Division of Education and Kinesiology
Addictions Studies

Addictions Studies

"An innovative approach using technology to teach, certify, and oversee addictions counseling competencies in the classroom and in the field."

The LCSC Distance Education Grant brought together state agencies, private sector partners, and colleges in Idaho to address the need to improve Addictions Counseling Courses to meet standards for certification and to provide distance delivery of this curriculum.

Objectives included:

  • Develop competency-based modules for distance delivery (Internet based with the ability to translate to compressed video environments) of 8 courses.
  • Pilot, evaluate, revise, and implement courses on an ongoing basis.
  • Train 7 faculty from each of the State Institutions for Higher Education and cooperating private schools on techniques for instructing and managing distance-delivered coursework.
  • Design, test, pilot, and evaluate a comprehensive relational database linking student records, clinical supervisors, faculty, competency modules, standards testing, and placement. This site will also provide a calendar on training/coursework opportunities, links to resources, and listservs to support praxis.
  • Train 10 faculty, 8 clinical supervisors, and 10 college staff on how to interface with the database.
  • Work with an advisory group to develop a long-term plan for self-sufficiency.
  • Evaluate the project and disseminate the results to other states and organizations interested in standards-based Addiction Studies.

This project offered faculty development in distance-delivery of courses and in the design and implementation of evaluation rubrics for assessing student performance. Courses were also designed for distance delivery from any LCSC Distance Education Grant Consortium member.

Second, we provided a model for using assessment rubrics to determine student success. We thus developed a model for distance delivery of Addictions Studies coursework immediately useful to partners in the Northwest and elsewhere.

Third, we developed a database to track student performance in both classroom and clinical competencies.

Finally, we broke new ground in standards-based course and certification programs by creating a database to assist faculty, students, and clinical supervisors in accessing coursework, assessing performance, and advising for student success.