminal justice students enrolled in Corrections and Juvenile Services programs. There are also an increased number of students that are enrolling just in the Addiction Studies program. As many of the offenders in the criminal justice system have substance abuse issues, the program is designed to improve skills for students wanting to work in court or correctional systems and to provide the required number of education hours for students wishing to pursue full substance abuse certification through the Michigan Certification Board for Addiction Professionals. While limited in number, some students currently working in the field are returning to school and taking part/all of the program to fulfill required Continuing Education Hours for recertification.Evaluation (using criteria & tactics): Many of the students in the program are adult learners and over half intend to complete further education after transfer to a four year institution. Many choose Ferris because more of their credits transfer and they take advantage of the 3+1 program. The curriculum is structured so that students in the corrections and juvenile




services programs can complete the Addiction Studies program in addition to their current program by adding only 1-2 classes. Recruitment is stable from the criminal justice program students. Any program growth would have to come from other disciplines and would necessitate curriculum review as non-CJ students would be required to take several additional classes outside of their program code in order to complete the certificate. The program composition is aligned with the target population. Job placement in this area has not been measured adequately. Many student complete the certificate as a resume enhancement planning to pursue employment in corrections or juvenile services so they are recorded as having employment in those fields. Students pursuing just Addiction Studies also have to complete state testing and experience requirements in order to obtain full state certification for employment and that can take 2-3 years. The Addiction Studies program provides the required education component to start that process ACTION NEEDED? YES NO

2. Admissions Criteria Describe criteria for admissions and waitlist trends for the program (if any)Currently students completing the Addiction Studies Program are not required to enter plan Code 154 so it is recorded for enrollment/transcript verification. Any student who completes the required six course for the CCJP certification or seven courses for CADC certification is considered to have been admitted to the program. There is no waitlist for the program. The required capstone course (CJ 275) is offered Fall, Winter, and Summer so students are eligible for program completion year round. A change to requiring the addition of the 154 program code would make this population easier to identify and trackEvaluation (using criteria & tactics): No change in admission criteria is warranted. There is no wait list ACTION NEEDED? YES NO

B. Curriculum History1. Program/Curriculum Changes

Document the following for the last 8 years. If something does not apply, indicate N/A: New Courses- CJ 275 Addiction Treatment with Diverse Populations was added when the program

certificate began three years ago in order to comply with state education requirements in all performance domains.

New Programs- The Addiction Studies Program began three years ago in the fall of 2009 New Certificates- The Addiction Studies Program is a certificate program. The certificate indicates

that qualified students have completed the education requirements for certification in one of two areas. Students may earn either the Certified Criminal Justice Professional (CCJP) certificate or the Certified Alcohol and Drug Counselor (CADC) certificate or both. The CADC certificate requires one more course (either PSY 231 or 232) than the CCJP because of a difference in education required for specific performance domains

New Degrees- This program is not a degree program Significant modifications of any of the above-None Closure of any of the above-None Remediation of courses or programs as a result of Core Indicator or industry related requirements:

When the Addiction Studies Program began the fall of 2009, adjustments were made in the curriculum for CJ 243, CJ 245, and CJ 246 in order to insure that education for all state required performance domains was offered

Curricular history may also include any partnership, grant, or other efforts that have significantly impacted curriculum and how.-none

Also include Advisory Board recommendations that influenced curriculum change.-The combined Juvenile Services and Corrections Advisory Boards supported the concept of the Addiction Studies Certificate Program, reviewed the adjustments and additions in course offering and marketing materials, and approved the final structure of the program. The program is reviewed/discussed twice yearly by the Corrections Advisory Committee (the previous committee has been split into two).

CJ 245 (Substance Abuse) and CJ 246(Alcohol Abuse) are also required for the Corrections and Juvenile Services programs.




