University of Hawaii Community Colleges
Annual Report of Program Data Analysis
College: University of Hawaii Maui College
Program: Human Services
The last comprehensive review for this program was on 2011-2012, and can be viewed at:
www.hawaii.edu/offices/cc/arpd
Program Description
The Human Services Program prepares graduates to enter the social service workforce with the
professional Attitudes, Skills and Knowledge necessary to succeed. The program also provides
specialized academic certificates for majors and those in the workforce seeking advancement or
promotion in their field. As a result the program attracts an academically diverse student
population – from first generation college students to those seeking Master’s level continuing
education units and certificates to maintain professional licensure/credentials. A significant
number of program course offerings provide focused skill practice so that students are able to
engage in the provision of effective client services from the first day they are hired in the field.
UHMC's Human Services Program offers two Associate of Science (AS) Degrees: Human
Services - General and Human Services - Substance Abuse Counseling Specialization.
Program Mission Statement:
The Human Services Program provides a collaborative, experiential, learner-centered and
workforce informed learning environment to prepare students to enter the field with a strong
foundation of attitudes, skills and knowledge that support effective helping strategies.
In addition to our AS in HS degrees, the program offers numerous certificates that address
recognized levels of competence for social service agencies in our community (Minimum of 2.0
GPA required in each course comprising the certificate). These include:
Certificate of Completion - Substance Abuse Counseling (21 cr)
Certificate of Completion - Health/Navigator/Community Health Worker (23 cr)
Certificate of Competence - Aging (9 cr)
Certificate of Competence - Case Management (9 cr)
Certificate of Competence - Health Navigation (9 cr)
Certificate of Competence - Dynamics of Family Violence (9 cr)
Certificate of Competence - Substance Abuse Counseling I (9 cr)
Certificate of Competence - Substance Abuse Counseling II (9 cr)
Certificate of Competence - Youth Practitioner (9 cr)
Upper Division Coursework Development and Mission:
In 2011 the Program Coordinator and Community Advisory Committee affirmed the need for
more advanced academic learning opportunities in order to meet the increasingly complex needs
of individuals seeking help in our community. Together, we expanded of the program mission to
include upper division coursework that will: “Prepare students to provide a range of effective
skill-based interventions and services to meet the needs of diverse individuals, families and
groups across a variety of complex human needs, challenges and practice settings”. (See
Industry Validation and Curriculum Development sections of this document for details)
Part I. Quantitative Indicators
Overall Program Health: Cautionary
Majors Included: HSER
Program CIP: 44.0000
Program Year
Demand Health Call
10-1111-1212-13
1 New & Replacement Positions (State)
123 184 170
2 *New & Replacement Positions (County Prorated)11 22 24
3 *Number of Majors
209.5 146.5 115.5
3a Number of Majors Native Hawaiian
102 81 68
3b Fall Full-Time
33% 32% 28%
3c Fall Part-Time
67% 68% 72%
3d Fall Part-Time who are Full-Time in System 3% 5% 4%
3e Spring Full-Time
28% 25% 19%
Cautionary
3f Spring Part-Time
72% 75% 81%
3g Spring Part-Time who are Full-Time in System 5% 7% 5%
4 SSH Program Majors in Program Classes
462 549 545
5 SSH Non-Majors in Program Classes
195 371 520
6 SSH in All Program Classes
657 920 1,065
7 FTE Enrollment in Program Classes
22 31 36
8 Total Number of Classes Taught
12 17 21
Demand Indicators
Program Year
Efficiency Health Call
10-11 11-12
12-13
9 Average Class Size
17.9
17.6
16.4
10 *Fill Rate
87.7% 75.9% 71.3%
11 FTE BOR Appointed Faculty
3
3
1
12 *Majors to FTE BOR Appointed Faculty69.8
48.8
115.5
13 Majors to Analytic FTE Faculty
182.5 84.2
51.1
13a
Analytic FTE Faculty1.1
1.7
2.3
Cautionary
14 Overall Program Budget Allocation
$94,507$90,066Not Yet Reported
14a
General Funded Budget Allocation$77,203$89,869Not Yet Reported
14b
Special/Federal Budget Allocation$0
$0
Not Yet Reported
14c
Tuition and Fees$0
$197 Not Yet Reported
15 Cost per SSH
$144 $98
Not Yet Reported
16 Number of Low-Enrolled (<10) Classes 4
3
1
*Data element used in health call calculation
Last Updated: October 3, 2013
Efficiency Indicators
Program Year
Effectiveness Health Call
10-11
11-12
12-13
17 Successful Completion (Equivalent C or Higher) 76% 82%
81%
18 Withdrawals (Grade = W)
12
15
19
19 *Persistence Fall to Spring
53.8%65.6%
69.1%
Cautionary
19aPersistence Fall to Fall
41.5%
20 *Unduplicated Degrees/Certificates Awarded 7
14
14
20a
Degrees Awarded8
8
7
Effectiveness Indicators
20b
Certificates of Achievement Awarded1
20c
Advanced Professional Certificates Awarded0
20d
Other Certificates Awarded3
21
External Licensing Exams Passed
22 Transfers to UH 4-yr
8
22a
Transfers with credential from program3
22b
Transfers without credential from program5
8
2
0
0
23
14
Not ReportedN/A
17
12
2
3
15
9
Distance Education:
Program Year
Completely On-line Classes
10-1111-1212-13
23Number of Distance Education Classes Taught
0
0
0
24Enrollments Distance Education Classes
N/A N/A N/A
25Fill Rate
N/A N/A N/A
26Successful Completion (Equivalent C or Higher)
N/A N/A N/A
27Withdrawals (Grade = W)
N/A N/A N/A
28Persistence (Fall to Spring Not Limited to Distance Education)N/A N/A N/A
Perkins IV Core Indicators
Goal Actual Met
2011-2012
291P1 Technical Skills Attainment 90.00 93.10 Met
302P1 Completion
50.00 20.69 Not Met
313P1 Student Retention or Transfer 74.25 72.50 Not Met
324P1 Student Placement
60.00 72.34 Met
335P1 Nontraditional Participation N/A N/A N/A
345P2 Nontraditional Completion N/A N/A N/A
Program Year
10-1111-12 12-13
35Number of Degrees and Certificates
9
36Number of Degrees and Certificates Native Hawaiian
3
37Number of Degrees and Certificates STEM
Not STEM
38Number of Pell Recipients
104
39Number of Transfers to UH 4-yr
12
*Data element used in health call calculation
Last Updated: October 3, 2013
Performance Funding
Part II. Analysis of the Program
Overall Program Health - Cautionary
Demand Indicators – Cautionary. Improved from Unhealthy last year.
