Human Services... · 2018. 12. 20. · Human services is a growing and diverse field which offers a...

CERRO COSO COMMUNITY COLLEGE

Human Services Instructional Program Review 2014

Debra Rundell

9/10/2014

HUMAN SERVICES Instructional Program Review

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Approved by IEC, 4-30-13

TABLE OF CONTENTS EXECUTIVE SUMMARY ......................................................................................................................... 3

PART 1–RELEVANCE ............................................................................................................................. 4

1. CATALOG DESCRIPTION ............................................................................................................................. 4

2. PROGRAM LEARNING OUTCOMES ............................................................................................................. 5

3. PROGRAM MATRIX FROM CURRICUNET ................................................................................................... 6

4. PROGRAM PATHWAY .................................................................................................................................. 7

5. CONDITIONS OF ENROLLMENT .................................................................................................................. 8

PART 2–APPROPRIATENESS ............................................................................................................. 8

1. CONNECTION TO COLLEGE MISSION ......................................................................................................... 8

2. DETERMINATION OF STUDENT NEEDS ..................................................................................................... 9

3. PLACE OF PROGRAM IN CURRICULUM/SIMILAR PROGRAMS ................................................................. 9

4. MAJORS AND COMPLETERS ..................................................................................................................... 10

5. SUMMARY OF STUDENT DEMAND DATA ............................................................................................... 10

6. LABOR MARKET INFORMATION AND ANALYSIS ................................................................................... 11

7. EXPLANATION OF EMPLOYER RELATIONSHIP ...................................................................................... 11

8. ADVISORY COMMITTEE ........................................................................................................................... 11

9. CURRENT COST OF THE PROGRAM TO STUDENTS ................................................................................ 12

PART 3—CURRENCY ........................................................................................................................... 13

1. STAFFING .................................................................................................................................................. 13

2. PROFESSIONAL DEVELOPMENT .............................................................................................................. 13

3. FACILITIES AND PHYSICAL RESOURCES ................................................................................................. 13

4. TECHNOLOGY ........................................................................................................................................... 13

5. MARKETING .............................................................................................................................................. 14

PART 4—STUDENT ACHIEVEMENT .............................................................................................. 14


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1. COURSE-LEVEL STUDENT PERFORMANCE DATA ................................................................................. 14

2. EMPLOYMENT DATA................................................................................................................................ 15

3. SUMMARY OF ACHIEVEMENT OF STUDENT LEARNING OUTCOMES REPORT 2011-2012 ............. 15

4. SLO GAPS IDENTIFIED ............................................................................................................................ 16

5. SLO IMPROVEMENTS PLANNED ............................................................................................................. 17

6. SUMMARY OF ACHIEVEMENT OF PROGRAM LEARNING OUTCOMES ................................................... 18

7. PLO GAPS IDENTIFIED ............................................................................................................................ 20

8. PLO IMPROVEMENTS PLANNED ............................................................................................................ 20

PART 5—ACTION PLANS ................................................................................................................... 20

1. ANALYSIS OF CURRENT PROGRAM STRENGTHS ................................................................................... 20

2. ANALYSIS OF IMPROVEMENTS NEEDED ................................................................................................ 20

3. THREE-YEAR PROGRAM STRATEGIES ................................................................................................... 21

4. SIX-YEAR PROGRAM STRATEGIES .......................................................................................................... 22

PART 6—SUPPORTING DOCUMENTATION ................................................................................ 22


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EXECUTIVE SUMMARY Human services is a growing and diverse field which offers a variety of career choices and opportunities to Cerro Coso Community College graduates. This program is suited both to students who are seeking new careers as well as to those who are currently employed and desire to improve their skills and to increase their salaries.

The program’s key strengths are:

• An easy-to-follow career pathway which facilitates certification in three semesters.

• Interactive TV (iTV) format which facilitates the participation of students at distance campuses.

• Dynamic student/instructor communication forged through the instructor traveling to each site: IWV and KRV on a weekly basis, and ESCC at least two or three times per semester.

• Strong student connection and support of each other through the use of, for example, iTV dialogues between campuses, which encourages awareness and empathy for the student's unique communities and cultures.

• Class assignments which encourage students to share their cultural, personal and family history in order to better understand societal differences.

• An advisory board committee which collaborates in curriculum development, facilitates internships, evaluates student progress and provides employment opportunities.

ITV is a method of teaching which is constantly being modified and improved upon to meet the needs of students. In order to accommodate students in Cerro Coso’s large geographic area, iTV provides a more personal approach than online teaching, while at the same time provides the economical feasibility to offer the course in multiple locations simultaneously. However, iTV teaching requires a greater sensitivity and awareness of the importance of each student feeling connected to the program. In order to achieve student engagment, the instructor utilizes methods such as learning students names, calling on them directly, making eye contact both in person and on the screen and visiting the distant campuses in order to forge stronger student/instructor relationships. Additionally, a moodle shell was created which creates another layer providing educational information and personal contact with the students.

Actions to be taken in the future include

• More student involvement for locating intership possibilities.


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• Promoting more collaboration with other human services professionals and agencies.

• Increased outreach to middle and high school students to promote awareness of the Human Services Program and human services careers.

• Outreach to underrepresented populations.

PART 1–RELEVANCE

1. CATALOG DESCRIPTION The Human Services Associate in Science Degree prepares students for employment in the broad range of human services settings. It consists of seven core courses and offers additional specialized courses to develop competencies for specific employment settings. Although individual courses are offered online, the full certificate is currently not available in online environments. The Human Services certificate requires 27 units in 21 required courses and two electives.

This degree is not specifically designed for transfer. Courses required for the associate degree major at Cerro Coso Community College may not be the same as those required for the major at a four-year school. If you plan to transfer, consult a counselor and http://www.assist.org/ to identify the courses needed from the major at your transfer school and to develop a plan that will best meet your goals.

Analysis: The catalog description conveys the program's objectives and communicates that this program is for working in the human services field. The description is not exaggerated nor does it have unsustainable statements. However, the description needs examples of the types of career areas where students could obtain employment; i.e., mental health, family education, child and adult protective services, substance recovery, domestic violence, working with veterans, helping high risk adolescents, working with the physically challenged and any other vulnerable population. Student outcome expectations are clearly defined to combine knowledge of social and behavioral sciences with the art of empathy, compassion, active listening skills, legal and ethical issues, crisis intervention, and the understanding to help with life's challenges.

The catalog description should be modifed as follows:

The Human Services Associate in Science Degree and Certificate prepares students for employment in a broad range of human services settings, such as mental health, substance recovery, family dysfunction and education, at-risk youths, protection of children and the elderly, the mentally or physically challenged, domestic violence victims, the homeless, veterans, and other vulnerable and at-risk populations. The certificate consists of seven

http://www.assist.org/


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core courses (21 units) and two additional specialized electives courses to develop competencies for specific employment settings, a total of 27 units. The AS degree requires 26 units in the major and 33 units in general education classes (total 60 units). Although some individual courses are offered online, the full certificate is currently not available in online environments.

2. PROGRAM LEARNING OUTCOMES Graduates of the Human Services Program will be able to:

1. Articulate the broad concerns and practices of the human services industries. 2. Demonstrate four core human services skills: conducting an interview, writing an

incident report, participating in team meetings, and providing necessary support and referrals to consumers.

3. Assess situations and provide appropriate entry level professional and ethical responses.

4. Use supervisory feedback for improved performance. 5. Analyze the cultural components of human services situations and recommend

culturally appropriate interventions.

Analysis: The Program Learning Outcomes capture the essence of the knowledge and skills expected of students completing the program and reflect the skills needed for employment in the field. These skills are being achieved and many students have received jobs as a result of their performance in their internship. Feedback from the agencies' intern evaluations are very positive and complimentary regarding the students’ knowledge and skills.

Certificate Courses/Program Matrix List of Required Courses Units HMSV C101 Introduction to Human Services 3 HMSV C102 Cultural Competence in Human Services 3 HMSV C116 Case Management 3 HMSV C103 Preparation for Field Work 3 HMSV C104 Field Work in Human Services 4 ENGL C070 Introductory Composition 4 CSCI 070 Computer Literacy 1 21

Electives: Two from the following. PSYC C101 General Psychology 3 PSYC C241 Abnormal Psychology 3 PSYC C112 Introduction to Substance Abuse 3 PSYC C211 Life Span Development 3


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HMSV C113 Intervention Skills 3 CHDV C106 Child Growth and Development 3 CHDV C241 The Exceptional Child 3 Total Human Services Certificate units: 27

Associate in Science Degree: Completion of general education requirements, certificate requirements and elective courses for a minimum of 60 units.

3. PROGRAM MATRIX FROM CURRICUNET Human Services Certificate Program Learning Outcomes

Courses

1 2 3 4 5

HMSV C101 X X X X X

HMSV C102 X X X X X

HMSV C103 X X X X X

HMSV C104 X X X X X

HMSV C116 X X X X X

CSCI C070 X

PSYC C101 elective X X X X X




HMSV C113 elective X X X X X

CHDV C106 elective X X X

CHDV C241 elective X X X


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ENGL C070 elective X

Analysis: The course sequence for the Human Services Program is an easy-to-follow pathway to achieving the program learning outcomes. Successful completion by students fulfils the program objectives. The courses build on and complement one another. Each class is designed to play a specific role in helping the student achieve the Program Learning Outcomes. There is no unnecessary duplication of knowledge or skills.

4. PROGRAM PATHWAY Fall courses for starting the program:

HMSV C101 Introduction to Human Services

HMSV C116 Case Management

Spring courses:

HMSV C102 Cultural Competence in Human Services

HMSV C103 Preparation for Field Work

Fall courses for finishing the Program:

HMSV C104 Field Work In Human Services

Program Pathway:

HMSV C116 can be taken either at the start or the end of the program. Other required courses, ENG C070, CSCI C070 can be taken any time that fits the students schedule.

Electives: These courses are available to students on site and online offered on a semester basis or yearly basis.

Analysis: The pathway is mandatory and self-imposed. It is arranged so a full-time student can complete the certificate in three semesters. Classes are usually offered two days a week. All classes are offered on ground through interactive television to Ridgecrest/Indian Wells Valley (IWV), Kern River Valley (KRV), and the Eastern Sierra Bishop and Mammoth Lakes (ESCC) campuses.


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5. CONDITIONS OF ENROLLMENT Prerequisites

HMSV C101 Introduction to Human Services is the prerequisite for HMSV C103 Preparation for Field Work.

HMSV C103 Preparation for Field Work is the prerequisite for HMSV C104 Field Work in Human Services.

Analysis: The prerequisites continue to be needed. The prerequisites are not imposed by an external agency, they are self-imposed by the program originator. The prerequisites are part of the pathway to help complete the program in three semesters. A statistical validation has been completed that supports the viability of the prerequisites.

Program Review Data, Five Year Student Demand, and Performance Data by Course demonstrate that the prerequisites are appropriate to program success. In 2011-2012 HMSV C101 the data show the overall student retention rate was 76.7% and success rate 72.1%. This course is a prerequisite for HMSV C103. The overall student retention rate for 2012 HMSV C103 is 85% and success was 80%, proving that the prerequisite is appropriate for student retention and success.

The 2011-2012 data also show HMSV C104 student retention at 95% and success rate at 81% proving that the prerequisite (HMSV C103) is appropriate for student retention and success. It should be noted that this is an approximately a 20% increase in the retention rate from the introductory course (HMSV C101) to the capstone course (HMSV C104) demonstrating student success due to the prerequisites.

PART 2–APPROPRIATENESS

1. CONNECTION TO COLLEGE MISSION The mission of Cerro Coso Community College is to provide outstanding educational programs and services tailored to the students in the communities and rural area we serve. We demonstrate a conscious effort to produce and support student success and achievement through traditional and distance delivery.

To accomplish this mission we will provide:

• transfer and career technical education • remedial instruction • comprehensive support services


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• learning opportunities that develop ethical and effective citizenry • continuing education that is compatible with the institutions primary

The Human Services Program fits the stated mission of the college by providing an outstanding career technical education program for the communities and rural areas we serve.

Analysis: Courses are provided to the distance campuses through interactive television (iTV) as well as instructor traveling to the distance campuses for face-to-face instruction to assure student connection and engagement. The department ensures its program is of high quality and appropriate to an institution of higher learning by providing learning opportunities through courses and connection with business partners that provide an educated, ethical and effective citizenry. The program provides comprehensive support services through the Learning Resource Center, tutoring opportunities, and Access Programs.

