Human Services Instructional Plan
“Teach this triple truth to all: a generous heart, kind speech, and a life of service and compassion
are things which renew Humanity” --The Buddha
Background, Evaluation and Analysis
Program Description
The Human Services Program (HSERV) is designed to meet the needs of career-oriented
students preparing to enter the field of Social Work and other related professions. We provide
training and update skills for paraprofessionals and volunteers currently working in the field and
we serve as an introduction to social work, social welfare, addiction treatment, criminal justice,
counseling and other helping professions for students planning advanced degrees within these
fields. The degree and certificates prepare students for General practice in a variety of social
work arenas. A second track prepares students for statewide certification in Alcohol and Drug
Counseling.
Human Services is a component of the Health, Athletics, Wellness and Kinesiology Division
(HAWK). It was initially developed at the request of a consortium of local providers including
the Santa Cruz County Human Services Department and not-for-profit Human Service agencies
throughout the community. These stakeholders cited a need for competent, well-trained entrylevel employees from our community.
Over its ten year existence the program has become a major player in the Human Services
delivery system in our community providing many qualified employees in counseling, social
work, alcohol and drug treatment, family life education, Headstart, after-school programs,
domestic abuse assistance, mental health services, homeless services, veteran’s services, and
services to older people; in agency management and administration, community organizing and
policy development. The Program’s Service Learning component--the largest at Cabrillo-provides more than 4,000 hours of volunteer assistance each semester to community agencies.
The HSERV Alcohol and Drug Studies component is the only program in the Santa Cruz and
Monterey Bay area that prepares students for State Certification as Drug and Alcohol counselors.
It is currently being considered for accreditation by the California Association of Alcohol and
Drug Educators (CAADE) having passed the first assessment and review.
HSERV contributes to the overall College Mission helping students excel in developing
communication and management skills, critical thinking and diagnostic abilities. We foster and
encourage students to develop a critical awareness of social justice issues on community, state,
national and global levels and to further their personal and professional development. Local
Human Service employers report widespread appreciation of the high caliber of professionalism
and competence they see in our students. They recognize the important roles our alumni play in
promoting the health and well being of our community.
The program has one contract faculty, Patrick Meyer, LCSW and two active adjunct faculty, Gail
West, MFT and Jan Tice, MA who either teach or help supervise and coordinate Service
Learning.
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Relationships
The core of Human Services focuses on building relationships and developing resources.
Cabrillo’s Human Services program is well connected with other academic programs and student
services on campus and with scores of community and governmental agencies providing care to
those in need in the Monterey Bay area.
Our very active Advisory Committee is composed of leaders from CSUMB’s Institute for
Collaborative Studies in Health and Human Services, CSUMB’s new Masters in Social Work
Program, the Division Director of the Employment and Benefit Services for the County of Santa
Cruz (SC County), the Program Manager and staff members from the SC County Human
Services Staff Development and Training Program, the Director of the Mental Health Services
Act Workforce Education and Training Program for SC County, the Director of the SC County
Drug and Alcohol Services Program and Executive Directors of a number of important nongovernmental organizations from our community. (See Appendix 1 for full list)
Social Work curriculum in the US and abroad draws from psychological theory, sociology,
communications, health sciences, human development and biology to name a few. An important
aspect of HSERV is the inclusion of curriculum based on current theories and well founded
research related to positive psychology and a “strengths based” approach to working with clients.
In developing the program a concerted effort was made to incorporate existing Cabrillo courses
from Psychology, Sociology and Communications into the core HSERV curriculum. This
money saving measure supported our multidisciplinary approach and boosted needed enrollment
at a time when the College was under-enrolled.
The HSERV program has developed close relationships with faculty and collaborated with each
of these departments both on the curricular level and in developing strategies to support student
success, comparing SLO’s and discussing ways to increase student understanding of critical
differential diagnosis issues and clinical psychology. We have worked together to intervene with
students who are having academic and/or personal challenges.
Service Learning is an important part of the Human Services curriculum. Of all the programs
participating in Service Learning at Cabrillo, HSERV has the largest number of students
working in our community providing many needed services on a voluntary basis while learning
on-the-job skills. Students lead parenting classes, volunteer for the Suicide Prevention Crisis
line, develop sobriety groups at homeless shelters, provide emotional and programmatic support
at day treatment centers for the mentally ill, conduct coat drives, deliver meals, help teens
develop alcohol and drug abuse prevention programs, teach migrant workers how to help with
their children’s homework, find housing for families, provide outreach and peer counseling to
substance abusing mothers and get them into treatment. Given the estimated dollar value of
volunteer time in 2010 was $21.36/hour (U.S. Dept of Labor) our students contribute more than
$70,000 in volunteer labor to our community each semester!
In the last semester (F11) 18 (eighteen) of 45 HSERV Service Learning students were hired by
their respective internship sites. This means that 40% of the Service Learning students found
jobs even before they graduated. This pattern has repeated itself with greater success each
consecutive semester since the program began.
HSERV’s collaborative relationships with the Greater Santa Cruz community are extensive as
noted in Appendix 2. An excellent example of our community collaboration was the cosponsorship and development (with Janus Treatment Center) of a conference at Cabrillo in fall,
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2011 on Cultural Focused Behavioral Treatment in the drug and alcohol field. At this conference
several HSERV students presented their research papers on this subject. Local providers
eventually hired them. The strength of this collaboration has led to many more Human Services
students being hired or being selected for internships at Janus.
**Please see Appendix 2 for a complete listing of collaborative relationships both on and off
campus.
Labor Market Information
Despite the current economic downturn, data made available from the Department of Labor, the
California Labor Market Information Department and the Economic Modeling Specialists, Inc.
(emsi) and the National Association of Social Workers (NASW) suggests the need for
employment in the Human Services and Social Work sector will continue to grow at a pace
“much faster than the average for all occupations.” “Job Opportunities should be excellent,
particularly for applicants with appropriate post-secondary education…” (Occupational Outlook
Handbook, 2010-11 edition) Indications from a number of sources are that demand for
social workers in the aggregate is likely to increase over the next decade or more. (NASW,
2004)
There are several reasons for this increased growth. Many people in the Social Work field are
aging and will be retiring. At the same time the aging baby boomer cohort will be needing more
professional health and human services. The projected 54% growth in the number of older adults
in the U.S. between 2000 and 2020 is likely to be a primary driver of increased demand for social
work services in coming decades (Center for Health Workforce Studies, 2005). Local
employers on our Advisory Board report a high level of burnout amongst entry-level employees
who have not been trained or educated in the field. They also indicate they are hiring entry-level
workers in positions funded by grants for new initiatives.
A good example of this is the new bilingual perinatal treatment program at Janus, a local drug
treatment center funded by Substance Abuse and Mental Health Services Administration.
HSERV students have been hired to conduct bilingual outreach identifying substance abusing
pregnant mothers in the Latino community and bringing them in to treatment.
The Occupational Outlook Handbook (OOH) predicts a 23% increase in this job sector with the
most jobs occurring in state and local government, followed by individual and family services,
Vocational Rehabilitation services and residential facilities. Regional information from emsi
sees a 9% increase in employment in the “Child, family and school social workers” field between
2002 and 2020 and a nationwide increase of 25%. The HSERV program uses a “Generalist”
approach within our curriculum, building student competencies in a wide variety of areas,
serving many populations and many social needs.
Nationally, the OOH predicts a 21% increase in job openings between 2008 and 2018 for
substance abuse counselors. Emsi predicts a 28% increase in jobs locally in this field between
2002 and 2020. This figure is supported by anecdotal evidence gathered from the County of
Santa Cruz Mental Health and Substance Abuse Services and from the directors of local
Substance Abuse Treatment Centers. In F 11 at least 6 (six) HSERV students were hired by
local Substance Abuse Treatment Centers.
“In recent years, the change in State law that now requires alcohol and drug counselors to meet
educational standards for certification has greatly increased the demand for new counselors who are
certified. As the only counselor certification program in the area, Cabrillo’s Drug and Alcohol
studies program has been very successful in training new counselors and helping them find entry
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level positions in the field.” Bill Manov, Director of Drug and Alcohol Programs, County of Santa
Cruz.
With statewide Substance Abuse Counselor certification mandated in 2005 there has been a
growing need for programs to meet the educational competencies required to achieve such
certification. Cabrillo Human Services is the lone provider of this education in the Monterey
Bay Area.
“Realignment,” is the term used to describe the process whereby California’s prison population
will be reduced by returning inmates to their communities. Cabrillo HSERV is involved with the
local planning process. It appears that there will be more jobs opening for our students. A
number of the most successful HSERV students in the last two years were formerly incarcerated.
Today they exemplify the ideal: returning to their communities, remaining drug-free, going to
school to develop a new career helping others, volunteering with some of the most difficult atrisk client populations and devoting their efforts to creating new models for post-incarceration
treatment and rehabilitation incorporating best practices gleaned from research.
CTE Completer Leaver surveys for 2010 report that 70% of HSERV student completers were
employed. Of that group 43% reported being employed in the Human Services field. This much
lower than what anecdotal evidence indicates. The survey reports that on the average, those who
were employed in the field experienced a 21% increase in wages after completing the Cabrillo
HSERV certificate or degree. The survey may be undercounting HSERV completers in the
research because the multidisciplinary approach of the program makes it difficult to identify
HSERV majors in the data mining process. This is being looked into.
Costs
As a newer program, the number of students involved with Human Services has grown gradually
over time. This growth has led to an increase in HSERV’s cost effectiveness. In like manner,
the efforts and interventions of HSERV faculty have contributed to its growing success. Using
data derived from the 2010 College Fact Book, the 2010/2011 Program Planning Data Tables
and the Program Planning Expenditure table (Figure 1) one can see the Human Services
Program’s steady growth toward becoming more cost-effective. Base expenditures are gradually
going down. The Income/Expense ratio is gradually moving closer to the ideal 1:1 with 2010/11
showing the ratio at .85. (See Figure 1 below)
Figure 1 shows a jump in expenses in 2007/08 and 2008/09. This reflects the addition of the
Drug and Alcohol studies courses and the hiring of HSERV’s new (and only) contract faculty
position. During this period the entry level classes (HSERV 50 & 51) were drawing so many
students that we opened a second section of each. But enrollment leveled at numbers far enough
below the cap to increase program expense without the needed FTE. Program faculty decided to
return to offering a single entry level class each semester and to increase all HSERV Courses
(with the exception of HSERV 53, Introduction to Group Counseling) to 40 students. This
creates a pedagogical challenge as HSERV courses rely on many interactive and breakout
activities. Having no dedicated room for HSERV leaves the program dependent on available
rooms that—at times--have not been conducive to these teaching strategies.
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Figure 1
Figure 2 (below) reflects the program load for HSERV with college average. On this table
the drop in load during the 2007/08 and 2008/09 academic years is evident. The lower load for
2007/8 and 2008/9 years reflects the period when Santa Cruz County Human Services
Department experienced the first wave of budget cuts. The Department was no longer allowed to
grant “release time” for employees to take HSERV courses or have on-the-job study sessions
making it extremely difficult for employees to attend class and manage their job and family
responsibilities. County employees withdrew. The slow steady growth of the program
experienced a hiccup of sorts.
