Family Studies / Human Services Comprehensive Program Planning & Review Unit Plan Narrative 2014-2015 San Luis Obispo Campus North County Campus South County Center Distance Education
INSTRUCTIONAL COMPREHENSIVE PROGRAM PLANNING AND REVIEW (CPPR) Program: Family Studies/ Human Services Planning Year: 2014-2015 Last Year CPPR Completed: 2010-2011 Unit: Human Development Cluster: Workforce and Economic Development I. GENERAL INFORMATION AND PROGRAM OUTCOMES A. General Description of the Family Studies/Human Services Program: The Family Studies/Human Services Department offers an interdisciplinary degree concentrating in psycho-social development across the life span, emphasizing personal identity and the family system. The degree is designed to benefit the student who wishes to pursue a career in the social and behavioral sciences field, such as social work, clinical psychology and crisis management; as well as benefit the student seeking to acquire a deeper understanding of human development and adjustment. Additionally, the Family Studies/Human Services Department offers an Addiction Studies Certification of Specialization designed to prepare students to serve as professionals in the growing career field of chemical and behavioral addiction counseling. Cuesta College is an accredited California Association for Alcohol/Drug Educators (CAADE) program. This credential will help students obtain jobs in social service agencies, treatment programs, recovery homes, schools, DEA, and law enforcement. Lastly, the Family Studies/Human Services course offerings prepare students for transfer to institutions providing higher degrees in the social and behavioral sciences. 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.
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 1968 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 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. The Addiction Studies program had seen immediate initial success. Interest after the Fall 2009 semester has waned. If the addiction studies program is to survive a larger commitment from the college is necessary. Now that the college is off of sanction we need to develop an AA degree in Addiction Studies. This would certainly help the program s visibility in the community. Since the first group of AS completers in Spring 2010 we have had two more groups earn their Addiction Studies and Addiction Studies Field Work certificate. The Family Studies / Human Services is holding steady after years of growth before the 2009 cuts. FS/HS is certainly feeling the effects of only one full-time faculty. The 2013-2014 the only Full-Time faculty member that has consistently been teaching is on sabbatical. We look forward to regaining that once robust FS/HS program. Include significant changes/improvements since the last Program Review Faculty member Bailey Drechsler was awarded a sabbatical for the 2013-2014 Academic year. Denae Boggs was hired as a Temporary Full-Time Faculty member for the Spring 2014 semester. Current Full Time and Adjunct Faculty Faculty Biographies Many of the FS/HS faculty members have current or prior employment within the fields of social work, psychology, academia and counseling. Employment experience ranges from the Department of Social Services, to Drug and Alcohol Services, to family planning clinics, HIV/AIDS prevention and testing clinics, hospice work, education and foster care. Bailey Drechsler received her Bachelor of Arts degree in Social Science and a B.A. in English from the University of California, Berkeley. She earned a M.A. degree in Psychology from Antioch University. Her areas of specialty are the psychology of women, the construction of sexual identity, and ethnic identity development. Between 1987 and 1992 Bailey was employed in the fields of domestic violence and sexual assault in the capacity of Executive Director, Educator and Crisis Counselor. From 1994-2000 Bailey worked as a Community Sexuality Educator for Planned Parenthood and a HIV Test Counselor for the SLO County AIDS Program. She is an experienced trainer in conflict resolution, mediation and diversity sensitivity, providing frequent training and
consulting to non-profits and correctional facilities. Bailey became a faculty member at Cuesta College in 1996, and has served as lead faculty in FS18 Human Sexuality, FS12 Lifespan Human Development and FS13 Ethnic Identity Development across the Lifespan. Beginning in 2004 she has been serving as North County Coordinator for the Human Development Division, and from 2005-08 she served as Chair of the Diversity Committee. Lisa Huet received a Bachelor of Science in Psychology from Cal Poly San Luis Obispo in 1998, and a Masters of Social Welfare from UC Berkeley in 2000. She has since worked as a social worker at the Neonatal Intensive Care Nursery, Lucile Packard Medical Center for Children; the San Luis Obispo County Department of Social Services, Family Care Network Inc., (an agency working with children at risk), and Hospice Partners of the Central Coast. Lisa also maintains a private practice and is an active member of the local unit of the National Association of Social Workers. This is her second year teaching at Cuesta College in the Family Studies Department. Jan Gillette Jan Gillette has a D.E.C. (Diplôme d études Collégiale) in Women s Studies, Psychology, and Sociology, a B.Sc. in Social Welfare, an M.S.W with a concentration in Marriage and Family Counseling, and a Lifetime California Community College Credential in Counseling. She is a Licensed Clinical Social Worker with experience in individual, family, and group therapy as well as residential treatment, health education, and medical and psychiatric social work. She has twenty years of experience in community college instruction including academic, vocational, and student service program development and grant-writing. Jan developed the IN-D MAND Program at DeAnza College, a cooperative work experience program for disabled, ity, and lowincome students which was selected as one of the top ten in the State and was recognized as a Founding Father of the Office of Employment Training/CalWORKs Program at Cuesta College. Jan recently earned a credential as a Certified Addiction Treatment Educator (C.A.T.E) by completing a sabbatical leave assignment at SLO County Drug and Alcohol Services working in the Perinatal Outpatient Extended Group Program which will assist her in developing and coordinating the new Addiction Studies program at Cuesta College. She has taught in the FS/HS Program since 1990, served as the lead faculty for the Family Studies Department since 1997, served as the Human Development Division North County Coordinator from 2000-2004 and 2009- present the Faculty Professional Development Coordinator Spring 2007. Don Norton was one of the first students to go through the new Cuesta College Children s Center/ Laboratory School back in the spring of 1975. Don was asked to be the first Children s Center Aide in the fall of 1975 and in 1976 he was hired to be the Center Assistant Supervisor. In 1979 Don started teaching Music and Movement classes. In 1980, he became the Laboratory Instructor for the ECE program from 1980 to 1998. Don presents Guidance, Curriculum/Environment and Music and Movement workshops through out the state. In 2005, Don was elected Chair of the Human Development Division and re-elected 2009 and 2013. Don has a BA in Early Childhood Studies and a MA in Human Development. Adjunct Faculty: Denae Boggs attended the University of Oregon and then California State University Chico, completing her B.A. in Psychology (with a Developmental emphasis) and a in Child Development. She obtained her M.A. in Psychology from Chapman University, with a Marriage and Family Therapy emphasis. Denae taught at a Cooperative Preschool and later worked at an elementary school involved in various levels of inclusion support. She teaches at Cuesta College in the Family Studies and Early Childhood Education Departments. As a Licensed Marriage Family Therapist, she works with children, adolescents, families, and schools in a variety of roles: facilitating social skills groups, school inclusion support, teaching positive behavioral support strategies, and providing individual and family relational support.