2. DETERMINATION OF STUDENT NEEDS This program meets the needs of our service area in that the number of students completing the program is increasing. This is evident in the graduating students to direct employment ratio as indicated in the current CTE 2 Year Program Review. Labor market shows an increase from 7.4% for 2008-13 to 17.5% for 2013-18. The number of completions over the last five years at Cerro Coso 2008-2012 is 46. The human services providers have hired students directly from the internship.

Analysis: Semester advisory board meetings continue to be conducted for feedback from human services agencies as to the success of the knowledge and skills of the students. In order to complete the program, students must complete 108 hours internship at an agency. Feedback regarding student knowledge and performance has been positive. The full-time faculty/program coordinator attends conferences, symposiums, career fairs, and continuing education. Ongoing communication with business partners through collaborative meetings keeps the information provided in the program current. Further support comes from Access Programs, academic counselors, the library, and tutoring and proctoring services.

3. PLACE OF PROGRAM IN CURRICULUM/SIMILAR PROGRAMS There is no similar program at Cerro Coso Community College. The nearest similar program is at Bakersfield College which has offered this certificate (but not a degree) since 1989 with success. However, it is geographically inaccessible to our students because of the


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boundary of the Sierra Nevada mountains and considerable distance, 50 miles from KRV campus, and over 100 miles from IWV campus and ESCC campuses.

Analysis: Bakersfield College has a similar program with similar courses but it is not accessible to our students due to distance. It is not offered via iTV nor online. The programs do not compete for students. While the Human Services Program is not a direct preparation to a four-year college or university, it is possible to prepare for continued education in psychology, counseling, social work, sociology, drug and alcohol recovery, or other human services related majors by working with a counselor to determine the requirements for transfer.

4. MAJORS AND COMPLETERS Trending Data from Institutional Research and Reporting shows a powerful increase in both certificate and degree completers. In 2009 our first human services graduating class shows seven completers (AS and certificate combined) and in 2011-2012 shows an increase to sixteen and 2012-2013, fifteen completers (AS and certificate combined). Completers have occurred in all three service areas: KRV, IWV, and ESCC. The Trending Data Research indicates the Human Services Success Rate for is 2012-13 76.2% and Retention Rate is 87.4%

Analysis: The number of completers will continue rise. Often a few student (2 to 4 per semester) struggle with inability to obtain an internship or complete the 108 intern hours with one semester. The solution to this has been to allow the student to request an Incomplete and, with guidance and encouragement from the instructor/program coordinator, help the student find an internship and complete their hours. The Incomplete allows the student one year to accomplish this.

5. SUMMARY OF STUDENT DEMAND DATA Human Services Program Review Data

Sections Enrollment

Students/ Section FTES FTEF

Adjunct FTEF FTES/FTEF

TOTAL 2008-2009 4 113 14 11.9 0.6 0 19.8 2009-2010 12 131 11 12.7 1.1 0 11.2 2010-2011 13 131 10 15.0 0.7 0 20.5 2011-2012 21 202 10 24.2 1.1 35% 21.4 2012-2013 16 143 9 15.1 0.9 0 16.2


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The trends show a steady enrollment growth in each academic year. The Students/Section appears low but represents only a quarter of the students because it is offered via iTV to four campuses simultaneously.

Analysis: The trends show a steady growth in enrollment in each section every semester. In 2011-2012 an adjunct faculty taught two classes which yielded an approximately 10% increase in students thereby demonstrating that there is a demand for additional classes.

6. LABOR MARKET INFORMATION AND ANALYSIS The EMSI/Educational Analyst for Human Services shows an increase in the number of jobs within the identified human services occupations: i.e., Social and Human Services Assistant, Personal Care Aides, Social Workers, and Psychiatric Aides, from 445 in 2008 to 478 jobs in 2013, and on to 562 jobs by 2018. Showing an increase from 7.4% change to 17.5% increase for 2013-2018.

Analysis: Current labor market openings in the area services are sufficient for sustainability and show an increase for qualified employees to fill the positions.

7. EXPLANATION OF EMPLOYER RELATIONSHIP A strong employer relationship has been developed in all service areas with advisory board committees. Many of the advisory board members have been involved since the inception of the program and their feedback continues to be valuable for the success of the program and students.

Analysis: Advisory boards represent the human services agencies in each service area: IWV, KRV and ESCC. Semester meetings are conducted in all service areas. Students use the members' facilities for their internships and an agency supervisor evaluates the student's performance through the Intern Evaluation form.

8. ADVISORY COMMITTEE IWV Advisory Members:

Jim Freeland, Clinical Director, College Community Services Dana Scott, Administrative Asst, College Community Services (when Jim Freeland cannot attend) Carol Beecroft, Director, Women's Center - High Desert Karen Stone, SART Program Manager, Women's Center - High Desert Renee Garcia, Case Manager Supervisor, Owens Valley Career and Development Center Erica Farrar, Activities Director, High Desert Haven Debbie Taylor, Case Manager, Senior Services Terri Davis, Supervisor, DART


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Jamie Howard, Supervisor, Dept of Human Services Kandi Smith, Director, Family Resource Center

KRV Advisory Members:

James Kent, Program Director, Center for Positive Growth William Blanton, Pastor/Director, Salvation Army Donna Moreno, Supervisor, Career Service Center Dr. David Seymore, Clinical Director, College Community Services Diana Grondie, Case Management Supervisor, College Community Services Barbara Likens, MFT, Transformations Brenna Viskovic, Supervisor, Dept of Human Services Melody Batelaan, Social Service Worker II, Kern County Department of Aging and Adult Protective Services

ESCC Advisory Members:

Beth Himelhoch, Executive Director, Inyo-Mono Association for the Handicapped Gail Zwier, Director, Inyo County Dept of Health and Human Services Ashley Diaz, Administrator Services Manager, Inyo-Mono Advocates for Community Action DeeAnn Chiatovich, Community Outreach, Owen's Valley Career and Development Center Gina Jones, Director, Owen's Valley Career and Development Center Robin Roberts, Director, Mono County Behavioral Health Lisa Reel, Director, Wild Iris - Domestic Violence and Family Education

Analysis: There are advisory boards for KRV, IWV, and ESCC. Advisory meetings are conducted once per semester. The advisory members participated in the design of the curriculum and continue to evaluate the program and add feedback. The advisory board agencies also participate in the program by allowing students to do internships at their agencies. Students are often hired by the agencies after completing their internship. The following Cerro Coso Community College representatives also attend the meetings: Lisa Stephens, Reese Weltman, Deanna Campbell, Valerie Karnes, and Pam Godfrey.

9. CURRENT COST OF THE PROGRAM TO STUDENTS Current cost to students provided by Gainful Employment Disclosure for Human Services Certificate. Tuition and Fee: $1,242.00 Books and Supplies: $2,498.00 (estimate)

Analysis: To cut down on the expenses for books students are encouraged to use ebooks, used books, or the "buddy system"—sharing a book. The instructor provides powerpoints and lecture information on a Moodle site. The only additional cost for the student is the required drug testing for their internship, between $35 to $45. Some agencies require a Live Scan but usually do not charge the student for this.


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Data from Human Services Occupation Report CCCC Region (Kern, Inyo, Mono, San Bernardino, Tulare) February 2013 from EMSI for timeframe 2012-2017 for percentile earnings show the median earnings as $22.67hr. More specifically a Social and Human Services Assistant median earnings is $15.08/hr or $30,000/yr. The cost of the program is appropriate for the prevailing wages.

PART 3—CURRENCY

1. STAFFING Currently courses are taught by one full-time faculty and no adjuncts. The full-time faculty teaches all the human services courses and acts as the Program Coordinator.

Analysis: For the past six years one full-time faculty has been able to offer all courses for the program. Current staffing is adequate and appropriate. An exception occurred in 2011-2012, when an adjunct instructor taught HMSV C116 and HMSV C113. More staffing may be needed in 3 to 6 years based on student enrollment and demand for courses.

2. PROFESSIONAL DEVELOPMENT Program Coordinator attends Career Technical Education (CTE) conferences, Flex Days, Lunch and Learns, Mental Health Symposiums, and Career Fairs and earns continuing education credits in the field of mental health and human services. Faculty/Program Coordinator is a California licensed Marriage and Family Therapist. California state requires 36 credits per year for a current MFT license.

Analysis: The faculty participates in professional development to keep abreast of trends and concerns in the human services field.

3. FACILITIES AND PHYSICAL RESOURCES The equipment used for the program courses is iTV which is installed at IWV, ESCC, and KRV campuses.

Analysis: The facilities are safe and sufficient to support and ensure the integrity and quality of the program. There is equipment at all sites served. The equipment is modernized and works well for the facilitation of teaching.

4. TECHNOLOGY iTV is used as well as a Moodle shell for further student information and engagement. Instructional videos are used.


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Analysis: The technology resources are sufficient to ensure the integrity and quality of the program. Decision on technology used is based on student needs and success.

5. MARKETING Human Services brochures are available at all sites, and copies have been given to area human services agencies, advisory committee members, area collaborative meetings and businesses. CTE banners are used on campuses for special events. There is a Human Services video which communicates what human services is, what types of jobs and what classes must be taken for Cerro Coso Community College Human Services Certificate and AS degree. The faculty/program coordinator facilitates promotional outreach every semester at high schools, service area communities and campuses. A few examples are: KRV Career Day (open to the public), Native American College Day at Bishop Campus, IWV Campus I'm Going to College Day, and Mammoth High Health Care Academy. These presentations are informative about human services careers and Cerro Coso's Human Services program. Often program alumni and members of the advisory board attend as guest speakers.

Analysis: The information on the brochure is clear, accurate, and attractive. The brochure describes the Human Services profession, types of jobs available, U.S. Department of Labor occupational information, certificate and degrees available, courses requirements and electives, and Gainful Employment information web address. The video is informative and engaging. The program director is dedicated to outreach for all service areas and populations.

PART 4—STUDENT ACHIEVEMENT

1. COURSE-LEVEL STUDENT PERFORMANCE DATA Retention rates show a steady rate from 2008-09 (82.9%), an increase to 89.3% in 2010-11, and a slight decrease in 2011-12 (85.1% ) which is above the college-wide total of 83.0%. Success rates show a steady increase from 2008-09 of 68.4%, 2009-10 79.5%, 2010-11 80.9%, a decrease in 2011-12 of 72.3%, which is above the college-wide total of 66.8%.

Analysis: The steady increases in retention and success rates show that the Human Services program is well-designed with a specific pathway and series of courses that need to be taken in order. Students are informed while in classes which is the next in the sequence and ongoing coaching is done. Student persistence in this program and the completion and success rates are good. Employers state during advisory committee meetings that the program is well-developed, well-taught, and they hire our graduates. The use of iTV makes


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the program efficient and provides access to all our sites that may not otherwise be available in rural areas.

2. EMPLOYMENT DATA Many students are hired directly from their internship agency based on their performance. Personal follow up of students by program coordinator conclude that approximately one out of every three students gets a job in the human services field. Agencies often send emails to program coordinator alerting that there is a position open. This information is shared with current and past students through job announcements.

Analysis: Currently Cerro Coso Community College Human Services graduated students are employed at: College Community Services (IWV and KRV locations), Owens Valley Career and Development Center (IWV and Bishop locations), Camp Erwin Owens, the Kern County Department of Human Services, Inyo/Mono Association for the Handicapped, and IWV High Desert Haven. More research and follow up needs to be done for more accurate data on student employment.

3. SUMMARY OF ACHIEVEMENT OF STUDENT LEARNING OUTCOMES REPORT

2011-2012 HMSV C101 Introduction to Human Services: There are ten Student Learning Outcomes for this course. The goal for was a 70% success rate. This was achieved in eight SLO’s with only two below the 70% success rate. SLO #2 with a 66% rate and SLO #4 with a 69% success rate show a need for improvement. Plan for improvement: Reassessment for these two SLO’s will be in Fall 2014.

HMSV C102 Cultural Competence in Human Services: There are six Student Learning Outcomes for this course. The goal for each Student Learning Outcome is to reach a 70% or higher success rate. This was achieved for all six Student Learning Outcomes.