In 2007 HSERV opened the first section of HSERV 70, Introduction to Human Aging
responding to employer and Cabrillo Health & Wellness program recommendations. This was
offered again in the subsequent two semesters but enrollment remained small and under cap in
spite of a rigorous advertising and outreach campaign. This is a common challenge according to
other community college faculty who have offered similar courses. Under enrollment in HSERV
70 contributed to the increased program expense to the college in 2007/08 and 2008/09.
Enrollment has rebounded since that time in HSERV classes with a mix of students coming to
HSERV from community-based organizations (CBO’s), alcohol and drug treatment centers,
County Mental Health (who received training and education funds from the Mental Health
Services Act) and from local high schools particularly in South Santa Cruz County where
focused outreach was conducted.
Today only core courses leading to certificates and degrees are offered. Due to budgetary
constraints we are not offering the Introduction to Human Aging course nor any of the courses
specifically addressing Mental Health, Disability issues or Community Health.
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While the overall College load has decreased since 2009, the HSERV load is increasing and
holding steady as seen below.
Load: WSCH/FTEF
700
600
500
400
300
College
200
HSERV
100
0
Figure 2
The recent increase in efficiency also reflects HSERV Program outreach to a much broader
population base and the development of the Drug and Alcohol curriculum. With the passage of
Proposition 36 Drug and Alcohol counselors in the State are required to attend classes and
continuing education in order to maintain their certification. Cabrillo HSERV was also actively
involved in the planning and implementation process for the Mental Health Services Act in Santa
Cruz County. This process built new bridges with many Federal, State and local mental health
and social service providers who, in turn, have become referral resources to HSERV.
The Mental Health Services Act Workforce Education & Training Taskforce Final Report and
Recommendations summary of County-wide Focus group comments about Cabrillo illustrates the success
of our outreach and student recruitment activities:
Clients and families: When discussing Cabrillo as a resource there was universal appreciation of
the classes offered and the quality of the instructional staff. There has been generally good
feedback from clients who have attended Cabrillo. Some clients need financial assistance with
fees and books.
County Staff: The participants’ experiences with Cabrillo College have been consistently
positive. Agencies encourage staff to upgrade their skills by attending classes in the Human
Services Division. Of equal importance, Cabrillo programming offers clients, when they’re
ready, a positive learning and social experience.
Community Based Organizations: CBOs currently use Cabrillo College as a major resource for
both staff and client education. CBOs were excited about the possibility of Cabrillo expanding
its’ programming for their clients. They were also very interested in learning about the efforts
being made to create a Human Services and Mental Health educational track at Cabrillo College.
As of 2011 PRO reported the Human Services program had 125 department majors. This
represents a 45% increase in the number of HSERV majors over the last 4 years.
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Student Success
Success rates for the Human Services program have increased in fits and spurts over the last five
years (see Figure 3) after a steady increase in the previous five Success is a difficult measure in
this program since the introductory courses (HSERV 50 and 51 and 160 and 161) are designed to
weed out students who are either not ready or inappropriate for the field. A higher level of
failure/drops/withdrawals is expected. At this time there is no other selection process for entry
into HSERV.
Human Services Degrees & Certificates
College-Wide Degrees and Certificates
Figure 3
Note: These charts represent the academic years 2006/07 (top row) through 2010/11 (bottom row)
Success rates in the 2006/07 were initially above the college total for fall (68.9% HSERV as
compared to the college total of 66.7%.) then dipped in the spring. In 2007/08 the trend
continued, well above the college average. In both 2008/09 and 2009/10 it did the opposite.
Overall, with the exception of Sp 10, the success rates were below the college average.
This lowered success rate is related to the “appropriateness of fit” for the incoming student
population in those years. Successful students show potential and promise for success in the
field.
Completion rates have continued to grow at rates above the College totals in the fall semesters
with spring 10 showing a slowing of the increased completion trend. What caused this slowing
is a bit of a mystery and may be attributed to this particular group of students—especially
because all indications are that the success and completion rates have been increasing since then.
As the data indicates HSERV students tend to be older than the college average. Almost half of
the HSERV students are over 30. Given the balancing act most of our students juggle with
family, work and school it takes longer for them to earn certificates and degrees as shown in the
“time” column in Figure 3 above.
In 2010/11 the success and completion rates increased dramatically. We believe is directly related to
HSERV faculty paying increased attention to supporting students in the areas of study skills, student
study/support groups, and in improving student grammar and composition skills in every class and
with every assignment. (See the list of interventions below)
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In spring 09 HSERV faculty met to discuss the disturbing trend in student scholarship, success and
completion. An online survey of HSERV students was conducted and an exercise creating and
facilitating focus groups (that explored student stressors, challenges and developing strategies for
student success) was conducted in HSERV 51, 53, 161 and 163.
With the data drawn from these assessments and discussions the HSERV faculty and our Advisory
Committee met to develop interventions to better support our students and improve scholarship. We
concluded that a large part of our HSERV student body needed assistance in balancing the demands
of work, family and school. They lacked access to computers. Buying books was difficult.
Transportation was an issue. Childcare—especially during the flu season was dicey. For “older”
students (those 40and over) who comprise approximately 36% of HSERV students returning to
school involved acquiring new, challenging skills and new technologies. The biggest hurdle
(regardless of age) appeared to be financial support.
For those who had dealt with Substance Abuse issues in the past (a majority of the student group
seeking Drug and Alcohol Counselor Certification) success involved attending school clean and
sober for the first time in many years. It involved addressing family issues ahead of any problems
arising (e.g. changing availability to family because of school commitments.) It involved developing
supports in novel ways and transforming old “drug user” strategies into taking responsibility for their
development as students and as clean and sober adults. For the large sub-group within the HSERV
program of individuals released from incarceration for drug or gang-related offenses, success
involved recognizing their own talents and achieving academic excellence in a less structured
environment, developing emotional regulation skills, supporting personal growth, and promoting
understanding and critical analysis of social justice within our community and our country.
The interventions faculty and advisors developed to enhance student success included:
1) Introducing study skills and time management modules at the beginning of each course.
2) Inclusion of College Student Assistance resources (psychological and academic counseling,
financial aid, library, Learning Skills, EOPS, DSPS, etc.) in every course syllabus and at every
first class meeting
3) Developing study groups in class and supporting the development of study groups outside the
classroom.
4) Infusing curriculum with values clarification and other exercises to promote adult development
and maturation.
5) Creating instructional modules for specific types of assignments e.g., reaction papers, research
papers, process recordings, presentations, etc.
6) Referring students to Cabrillo Writing Center website and OWL (Online Writing Lab).
7) Providing links to other college writing resources.
8) Introduction and review of criteria and expectations (rubrics) for each assignment.
9) Embedding vignettes highlighting the challenges of balancing family, work and school into the
curriculum.
10) Supporting the development of and attendance at an on-campus 12-step support group and other
support groups provided on-campus and in the community.
11) Bringing HSERV alumni into HSERV classes to share their stories of success.
12) Creating incentives for students to attend Professional Development /Clinical Trainings and
Workshops provided by the County of Santa Cruz’ Workforce Education and Training Task
Force. (Note: involvement of HSERV Faculty in this project led to making these trainings
available at no cost.)
Anecdotal reports and statistical evidence over the last 4 semesters indicates student success and
completion rates continue to rise. We believe this is directly related to the hard work and
strategies our faculty--with the support of our Advisory committee--has introduced. (See Figure
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4a and 4b below) These tables show the increased rates of HSERV course success and
completion from 2006 to 2011(4a) and compare them to the college average (4b).
Figure 4a
Figure 4 b
Student Survey
The Student Survey conducted in fall 10 reveals a profile consistent with subjective observations
and surveys conducted by faculty within the program. 73 students responded to the survey.
Results reveal HSERV is primarily composed of a slightly older student population, primarily—
but not exclusively—women who are focused on getting both their degree and a job helping
people in their community. 76% of the students surveyed had only a high school diploma or the
equivalent (compared to +/-58% of the general Cabrillo population.) They are enthusiastic about
the program and about their career futures. However it takes longer for them to complete
degrees and certificates.
The demographics of HSERV students reveal three large age-related groups: those under 25
(31%), those 26 to 40 (32%), and those over 40 (36%). 68% of HSERV students are over age
30! (Source: PRO Demographic Report, 4/2012). Cabrillo College demographic studies report
approximately 30.9% of the entire student body is aged 30+ while 46.5% of the HSERV
population is over 30. (Source: Cabrillo College Fact Book, 2011)
Anecdotal evidence indicates the majority of the younger HSERV student group is Latino and
female. These students are often single parents who are enrolled in HSERV because they are
“committed to making [their] community a better place to live in.” (Source: 15 HSERV 51
student oral reports, 2/8/12) The older HSERV student group appears to be more mixed by
gender and ethnicity. They are also parents either coming to college for the first time or
returning to college to pursue a second career. Both groups rely heavily on family support and
jobs with flexible schedules to aid in their success. They struggle with finances and finding
“quiet time to study.” They report that balancing family and work with school is the primary
reason why they (58%) take less than 8 units per semester (PRO Student Survey, 2010).
Figure 5 shows the unduplicated student ethnic profile for fall, 2010 and spring, 2011 conducted
by PRO. These percentages reflect the headcount by ethnicity for the program since its
inception.
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Figure 5
Gender differences of students in the HSERV program reflect national trends with a majority
(73%) being women. However our program has slightly more male representation (27%) than
compared with the national average (19%) (NASW, 2004.)
Nearly three quarters of those taking HSERV courses are Human Services majors. The
remaining quarter is composed primarily of students majoring in Psychology, Sociology,
Communications Studies or other transfer-related majors that will eventually lead to a Masters
Degree in Social Work, Counseling or Psychology. At this time HSERV does not have a transfer
component, although many students have expressed interest in a Social Work/Human Services
transfer program at Cabrillo. The remaining students include those who are undecided and those
currently on the waiting list for the Nursing Program. 80% of students surveyed report having
career plans in the Human Services Field; 11% are undecided. 85% report that they plan on
taking more HSERV courses (Source: PRO/HSERV Student Survey, 2010.)
Human Services students are enthusiastic about the program. 96% of students indicated they
would recommend classes in this department to other students. Open-ended written comments
indicate some of these students are taking the courses to explore the field, while others intend to
eventually pursue graduate degrees.
HSERV students “love” their internships (many self-reports) and credit their own success in the
program with the ability to integrate theories, concepts and newly acquired skills from the
classroom with hands-on experience in their Service Learning internships. Field supervisors in
turn report a high degree of satisfaction with our students in their Service Learning program
evaluations. Each semester students are hired by their placements. Employers on our Advisory
Committee routinely report how impressed they are with our students. They value the
knowledge, skills and professionalism exhibited by HSERV students.
