This certificate examines the roots of terrorism, weapons of mass destruction, intelligence analysis, response methods, natural disaster incidents, threat mitigation, crisis negotiation, and conflict resolution. It explores topics directly associated with border security and security for transportation infrastructure, including: seaports, ships, aircraft, trains, train stations, highways, bridges, rail lines, pipelines, and bus systems.

Student Learning Outcomes
✔ construct a historical time-line reflecting significant terrorist threats and events in the United States and globally.
✔ classify the roles, functions of, and interdependency among local, federal and international law enforcement and military agencies to counter and combat terrorism.
✔ differentiate between ethical and unethical attitudes and actions regarding the execution of homeland security practices.
✔ identify the characteristics, ideologies, motives and behaviors of various extremist and terrorist groups that foster and support terrorist, criminal activities.
✔ explain operational knowledge of intelligence gathering and analysis processes pertinent to homeland security.
✔ identify and describe threats to national and international security.
✔ outline the primary federal, state, and local agencies in the United States that are affiliated with border and transportation security and the ethical parameters in which they operate.
✔ discuss differences in dealing with security threats for passengers versus freight/cargo transportation systems and border security.
✔ describe the impact of technology on countering threats to transportation systems and border security.

The Healthcare Interpreter certificate program is designed to prepare bilingual individuals for effective language interpretation and cultural brokering in the healthcare setting. It emphasizes roles and responsibilities of the healthcare interpreter; the development of cultural competence in the community and workplace; insight into language and cultural nuances for specific communities; standards and legal requirements for culturally and linguistically appropriate services; ethical decision-making, advocacy and power dynamics in healthcare settings; and career preparation to become an integral member of the health care team. Coursework covers modes and models of interpretation; development of the technical aspects of interpretation; techniques for facilitating and managing the flow of communication; medical terminology and related vocabulary development in language of service; and common medical conditions and associated treatments/procedures in both basic and specialized health care service areas. Language coaches are provided to facilitate skills acquisition, and precepted fieldwork experiences are required.
Healthcare interpreting job opportunities are available through in-house hospital interpreter services, private vendors who contract with healthcare agencies, or small-business entrepreneurialism and self-employment, both full time or per diem. Venues may include face-to-face, video conferencing, or language phone services with local or at-a-distance connection and contracts.

Student Learning Outcomes
✔ manage all facets of the interpreter role including the flow of the session, cross-cultural communication, conflict management, and the technical aspects of interpretation while conducting patient-provider encounters and pre and post sessions.
✔ incorporate and apply the profession’s codified ethical behaviors related to confidentiality and privacy, completeness and accuracy, professional integrity and professional distance, professional development and cultural competence, and the role of advocacy when patient wellbeing or dignity is at risk.
✔ integrate culturally sensitive strategies and approaches in working with diverse cultures, subcultures, and special populations.
✔ analyze career opportunities in health care interpreting, the interpreter’s role and scope of practice relative to other healthcare professionals, and the value of ongoing professional development

The Guided Pathways Milestone Certificate for Multilingual Speakers: Pathway to Health Sciences recognizes English as a Second Language students' milestones in completing both advanced academic ESL course work and introductory coursework in several health science fields. It incentivizes them to continue taking courses in this discipline after completing higher level ESL courses and to obtain a Certificate of Achievement or an Associate degree for use in a workplace.
Students who complete this Pathway to Health Sciences certificate will have gained knowledge in academic English and introductory skills in several health sciences fields, such as Healthcare Interpreting, Nutrition, and Allied Health.

Student Learning Outcomes
✔ analyze, compose, and organize oral and written communication into effective documents and/or academic compositions.
✔ employ reading strategies.
✔ participate in in-depth discussions effectively.
✔ take clear notes.
✔ give oral presentations in a business/work environment.
✔ convey intended meaning and formulate and use a variety of interactive strategies effectively such as clarification, polite interruption, and agreement/disagreement strategies.
✔ research and critically evaluate information to create informed responses to issues and problems and design messages that adapt to target audiences in order to maximize communication effectiveness.
✔ demonstrate basic knowledge of introductory healthcare or scientific terms.
✔ employ effective communication in professional healthcare settings.