HMSV C103 Preparation for Field Work: There are seven Student Learning Outcomes for this course. The goal was 70% success rate. Six out of the seven SLO’s reached 70% or higher. SLO #6 rated at 57%.

HMSV C104 Field Work in Human Services: There are seven Student Learning Outcomes for this course. The goal for each SLO was 70% success rate. This was achieved for all seven Student Learning Outcomes.

HMSV C116 Case Management: There are six Student Learning Outcomes for this course. The goal for each SLO was 70% success rate. This was achieved in all six Student Learning Outcomes.


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Analysis: It appears that students are doing well with the Student Learning Outcomes. Note that HMSV C113 will be done Fall 2014.

4. SLO GAPS IDENTIFIED HMSV C101 Student Learning Outcome #2: Present a precise analytical understanding of the history of human services. 66% of students correctly answered this SLO.

Plan for improvement: More emphasis on the history of social service in lecture, class discussion, handouts and relevant videos. Follow up with short essay exam and/or class discussion. Use key words and concepts as study guide. Provide information on Moodle.

HMSV C101 Student Learning Outcome #4: Compare and contrast three models of delivery: Medical, Public Health, and Human Services, analyzing differences between the models and synthesizing common themes among them. 69% of students correctly answered this SLO.

Plan for improvement: More emphasis on the service delivery models of social services in lecture, class discussion, handouts and relevant videos. Follow up with short essay exam and/or class discussion. Use key words as a study guide. Provide information on Moodle.

HMSV C103 Student Learning Outcome #6: Write an analysis of cultural components in the workplace using a strength-based model. 57% of students correctly answered this SLO.

Plan for Improvement: More in-depth analysis, campus group discussion and pre-tests pertaining to the importance of understanding and using the strength based model with clients of diverse cultures, ethnicity and worldviews. Provide information on Moodle.

Analysis: What the first two Student Learning Outcomes (HMSV C101 #2 and #4) have in common is that the information is not covered in the course textbook. The instructor provides handouts for this information and it is reviewed in class. In fall 2013, the instructor not only passed out handouts and reviewed in class, but also provided the information on the class Moodle. The instructor plans to look through human services textbooks to find one that does cover these topics. HMSV C103 SLO #6 needs more in depth analysis along with campus group discussions regarding the important connection between


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cultural competence and using the strength-based assessment model. Use practice scenarios followed by class and campus group discussions.

5. SLO IMPROVEMENTS PLANNED Program Course SLO Improvements to Be Made Reassessment

HMSV C101 #2 Present a precise analytical understanding of the history of human services.

Provide handouts as well as place information on Moodle. Review information on key words and study guide. Use a textbook that covers this information.

Fall 2014

HMSV C101 #4 Compare and contrast three models of delivery: Medical, Public Health and Human Services, analyzing differences between the models and synthesizing common themes among them.

Provide handouts as well as place information on Moodle. Review information on key words and study guide. Use a textbook that covers this information.

Fall 2014

HMSV C103 #6 Write an analysis of cultural components in the workplace using a strength based moodle.

More in depth analysis regarding the important connection between cultural competence and using the strength based assessment model. Implement practice scenarios followed by class and campus group discussions. Pre-testing and study guide to be implemented to assure student understanding.

Fall 2014


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6. SUMMARY OF ACHIEVEMENT OF PROGRAM LEARNING OUTCOMES The Program Learning Outcomes were assessed from the Intern Evaluation which is filled out by the student's internship supervisor after the student has finished their 108 intern hours. The evaluation has seven areas of evaluation with a scale of 3 to 0.

3….Exceeded performance expectations 2….Met performance expectations 1….Did not meet performance expectations 0….Unable to evaluate.

Only scores of 2 and above are considered successful. There are seven categories the student are evaluated on: 1. Job Competence; 2. Dependability; 3. Communication Skills; 4. Professionalism; 5. Adaptabillity/Flexibility; 6. Knowledge/Preparation; 7. Goal Completion.

Data was gathered from Intern Evaluations received from IWV, KRV, and ESCC campuses in '09, '10, '11, and '12. Target performance was 70% of students. Data and results have been submitted to CurricuNet.

Program Learning Outcome #1: Articulate the broad concerns and practices of human services industries.

Plan: This was assessed with the Intern Evaluation number 6 Knowledge/preparation: How knowledgeable was the student intern about the field of human services? How well-prepared was the student intern for this work experience?

Note: For the 2014 intern evaluation will add: Did the student/intern demonstrate the ability to conduct an interview, write an incident report, participate in team meetings and provide necessary support and referrals to consumers. (from PLO #2)

Results: 2009 out of 19 students 47% received a 3; 53% received a 2. Total success outcome: 100% 2010 out of 17 students 65% received a 3; 35% received a 2. Total success outcome: 100% 2011 out of 17 students 35% received a 3; 59% received a 2. Total success outcome: 94% 2012 out of 9 students 44% received a 3; 56% received a 2. Total success outcome: 100%

Program Learning Outcome #2: Demonstrate four core human services skills: conducting an interview, writing an incident report, participating in team meetings and providing necessary support and referrals to consumers.

Plan:


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This was assessed with the Intern Evaluation number 1 Job Competence: Was the student intern able to learn "the job", work with minimum supervision; meet the objective and standards of the agency/organizaton?

Results: 2009 out of 19 students 32% received a 3; 21% received a 2.5. 47% received a 2. Total success: 100% 2010 out of 17 students 65% received a 3; 24% received a 2.5. 11% received a 2. Total success outcome: 100% 2011 out of 17 students 35% received a 3; 24% received a 2.5. 41% received a 2. Total success outcome: 94% 2012 out of 9 students 44% received a 3; 44% received a 2.5. 11% received a 2. Total success outcome: 100%

Program Learning Outcome #3: Assess situations for appropriate entry level professional, legal and ethical responses.

Plan: This was assessed with the Intern Evaluation number 4 Professionalism: How well did the student intern maintain an appropriate entry level professional appearance and behavior, and legal and ethical responses?

Results: 2009 out of 19 students 58% received a 3; 42% received a 2. Total success outcome: 100%. 2010 out of 17 students 76% received a 3; 24% received a 2. Total success outcome: 100%. 2011 out of 17 students 53% received a 3; 47% received a 2. Total success outcome: 100%. 2012 out of 9 students 78% received a 3; 22% received a 2. Total success outcome: 100%.

Program Learning Outcome #4: Use supervisory feedback for improved performance.

Plan: This was assessed with the Intern Evaluation number 5 Adaptability/Flexibility: How well did the student intern accept and respond to feedback and/or criticism from their supervisor. Did the student intern adapt as needed to changing circumstances?


Program Learning Outcome #5: Analyze the cultural competence of a human services situation and recommend culturally appropriate interventions.


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Plan: This was assessed with Intern Evaluation number 6 Knowledge/Preparation because it specifically mentions "special populations".

Note: For PLO #5 The Intern Evaluation needs to have a category which evaluates: Cultural Competence: Student/intern shows knowledge and sensitivity with diversity, such as races, cultures, religions, world view, gender, sexual orientation, age, ability and life experiences. This change has been made Spring 2014.


Analysis: Based on the results in all five Program Learning Outcomes over 70% of students are are achieving the stated outcomes for the program.

7. PLO GAPS IDENTIFIED Based on the Program Learning Outcomes Assessment there no gaps were identified.

8. PLO IMPROVEMENTS PLANNED No gaps identified.

PART 5—ACTION PLANS

1. ANALYSIS OF CURRENT PROGRAM STRENGTHS As mentioned in the Executive Summary the program strengths are: It is offered via iTV which enables the program to be available to all Cerro Coso Community College service areas. The program is built in a mandatory sequence which allows the full-time student to finish the program certificate in three semesters. The fulltime instructor/program coordinator travels to all campuses for face-to-face instruction which provides connection and engagement for the student and instructor. The program has three strong advisory boards in all service areas which help guide the program as well as participate in the internships. The iTV equipment at all campuses is modern and works well.

2. ANALYSIS OF IMPROVEMENTS NEEDED According to the Trend Data from Institutional Research and Reporting (ODS Report July, 2013) there is a large gender gap between males and females, 2008-09 females 81%, males 19%; 2009-10 females 89%, males 11%; 2010-11 females 83%, males 17; 2011-12 females


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85%, males 15%. This is not surprising, as the human services field has been a female dominated field. However, males are desperately needed in this field as case managers/recovery coordinators and other positions. There needs to be an outreach to encourage males to consider entering this field. Ethnicity data shows a higher percentage of whites enrolling in the program. Outreach needs to be done to the African-American, Native-Indian, Hispanic-Latino and Asian/Filipino/Pacific Islander populations

Age: The Trend Data shows a high percentage of students entering this program are in the 30-39 age range and 40 and older range. The program needs to be promoted to younger students by outreach to high school students. Many high school students state that they would like to help the world be a better place, but have no idea what human services is all about. Outreach and education about the many job opportunities in the human services field will be the key to reaching younger people. All the above actions are to be completed by the fulltime faculty/program director with assistance from members of the advisory boards. All identified under-represented populations need an increase of at least 25% or more in the next three years.

Completers and Graduates: The capstone class HMSV C104 Internship 108 hours is often difficult for the busy student with a job and/or a family. Allowing the student a full year to complete the internship has been helpful and often students request an Incomplete in order to finish their internship; however, some drop out before completing their hours. The program coordinator would like to see an increase in completers and graduates of at least 25% or more in the next three years. This can be done by personal follow-up, encouragement, and mentoring of students by the program director and members of the advisory boards.

3. THREE-YEAR PROGRAM STRATEGIES • Outreach to under-represented populations showing an increase of at least 25%

within three years. Fulltime faculty/Program Coordinator and advisory board members to be responsible.

• An increase in younger students by marketing and outreach to middle and high school students. An increase of 19 and younger by 25% within the three years. Fulltime faculty/Program Director and advisory board members to be responsible.

• An increase in human services agencies involved in the advisory committees and internships. Identifying and contacting human services agencies within the three service areas with a goal of at least two new business partners per area within the next three years.


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4. SIX-YEAR PROGRAM STRATEGIES • Outreach to under-represented populations showing a steady increase in

enrollment within six years. Fulltime faculty/Program Coordinator and advisory board members to be responsible.

• An increase in younger students by outreach to middle and high school students showing a steady increase of 19 and younger by within the six years. Fulltime faculty/Program Coordinator and advisory board members to be responsible.

• An increase in human services agencies involved in the advisory committee and internships. Identifying and contacting human services agencies within the three service areas with a goal of at least four new business partners per area within the six years.

