Instructional Planning Yearly Update
Date ____May 14, 2014_____________________
Department ___Human Services (HSERV)_
Division __HAWK________
Goals and Recommendations from Program Plan
List the top five Goals and Recommendations from the last Program Plan and indicate whether they have been met?
Goals / Recommendations from In
Goal Met
Goal
Comments
(identify source
six-year plan
progress
Not Met
of funding)
1) Identify and secure a
permanent smart classroom for
the Human Services Program
flexible enough to accommodate
small group work, lectures,
flexible desk arrangements,
acoustic needs, etc.
2) Develop Certificate of
Achievement in Drug and Alcohol
Studies that acknowledges the
skills and expertise of our students
in this field. Completion of all
Alcohol and Drug Studies courses
(the 160’s) and the HSERV Skills
Certificate meet the requirements
of the State for counselor
certification
3) Develop a Human Services
management course to meet Social
Work
and
Human
Service
employer’s needs with succession
planning. The SLO’s for HSERV
50 & 51 focus on introductory
Human
Services
skills—not
management. Explore feasibility
of using DMCP 110.
Revised December 9, 2013
Not Met
Yes, but
needs
funding
Student Surveys indicate HSERV classes should start 45 minutes to
an hour earlier than currently offered. Picking up children from
childcare becomes an issue for many students. Currently students
leave early disrupting class.
Use of ALH Building #2 rooms has been great (aside from the
ventilation and heat issues) but it appears that earlier class times will
be difficult to schedule because of conflicts with other classes from
other ALH programs.
Certificate approved by curriculum but application to Chancellor's
office needs to be completed and sent.
NEW:Could 1 tu (Instruction or Faculty Grant or CEED) be freed up
to underwrite the completion of this task this summer? It has been
on hold for 2 years.
XX
DMCP 110 deemed unsatisfactory by HSERV Advisory Committee
as it is not geared to government or non profit funding and personnel
policies and practices.
Time needed to develop curriculum this summer and submit to
Curriculum Committee in the Fall.
4) Have 1 faculty person attend
training on teaching strategies to
develop competence in differential
diagnosis of Substance Abuse and
other
co-morbid
disorders
consistent with the needs of State
AOD Counselor Certification
5) Identify resources to assist
students in finding low-cost
laptop computers and internet
providers.
XX
XX
Appropriate training, funding for training and time for training have
stymied meeting this goal.
Grey Bears has used computers at affordable prices.
Scholarships to help students purchase computers are desperately
needed. The students in this program are very poor.
Narrative: Over the past 2 years the HSERV faculty have been consumed with efforts to increase student success rates and with great success!
Faculty efforts to meet program goals have also been hampered by budget cuts and meetings to justify the HSERV Program's very existence
given the PIE matrix analysis which seems to unfairly rate and value small interdisciplinary programs.
On a more positive note, Instruction gave 3 additional units to the program in the last semester and this additional entry-level class was quite
successful. In Spring 2014 66 HSERV students pursued internships in Human Services agencies locally.
New Goals and Recommendations
List any new goals and recommendations identified by the department
Goal/Recommendation
Cost
Explanation/Evidence of Need
Develop a clear transfer option for Human
1 TU
A greater number of HSERV students are recognizing the benefits of
Services students to 4-year institutions.
pursuing a BA or BSW at a 4-year institution with the eventuality of
pursuing an MSW. Benefits include increased employability, higher
wages and increased flexibility and mobility.
In conjunction with the Spanish department
1 TU
The HSERV Advisory committee and other Human Services
and other ALH programs develop a Spanish
organizations and ad hoc groups have stressed an urgent, increased
course geared to Human Services and Allied
need for competent bilingual workers at all levels of employment.
Health professions.
The HSERV Advisory Committee unanimously recommended this at
their last meeting (5/9/14.)
SLO Assessment Progress: In a sentence or two, describe where your department should be on the Revolving Wheel of Assessment (what
assessment you should have done in the last year) and what was actually done. If you’re not sure where you should be on the Revolving Wheel
contact the SLO Coordinator (x6366). If any task was not completed, explain why.
