4. To make collaboration integral to our activities. To collaborate with outside agencies and organizations to address complex issues and needs in our communities To expand external support for college programs to assure continued growth and program excellence 2. To foster professional, self-reflective, based practice with culturally diverse populations 5. To create an environment where all students have the opportunity to succeed. To offer high quality programs that prepare students for additional study, personal growth, and/or for professional careers in areas related to health, development, and community service To attract and support a high quality and diverse student body To recruit, support, and retain a high quality and diverse faculty and staff To advance knowledge and improve professional practice through research and scholarly activity of faculty and students 1. To promote intellectual inquiry, critical thinking, and problem solving 2. To foster professional, self-reflective, field based practice with culturally diverse populations 3. To enhance communication and information literacy skills 6. To increase external support for university programs and priorities. 6. To expand external support for college programs to assure continued growth and program excellence. 2. To foster professional, self-reflective, field based practice with culturally diverse populations 7. To expand connections and partnerships with our region. To collaborate with outside agencies and organizations to address complex issues and needs in our communities To expand external support for college programs to assure continued growth and program excellence 2. To foster professional, self-reflective, field based practice with culturally diverse populations 3. To enhance communication and information literacy skills
Skill #28- Articulate knowledge and skills to communicate effectively about human services issues using written communication. Alumni Survey Purpose The Department of Human Services at California State University, Fullerton distributed this survey to alumni in order to ascertain their perspective on the impact of the Human Services education on their educational and professional experiences. The results will be utilized for program improvement, curriculum development, and maintaining educational standards as defined by the Counsel on Standards in Human Services Education (CSHSE). In addition, the results will be reported in the Department’s reaccreditation self-study for CSHSE. Methodology This utilized an electronic method of collecting data made available through surveymonkey.com. The survey was sent out to alumni via email with easy access to the electronic link. The survey was attached to a message from the Department Chair explaining the purpose of the survey and the alumni’s role in assessing the Human Service Department impact on their educational and professional experiences. The alumni were given one week to complete the survey. Measure The survey was organized into the following 4 categories: Demographics, Employment, Graduate School, and Student Learning There were 12 questions related to demographics, two questions which were open-ended and 18 questions which were designed as a Likert Scale (See Attachment 19). Results There were 2,348 alumni in the data base that received the Alumni Survey. As a result, 433 were “undeliverable” and 1,915 Alumni surveys were successfully sent to the email address. Of the 1,915, there were 202 respondents, with 21 participants partially completing the survey and 181 participants completing the survey in its entirety. The response rate was 10.5% of Alumni Survey. Results of the Alumni Survey 2011
Content Analysis Participants were provided the opportunity to respond to the following statement: “Indicate the skills/knowledge that you gained as a Human Services Undergraduate that have been useful in your career or graduate study.” The following is a content analysis of the results from the respondents. The general themes were divided into five major categories: Counseling/Intervention Techniques Cultural Awareness/Sensitivity Research/Writing Skills Internship/Real World Experience Personal Development Counseling/Intervention Techniques Participants shared that the knowledge they gained in relation to the counseling process has been helpful in their careers as HUSR professionals/graduate students: “Empathy, understanding, multi-perspective care, active listening, written, verbal, and non-verbal communication, and the importance of time management.” “Compassion and empathy are skills I use every day as I counsel students in all areas of higher education and not just in applying for financial aid, but in determining life changing paths.” Cultural Awareness/Sensitivity Participants indicated that the knowledge they gained from coursework related to cultural awareness was vital in preparing them to work with a variety of populations as professionals/graduate students: “Knowing how to work with different population of people and more open minded on cultural differences and how to approach them.” “Knowing all ethnic backgrounds/culture differences in life and the work force, seeing where people's feelings and emotional backgrounds are present.” Research/Writing/Communication Skills
What were the experiences communicating with the fieldwork office? Students were provided the opportunity to respond to the statement; “What were the experiences communicating with the fieldwork office?” The following is a content analysis of the results from the respondents. The general themes were divided into seven major categories: Helpful Overall Environment Organized No Contact/Limited with Fieldwork Office or Staff Email Contact Prompt Service Areas of Concern Helpful Students shared that staff and office assistants in the fieldwork office were very helpful. “People are very welcoming, helpful and always have an answer for any question asked!” “Whenever I had questions, they always helped me out. Sometime, I didn’t even have an appointment, and they still helped me.” “I had a great experience, (Staff) has been very helpful and making sure we get the best experience.” Overall Environment Students described the overall environment of the fieldwork office as positive and an excellent place. The friendly and kind nature of the staff only added to the positive experiences some students had during their internship experience, depending on the amount of time they spent utilizing the fieldwork office for additional support: “They were great. The staff is really friendly and kind to answer any questions.”