PART 6—SUPPORTING DOCUMENTATION The following are attached:

1. Section Level data by course (5 year aggregate broken out online, onsite, combined) a. Number of sections b. Enrollment first day, census, end of term c. FTES, FTEF, Productivity (FTES/FTEF) d. Course Retention Rate e. Course Success Rate f. Method of delivery (F2F, hybrid, ITV, online)

2. Student Demography by discipline (5 years aggregate) a. Headcount b. Age c. Gender d. Ethnicity

3. Awards (5 years) 4. Others as appropriate, in consultation with the Institutional Researcher

The following data is to be supplied by the department:

1. SLO Reports for all courses within the program(s) (from CurricUNET) 2. PLO Report for each program (from CurricUNET) 3. Advisory Committee Meeting minutes 4. Others, as appropriate, such as department minutes, employer surveys, marketing

brochures: Intern Evaluation

Trend Data from Institutional Research & Reporting1

Course Enrollments - Productivity

F-t-F3

DE Total F-t-F3

DE Total F-t-F3

DE Total F-t-F3

DE Total F-t-F3

DE Total F-t-F3

DE Total

4 4 8 0 12 12 0 13 13 0 21 21 0 16 16 511 519 1,030

48 65 113 0 131 131 0 131 131 0 202 202 0 143 143 9,387 15,094 24,481

12 16 14 #N/A 11 11 #N/A 10 10 #N/A 10 10 #N/A 9 9 18 29 24

5.1 6.8 11.9 0 12.7 12.7 0 15.0 15.0 0 24.2 24.2 0 15.1 15.1 1,368.1 1,573.3 2,941.4

0.2 0.4 0.6 0 1.1 1.1 0 0.7 0.7 0 1.1 1.1 0 0.9 0.9 98.2 104.3 202.5

Contract 100% 100% 100% 65% 100% 38%

Overload 0% 0% 0% 0% 0% 12%

Adjunct 0% 0% 0% 35% 0% 36%

Summer 0% 0% 0% 0% 0% 14%

25.3 17.1 19.8 #N/A 11.2 11.2 #N/A 20.5 20.5 #N/A 21.4 21.4 #N/A 16.2 16.2 13.9 15.1 14.5

F-t-F3

DE Total F-t-F3

DE Total F-t-F3

DE Total F-t-F3

DE Total F-t-F3

DE Total F-t-F3

DE Total

89.8% 77.9% 82.9% #N/A 87.9% 87.9% #N/A 89.3% 89.3% #N/A 85.1% 85.1% #N/A 87.4% 87.4% 90.1% 78.5% 83.0%

65.3% 70.6% 68.4% #N/A 79.5% 79.5% #N/A 80.9% 80.9% #N/A 72.3% 72.3% #N/A 76.2% 76.2% 75.9% 61.0% 66.8%

Retention Rate8

Success Rate8

FTEF6

FTES/FTEF7

Outcomes 2012-13

2008-09 2009-10 2010-11 2011-12 Subject Collegewide

Number of Sections

Enrollment4

Census

Students/Section5

Productivity

FTES6

Human Services2012-13


0

5

10

15

20

2008-09 2009-10 2010-11 2011-12 2012-13

Students/Section

Face to Face

Distance Ed

0

5

10

15

20

25

30

2008-09 2009-10 2010-11 2011-12 2012-13

FTES/FTEF (Productivity)

Face to Face

Distance Ed

20%

40%

60%

80%

100%

2008-09 2009-10 2010-11 2011-12 2012-13

Retention Rate

Face to Face

Distance Ed

20%

40%

60%

80%

100%

2008-09 2009-10 2010-11 2011-12 2012-13

Success Rate

Face to Face

Distance Ed

8/12/2013Human Services Associate in Science Degree & Human Services Worker Certificate of AchievementProgram Reivew Data

5-Year Student Demand and Performance Data by Course Sections 1st Day Enroll Census Enrollmt Ending Enroll Students /Section Actual FTES FTEF FTES/ FTEF Retention Rate Success RateDist Ed Traditional Sum Dist Ed Traditional Sum Dist Ed Traditional Sum Dist Ed Traditional Sum Dist Ed Traditional Sum Dist Ed Traditional Sum Dist Ed Traditional Sum Dist Ed Traditional Sum Dist Ed Traditional Sum Dist Ed Traditional Sum

CHDVC106 Child Growth and Development

2012-2013 201330 Spring 2013 2 1 3 98 22 120 82 17 99 66 12 78 41 17 33 7.6 1.8 9.4 0.4 0.2 0.6 19.1 9.0 15.7 80.5% 70.6% 78.8% 57.3% 41.2% 54.5%

201270 Fall 2012 3 3 159 159 110 110 82 82 37 37 10.2 10.2 0.6 0.6 17.1 17.1 74.5% 74.5% 55.5% 55.5%201250 Summer 2012 3 3 147 147 100 100 83 83 33 33 9.3 9.3 0.6 0.6 15.5 15.5 83.0% 83.0% 56.0% 56.0%Annual Yr Sum 8 1 9 404 22 426 292 17 309 231 12 243 37 17 34 27.2 1.8 58.0 1.6 0.2 3.6 17.0 9.0 79.1% 70.6% 56.2% 41.2%

2011-2012 201230 Spring 2012 2 2 4 99 39 138 76 26 102 67 20 87 38 13 26 7.1 2.7 9.8 0.4 0.4 0.8 17.7 6.8 12.2 88.2% 76.9% 85.3% 53.9% 50.0% 52.9%201170 Fall 2011 2 2 118 118 69 69 59 59 35 35 6.4 6.4 0.4 0.4 16.1 16.1 85.5% 85.5% 58.0% 58.0%201150 Summer 2011 2 2 102 102 83 83 76 76 42 42 7.7 7.7 0.4 0.4 19.3 19.3 91.6% 91.6% 73.5% 73.5%Annual Yr Sum 6 2 8 319 39 358 228 26 254 202 20 222 38 13 32 21.2 2.7 47.9 1.2 0.4 3.2 17.7 6.8 88.6% 76.9% 62.3% 50.0%

2010-2011 201130 Spring 2011 3 3 164 164 117 117 86 86 39 39 10.9 10.9 0.6 0.6 18.2 18.2 73.5% 73.5% 44.4% 44.4%201070 Fall 2010 3 3 162 162 118 118 71 71 39 39 11.1 11.1 0.6 0.6 18.5 18.5 58.2% 58.2% 32.0% 32.0%201050 Summer 2010 3 3 133 133 99 99 96 96 33 33 9.2 9.2 0.6 0.6 15.4 15.4 92.3% 92.3% 64.4% 64.4%Annual Yr Sum 9 9 459 459 334 334 253 253 37 37 31.2 31.2 1.8 1.8 17.3 17.3 73.8% 73.8% 46.1% 46.1%

CHDVC241 The Exceptional Child

2012-2013 201270 Fall 2012 1 1 47 47 32 32 28 28 32 32 3.0 3.0 0.2 0.2 14.9 14.9 87.5% 87.5% 56.3% 56.3%

201250 Summer 2012 1 1 50 50 29 29 28 28 29 29 2.7 2.7 0.2 0.2 13.5 13.5 96.6% 96.6% 69.0% 69.0%Annual Yr Sum 2 2 97 97 61 61 56 56 31 31 5.7 5.7 0.4 0.4 14.2 14.2 91.8% 91.8% 62.3% 62.3%

2011-2012 201230 Spring 2012 1 1 45 45 36 36 32 32 36 36 3.4 3.4 0.2 0.2 16.8 16.8 88.9% 88.9% 63.9% 63.9%Annual Yr Sum 1 1 45 45 36 36 32 32 36 36 3.4 3.4 0.2 0.2 16.8 16.8 88.9% 88.9% 63.9% 63.9%

The Exceptional Child: N & N

2011-2012 201170 Fall 2011 1 1 51 51 37 37 31 31 37 37 3.4 3.4 0.2 0.2 17.2 17.2 83.8% 83.8% 45.9% 45.9%

201150 Summer 2011 1 1 48 48 37 37 34 34 37 37 3.4 3.4 0.2 0.2 17.2 17.2 91.9% 91.9% 56.8% 56.8%Annual Yr Sum 2 2 99 99 74 74 65 65 37 37 6.9 6.9 0.4 0.4 17.2 17.2 87.8% 87.8% 51.4% 51.4%

2010-2011 201130 Spring 2011 1 1 42 42 37 37 34 34 37 37 3.4 3.4 0.2 0.2 17.2 17.2 91.9% 91.9% 73.0% 73.0%201050 Summer 2010 1 1 38 38 24 24 22 22 24 24 2.2 2.2 0.2 0.2 11.2 11.2 91.7% 91.7% 79.2% 79.2%Annual Yr Sum 2 2 80 80 61 61 56 56 31 31 5.7 5.7 0.4 0.4 14.2 14.2 91.8% 91.8% 75.4% 75.4%

2009-2010 200970 Fall 2009 1 1 44 44 44 44 35 35 44 44 4.1 4.1 0.2 0.2 20.5 20.5 79.5% 79.5% 65.9% 65.9%200950 Summer 2009 1 1 35 35 29 29 27 27 29 29 2.7 2.7 0.2 0.2 13.5 13.5 90.0% 90.0% 90.0% 90.0%Annual Yr Sum 2 2 79 79 73 73 62 62 37 37 6.8 6.8 0.4 0.4 17.0 17.0 83.8% 83.8% 75.7% 75.7%

2008-2009 200870 Fall 2008 1 1 2 28 16 44 25 14 39 22 10 32 25 14 20 2.3 1.5 3.8 0.2 0.2 0.4 11.6 7.4 9.5 88.0% 71.4% 82.1% 68.0% 57.1% 64.1%200850 Summer 2008 1 1 38 38 37 37 36 36 37 37 3.4 3.4 0.2 0.2 17.2 17.2 97.3% 97.3% 89.2% 89.2%Annual Yr Sum 2 1 3 66 16 82 62 14 76 58 10 68 31 14 25 5.8 1.5 14.5 0.4 0.2 1.2 14.4 7.4 93.5% 71.4% 80.6% 57.1%

CSCIC070 Computer Literacy

2012-2013 201330 Spring 2013 1 2 3 52 57 109 31 47 78 28 45 73 31 24 26 12.0 4.7 16.7 0.7 0.3 1.0 18.1 14.1 16.7 84.9% 77.8% 83.0% 67.1% 59.3% 65.0%

201270 Fall 2012 1 2 3 51 51 102 33 32 65 30 27 57 33 16 22 14.9 4.0 18.9 1.0 0.3 1.3 14.9 12.0 14.2 61.8% 87.0% 67.0% 44.9% 82.6% 52.7%201250 Summer 2012 2 2 56 56 42 42 37 37 21 21 4.9 4.9 0.3 0.3 14.9 14.9 73.3% 73.3% 50.0% 50.0%Annual Yr Sum 2 6 8 103 164 267 64 121 185 58 109 167 32 20 23 31.9 8.7 81.1 2.0 0.7 5.3 16.0 13.1 72.4% 82.0% 54.2% 70.0%

2011-2012 201230 Spring 2012 1 2 3 54 53 107 41 48 89 31 40 71 41 24 30 12.2 9.0 21.2 1.2 0.7 1.9 9.9 13.6 11.2 87.8% 78.8% 84.1% 74.3% 48.1% 63.5%201170 Fall 2011 1 3 4 62 88 150 39 81 120 28 57 85 39 27 30 10.9 3.8 14.7 0.7 0.3 1.0 16.3 11.5 14.7 78.8% 66.7% 75.6% 69.7% 45.8% 63.3%201150 Summer 2011 2 2 54 54 49 49 37 37 25 25 4.3 4.3 0.3 0.3 12.9 12.9 80.8% 80.8% 69.2% 69.2%Annual Yr Sum 2 7 9 116 195 311 80 178 258 59 134 193 40 25 29 27.4 12.9 80.5 2.2 1.0 6.5 12.3 12.9 83.1% 75.0% 71.7% 47.4%




ENGLC101 Freshman Composition

2012-2013 201330 Spring 2013 3 5 8 114 136 250 94 135 229 63 118 181 31 27 29 11.7 16.9 28.6 1.0 1.3 2.3 11.7 12.7 12.3 67.0% 87.4% 79.0% 47.9% 60.7% 55.5%






HMSVC101 Introduction to Human Services

2012-2013 201270 Fall 2012 3 3 45 45 37 37 29 29 12 12 3.9 3.9 0.2 0.2 19.5 19.5 78.4% 78.4% 70.3% 70.3%

Annual Yr Sum 3 3 45 45 37 37 29 29 12 12 3.9 3.9 0.2 0.2 19.5 19.5 78.4% 78.4% 70.3% 70.3%2011-2012 201170 Fall 2011 3 3 52 52 43 43 33 33 14 14 4.5 4.5 0.2 0.2 22.7 22.7 76.7% 76.7% 72.1% 72.1%




Annual Yr Sum 4 4 48 48 48 48 44 44 12 12 5.1 5.1 0.2 0.2 25.3 25.3 89.8% 89.8% 65.3% 65.3%HMSVC102 Cultural

Competence in Human S

2012-2013 201330 Spring 2013 3 3 39 39 36 36 32 32 12 12 3.8 3.8 0.2 0.2 19.0 19.0 88.9% 88.9% 75.0% 75.0%

Annual Yr Sum 3 3 39 39 36 36 32 32 12 12 3.8 3.8 0.2 0.2 19.0 19.0 88.9% 88.9% 75.0% 75.0%2011-2012 201230 Spring 2012 4 4 46 46 47 47 42 42 12 12 5.0 5.0 0.2 0.2 24.8 24.8 89.4% 89.4% 70.2% 70.2%




Annual Yr Sum 1 1 38 38 40 40 28 28 40 40 4.2 4.2 0.2 0.2 21.0 21.0 65.1% 65.1% 53.5% 53.5%HMSVC103 Prep for Field

