Academic Program Review

ACADEMIC YEAR	2014-2015	Basic Skills Transfer Career Technical Education (CTE)
PROGRAM	ALCOHOL & DRUG STUDIES
DESCRIPTION/PURPOSE	The Alcohol and Drug Studies program is designed to prepare students to serve as professionals in the growing field of chemical and behavioral addiction counseling. Imperial Valley College is an accredited CAADE (California Association for Alcohol/Drug Educators) program. The Alcohol and Drug Studies major and certificate meet state requirements. Students completing these programs can take the CATC examination and obtain the California Addiction Treatment Counselor Credential. This credential will help students obtain jobs in social service agencies, treatment programs, recovery homes, schools, DEA, and law enforcement. This program prepares students for transfer to institutions providing higher degrees with social service majors.
DIVISION	Health and Sciences
DEPARTMENT	Behavioral and Social Sciences
SUBMITTED BY:	Kevin White, Chair

INSTITUTIONAL GOAL 1	INSTITUTIONAL GOAL 2	INSTITUTIONAL GOAL 3	INSTITUTIONAL GOAL 4
INSTITUTIONAL MISSION AND EFFECTIVENESS – The College will maintain programs and services that focus on the mission of the College supported by data-driven assessments to measure student learning and student success. 1.1 Develop systems and procedures that establish the mission of the college as the central mechanism for planning and decision making. 1.2 Develop an institutional score card to assess student learning that drives integrated planning and resource allocation. 1.3 Develop systems and procedures to ensure that the college maintains a collegial and self-reflective dialogue that improves effectiveness. 1.4 Develop systems that are inclusive, cyclical, and understood by all stakeholders.	STUDENT LEARNING PROGRAMS AND SERVICES – The College will maintain instructional programs and services which support student success and the attainment of student educational goals. 2.1 Ensure that all instructional programs, regardless of location or means of delivery, address and meet the current and future needs of students. 2.2 Review program learning outcomes annually (or biennially) to assure currency, improve teaching and learning strategies, and raise student success rates. 2.3 Ensure that all Student Services programs, regardless of location or means of delivery, address and meet the current and future needs of students. 2.4 Ensure that all Student Services programs engage in a process of sustainable continuous quality improvement by annual review of Service Area Outcomes, and annual Program Review. 2.5 Ensure that the Library meets as closely as possible that “Standards of Practice for California Community College Library Faculty and Programs” of the Academic Senate for California Community Colleges. 2.6 Ensure that instructional labs continue to collaborate in sharing financial and human resources, thus maintaining continuous quality improvement.	RESOURCES – The College will develop and manage human, technological, physical, and financial resources to effectively support the College mission and the campus learning environment. 3.1 Develop and implement a resource allocation plan that leads to fiscal stability. 3.2 Implement a robust technological infrastructure and the enterprise software to support the college process. 3.3 Build new facilities and modernize existing ones as prioritized in the facility master plan. 3.4 Design and commit to a long-term professional development plan. 3.5 Raise the health awareness of faculty, staff, and students.	LEADERSHIP AND GOVERNANCE – The Board of Trustees and the Superintendent/President will establish policies that assure the quality, integrity, and effectiveness of student learning programs and services, and the financial stability of the institution. 4.1 Review all Board policies annually to ensure that they are consistent with the College mission statement, that they address the quality, integrity, and effectiveness of student learning programs and services, and that they guard the financial stability of the institution. 4.2 Maintain a clearly defined Code of Ethics that includes appropriate responses to unprofessional behavior. 4.3 Ensure that the Board of Trustees is informed and involved in the accreditation process. 4.4 Ensure that processes for the evaluation of the Board of Trustees and the Superintendent/President are clearly defined, implemented, and publicized. 4.5 Establish a governance structure, processes, and practices that guarantee that the governing board, administration, faculty, staff, and students will be involved in the decision making process.

I. INSTITUTIONAL GOALS

II. PROGRAM GOALS

PAST – EVALUATION OF PREVIOUS CYCLE OBJECTIVES/PROGRAM GOALS (SET IN PREVIOUS YEAR)

List your previous objectives/goals and associated Institutional Goals. All program goals must address at least one of the institutional goals.