The strengths of the program (as identified by the students) include the knowledgeable faculty
(“that really care,”) student relationships and involvement in the community, their internships
and their fellow students. Their suggestions for improving the program include integrating more
guest speakers into the curriculum, offering more (and smaller) classes each semester in larger
classrooms that accommodate breakout and small group exercises. They requested classrooms
with better ventilation. Lastly, HSERV students requested more night and weekend classes to
accommodate work and family demands.
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Student Learning Outcomes
Since the last Program Planning Process the Assessment of Degree, Certificate and Course
SLO’s has become much more clearly defined. The HSERV faculty have been actively
developing and revising SLO’s, creating assessments, devising rubrics and reassessing goals,
focus and content for the AS degree, for each certificate and for every course currently being
offered. Faculty (all 3 of us) have met each semester to discuss student success and to review the
progress assessing SLO’s for the certificates and classes. Students often remark at how well
coordinated the curriculum is not just within the department, but with the Psychology,
Communications and Sociology courses included in the HSERV degree.
The HSERV program focuses on social justice and developing technical skills to assist client
systems. HSERV faculty are dedicated to helping students improve their written and oral
communication skills and their proficiency in project management. Because so many of our
students are Second Language learners or reentry students extra attention is paid to grammar,
spelling and punctuation in class and with their assignments.
In our analysis of the HSERV curriculum, students are meeting the Student learning Outcome
assessed for most courses, all the certificates and for the AS degree. There are a few areas where
both structural and curricular changes will improve the success of our students. These include:
1) Spending more time explaining assignments and providing in-class exercises to
prepare students for them to help reduce anxiety and promote the focus on critical
analysis. (Most courses)
2) Developing a major assignment for HSERV 50 that assesses students’ understanding
and analysis of the impact of historical events and perspectives that influence service
delivery today.
3) Increased infusion of diagnostic strategies to help students understand clinical
assessment and differential diagnosis of substance abuse and co-occurring disorders
need to be addressed in HSERV 160 and 161.
4) Developing better HSERV course articulation or creating a transfer track for HSERV
students intending to transfer to local colleges and universities.
All courses, certificates and the AS degree have updated SLOs, objectives, content, methods of
evaluation, and textbooks. A table showing upcoming dates for SLO evaluation is also included.
(See appendix 4 & 5)
Relationship to other College Plans
As previously noted, HSERV faculty work closely with the faculty of other programs teaching
courses included in the HSERV degree. These include Communications, Sociology and
Psychology. SLO’s are compared for congruency and alignment with the mission and focus of
the Human Services Program and the HSERV degree Learning Outcomes.
New Directions
The Human Services field is expected to grow at a fairly rapid pace in the next 10 years in spite
of current budget struggles on the Federal, State and Local fronts. Given research and
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information from national professional organizations and our Advisory Committee future
challenges include keeping the Social Work workforce and students abreast of technological
innovations and advancements in the field, addressing the industry need for graduates and job
seekers with excellent oral and written communication skills, and encouraging creative and novel
solutions to emerging social issues and existing community problems.
The HSERV Advisory Board specifically recommends:
Encourage students to build technological skills and proficiencies to meet the emerging
changes in the field. This includes use of computers, e-mail, word processing, graphs and
graphics, power point presentations, research tools and the uses of social media.
Provide better access to computing resources to working parents unable to use computer
resources during times when the campus is open.
Work closely with CSUMB to develop a transfer program.
Develop and offer a Certificate of Achievement in Drug and Alcohol Studies.
Build a strong alliance with California Association of Alcohol and Drug Educators
(CAADE) the program-accrediting agency.
Research existing Cabrillo courses in Management for potential use as a management
course for Human Services Managers. If needed, develop a course in Human Services
Management.
Continue joint sponsorship of Human Services Training conferences.
Contact the Santa Cruz Sentinel to create an article on the hiring successes of HSERV
students in the community.
Given the high caliber of students interested in the Human Services our program remains
committed to supporting innovation, creativity and understanding within our students. Their
commitment to solving problems related to gangs, poverty, substance abuse, domestic abuse,
child endangerment and so many other community ills is strong but needs the guidance of an
effective academic program with high expectations for academic and professional growth and
success.
They are our hope for a better future.
Goals and Recommendations
1) Move to a permanent smart classroom for the Human Services Program flexible enough
to accommodate small group work, lectures, flexible desk arrangement, acoustic needs,
etc. As noted in our SLO assessments students and faculty believe the space is not
adequate.
 In collaboration with the Office of Instruction and the Facilities, Planning &
Development Office identify a classroom space to optimize student learning and
classroom comfort and meet the growing needs of the HSERV Program.
 If cost prohibitive in this financial climate work with the Cabrillo Foundation to
conduct a capital campaign.
Cost: Dependent upon the amount of remodeling needed. Per Facilities & Planning a
rough estimate of completely renovating a classroom: $35-50,000 depending on the
amount of work—electrical, carpet, etc. needing to be done.
2) Develop a 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
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Studies courses (the 160’s) and the HSERV Skills Certificate meet the requirements of
the State for counselor certification. Collectively the SLO’s for these courses reflect a
level of competence that employers look for. Our Advisory Committee enthusiastically
approved this proposal this year.
 Complete application to the Chancellor’s Office
Cost: None expected
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. There is no place currently in the curriculum to
integrate this material at the level required for the course.
Cost: None expected
4) Have lead faculty attend training on teaching strategies to develop competence in
differential diagnosis of Substance Abuse and other co-morbid disorders. Per SLO
analysis of HSERV 160, 161 and 162 more emphasis on differential diagnosis need to be
integrated into the curriculum.
Cost: Workshop: None—Fees paid by Perkins’ funds.
5) Identify resources to assist students in finding low-cost laptop computers and Internet
providers.
Cost: None Expected
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Appendix 1
Human Services Program Advisory Committee
David Bianchi, Executive Director, Family Services Association
Theresa Carillo, Careerworks
Maria Chang, Supervisor, Careerworks
Carolyn Coleman, Executive Director, Santa Cruz Community Counseling Center
Terri German, Human Services/Child Protective Services, County of Santa Cruz
Evelyn Hengeveld-Bidmon, Program Manager, Staff Development County of SC Human Services
Shawn Henson, Headstart
Carmen Hilldale, Human Services Student
Lyn Hood, Coordinator, Student Employment, Cabrillo College
Terry Jimenez, Coordinator, 'Family/ Community Services, Headstart
Clay Kempf, Executive Director, Seniors Council
Catherine LaChance, CEED/FTTW Project Manager, Cabrillo College
Rod Libbey, Executive Director, Janus of Santa Cruz
Bill Manov, Director Alcohol and Substance Abuse Programs, County of Santa Cruz
Sean McAdam, Trainer, Staff Development, County of Santa Cruz Human Services
Jaime Molina, MHSA W.E.T. Coordinator, County of Santa Cruz
Francie Newfield, Director Adult and Long Term Care Services, County of Santa Cruz
Rock Pfotenhauer, 'Dean, Career Education and Economic Development
Desiree Sanchez, Executive Director, Families in Transition
Patricia Sapone, Deputy Chief, Santa Cruz Police Department
Laura Segura Gallardo, Executive Director, 'Women's Crisis Support/Defensa de las Mujeres
Will O’Sullivan, Director, Community Recovery Services, Santa Cruz Community Counseling Center
Zettie Page, Executive Director, Salud Para La Gente
Jennifer Ramirez, Chair, Human Care Alliance
Leslie Read, Cabrillo College College Work Experience Program,
Joy Rubey, CSUMB, Health, Human Services and Public Policy Department
Jenny Sarmiento, CEO, Pajaro Valley Prevention and Student Assistance
Susan True, Executive Director, First Five: Santa Cruz County and Board Member, Cabrillo College Board
Jan Tice, Health Services Agency Alcohol and Drug Programs
Kathleen Welch, Dean, HAWK Division, Cabrillo College
Gail West, Cabrillo Human Services
14
Appendix 2
Listing of Additional On and Off-Campus Collaborative Relationships
The Human Services Program has developed
Other Collaborative Relationships On Campus include:
Working closely with Health Science faculty, obtaining a Faculty Grant to fund the
research and the successful development of a Community Health Worker curriculum.
Working with the STARS program to develop, produce and offer HSERV 59S,
“Introduction to Careers in the Human Services.”
Co-coordinating the Campus Health and Wellness efforts.
Collaboration with Health Science faculty and Santa Cruz County Office of education to
develop and implement a pilot course introductory Human Services course for students
through the Workforce Investment Act’s Suenos Program
Working with a grant from the Foster and Kinship Care Program and Santa Cruz County
First Five to develop and produce HSERV 174, Fundamentals of Children’s Mental
Health.
Working closely with the Writing Center, Disabled Students Programs and Services,
Student Employment Services, Student Health Services, (Academic) Counseling
Services, Fast Track to Work and other on campus Student Services to actively support
HSERV Student Success.
Working with the Student Health Services to provide an on-campus support group for
Survivors of Domestic Abuse (peer led by HSERV students).
Supporting student led chairing of an on-campus sobriety support self-help group every
semester.
Working closely with Library personnel (Topsy Smalley and Georg Romero) to teach
HSERV students about the Social Science research resources available in our library and
to update Library collections—especially DVD’s—in Social Science A/V resources.
The lone contract faculty person for HSERV sits on the Alcohol and Drug Abuse
Prevention Committee and the FLEX week committee.
Working with Student Services and faculty from Communications, ACE and the Campus
Psychological Counselor three HSERV faculty produced FLEX Week workshops to help
faculty and staff identify and assist students struggling with alcohol and drug abuse
issues, mental health issues and issues related to gang involvement.
Two HSERV Faculty have participated in the Digital Bridge/ACE Program’s Faculty
Experiential Learning Institute (“FELI”).
Providing consultation and training to the Digital Bridge/ACE Program’s faculty on
group facilitation and working with complex student issues.
Participation in the campus CTE Council.
HSERV faculty (contract and adjunct) involvement in the development and
production of the annual Social Justice Conference.
15
Other Collaborative relationships Off-Campus include:
Meeting with CSUMB program faculty for the Institute for Collaborative Health
and Human Services to coordinate curriculum and develop a transfer program for
HSERV students.
Working with the California Association for Alcohol/Drug Educators (CAADE)
to receive accreditation as a certified Alcohol and Drug Certificate Program.
Working with the Santa Cruz County Mental Health and Substance Abuse
Services and the County Personnel Department to recognize the value of HSERV
degrees and certificates and assign a first-ever point value for this work when
assessing potential job applicants. This means that our HSERV Degrees and
Certificates will allow HSERV students to be evaluated at a preferential level in
comparison to non-student applicants.
With Janus Alcohol and Drug Treatment Services developing, co-sponsoring and
co-coordinating “Culturally Focused Drug Abuse Treatment: Serving our Diverse
Community,” a conference at Cabrillo for practitioners and students on providing
culturally competent services. This conference included a section featuring
Human Services Students presenting their research papers on the issue.