Michele Gordon, MA Education/Early Childhood, has 13 years of teaching experience within the community college system. Relevant employment includes the Teen Academic Pregnancy and Parenting Program and the SLO Child Abuse Prevention Coalition Program for Infant-Toddler Care (PITC) training and certification. Belinda Hammond, received her BA in Child Development and MA in Educational Psychology from California State University Northridge, and is working on her PhD in Special Education, Disabilities & Risk Studies at University of California Santa Barbara. Belinda began teaching in 1999, and began teaching online in 2003. Belinda is also a Certified Child Life Specialist and a Certified Infant Massage Instructor, and the Founder of Child Life Connection - a non-profit focused on bringing play, diversion and education into pediatric settings, all in an effort to make being in the hospital less scary for children! Linda Mintz has a B.S. in Social Science from Sophia University, Tokyo. She earned a M.A. concentrating in child diagnoses & treatment, including supervised clinical experience from Chapman University, Orange, CA. Linda completed one year of post graduate courses while attending State, Fullerton. She holds a Secondary Teaching Credential. Employment includes: Probation officer, child therapist, counselor, social worker. Louise Spadia-Beckham received her undergraduate degree in Child Development and Liberal Studies from California State University Chico and earned her graduate degree in Education/Child Life Specialist from Mills College. She was the Child Development Specialist and Director of Pediatric Child Life Programs at White Memorial Medical Center and California Medical Center in Southern California. Louise implemented outpatient education programs for families of special needs children, primarily children with autism. From 1993 to 1996 Louise was the Director/Head Teacher at the Paso Robles Cooperative Preschool. Louise and her associate started their consulting business T.L.C. Tina. Louise. Children., Consulting in 2006. They service school districts and private families concerning special needs children. Louise has been a part time faculty member at Cuesta College since 2007. Sherilyn Young has an M.A. in Clinical Psychology with emphasis in Early Childhood Education and Sociology and is a Licensed Professional Clinical Counselor, Master Counselor in Addictions with the state of California. Sherilyn has numerous state certifications including, Clinical Supervisor Certification, Certified Women s Treatment Specialist, Certified Co-Occurring Disorders Treatment Specialist. She is a Registered Addictions Specialist and has been involved in counseling diverse populations of all ages from childhood through the elderly with various county behavioral health systems of care for the past 22 years, and currently provides individual, group and couples treatment services, consultations, educational workshops, seminars and courses in her private practice. Ms. Young has taught for Cuesta College for the past 15 years as well as several other institutions. She has taught: Early Childhood Development, Child Family and Community, Life Skills Management, Life Span Development, Marriage, Family and Intimate Relations, Intro to Addictions, Prevention, Families in Addiction, Treatment and Case Management, Developmental Patterns of Women, Introduction to Sociology, Introduction to Psychology, Medical Terminology, Career Planning and Professionalism, Treatment skills and Group Counseling Technique. The 2014-2015 Program Review was conducted during the 2013-20140 academic year and developed by Denae Boggs and Don Norton, the full-time faculty in the Department. All Part-time faculty were invited to participate in the development.