1	PAST PROGRAM GOAL #1	INSTITUTIONAL GOAL(S) (Select one primary goal.)
Identify Program Goal and Budget request, if any, from the Program Review completed in 2013-2014 (Section II C): Expand the pool of part-time instructor by recruiting through community based programs and community networking.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Met	Partially Met	Not Met
Describe how this program goal increased student achievement and/or program effectiveness in 2014-2015: One of our part-time Psychology instructors earned the certifications necessary to teach ADS. This couple with two new part-time applicants (being processed) will augment the part-time pool of instructors.

2	PAST PROGRAM GOAL #2	INSTITUTIONAL GOAL(S) (Select one primary goal.)
Identify Program Goal and Budget request, if any, from the Program Review completed in 2013-2014 (Section II C): Develop more community partnerships that lead to internships and employment.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Met	Partially Met	Not Met
Describe how this program goal increased student achievement and/or program effectiveness in 2014-2015: IVC has partnered with the County Sheriff’s Office to provide services at the County jail with an innovative program that includes half inmates (15) and half IVC students called the In and Out Program. In addition, the ADS Coordinator’s effort to gain internships with Behavioral Health System is paying off. Our ADS students are now being actively sought to apply for openings in local treatment centers.

3	PAST PROGRAM GOAL #3	INSTITUTIONAL GOAL(S) (Select one primary goal.)
Identify Program Goal and Budget request, if any, from the Program Review completed in 2013-2014 (Section II C): To become a community resource for ADS media materials (especially DVDs) and speakers.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Met	Partially Met	Not Met
Describe how this program goal increased student achievement and/or program effectiveness in 2014-2015: This goal increases program effectiveness by positioning the ADS program as one that can provide community-based groups with relevant media resources.

PRESENT – DATA ANALYSIS AND PROGRAM HEALTH – ACCREDITATION

Summarize and analyze all disaggregated data by day, evening, gender, ethnicity, and distance education. Narrative only. Submit electronic excel file with graphs or trend data.

Enrollment and Fill Rates

Discuss the trends in enrollment and fill rate for each program by day and evening at the program level.

Enrollment: Over the last six semesters 2-3 sections have been offered during the Day, for a total of 15 sections. Evening enrollment is more than double that of the Day. The Evening sections range between 4 -7 sections making ADS on of the few programs where evening enrollment is larger than Day. In fact, 504 students were served during the Day as opposed to 918 in the evening.

Fill-Rates: The average Day fill-rate is 97% and ranges from 81 to 110 percent, though the numbers don’t reveal a trend as the rates vary widely from semester to semester. The Evening average is 74%, over 20 percentage points less. The numbers range fro 57 to 92 percent. It is not clear why the numbers vary so widely. Almost every semester, one of the 1 unit classes makes the jeopardy list.

Online: There were no online classes offered in ADS.

Productivity

What are the trends in productivity?

All of the figures for productivity, over the six semesters considered, are lower than the State standard of 525. The average is 424 and reflects a range of 353 to 488. This is a major area of concern.

Success and Retention

Discuss the success and retention rates by day, evening (extended day), and online classes in each program and identify gaps.

Success: The average success rate for Day classes is 56 percent and ranges from 48 to 77 percent. Last Spring (2014) registered the highest rate of all semester with 77 percent. Evening classes are more numerous as well as more successful. The average Evening rate is 75 percent and ranged from 59 to 86 percent. Evening enrollment and success rates are better than Day but fill-rates are significantly higher than evening.

Retention: Day retention averages 76 percent with a range of 53 to 94 percent. Last Spring (2014) produced the highest retention of all semesters at the 94 percent mark. Evening had a higher average at 86 percent and ranged from 77 to 92 percent. The last semester, Spring 2014 was 85 percent.

Overall, the success rates for Day classes are low. Evening success rates and retention are good but the fill-rates are weak.

Success and Retention by Ethnicity

Discuss the success and retention rates by demographic diversity of students.

Success: The percentages are skewed by the low numbers of some groups. The success rate and number of students for each group is as follows: African Americans – 67% (9); Hispanics – 74% (1207); White – 82% (62); Other – 100% (3); and Unknown – 77% (141). As one can see nine for African American and three for Other is low, and Unknown is 141 which is second only to Hispanic. However, which students are included in the Other categorical is anybody’s guess—which compounds the problem of addressing these students’ needs if they cannot be identified beyond being “other.”

Retention: Retention among all groups except African Americans was in the high 80 percentile. The retention rate for African Americans was 67 percent, which is low.

Degrees and Certificates

Discuss the trends in the number of degrees and/or certificates awarded.