Work in HMSV2012-2013 201330 Spring 2013 3 3 25 25 25 25 23 23 8 8 2.6 2.6 0.2 0.2 13.2 13.2 92.0% 92.0% 88.0% 88.0%





Annual Yr Sum 3 3 23 23 25 25 25 25 8 8 2.6 2.6 0.2 0.2 13.2 13.2 100.0% 100.0% 100.0% 100.0%HMSVC104 Field Work in

Human Services2012-2013 201270 Fall 2012 3 3 14 14 14 14 13 13 5 5 1.5 1.5 0.1 0.1 10.9 10.9 92.9% 92.9% 57.1% 57.1%




Annual Yr Sum 3 3 24 24 22 22 21 21 7 7 1.2 1.2 0.5 0.5 2.3 2.3 95.5% 95.5% 86.4% 86.4%HMSVC113 Intervention

Skills in HMSV2011-2012 201230 Spring 2012 4 4 39 39 32 32 28 28 8 8 3.4 3.4 0.2 0.2 16.9 16.9 87.5% 87.5% 68.8% 68.8%

Annual Yr Sum 4 4 39 39 32 32 28 28 8 8 3.4 3.4 0.2 0.2 16.9 16.9 87.5% 87.5% 68.8% 68.8%HMSVC116 Case

Management2012-2013 201270 Fall 2012 4 4 42 42 31 31 28 28 8 8 3.3 3.3 0.2 0.2 16.4 16.4 90.3% 90.3% 83.9% 83.9%


Annual Yr Sum 4 4 41 41 39 39 32 32 10 10 4.1 4.1 0.2 0.2 20.6 20.6 82.1% 82.1% 69.2% 69.2%PSYCC101 General

Psychology2012-2013 201330 Spring 2013 3 5 8 150 148 298 87 127 214 59 110 169 29 25 27 8.1 13.4 21.5 0.6 1.0 1.6 13.5 13.4 13.4 67.8% 86.6% 79.0% 52.9% 72.4% 64.5%


2011-2012 201230 Spring 2012 5 4 9 246 120 366 176 105 281 142 90 232 35 26 31 16.4 11.1 27.5 1.0 0.8 1.8 16.4 13.9 15.3 80.7% 85.7% 82.6% 48.3% 58.1% 52.0%201170 Fall 2011 5 7 12 253 240 493 206 201 407 150 175 325 41 29 34 19.2 21.2 40.4 1.0 1.4 2.4 19.2 15.1 16.8 72.1% 87.1% 79.5% 47.6% 67.7% 57.5%201150 Summer 2011 2 1 3 104 37 141 88 32 120 68 22 90 44 32 40 8.3 3.3 11.6 0.4 0.2 0.6 20.7 16.6 19.3 74.7% 71.0% 73.8% 52.7% 64.5% 55.7%Annual Yr Sum 12 12 24 603 397 1,000 470 338 808 360 287 647 39 28 34 43.9 35.6 158.9 2.4 2.4 9.6 18.3 14.8 75.8% 85.2% 48.8% 64.4%

2010-2011 201130 Spring 2011 5 3 8 248 99 347 170 83 253 111 76 187 34 28 32 15.8 8.8 24.6 1.0 0.6 1.6 15.8 14.6 15.4 64.9% 91.6% 73.6% 39.8% 65.1% 48.0%201070 Fall 2010 6 8 14 325 289 614 176 253 429 140 219 359 29 32 31 16.4 26.7 43.1 1.2 1.6 2.8 13.7 16.7 15.4 79.1% 86.2% 83.3% 52.0% 66.9% 60.8%201050 Summer 2010 2 1 3 109 39 148 62 36 98 46 22 68 31 36 33 5.8 3.7 9.5 0.4 0.2 0.6 14.4 18.7 15.8 74.2% 62.9% 70.1% 61.3% 54.3% 58.8%Annual Yr Sum 13 12 25 682 427 1,109 408 372 780 297 317 614 31 31 31 38.0 39.2 154.4 2.6 2.4 10.0 14.6 16.3 72.4% 85.2% 48.3% 65.3%

2009-2010 201030 Spring 2010 4 3 7 178 106 284 117 96 213 90 86 176 29 32 30 10.9 10.1 21.0 0.8 0.6 1.4 13.6 16.9 15.0 77.6% 87.8% 82.2% 51.7% 74.5% 62.1%200970 Fall 2009 4 7 11 182 219 401 139 208 347 112 182 294 35 30 32 12.9 22.0 35.0 0.8 1.4 2.2 16.2 15.7 15.9 80.6% 86.7% 84.2% 55.4% 66.7% 62.2%200950 Summer 2009 2 1 3 89 35 124 69 29 98 57 16 73 35 29 33 6.4 3.3 9.7 0.4 0.2 0.6 16.1 16.3 16.1 82.6% 51.6% 73.0% 59.4% 32.3% 51.0%Annual Yr Sum 10 11 21 449 360 809 325 333 658 259 284 543 33 30 31 30.3 35.4 131.4 2.0 2.2 8.4 15.1 16.1 79.9% 83.8% 54.9% 65.8%

2008-2009 200930 Spring 2009 3 4 7 133 113 246 95 111 206 77 98 175 32 28 29 8.9 11.9 20.8 0.6 0.8 1.4 14.9 14.9 14.9 81.1% 85.2% 83.3% 60.0% 71.3% 66.2%200870 Fall 2008 3 3 6 131 112 243 107 118 225 86 101 187 36 39 38 10.0 12.5 22.4 0.6 0.6 1.2 16.6 20.8 18.7 83.5% 84.9% 84.2% 53.4% 69.7% 62.2%200850 Summer 2008 1 3 4 45 90 135 34 78 112 29 67 96 34 26 28 3.1 7.8 10.9 0.2 0.6 0.8 15.4 13.0 13.6 90.6% 87.0% 88.1% 68.8% 81.8% 78.0%Annual Yr Sum 7 10 17 309 315 624 236 307 543 192 266 458 34 31 32 22.0 32.2 108.3 1.4 2.0 6.8 15.7 16.1 83.5% 85.5% 58.3% 73.3%

PSYCC112 Intro to Substance Abuse

2012-2013 201330 Spring 2013 2 2 38 38 31 31 27 27 16 16 3.3 3.3 0.2 0.2 16.4 16.4 87.1% 87.1% 80.6% 80.6%



Annual Yr Sum 4 4 51 51 47 47 41 41 12 12 5.1 5.1 0.2 0.2 25.3 25.3 87.2% 87.2% 72.3% 72.3%PSYCC211 Lifespan

Development2012-2013 201330 Spring 2013 2 2 103 103 71 71 56 56 36 36 6.6 6.6 0.4 0.4 16.5 16.5 78.9% 78.9% 67.6% 67.6%

201270 Fall 2012 2 2 104 104 70 70 51 51 35 35 6.5 6.5 0.4 0.4 16.3 16.3 72.9% 72.9% 65.7% 65.7%201250 Summer 2012 1 1 47 47 42 42 37 37 42 42 3.9 3.9 0.2 0.2 19.6 19.6 88.1% 88.1% 83.3% 83.3%Annual Yr Sum 5 5 254 254 183 183 144 144 37 37 17.0 17.0 1.0 1.0 17.0 17.0 78.7% 78.7% 70.5% 70.5%


2010-2011 201130 Spring 2011 2 2 94 94 84 84 73 73 42 42 7.8 7.8 0.4 0.4 19.6 19.6 86.9% 86.9% 79.8% 79.8%201070 Fall 2010 2 2 99 99 82 82 70 70 41 41 7.6 7.6 0.4 0.4 19.1 19.1 85.4% 85.4% 79.3% 79.3%201050 Summer 2010 4 1 5 184 23 207 164 20 184 129 14 143 41 20 37 15.3 2.1 17.3 0.8 0.2 1.0 19.1 10.4 17.3 77.2% 70.0% 76.5% 71.9% 50.0% 69.5%Annual Yr Sum 8 1 9 377 23 400 330 20 350 272 14 286 41 20 39 30.7 2.1 65.6 1.6 0.2 3.6 19.2 10.4 81.7% 70.0% 75.7% 50.0%

2009-2010 201030 Spring 2010 2 2 76 76 64 64 55 55 32 32 6.1 6.1 0.4 0.4 15.1 15.1 84.6% 84.6% 78.5% 78.5%200970 Fall 2009 1 1 44 44 37 37 31 31 37 37 3.4 3.4 0.2 0.2 17.2 17.2 83.8% 83.8% 83.8% 83.8%200950 Summer 2009 2 2 85 85 77 77 62 62 39 39 7.2 7.2 0.4 0.4 17.9 17.9 79.5% 79.5% 73.1% 73.1%Annual Yr Sum 5 5 205 205 178 178 148 148 36 36 16.7 16.7 1.0 1.0 16.7 16.7 82.2% 82.2% 77.2% 77.2%

2008-2009 200930 Spring 2009 1 1 45 45 39 39 34 34 39 39 3.6 3.6 0.2 0.2 18.2 18.2 87.2% 87.2% 82.1% 82.1%200870 Fall 2008 1 1 42 42 41 41 34 34 41 41 3.7 3.7 0.2 0.2 18.6 18.6 91.9% 91.9% 91.9% 91.9%200850 Summer 2008 1 1 2 45 15 60 41 17 58 33 17 50 41 17 29 3.8 1.8 5.6 0.2 0.2 0.4 19.1 8.8 14.0 80.5% 100.0% 86.2% 75.6% 64.7% 72.4%Annual Yr Sum 3 1 4 132 15 147 121 17 138 101 17 118 40 17 35 11.2 1.8 25.9 0.6 0.2 1.6 18.6 8.8 86.3% 100.0% 82.9% 64.7%

PSYCC241 Abnormal Psychology

2012-2013 201330 Spring 2013 2 2 100 100 66 66 54 54 33 33 6.1 6.1 0.4 0.4 15.4 15.4 81.8% 81.8% 63.6% 63.6%

201270 Fall 2012 3 3 85 85 45 45 37 37 15 15 4.5 4.5 0.4 0.4 11.2 11.2 82.2% 82.2% 73.3% 73.3%201250 Summer 2012 1 1 60 60 26 26 22 22 26 26 2.4 2.4 0.2 0.2 12.1 12.1 84.6% 84.6% 80.8% 80.8%Annual Yr Sum 6 6 245 245 137 137 113 113 23 23 13.0 13.0 1.0 1.0 13.0 13.0 82.5% 82.5% 70.1% 70.1%

2011-2012 201230 Spring 2012 6 6 158 158 106 106 94 94 18 18 10.4 10.4 0.6 0.6 17.3 17.3 88.7% 88.7% 70.8% 70.8%201170 Fall 2011 2 1 3 103 18 121 67 13 80 45 12 57 34 13 27 6.2 1.4 7.6 0.4 0.2 0.6 15.6 6.9 12.7 66.2% 92.3% 70.4% 47.1% 76.9% 51.9%201150 Summer 2011 1 1 53 53 23 23 23 23 23 23 2.1 2.1 0.2 0.2 10.7 10.7 100.0% 100.0% 82.6% 82.6%Annual Yr Sum 9 1 10 314 18 332 196 13 209 162 12 174 22 13 21 18.8 1.4 40.3 1.2 0.2 2.8 15.6 6.9 82.2% 92.3% 64.0% 76.9%


2009-2010 201030 Spring 2010 2 3 5 91 86 177 76 81 157 59 70 129 38 27 31 7.1 8.6 15.6 0.4 0.6 1.0 17.7 14.3 15.6 76.3% 87.5% 82.1% 57.9% 78.8% 68.6%200970 Fall 2009 1 1 2 42 21 63 37 17 54 31 15 46 37 17 27 3.5 1.9 5.5 0.2 0.2 0.4 17.7 9.7 13.7 83.8% 83.3% 83.6% 64.9% 55.6% 61.8%Annual Yr Sum 3 4 7 133 107 240 113 98 211 90 85 175 38 25 30 10.6 10.5 42.2 0.6 0.8 2.8 17.7 13.1 78.8% 86.7% 60.2% 74.5%