2. External Accreditation Document the following related to external accreditation:

name/address of the accrediting agency;-there is no accreditation agency for the program. Program materials have been submitted to the Michigan Certification Board of Addiction Professionals for comment, but there is no requirement for their support

date of the most recent site visit date for the next re-accreditation number of years in the accreditation cycle

3. Distance education offerings and use of technology Document the following related to distance education offerings:Courses within the program that are offered online or in hybrid format

CJ 245 and CJ 246 have been approved to be offered in an online format

Names of faculty certified to teach in the distance education and hybrid formats: Ebels, Gary Willis, Janis

4. Experiential Learning Opportunities Document the following related to experiential learning opportunities

ASL courses offered within the program-The CJ 275 will have an ASL component beginning in the Fall of 2012. The recruitment and determination of agency involvement will be completed over the summer.

honors courses offered within the program-none Study Away course offered-none Co-ops/Internships/Pratica/Clinical courses offered-Many students dually enrolled in Addiction Studies

and Corrections/Juvenile Services choose to complete one of their required internships in an addiction program or with the Drug or Sobriety Courts.

Names of faculty certified to do ASL: Janis Willis

C. Curriculum Planning1. Professional Standards

Enter professional standards with which the program is or should be alignedPerformance domains required to be addressed in the education requirements for certification by the Michigan Certification Board of Addiction Professionals (MCBAP)EvaluationThe program is currently aligned with required professional standards for addiction certification through the State of Michigan. This is reviewed twice yearly to insure there are no changes that need to be addressed through adjustments in curriculum. When the program began three years ago, each course was reviewed to determine what required performance domains were already covered and by which course and what adjustments needed to be madeACTION NEEDED? YES NO

2. Institutional Learning Outcomes Evaluation (using criteria & tactics): ILO's are sufficiently covered in the curriculum (Communication, Critical Thinking, Diversity Skills specifically)




ACTION NEEDED? YES NO3. General Education

Evaluation (using criteria & tactics): The only general education requirement for completion of the certificate would be a communications skills course. However, a student will be unable to complete the certificate unless they can demonstrate adequate verbal and written communication and English skills. Many of the students do not possess these skills and find the writing and oral requirements of the courses very difficult. This should be addressed with Language and Thought staff.ACTION NEEDED? YES NO

4. Experiential Learning Evaluation (using criteria & tactics): While there is no internship requirement for completion of the Addiction Studies certificate (full State of Michigan certification requires 5,000-7,000 hours of experience), most of the students in the Addiction Studies Program are also enrolled in Juvenile Services and Corrections where they are required to do at least one internship. Many Addiction Studies students select an addiction agency or Drug/Sobriety Court in order to gain some experience in the field. As of Fall 2012, there will be a ASL component to the CJ 275 course. This is an appropriate course for ASL inclusion. Depending on the response, ASL could also be added to CJ 245 and CJ 246. This will be evaluatedInformally and in the classroom setting, students in CJ 243 are required to complete several interview scenarios, in CJ 275 complete interviews, assessment, treatment planning, and case management, in CJ 245 and CJ 246, to attend Victim Impact Panels (for drunk drivers), Drug and Sobriety Court and AA meetings in order to provide experiences that will better prepare them for work in this field ACTION NEEDED? YES NO

5. Distance Education Offerings Evaluation (using criteria & tactics): In the Criminal Justice Department, CJ 110, CJ 245, and CJ 246 have been approved and/are taught in an online format. COM 135 and PSY 231,232 are also offered in that format by staff in those departments. CJ 243 should not be offered as distance learning courses. Much of the course is experiential, trying skills as you learn them which would be lost without face to face student contact. CJ 275 could be offered online. It has not yet been approved as it was felt it should be taught onground for 2-3 years before doing so. This course would need to be carefully evaluated as like CJ 243, there is much experiential learning in the classroom setting that would not translate well to distance learningACTION NEEDED? YES NO

6. Program Student Learning Outcomes Evaluation (using criteria & tactics): The current program student learning outcomes have been evaluated for relevancy to industry standards. Assignment completion and requisite knowledge from coursework is appropriate for entry level employment.Outcomes are informally reviewed yearly to insure compliance with State standardsACTION NEEDED? YES NO