B. Program Outcomes: At the completion of the Family Studies/Human Services Degree Students will: 1. Demonstrate knowledge of lifespan human development theories (using a psycho-social-biological framework) to explain psycho-cognitive-social development, gender identity development, sexual identity development, and ethnic identity development. 2. Apply lifespan human development theories to assess psycho-social wellness and functioning. 3. Recognize the elements of scientific methodology, and discern between primary and secondary research. 4. Demonstrate skills (i.e. critical thinking; cultural competency; and interpersonal relationship practices) that support academic achievement, professional development, personal growth and global citizenry. 5. Participate in meaningful academic discussions about the central concepts, theoretical debates and controversies within the study of lifespan human development. 6. Cite community and governmental resources intended to support individual and family wellness and functioning. PROGRAM SUPPORT OF INSTITUTIONAL GOALS, INSTITUTIONAL OBJECTIVES, AND/OR INSTITUTIONAL LEARNING OUTCOMES A. The Family Studies / Human Services Program addresses and helps the district to achieve its Institutional Goals by enhancing its programs and services to promote students successful completion of transfer requirements, degrees, certificates, and courses by offering a variety of courses at differing times and days through different modalities. The Family Studies Department builds a sustainable base of enrollment by effectively responding to the needs of its local service area through attending and presenting at the local Tech Fair and participation at local middle school and high school Career Days. The Family Studies / Human Development Program implements, assesses, and improves its integrated planning processes by improving and maintaining a sustainable assessment calendar cycle. The Family Studies Program will strengthen its partnership with local educational institutions, civic organizations, businesses, and industries by continuing to plan and implement an annual Advisory Committee Meeting that includes a student representative. B. The Family Studies / Human Services Program helps students to achieve the following. Institutional Learning Outcome 1: Personal, Academic, and Professional Development. This is accomplished by announcing and posting student academic services such as: the Student Health Center, Disabled Students Programs and Services, The Cuesta College Writing Center, and ESL Retention Assistance. Additionally, workshops and events are announced and posted such as: Inequality For All, and The Student Success Festival. Furthermore, students will be better able to recognize, assess, and practice lifestyle choices that promote personal health and mental well-being because instructors in this program post, read, and bring awareness to the physical and mental health resources available on campus in the Student Health Center and related programs like Chill and Chat -mental health support group and Anger Management classes. Students in the program do a project on community and governmental resources aimed at assisting individuals and families. These projects are shared, allowing students to learn about a multitude of resources from their peers. Students also have an opportunity to demonstrate the professional skills necessary for successful employment through Addiction Studies Fieldwork and the Work / Study Program. Institutional Learning Outcome 2: Critical Thinking and Communication. Students will develop critical thinking and communication skills by analyzing their own thinking processes and those of others. One way this is achieved is to allow personal reflection and
individual writing, followed by group processing, continued with groups sharing with other groups verbally and in writing (ideas on the white board), finalized by exploration and discussion of textbook findings in comparison to what the individuals and groups initially ascertained. Communication skills are also developed through opportunity to verbally and visually present community and governmental resource projects to the class. Institutional Learning Outcome 3: Scientific and Environmental Understanding. Students will demonstrate scientific understanding by drawing conclusions based on the scientific method, experimental, and observational evidence. This is accomplished when students explore basic research designs (observation, the experiment, and the survey) and then ways researchers study change over time (cross-sectional, longitudinal, and crosssequential). Students give examples of research done with each of these designs and give examples of drawbacks inherent in each design. Students also analyze the relationship between people s actions and the physical world by exploring many areas of the social environment and the impact these environmental areas have on relationships. Institutional Learning Outcome 4: Social, Historical, and Global Knowledge and Engagement. These areas are explored in the Family Studies / Human Services Program when students evaluate and are challenged to pursue their opportunities and obligations as citizens in a complex world through the study of the topic of positive responses to the social environment. Students learn about the myriad of ways to provide for oneself and one s relationships, while at the same time helping to make the world a better place. The reciprocal value of giving to others is an area used for reflection, discussion, and writing. Students demonstrate understanding of world traditions and the interrelationship between diverse groups and cultures through the topics of family rituals or traditions, historical trauma, and cultural recovery. Institutional Learning Outcome 5: Artistic and Cultural Knowledge and Engagement. Cultural knowledge and engagement are addressed when students demonstrate knowledge of, and sensitivity to, diverse groups and cultures through studying those impacted by historical trauma. Cultural recovery through education, research, language, and traditions is investigated. The process of attaining cultural competence through awareness, knowledge, and skill is another area studied in the Family Studies / Human Services Program. Institutional Learning Outcome 6: Technical and Information Fluency. Students have the opportunity to develop technical and informational fluency by recognizing when information is needed, such as choosing a resource topic and researching it to complete the required project. The highest standards of academic honesty are explained in the syllabus and expected in the project and throughout all courses. Students produce and share their project created with computer and personal research using modern software and technology. III. PROGRAM DATA ANALYSIS AND PROGRAM-SPECIFIC MEASUREMENTS A. Data Summary: SLOCCCD; FAMILY STUDIES / HUMAN SERVICES PROGRAM OVERALL 2013 PROGRAM REVIEW YEAR 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 Sections 62 55 57 55 57 Fill Rate 75.5% 99.3% 102.6% 86.0% 86.3% Enrollments 1407 1596 1642 1391 1417 Headcount 1107 1182 1186 1067 1031 FTES 145.16 166.77 173.35 142.38 143.30 FTEF 10.20 8.58 9.03 8.23 9.60 FTES/FTEF 14.23 19.43 19.19 17.29 14.93 Success Rate 69.4% 68.8% 65.6% 71.2% 72.5% Retention Rate 85.3% 87.2% 82.7% 86.4% 87.8%