2008-2009 200930 Spring 2009 1 1 2 45 30 75 39 32 71 32 25 57 39 32 36 3.6 3.4 7.0 0.2 0.2 0.4 18.2 16.9 17.5 80.0% 78.1% 79.2% 62.5% 62.5% 62.5%200870 Fall 2008 1 2 3 43 57 100 43 49 92 33 44 77 43 25 31 4.1 5.2 9.3 0.2 0.4 0.6 20.5 12.9 15.5 76.7% 89.8% 83.7% 65.1% 73.5% 69.6%Annual Yr Sum 2 3 5 88 87 175 82 81 163 65 69 134 41 27 33 7.7 8.6 32.6 0.4 0.6 2.0 19.3 14.3 78.3% 85.2% 63.9% 69.1%

SPCHC105 Interpersonal Communication

2011-2012 201170 Fall 2011 1 1 39 39 1 1 12 12 1 1 1.7 1.7 0.2 0.2 8.4 8.4 40.0% 40.0% 26.7% 26.7%

Annual Yr Sum 1 1 39 39 1 1 12 12 1 1 1.7 1.7 0.2 0.2 8.4 8.4 40.0% 40.0% 26.7% 26.7%2010-2011 201050 Summer 2010 1 1 47 47 38 38 33 33 38 38 3.5 3.5 0.2 0.2 17.7 17.7 86.8% 86.8% 52.6% 52.6%

Annual Yr Sum 1 1 47 47 38 38 33 33 38 38 3.5 3.5 0.2 0.2 17.7 17.7 86.8% 86.8% 52.6% 52.6%

Trend Data from Institutional Research & Reporting1

Student Demographic Information

% change -

Prior Yr

% change -

Prior Yr

% change -

Prior Yr

% change -

Prior Yr

% change -

Prior Yr

% change -

Prior Yr

-- 17% 1% 37% -30% -16%

% % % % % %

81% 89% 83% 85% 79% 62%

19% 11% 17% 15% 21% 38%

0% 0% 0% 0% 0% 0%

6% 4% 8% 5% 9% 15%

23% 39% 25% 31% 35% 46%

31% 20% 22% 17% 16% 19%

40% 38% 45% 47% 40% 20%

1% 0% 1% 4% 3% 6%

6% 10% 14% 11% 14% 2%

0% 0% 0% 1% 0% 5%

16% 22% 27% 20% 14% 30%

73% 67% 51% 62% 63% 52%

0% 1% 6% 2% 6% 5%

4% 0% 1% 0% 1% 0%

Other/Unknown 8 11% 9 11% 19 23% 20 18% 19 24% 1,549 18%

413

Unknown 3 0 1 0 1 41

Two or more races 0 1 5 2 5

2,554

White 51 55 42 71 50 4,480

Hispanic/Latino 11 18 22 23 11

177

Asian/Filipino/Pac Islander 0 0 0 1 0 416

American Indian 4 8 12 13 11

1,685

Ethnicity

African American 1 0 1 4 2 502

40 & Older 28 31 37 54 32

30-39 22 16 18 19 13 1,671

20-29 16 32 21 35 28

Age

19 & Younger 4 3 7 6 7 1,298

3,929

Unknown 0 0 0 0 0 11

Male 13 9 14 17 17

Gender

Female 57 73 69 97 63 5,289

3,283

# # # # # #

2012-13


Unduplicated2 70 82 83 114 80 8,583

Student Headcount # # # ##

Human Services2012-13


0%

20%

40%

60%

80%

100%

2010-11 2011-12 2012-13

Gender

Male Female

0%

20%

40%

60%

80%

100%

2010-11 2011-12 2012-13

Age

40 & Older 30-39 20-29 19 & Younger

40 & Older 30-39 20-29 19 & Younger

Subject

Collegewide

0%

20%

40%

60%

80%

100%

2010-11 2011-12 2012-13

Ethnicity

Other/Unknown White Hispanic/Latino

Other/Unknown White Hispanic/Latino

Subject

Collegewide

Male Female

Subject

Collegewide

8/16/2013Human Services Associate in Science Degree & Human Services Worker Certificate of Achievement Program Review Data

5-Year Student Demography - Gender Female Male UnkStudents % Students % Students %

CHDV CHDVC106 2010-11 CC 279 88.6% 36 11.4%2011-12 CC 229 92.0% 20 8.0%2012-13 CC 253 86.3% 40 13.7%

Sum 735 88.7% 94 11.3%CHDVC241 2008-09 CC 70 93.3% 5 6.7%

2009-10 CC 66 94.3% 4 5.7%2010-11 CC 57 93.4% 4 6.6%2011-12 CC 94 86.2% 15 13.8%2012-13 CC 50 84.7% 9 15.3%

Sum 335 90.3% 36 9.7%Sum 1,034 89.1% 126 10.9%

CSCI CSCIC070 2008-09 CC 189 68.0% 89 32.0%2009-10 CC 232 68.2% 107 31.5% 1 0.3%2010-11 CC 173 66.8% 85 32.8% 1 0.4%2011-12 CC 167 70.2% 69 29.0% 2 0.8%2012-13 CC 132 72.9% 49 27.1%

Sum 871 68.9% 389 30.8% 4 0.3%Sum 871 68.9% 389 30.8% 4 0.3%

ENGL ENGLC101 2008-09 CC 177 57.3% 129 41.7% 3 1.0%2009-10 CC 230 58.1% 166 41.9%2010-11 CC 249 60.3% 163 39.5% 1 0.2%2011-12 CC 275 60.2% 181 39.6% 1 0.2%2012-13 CC 308 61.2% 194 38.6% 1 0.2%

Sum 1,132 59.8% 756 39.9% 5 0.3%Sum 1,132 59.8% 756 39.9% 5 0.3%

HMSV HMSVC101 2008-09 CC 39 81.3% 9 18.8%2009-10 CC 37 88.1% 5 11.9%2010-11 CC 36 83.7% 7 16.3%2011-12 CC 35 81.4% 8 18.6%2012-13 CC 31 86.1% 5 13.9%

Sum 176 84.2% 33 15.8%HMSVC102 2008-09 CC 34 87.2% 5 12.8%

2009-10 CC 36 83.7% 7 16.3%2010-11 CC 33 82.5% 7 17.5%2011-12 CC 38 82.6% 8 17.4%2012-13 CC 27 75.0% 9 25.0%

Sum 164 83.7% 32 16.3%HMSVC103 2008-09 CC 22 88.0% 3 12.0%

2009-10 CC 20 87.0% 3 13.0%2010-11 CC 22 88.0% 3 12.0%2011-12 CC 14 70.0% 6 30.0%2012-13 CC 21 84.0% 4 16.0%

Sum 98 85.2% 17 14.8%HMSVC104 2009-10 CC 20 90.9% 2 9.1%

2010-11 CC 21 91.3% 2 8.7%2011-12 CC 17 81.0% 4 19.0%2012-13 CC 12 85.7% 2 14.3%

Sum 68 88.3% 9 11.7%HMSVC113 2011-12 CC 26 81.3% 6 18.8%

Sum 26 81.3% 6 18.8%HMSVC116 2011-12 CC 31 81.6% 7 18.4%

2012-13 CC 26 86.7% 4 13.3%Sum 55 83.3% 11 16.7%

Sum 247 82.6% 52 17.4%PSYC PSYCC101 2008-09 CC 354 67.2% 170 32.3% 3 0.9%

2009-10 CC 413 65.1% 219 34.5% 2 0.8%2010-11 CC 504 66.8% 247 32.7% 4 1.7%2011-12 CC 524 67.9% 247 32.0% 1 0.6%2012-13 CC 222 63.4% 126 36.0% 2 0.2%

Sum 1,928 66.2% 972 33.4% 11 0.9%PSYCC112 2008-09 CC 31 66.0% 16 34.0%

2011-12 CC 40 75.5% 12 22.6% 1 0.3%2012-13 CC 22 71.0% 9 29.0%

Sum 93 71.5% 36 27.7% 1 0.2%PSYCC211 2008-09 CC 115 83.9% 22 16.1%

2009-10 CC 142 81.1% 32 18.3% 1 0.1%

2010-11 CC 270 78.9% 72 21.1%2011-12 CC 181 76.7% 55 23.3%2012-13 CC 135 76.7% 41 23.3%

Sum 829 79.2% 217 20.7% 1 0.3%PSYCC241 2008-09 CC 123 77.4% 36 22.6%

2009-10 CC 160 76.6% 49 23.4%2010-11 CC 172 78.5% 45 20.5% 2 0.6%2011-12 CC 161 78.5% 44 21.5%2012-13 CC 99 76.2% 31 23.8%

Sum 694 77.3% 202 22.5% 2 0.6%Sum 3,004 70.2% 1,264 29.5% 11 4.2%

SPCH SPCHC105 2010-11 CC 19 51.4% 17 45.9% 1 0.4%2011-12 CC 1 100.0% 0.0%

Sum 20 52.6% 17 44.7% 1 0.1%Sum 20 52.6% 17 44.7% 1 0.1%

Sum 5,053 69.9% 2,161 29.9% 16 5.2%

8/16/2013

Human Services Associate in Science Degree & Human Services Worker Certificate of Achievement Program Review Data

5-Year Student Demography - Age 19 or Younger

20 - 24 25 - 29 30 - 39 40 - 49 50 or Older

Students % Students % Students % Students % Students % Students %CHDV CHDVC106 2010-11 CC 39 12.4% 88 27.9% 74 23.5% 57 18.1% 30 9.5% 27 8.6%

2011-12 CC 34 13.7% 83 33.3% 50 20.1% 46 18.5% 27 10.8% 9 3.6%2012-13 CC 36 12.3% 96 32.8% 59 20.1% 55 18.8% 27 9.2% 20 6.8%

Sum 109 13.1% 259 31.0% 180 21.6% 153 18.3% 79 9.5% 55 6.6%CHDVC241 2008-09 CC 5 6.7% 16 21.3% 15 20.0% 18 24.0% 11 14.7% 10 13.3%

2009-10 CC 2 2.9% 14 20.0% 10 14.3% 17 24.3% 16 22.9% 11 15.7%2010-11 CC 5 8.2% 12 19.7% 9 14.8% 20 32.8% 11 18.0% 4 6.6%2011-12 CC 5 4.6% 24 22.0% 19 17.4% 30 27.5% 17 15.6% 14 12.8%2012-13 CC 2 3.4% 14 23.7% 14 23.7% 15 25.4% 9 15.3% 5 8.5%

Sum 19 5.1% 80 21.6% 66 17.8% 99 26.7% 63 17.0% 44 11.9%Sum 127 10.9% 330 28.2% 233 19.9% 243 20.8% 138 11.8% 98 8.4%

CSCI CSCIC070 2008-09 CC 36 12.9% 47 16.9% 38 13.7% 50 18.0% 44 15.8% 63 22.7%2009-10 CC 53 15.6% 58 17.1% 56 16.5% 51 15.0% 52 15.3% 70 20.6%2010-11 CC 28 10.8% 52 20.1% 36 13.9% 43 16.6% 51 19.7% 49 18.9%2011-12 CC 28 11.8% 55 23.1% 37 15.5% 46 19.3% 29 12.2% 43 18.1%2012-13 CC 42 23.2% 41 22.7% 30 16.6% 30 16.6% 16 8.8% 22 12.2%

Sum 185 14.5% 247 19.4% 194 15.2% 215 16.9% 190 14.9% 243 19.1%Sum 185 14.5% 247 19.4% 194 15.2% 215 16.9% 190 14.9% 243 19.1%

ENGL ENGLC101 2008-09 CC 120 38.8% 81 26.2% 36 11.7% 35 11.3% 23 7.4% 14 4.5%2009-10 CC 133 33.6% 120 30.3% 44 11.1% 51 12.9% 31 7.8% 17 4.3%2010-11 CC 113 27.4% 125 30.3% 69 16.7% 59 14.3% 36 8.7% 11 2.7%2011-12 CC 126 27.6% 167 36.5% 59 12.9% 57 12.5% 35 7.7% 13 2.8%2012-13 CC 157 31.2% 147 29.2% 70 13.9% 71 14.1% 40 8.0% 18 3.6%

Sum 625 32.1% 591 30.3% 259 13.3% 261 13.4% 147 7.5% 66 3.4%Sum 625 32.1% 591 30.3% 259 13.3% 261 13.4% 147 7.5% 66 3.4%