This positive improvement results from:
 A more accurate number of Majors – reduced by “cleaning up” of our data to 115.5 from 147.
 Non-Majors in Program Classes increased by 71% from 371 to 520. We believe the increase
is from a considerable expansion of our course offerings in 2012 that attracted undeclared and
Liberal Arts majors.
The indicator is ranked at Cautionary as a result of the economic downturn that continues to
suppress the annual new and replacement positions available in our community. Few human
services workers are leaving their jobs because opportunities for more advanced positions are
rare.
Efficiency Indicators – Lowered to Cautionary from Healthy last year.
 This occurred because last years data erroneously indicated 3 FTE BOR Appointed Faculty
when in actuality there was only 1. When the correct ratio of Majors to the 1FTE BOR


Appointed and Analytic Faculty, the rating status was lowered. This issue would be remedied
by providing the program with an additional FTE Faculty position.
Fill rate decreased from a Healthy 75.9 to a Cautionary 71.3 in part because we increased the
number of courses offered due to an RDP grant that funded 1FTE instructor in July 2012. The
grant ends on Feb. 28, 2014 and our offerings will be reduced again.
There is a significant improvement in number of low enrolled classes from 3 to 1 (down from
4 in 2010-11).
Effectiveness Indicators – Remained Cautionary.
 Successful Completion remained steady at 81% (from 82%)
 Withdrawals increased from 15 to 19. The program coordinator and lecturers purposely reach
out to re-engage students who stop coming to class. When that is unsuccessful we encourage
students to withdraw before the deadline rather than receive an F grade. We believe this is in
the best interest of our students.
 Persistence Fall to Spring has been steadily improving from 2010-11 (53.8%), 2011-12
(65.6%) and 2012-13 (69.1%). That is an improvement of 15.3% over 3 years.
 Unduplicated Degrees/Certificates Awarded is reported lower than actually attained. The
Human Services Program has not had a dedicated academic counselor for the program and
the tracking of certificate completion has not been maintained accurately. Therefore many
students earned certificates but they were not entered into their STAR journey. The Program
Coordinator has estimated the number of certificates completed at 20. This nearly doubles the
number of awarded certificates. The coordinator will set up a system to track certificate
completion for students next year and beyond.
 Degrees awarded dropped by 1. Our students typically take 3-5 years to earn their AS degree.
Many are single parents of young children and work 1-2 jobs in addition to attending college.
Many are the first person in their family to enter college and others face significant
challenges to finishing their degree in a timely fashion.
 Certificates of Achievement dropped from 8 to 2. This is because more students are
continuing on toward workforce related certificates or AS degrees rather than stopping at the
CA level.
 Transfers to UH 4-yr dropped from 17 to 12 as many students continue at their jobs before
transferring and others went directly into the workforce.
Strengths:
 Retention, persistence, completion efforts: Program coordinator and lecturers are making a
concerted effort to engage students immediately and increase student to student engagement
which predicts improvement in retention and persistence rates. We are working on tracking
students better to help them stay on track to graduate and complete certificates. When student
attendance falters, the individual instructor makes timely contact via phone or email to talk
and offer support to encourage them to re-engage. At the end of each semester we discuss our
student outcomes, challenges we and students faced, and use that dialogue to tighten up our
prep for the coming semester. Near the end of each semester each HS instructor informs
students of what courses will be offered the following semester and invites students to meet
with the program coordinator for help in making their academic plans.
 The Student Learning Outcomes (SLOs), competencies and course descriptions of
10 program courses were updated through the curriculum process to reflect best practice
standards in the field. This was done in collaboration with representatives of the Community
Advisory Committee.
 The program coordinator and Molokai Ed Center director have tightened up the scheduling of
SkyBridge offerings and are planning courses that will lead to certificate completion for
Molokai students.


We are having conversations about offering classes on-line or in a hybrid format. We have
one lecturer who is a talented on-line educator.
The program coordinator maintains professional licensure in the fields of social work and
addiction counseling. Both lecturers maintain their clinical licensure.
Weaknesses/Challenges:
 The Program Coordinator is the only FTE BOR supported faculty member for 115 program
majors. We desperately need 1additional FTE.
 In general, providing skill based courses remains a challenge as on-site support to observe
and provide student feedback when role-playing is not available. Our certificates are tailored
to workforce needs and each certificate has at least one skill-based course. We are trying to
figure out how to bridge this gap in a way that the quality of learning is not compromised at
the outreach sites.
Perkins Indicators
1P1 -Technical Skills Attainment. Met.
2P1 Not met. This is in large part because HS students lead complex lives that provide many
challenges to timely completion. This standard may be unrealistically high for our student
population.
3P1 Not met. Same circumstances as 2P1 apply.
4P1 Met. This indicator has steadily improved.
Part III. Action Plan
No content.
Part IV. Resource Implications
The Human Services Program has 120 majors with only 1FTE BOR supported faculty member dedicated to
the program. The lack of adequate faculty in the program negatively impacts the ability to offer an adequate
number of courses for students to complete their degree in a timely manner. This also has clear implications
for retention and persistence when students have to wait a semester or two for the courses they require to be
offered again. This also impairs the program's ability to meet established community workforce needs and
provide courses our students need to get into the workforce.
For the first time, the program has temporarily experienced what having 2 FTE positions would afford the
program to do. Since July 1, 2012 the program has had the benefit of grant funds (RDP) to hire a Human
Services Educational Specialist, Charlie Schlather, to assist the program coordinator with curriculum
development and community outreach. (See Other Comments section for specific details of program
expansion as a result). This position ends on February 29, 2014. At that point lecturer funds will allow
Charlie to finish out his course load in spring.