1. Response to Data: Scorecard data indicates an overall completion rate of 55.4% for students who earn a degree, certificate or transfer. Comparatively, Scorecard data on Career and Technical Education (which includes Family Studies / Humans Services) has a completion rate of 67% for students earning a degree, certificate or transferring. Response to site specific data notes a general correlation between enrollment and fill rates and a similar trend between budget cuts and loss of a fulltime faculty member with a decrease in FTES/FTEF. B. Interpretations of Data: Enrollment and fill rates show a correlation of increase in Academic Year 2009-2010 (fill rate up to 99.3% and enrollment up to 1596), decrease in Academic Year 2011-2012 (fill rate down to 86% and enrollment down to 1391), followed by a slight increase in Academic Year 2012-2013 (fill rate up to 86.3% and enrollment up slightly to 1417). It is noted that as the CAP was lowered in 2009, the program s numbers followed the overall trend of the college. Retention rates remain high and show and increase with 85.3% in 2008-2009 and 87.8% in 2012-2013. Success rates of students earning a C grade or better are strong at 72.5%. Budget cuts and loss of a full-time faculty member appear correlated with a decrease in FTES/FTEF. The program is very close to the ideal FTES/FTEF of 15, with a current level of 14.93. The decrease in FTES/FTEF also correlates to the department offering more courses to meet student needs. The degree and certificate completion rate shows a large fluctuation of one graduate in 2011-2012, while ten students graduated in the 2012-2013 program. It is important to note here that many of the students in the Family Studies program transfer or declare a Psychology major, which impacts the number of students who graduate. Areas of change to facilitate program growth include exploring the rotation of classes offered, which specific classes are offered, when classes are offered, and in what modalities courses are offered. Areas of change to facilitate program quality involves encouraging faculty training through attending conferences and workshops, and hiring a full-time faculty member. C. Program efforts to improve graduation rates, transfer rates and/or certificate completion involve offering classes on a more effective rotation and providing students with a visual pathway to help facilitate this process. Classes are offered at peek times of interest including evening courses to accommodate the working student. Additionally, distance education courses are offered to meet the needs of students who live out of the area, have scheduling conflicts, or differing needs. CAADE Accreditation was accomplished, giving students the opportunity to become Certified Drug and Alcohol Counselors. Continued work by the Advisory Committee with ongoing participation in the Tech Fair, and Career Days could also improve completion rates. Bringing in more guest speakers in the field of Family Studies could also motivate students and improve completion rates. V. PROGRAM OUTCOMES, ASSESSMENTS AND IMPROVEMENTS A. Course or Program Assessment Summary forms with summary of data results follow:
Course or Program Assessment Summary http://academic.cuesta.edu/sloa/docs/course_and_program_assessment_summary_f_2011.docx This form can be used to record SLO assessment plans and results for courses or programs. It is recommended that this document be stored on a group drive, or in MyCuesta. Division: Human Development Program: A.A., Family Studies/Human Services Date: 18 May 2012 v. 3 2012 Courses in program: 202, 205, 210, 212, 213, 214, 215, 216, 218, 270, 278, 280, SOC201 (or SOC206 or SOC208), PSY201 (or PSY206) Faculty involved with the assessment and analysis: Bailey Drechsler, Linda Mintz, Lisa Huet, Louis Spadia-Beckham Course-to-program outcome mapping document** is completed Yes X No 1 Student Learning Outcome Statements Program I can demonstrate knowledge of lifespan human development theories (using a psycho-socialbiological framework) to explain psycho-cognitive-social development, gender identity development, sexual identity development, and ethnic identity development. Course I can apply lifespan human development theories to assess psycho-social wellness and functioning. I can recognize the elements of scientific methodology, and discern between primary and secondary research. I can demonstrate skills (i.e. critical thinking; cultural competency; and inter-personal relationship practices) that support academic achievement, professional development, personal growth and global citizenry. I can participate in meaningful academic discussions about the central concepts, theoretical debates and controversies within the study of lifespan human development. I can cite community and governmental resources intended to support individual and family wellness and functioning. 2 Assessment Methods Plan (identify assessment instruments, scoring rubrics, SLO mapping diagrams) The survey asked student to self-assess their ability for the outcomes above. Students responded to each item by choosing one of the following responses: 5=Very Well 4=Fairly Well 3=Somewhat 2=Slightly 1=Not at All 3 Assessment Administration On the last day of the class prior to the final, instructors distributed a Likert-scale student self-survey in
Plan (date(s), sample size or selection of course sections, scoring procedures, etc.) 4 Assessment Results Summary (summarize Data) 5 Discussion of Assessment Procedure and Results, and Effectiveness of Previous Improvement Plans 210, 212, 215, 218. Students had to have completed a minimum of 4 of the courses in the /HS degree patterns. A total of 19 students completed the survey although students were not certain they intend to fulfill the degree requirements. The average scores of the two sections are below: SLO 1 = 4.26 8 Very Well, 8 Fairly Well, 3 Somewhat SLO 2 = 4.37 9 Very Well, 8 Fairly Well, 2 Somewhat SLO 3 = 4.05 8 Very Well, 4 Fairly Well, 7 Somewhat SLO 4 = 4.74 14 Very Well, 5 Fairly Well SLO 5 = 4.53 9 Very Well, 10 Fairly Well SLO 6 = 4.47 13 Very Well, 4 Fairly Well, 2 Slightly Students who complete 33 units within the Family Studies/Human Services degree pattern may earn an A.A. degree. The degree pattern does not require pre-requisites and therefore students may complete courses in any order. Additionally, there is not a specific capstone course that allows us to corral students for self-assessments before they exit the program. Consequently, surveys were distributed in Spring2012 to students who completed a minimum of four /HS courses. 6 Recommended Changes & Plans for Implementation of Improvements 7 Description or evidence of dialog among course or program-level faculty about assessment plan and results Overall, the majority of student responses to the Program Learning Outcomes indicate a high degree of comprehension. Students scored themselves highest on SLO4, possibly because that objective emphasized subjective knowledge. Students scored themselves lowest on SLO3. This may be a result of higher enrollments in courses that do not emphasize scholarly research (205 Life Management, 210 Introduction into Human Services, 280 Basic Counseling & Treatment). Several ideas for improvement have been discussed. Faculty will re-visit the content related to each SLO by including the content into lecture and relevant assignments through-out the semester. Faculty will also attach a copy of the SLO(s) to course assignments as well as explore ideas for creating/revising assignments that support SLO comprehension. Additionally, several of the SLOs will be re-written for better clarity and reflection of course content. Discussion of assessment results with other faculty will occur during departmental meetings. **Course and program level outcomes are required by ACCJC to be aligned. Each program needs to complete a program map to show the alignment. See examples of completed CPAS and program mapping documents are available at http://academic.cuesta.edu/sloa