7. Course Sequences Evaluation (using criteria & tactics): The program is appropriately designed for increased application of higher-order thinking skills as a student progresses through the program. The final course where communication, critical thinking and diversity skills are appropriately evaluated is CJ 275. This course requires three pre-requisites (CJ 243, CJ 245, CJ 246) so students have the base knowledge necessary to master appropriate student learning outcomes by course completion.ACTION NEEDED? YES NO




Program Data______________________________________________________________________________

A. Perkins Indicators

2011 Performance StandardsState Performance Level Expected

GRCC Program Performance

Standard Met?

1P1: % of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards 91.50% N/A N/A

2P1: % of CTE concentrators who received an industry-recognized credential, a certificate, or a degree during the reporting year. 33.85% 90.00% YES

3P1: % of CTE concentrators who remained enrolled in their original postsecondary institution or transferred to another 2- or 4-year postsecondary institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year.

65.55% 100% YES

4P1: % of CTE concentrators who were placed or retained in employment, or placed in military service or apprenticeship programs in the 2nd quarter following the program year in which they left postsecondary education

62.27% 0.00% NO

5P1: % of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year.

23.60% N/A N/A

5P2: % of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year.

20.60% N/A N/A

Evaluation (using criteria & tactics): Certificate completion rate for students in the Addiction Studies program exceed state performance levels. We do not have the data available to determine performance rates for 4P1, employment or military placement upon departure from school. We have not surveyed the population involved to determine level of employment but do have participant information to do that if given assistance through Institutional Research


B. Transfer Student Success Rates (if data available)Enter Transfer Success DataIn 2009-2010, 25% of the students in the Addiction Studies program were dually enrolled at GRCC/Ferris. Another




42% indicated an intention to transfer for BA completion. In 2010-2011, 16% of the students were dually enrolled at GRCC/Ferris. Three of those students were recent graduates of Ferris and returned to GRCC just to take the final course and receive the Addiction Studies Certificate. Another 57% indicated an intention to transfer for BA completion. I have no data on success for those who were not dually enrolled.Evaluation (using criteria & tactics): Data is not available to really evaluate success ratios for transfer studentsACTION NEEDED? YES NO

C. Licensure/Certification Pass RatesEnter Pass Rate Data for the last three yearsNo data is available. Addiction certification in the State of Michigan is a four part process. Those four parts are education, experience, clinical supervision, and state examination. The Addiction Studies Program is the first step in that process. As the experience hours number 5,000-7,000, anyone who is not currently working or worked previously in the field would not be eligible for the state exam for 2-3 years. Since the program only began three years ago, that information is not avaiableEvaluation (using criteria & tactics): Students could be surveyed for employment, transfer, and licensure data in the same instrument but the current pass rate is not availableACTION NEEDED? YES NO




Program Outcomes Assessment________________________________________________________________________Assessment History

1. Program Outcomes a. Demonstrate employment skills necessary for employment as entry level substance abuse counselors

and specialists in drug treatment.b. Complete the education requirements for CADC (Certified Drug and Alcohol Counselor) certification

and be prepared to begin training hours required for full certification by MCBAP (Michigan Certification Board for Addiction Professionals)

c. Complete the education requirements for CCJP (Certified Criminal Justice Professional) certification and be prepared to begin training hours required for full certification by MCBAP (Michigan Certification Board for Addiction Professionals)