HMSV HMSVC101 2008-09 CC 2 4.2% 8 16.7% 5 10.4% 13 27.1% 10 20.8% 10 20.8%2009-10 CC 3 7.1% 12 28.6% 7 16.7% 7 16.7% 8 19.0% 5 11.9%2010-11 CC 2 4.7% 8 18.6% 5 11.6% 10 23.3% 10 23.3% 8 18.6%2011-12 CC 1 2.3% 10 23.3% 7 16.3% 7 16.3% 11 25.6% 7 16.3%2012-13 CC 4 11.1% 5 13.9% 9 25.0% 5 13.9% 8 22.2% 5 13.9%

Sum 12 5.7% 43 20.6% 32 15.3% 42 20.1% 47 22.5% 33 15.8%HMSVC102 2008-09 CC 2 5.1% 3 7.7% 3 7.7% 13 33.3% 9 23.1% 9 23.1%

2009-10 CC 3 7.0% 8 18.6% 7 16.3% 10 23.3% 9 20.9% 6 14.0%

2010-11 CC 5 12.5% 6 15.0% 3 7.5% 6 15.0% 11 27.5% 9 22.5%2011-12 CC 2 4.3% 8 17.4% 6 13.0% 8 17.4% 15 32.6% 7 15.2%2012-13 CC 4 11.1% 9 25.0% 6 16.7% 6 16.7% 6 16.7% 5 13.9%

Sum 16 8.1% 32 16.2% 25 12.7% 41 20.8% 49 24.9% 34 17.3%HMSVC103 2008-09 CC 4 16.0% 2 8.0% 6 24.0% 7 28.0% 6 24.0%

2009-10 CC 2 8.7% 4 17.4% 3 13.0% 4 17.4% 7 30.4% 3 13.0%2010-11 CC 1 4.0% 4 16.0% 3 12.0% 3 12.0% 10 40.0% 4 16.0%2011-12 CC 3 15.0% 2 10.0% 2 10.0% 8 40.0% 5 25.0%2012-13 CC 1 4.0% 1 4.0% 6 24.0% 4 16.0% 6 24.0% 7 28.0%

Sum 4 3.4% 16 13.8% 16 13.8% 19 16.4% 37 31.9% 24 20.7%HMSVC104 2009-10 CC 2 9.1% 2 9.1% 4 18.2% 6 27.3% 8 36.4%

2010-11 CC 1 4.3% 2 8.7% 4 17.4% 5 21.7% 6 26.1% 5 21.7%2011-12 CC 4 19.0% 2 9.5% 2 9.5% 10 47.6% 3 14.3%2012-13 CC 1 7.1% 2 14.3% 2 14.3% 4 28.6% 5 35.7%

Sum 1 1.3% 9 11.7% 10 13.0% 13 16.9% 25 32.5% 19 24.7%HMSVC113 2011-12 CC 3 9.4% 3 9.4% 5 15.6% 4 12.5% 9 28.1% 8 25.0%

Sum 3 9.4% 3 9.4% 5 15.6% 4 12.5% 9 28.1% 8 25.0%HMSVC116 2011-12 CC 6 15.8% 4 10.5% 6 15.8% 10 26.3% 12 31.6%

2012-13 CC 1 3.3% 5 16.7% 4 13.3% 6 20.0% 10 33.3% 4 13.3%Sum 1 1.5% 11 16.7% 8 12.1% 11 16.7% 19 28.8% 16 24.2%

Sum 26 8.2% 62 19.6% 48 15.2% 66 20.9% 66 20.9% 48 15.2%PSYC PSYCC101 2008-09 CC 204 38.7% 124 23.5% 69 13.1% 73 13.9% 39 7.4% 18 3.4%

2009-10 CC 231 36.4% 176 27.8% 99 15.6% 73 11.5% 33 5.2% 22 3.5%2010-11 CC 248 32.8% 225 29.8% 128 17.0% 91 12.1% 47 6.2% 16 2.1%2011-12 CC 212 27.5% 244 31.6% 101 13.1% 124 16.1% 60 7.8% 31 4.0%2012-13 CC 126 36.0% 113 32.3% 42 12.0% 39 11.1% 28 8.0% 2 0.6%

Sum 994 33.8% 855 29.0% 427 14.5% 386 13.1% 198 6.7% 85 2.9%PSYCC112 2008-09 CC 15 31.9% 8 17.0% 3 6.4% 6 12.8% 9 19.1% 6 12.8%

2011-12 CC 5 9.4% 19 35.8% 7 13.2% 9 17.0% 8 15.1% 5 9.4%2012-13 CC 5 16.1% 7 22.6% 4 12.9% 3 9.7% 5 16.1% 7 22.6%

Sum 25 19.2% 33 25.4% 14 10.8% 18 13.8% 22 16.9% 18 13.8%PSYCC211 2008-09 CC 23 16.8% 51 37.2% 22 16.1% 29 21.2% 4 2.9% 8 5.8%

2009-10 CC 30 17.1% 65 37.1% 23 13.1% 29 16.6% 15 8.6% 13 7.4%2010-11 CC 66 19.3% 114 33.3% 56 16.4% 59 17.3% 35 10.2% 12 3.5%2011-12 CC 31 13.1% 72 30.5% 46 19.5% 48 20.3% 26 11.0% 13 5.5%2012-13 CC 20 11.4% 55 31.3% 33 18.8% 44 25.0% 18 10.2% 6 3.4%

Sum 168 15.9% 354 33.6% 179 17.0% 206 19.5% 96 9.1% 51 4.8%PSYCC241 2008-09 CC 34 21.4% 45 28.3% 20 12.6% 34 21.4% 14 8.8% 12 7.5%

2009-10 CC 41 19.6% 73 34.9% 33 15.8% 29 13.9% 18 8.6% 15 7.2%2010-11 CC 29 13.2% 81 37.0% 41 18.7% 28 12.8% 28 12.8% 12 5.5%

2011-12 CC 29 14.1% 69 33.7% 34 16.6% 32 15.6% 25 12.2% 16 7.8%2012-13 CC 12 9.2% 49 37.7% 32 24.6% 22 16.9% 8 6.2% 7 5.4%

Sum 145 16.1% 311 34.5% 156 17.3% 140 15.5% 89 9.9% 60 6.7%Sum 1,194 27.0% 1,387 31.4% 677 15.3% 653 14.8% 332 7.5% 177 4.0%

SPCH SPCHC105 2010-11 CC 6 16.2% 6 16.2% 7 18.9% 8 21.6% 8 21.6% 2 5.4%2011-12 CC 1 100.0%

Sum 6 15.8% 7 18.4% 7 18.4% 8 21.1% 8 21.1% 2 5.3%Sum 6 15.8% 7 18.4% 7 18.4% 8 21.1% 8 21.1% 2 5.3%

Sum 1,772 23.1% 2,238 29.2% 1,207 15.8% 1,210 15.8% 710 9.3% 521 6.8%

8/16/2013Human Services Associate in Science Degree & Human Services Worker Certificate of Achievement Program Review Data

5-Year Student Demography - Ethnicity African American American Indian Asian/Filipino Hispanic/Latino Pacific Islander Two or More Races Unknown WhiteStudents % Students % Students % Students % Students % Students % Students % Students %

CHDV CHDVC106 2010-11 CC 36 11.4% 3 1.0% 10 3.2% 86 27.3% 4 1.3% 13 4.1% 2 0.6% 161 51.1%2011-12 CC 20 8.0% 2 0.8% 12 4.8% 77 30.9% 1 0.4% 11 4.4% 1 0.4% 125 50.2%2012-13 CC 24 8.2% 8 2.7% 11 3.8% 106 36.2% 2 0.7% 15 5.1% 127 43.3%

Sum 75 9.0% 12 1.4% 32 3.9% 259 31.2% 7 0.8% 37 4.5% 3 0.4% 404 48.7%CHDVC241 2008-09 CC 4 5.3% 2 2.7% 4 5.3% 18 24.0% 1 1.3% 46 61.3%

2009-10 CC 7 10.0% 4 5.7% 4 5.7% 12 17.1% 2 2.9% 1 1.4% 40 57.1%2010-11 CC 8 13.1% 1 1.6% 1 1.6% 12 19.7% 39 63.9%2011-12 CC 19 17.4% 5 4.6% 3 2.8% 31 28.4% 2 1.8% 1 0.9% 48 44.0%2012-13 CC 11 18.6% 2 3.4% 16 27.1% 2 3.4% 28 47.5%

Sum 48 12.9% 12 3.2% 14 3.8% 89 24.0% 6 1.6% 3 0.8% 199 53.6%Sum 119 10.3% 22 1.9% 45 3.9% 339 29.2% 7 0.6% 42 3.6% 6 0.5% 580 50.0%

CSCI CSCIC070 2008-09 CC 6 2.2% 32 11.5% 5 1.8% 39 14.0% 3 1.1% 4 1.4% 11 4.0% 178 64.0%2009-10 CC 20 5.9% 41 12.1% 11 3.2% 54 15.9% 1 0.3% 14 4.1% 8 2.4% 191 56.2%2010-11 CC 12 4.6% 26 10.0% 2 0.8% 42 16.2% 1 0.4% 10 3.9% 166 64.1%2011-12 CC 10 4.2% 24 10.1% 8 3.4% 41 17.2% 7 2.9% 148 62.2%2012-13 CC 6 3.3% 15 8.3% 9 5.0% 40 22.1% 13 7.2% 98 54.1%

Sum 52 4.1% 130 10.3% 34 2.7% 209 16.5% 5 0.4% 47 3.7% 19 1.5% 768 60.8%Sum 52 4.1% 130 10.3% 34 2.7% 209 16.5% 5 0.4% 47 3.7% 19 1.5% 768 60.8%

ENGL ENGLC101 2008-09 CC 10 3.2% 4 1.3% 19 6.1% 46 14.9% 3 1.0% 20 6.5% 7 2.3% 200 64.7%2009-10 CC 10 2.5% 9 2.3% 15 3.8% 64 16.2% 20 5.1% 7 1.8% 271 68.4%2010-11 CC 13 3.1% 8 1.9% 16 3.9% 84 20.3% 23 5.6% 1 0.2% 268 64.9%2011-12 CC 18 3.9% 6 1.3% 17 3.7% 89 19.5% 2 0.4% 39 8.5% 1 0.2% 285 62.4%2012-13 CC 10 2.0% 8 1.6% 7 1.4% 128 25.4% 44 8.7% 306 60.8%

Sum 55 2.9% 30 1.6% 66 3.5% 373 19.7% 5 0.3% 126 6.7% 16 0.8% 1,222 64.6%Sum 55 2.9% 30 1.6% 66 3.5% 373 19.7% 5 0.3% 126 6.7% 16 0.8% 1,222 64.6%

HMSV HMSVC101 2008-09 CC 3 6.3% 6 12.5% 2 4.2% 37 77.1%2009-10 CC 2 4.8% 10 23.8% 1 2.4% 29 69.0%2010-11 CC 8 18.6% 12 27.9% 2 4.7% 1 2.3% 20 46.5%2011-12 CC 3 7.0% 4 9.3% 8 18.6% 1 2.3% 27 62.8%2012-13 CC 2 5.6% 5 13.9% 4 11.1% 25 69.4%

Sum 3 1.4% 19 9.1% 41 19.6% 8 3.8% 3 1.4% 135 64.6%HMSVC102 2008-09 CC 1 2.6% 3 7.7% 7 17.9% 1 2.6% 27 69.2%

2009-10 CC 3 7.0% 10 23.3% 1 2.3% 29 67.4%2010-11 CC 1 2.5% 6 15.0% 9 22.5% 2 5.0% 22 55.0%2011-12 CC 1 2.2% 5 10.9% 1 2.2% 8 17.4% 31 67.4%2012-13 CC 1 2.8% 5 13.9% 6 16.7% 2 5.6% 1 2.8% 21 58.3%

Sum 4 2.0% 21 10.7% 1 0.5% 40 20.4% 5 2.6% 2 1.0% 123 62.8%HMSVC103 2008-09 CC 2 8.0% 2 8.0% 1 4.0% 20 80.0%

2009-10 CC 1 4.3% 6 26.1% 1 4.3% 15 65.2%2010-11 CC 5 20.0% 6 24.0% 14 56.0%2011-12 CC 1 5.0% 5 25.0% 3 15.0% 11 55.0%2012-13 CC 2 8.0% 3 12.0% 1 4.0% 19 76.0%