The program desperately needs another FTE BOR supported faculty position in order for the program to
continue the growth trend this funding has provided. Without a faculty partner the program coordinator will
have to cut back on course offerings and maintaining newly developed community connections in the areas
of aging and health care. This will disrupt significant momentum we have finally developed. A 2011
comprehensive needs assessment initiated by the HS Program Coordinator indicated a clear need for a
Baccalaureate in Applied Human Services at UHMC. In order to continue to build a 2+2 degree, this
second faculty member is required. The development of this 4-year degree would meet a significant
existing need in our community workforce.
To meet the needs of the program, student majors, and workforce, $55,000 is requested for an additional
FTE BOR supported 9-month faculty position. An additional .5 FTE academic counseling position is also
requested as there is no dedicated counselor for program students. This 11-month position requires an
additional $30,000.
Program Student Learning Outcomes
For the 2012-2013-program year, some or all of the following P-SLOs were reviewed by the
program:
Assessed
this
year?
Program Student Learning Outcomes
Develop interpersonal skills that build appropriate, collaborative, respectful
relationships with fellow students, clients and professionals in the community.
Demonstrate the attitudes, skills and knowledge of best-practice strategies across a
2 Yes
variety of populations in diverse human service settings.
Identify vulnerable populations and the social conditions that contribute to their
3 Yes
vulnerability and consider advocacy strategies to help alleviate those conditions.
Develop self-awareness of personal values, interpersonal styles, strengths and
4 No
challenges that influence the development of professionalism.
1
No
A) Evidence of Industry Validation
Industry Validation of PLO Assessed
In October 2012, the Program Learning Outcomes were revised and approved by the Community
Advisory Committee via email. At that time the 5 PLOs previously approved by the committee in
October 2009 were reduced to the 4 listed in this document. The deleted PLO was incorporated
into PLO 2 for simplification purposes.
PLO # 3 - Identify vulnerable populations and the social conditions that contribute to their
vulnerability and consider advocacy strategies to help alleviate those conditions.
The National Association of Social Workers (NASW) Code of Ethics (2008) states: "The primary
mission of the social work profession is to enhance human well being and help meet the basic
needs of all people, with particular attention to the needs and empowerment of people who are
vulnerable, oppressed, and living in poverty." (Preamble, paragraph 1)
PLO # 2 - Demonstrate the attitudes, skills and knowledge of best-practice strategies across a
variety of populations in diverse human service settings.
National Association of Social Work (NASW) Validation of PLO Assessed:
Cultural Competence and Social Diversity - Social workers should obtain education about and
seek to understand the nature of social diversity and oppression with respect to race, ethnicity,
national origin, color, sex, sexual orientation, gender identity or expression, age, marital status,
political belief, religion, immigration status, and mental or physical disability.
Industry Validation of AS in HS – Substance Abuse Counseling Degree and Certificates
Through a formal agreement with the State Dept. of Health, Alcohol and Drug Abuse Division,
the HS Program provides significant advantages to our students:
 The successful completion of the AS in Human Services - Substance Abuse Counseling
Specialization earns our graduates 2000 hours toward the 6000-hour fieldwork requirement

for Certified Substance Abuse Counselor (CSAC). This eliminates the equivalent of a full time
year of work prior to qualifying to take the state licensure exam. This agreement puts our AS
in HS graduates on the same footing at those with a baccalaureate degree and the same
courses. This agreement acknowledges the rigor and relevance of our coursework allows our
students to enter the addiction treatment field earlier.
Our Certificates of Competence - Substance Abuse Counseling I and II fulfill the educational
requirements (270 hours) for Hawaii State Certification in Substance Abuse Counseling
(CSAC).
Continuing Education Credits Approved by Licensure and Credentialing Entities
 Many of our lower division courses qualify for CEUs for CSAC certification.
 All of our new upper division courses (HSER 345, 350. 360 and 365) meet State of Hawaii
CEU requirements Licensed Clinical Social Workers (LCSW) and Certified Substance Abuse
Counselors (CSAC).
 The program coordinator is also collaborating with the UHWO Bachelor of Applied Social
Science Program (BASS) on-line degree program to accept our upper division courses when
taken by individuals living on Maui seeking that degree. Our in-person courses can offer
classroom based collaborative learning with the opportunity to practice important skills, and
receive coaching and feedback, when and applying new knowledge and theory.
State and National Industry Validation of Faculty and Lecturer Credentials:
 Human Services Program Coordinator Lee Stein, MSW, CSAC, and program instructors,
Cynthia Cary, DCSW, LCSW and Charlie Schlather, LCSW, CSAC are all active members
of the National Association of Social Workers (NASW). All three maintain professional
credentials and licensure that uphold industry standards (Human Services/Social Work,
and/or Certification as Substance Abuse Counselor - CSAC). Lee and Charlie are also
members of the International Certification and Reciprocity Consortium (IC&RC), a leader in
fostering the adoption of professional practice standards for individuals engaged in providing
substance abuse services.
 Lee and Cynthia are active members of the Motivational Interviewing Network of Trainers
(MINT). Motivational Interviewing (MI) is an internationally recognized evidence-based
practice across the diverse fields of health care, addiction treatment, mental health, child
welfare, criminal justice and others. MI is also a modality of practice that federal, state and
county funders contractually require human service agencies to utilize when providing
services to clients. Our students are exposed to MI across a number of lower division courses,
and can now take HSER 365 - Motivational Interviewing. Health care, addiction, and mental
health funders often require agency staff to be trained in MI.
B) Expected Level Achievement
Descriptive rubrics were used to evaluate the expected level of achievement across the main
aspects of each assignment. Points are ascribed based on meeting specific levels of descriptive
criteria that relate to the achievement of Exceeding (A or B), Meeting (C), Needing Improvement
(D), or Insufficient Progress (F) as illustrated below.
Exceeds
Meets
Needs Improvement
Insufficient Progress
100-80%
79-70%
69-60%
59%>
Grades of A and B
Grade of C
Grade of D
Grade of F
C) Courses Assessed
PLO ASSESSMENT GRID - Program Learning Outcome Emphasis by Course
PL0
1
2
3
4
101
2
2
3
2
110
2
1
3
2
111
2
1
3
2
130
2
2
3
2
140
3
3
2
3
193V
3
3
3
3
245
3
3
2
3
248
3
3
3
3
256
1
1
3
3
268
1
2
2
2
270
2
2
3
3
PLO ASSESSMENT PLAN TIMETABLE
PLO
S 2010
F 10
S 11
1
2
S 12
F 12 S 13
293V
248
193V
110
270
140
PLO # 3 Assessed - Identify vulnerable populations and the social conditions that contribute to
their vulnerability and consider advocacy strategies to help alleviate those conditions.