2. Program Outcome(s) Assessed Identify the Program Student Learning Outcome(s) that was assessed Completion of education requirements for CADC and CCJP certification was assessed (b and c) for the academic year 2011. 2012 data is not yet available. In 2011, twenty-one students (37%) completed requirements for both certifications. Thirty students (53%) completed requirements for just the CCJP certification.3. Assessment Methods Describe the method of assessment used (Include who was assessed, what criteria were used, who participated in the assessment – students and faculty)Issuance of the certificate for CADC or CCJP was the method of assessment. All students participating in the Addiction Studies Program and having completed CJ 275 (final course) were reviewed.4. Assessment Results Describe the results of the assessment. Were the objectives for the outcomes met? (Include standards against which the results were evaluated and to whom the results were communicated)=57% of students completed education requirements for the CADC (outcome b) and 90% of the students in the program completed the education requirements for the CCJP (outcome c)5. Changes (implemented and/or planned)

Describe the changes were made or will be made based on the assessment findings.None. Students have the choice of earning one or both of the certificates. 90% did that with almost 2/3 having completed both6. Results of Changes

Describe the result of the changes (if known at this time) None implemented




Program Learning Outcomes Assessment________________________________________________________________________A. Assessment History

1. Program Learning Outcomes a. Demonstrate effective communications skills (Communication ILO).b. Conduct client assessments and make appropriate treatment recommendations. ( Critical Thinking

ILO)c. Describe the nature of chemical dependency. (Social Responsibility)d. Demonstrate client engagement skills for individual and group treatment situations, differentiating

between methods of treatment for culturally diverse populations and providing the rationale for integration of specific treatment methodologies based on culture, race, age, or gender. (Critical Thinking ILO)

e. Develop individual assessment and treatment methodologies that are inclusive of client diversity and include consideration of client life obligations and socioeconomic situation (Diversity Skills ILO)

f. Utilize accepted clinical guidelines to differentiate between the screening, assessment, and treatment planning skills necessary for case management and client monitoring, assessing the advantages and disadvantages of each as well as their relative importance, including the formulation of specific criteria for co-occurring disorders (Critical Thinking ILO)

g. Examine the concept of co-occurring disorders and summarize the relationship between substance abuse and mental disorders, including the interpretation of DSM IV (Diagnostic and Statistical Manual of Mental Disorders) and ASAM (American Society of Addiction Medicine) diagnosis codes and their use in substance abuse assessment and treatment planning. (Critical Thinking ILO)

2. Program Learning Outcome(s) Assessed Identify the Program Student Learning Outcome(s) that was assessed

Students will be able to demonstrate effective communication (written and verbal) skills Relationship to ILO: Communications

Specific aspect of the learning outcome that will be assessed: Students will demonstrate the ability to write a substance abuse assessment and treatment plan that meets the requirements of the agency workplace and includes DSM-IV and ASAM criteria

3. Assessment Methods Describe the method of assessment used (Include who was assessed, what criteria were used, who participated in the assessment – students and faculty)

Written assessment and treatment plan will be part of graded course requirement in CJ 275/Addiction Treatment with Diverse Populations and will be evaluated by instructor to determine accuracy of DSM-IV diagnosis, appropriateness of ASAM criteria, information progression according to agency requirements, correct sentence structure and punctuation, and inclusion of all required categories. Assessment will be done in CJ 275, usually the last course taken by Addiction Studies students and required for completion of the certificate.

4. Assessment Results Describe the results of the assessment. Were the objectives for the outcomes met? (Include standards against which the results were evaluated and to whom the results were communicated)=

The assessment was implemented in the CJ 275 class Winter 2012. Students were required to complete an assessment and a treatment plan which was evaluated according to the rubric developed (copy attached) Both include skills learned in other classes (CJ 243, CK 245, and CJ 246) as well as skills taught in this class. The assignment includes the ability to interview a subject, gather appropriate information, use that information in diagnosis (DSM IV) and patient placement (ASAM), write a complete report of each using approved formats, and include correct sentence structure and punctuation. Students were evaluated according to industry standards (assessment/treatment plans completed in addiction treatment agencies) As preliminary findings, I have concluded the following:a) All students do not have appropriate interviewing skills. These skills should be learned in CJ 243




b) I developed templates to be used for the project to create consistency in how they are done. This does not appear to be sufficient for some so I will also develop some written examples for review.(While we have done examples in class, this does not appear to be sufficient)c) Some students have excelled at the projectd) Some students lack requisite writing skills to complete the project using correct sentence structure and punctuation. This should be addressed with the appropriate departmente) Some areas in the project (DSM IV and ASAM) require more class time devoted to explanation. Book and written materials in addition to current class/lecture time was not sufficient.The results of the assessment were communicated to Associate Provost, Patti Trepkowski, George Zeeff, Criminal Justice Department Chair, and Nikki Banks, Corrections and Juvenile Services Coordinator

