To
produce more quantitatively
fluent program graduates who are compassionate and focused.
These professionals will credit
our world with clear thinking, organized intervention, and competent service as
educators, counselors, and service providers for youth
and the elderly.
Learning Objective
Understand the social and economic
context within which addiction exists, including risk and resiliency factors.
This includes the ability to read and evaluate research reports and other
literature that provides statistical and survey data.
This can be done in a two-tier learning process over time.
The field of
addiction studies requires continuous review of the latest research, critical
evaluation of media statements, as well as constant interpretation of data from
many sources. In order to prepare entry-level addiction workers, we must
introduce the mathematic concepts that will allow and encourage a basic
understanding of statistics, reading and creating graphs and
interpreting research findings. It
also includes at least introductory critical thinking skills for the ability to
examine research designs from which they will glean information. This will
assist students as they begin to critically examine the significance of
information regarding the prevalence of drug use, trends, related sociological
implications such as incarceration rates, and secondary diseases linked to the
abuse of drugs.
For those who
will terminate their education at the Associate level, these introductory skills
will serve as a foundation to their ability to decipher research data, and
explaining it to their clientele as needed.
For those who will continue into a four-year college experience,
statistics and research design will be covered in the standard content during
the latter part of their college experience.
Because the community college has both of these achievement levels in the
early classes, the bulk of this learning is introductory in depth.
In addiction studies, a series of courses are required by the state for certification. Because of these mandates, we can assure that perspective addiction majors will take the courses in some order, and can therefore be taken through a progressive mathematical orientation that should allow them to demonstrate competency at the end of the two year program. This competency could be expressed as part of a capstone project, and/or used as part of the participation or achievement points in each of the courses that involve related material.
The field of
addiction studies requires continuous review of the latest research, critical
evaluation of media statements, as well as constant interpretation of data from
many sources. In order to prepare entry-level addiction workers, we must
introduce the mathematic concepts that will allow and encourage a basic
understanding of statistics, reading and creating graphs and
interpreting research findings. It
also includes at least introductory critical thinking skills for the ability to
examine research designs from which they will glean information. This will
assist students as they begin to critically examine the significance of
information regarding the prevalence of drug use, trends, related sociological
implications such as incarceration rates, and secondary diseases linked to the
abuse of drugs.
For those who
will terminate their education at the Associate level, these introductory skills
will serve as a foundation to their ability to decipher research data, and
explaining it to their clientele as needed.
For those who will continue into a four-year college experience,
statistics and research design will be covered in the standard content during
the latter part of their college experience.
Because the community college has both of these achievement levels in the
early classes, the bulk of this learning is introductory in depth.
In addiction studies, a series of courses are required by the state for certification. Because of these mandates, we can assure that perspective addiction majors will take the courses in some order, and can therefore be taken through a progressive mathematical orientation that should allow them to demonstrate competency at the end of the two year program. This competency could be expressed as part of a capstone project, and/or used as part of the participation or achievement points in each of the courses that involve related material.