Course or Program Assessment Summary http://academic.cuesta.edu/sloa/docs/course_and_program_assessment_summary_f_2011.docx This form can be used to record SLO assessment plans and results for courses or programs. It is recommended that this document be stored on a group drive, or in MyCuesta. Division: Human Development Program: C.S., Addiction Studies Date: 18 May 2012 v. 3 2012 Courses in program: 270, 272, 278, 279, HEED 206 Faculty involved with the assessment and analysis: Bailey Drechsler Course-to-program outcome mapping document** is completed Yes X 1 Student Learning Outcome Statements Program Course No 1. I can identify and critically evaluate the relative strengths and biases of the major research, theories, and models of substance use, abuse, and addiction 2. I can apply principles of prevention and intervention personally and within various social settings (including related vocational, educational, criminal justice, and health organizations) 3. I can model skills used in a helping relationship 4. I can compare and contrast the types of chemically dependent families and analyze intergenerational family dynamics 5. I can design comprehensive treatment plans using sound assessment and diagnostic information as well as coordinate, monitor, and document services. 2 Assessment Methods Plan (identify assessment instruments, scoring rubrics, SLO mapping diagrams) 6. I can appraise my own professional conduct with the intention of enhancing self-awareness and performance through relevant continuing education and use of supervision The survey asked student to self-assess their ability for the outcomes above. Students responded to each item by choosing one of the following responses: 5=Very Well 4=Fairly Well 3=Somewhat
3 Assessment Administration Plan (date(s), sample size or selection of course sections, scoring procedures, etc.) 4 Assessment Results Summary (summarize Data) 5 Discussion of Assessment Procedure and Results, and Effectiveness of Previous Improvement Plans 6 Recommended Changes & Plans for Implementation of Improvements 7 Description or evidence of dialog among course or program-level faculty about assessment plan and results 2=Slightly 1=Not at All On the last day of the class prior to the final, instructor distributed a Likert-scale student self-survey in 288. Only 4 students completed the self-survey. The average scores of the two sections are below: SLO 1 = 3.75 SLO 2 = 4.00 SLO 3 = 4.75 SLO 4 = 3.75 SLO 5 = 3.25 SLO 6 = 4.25 Because only 4 students completed the self-survey, additional data is necessary to analyze the A.S. Program. Additionally, faculty should consider asking students who have completed a minimum of 4 A.S. to complete the self-survey. Faculty who teach A.S. should discuss ideas for Program improvements. Discussion of assessment results with other faculty will occur during departmental meetings. **Course and program level outcomes are required by ACCJC to be aligned. Each program needs to complete a program map to show the alignment. See examples of completed CPAS and program mapping documents are available at http://academic.cuesta.edu/sloa
Course or Program Assessment Summary http://academic.cuesta.edu/sloa/docs/course_and_program_assessment_summary_f_2011.docx This form can be used to record SLO assessment plans and results for courses or programs. It is recommended that this document be stored on a group drive, or in MyCuesta. Division: Human Development Program: C.S., Addiction Studies Fieldwork Date: 18 May 2012 v. 3 2012 Courses in program: 288 Faculty involved with the assessment and analysis: Bailey Drechsler, Judy Walters Course-to-program outcome mapping document** is completed Yes X 1 Student Learning Outcome Statements Program Course No 1. Describe an agency s operation, services, policies, approaches, and procedures. 2. Demonstrate appropriate clinical and case management skills including engagement, assessment, treatment planning, implementation, documentation, referral, and follow-up services for five clients. 3. Practice the delivery of services in a professional and ethical manner in conformance with agency and professional standards. 2 Assessment Methods Plan (identify assessment instruments, scoring rubrics, SLO mapping diagrams) 3 Assessment Administration Plan (date(s), sample size or selection of course sections, scoring procedures, etc.) 4 Assessment Results Summary (summarize Data) The survey asked student to self-assess their ability for the outcomes above. Students responded to each item by choosing one of the following responses: 5=Very Well 4=Fairly Well 3=Somewhat 2=Slightly 1=Not at All On the last day of the class prior to the final, instructors distributed a Likert-scale student self-survey. Two sections were surveyed; Spring 2011 and Spring 2012. A total of 14 students completed the survey. The average scores of the two sections are below: SLO 1 = 4.53
5 Discussion of Assessment Procedure and Results, and Effectiveness of Previous Improvement Plans 6 Recommended Changes & Plans for Implementation of Improvements 7 Description or evidence of dialog among course or program-level faculty about assessment plan and results SLO 2 = 4.30 SLO 3 = 4.83 Results indicate high levels of comprehension of learning outcomes. Faculty will discuss specific plans in Fall 2012. Discussion of assessment results with other faculty will occur during departmental meetings. **Course and program level outcomes are required by ACCJC to be aligned. Each program needs to complete a program map to show the alignment. See examples of completed CPAS and program mapping documents are available at http://academic.cuesta.edu/sloa B. A mapping document that indicates how course-level SLOs connect to program level SLOs follows on the next page:
Family Studies / Human Services Program Program Student Learning Outcomes Coverage Mapping PSLO 1. Demonstrate knowledge of human development theories (using psycho0social-biological framework) to explain psycho-cognitivesocial 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. 202 205 210 212 213 214 215 216 218 270 271 272 PSLO 1. * * * * * * * * * 278 279 280 PSLO 2. * * * * * * * * * * * * * * PSLO 3. * * * * * * * * * PSLO 4. * * * * * * * * * * * * * * * PSLO 5. * * * * * * * * * * * PSLO 6. * * * * * * * * * * * * * *
C. Improvement efforts by faculty that have resulted from SLO assessment follow. There has been more focus on learning about community and governmental resources by requiring students to research resources that are shared with one another, increasing knowledge of resources. Theoretical knowledge with personal applications has been explored in more depth by requiring multiple assignments with personal application, a hands-on project to illustrate the concept of a theory and its application, and an essay question covering the topic on the exam. Scientific methods have been studied more thoroughly, with students generating examples and drawbacks of six types of research. Cultural competence has been emphasized and expanded through the exploration of diversity, historical trauma, and cultural recovery. Understanding epigenetics has been expanded with focused reading, writing, and a forum discussion assignment. D. Recommended changes and updates to program funding based on assessment of SLOs include inviting more guest speakers from the field to speak in classes, increased staff participation in conferences and workshops, and hiring a full-time faculty member.