The Social Services Designee certificate provides a comprehensive overview of the role and duties of a social services designee in a long-term care facility.
Social Services Designee in long-term care, assisted living, and retirement facilities

Student Learning Outcomes
✔ Articulate the role and responsibilities of the social services designee in a long-term care facility
✔ Analyze normal age changes and their impact on residents
✔ Incorporate resident rights and responsibilities into daily practice
✔ Apply Omnibus Budget Reconcilliation Act (OBRA)/Title 22 (State of California Department of Social Services) regulations to work environment
✔ Evaluate legal and ethical issues relating to powers of attorney, long-term care financing, and end-of-life decisions
✔ Evaluate long-term care facility environments
✔ Interview and assess long-term care residents to assure needs are being met

The Geriatric Caregiver Specialist program prepares for employment in a variety of residential and nursing care settings where older adults and people with disabilities live and receive support services. It provides the knowledge and experience necessary to motivate clients to stay active, validate their efforts in everything they do, assist with transfers and ambulation, plan healthy meals and snacks, and make recommendations for safety adaptations in their environment.
The Geriatric Caregiver Specialist program is ideal for anyone seeking an entry-level position as a companion, caregiver, or personal care assistant in independent living, assisted living, and skilled nursing facilities, as well as in the homes of private clients and family members.

Student Learning Outcomes
✔ differentiate the normal aging process from disease, chronic illness, and disability.
✔ explain how the social determinants of health impact wellness across the lifespan and during aging.
✔ outline motivational techniques that motivate older people who are cognitively intact and aging with physical limitations or chronic illness.
✔ contrive a scenario in which the psychosocial model of self-efficacy is applied to motivate a client to attempt a task.
✔ paraphrase how Validation techniques are used to engage older adults with cognitive deficits.
✔ evaluate how Validation techniques can be patronizing to clients who are cognitively intact.
✔ examine the role of nutrition in overall health and well-being as people grow older.
✔ plan a snack and meal menu for a client who is exercising to gain strength and stamina.
✔ assess the assistance needs of older clients and adults with disabilities.
✔ dramatize assisting a client with a transfer, ambulation, and the use of an assistive device.
✔ adapt a client's home environment to address safety concerns.
✔ evaluate a client's need for convenience and assistive devices.

This program provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional gerontology, kinesiology, and recreation courses are included to provide a recreation focus. This program is intended for students who plan to seek employment upon completion of the program.
Entry-level positions planning and leading recreation and leisure activities in skilled nursing facilities, adult day health centers, residential care facilities for the elderly, memory care units, adult day programs, and other settings that provide care, services, and housing for older people and adults with disabilities.

Student Learning Outcomes
✔ associate social conditions in the current and recent past with their potential impact on future aging cohorts.
✔ evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
✔ generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
✔ recognize macro-, mezzo-, and micro-level ageism messages that marginalize and stigmatize older people.
✔ enumerate the functions of social service delivery systems.
✔ synthesize knowledge of existing California professional codes of ethics for the helping professions.
✔ analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
✔ demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
✔ differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
✔ assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
✔ apply biopsychosocial gerontological knowledge to case studies and real-life situations.
✔ list services for seniors and adults with disabilities available within a community.
✔ develop an activity calendar and newsletter that meets the overall needs of residents in a facility or community.
✔ integrate health- and aging-related fitness components into fitness activities relevant to a group setting.
✔ list recreation and leisure events for a diverse population based on health and age.

This degree provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional Allied Health, biology, psychology, speech pathology, and nursing courses are included to provide an administrative focus. This program is intended for students who plan to seek employment upon completion of the degree or as preparation for further gerontology/social services studies at a four-year college or university.
Entry-level care and support service positions in private residences, skilled nursing facilities, adult day health centers, residential care facilities for the elderly, memory care units, adult day programs, and other settings that provide care and services for older people and adults with disabilities.

Student Learning Outcomes
✔ associate social conditions in the current and recent past with their potential impact on future aging cohorts.
✔ evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
✔ generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
✔ recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
✔ enumerate the functions of social service delivery systems.
✔ synthesize knowledge of existing California professional codes of ethics for the helping professions.
✔ analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
✔ demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
✔ differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
✔ assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
✔ apply biopsychosocial gerontological knowledge to case studies and real-life situations.
✔ list services for seniors and adults with disabilities available within a community.
✔ demonstrate a workable knowledge of medical terminology by interpreting health care reports/records accurately into clear, non-medical terms.
✔ differentiate between the basic mechanisms of biological homeostasis and aging from physiological imbalances related to illness and disease.
✔ identify communication disorders in individuals of various ages with consideration of cultural and linguistic differences.