Course Where PLO Assessed - HSER 193V - Work Practicum in Community Service-Fall
2012
The 8 students enrolled in the course were all placed in agencies serving "vulnerable populations"
where they would volunteer for 225 hours during the semester. The agencies included: A gender
specific addiction treatment center for women and their children; a homeless center; a domestic
violence intervention program; a co-ed addiction treatment center; a special education program
for middle school students; a program working with the frail elderly; at risk youth at the Boys and
Girls Club; a program for the economically disadvantaged.
Application Writing Assignments - HSER 193V (WI). As this is a writing intensive (WI) class,
the reading and writing assignments give students the opportunity to critically think about,
integrate and articulate new concepts when working with clients. They provide the opportunity to:

S 14
248
D) Assessment Strategy/Instrument

F 13
245
3
4
F 11
Demonstrate understanding of the assigned reading material by describing how 2-4 important
concepts can be used in work with the clients at the practicum site. Clear examples are
required.
Apply the Attitude, Skills and Knowledge (A.S.K.) gained in prior coursework in the HS
Program.
256
Assignment Guidelines for Students:
You will write ten (10) 2-page minimum (single-spaced) papers based on the assigned readings
As you read and write about these resources, you should do so with the unique circumstances and
needs of your client population and practicum site in mind. These assignments are to be viewed
as “mini research and application papers”, not personal reflection papers. You are asked to
synthesize what you have gleaned from your past course work, your client population, and the
current reading and express how these will (or do) impact your work with clients. These
assignments are your opportunity to demonstrate that you are integrating what you have learned
into what you actually do with clients.
Assignment # 6 - Using Strengths and Empowerment Strategies with Clients.
For this assignment students read a journal article, Exploring the Strength/Empowerment
Perspectives and answer the questions below in a narrative format:
1. Discuss the essential philosophy of the Strengths Perspective. Compare and contrast this with
problem-focused approaches.
2. How is, or isn’t, the strengths perspective integrated into the agency’s approach to working
with clients at your site?
3. How does the obvious presence or lack of this perspective impact your work with clients and
the progress you see clients make?
4. How can you integrate your use of the empowerment principle of the Strengths-Perspective
with your clients? Be specific.
5. What advocacy strategies are used at your site and what other advocacy strategies you think
should be considered? Provide 1 or 2 examples.
6. What is your next small step in using this information in your practicum setting?
Expectations and Grading
Rubric
Grading
Criteria
Exceeds
100-80%
A to B
HSER 193V
Application Writing Assignments
20 Points Possible
Needs
Meets
Improvement
79-70%
69-60%
C
D
Application
of Attitudes,
Skills,
Knowledge
Thorough
discussion of
applicability of
content in
practicum setting.
Specific examples
provided.
Good to Average
discussion of
applicability of
content in
practicum setting.
Adequate examples
provided.
(8 points)
Integration of
Appropriate
Information
and
Application
in
(8 – 6.5 points)
Clear description
of integration of
content
understanding
applied to setting
and well
(6.4 – 5.5. points)
Good to Average
description of
content
understanding
applied to setting
and referenced.
Little
discussion/
applicability
of content in
practicum
setting
and/or few
examples.
(5.4 – 4.8)
Vague or overly
generalized
description of
content and
inadequate
integration of
Insufficient
Progress
59%>
F
Important
elements
missing or lost
points due to
lateness or not
turned in.
(4.7 - 0)
Important
elements
missing or lost
points due to
lateness or not
turned in.
Assignment
(8 points)
referenced.
(8 – 6.5)
(6.4 – 5.5)
Paper
Organization
Information is
very organized
with wellconstructed
paragraphs.
(2)
Excellent
grammar, format,
spelling, etc.
Good to Average
organization of
information and
construction of
paragraphs.
(1)
Good to average
grammar, format
and spelling.
(2 points)
Grammar,
format,
spelling
correct
(2 points)
(2)
(1)
Late assignments lose 1 point per day
information to site.
(5.4 – 4.8)
Poor organization of
information and
organization
unclear.
(.5)
Some errors in
grammar, format
and spelling.
(.5)
(4.7 – 0)
Paper
disorganized,
lot points due
to lateness or
not turned in.
(0)
Significant
errors in format
grammar,
spelling or
points lost due
to lateness or
not turned in.
(0)
PLO # 2 Assessed - Demonstrate the attitudes, skills and knowledge of best-practice strategies
across a variety of populations in diverse human service settings.
Course Where PLO 2 Assessed - HSER 293V (WI)- Work Practicum in Community Service
- Capstone Course - Spring 2013
The 9 students enrolled in the capstone course were all placed in agencies serving diverse
populations where they would volunteer for 225 hours during the semester. The agencies
included: A continuing placement at a gender specific addiction treatment center for women and
their children; a wellness program of seniors; a continuing placement at a co-ed addiction
treatment center; a continuing placement at a special education program for middle school
students; a continuing placement at a program working with the frail elderly; a continuing
placement at an at risk youth at the Boys and Girls Club; a program for clients with mental illness
seeking support for their young children; Hui Malama - a literacy program for intermediate and
high school students; a domestic violence advocacy agency for victims.
Application Writing Assignments-HSER 294 – Writing Intensive - Objective:

These assignments are designed to help you integrate and demonstrate your increasing
understanding of the following specific topics and practices in your work with clients at your
practicum site:
 An intermediate level of understanding of the Attitudes, Skills and Knowledge (ASK) of
evidence based human service work from your prior coursework and research throughout this
course;
 The course readings that meet the course Student Learning Objectives and Competencies;
 Your current or prior work experience in the field.