At this point the HSERV program should have assessed HSERV AS Degree SLO # 1, HSERV Certificate of Achievement SLO #1, HSERV
53 SLO #2 and HSERV 161 SLO #1. We have actually done these.
Revised December 9, 2013
Fill out the Assessment Results section below.
SLO Assessment Results: List SLO assessments, dialogues, and priorities identified as a result of your assessment below. Attach
Departmental Assessment Analysis Forms completed in the last two semesters.
Core Competency, Course
SLO, or CTE Program SLO
Assessed. Example: all course
SLOs for English 1A, 1B and 2
HSERV AS Degree SLO # 1
HSERV Cert of Achievement
SLO #1
HSERV 53 SLO #2
Revised December 9, 2013
Date of meeting where
analysis / dialogue took
place. Example: Department
Meeting 8/27/10
Department Meeting January
21, 2014
Department Meeting January
21, 2014
Department Meeting, May 5,
2014
Priorities identified for program as a result of assessment. Example:
Develop strategies for teaching research and documentation skills; share
rubrics for research papers; provide more instructional support outside of
class.
Provide printed copies of 3 Human Services Organization's Codes of Ethics
for each student attending HSERV 164
None--assessment shows a clear understanding of the concepts.
Find sample videos of groups in process to use in class.
CTE Certificate and Degree SLO Departmental Assessment Analysis Form
Department
Human Services
Meeting Date
Number of Faculty/Staff
participating in dialogue
FULLTIME
1
Number of Faculty/Staff sharing
Assessment Results
1
Total number of faculty/staff in
department
1
CTE certificate and degree SLOs
measured
List the SLOs whose assessment
results were discussed in this
meeting
Assessment Tools
(Give examples of major
assignments your faculty used to
measure the SLOs)
ADJUNCT
1
2
Human Services Degree Outcome
1) Demonstrate competency in client engagement,
counseling and problem-solving and case
management, including multicultural awareness,
for employment in the Human Services, Mental
Health and Drug and Alcohol Fields.
1) Process Recording of counseling session--HSERV
52
2) Journal Responses to Ethical Dilemmas in
counseling--HSERV 164
Assessment Results
(Summarize the overall results of
your department )
In general, how did students do on
the assessment?
Revised December 9, 2013
1) Students did an excellent job demonstrating
competency in client engagement, counseling and
problem-solving and case management with the
Process Recording assignment. Over 90% achieved
an excellent grade (B+ or higher) with this tool.
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Students needed 2 practice assignments to develop a
clear understanding of use of the process recording
tool.
2) The Journal Responses to Ethical Dilemmas
assignment revealed a 95% success rate (B+ or
higher) that demonstrated competency in client
engagement, counseling and problem-solving and
case management, including multicultural awareness.
In-class discussions of sample vignettes helped the
students acclimate to the process of identifying ethical
dilemmas, critically analyzing the situations at hand
using professional codes of ethics and discuss their
own responses to these situations.
Next Step in the Classroom
to Improve Student Learning
How might student performance be
improved?
Go through list. Highlight what
items faculty felt would help them
address the needs and issues that
were revealed by the assessment.
Delete the rest.
Revised December 9, 2013
For Improvement: Make printed copies of Codes of
Ethics for at least three professional Human Services
organizations (NASW, CAADAC and CAMFT)
available as handouts to students.
o State goals or objectives of assignment/activity more
explicitly
o Revise content of assignment/activities
o Revise the amount of writing/oral/visual/clinical or
similar work
o Revise activities leading up to and/or supporting
assignment/activities
o Increase in-class discussions and activities
o Increase student collaboration and/or peer review
o Provide more frequent or more comprehensive
feedback on student progress
o Increase guidance for students as they work on
assignments
o Use methods of questioning that encourage the
competency you measured
o State criteria for grading more explicitly
o As an instructor, increase your interaction with
students outside of class
o
o
o
o
Next Step in the Department
to Improve Student Learning
Go through list. Highlight what
items faculty felt would help them
address the needs and issues that
were revealed by the assessment.
Delete the rest.