Working with the Veteran’s Service Center of Santa Cruz and 21st Century Vet to
create a Veteran Peer Mentoring and Support Team composed of Human Services
students who are veterans. These veteran students will conduct assessments,
provide resources and facilitate support groups for other veterans.
Working with the Santa Cruz County Office of Education, the Workforce
Investment Board, the Community Action Board to develop and produce a
“Health & Human Services Academy” course for Latino youth in Watsonville
exposing them to career opportunities in Health and Human Services. The
success of this collaborative model resulted in the presentation of a popular
workshop at the California Workforce Association’s annual conference in January
of 2011.
Meeting with the “Caregiver Action Group,” a collaborative effort by 12 Senior
Health and Human Service organizations to develop and produce a “Caregiver
Training Series” through Cabrillo Extension for paid and family caregivers of
elders. This highly successful series is continuing into its third year. Some
participants have gone on to become Human Services majors.
Meeting quarterly with the Greater Bay Area Mental Health & Education
Workforce Collaborative to support public mental health workforce development
in the community college system. This includes Program Chairs from 10
Northern California Human Services Programs.
Working collaboratively with the Health Improvement Project (HIP), the Health
Careers Partnership (HCP), the Stroke Center and representatives from other local
non-profits to develop funding for the Community Health Worker Certificate
program, a joint effort by the Human Services and Health Sciences faculty.
Involvement with the community wide effort to develop a Workforce Education
and Training Program to meet the requirements of Proposition 63, the Mental
16
Health Services Act. As a result, HSERV students are able to attend many Health
and Human Services professional workshops and trainings developed by this
group at no cost throughout the year. This promotes both professional
development and networking with potential employers.
Annual representation at local high schools in Santa Cruz and Watsonville to
discuss career ladders and trajectories for the Social Sciences and Human
Services.
Working with the Human Care Alliance, a unique collaboration of over 50
nonprofit Health and Human Service Agencies serving Santa Cruz County, to
develop internships, generate interest in the program and develop employment
opportunities.
Attendance at the Monterey Bay Geriatric Resource Center Annual Conference to
further develop an “Aging Studies” component of the HSERV Program.
17
Appendix 3
Human Services Program Goals and Budget Requests
Rank
Goal or Recommendation
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
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.
Have 1 faculty person attend
training on teaching strategies
to develop competence in
differential
diagnosis
of
Substance Abuse and other comorbid disorders consistent
with the needs of State AOD
Counselor Certification
3.
4.
Projected Cost
Dependent on amount of
renovation (if any) that is
needed. Per Facilities &
Planning a rough estimate
of completely renovating a
classroom: $35-50,000
depending on the amount
of work—electrical,
carpet, etc. needing to be
done. If unfeasible in this
budget climate, work with
the Cabrillo Foundation to
conduct a small capital
campaign for HSERV.
No Cost
Evidence of need (SLO
Assessment, etc.)
SLO assessments for
HSERV 50, 51, 53,
evaluation.
Student surveys and
faculty feedback
report
Discomfort with the
crowded classroom
space and lack of
permanent “home” for
charts, A/V materials,
etc.
Faculty, Advisory
Committee, employer
and student feedback.
No Cost
Repeated
Advisory
Committee
and
Employer
recommendations—
particularly from the
Human
Services
department at the
County.
Workshop cost: None—Perkins
funds will most likely pay for this.
Per SLO analysis of
HSERV 160, 161 and
162
18
5.
Identify resources to assist
students in finding low-cost
laptop computers and
internet providers.
None
Student
surveys
indicate that it is
difficult for some
students—especially
parents to use oncampus resources due
to child care issues
SLO’s for HSERV
50,51, 52, 161
19
Appendix 4—SLO Assessment Process Documents
Occupational Program Assessment Plan
Human Services Program
Use the form below to describe your assessment plan and to analyze the results of it. Include this
form in your Instructional Plan and describe the plan in the narrative of your instructional plan.
Department
Human Services Program Outcomes
Program Outcomes
(List the student learning
outcomes of each degree
and certificate your
program offers. Attach
another sheet if necessary)
1) Degree Outcomes
Human Services Degree Outcomes
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.
2) Analyzing Social Science Research assess the
impact of poverty, discrimination, social injustice,
addiction and mental illness on human
functioning.
3) Facilitate groups, meetings, classes and
community organizing efforts utilizing group
process theory.
4) Plan, manage and complete projects utilizing
effective oral, written and project management
skills.
20
Assessment of Program
SLOs
Describe the Assessment
Process your program will
use to evaluate the
outcomes. Include the
assessment tool used and
the rubric or criteria used
to evaluate success
Assessment Process:
Process Recording: Students will conduct two 15-20
minute counseling interviews supporting and assisting
someone in a problem solving process. Students will
record in writing the narrative of the encounter, the
student’s assessment and description of emotional affect
(both client and student-counselor), assessment and
description of client behavior, identify what interviewing
skills were used by the student-counselor and analyze
why they used these interviewing skills. Students will
attach a 1-2 page discussion analyzing both the content
and the process of the interview demonstrating a basic
understanding of the dynamics of a counseling interview
and of their strategies and motivations for using specific
responses and interventions.
Please see attached Process recording Form and Rubric
Assessment Evaluation
Assessment Evaluation
Describe the process the
department uses to
evaluate assessment
results. Include:
On February 4, 2010 Patrick Meyer, the Program Chair
for HSERV met with Gail West and Jan Tice, our two
adjunct faculty to assess the HSERV Degree SLO #1
using the Process Recording exercise from HSERV 52,
Introduction to Counseling and Case Management. A
similar meeting was conducted during Spring 10 FLEX
week.
What meetings will be
held?
In the meetings we discussed the competence of HSERV
students graduating from our program with counseling
21
When?
Who will be involved?
What will be discussed?
How will you record the
results?
skills and reports from area Human Services employers
about their perceptions of our students.
We reviewed the Process Recording exercise, Rubric and
grades for the exercise in relation to the Degree SLO #1.
Based upon the discussion the HSERV team believes this
exercise is an excellent “capstone” project for students
showcasing not only their knowledge of the techniques of
counseling, but for displaying their understanding of the
underlying dynamics and awareness of their own
processes and issues which may come into the session.
Looking at the grades for the Process recording exercises
given in HSERV 52 in the Spring of 2009. Students in
this class performed reasonably well in their first Process
with a majority scoring 10 or 11 out of 12 points possible.
The professor produced a sample process for them to
discuss as a group. Their second Process Recordings also
scored quite high with 48% of the class scoring 18 points
or higher (out of 20), 36% scoring in the mid-teens and 3
students (12%) scoring 10 or lower. One student failed to
turn the assignment in. The students who scored under 18
points were fairly successful in identifying counseling
techniques but lost points in their analysis—especially of
their own reactions to client statements and feelings. This
may have been due to a lack of self-awareness or in two
cases, extreme emotional exhaustion in dealing with
personal issues.
In our February 11, 2011 meeting the same staff attended
the meeting and reviewed the results from the same
exercise given in Sp10. This time students did reasonably
well on their first process Recording scoring an average of
7.9 out of 10 available points. Areas of concern included
using the template correctly and the tendency to reduce
focus on their own internal processes. Their second
process recordings were dramatically better with 72% of
the class receiving the full 18 points for the exercise and
analysis. Another 20 % received a grade of 14 points or
higher. The analyses were significantly more self reflective and showed a sense of confidence in their work.
This was after having students share each other’s
recordings and discuss methods and rationale for their
entries on the template. The professor again produced a
sample Process Recording with more focus on selfanalysis as an example. Per our faculty discussion the
year before several self-awareness assessments were
introduced over the course of the semester to prompt
students to reflect on their feelings and their value
systems.
22
The remaining 8% scored below 10 points with 6 students
failing to turn in the assignment. Follow-up revealed 1)
that students were extremely anxious using the template;
or 2) that some students did not understand the
assignment.
In retrospect the differences between the 2 cohorts
undoubtedly had an impact on the results. The former
(Sp09) class on the whole was older and more mature
than the later.
As a result of our meeting, faculty recommended that we
do more to explain the process by doing more practice
exercises with it to help students get more comfortable
with the assignment. They also recommended that the
class spend more time reviewing the actual techniques
and grow more comfortable with the terms—especially
for Second language learners.
23
Occupational Program Assessment Analysis
Human Services Program
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
Human Services
Meeting Date
February 4, 2010 & February 11, 2011
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Three: 1 Contract and 2 Adjunct Faculty
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
Three
Assessment Tool
(Briefly describe
assessment tool)
Process Recording: Students will conduct two 15-20
minute counseling interviews supporting and assisting
someone in a problem solving process. Students will
record in writing the narrative of the encounter, the
student’s assessment and description of emotional
affect (both client and student-counselor), assessment
and description of client behavior, identify what
interviewing skills were used by the student-counselor
and analyze why they used these interviewing skills.
Students will attach a 1-2 page discussion analyzing
both the content and the process of the interview
demonstrating a basic understanding of the dynamics
of a counseling interview and of their strategies and
motivations for using specific responses and
interventions.
5) 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.
Please see attached Process recording Form and
Rubric
24
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
On February 4, 2010 Patrick Meyer, the Program
Chair for HSERV met with Gail West and Jan Tice,
our two adjunct faculty to assess the HSERV Degree
SLO #1 using the Process Recording exercise from
HSERV 52, Introduction to Counseling and Case
Management. A similar meeting was conducted
during Spring 10 FLEX week.
In the meetings we discussed the competence of
HSERV students graduating from our program with
counseling skills and reports from area Human
Services employers about their perceptions of our
students.
We reviewed the Process Recording exercise, Rubric
and grades for the exercise in relation to the Degree
SLO #1. Based upon the discussion the HSERV team
believes this exercise is an excellent “capstone”
project for students showcasing not only their
knowledge of the techniques of counseling, but for
displaying their understanding of the underlying
dynamics and awareness of their own processes and
issues which may come into the session.
Looking at the grades for the Process recording
exercises given in HSERV 52 in the Spring of 2009.
Students in this class performed reasonably well in
their first Process with a majority scoring 10 or 11 out
of 12 points possible. The professor produced a
sample process for them to discuss as a group. Their
second Process Recordings also scored quite high with
48% of the class scoring 18 points or higher (out of
20), 36% scoring in the mid-teens and 3 students
(12%) scoring 10 or lower. One student failed to turn
the assignment in. The students who scored under 18
points were fairly successful in identifying counseling
techniques but lost points in their analysis—especially
of their own reactions to client statements and
feelings. This may have been due to a lack of selfawareness or in two cases, extreme emotional
exhaustion in dealing with personal issues.
In our February 11, 2011 meeting the same staff
attended the meeting and reviewed the results from
the same exercise given in Sp10. This time students
did reasonably well on their first process Recording
scoring an average of 7.9 out of 10 available points.
Areas of concern included using the template correctly
and the tendency to reduce focus on their own internal
processes. Their second process recordings were
25
dramatically better with 72% of the class receiving the
full 18 points for the exercise and analysis. Another
20 % received a grade of 14 points or higher. The
analyses were significantly more self -reflective and
showed a sense of confidence in their work.