II. CURRICULUM REVIEW A. 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 (Prefix / Number) Currently active New course since last CPPR Major modification since last CPPR Minor modification since last CPPR Deactivated since last CPPR Notified impacted program(s)* 202 yes no no no no 205 yes no no no no 210 yes no no no no 212 yes no no no no 213 yes no no no no 214 yes no no no no 215 yes no no no no 216 yes no no no no 218 yes no no no no 220 no no no no Fall 2013 270 yes no no no no 271 yes no no no no 272 yes no no no no 278 yes no no no no 280 yes no no no no 288 yes no no no no
B. Course Review Please review the current CurricUNET CORs for all active courses in your program for currency and accuracy and annotate the items below. If you find any mistakes in the CORs (e.g. non-content related items such as typos), contact the Curriculum Chair or Curriculum Specialist for correction. All other changes require either a or major modification. Your curriculum representative will assist you. Some modifications need to be processed in the current term (see annotations # 2 and #3 below). Some modifications can be done over the period of the next five years (see annotation #1 below). Indicate on the Five-Year Cycle Calendar below when a or major modification will be submitted. Course Number 202 205 210 212 1. Effective term listed on COR Date: Date: Spring 1998 Date: Summer 2004 Date: Spring 2002 2. Catalog / schedule description is no 1 yes yes yes appropriate 3. Pre-/ co-requisites / advisories (if applicable) are appropriate 4. Approved as Distance yes no 4 no 4 yes Education is accurate 5. Grading Method is accurate 6. Repeatability is zero yes / no 4 yes yes yes 7. Class Size is accurate yes / no 2 yes yes yes 8. Objectives are aligned with yes / no 1 yes yes yes methods of evaluation 9. Topics / scope are aligned with yes / no 1 No1 yes yes objectives 10. Assignments are aligned with yes / no 1 yes yes yes objectives 11. Methods of evaluation are yes / no 1 yes yes yes appropriate 12. Texts, readings, materials are yes / no 3 no 3 no 3 yes dated within last 5 years 13. CSU / IGETC transfer & AA GE yes / no 4 yes yes yes information (if applicable) is correct 14. Degree / Certificate information (if applicable) is correct yes / no 4 yes yes yes 15. Library materials are adequate and current * yes / no 1 yes yes yes 1 If no, a major modification is needed within the next 5 years (see five-year cycle calendar). 2 If no, a major modification is needed in the current term. (For increase in class size, see your curriculum representative for details.) 3 If no, a modification is needed in the current term. 4 If no, contact the Curriculum Chair or Curriculum Specialist. *Note: Item #15 is not displayed in CurricUNET and must be reviewed separately.
Course Review Course Number 213 214 215 216 1. Effective term listed on COR Date: Fall 2009 Date: Fall 2011 Date: Spring 2010 Date: Fall 2012 2. Catalog / schedule description is appropriate 3. Pre-/ co-requisites / advisories (if applicable) are appropriate 4. Approved as Distance Education is accurate 5. Grading Method is accurate 6. Repeatability is zero yes yes no 4 no 4 7. Class Size is accurate 8. Objectives are aligned with methods of evaluation 9. Topics / scope are aligned with objectives 10. Assignments are aligned with objectives 11. Methods of evaluation are appropriate 12. Texts, readings, materials are dated within last 5 years 13. CSU / IGETC transfer & AA GE information (if applicable) is correct 14. Degree / Certificate information (if applicable) is correct yes yes yes / no 4 yes 15. Library materials are adequate and current * 1 If no, a major modification is needed within the next 5 years (see five-year cycle calendar). 2 If no, a major modification is needed in the current term. (For increase in class size, see your curriculum representative for details.) 3 If no, a modification is needed in the current term. 4 If no, contact the Curriculum Chair or Curriculum Specialist. *Note: Item #15 is not displayed in CurricUNET and must be reviewed separately.