Assignment Procedure:
You will write ten (10) 2.5 page papers based on the assigned readings and applied to your client
population and agency. Topics and due dates are found in the Course Calendar section in the
Syllabus. As you read and write about these resources, you should do so with the unique
circumstances and needs of your client population and internship site in mind, much as you did in
your HSER 194 practicum. However, the expectations of your depth of integration and
application of the concepts has increased significantly as this course is your final capstone of the
Human Services Program. These assignments are to be viewed as “mini research and application
papers”, not personal reflection papers. You are asked to synthesize what you have gleaned from
your past course work, your client population and the current reading and provide specific
examples of how these will (or do) impact your work with clients. These assignments are your
opportunity to demonstrate that you are integrating what you have learned into your practice
efforts at a more advanced level than in HSER 194.
Assignment Requirements:
 Each paper is to be a minimum of 2 ½-typewritten pages using typical margins, single
spacing and 12 font. Put the assignment number and your name in the “header” of the paper
and be sure to paginate. Do not use extra spaces between paragraphs. Be certain that you use
spell check or have someone proofread your paper before submission. You will lose points
for grammatical/word usage errors and not following these guidelines.
 Provide a minimum of three specific citations from the article or chapter reading. Refer to
and sign the Plagiarism Contract on the last page of the Syllabus.
Assignment #8 Cultural Competency
Read: Critical Issues in the Development Culturally Competent Interventions for Specific
Minority Groups
1. Describe the variety of cultural and minority diversity that you see in the client population at
your agency.
2. Analyze the components of cultural competence required to best serve these populations.
3. Evaluate your level of cultural competence exemplified by your ability to relate effectively
with diverse clients and peers during the delivery of services. Give examples of your
interactions that reveal your specialized awareness and ability to respond effectively.
4. Assess what you could do to further develop your level cultural competence across the
diverse populations at your site.
5. What is your next step in integrating this information with clients and among your colleagues
in the practicum setting? In what ways will the information you have learned be helpful to
you, your clients and colleagues?
6. What is your next step toward developing greater cultural competence in your setting?
Provide examples.
Expected Level of Achievement
Expectations and Grading
Rubric
Grading
Criteria
Exceeds
100-80%
A to B
HSER 293V (WI)
Application Writing Assignments
20 Points Possible
Needs
Meets
Improvement
79-70%
69-60%
C
D
Insufficient
Progress
59%>
F
Demonstrated
Application of
Attitudes,
Skills,
Knowledge
from reading
(8 points)
Clear
Integration of
Appropriate
Information
and
Application in
Assignment
(8 points)
Paper
Organization
(2 points)
Grammar,
format,
spelling
correct
(2 points)
Thorough
discussion of
applicability of
content in
practicum
setting. Specific
examples
provided.
(8 – 6.5 points)
Clear description
of integration of
content
understanding
applied to setting
and well
referenced.
(8 - 5)
Information is
very organized
with wellconstructed
paragraphs.
(2)
Excellent
grammar, format,
spelling, etc.
Good to Average
discussion of
applicability of
content in
practicum setting.
Adequate examples
provided.
(6.4 – 5.5. points)
Good to Average
description of
content
understanding
applied to setting
and referenced.
(6.4 – 5.5)
Good to Average
organization of
information and
construction of
paragraphs.
(1)
Good to excellent
grammar, format
and spelling.
(2)
(1)
Late assignments lose 1 point per day
Little
discussion/
applicability
of content in
practicum
setting
and/or few
examples.
(5.4 – 4.8)
Vague or overly
generalized
description of
content and
inadequate
integration of
information to site.
(5.4 – 4.8)
Poor organization of
information and
organization
unclear.
(.5)
Some errors in
grammar, format
and spelling.
(.5)
Important
elements
missing or lost
points due to
lateness or not
turned in.
(4.7 - 0)
Important
elements
missing or lost
points due to
lateness or not
turned in.
(4.7 – 0)
Paper
disorganized,
lot points due
to lateness or
not turned in.
(0)
Significant
errors in format
grammar,
spelling or
points lost due
to lateness or
not turned in.
(0)
E) Results of Program Assessment
PLO and CASLO Assessment Results
Both PLOs were assessed in the first and second Practicum in Community Services courses,
HSER 193V and 293V that comprise the capstone experiences of our AS in Human Services
Degree and a number of our certificates. Each semester 193 and 293 are offered concurrently with
a cap of 10 students. It is notable that for both semesters the enrollment for the single course
being assessed had 8 and 9 students - very near the cap of the merged class, thereby significantly
exceeding the cap both semesters. Another point of interest is that 4 students (50%) enrolled in
193 in Fall 2012 continued on to their more rigorous second practicum in Spring 13.
PLO # 3 Assessed - Identify vulnerable populations and the social conditions that contribute to
their vulnerability and consider advocacy strategies to help alleviate those conditions.
ASSESSMENT RESULTS – HSER 193V (WI) FALL 2012 - ASSIGNMENT #6 - 8
STUDENTS
Exceeds
Meets
100-80%
79-70%
69-60%
C
D
A and B
5 students.
Needs Improvement
Insufficient Progress
50%->
F
2 Student.
3 at 90% and above.
1 student at 65%
1 at 78%, 1 at 75%
2 at 80-89%
Analysis of results:
 62.5% Exceeded expectations on the assignment. Of those, 3 scored 90% or above and 2
between 89-80%.
 25% Met expectations.
 12.5% scored at Needs Improvement.
Discoveries related to student learning and goal achievement:
1. Student grades on this assignment correlate well with each student's overall course grade with
the exception of the student "needing improvement."
1. This student experienced a significant personal challenge early in the semester and
was able to bounce back and bring her grade up to a "C". This is a pattern that has
persisted throughout her journey in the program.
2. Student grades in the course also correlate well with their GPA as program majors.
3. There are 10 written assignments in this class, all of which require students to describe the
application of the attitudes, skills and knowledge from each reading to their client population.
Some students struggle with this aspect of the assignments up to the middle of the semester
when they seem to "get" what this actually requires.
Course and assignment improvement based on PLO analysis:
1. It is clear from this analysis that student performance in the practicum is frequently correlated
with their overall performance in the program. I will (program coordinator is the instructor
for both practicum courses) print out and review each student's STAR journey prior to the
beginning of each semester to increase my awareness of student's academic strengths and
challenges. I will then meet with students early in the semester to discuss the level of
preparedness they feel for the practicum and open the door for conversations when they may
feel challenged by the level of critical thinking and application of attitudes, skills and
knowledge required in their written assignments.