This was after having students share each other’s
recordings and discuss methods and rationale for their
entries on the template. The professor again produced
a sample Process Recording with more focus on selfanalysis as an example. Per our faculty discussion the
year before several self-awareness assessments were
introduced over the course of the semester to prompt
students to reflect on their feelings and their value
systems.
The remaining 8% scored below 10 points with 6
students failing to turn in the assignment. Follow-up
revealed 1) that students were extremely anxious
using the template; or 2) that some students did not
understand the assignment.
In retrospect the differences between the 2 cohorts
undoubtedly had an impact on the results. The former
(Sp09) class on the whole was older and more mature
than the later.
As a result of our meeting, faculty recommended that
we do more to explain the process by doing more
practice exercises with it to help students get more
comfortable with the assignment. They also
recommended that the class spend more time
reviewing the actual techniques and grow more
comfortable with the terms—especially for Second
language learners.
Next Step in the Classroom o
to Improve Student
Learning
o
(list all the items faculty
felt would help them
improve student learning)
o
o
o
o
State goals or objectives of assignment/activity
more explicitly
Revise activities leading up to assignment
Increase in-class discussions and activities
Increase student collaboration and/or peer
review
Increase guidance for students on assignments
Use methods of questions that encourage
competency
26
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty felt would most
improve student learning)
o Encourage faculty to share activities that foster
competency
o Create bibliography of resource material
o Find a larger room to conduct small group
activities to encourage peer support and
evaluation of Process Recordings
o Encourage faculty to share activities that foster
competency
o Create bibliography of resource material
o Find a larger room to conduct small group
activities to encourage peer support and
evaluation of Process Recordings
Implementation
F 12 when course is offered again
(List the departmental
plans to implement these
priorities)
For Fall 12 HSERV 52 course:
o
o
o
o
o
o
Timeline for
Implementation
State goals or objectives of assignment/activity
more explicitly
Revise activities leading up to assignment
Increase in-class discussions and activities
Increase student collaboration and/or peer
review
Increase guidance for students on assignments
Use methods of questions that encourage
competency
Implementation, Fall 12
Discussion, Sp 13 Departmental Meeting
(Make a timeline for
implementation of your top
priorities
27
2 Process Recordings—28 points
(First Recording =10 points; Second Recording = 18 points)
Students will conduct two 15-20 minute counseling interviews supporting/assisting someone in a
problem solving process over the semester. Keep it simple—the scope of practice here is not
psychotherapy, but simply a supportive interaction with someone! These interviews should not
be with a family member. You may record the interview with the written permission of the
interviewee.
In doing the process recording, care should be taken to disguise identifying information (in accordance
with HIPPA regulations). This is particularly important when material is used in class assignments or
discussions.
Upon completion of interview #1 students will complete a cover sheet and a 3 page process
analysis identifying and exploring responses (both verbal and non-verbal) and interventions used
in five minutes of the interview.
Here is an example:
PROCESS RECORDING OUTLINE
Student's Name:_____________________________Client's Initials:_______________________ InterviewDate:___/___/____
Clients Age:__________________________________
Date Submitted:___/___/___
Clients Ethnicity:______________________________
I.
PURPOSE OF THE SESSION: (Clearly state the goals and objectives you had in meeting with this client this session.)
_______________________________________________________________________________________________
________________________________________________________________________________________________________
II.
Interview Log:
INTERVIEW
DESCRIBE
CONTENT-CLIENT’S
DIALOG
FEELINGS/AFFECT
(The actual
words spoken by
both the
counselor and the
client.)
CLIENT
BEHAVIOR
- i.e. What
non-verbal communication did
you observe?
DESCRIBE
YOUR
FEELINGS/
AFFECT
WHAT
INTERVIEWIN
G SKILLS DID
YOU USE
DURING THIS
INTERACTION?
DESCRIBE WHY
YOU USED
THESE SKILLS
Upon completion of interview #2 students will
a) complete a cover sheet and write a 5 page process recording identifying and exploring
responses and interventions used in five minutes of a second interview using the format
above and
b) include a discussion analyzing both the content and the process of the interview
demonstrating a basic understanding of the dynamics and the responses.
A process-recording guide will be distributed to assist you in this assignment.
28
Name______________________________
Date____________________
Grade______________________________
Faculty___________________
Process Recording
The process recording consists of verbatim documentation of an actual 10-15 minutes of
conversation with another person. The process recording must include identification of all
techniques of communication used by the author, as well as an analysis of the effectiveness of the
communication process.
Grading Rubric for Process Recording
Standards
Outstanding
Satisfactory
Unsatisfactory
Identify therapeutic
communication
techniques
Correctly identifies each
therapeutic
communication technique
used throughout entire
interaction
Correctly identifies ¾ of
the therapeutic
communication
techniques used
throughout the
interaction
Incorrectly identifies
communication techniques
Distinguish between
therapeutic and nontherapeutic
communication
techniques
Correctly distinguishes
between therapeutic and
non-therapeutic
communication
techniques used
throughout the entire
interaction
Correctly distinguishes
between the therapeutic
and non-therapeutic
techniques ¾ of the time
Incorrectly distinguishes
between therapeutic and
non-therapeutic
communication techniques
used throughout the
interaction
Explain the rationale for
the communication
techniques used
Provides detail rationale
for all techniques used
Provides detail rationale
for ¾ of the techniques
used
Unable to provide rationale
for the techniques used
Analyze barriers created
by the use of nontherapeutic
communication
techniques
Identifies and analyzes
barriers created by nontherapeutic
communication
techniques.
Recommends alternative
techniques to prevent
barriers
Identifies and analyzes
barriers created by nontherapeutic
communication
techniques
Unable to identify and
analyze barriers created by
non-therapeutic
communication techniques
Describe the impact of
nonverbal cues on the
communication process
Identifies non-verbal cues
and describes the impact
on the communication
process.
Modifies communication
strategies to facilitate the
process
Identifies non-verbal cues
and describes impact on
the communication
process
Unable to identify nonverbal cues
Presentation of
Paper/Format
No errors in spelling,
grammar, punctuation.
Consistent, accurate use
of terminology. Precise
language. Legible print,
black ink
Minimal errors (<5) in
spelling, grammar,
punctuation. Fairly
consistent us of
appropriate terminology.
Clear language. Legible
print. Black ink.
Multiple errors (>5) in
spelling, grammar,
punctuation. Inconsistent
use of terminology. Unclear
language, illegible
29
Rev 8/04
30
Occupational Program Assessment Analysis
Generalist Skills Certificate
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
Human Services
Meeting Date
4/15/11
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
3: 1 Contract + 2 adjunct faculty
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
1
Human Services Generalist Skills Certificate
SLO #2:
Assess client systems using the strengths-based
approach.
Assessment Tool
(Briefly describe
assessment tool)
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
HSERV 51: Conduct 3 Family Development Plans
(assessment and problem solving strategy) and write
a short essay discussing your experience of using the
tool and critiquing the experience.
In reviewing student performance with this
assignment in 2008, 09 and 10 students have
consistently received high marks (excellent) with
approximately 1% scoring at a satisfactory level on a
5 point Likert scale. In each of the classes three
students did not complete the reflection.
Follow-up with the students revealed they either
“forgot” to do the assignment or had personal or
family issues that prevented them from completing the
assignment. Faculty agreed that these students were
clearly suffering fatigue at that point in the semester.
Next Step in the Classroom o
to Improve Student
State goals or objectives of assignment/activity
more explicitly
31
Learning
(list all the items faculty
felt would help them
improve student learning)
o
o
o
o
o
o
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty felt would most
improve student learning)
Revise content of assignment/activities
Revise activities leading up to assignment
Increase student collaboration and/or peer review
Increase guidance for students on assignments
Use methods of questions that encourage
competency
State criteria for grading more explicitly
o Encourage faculty to share activities that foster
competency
o Other (please describe) Change the point value of
the assignment to reflect the value of the exercise
and arrange to have it due earlier in the semester.
o
o
o
State goals or objectives of assignment/activity
more explicitly highlighting the importance of
students’ analyses of their processes and the tool.
Increase guidance for students on assignments
Use methods of questions that encourage
competency earlier in the process since students
conduct 3 Family Development Plans before the
reflection.
Implementation
(List the departmental
plans to implement these
priorities)
Spring 2012 in HSERV 51.
32
Timeline for
Implementation
Conduct assignment with the above suggestions to be
reviewed with faculty at the end of the semester, May
2012
(Make a timeline for
implementation of your top
priorities
33
Occupational Program Assessment Plan
Human Services Generalist Practice Certificate of Achievement
Use the form below to describe your assessment plan and to analyze the results of it. Include this
form in your Instructional Plan and describe the plan in the narrative of your instructional plan.
Department
Human Services
Program Outcomes
(List the student learning
outcomes of each degree
and certificate your
program offers. Attach
another sheet if necessary)
Certificate of Achievement—Generalist Practice
1) Synthesize information about the psychological,
biological and environmental forces that influence
individual, family and agency behavior.
2) Evaluate the influences of one’s family of origin
on current functioning in relationships.
3) Illustrate the use of bio/psycho/social theories of
human behavior in client assessment and service
delivery.
4) Demonstrate high and efficient qualities of selfmanagement, communication and self-awareness
in the Human Services workplace responsibility
and productivity.
34
Assessment of Program
SLOs
Describe the Assessment
Process your program will
use to evaluate the
outcomes. Include the
assessment tool used and
the rubric or criteria used
to evaluate success
Using the Journal writing process in HSERV 52
students will demonstrate high and efficient
qualities of self-management, communication
and self-awareness in the Human Services
workplace responsibility and productivity.
Assignment: Four times during the course, students will
turn in journal entries which are expected to be selfreflective in nature and written at the conclusion of each
week’s class. Each journal entry should be no more than
1.5 pages, typed, double spaced using 1”margins.
Each student is asked to reflect on their understanding
and their reactions to the material and to their
experiences in the roles of counselor and client in
role-play exercises. In addition, students will use this
written format to ponder questions and explore their
developing role as a counselor. Keeping a journal is a
useful way to reflect on class readings and
discussions, and to relate these to your own
experiences.
Assessment Evaluation
Describe the process the
department uses to
evaluate assessment
results. Include:
In department meetings we will discuss the use of the
journal writing process as a constructive tool for
increasing self-awareness as a Human Services
provider interacting with a variety of clients and
issues.
We will review the rubric and student responses and
scores for the exercise.
What meetings will be
held?
When?
Meeting 1: Combined discussion with HSERV and
Health Sciences faculty using the journal writing
process. 6/15/10
Meeting 2: Meet with HSERV faculty to discuss the
relevance of the exercise and student growth.
Fall FLEX Meeting 2011
35
Who will be involved?
What will be discussed?
Health Science Faculty and HSERV Faculty, meeting
1 and HSERV Faculty, Gail, Jan and Patrick in
meeting 2
Effectiveness of journal writing to encourage personal
and professional growth and awareness
Notes
How will you record the
results?