Assessment Data from Winter 2012 is included below, separated into Assessment and Treatment Planning

Addiction Studies Assessment Writing Rubric-Winter 2012

1. Exceeds Standards 2. Meets Standards 3. Below Standards

Assessment and Treatment Plan 1 2 3

CRITERIA 1: ACCURATEContains no inconsistencies between information gathered in the interview and what is documented

9 13 4

Includes information that is precise and impartial 9 14 3Conclusions based on objective facts, without bias 9 14 3

Does not contain opinions or inferences of the writer

9 14 3

Correctly reflects information provided by the client

9 13 4

CRITERIA 2: CLEARContains proper English grammar,

structure/mechanics 6 11 9

Uses required format for information presentation 6 17 3Presents complete information on client

history/issue 6 17 3

Uses accepted diagnostic testing information 6 15 5Does not contain errors in word choice or spelling 6 11 9

Does not contain vague or confusing language 6 18 2Contains clear, convincing information 6 17 3

CRITERIA 3: CONCISEIs brief, but does not sacrifice completeness or

accuracy3 21 2

Includes relevant facts to influence diagnostic decision

3 17 6

Includes statements that are direct and concrete 3 21 2Contains sentences that are short, yet complete 3 22 1

Does not include unnecessary words 3 21 2Contains information written in a succinct manner 3 21 2

CRITERIA 4: COMPLETEContains all relevant facts 6 15 5




Uses analytical skills to determine appropriate diagnosis

5 13 8

Uses correct DSM-IV diagnosis in assessment 4 10 12Uses correct ASAM placement criteria NA NA NA

Able to support diagnostic decision with objective facts

5 14 7

Includes all relevant information on diagnosis, substance use history, treatment, and

mitigating/aggravating facts

5 12 9

Includes assessor recommendations 5 16 5Understands and develops appropriate goals,

objectives, action steps and timelines for treatment plan

NA NA NA

CRITERIA 5: ORGANIZEDContains appropriate headings and sections 2 24 0

Contains appropriate language 2 22 2Contains a logical order 2 24 0

Presents facts in a chronological order 2 23 1Follows required template for assessment report 2 23 1

Follows required template for treatment plan NA NA NA

Addiction Studies Treatment PlanningWriting Rubric-Winter 2012




6 13 6



6 16 3


6 14 5







CRITERIA 3: CONCISE




Is brief, but does not sacrifice completeness or accuracy

2 19 4


2 10 13





4 10 11

Uses correct DSM-IV diagnosis in assessment NA NA NAUses correct ASAM placement criteria 4 5 16


5 8 12



5 1 19



4 7 14



Presents facts in a chronological order 3 21 1Follows required template for assessment report NA NA NA

Follows required template for treatment plan 3 19 4

Assessment Data from Summer 2012 is located below, separated into Assessment and Treatment PlanningAddiction Studies Assessment Writing Rubric-Summer 2012




7 7 6



5 13 2


7 9 4







history/issue 5 8 7




accuracy4 12 4


6 9 5





5 4 11

Uses correct DSM-IV diagnosis in assessment 4 1 15Uses correct ASAM placement criteria NA NA NA


4 9 7



4 7 9



NA NA NA



Presents facts in a chronological order 3 14 3Follows required template for assessment report 3 12 5