This degree provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional human services and psychology courses are included to provide a case management and social services focus. This program is intended for students who plan to seek employment upon completion of the degree.
Entry-level care management and social services positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services. Graduates with this focus may also become self-employed.

Student Learning Outcomes
✔ associate social conditions in the current and recent past with their potential impact on future aging cohorts.
✔ evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
✔ generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
✔ recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
✔ enumerate the functions of social service delivery systems.
✔ synthesize knowledge of existing California professional codes of ethics for the helping professions.
✔ analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
✔ demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
✔ differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
✔ assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
✔ apply biopsychosocial gerontological knowledge to case studies and real-life situations.
✔ list services for seniors and adults with disabilities available within a community.
✔ assess the psychological, physiological, and sociocultural issues related to substance use, misuse, and abuse.
✔ demonstrate the techniques of interviewing and counseling individuals or groups appropriate for associate level helpers in social service agency settings.
✔ describe the psychological, social, philosophical, and legal issues related to death.

This program provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional communication, political science, and sociology courses are included to provide an advocacy and social policy focus. This program is intended for students who plan to seek employment upon completion of the degree.
This program is recognized as a Program of Merit by the Academy for Gerontology in Higher Education (AGHE), which sets the standards for gerontological curriculum. Program graduates receive an additional certificate from AGHE.
Entry-level advocacy and support positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services.

Student Learning Outcomes
✔ associate social conditions in the current and recent past with their potential impact on future aging cohorts.
✔ evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
✔ generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
✔ recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
✔ enumerate the functions of social service delivery systems.
✔ synthesize knowledge of existing California professional codes of ethics for the helping professions.
✔ analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
✔ demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
✔ differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
✔ assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
✔ apply biopsychosocial gerontological knowledge to case studies and real-life situations.
✔ list services for seniors and adults with disabilities available within a community.
✔ recognize the relationship between constitutional rights, the governing process, and public policy at both the state and federal level.
✔ assess the relationships between individual social and cultural backgrounds to everyday life events, social conditions, and quality of life.
✔ apply logic and evidence to support, organize, and deliver persuasive discourse.

This program provides a broad overview of the biological, psychological, and social aspects of adult development and aging as a foundation for a gerontological biopsychosocial perspective. Additional business, gerontology, and math courses are included to provide an administrative focus. This program is intended for students who plan to seek employment upon completion of the program.

This program is recognized as a Program of Merit by the Academy for Gerontology in Higher Education (AGHE), which sets the standards for gerontological curriculum. Program graduates receive an additional certificate from AGHE.

Entry-level administrative positions in state and local government agencies, non-profit organizations, institutions, and private sector businesses that provide older people and adults with disabilities with information and referral service, service coordination, employment and legal services, activity and recreation programs, health education and health promotion programs, housing, medical care, and in-home support services.

Student Learning Outcomes
✔ associate social conditions in the current and recent past with their potential impact on future aging cohorts.
✔ evaluate the impact of diversity in terms of race, ethnicity, religion, sex, gender and sexual orientation, and citizenship on well-being during aging and on aging outcomes.
✔ generalize knowledge about cognition and memory during aging to how people learn and remember at any age.
✔ recognize macro, mezzo, and micro level ageism messages that marginalize and stigmatize older people.
✔ enumerate the functions of social service delivery systems.
✔ synthesize knowledge of existing California professional codes of ethics for the helping professions.
✔ analyze legal and ethical issues related to aging including the mandatory reporting of abuse, neglect, and exploitation, value imposition, and end-of-life decisions.
✔ demonstrate ease, confidence, rapport, and listening skills during interactions with older adults at various levels of function.
✔ differentiate between aging-related changes and the effects of social condition and deprivations, and physical and mental diseases, disorders, deficits, injuries, and disabilities.
✔ assess the impacts of lifestyle choices on the biopsychosocial domains of function during aging.
✔ apply biopsychosocial gerontological knowledge to case studies and real-life situations.
✔ list services for seniors and adults with disabilities available within a community.
✔ compose sentences and paragraphs in business documents with proper structure, word usage and spelling, punctuation and proof reading, and critical thinking.
✔ demonstrate accuracy, neatness, thoroughness, and speed adding, subtracting, multiplying and dividing whole numbers, fractions and decimals, solving written application problems, using formulas, variables and equations, and creating and interpreting graphs.
✔ describe the key management functions of planning, organizing, leading, and controlling including ethical, regulatory/legal, social, and cultural factors.