Currently there is the WASC requirement for objective measures of behavioral outcomes of student learning that HUSR faculty are working on. In addition, evaluation of instruction is conducted through a formal annual faculty portfolio review process implemented for part-time faculty, full-time lectures, tenure track faculty and post-tenure review of tenured faculty every 5 years. Student Advising – services has implemented a formal review process for every student in the department to receive personalized student advising necessary for progress toward graduation. Student Evaluation – The HUSR Department requires an evaluation of every course/section offered each semester with the University Student Opinion Questionnaire (See Attachment 22). The results are utilized in the annual evaluation process for all faculty members. 12 provides the program roles and the corresponding faculty and staff assigned to each role. Table 12. Program Roles of Faculty and Staff in the Human Services Department Roles Faculty and Staff Position Name Administration Department Chair, HUSR Faculty, Fieldwork Coordinator, Administrative Assistants Dr. Mikel Hogan See list above Juli Martinez Eboni Threatt, Lelani Thomas Curriculum Development And Review Department Chair, HUSR Faculty Dr. Mikel Hogan See list Instruction Department Chair, HUSR Faculty Dr. Mikel Hogan See list above Field Supervision Department Fieldwork Coordinator Fieldwork Faculty Supervisors Dr. Mikel Hogan Juli Martinez Mikel Hogan, John Doyle, Mia Sevier, Lorraine Kline, Trent Nguyen, Patrick Callanan Program Planning Department HUSR Faculty Dr. Mikel Hogan See list above Program Evaluation Academic Programs Dean CHHD Department HUSR Faculty WASC Department Liaison Dr. Gerald Patton Dr. Robert Rikli Dr. Mikel Hogan See list above Dr. Carl Renold Student Advising HUSR Student Advisor Lorraine Kline Student Evaluation University Academic Affairs Department Chair Dr. Steven N. Murray Dr. Hogan Describe how faculty and staff are provided opportunities for appropriate professional development.
Table 13. Summary of Roles, Faculty/Staff Position, and Evaluation Documentation Roles Faculty and Position Evaluation Documentation Administration Department Chair HUSR Faculty Fieldwork Coordinator Administrative Assistants Dean’s review of department operations via bimonthly meetings. Annual Review of Department by the Dean of the College Faculty Portfolio review process. Student evaluation of the fieldwork office Fieldwork supervisors evaluation of the fieldwork office Department Chair formal evaluation of Fieldwork Coordinator and Administrative Assistants in conjunction with the Associate Dean of the College Curriculum Development And Review Department Chair and HUSR Faculty College Curriculum Committee Annual Review of the Department by the Dean of the College, reviewed by the Academic Vice President, and President Periodical Performance Review of the Department by the University every 3 to 5 years CSHSE Accreditation review every 5 years WASC Accreditation every ten years Instruction Department Chair and HUSR Faculty Annual Faculty Portfolio Review Process Student Opinion Questionnaires (SOQs) every course, every semester Field Supervision Department Chair Fieldwork Coordinator Fieldwork Faculty Supervisors Student Evaluation of the Fieldwork Office and Coordinator Student Evaluation of the Placement site. Fieldwork Supervisor Evaluation of Student Annual Formal Evaluation of the Fieldwork Office Coordinator Fieldwork Day Survey of all Agency Supervisors Program Planning Department and HUSR Faculty Annual Review of the Department by the Dean of the College, reviewed by the Academic Vice President, and President Periodical Performance Review of the Department by the University every 3 to 5 years CSHSE Accreditation review every 5 years WASC Accreditation every ten years Program Evaluation Academic Programs Dean CHHD Department Chair HUSR Faculty WASC Department Liaison Annual Review of the Department by the Dean of the College, reviewed by the Academic Vice President, and President Periodical Performance Review of the Department by the University every 3 to 5 years CSHSE Accreditation review every 5 years WASC Accreditation every ten years Student Advising HUSR Student Advisor Department Chair on an ongoing basis. Annual Review of the Department by the Dean of the College, reviewed by the Academic Vice President, and President Developing a Student Survey administered in the Fieldwork and Advising Office Student Evaluation University Academic Affairs Department Chair Students are evaluated by faculty on academic performance for each course Students grades and years to graduation rates Developing a capstone project for graduating students for the research series of courses, cultural competence action plans