Course Review Course Number 218 270 271 272 1. Effective term listed on COR Date: Fall 2010 Date: Fall 2010 Date: Fall 2012 Date: Fall 2012 2. Catalog / schedule description is appropriate 3. Pre-/ co-requisites / advisories (if applicable) are appropriate 4. Approved as Distance no 4 no 4 no 4 no 4 Education is accurate 5. Grading Method is accurate 6. Repeatability is zero no 4 no 4 yes yes 7. Class Size is accurate 8. Objectives are aligned with yes no 1 yes yes methods of evaluation 9. Topics / scope are aligned with no 1 no 1 yes yes objectives 10. Assignments are aligned with yes no 1 yes yes objectives 11. Methods of evaluation are yes No1 yes yes appropriate 12. Texts, readings, materials are yes no 3 yes no 3 dated within last 5 years 13. CSU / IGETC transfer & AA GE information (if applicable) is correct 14. Degree / Certificate information (if applicable) is correct yes yes yes / no 4 yes 15. Library materials are adequate and current * 1 If no, a major modification is needed within the next 5 years (see five-year cycle calendar). 2 If no, a major modification is needed in the current term. (For increase in class size, see your curriculum representative for details.) 3 If no, a modification is needed in the current term. 4 If no, contact the Curriculum Chair or Curriculum Specialist. *Note: Item #15 is not displayed in CurricUNET and must be reviewed separately.
Course Review Course Number 278 279 280 288 1. Effective term listed on COR Date: Fall 2012 Date: Fall 2012 Date: Fall 2012 Date: Fall 2009 2. Catalog / schedule description is appropriate 3. Pre-/ co-requisites / advisories (if applicable) are appropriate 4. Approved as Distance no 4 no 4 no 4 no 4 Education is accurate 5. Grading Method is accurate 6. Repeatability is zero yes no 4 no 4 no 4 7. Class Size is accurate yes yes no 2 no 2 8. Objectives are aligned with methods of evaluation 9. Topics / scope are aligned with objectives 10. Assignments are aligned with yes / no 1 yes yes yes objectives 11. Methods of evaluation are appropriate 12. Texts, readings, materials are no 3 no 3 no 3 no 3 dated within last 5 years 13. CSU / IGETC transfer & AA GE information (if applicable) is correct 14. Degree / Certificate information (if applicable) is correct 15. Library materials are adequate and current * 1 If no, a major modification is needed within the next 5 years (see five-year cycle calendar). 2 If no, a major modification is needed in the current term. (For increase in class size, see your curriculum representative for details.) 3 If no, a modification is needed in the current term. 4 If no, contact the Curriculum Chair or Curriculum Specialist. *Note: Item #15 is not displayed in CurricUNET and must be reviewed separately.
C. Programs Program / Certificate Title 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 active New program since last CPPR Program modification since last CPPR Deactivated since last CPPR Addiction Studies CS yes no no no Addiction Studies yes no no no Fieldwork CS Cultural Competency CS no no no yes: Spring 2012 Family Studies & Human Development no no no yes: Spring 2012 CS Family Studies/ yes no no no Human Services AA Human Services CS no no no yes: Spring 2012 D. Program Review Review the CurricUNET Program of Study outline for each active program/certificate and indicate yes/no for each column below. Currently active Program / Certificate: Title Required courses and electives, incl. course numbers, course titles, and course credits, are accurate Program description is current Program Learning Outcomes are accurate and include method of assessment Addiction Studies CS yes yes yes Addiction Studies Fieldwork Family Studies/ Human Services AA yes yes yes yes yes yes * If not, program modification is needed. ** If not, Program Learning Outcomes modification is needed.
E. Five-Year Cycle Calendar During the following five-year cycle all aspects of the course outline of record and program curriculum will be reviewed for currency, quality, and appropriate CurricUNET format. Indicate if a course needs a major or modification based on the current course review. Your curriculum representative will assist you. When submitting a major or modification, please enter or update the Student Learning Outcomes for each course. COURSES Course Number Spring 2014 Fall 2014 202 major 205 210 212 213 214 215 216 218 270 271 272 278 279 280 288 Spring 2015 Fall 2015 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2018 Fall 2018
PROGRAMS / CERTIFICATES List all courses that have been created, updated, modified, or eliminated (and approved by the Program/Certificate Title Family Studies/Human Services AA Spring Fall Spring Fall Spring Fall Spring Fall Spring 2014 2014 2015 2015 2016 2016 2017 2017 2018 modify modify modify modify modify Addiction Studies CS modify modify modify modify modify Fall 2018 Addiction Studies Field Work CS modify modify modify modify modify modify modify modify modify modify modify modify modify modify
III. PROGRAM DEVELOPMENT/FORECASTING The FS/HS Department will begin developing a Family Studies Transfer Degree (AD-T) later this year when it gets approved at the state letter. This will help with Institutional Objective 1.1. Decrease course in the FS/HS level. This degree should improve degree and certificate rates for Objective 1.2.DE faculty are committed to increases online interactions with DE students to promote relationships to improve retention Objective 1.3. Anticipated changes in curriculum and scheduling this year include reapplying for CADDE certification. Addition of a Co-occurring Disorders course would be beneficial to recertification. We have the goal of increasing the number of DE FS/HS courses currently offered from six to twelve. Family Studies/Human Services has been operating under staffed for several years. A decision needs to be made concerning an ongoing long-term faculty absence. The department will remain stagnated until we have two full-time faculty but also an Addiction Studies Coordinator. While the official CAP for the college has yet to published, Family Studies / Human Services has shown that is highly adaptable to reductions from the state. More DE and less face to face offerings on both campuses.