Nine (9) degrees were awarded over the three years: five in 2011-12; two for 2012-13; and two for 2013-14. The total number of certificates awarded was eight (8): three in 2011-12; two for 2012-13; and three for 2013-14.

Program Changes

What program changes, if any, do you expect to have a positive effect on students?

Adding an Ethics course last year will have a positive impact on students because it is needed for CAADE certification which helps students looking for employment in the treatment/recovery field.

Summarize revisions, additions, deletions, and alternate delivery methods to courses and/or program based on the last program review.

The In and Out program will be run at a County jail facility and give students the experience of learning with inmates and provide inmates with tools for their personal development and may lead to some of them enrolling at IVC upon release.

Evaluate the program’s viability by addressing program completion, size (FTES), projections (growing/stable/declining), and quality of outcomes.

The program is stable but has some significant challenges that must be addressed in order for it to grow. Some of the most glaring challenges are low enrollment, low fill-rates, and low productivity. A full-time faculty replacement has been on hold for at least five years. More marketing of the program with community-based treatment/recovery program could boost enrollments. While there is undoubtedly a need in the community for alcohol and drug education, getting interested individuals to enroll is the challenge. The program will need to find a way to promote and increase the amount of certificates awarded. This would provide students with more credentials that lead to employment and raise the rates of success.
C. FUTURE – LIST OF “SMART” (SPECIFIC MEASURABLE ATTAINABLE RELEVANT TIME-LIMITED) PROGRAM OBJECTIVES FOR NEXT ACADEMIC YEAR TO ADDRESS PROGRAM IMPROVEMENT, GROWTH, OR UNMET NEEDS/GOALS. ALL PROGRAM GOALS MUST ADDRESS AT LEAST ONE OF THE INSTITUTIONAL GOALS.

FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
1	2015-2016 PROGRAM GOAL #1 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal: Provide more class offerings and greater stability for the program.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective: Stabilize and expand program with the addition of one full-time instructor.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Hire a full-time, tenure track faculty member.
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$___80,000_________
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
C.
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
How will this objective be measured? By hiring a full-time instructor.
How will the completion of tasks identified improve student/program success? Originally there was a full-time faculty member in ADS, but when that instructor left the position was not replaced. A full-time instructor would ensure adequate coverage for the classes in the program and provide stable leadership for further development of the program.
Who are the responsible party(ies) and assigned user(s)? Academic Services, Human Resources, and BSS Chair and ADS faculty.
FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
2	2015-2016 PROGRAM GOAL #2 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal: Provide more opportunities for ADS students to work in the community with organizations addressing alcohol and drugs problems.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective: Implement the newly developed In and Out program which combines ADS students with incarcerated inmates in a collaborative learning experiment.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Conduct ADS classes in a correctional facility (County Jail) within the community.
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$____0__________
Establish and coordinate all the services necessary to provide the classes with IVC and the Imperial County Sheriff’s Office.
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$__0______________
C.
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
How will this objective be measured? By establishing and providing ADS classes within a correctional facility.
How will the completion of tasks identified improve student/program success? This collaboration between the County and IVC will allow for ADS students interact with inmates and learn more about addition issues in correctional facilities. It also may generate interest for inmates to continue their education at IVC upon release and alert ADS students to employment (treatment) opportunities in correctional facilities.
Who are the responsible party(ies) and assigned user(s)? In and Out Coordinator, IVC Administration, County Sheriff’s Office, ADS faculty, and BSS Chair.
FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
3	2015-2016 PROGRAM GOAL #3 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal: Expand partnerships with community-based programs.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective: Provide more internships and employment opportunities for ADS students in the community.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Create legal partnerships with community-based treatment programs for ADS students.
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$___0_____________
B.
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
How will this objective be measured? By the number of partnerships created with community-based organizations.
How will the completion of tasks identified improve student/program success? It will provide ADS students with a non-traditional learning environment to expand their understanding of treatment modalities.
Who are the responsible party(ies) and assigned user(s)? ADS faculty, Academic Services, Community-based treatment facilities, and BSS Chair.

(WSCH/FTEF) The goal is 525 as per state guidelines. A low number means that we are below target levels for productivity. For example, in a small class that has a mandated cap of 15 students, the fill rate may be 100% but the productivity number (WSCH/FTEF) will be very low. A class with a cap of 40 students with a 100% fill rate will have a productivity number close to or above 525.