36
Occupational Program Assessment Analysis
Human Services Generalist Practice Certificate of Achievement
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
Human Services
Meeting Date
9/1/11
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Three:
1 Contract
2 Adjunct
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
One Contract Faculty teaching HSERV 52
Assessment Tool
(Briefly describe
assessment tool)
#4) Demonstrate high and efficient qualities of
self-management, communication and selfawareness in the Human Services workplace
responsibility and productivity.
Journal Writing exercise.
Four times during the course, students will turn in
journal entries, which are expected to be selfreflective in nature and written at the conclusion of
each week’s class. Each journal entry should be no
more than 1.5 pages, typed, double spaced using
1”margins.
Each student is asked to reflect on their
understanding and their reactions to the material
and to their experiences in the roles of counselor
and client in role-play exercises. In addition,
students will use this written format to ponder
questions and explore their developing role as a
counselor. Keeping a journal is a useful way to
reflect on class readings and discussions, and to
relate these to your own experiences.
37
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
Overall the journal writing process was extremely
successful. For some students initially there was
some confusion about what to write. They had
never done a journal entry. Some students were
initially hesitant to disclose more personal
awareness about their process as a counselor in
training, but with samples of student writing and
encouraging notations by their teacher they began
to open up.
Overall 85-90% of students showed a score of 80 or
above on the second set of journals. They scored
90-95% on the third and fourth sets of journals.
Next Step in the Classroom o
to Improve Student
Learning
o
Nothing; assessment indicates no improvement
necessary
(list all the items faculty
felt would help them
improve student learning)
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty felt would most
improve student learning)
o Offer/encourage attendance at seminars,
workshops or discussion groups about teaching
methods
o Encourage faculty to share activities that foster
competency
o Create bibliography of resource material
1) Provide more samples of student journal
writing.
2) Hold discussions and interactive exercises
between students in a classroom that has
better acoustics.
38
Implementation
(List the departmental
plans to implement these
priorities)
Timeline for
Implementation
1) Approach Instructional Planning Process
with clearly stated goal advocating for a
permanent classroom that meets the needs
of interactive classes and groups.
2) Continue interdisciplinary discussions
about journal writing exercises with other
faculty
1) March, 2012
2) Ongoing
(Make a timeline for
implementation of your top
priorities
39
Rubric for Journal Writing
Criteria
Retelling of
Experience
Reflections/
Personal
Response
Relevance
to
Classroom
Concepts or
Personal
Experience
Analysis of
Experience
Effort on
Assignment
weight
HSERV 52 Journal Writing Exercise
Exemplary
Yes
Accomplished
Yes, but
Developing
No, but
Beginning
No
20%
 Detailed
explanation of
experience
 Specific
descriptors of
observations
during
experience
 Writing is highly
organized with
logical sequence
 Clear explanation
of experience
 Objective
observation of
experience
 Organization is
clear and easy to
follow
 Somewhat clear
explanation of
experience
 Somewhat
objective
observation of
experience
 Minimal
organization
 Vague
explanation of
experience
 Non-objective
observation of
experience
 No
organization
evident;
confusing
 Reflects well on
own work
 Provides many
examples
 Reflects on own
work
 Provides
examples
 Some reflection
on own work
 Provides few
examples
 Little reflection
on own work
 Provides very
few or no
examples
 Student listens
well in different
contexts; relates
observations to
classroom
concepts and/or
personal
experiences
 Student listens in
class; relates
some
observations to
classroom
concepts and/or
personal
experiences
 Makes minimal
reference to what
is heard in class
or to personal
experience
 Makes no
reference to
what is heard in
class or
personal
experiences
 Makes many
inferences
 Comprehends
deeper meanings
 High level of
critical thinking
expressed
 Makes inferences
most of the time
 Usually
comprehends
deeper meanings
 Some critical
thinking
expressed
 Some inferences
are made
 Comprehends
surface level
meaning
 Minimal critical
thinking
expressed
 Few or no
inferences are
made
 No
comprehension
or reflection on
assignment
 Little or no
evidence of
critical thinking
 Obvious,
detailed effort on
assignment
 Neat, legible
handwriting
 Acceptable effort
on all parts of the
assignment
 Legible
handwriting
 Some effort on
assignment
 Readable
handwriting
 Little or no
effort on
assignment
 Illegible
handwriting
20%
20%
20%
20%
Assignment Score ______________
________________
+ Bonus ______________
= Final Score
40
Occupational Program Assessment Plan
Alcohol & Drug Studies Skills Certificate
Use the form below to describe your assessment plan and to analyze the results of it. Include this
form in your Instructional Plan and describe the plan in the narrative of your instructional plan.
Department
Program Outcomes
(List the student learning
outcomes of each degree
and certificate your
program offers. Attach
another sheet if necessary)
Human Services
Skills Certificate: Human Services Drug and
Alcohol Studies
1) Analyze the history, & evolution of alcohol and
drug treatment in human development and interrelationship of the fields of Human Services.
2) Demonstrate basic skills in client engagement,
counseling and problem-solving and case
management including multicultural awareness for
entry level employment in the drug and alcohol
treatment field
Assessment of Program
SLOs
Describe the Assessment
Process your program will
use to evaluate the
outcomes. Include the
assessment tool used and
the rubric or criteria used
to evaluate success
SLO #2:
Demonstrate basic skills in client engagement, counseling
and problem-solving and case management including
multicultural awareness for entry-level employment in the
drug and alcohol tx field.
The tool we will use is an exercise in HSERV 164
wherein students will select an ethical dilemma germane
to their area of interest (Child Welfare, Addiction, etc.)
and develop a course of action using the Ethical Decision
Making Model.
Students will write a paper analyzing the pros and cons of
issue, discuss process for making decision, address issue
in relation to their profession’s code of ethics and relevant
laws. They will come to some conclusion and decision
about an ethical course of action and discuss how this
process has helped them in their decision-making. If it
has not been helpful, they will discuss why.
5-page maximum. APA Citations when appropriate.
Bibliography Required.
41
Assessment Evaluation
Describe the process the
department uses to
evaluate assessment
results. Include:
The HSERV Department will meet and review several
student papers, the grading and corrections made and
the degree of success students achieved in relation to
the assignment and the rubric for the assignment.
What meetings will be
held?
FLEX week department meeting
When?
Sp 12
Who will be involved?
Gail West, Jan Tice and Patrick Meyer
What will be discussed?
The degree of success students achieved in relation to
the assignment and the rubric for the assignment.
How will you record the
results?
Written notes and use of these forms
42
Occupational Program Assessment Analysis
Skills Certificate: Human Services Drug and
Alcohol Studies
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
HSERV
Meeting Date
2/3/12
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Three:
1 Contract
2 Adjunct
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
Same as above
Assessment Tool
(Briefly describe
assessment tool)
HSERV 164, Ethics in the Human Services
Select an ethical issue relevant to your field of
practice.
Using the steps presented in the text (pages 21, 22
and 23), analyze pros and cons of issue, discuss
process for making decision, address issue in
relation to the profession’s code of ethics and
relevant laws. Come to some conclusion and
decision about an ethical course of action. Discuss
how this process has helped you in your decisionmaking. If it has not been helpful. Discuss why.
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
96% of the students in Fall 11 scored 18 or higher
out of 20. This was significantly higher than the
previous year where 85% of students scored 18
points or higher.
SLO #2:
Demonstrate basic skills in client engagement,
counseling and problem-solving and case management
including multicultural awareness for entry level
employment in the drug and alcohol tx field
This appears to be directly related to making the
objectives for the assignment clearer when
Introducing the assignment. It is also due to the
instructor introducing more opportunities
throughout the class to use the Ethical Decision
43
Making model in response to televised vignettes
highlighting ethical dilemmas.
This was done individually and in small groups.
It is difficult to conduct small groups in the present
classroom due to class size and sound problems.
The audio/visual equipment is very poor and
untrustworthy. During the day the glare on the
screen prevents one from really seeing the images.
Next Step in the Classroom o
to Improve Student
Learning
o
(list all the items faculty
felt would help them
improve student learning)
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty felt would most
improve student learning)
o
o
State goals or objectives of assignment/activity
more explicitly
Revise activities leading up to assignment
Increase in-class discussions and activities
Increase student collaboration and/or peer
review
o Offer/encourage attendance at seminars,
workshops or discussion groups about teaching
methods with Ethics.
o Encourage faculty to share activities that foster
competency
o Provide a larger classroom to facilitate small
group discussions of vignettes.
o Provide a larger classroom to facilitate small
group discussions of vignettes.
o Provide a classroom with better audio-visual
equipment to adequately project clips of the
vignettes onto a screen.
Implementation
(List the departmental
plans to implement these
priorities)
Timeline for
Implementation
ASAP
Hopefully Fall, 2012
(Make a timeline for
implementation of your top
priorities
44
45
Occupational Program Assessment Analysis
HSERV 50
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
Human Services
Meeting Date
February 3, 2012
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Two:
1 Contract Faculty
1 Adjunct faculty
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
Two
Assessment Tool
(Briefly describe
assessment tool)
Human Services Agency Presentation
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
For HSERV 50:
# 2 Analyze and evaluate a local Human Services
Agency
Using an outline that highlights key points to
address students will prepare a written and oral
presentation of a Human Services Program.
Overall, the majority of students performed well
on this assessment.
Most students used their Human Services Service
Learning placement as the agency they were
evaluating. For some students their written reports
were outstanding, they had difficulty with the oral
presentation part of the assessment (or didn’t
“show up” on the day their oral presentation was
scheduled.) When too many oral presentations
were scheduled for one class period, class attention
wandered and may have contributed to poorer oral
performance. The classroom size and configuration
at times also contributes to poorer class focus and
attention. For some students, the difficulty was
more with their ability to turn in a well-written
46
document. Several students stated they didn’t have
access to a computer and turned in a “hand
written” assignment. Many students expressed
surprise at learning about the variety of other
programs within their agency and about the interrelationships between agencies in Santa Cruz
County. About ½ of students presented an
extremely thorough evaluation covering most of
the points in the outline. In particular, many
students were able to understand their agency’s
challenges in providing services from ‘strengthbased perspective (an important aspect of their
HSERV 50 curriculum). The rest of the students
either had difficulty in one or more of the following
areas: understanding the complex streams of
funding their agencies relied on; being able to
analyze inter-relationships and hierarchies that
exist in their agency or fully discussing the
problems and needs of their agencies. While
understandably “lack of funding” stands out as the
highest need students were sometimes unable to
think past this issue to what else got in the way of
agencies successful delivery of services.
Next Step in the Classroom
to Improve Student
o
Learning
(list all the items faculty
felt would help them
improve student learning)
o
o
o
o
o
Revise the requirement of the oral presentation
to allow students the option to present in teams
to deal with student apprehension about public
speaking.
Distribute the amount of oral presentations
across the semester to allow for enough time for
each student to present and maintain class
interest.
Refer to students to the Writing Center
Purchase loaner laptops
In class-brainstorm increased access to
computer resources
Increase in-class discussions and activities to
help students more fully understand funding
streams for Human Services Programs.
o Invite guest speakers who are agency
leaders to help students gain perspective
on current issues facing Human
Services.
