MAUI COMMUNITY COLLEGE
COURSE OUTLINE
Human Services 293V – HSER 293V
1. Alpha and Number
Course Title
Work Practicum & Discussion in
Community Service
Credits
2-4
Date of Outline
October 25, 2005
2. Course Description
Advanced supervised work experience with
increased responsibilities from SOSE 193V.
Provides individualized in-service training in
community based human service agencies.
Includes weekly seminar giving students the
opportunity to discuss practicum experiences.
May be repeated for a maximum of 8 credits.
Responsibilities to increase when repeated.
3. Contact Hours/Type
1 Lecture
Practicum hours vary
4. Prerequisites
Permission of instructor required to enroll in
this course; and HSER 110; HSER 140 or
HSER 248; ENG 100. If taking course for
Substance Abuse Counseling Certificates:
HSER 268; HSER 270.
APPROVED BY: ___________________________________
SOSE 293V – 12/9/03 rev. 10/25/05 (L. Stein)
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DATE:__________________
5. GENERAL COURSE OBJECTIVES:
Field education is an experiential form of teaching and learning that takes place in a service
setting. Learning is achieved through the provision and/or development of services to clients,
communities, and/or organizations. Students will develop and utilize human service practice
competency elements in the domains of attitudes, skills and knowledge typical to agencies
providing best-practice services and interventions.
6. SPECIFIC COURSE COMPETENCIES:
For assessment purposes, these are linked to #7 – Recommended Course Content.
Upon completion of this course, the student will be able to:
a. Articulate the mission, history, and services of the placement agency and differentiate
the agency position from other human service agencies.
b. Compare and contrast the influences of gender roles, age, class, race, ethnicity, sexual
preference, and cultural differences on the specific client population agency serves.
c. Examine personal attitudes, beliefs, and feelings concerning clients and co-workers.
d. Assess the causes and effects of the specific issues facing clients as well as the
additive impact of multiple issues.
e. Identify best-practice guidelines and interventions for service provision.
f. Develop a working understanding of the strengths-perspective in service provision.
g. Articulate the dynamics of strengths-based helping strategies and compare and
contrast these strategies with problem-based strategies.
h. Demonstrate the ability to relate effectively with diverse clients and peers during the
delivery of services.
i. Identify the roles of primary professionals and referral resources relevant to the client
population served by the placement agency.
7. RECOMMENDED COURSE CONTENT:
1-3 week – Introduction, overview, orientation to site (a) (i)
1-4 weeks – Gender, age, class, sexual preference, ethnicity, cultural perspectives (b) (d) (h)
2-3 weeks – Self-awareness, “use of self” (c)
1-4 weeks – Micro, mezzo, and macro influences and effects (b) (d)
1-4 weeks – Best-practice intervention strategies (e)
1-4 weeks – Strengths perspective (f) (g)
8. RECOMMENDED COURSE REQUIREMENTS
Specific course requirements are at the discretion of the instructor at the time the course is
being offered. Suggested requirements for this discussion-based course might include:
Group work, exercises, discussions, assignments, review of research, student presentations,
attendance and class participation and other appropriate methods. Service learning
opportunities may be recommended.
9. TEXT AND MATERIALS:
An appropriate text and material(s) will be chosen at the time the course is to be offered from
those currently available in the field. Samples include:
SOSE 293V – 12/9/03 rev. 10/25/05 (L. Stein)
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The Internship, Practicum, and Field Placement Handbook: A Guide for the Helping
Professions.3rd Ed. Brian Baird, Prentice Hall 2002.
The Successful Internship: Transformation and Empowerment in Experiential Learning. 2nd
Ed. Sweitzer and King. Thompson, Brooks/Cole 2004.
Materials:
Text(s) may be accompanied by:
Articles and/or handouts prepared by the instructor
Magazine, journal, or news articles
Other:
Appropriate films, videos, or Internet sites
Television programs
Guest speakers
Other instructional aids
10. EVALUATION AND GRADING:
Attendance and participation: 50% to 75%
Journals, logs, papers, group and individual activities, exercises and student presentations:
25 to 50%
11. METHODS OF INSTRUCTION:
Instructional methods vary considerably with instructors and will be at the discretion of the
instructor teaching the course. Suggested techniques might include, but are not limited to:
Lectures, class discussions, small group work, experiential exercises, role-playing, written
assignments, student oral presentations, videos, quizzes or exams, attendance and class
participation, and other appropriate methods.
SOSE 293V – 12/9/03 rev. 10/25/05 (L. Stein)
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