CAREER TECHNICAL EDUCATION (CTE) TWO-YEAR PROGRAM REVIEW Program: Family Studies / Human Services Planning Year: 2014-2015 I. The Family Studies / Human Services Program meets a documented labor market demand. The Employment Development Department s Labor Market Information indicates the following: For Substance Abuse and Behavioral Disorder Counselors the EDD s Labor Market Information for occupational projections of employment show annual average openings of 380 in 2013 in the state of California. For estimated year-projected year / 2010-2020, in the closer geographic areas of Kern County, Monterey County, San Luis Obispo County, and Santa Barbara Counties the combined estimated employment is 480. Projected employment in these counties is 580. The percent change in these counties ranges from 0 to 33.3%. Additional openings due to net replacement is 100. Individual and Family Services, under the occupation profile of teacher assistants, have 22,125 employers in the state of California for 2013. Specific data for employers in this area is provided by city (with 885 pages of listings); data for employers by county in not available. The Family Care Network is a statewide leader in multiple programs serving highneeds children, youth and families including: intensive therapeutic foster care, wraparound services, transitional age youth housing program, and therapeutic behavioral services. Current employment position openings on 2/11/2014 in San Luis Obispo Area include: In Home Support Counselor and Resident Advisor; Santa Maria area lists an opening for In Home Support Counselor; Santa Barbara Area has a position for Transitional Living Center Specialist. II. The Family Studies / Human Services Program does not represent unnecessary duplication of other manpower training program in the area because there are no comparable programs in our area.
III. PERKINS IV Core Indicators of Performance by 6-digit Vocational TOP Code Summary Detail Report for 2013-2014 Fiscal Year Planning CUESTA COLLEGE 139900 Other Family and Consumer Sciences Core 1 Skill Attainment Core 2 Completions Core 3 Persistence Percent Count Total Percent Count Total Percent Count Total Program Area Total 95.65 22 23 100.00 6 6 100.00 23 23 Female 95.45 21 22 100.00 6 6 100.00 22 22 Male 100.00 1 1 0 0 100.00 1 1 Non-traditional 0 0 0 0 0 0 Displaced Homemaker 100.00 5 5 100.00 2 2 100.00 5 5 Economically Disadvantaged 93.75 15 16 100.00 5 5 100.00 16 16 Limited English Proficiency 0 0 0 0 0 0 Single Parent 100.00 1 1 0 0 100.00 1 1 Students with Disabilities 100.00 4 4 100.00 1 1 100.00 4 4 Technical Preparation 0 0 0 0 0 0 District 95.65 22 23 100.00 6 6 100.00 23 23 State 96.15 75 78 100.00 20 20 100.00 78 78 Core 4 Employment Core 5a NT Participation Core 5b NT Completion Percent Count Total Percent Count Total Percent Count Total Program Area Total 50.00 1 2 0 0 0 0 Female 50.00 1 2 0 0 0 0 Male 0 0 0 0 0 0 Non-traditional 0 0 0 0 0 0 Displaced Homemaker 0.00 0 1 0 0 0 0 Economically Disadvantaged 0.00 0 1 0 0 0 0 Limited English Proficiency 0 0 0 0 0 0 Single Parent 0 0 0 0 0 0 Students with Disabilities 0.00 0 1 0 0 0 0 Technical Preparation 0 0 0 0 0 0 District 50.00 1 2 0 0 0 0 State 28.57 2 7 0 0 0 0 The DR notation indicates privacy requirements - EDD requires that counts less than six not be displayed. Performance Rate Less Than Goal is Shaded Core 1 - Skill Attainment, GPA 2.0 & Above: 88.83% Performance Goal - ( 2010-2011)
Core 2 - Completions, Certificates, Degrees and Transfer Ready: 82.15% Performance Goal - ( 2010-2011) Core 3 - Persistance in Higher Education: 85.80% Performance Goal - ( 2010-2011) Core 4 - Employment: 81.62% Performance Goal - ( 2010-2011) Core 5 - Training Leading to Non-traditional Employment: Greater than 22.20% Participation & 25.00% Completion - ( 2010-2011) The Perkins IV Core Indicators of Performance by Vocational TOP Code for Family and Consumer Sciences in fiscal year 2013-2014 indicates the following: Core 1 Skill Attainment at 95.65%; Core 2 Completion at 100%; Core 3 Persistence of 100%; and Core 4 Employment of 50%. There is demonstrated effectiveness as measured by the employment and completion success of its students. There was a significant increase in completion success demonstrated at the 2013 Graduation Program, when ten students in the Family Studies / Human Services Program graduated compared to one the previous year. An example of employment success of students is demonstrated by the placement of students in the Addiction Studies Fieldwork and Seminar that results in employment.
UNIT PLAN Unit: Human Development Cluster: Workforce and Economic Development Planning Year: 2014-2015 NARRATIVE: UNIT PLAN HUMAN DEVELOPMENT We are expecting a lower CAP from the state due to our down turn in the number of students attending the college. These downward enrollments reflect both our show cause accreditation issues and changing demographics. It is hoped that the Cuesta Promise will increase attendance but how this will play out with a potentially lower FTE CAP is yet to be determined. The need for Full-Time Faculty in Early Childhood Education and Family Studies is clear. The need for someone to take a paid leadership role in Addiction Studies is also evident.