Next Step in the
Department
to Improve Student
Learning
o
Develop an additional assignment to assess
students’ understanding of the historical
underpinnings of the Human Services field,
including an analysis of the events and
perspectives that influence current patterns in
47
(check all that the
department felt would help
them improve student
learning)
service delivery
Create an HSERV Program event that features
a range of Human Services in our community
and offers panel presentation on current issues
in the field. Include former HSERV alumni to
provide “role models.” Can also be used as a
method for students to chose their Service
Learning Placements
Priorities to Improve
Student Learning
HSERV Program Event (see above)
(List the top 3-6 things
faculty felt would most
improve student learning)
Assignment to assess students’ understanding of
the historical context of the field of Human
Services.
Possibility of securing funding for purchase of one
or more laptops reserved for Human Services
student use.
Implementation
Fall, 2012 pending meeting in Sp12 to plan.
(List the departmental
plans to implement these
priorities)
Timeline for
Implementation
Fall 2012
(Make a timeline for
implementation of your top
priorities
48
Occupational Program Assessment Analysis—
HSERV 51
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
Human Services
Meeting Date
February 3, 2012
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Two:
1 Contract Faculty
1 Adjunct Faculty
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
Two
Assessment Tool
(Briefly describe
assessment tool)
Family Development Plan:
Student practices the use of a specific tool (The
Family Development Plan) for helping individuals
or families set and achieve goals. Student schedules
3 meetings with an individual or family over
several weeks to help them set a short-term goal
and develop action steps to complete it. Student
then analyses the results of the Family
Development Plan and reflects on their
development of the knowledge and skills they
developed as they practiced using this tool.
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
2) Analyze Methods of Human Services Delivery
The majority of students were able to successfully
complete 3 Family Development Plans and analyze
the outcome of the plan for the family or individual
they worked with. A small percentage of students
(16%) were confused about the assignment
directions and completed 3 Family Development
Plans with 3 different individuals (one of the
points of the assignment is to observe the progress
of the person or family over time)
For some students helping someone come up with a
specific short term goal was difficult.
The real challenge in this assignment was students’
49
difficulty analyzing their process during the
activity and reflecting on their own ability to help
empower the family or individual to set their own
goal.
Next Step in the Classroom o State goals or objectives of assignment/activity
to Improve Student
more explicitly :emphasis need to work with
Learning
one individual over time
Offer examples from previous semesters of well
(list all the items faculty
done assignment
felt would help them
Revise activities leading up to assignment:
improve student learning)
To include in class role plays helping students set
short term goals
o Increase in-class discussions and activities
during the time frame the assignment is being
conducted so students can give and get
feedback from their peers and instructor about
progress.
o Conduct Values clarification exercises to help
broaden students’ awareness of themselves.
o Develop a Student Analysis Form with prompts
to help students more fully reflect on their
experience, feelings, understanding as well as,
the skills the student developed using the tool
o Provide more guidance in developing goals and
objectives
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Use methods of questions that encourage
competency
o Offer/encourage attendance at seminars,
workshops or discussion groups about teaching
methods. Research the possibility of Human
services faculty attending an On Course
workshop to strengthen skills in student
composition, analysis and reflection.
o Encourage faculty to share activities that foster
competency
o
Priorities to Improve
Student Learning
o
(List the top 3-6 things
faculty felt would most
improve student learning)
o
Increase in-class discussions and activities
during the time frame the assignment is being
conducted so students can give and get
feedback from their peers and instructor about
progress.
Conduct Values clarification exercises to help
broaden students’ awareness of themselves.
50
o
Develop a Student Analysis Form with prompts
to help students more fully reflect on their
experience, feelings, understanding as well as,
the skills the student developed using the tool
o Offer/encourage attendance at seminars,
workshops or discussion groups about teaching
methods. Research the possibility of Human
services faculty attending an On Course
workshop to strengthen skills in student
composition, analysis and reflection.
Implementation
(List the departmental
plans to implement these
priorities)
SP 12—the next time the course and assignment
are offered.
Integrate suggestions into curriculum of HSERV
51 being taught Sp 12.
Timeline for
Implementation
(Make a timeline for
implementation of your top
priorities
Occupational Program Assessment Analysis
51
HSERV 52
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
Human Services
Meeting Date
December 14, 2011
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Three: One Contract Faculty and Two Adjunct
Faculty
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
One
HSERV 52 SLO # 1
Critically assess skills necessary for the effective
delivery of Human Service interviews,
assessments, paraprofessional counseling, and
case management.
Assessment Tool
(Briefly describe
assessment tool)
Professional Helper paper:
Students will conduct an informational interview of a
professional helper. This can be a counselor, social
worker, intake worker, etc.—anyone in the Human
Services whose job includes interviewing and
counseling techniques. The purpose of the interview
is to gain knowledge and understanding of what
contributes to a successful helping relationship and to
being a professional helper. Analyze these concepts
and discoveries in relation to yourself. What types of
engagement skills and behaviors work and what
don’t? We will generate a set of questions to help
with your interview.
Students will write a 3-5-page paper discussing their
findings.
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
Looking at 3 years of data, there has been a gradual
increase in success in this course assignment. The
total point value was 16.
In 2009 special attention was paid to generating
questions for the interview in class. 56% of students
scored 14 points or higher with 12% scoring 13, 20%
scoring 12 and 12% scoring 10 points. In general
52
students were able to gather good data from their
interviews but lost points primarily due to errors in
spelling and grammar. Clearly the exercise generating
questions helped!
In 2010 attention was given to discussing common
writing errors, but this wasn’t enough. Students
generally did well in gathering and analyzing data but
again lost points due to spelling and grammar errors.
55% scored 14 points or higher with 7% scoring 13,
7% scoring 12, 7% scoring 11, 3% scoring 10, and
11% scoring 8 points. Two students did not complete
the assignment. 3 students turned in hand-written
papers citing lack of access to a computer.
In 2011 more effort was placed on assisting students
with writing skills on this assignment. Focus included
structure, grammar (especially run-on sentences),
spelling and proofreading. Writing samples were
reviewed and discussed. Again, students data
gathering and analysis was good—attributed to
discussion generating interviewing questions.
Grammar and spelling were much better showing an
increase in scores. 72% of students scored 14 points
or higher.
Next Step in the Classroom o State goals or objectives of assignment/activity
more explicitly
to Improve Student
o Revise activities leading up to assignment
Learning
o Increase in-class discussions and activities
o Increase student collaboration and/or peer review
(list all the items faculty
o Ask a colleague to critique assignment
felt would help them
o Find way for department to buy two or three
improve student learning)
laptops to loan to students.
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty felt would most
improve student learning)
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 Visit classrooms to provide feedback (mentoring)
o
o
o
o
Purchase three laptops to loan to students
Increase in-class discussions and activities about
professional writing and communication skills
Increase student collaboration and/or peer review
Provide and critique writing samples
53
Implementation
(List the departmental
plans to implement these
priorities)
We already have begun this process as evidenced by
the improvement in writing skills.
Timeline for
Implementation
Review next Autumn in FLEX Dept Meeting.
(Make a timeline for
implementation of your top
priorities
54
Occupational Program Assessment Analysis
HSERV 53
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
HSERV
Meeting Date
October 14, 2010
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Three:
1 Contract
2 Adjunct
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
Two
Assessment Tool
(Briefly describe
assessment tool)
Group Exercise Presentation
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
1. Investigate and critically assess skills for
working in small and large groups in social
service, school, substance abuse treatment
facilities, and other human service settings.
Locate a group activity/exercise you would use in any
group format. The activity could be (but not limited to)
an icebreaker, a process activity used during one stage of
the group process, or a termination exercise. Come
prepared to lead this activity in a small group of your
peers, as well as provide a 1-page handout that gives
directions for the activity, recommendations for
populations, and an explanation of what group stage that
the activity would be most appropriate. The purpose of
this activity is to provide students with future resources
for potential implementation in-group work.
HSERV 53 Students loved this exercise! There was
some initial confusion that subsided after the teacher
provided an experiential example.
The challenge was having enough flexible space to
conduct small group or teamwork exercises.
100% of the students performed this exercise at a
better than satisfactory or excellent level.
55
A year later former students refer to this as one of the
most useful exercises in the class. They incorporate
the lessons learned with this exercise in their
individual practices now.
Next Step in the Classroom o State goals or objectives of assignment/activity
more explicitly
to Improve Student
o Use methods of questions that encourage
Learning
competency
o
(list all the items faculty
felt would help them
improve student learning)
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty felt would most
improve student learning)
o Nothing; assessments indicate no improvements
necessary
o Request a larger room with movable furniture to
facilitate group exercises in.
Advocate for a larger room that can accommodate
mixed classroom formats.
Per feedback from accrediting organization increase
the unit load for this class to 3 units.
Implementation
Program Plan Recommendations
(List the departmental
plans to implement these
priorities)
Timeline for
Implementation
Program Plan Approval Process
(Make a timeline for
implementation of your top
priorities
56
Occupational Program Assessment Analysis
HSERV 160
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
HSERV
Meeting Date
12/15/11
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Two:
1 HSERV Contract Faculty
1 HSERV Adjunct faculty
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
Two
Assessment Tool
(Briefly describe
assessment tool)
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
3) Critically assess the impact of drug and
alcohol abuse on individuals, families, and the
community.
Over the last half of the semester students will
be assigned to small groups. Each group will
focus on a specific population (Women,
Adolescents, Partners, Children, Latinos,
African Americans, Asian Americans, Gay,
Lesbian, Bisexual and Transgender
populations, Veterans, Post Incarcerated
populations, Homeless, etc.) and explore the
impact of chemical dependency on this
population. Students will be graded on both
the group presentation and on each
individual’s participation, their outline and
their bibliography (using APA citation format)
Students completed the exercise with 80% success.
Some students were not as involved in the process as
others reportedly due to illnesses, family crises (death
of relative), homelessness, and time available to
contribute to the group process. Assessment of
individual group members (and themselves) allowed
for students to evaluate participation.
The quality of presentations was uneven. Some
students used scholarly research but others relied on
past class assignments to inform their individual
presentations.
Some students had difficulty understanding and
57
applying the prompt questions listed in the
assignment.
Next Step in the Classroom o State goals or objectives of assignment/activity
more explicitly
to Improve Student
o Revise content of assignment/activities to be more
Learning
explicit in guiding the groups to develop a unified
set of themes related to their selected population.
(list all the items faculty
o Revise activities leading up to assignment
felt would help them
including reviewing presentation skills
improve student learning)
o Increase student collaboration and/or peer review
o Provide more frequent feedback on student
progress
o Increase guidance for students on assignments
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty felt would most
improve student learning)
o Encourage faculty to share activities that foster
competency
1) Discuss presentation skills curriculum with
faculty in other disciplines
2) Revise content of assignment/activities to be
more explicit in guiding the groups to develop
a unified set of themes related to their selected
population.