Enrollment Targets (FTES) The HUSR department has continued to meet the targeted/budgeted FTES from AY 2004-2005 to 2009-2010. As in Table 14 below, the target/budgeted FTES has increased from 430 in 2004 to 440 in 2010, the department has met or exceeded target every year thus providing sufficient budget resources for the Human Service Department operations and Revenue Expense Summary Report (See Attachment 27). Table 14. Trends in Target and Actual FTES Target/ Budgeted FTES Actual FTES Actual as % of Target AY 2004-2005 430 428.9 100% AY 2005-2006 445 457.8 103% AY 2006-2007 454 454.1 100% AY 2007-2008 458 458.2 100% AY 2008-2009 480 480.3 100% AY 2009 -2010 440 466.2 106% Describe how program and field experience coordination is considered in calculating the teaching loads of faculty. It is recommended that consideration be given to distance between sites, expectations of observation, documentation requirements, number of students enrolled in the field experience, and the characteristics of the student population. The program and field experience coordination is fulfilled by the faculty members who teach the field work classes (HUSR 395, 395L, 490, 495, 495L and 496, 496L). Each of the field work classes is assigned 3 units; 2 units for on-site field work experience (120 hours per semester) and 1 unit for seminar instruction (2 hours per week). The faculty members are required to contact the agency supervisor each semester providing them with faculty contact information and guidelines for student supervision at the site. Prior to the semester the start of the semester, students utilize the Human Services Program Approved Agency Directory to research appropriate agencies for a desired placement (See Attachment 28). At the beginning of the semester, the faculty and the site supervisor are required to work with the student to complete Internship Placement Form, Learning and Contract (signed by the supervisor, faculty and student), and the Liability Form (See Attachment 5).
6. To have students identify an agency’s organizational structure Course projects Course projects Course projects 1.) Personal awareness/self-exploration paper(due at the end of the course) 1.) Assessment (due at the end of the course) 1.) Case analysis paper (3 cases to be analyzed) 2.) Ethical panels and class exercises based on textbook 2.) Resume or graduate school autobiography 2.) Self-awareness paper (focus on growth since beginning as a worker and where student needs to go now) 3.) Midterm exam 3.) Mock interview panels 3.) Book review 4.) Students will submit a journal at the end of the semester that narrates agency experience (including emotional and cognitive) to clients and to the policies of the agency. This journal must also include at least 10 different theoretical concepts discussed in the text or in class. 4.) Students will submit a journal at the end of the semester that address issues discussed in class, read in the text that relate to their fieldwork agency. Any problematic issues, issues dealt with in supervision, any areas of confusion, roles of workers, organization structure and politics would be good to write about and react to. At least 10 different concepts should be addressed and specified in this journal. 4.) Student will submit a journal at the end of the semester that narrates agency experience and reactions. Focus will be on reactions to clients and to his or her own emotional state and values while working with clients. Supervision issues must also be addressed in each journal. HUSR 396L Lab assignment HUSR 495L Lab assignment HUSR 496L Lab assignment The student will 120 hours in an approved agency under supervision. Their goal is to focus on theoretical concepts as they relate to the agency. The student will spend 120 hours during the semester participating in a specially designed project or activity that is aimed at enhancing skills already in use or in learning new skills or knowledge. The student will meet an agency supervisor during the week that the student works at the agency. The student will work at least 120 hours during the semester at an approved agency site in which appropriate supervision is provided. This focus will be on in depth case analysis and management analysis at his or her current job site as well as analysis at internship site. Deeper self-awareness will be emphasized, particularly as related to multicultural issues and other ethical and professional issues.