Follows required template for treatment plan NA NA NA

Addiction Studies Treatment PlanningWriting Rubric-Summer 2012







1 17 2



1 17 2


1 16 3








accuracy2 16 2


2 14 4





1 9 10

Uses correct DSM-IV diagnosis in assessment NA NA NAUses correct ASAM placement criteria 0 12 8


1 8 11



0 4 16



0 2 18






Presents facts in a chronological order 1 17 2Follows required template for assessment report NA NA NA

Follows required template for treatment plan 1 16 3

5. Changes (implemented and/or planned)

Describe the changes were made or will be made based on the assessment findings.a. A meeting was held in April for all staff who are involved in teaching CJ 243 Methods of Interviewing to develop base requirements for interviewing in addictions and a rubric for course evaluation to insure those skills are learned. We will be meeting again over the summer to finalize this and will be evaluating student progress in this interview areab. Additional templates were developed for assessment and treatment planning consistency and they will be used in Summer 2012 with additional evaluation occurring after thatc. Additional time has been spent in class on DSM-IV and ASAM to determine if there is an appreciable difference in student progress.6. Results of Changes

Describe the result of the changes (if known at this time) Changes are being implemented this summer so outcomes are unknown

B. Assessment Planning1. Program Learning Outcomes Review

Evaluation (using criteria & tactics): Program Learning Outcomes and Instructional Learning Outcomes are relevant, reflect skills and preparation required for entry-level employment, and can be measured

2. Identification of Direct & Indirect Measures of Student Learning


Learning is measured by examination, project completion and review according to the established rubric, class discussion and evaluation, as well as student self-report.The next assessment project will use examination and class discussion to evaluate students understanding of the nature of chemical dependency (SLO-3). Questions/topics will reviewed to determine knowledge of addiction, differences in alcohol and other drug dependency, definition of dependency vs. abuse. Data will be collected from examination answers and analyzed by the instructor

3. Using assessment findings to drive curricular improvement

Evaluation (using criteria & tactics): Results from the first assessment project have already resulted in changes in how one of the pre-requisites is taught and evaluated (CJ 243) as well as teaching methods in CJ 275 and consistency in presentation of materials. These strategies could/should be applied to other courses in the curriculum and occur on a continual basis




Planning for the Future__________________________________________________________________

_

A. Curriculum/Employment Alignment Enter Data Highlights from EMSI dataThe Occupational Change Summary indicates growth in the field of Addiction employment from 2005 to 2012 of 11% (regional), 10% (state), and 18% (national). Evaluation (using criteria & tactics): On a regional and state level there was a drop in employment from 2008-2011, reflective of the employment situation in Michigan generally The drop was five per cent or less. Addiction treatment occurs in a treatment or correctional setting, most of which are funded by local or state government. Any budgetary downturn in the state, county, or city would be reflected in employment rates for this population. Reviews of the top industries for this occupation (local and state government, mental health and substance abuse, child and youth services) also reflect a taxpayer budget base and show some downturn in employment that has started to improve in 2011. Wages vary from $13.86 to $15.20 for entry level, not sufficient to adequately support a family but experience and promotion would increase that wageMost students pursing this field of study will advance to the BA/MA level of education in order to secure employment with higher wages


B. Preparation for ChangeEnter DataIndustry data appears to reflect an increase in employment, particularly on a national levelEvaluation (using criteria & tactics): Curriculum should be evaluated regularly to incorporate changes/additions to reflect new theories/practices in the field of addictions in order to better prepare students


C. Competitors/PeersDataThere are no local colleges offering an Addiction Studies curriculum. The closest institutions when last reviewed were Baker College in Muskegon and Western Michigan University in KalamazooEvaluation (using criteria & tactics): GRCC Addiction Studies staff informally partners with local Sobriety Court and addiction agencies for resources and information. An Addiction Program might be considered on a high school level with a partnership with KCTCACTION NEEDED? YES NO