2. I will review the grading rubric, element by element with students in the first few weeks and
engage them in conversations about the attitudes, skills, and knowledge they already have and
how they apply them in their interactions with others already. I will guide the conversation
toward the writing assignments to increase their understanding of what is expected of them.
3. At the mid-term and end of the semester I will ask students for their opinion of what worked
well with the written assignments and what did not work so well. I will elicit their ideas on
how I can clarify and make the assignments easier to understand and ways I can support their
success.
4. I will involve members on my Community Advisory Committee in reviewing student work in
this first level capstone course for their ideas on how to improve the assignment from their
perspective.
PLO # 2 Assessed - Demonstrate the attitudes, skills and knowledge of best-practice strategies
across a variety of populations in diverse human service settings.
ASSESSMENT RESULTS – HSER 293V (WI) SPRING 2013 - ASSIGNMENT #6 - 9
STUDENTS
Exceeds
Meets
Needs Improvement
Insufficient Progress
50%->
100-80%
79-70%
69-60%
A and B
6 students.
4 at 90% and above.
C
D
F
3 students.
2 at 80-89%
Analysis of results:
 66.6% Exceeded expectations on the assignment. Of those, 4 scored 90% or above and 2
between 89-80%.
 33.3% Met expectations.
 50% of the 8 students who took the first practicum course in Fall 12 went directly into this
second practicum course comprising 44% of the 293 enrollment.
Discoveries and course and assignment improvement based on PLO analysis:
1. Four students in this course (293) completed their first practicum the previous semester. I
asked I asked them to mentor their colleagues in 193 during this semester of our joined class.
This proved to be a significant improvement in collaboration among students and is
something I will continue to encourage.
2. I will continue to develop student-to-student mentorship opportunities between first and
second semester student. I will ask for early feedback on the clarity and expectations of
course assignments and offer extra credit points for those who are willing to air their ideas
and facilitate a short discussion with the class. I also asked these students to help first
semester student to use the knowledge they gained in the previous semester to help their 193
colleagues develop their practicum goals and objectives. This was done in small groups so
that I could observe the interactions, help them stay on track, and intervene if there were
challenges.
1. Students reported that this peer-to-peer collaboration was very interesting and
constructive. It gave the second semester students the opportunity and responsibility
to pass on what they learned previously, and provided the first semester students to
both learn and prepare to become mentors when they take their second practicum.
3. The reading assignments and written work expectations of second semester students is more
rigorous. It appears that the appropriate scaffolding of learning and expectations is supportive
of the increased rigor.
4. I am now aware that a significant voice missing in the assessment of the assignments in this
advanced practicum is that of the site supervisor. While I am aware of the scarcity of
adequate supervisory time at our sites, I believe that asking supervisors to read a minimum of
3 student papers throughout the semester will provide many advantages. The student and the
HS program will receive important feedback on the relevance of the reading and the student
effort. In addition, this will deepen the connection between the supervisor (i.e., agency) and
the HS program. I am very excited about piloting this in Spring 2014 in both practicum
courses.
CASLO Assessment - Written Communication
HSER 293V Fall 2012 - Work Practicum in Community Service - Program Capstone Course
Assignment Background: Students in this Writing Intensive capstone course are required to
write twelve 2.5-page papers. The first 11 papers require the application of content from reading
assignments to their practicum setting. The 12th and final assignment was the one assessed "Evaluating My Performance". This goal of this paper from the instructor point of view was to
have students distill the most appropriate experiences into concise paragraphs to allow the reader
to get a clear sense of her/his growth over the semester. A topical outline of expected content
areas was provided to students to organize the paper. The course has a prerequisite of ENG 100
with a grade of C or better. The following was designed into the course as scaffolding for this
assignment:
 Extra credit was given for struggling students to go to The Learning Center (TLC) for
feedback on their writing and tutoring.
o These students were encouraged to re-submit papers for additional points within one
week.
 Students received instructor feedback on writing was provided on the previous 11 written
assignments.
 In class discussions of how to organize a paper and to write content succinctly.
CASLO ANALYSIS - Assessment Findings:
Five individuals evaluated the assignment, rubric and sample of student writing at the "minimal
level". 80% of the evaluators felt the evidence demonstrated student achievement at the
"minimally passing" at the level appropriate for the degree; 20% did not agree. The process
provided the program coordinator and 2 lecturers a rich opportunity to explore ways to better
prepare students to succeed and strengthen the assignment through revision.
Action Plan to Strengthen Student Writing:
 Present students with typical client-related scenarios and engage them in brainstorming
activities where, in small groups, they develop a written synopsis of the scenario. Then
have groups report out and receive feedback from one another and the instructor.
 Each week the assigned reading is discussed. Add a discussion among students of the
content they found most interesting in the reading and how they could apply those
concepts in their work with clients. It is hoped that this process will help students more
clearly articulate the application of the material in their papers.
 Provide more explicit feedback on organization and application of the material in their
papers in the first 4 weeks. If progress is not made, increase incentives for going to TLC.
 Encourage students to read one another's writing and provide objective feedback.
F) Other Comments
EVIDENCE OF AN ENGAGED COMMUNITY
The Human Services Program Community Advisory Committee
The Human Services Program is closely linked to workforce needs through our Community Advisory
Committee. Members represent 30 different non-profit and governmental agencies. Because our field
serves individuals with a broad array of challenges, we have concentrated our committee into three
specialized service areas that reflect our focused academic tracks: Aging and Health, Child and Family,
and Addiction and Mental Health. The program coordinator and lecturers meet with each group in order to
focus and respond to specific challenges and needs in each practice area. There is regular phone and email
interaction between the program coordinator and committee members.
Our first Health and Aging Advisory Committee Meeting was held on June 27, 2013 with 7 members in
attendance. Our main focus was on workforce and community service needs and emerging trends in the
field to inform curriculum development and training opportunities. At that time persistence, retention and
completion data was discussed.