Priorities to Improve Student
Learning
(List the top 3-6 things faculty/staff
felt would most improve student
learning)
Revised December 9, 2013
Ask a colleague to critique assignments/activities
Collect more data
Nothing; assessment indicates no improvement
necessary
Other (please describe)
o Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
o Consult teaching and learning experts about teaching
methods
o Encourage faculty to share activities that foster
competency
o Write collaborative grants to fund departmental
projects to improve teaching
o Purchase articles/books on teaching about
competency
o Visit classrooms to provide feedback (mentoring)
o Create bibliography of resource material
o Have binder available for rubrics and results
o Analyze course curriculum,, so that the department
can build a progression of skills as students advance
through courses
o Nothing; assessments indicate no improvements
necessary
o Other (please describe)
Printing entire text of 3 codes of ethics and
developing activities to investigate and critically
analyze each code with more depth.
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
Revised December 9, 2013
HSERV 164 is offered in the Fall (14) so we will
implement these at that time.
Fall 14
CTE Certificate and Degree SLO Departmental Assessment Analysis Form
Department
Human Services
Meeting Date
Department Meeting January 21, 2014
Number of Faculty/Staff
participating in dialogue
Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
department
CTE certificate and degree SLOs
measured
List the SLOs whose assessment
results were discussed in this
meeting
FULLTIME
1
ADJUNCT
1
1
1
2
1) Synthesize information about the
psychological, biological and environmental
forces that influence individual, family and
agency behavior.
Assessment Tools
(Give examples of major
assignments your faculty used to
measure the SLOs)
HSERV 50--Student written responses to 3Activities
to Extend your Learning, Forest text, Chapter 1 and
critique of one "Skill Practice."
Assessment Results
Overall students were quite successful in identifying,
analyzing and synthesizing information about the
psychological, biological and environmental forces
that influence individual, family and agency behavior.
(Summarize the overall results of
your department )
In general, how did students do on
the assessment?
Revised December 9, 2013
97% of the HSERV 50 course (Fall, 2013) successfully
completed assignment demonstrating their
understanding and synthesizing of the SLO.
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
How might student performance be
improved?
Go through list. Highlight what
items faculty felt would help them
address the needs and issues that
were revealed by the assessment.
Delete the rest.
Next Step in the Department
to Improve Student Learning
Go through list. Highlight what
Revised December 9, 2013
Some students had difficulty understanding the
differences between self-sufficient behavior,
interdependent behavior and dependent behavior.
After 2 weeks of exercises, discussions and critical
analysis of the readings and lectures students
demonstrated a substantial shift in understanding of
these concepts.
None
o State goals or objectives of assignment/activity more
explicitly
o Revise content of assignment/activities
o Revise the amount of writing/oral/visual/clinical or
similar work
o Revise activities leading up to and/or supporting
assignment/activities
o Increase in-class discussions and activities
o Increase student collaboration and/or peer review
o Provide more frequent or more comprehensive
feedback on student progress
o Increase guidance for students as they work on
assignments
o Use methods of questioning that encourage the
competency you measured
o State criteria for grading more explicitly
o As an instructor, increase your interaction with
students outside of class
o Ask a colleague to critique assignments/activities
o Collect more data
o Nothing; assessment indicates no improvement
necessary
o Other (please describe)
o Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
o Consult teaching and learning experts about teaching
methods
items faculty felt would help them
address the needs and issues that
were revealed by the assessment.
Delete the rest.
Priorities to Improve Student
Learning
(List the top 3-6 things faculty/staff
felt would most improve student
learning)
o Encourage faculty to share activities that foster
competency
o Write collaborative grants to fund departmental
projects to improve teaching
o Purchase articles/books on teaching about
competency
o Visit classrooms to provide feedback (mentoring)
o Create bibliography of resource material
o Have binder available for rubrics and results
o Analyze course curriculum,, so that the department
can build a progression of skills as students advance
through courses
o Nothing; assessments indicate no improvements
necessary
o Other (please describe)
Create new activities to exemplify these concepts-perhaps use film clips to analyze the impact of forces
on agency, individual and family behaviors.