3) Develop intervention to foster group
cohesiveness in each presentation group
Implementation
(List the departmental
plans to implement these
priorities)
Timeline for
Implementation
(Make a timeline for
implementation of your top
priorities
The course will be offered in Fall, 2012. We will
implement the plans then.
Research presentation curriculum in other disciplines:
Spring and Summer, 2012.
Discuss at Fall2012 FLEX Departmental Meeting.
Implementation: Fall 2012 when the course is offered
again.
58
Occupational Program Assessment Analysis
HSERV 161
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
HSERV
Meeting Date
FLEX week, Sp 11
2/3/11
Two:
1 HSERV Contract Faculty
1 HSERV Adjunct faculty
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
Assessment Tool
(Briefly describe
assessment tool)
Two
4.) Investigate and critically assess various treatment
orientations and modalities.
Research Paper
In the third week a list of topics will be
presented to the class.
Students will write a 10-15 page research
paper exploring treatment orientations and
modalities. Students are expected to use library
and Internet resources when writing their
papers. Documentation of sources used should
be included at the end of your paper in the
bibliography. Cited articles must be obtained
from peer reviewed and professional journals.
Internet websites should be scholarly in nature.
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
Overall students produced high quality papers worthy
of presentation to professional peers.
Newer students needed additional assistance in
research techniques and composition skills.
59
Next Step in the Classroom o
o
to Improve Student
o
Learning
(list all the items faculty
felt would help them
improve student learning)
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Priorities to Improve
Student Learning
o
o
Revise activities leading up to assignment
Increase in-class discussions and activities
Increase student collaboration and/or peer review
Increase guidance for students on assignments
Use methods of questions that encourage
competency
o Offer/encourage attendance at seminars,
workshops or discussion groups about treatment
methods and
o Consult teaching and learning experts about
teaching methods
o
(List the top 3-6 things
faculty felt would most
improve student learning)
o
o
State goals or objectives of assignment/activity
more explicitly: Create a handout outlining the
steps that need to be taken to complete this
assignment. Review composition skills and
expectations for the paper.
Revise content of assignment/activities: With
more emphasis on using the Ethical DecisionMaking Model (EDM).
Revise activities leading up to assignment:
Increase in-class discussions and activities
Implementation
(List the departmental
plans to implement these
priorities)
Timeline for
Implementation
1) Request larger room with better computer and
screening capabilities to show research
processes using search tools
2) Request larger room for small group break-out
sessions to discuss progress on research
3) Incorporate above recommendations into
course curriculum and syllabus
Fall, 2013 (Program Plan recommendation) and Fall,
2014, review
(Make a timeline for
implementation of your top
priorities
60
Occupational Program Assessment Analysis
HSERV 162
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
HSERV
Meeting Date
February 5, 2010
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Two:
1 Contract Faculty
1 Adjunct Faculty
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
Two
Assessment Tool
(Briefly describe
assessment tool)
Current Pharmacology Research Paper and Panel
Presentation
Students choose an area within the
pharmacology of drugs studies that interest
them and find a journal article or some
published research that presents new
information or understanding in their chosen
topic area. They are to write a 1-2 page
abstract of the article giving an overview of
what was studied or reported, the significant
findings or conclusions reached, and a detailed
interpretation of why they felt this information
was important and how it can be applied to the
substance abuse treatment field.
Present their information orally as a part of a panel
discussion and answer relevant questions from the
class
Overall, the majority of students performed very well.
82% scored “A’s”, 10% earned “B’s”, and 8% earned
“C’s”. The lowest grades came from students who did
not follow the rubric for grading
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
#1 Analyze the physiological and pharmacological
(bio/psycho/social) impacts of alcohol and other drug
use, abuse, addiction, and recovery.
Many students revealed in their writing that they are
experiencing significant levels of personal stress in
61
their lives.
100% of students received full-credit on this
assignment. Students demonstrated an ability to use
library and online resources to find current research.
A majority of the students were able to articulate
clearly the research goals, methods and conclusions.
Approximately 20% of students struggled with
meeting all components of the paper. For the most
part, these students were not able to identify or
articulate clear inferences or applications for the
information gathered. Some students did not follow
instructions and chose articles that were from less than
reliable sources—on-line or magazine articles without
a scientific reference or peer review.
Next Step in the Classroom o
to Improve Student
o
Learning
(list all the items faculty
felt would help them
improve student learning)
o
o
o
o
o
o
Next Step in the
Department
to Improve Student
Learning
o
(check all that the
department felt would help
them improve student
learning)
o
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty felt would most
improve student learning)
o
o
o
o
o
o
State goals or objectives of assignment/activity
more explicitly
Revise the amount of writing, oral, visual, clinical
or similar work
Revise activities leading up to assignment
Increase in-class discussions and activities
Increase student collaboration and/or peer review
Increase guidance for students on assignments
Use methods of questions that encourage
competency
Use larger room for break-out activities for peer
review
Offer/encourage attendance at seminars,
workshops or discussion groups about teaching
methods
Consult teaching and learning experts about
teaching methods
Encourage faculty to share activities that foster
competency
Other (please describe) Find a big enough room
for the class.
Increase in-class discussions and activities
Increase student collaboration and/or peer review
Use methods of questions that encourage
competency
Identify and secure a larger room
Implementation
Discuss Findings at FLEX Departmental Meeting,
62
Fall, 2012
(List the departmental
plans to implement these
priorities)
Timeline for
Implementation
Fall, 2012
(Make a timeline for
implementation of your top
priorities
63
Occupational Program Assessment Analysis
HSERV 163
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
HSERV
Meeting Date
3/9/2011
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Two:
1 HSERV Contract Faculty
1 HSERV Adjunct faculty
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
Two
Assessment Tool
(Briefly describe
assessment tool)
On the second day of the class students will be
assigned to groups. Using the Logic Model students
will identify an aspect of Drug and Alcohol problems
in their community and develop a Prevention Plan
using the Logic Model.
Construct programs designed to best meet the
drug/alcohol prevention needs of the community
Students will be graded for their participation, input
and final presentation.
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
Overall students were quite successful with this
assignment. Every student participating received a
passing grade. 88% received a grade of Very Good to
Excellent. The 12%receiving a grade of Good
primarily struggled with understanding the Logic
Model and applying its format to the problem at hand.
These students had a difficult time
comprehending/processing the information about the
Logic Model and its uses.
64
Next Step in the Classroom o
to Improve Student
o
Learning
(list all the items faculty
felt would help them
improve student learning)
o
o
o
o
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Priorities to Improve
Student Learning
(List the top 3-6 things
faculty felt would most
improve student learning)
State goals or objectives of assignment/activity
more explicitly
Revise content of assignment/activities
Revise activities leading up to assignment
Increase in-class discussions and activities
Provide more frequent feedback on student
progress
Increase guidance for students on assignments
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 Other (please describe) Provide more information
to students on the Logic Model—perhaps an
article or handout that better explains the process.
o
o
o
o
Revise activities leading up to assignment—
building competence with using the Logic Model
Research and identify a good resource that
explains and clarifies use of the Logic Model
Provide more frequent feedback on student
progress
Increase guidance for students on assignments
Implementation
(List the departmental
plans to implement these
priorities)
Timeline for
Implementation
1) Research and find better introductory reading
material geared to first year college students.
2) Provide reading material to students before the
course this spring, 2012.
3) Implement a more interactive classroom process
in the Sp 12 course that provides more feedback
to students as they move through the planning
model.
Research: Fall 11
Implementation: Sp 12
Discussion: Fall 12
(Make a timeline for
implementation of your top
priorities
65
Occupational Program Assessment Analysis
HSERV 164
Use the form below to summarize the results of the department meeting in which you discussed
the results of your program’s assessment process. Include this form in your Instructional Plan
and incorporate the results into the narrative of your instructional plan.
Department
HSERV
Meeting Date
FLEX week, Sp 11
2/3/11
Two:
1 HSERV Contract Faculty
1 HSERV Adjunct faculty
Number of Faculty in
Attendance (% of full time
and adjunct plus total)
Number of Faculty sharing
Assessment Results – if
applicable (% of full time
and adjunct plus total)
SLO(s) Competency
Measured
Assessment Tool
(Briefly describe
assessment tool)
Two
2.) Evaluate and synthesize the special challenges
and needs of Alcohol and Drug Counselors and
Human Services Providers.
Select an ethical issue relevant to your field of
practice. Using the steps presented in the text (pages
21, 22 and 23), analyze the pros and cons of issue,
discuss process for making decision, address issue in
relation to your profession’s code of ethics and
relevant laws. Come to some conclusion and decision
about an ethical course of action. Discuss how this
process has helped you in your decision-making. If it
has not been helpful. Discuss why.
5-page maximum. APA Citations when appropriate.
Bibliography Required.
Assessment Results
(Summarize the overall
results of your department
including any students
needs and issues that
emerged)
81% of students scored a passing grade of 20 points or
higher. Students appear to underutilize the Ethical
Decision Making Model in their analysis of an ethical
issue in their particular HSERV concentration. There
were some grammatical errors that brought the point
value down. Students had a difficult time finding a
good example of an ethical dilemma in their
profession.
Problems with the projection of clinical vignettes for
discussion in Room 831 led to less use of valuable
66
clinical material.
Problems with enough flexible space in the classroom
and climate conditions led to difficulties breaking the
group down into small groups to analyze the issues
and use the EDM.
Next Step in the Classroom o State goals or objectives of assignment/activity
more explicitly
to Improve Student
o Revise content of assignment/activities
Learning
o Revise activities leading up to assignment
o Increase in-class discussions and activities
(list all the items faculty
o Increase student collaboration and/or peer review
felt would help them
o Increase guidance for students on assignments
improve student learning)
o Use methods of questions that encourage
competency
Next Step in the
Department
to Improve Student
Learning
(check all that the
department felt would help
them improve student
learning)
Priorities to Improve
Student Learning
o Offer/encourage attendance at seminars,
workshops or discussion groups about teaching
methods with Ethics.
o Consult teaching and learning experts about
teaching methods
o
(List the top 3-6 things
faculty felt would most
improve student learning)
o
o
o
State goals or objectives of assignment/activity
more explicitly: Create a handout outlining the
steps that need to be taken to complete this
assignment. Review composition skills and
expectations for the paper.
Revise content of assignment/activities: With
more emphasis on using the Ethical DecisionMaking Model (EDM).
Revise activities leading up to assignment:
Incorporating more experiential exercises using
the (EDM) model.
Increase in-class discussions and activities using
the (EDM) model.
Implementation
(List the departmental
plans to implement these
priorities)
4) Request larger room with better computer and
screening capabilities to show clinical
vignettes highlighting an ethical dilemma.
5) Request larger room for small group breakout
sessions to discuss and move through the
EDM.
6) Incorporate above recommendations into
course curriculum and syllabus
67
Timeline for
Implementation
Fall, 2011, Sp 2012 (Program Plan recommendation)
and Fall, 2012, review
(Make a timeline for
implementation of your top
priorities
68
Appendix 5: Timelines for the Revolving Wheel
69