In 2010-11 the Program Coordinator with the support of the Community Advisory Committee, initiated a
comprehensive Maui focused workforce needs assessment involving over 70 social service program
administrators and staff. The results indicated a clear need for an applied human services baccalaureate
degree. The Advisory Committee affirmed the expansion of the program mission to include upper division
coursework that will: “Prepare students to provide a range of effective skill-based interventions and
services to meet the needs of diverse individuals, families and groups across a variety of complex human
needs, challenges and practice settings”.
Program and Advisory Committee Partnership in Curriculum Development
As evidence-based best practices emerge, and funding and accreditation requirements change, the
collaboration with the advisory committee informs course content innovation in and responsiveness to
workforce needs. Through this close partnership the HS program has developed lower and upper division
courses designed to meet the increasingly complex needs of our community members seeking services
from our agencies.
In Fall 2012 five new courses were developed and approved through the curriculum process:
 HSER 145 - Working with the Older Adult;
 HSER 345 - Diversity in Aging;
 HSER 350 - Women and Addiction: Why Gender Matters;
 HSER 360 - Trauma Informed Care; HSER 365 - Motivational Interviewing.
In Spring 2013 the Human Services and Allied Health Programs developed a 23-credit Certificate of
Completion in Health Navigator/Community Health Worker. Members of the Aging/Health Advisory
Committee collaborated in this effort.
 This comprehensive blend of human services skill based courses and nursing/health courses addresses
a need identified in the Affordable Care Act for Health Navigators. These paraprofessionals will assist
individuals with chronic health conditions to successfully engage in changing health related behaviors,
follow up on medical recommendations, etc.
 We reviewed similar certificate programs across the country and were surprised to find the majority
required far fewer courses. We believe have developed a far more comprehensive and innovative
certificate with a skill-based focus on patient engagement and retention, significant predictors of
improved health outcomes.
This continuous exchange of ideas and collaborative problem solving with the advisory committee keeps
the program direction relevant for our students while anticipating and meeting workforce needs.
Advisory Committee Member Agencies Directly Support Student Learning
Partnering with agencies across practice settings also affords our students exceptionally rich and diverse
practicum placement opportunities when they are completing the last year of their AS degree. We have
agreements with agencies across our three academic tracks: Aging and Health; Child and Family;
Addiction and Mental Health. While our students bring a basic foundation of best-practice attitudes, skills
and knowledge to their placement, they in turn receive excellent supervision in their field of interest. Of
further benefit to our students is that diverse service providers are regularly invited as guest speakers in five
of our courses. We have a long standing, vibrant and mutually beneficial partnership with our community
of service providers, and it continues to grow and deepen.
The Advisory Committee is sent the annual Program Review and is informed of efforts related to student
assessment of learning. We arranged for a member to be present for our CASLO assessment, but she had a
last minute conflict and could not attend.
RDP GRANT FUNDING FOR UPPER DIVISION COURSEWORK DEVELOPMENT
What a Second FTE Program Faculty Can Do to Benefit the Human Services Program, Students and
Our Community
The Program Coordinator (Lee Stein) secured funds to hire a full-time Human Services Educational
Specialist (Charlie Schlather, LCSW, CSAC) to assist with course development, instruction, and building
new and important alliances with the community of service providers in the fields of aging and health care.
Charlie is the first and only FTE partner in the development of the program since Lee was hired in January
2001 even though program majors have increased from 33 to 118. This has become an incredibly dynamic
and productive partnership. Some of the highlights of this collaboration include:
 Developed an academic ladder across 3 lower division tracks (Aging/Health, Child and Family,
Addiction/Mental Health) to upper division course offerings and tracks. We focused intensely in
developing the Aging/Health track:
o In collaboration with the Allied Health Program, we developed a 23 credit Certificate of
Completion in Health Navigator/Community Health Worker.
 Recruited and filled 78 student slots in tuition waived/scholarship supported
courses($30,000 from RDP grant) for our majors: Provided 5 courses that fulfill
requirements for the new Health Navigator/Community Health Worker Certificate of
Completion.
 9 students successfully completed HSER 101 - Health Navigator in Summer 2013
 17 students enrolled in HSER 101 - Health Navigator in Fall 2013
 21 students enrolled in HSER 145 - Working with the Older Adult in Fall 2013
 10 students enrolled in HSER 345 - Diversity in Aging in Fall 2013
 21 students enrolled in HSER 365 - Motivational Interviewing in Fall 2013
 Offered 33% more courses each semester for Human Services Program majors to enroll in (from 6
offerings to 9).
 Offered the first summer HSER course in 2013 (tuition waived).
 Developed and received approval to offer the following new courses through the curriculum process:
o HSER 145 - Working with the Older Adult
o HSER 345 - Diversity in Aging
o HSER 350 - Women and Addiction: Why Gender Matters
o HSER 360 - Trauma Informed Care
o HSER 365 - Motivational Interviewing
o Certificate of Completion in Health Navigator/Community Health Worker (23 credits)
o Certificate of Competence in Aging (9 credits)
 Completely revised 10 of 13 existing HSER courses including updating course description, Student
Learning Outcomes, and assessment strategies
 Created 3 specialized Community Advisory Committees to match our academic tracks: Aging/Health;
Child and Family; Addiction/Mental Health
 Provided student majors with another instructor (Charlie) to support and mentor them
 Re-engaged students in the Human Services Program Student Club - Malama Lahui Kanaka ("To
Serve Humanity")
 Involved 12 students in volunteer Student Learning Experiences (20 hours per student) in social
service agencies serving older adults.
Unfortunately the funds for the Educational Specialist Position (and the following short term
positions) expire on Feb. 28, 2014. At that time lecturer funds will allow the specialist to
complete his teaching responsibilities for the remainder of the spring 2014 semester.
At that point, the 1 FTE BOR appointed faculty will be have to scale back the tremendous
progress that has been made in the program. This will be especially problematic for the newly
energized aging and health focus of the program.
Other RDP Grant Funded Temporary Positions:
 We have been able to fill 3 additional temporary positions for the last 4 months of the grant:
o a .5FTE Academic Advisor
o a .5FTE Outreach Specialist to establish new practicum placements for students
interested in the Aging/Health track
o a .20 Public Relations Specialist to assist with the branding and promotion of the HS
program
INNOVATION AND BEST PRACTICES IN TEACHING
 Human services is a field that is focused on relationship building. All of our instructors are keenly
aware of the importance of student engagement, building rapport and relationship, and modeling that
ability in the classroom and with students outside of class.