Implementation
HSERV 50 courses taught Sp 14 and F 14
Revised December 9, 2013
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
Revised December 9, 2013
Course SLO Departmental Assessment Analysis Form
Department
Human Services
Meeting Date
May 5, 2014
Number of Faculty/Staff
participating in dialogue
Number of Faculty/Staff sharing
Assessment Results
Total number of faculty/staff in
department
FULLTIME
1
ADJUNCT
1
1
1
2
Course SLOs measured
HSERV 53 SLO #3
List the courses SLOs whose
assessment results were
discussed in this meeting
Investigate the impact of groups on the individual's
growth, group growth, and organizational behavior
Assessment Tools
(Give examples of major
assignments your faculty used to
measure the course SLOs)
HSERV 53 Final Assignment
Individual Group Analysis—
Students will complete a 2-3 page (12-point font) analysis
of their group’s process. This should include a discussion
outlining their observations and understanding of their
group’s development and process. It should also include
their suggestions of how they might intervene as a group
facilitator to enhance the experience and productivity of the
group.
Research using scholarly journals and studies is
encouraged.
Assessment Results
(Summarize the overall results of
your department)
(Summarize the overall results of
Revised December 9, 2013
Students were able to successfully use their own
experience in an in-class group assignment to analyze
their behavior and that of the group using both
theory and experience.
your department )
In general, how did students do on
the assignment?
What student needs and issues
were revealed?
Were there any areas where
student performance was
outstanding?
Any areas where it can be
improved?
Next Step in the Classroom
to Improve Student Learning
How might student performance be
improved?
Go through list. Highlight what
items faculty felt would help them
address the needs and issues that
were revealed by the assessment.
Delete the rest.
Revised December 9, 2013
95% of the students did an excellent job
incorporating both theory and experience in their
analysis of the impact of their group process.
Less mature students had a more difficult time
integrating theory with their own experience.
Yes. The group analysis papers were amazingly full
of insight and synthesis.
Create more in class group analysis of sample groups
to help less mature students understand the
dynamics.
o State goals or objectives of assignment/activity more
explicitly
o Revise content of assignment/activities
o Revise the amount of writing/oral/visual/clinical or
similar work
o Revise activities leading up to and/or supporting
assignment/activities
o Increase in-class discussions and activities
o Increase student collaboration and/or peer review
o Provide more frequent or more comprehensive
feedback on student progress
o Increase guidance for students as they work on
assignments
o Use methods of questioning that encourage the
competency you measured
o State criteria for grading more explicitly
o As an instructor, increase your interaction with
students outside of class
o Ask a colleague to critique assignments/activities
o Collect more data
o Nothing; assessment indicates no improvement
necessary
o Other (please describe)
Next Step in the Department
to Improve Student Learning
Go through list. Highlight what
items faculty felt would help them
address the needs and issues that
were revealed by the assessment.
Delete the rest.
Priorities to Improve Student
Learning
(List the top 3-6 things faculty/staff
felt would most improve student
learning)
Revised December 9, 2013
o Offer/encourage attendance at seminars, workshops
or discussion groups about teaching methods
o Consult teaching and learning experts about teaching
methods
o Encourage faculty to share activities that foster
competency
o Write collaborative grants to fund departmental
projects to improve teaching
o Purchase articles/books on teaching about
competency
o Visit classrooms to provide feedback (mentoring)
o Create bibliography of resource material
o Have binder available for rubrics and results
o Analyze course curriculum,, so that the department
can build a progression of skills as students advance
through courses
o Nothing; assessments indicate no improvements
necessary
o Other (please describe)
Develop more in-class group activities that offer
opportunities to analyze the dynamics.
Find actual demonstration videos of groups in process
to help students analyze the dynamics and explore
facilitation options.
Implementation
(List the departmental plans to
implement these priorities)
Timeline for Implementation
(Make a timeline for
implementation of your top
priorities)
Revised December 9, 2013
1) Spring 15 when HSERV 53is offered again
2) Find video resources of actual groups in process to
present and analyze in class.
Between now and next February
Revised December 9, 2013