D. Collaborative VenturesDescription of Collaborative venturesThere are no current collaborative ventures for this program other than agencies that have been approached for ASL inclusion. Evaluation (using criteria & tactics): The program does not have a separate advisory board but is included with the Criminal Justice Corrections Advisory Board for information and direction. Addictions staff from local agencies (1 or 2) could be added to that committee for better addiction program review. Local addiction providers could be invited to review the program (they were invited also at its inception for input in structure) and make suggestions. Could be done in a morning or afternoon meeting.ACTION NEEDED? YES NO




E. Budget/ResourcesDescribe the adequacy of the budget and resources to meet the needs of the program over the next four years. Identify resources needed to support proposed program /curriculum changes.Adequate as there are no large program expenses beyond faculty and the cost of certificates. Professional development money to increase skills/course offerings would be advantageous to the program. Program is currently supervised/staffed by adjunct faculty.ACTION NEEDED? YES NO

F. Facilities & EquipmentDescribe the adequacy of the budget and resources to meet the needs of the program over the next four years. Highlight facilities needs or changes that will be necessary to support proposed program/curriculum changes.No changes neededACTION NEEDED? YES NOG. Challenges & Barrier to Meeting Last Year’s Goals

Describe challenges and barriers to meeting last year’s goals.

None





ADDICTION STUDIES CERTIFICATE (CODE: 154)COURSE COMPLETION CHECKLIST

Certificates can be earned by completing the education requirements for the Certified Criminal Justice Professional (CCJP) or the Certified Addictions Counselor (CAC). You also may complete the requirements for both certificates. Completion of the following courses will fulfill the education requirements for the CCJP credential._____ CJ 110 Introduction to Criminal Justice_____ CJ 243 Methods of Interviewing_____ CJ 245 Substance Abuse_____ CJ 246 Alcohol Use and Abuse_____ CJ 275 Addiction Treatment with Diverse Populations*_____ COM 135 Interpersonal CommunicationCompletion of one of the following courses in addition to coursework required for the CCJP credential will meet the minimum education requirements for the CADC credential._____ PY 231 Abnormal Psychology_____ PY 232 Developmental PsychologyIf you are only interested in course verification for Continuing Education Hours (CEU), or have any questions about the certificates, please contact Jan Willis at [email protected] or by phone at 616-234-4680.When you think you have completed all of the requirements for one or more of the certificates, please provide a copy of your informal transcript to Fawn Tobolic in the CJ office who will process the certificate. *Prior to registering for CJ275 class, you must have completed CJ243, CJ245 and CJ246 or have permission from the instructor for enrollment.


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Grand Rapids Community College Program Review Program Report: Program Profile-Degree/Credential


GRCC Program Review Follow-Up Action Checklist Action

Needed?Brief Action Statement Resources Needed

Academic Year for

WorkThe Program Profile YES NOMISSION/PURPOSEProgram purpose/mission statement X Mission statement needs to be created

for the department and if appropriate for the program

Department input 2012

Program/course catalog descriptions X Review catalog description for any MCBAP changes required

Self review 2012

Web Pages X All CJ programs should be represented on the web pages, Addiction Studies should emphasize the certificate

Gary Ebels/staff 2012

FACULTY/STAFFFaculty credentialing XFaculty workload XStaff credentialing XProfessional Development X Credentialing staff development-CEU's

required to maintain credential for instructors in the program

Administration 2012

FT/Adjunct Faculty Ratios X Program faculty for core courses is primarily adjunct

Department 2012

THE STUDENTSProgram enrollment XGraduation XPT/FT Ratios X

Program ContentCURRICULUM HISTORY/PLANNINGAdmissions/Waitlist Criteria XAdmissions/Waitlist Process XCurricular structure XCurriculum/Course Revision XDistance Learning Education Offerings XDistance Learning Faculty Certification X

GRCC Program Review Follow-Up Action Checklist

Action Brief Action Statement Resources NeededAcademic Year for

Grand Rapids Community College Program Review · Web view6 15 5 Does not contain errors in word choice or spelling. 6 11 9 Does not contain vague or confusing language. 6 18 2 Contains

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