 We all strive to build collaborative classroom communities so that students learn to trust and rely on
one another as colleagues.
 Many of our courses involve the integration of knowledge and skill through role-play or practice - very
active and interactive learning experiences. We break students into small groups and engage them in
the processes we are teaching. Those not directly involved in the demonstration are give the "observer"
role, which includes sharing what was observed. This is a form of Problem Based Learning.
 We use universal design strategies to reach students with diverse learning styles and needs.
 Provide Service Learning opportunities for students to engage meaningfully with our community of
service providers.
 We all use multiple forms of media in the classroom including embedded video clips in PowerPoint
presentations interspersed wtih student discussion.
 Because non -judgmentalness is an ethical value in the field of human services, every HSER course
requires some level of student focus on developing awareness of one's values, beliefs and
preconceptions about others.
 The Human Services Education Specialist, Charlie Schlather, completed the 8 weeklong
ScenariosOnline course in Spring 2013. He passed along some of the strategies to the program
coordinator and lecturer. We are all experimenting with the Ten Minute Lecture followed by a dyad or
small group activity and larger group report out. We then include other brief activities, video clips,
exercises and engaging discussions to break up blocks of providing information.
 Charlie also attended the "Reading Across the Disciplines (RAD)" training. He has integrated many
aspects of the workshop into his courses and notes that students are more engaged and demonstrate
greater synthesis of textbook content in class discussions and their writings.
G) Next Steps
PROGRAM PLANS AND GOALS
Results of Plans and Goals from the 2011-12 Program Review:
 The program coordinator maintained contact with the Community Advisory Committee via phone and
email while establishing 3 specialized sub-committees - Aging and Health, Child and Family, and
Addiction and Mental Health. The Aging and Health Advisory Committee met in June 2013 for the
first time.
 The pedagogical and curriculum changes proposed were accomplished.
 Cynthia Cary, the lecturer who taught both courses where PLOs were assessed last year (HSER 245
and 140) implemented the improvement plans.
 In HSER 245 this included
o involving students in discussions of the assignments in terms of helpfulness of reinforcing the
integration and practice of skills and concepts central to the course.
the program coordinator also collaborated with Cynthia on the results of student input and
brainstorming of ways to improve the assignments.
HSER 140 improvement plan follow up:
o Cynthia reworked the assignment by narrowing the core values explored to 6.
o She led students in a practice example so they could better understand the application of skills
process.
o the program coordinator and Cynthia collaborated on this process.
Tackling persistence and retention rates
o The program coordinator, Educational Specialist and lecturer met a number of time over the
last year to implement a quicker response to students with sporadic attendance - a kind of
early warning system of attempts to re-engage them.
o Once our course plan for the following semester is known, we provide this information to our
students in all our classes and offer to meet with them to help them figure out their next steps
on their academic journey.
o The program coordinator and Ed. Specialist printed out the STAR Journey for every HS major
and met with many students for academic advising. In this process we discovered that many
students registered as HS majors had never taken a HS course. This led to our reducing the
number of actual majors.
Worked with the Assistant Dean of Instruction to work with program data so that the indicators were
more accurate.
o



Action Plan to Improve PLOs Assessed:
Course and assignment improvement based on PLO analysis - HSER 193V:
1. Print out and review each student's STAR journey prior to the beginning of each semester to increase
my awareness of student's academic strengths and challenges. Meet with students early in the semester
to discuss the level of preparedness they feel for the practicum and open the door for conversations
when they may feel challenged by the level of critical thinking and application of attitudes, skills and
knowledge required in their written assignments.
2. Review the grading rubric, element by element with students in the first few weeks and engage them in
conversations about the attitudes, skills, and knowledge they already have and how they apply them in
their interactions with others already. Guide the conversation toward the writing assignments to
increase their understanding of what is expected of them.
3. At the mid-term and end of the semester, ask students for their opinion of what worked well with the
written assignments and what did not work so well. Elicit their ideas on how I can clarify and make the
assignments easier to understand and ways I can support their success.
4. Involve members on my Community Advisory Committee in reviewing student work in this first level
capstone course for their ideas on how to improve the assignment from their perspective.
Course and assignment improvement based on PLO analysis - HSER 293V:
1. Develop student-to-student mentorship opportunities between first and second semester students. Ask
for early feedback on the clarity and expectations of course assignments and offer extra credit points
for those who are willing to air their ideas and facilitate a short discussion with the class.
2. Involve practicum site supervisor in reviewing and providing feedback on at least 3 student written
assignments. Getting this input will significantly strengthen the collaboration between the college and
community site as well as the student - supervisor relationship.
Action Plan to Strengthen Student Writing from CASLO Assessment:
 Present students with typical client-related scenarios and engage them in brainstorming activities
where, in small groups, they develop a written synopsis of the scenario. Then have groups report out
and receive feedback from one another and the instructor.
 Each week the assigned reading is discussed. Add a discussion among students of the content they
found most interesting in the reading and how they could apply those concepts in their work with
clients. It is hoped that this process will help students more clearly articulate the application of the
material in their papers.


Provide more explicit feedback on organization and application of the material in their papers in the
first 4 weeks. If progress is not made, increase incentives for going to TLC.
Encourage students to read one another's writing and provide objective feedback.
FUTURE PROGRAM GOALS
 Implement the above actions
 Promote upper division courses to UH West Oahu BASS Program
o The majority of HS graduates who pursue a baccalaureate degree want to remain on Maui. At
this time their most viable option is the on-line delivery Baccalaureate of Applied Social
Science degree at UHWO.
o The program coordinator will pursue an articulation agreement with UHWO so that Maui
based students can take advantage of our classroom and skill based upper division courses.
 Expand the promotion of upper division courses to the Maui community of service providers for CEUs
o Explore other professions that may accept CEUs (i.e., Marriage and Family Therapists, etc.)
 Work with the Community Advisory Committee to create two sub-committees:
o An Assessment sub-committee to evaluate the assessment of student learning.
o A Persistence, Retention and Completion sub-committee.