Sum 1 0.9% 14 12.2% 20 17.4% 2 1.7% 1 0.9% 77 67.0%HMSVC104 2009-10 CC 3 13.6% 2 9.1% 17 77.3%

2010-11 CC 2 8.7% 6 26.1% 1 4.3% 14 60.9%2011-12 CC 3 14.3% 5 23.8% 13 61.9%2012-13 CC 1 7.1% 4 28.6% 3 21.4% 6 42.9%

Sum 1 1.3% 11 14.3% 16 20.8% 1 1.3% 48 62.3%HMSVC113 2011-12 CC 2 6.3% 9 28.1% 21 65.6%

Sum 2 6.3% 9 28.1% 21 65.6%HMSVC116 2011-12 CC 2 5.3% 6 15.8% 5 13.2% 1 2.6% 24 63.2%

2012-13 CC 4 13.3% 6 20.0% 3 10.0% 17 56.7%Sum 2 3.0% 10 15.2% 11 16.7% 3 4.5% 40 60.6%

Sum 6 2.0% 30 10.0% 1 0.3% 60 20.1% 11 3.7% 5 1.7% 186 62.2%PSYC PSYCC101 2008-09 CC 27 5.1% 12 2.3% 26 4.9% 92 17.5% 3 0.6% 25 4.7% 14 2.7% 328 62.2%

2009-10 CC 43 6.8% 10 1.6% 22 3.5% 114 18.0% 3 0.5% 24 3.8% 9 1.4% 409 64.5%

2010-11 CC 40 5.3% 21 2.8% 31 4.1% 201 26.6% 2 0.3% 52 6.9% 1 0.1% 407 53.9%2011-12 CC 48 6.2% 16 2.1% 37 4.8% 215 27.8% 2 0.3% 35 4.5% 1 0.1% 418 54.1%2012-13 CC 16 4.6% 10 2.9% 9 2.6% 107 30.6% 16 4.6% 192 54.9%

Sum 164 5.6% 65 2.2% 123 4.2% 691 23.7% 9 0.3% 143 4.9% 24 0.8% 1,692 58.1%PSYCC112 2008-09 CC 2 4.3% 2 4.3% 4 8.5% 3 6.4% 1 2.1% 35 74.5%

2011-12 CC 2 3.8% 5 9.4% 1 1.9% 11 20.8% 4 7.5% 30 56.6%2012-13 CC 5 16.1% 1 3.2% 25 80.6%

Sum 2 1.5% 7 5.4% 3 2.3% 20 15.4% 8 6.2% 1 0.8% 89 68.5%PSYCC211 2008-09 CC 8 5.8% 1 0.7% 15 10.9% 29 21.2% 6 4.4% 4 2.9% 74 54.0%

2009-10 CC 7 4.0% 3 1.7% 8 4.6% 38 21.7% 8 4.6% 5 2.9% 106 60.6%2010-11 CC 17 5.0% 3 0.9% 44 12.9% 80 23.4% 16 4.7% 1 0.3% 181 52.9%2011-12 CC 19 8.1% 3 1.3% 30 12.7% 61 25.8% 1 0.4% 7 3.0% 1 0.4% 114 48.3%2012-13 CC 8 4.5% 3 1.7% 18 10.2% 50 28.4% 14 8.0% 83 47.2%

Sum 57 5.4% 13 1.2% 114 10.9% 253 24.2% 1 0.1% 49 4.7% 11 1.1% 549 52.4%PSYCC241 2008-09 CC 3 1.9% 1 0.6% 5 3.1% 22 13.8% 5 3.1% 6 3.8% 117 73.6%

2009-10 CC 4 1.9% 4 1.9% 4 1.9% 37 17.7% 8 3.8% 2 1.0% 150 71.8%2010-11 CC 12 5.5% 5 2.3% 14 6.4% 50 22.8% 9 4.1% 129 58.9%2011-12 CC 13 6.3% 6 2.9% 6 2.9% 48 23.4% 8 3.9% 124 60.5%2012-13 CC 6 4.6% 2 1.5% 6 4.6% 33 25.4% 11 8.5% 1 0.8% 71 54.6%

Sum 37 4.1% 17 1.9% 35 3.9% 185 20.6% 40 4.5% 9 1.0% 575 64.0%Sum 237 5.5% 91 2.1% 237 5.5% 991 23.2% 10 0.2% 210 4.9% 39 0.9% 2,464 57.6%

SPCH SPCHC105 2010-11 CC 6 16.2% 2 5.4% 10 27.0% 3 8.1% 1 2.7% 15 40.5%2011-12 CC 1 100.0%

Sum 6 15.8% 2 5.3% 11 28.9% 3 7.9% 1 2.6% 15 39.5%Sum 6 15.8% 2 5.3% 11 28.9% 3 7.9% 1 2.6% 15 39.5%

Sum 415 5.7% 238 3.3% 346 4.8% 1,649 22.8% 24 0.3% 337 4.7% 80 1.1% 4,141 57.3%

8/12/2013Human Services Associate in Science Degree & Human Services Worker Certificate of AchievementProgram Reivew Data

5-Year Awards by Academic Year2008-09 2009-10 2010-11 2011-12 2012-13

CC Human Services

Associate in Science 6 5 8 6

Sum 6 5 8 6Human Services Worker

Cert of Achievement >1 <2 yr

1 3 8 9

Sum 1 3 8 9

Cerro Coso College ‐‐ HMSV C101 Introduc on to Human Services ‐ Student Learning OutcomesCerro Coso College ‐‐ HMSV C101 Introduc on to Human Services ‐ Student Learning Outcomes

Cerro Coso College ‐‐ HMSV C102 Cultural Competence in Human Services ‐ Student Learning OutcomesCerro Coso College ‐‐ HMSV C102 Cultural Competence in Human Services ‐ Student Learning Outcomes

Cerro Coso College ‐‐ HMSV C103 Prepara on for Field Work in Human Services ‐ Student LearningCerro Coso College ‐‐ HMSV C103 Prepara on for Field Work in Human Services ‐ Student LearningOutcomesOutcomes

Cerro Coso College ‐‐ HMSV C104 Field Work in Human Services ‐ Student Learning OutcomesCerro Coso College ‐‐ HMSV C104 Field Work in Human Services ‐ Student Learning Outcomes

Cerro Coso College ‐‐ HMSV C116 Case Management ‐ Student Learning OutcomesCerro Coso College ‐‐ HMSV C116 Case Management ‐ Student Learning Outcomes

Cerro Coso College ‐‐ CC Human Services Worker Cert ‐ Student Learning OutcomesCerro Coso College ‐‐ CC Human Services Worker Cert ‐ Student Learning Outcomes

Cerro Coso College ‐‐ CC Human Services AS ‐ Student Learning OutcomesCerro Coso College ‐‐ CC Human Services AS ‐ Student Learning Outcomes


Version 2013-14 Approved by IEC, 4-30-13

Advisory Board Meeting Minutes

CERRO COSO COMMUNITY COLLEGE IWV HUMAN SERVICES ADVISORY BOARD

Minutes Friday, Oct 4, 2013, 12:00-1:00

Time Started: 12:00 Time Ended: 1:10 1. Welcome and introduction of Advisory Board Members Debra Rundell, HMSV Program Director, Carol Beecroft, Women's Center; Pam Godfrey, Counselor; Renee Garcia, OVCDC; Dana Scott, College Community Services ;Jamie Howard, DHS;Tina Helm, HMSV Student/Intern 2. Purpose of the Advisory Board was explained: Partnership with industry employers to ensure that our programs remain in touch with the needs of local business and industry and that our students receive relevant instruction. 3. Reviewed Advisory Board Handbook and Member Information; Carol Beecroft and Jamie Howard filled out the Advisory Committee Member Information form. 4. Reviewed and passed out copies of the new CTE Program Book. 5. Kristen Wolf, Job Development Specialist was ill and unable to attend meeting. 6. Pam Godfrey discussed student success "Achieve the Dream" looking at the barriers that keep students from succeeding and completing classes. Pam is part of the "Achieve the Dream" team. Pam also passed out information on GED Testing offered by Pearson Vue testing conducted at Cerro Coso College.Cost: $140. This is not a Cerro Coso College Program. 7. News from our members: Jamie Howard is the new Dept of Human Services Supervisor, she is replacing Glen Bennett who retired. She has ten years of DHS experience. Dana Scott said that CCS, Lake Isabella has a new Director, David Seymour. Carol Beecroft told about the Prison Rape Elimination Act which is nation wide program in which the Women's Center, High Desert are involved in training the correction officers. 8. Tina Helm is a student currently enrolled in HMSV C104 and is finishing the program. She introduced herself and needs an internship. 9. Current Human Services Classes end Enrollment for this Fall: HMSV C101 Introduction to Human Services enrollment: IWV 11, KRV 14, ESCC 14: Total 39 HMSV C116 Case Management enrollment: IWV 14, KRV 9, ESCC 11 HMSV C104 Field Work in Human Service enrollment: IWV 10, KRV 6, ESCC 5 The Human Serviced program shows steady growth on all campuses. HMSV C101 usually has high between 35-40 students, but HMSV C104 is usually between 20-24. Need to investigate barriers or reasons for low retention and completion of HMSV C104. 9. Proposed classes for Sp '13: HMSV C102 Cultural Competence in Human Services - this class is required for completing the Human Services Program and also fulfills the GE diversity requirement. HMSV C113 Intervention Skills - This class was offered last spring by Daniel Ranson. HMSV C103 Preparation for Field Work - this class is the prerequisite for HMSV C104. Meeting Adjourned: 1:15 Respectfully Submitted: Debra Rundell, MS [email protected]



CERRO COSO COMMUNITY COLLEGE KRV HUMAN SERVICES ADVISORY BOARD

Minutes Friday, Oct 18, 2013, 12:00-1:00

Location Lok's Garden, Lake Isabella Introduction of Members: Debra Rundell, CCCC Faculty/Program Coordinator; Valerie

Karnes, CTE Dean; Andrea Clark, HMSV Student/Intern; Lisa Stephens, KRV Campus Manager; Reese Weltman, Educational Advisor; Barbara Likens, Transformations; Elaine Schrader, Ombudsman; Summer Campbell, OVCDC; James Kent, Center for Positive Growth; Lisa Smith, Family Resource Center; Jeff Oxford, Dept HS; Melody Batelaan, APS; Dave Seymour, CCS Program Director; Diana Grondie, CCS Recovery Specialist

Purpose of Advisory Committee: Partnership with industry employers to ensure that our

programs remain in touch with the needs of local business and industry and that our students receive relevant instruction.

Advisory Kick Off Dinner, Sep 10 at Paradise Cove. Advisory Handbook and new CTE

Program Book. The Advisory Handbook was created to offer guidelines to both faculty and committee members. There is a one year commitment for committee members.

News from KRV Campus: Lisa Stephens is our new Campus Manager. She shared that

the college is half way through the semester with eight weeks remaining. October is Transfer Awareness Month and the college hosted a transfer awareness workshop. News from Counseling: Reese answered questions regarding student matriculation and

financial aid. All students receive counseling regarding their goals, courses and transfer information. It was suggested to make an extra credit assignment to HMSV students to meet with their counselor and write a "reflection" paper regarding the meeting. It was agreed by all this was a good idea.

Student Success: Retention and Completers:

• Identifying strengths, Limitations, and Barriers: Six Year Program Review • Some barriers identified: Transportation, limited number of human services

agencies in rural areas, child care, "wounded healer" (students with personal issues that need to be addressed) and background check.

Shared the latest CA Labor Market Information from CA Occupational Guides;

description of Social and Human Service Assistants, Wages and Benefits and Job Outlook; "The demand for social and human services, as well as the growing elderly population, will continue to fuel this rapid growth" Percent change for 2010-2020 for jobs in this field is expected to increase by 22.0% and 7,600 jobs in CA. Need to look at the specific job growth prediction for Kern/Inyo and Mono County.

Summer Campbell announced that OVCDC has a GED program available and open to the public.



Human Services classes offered this F’13 and enrollment per campus. Courses show steady growth at all campuses.

HMSV C101 Intro to Human Services - KRV 14, IWV 11, ESCC 14 Total: 39 HMSV C116 Case Management - KRV 9, IWV 14, ESCC 11 Total: 34 HMSV C104 Field Work in Human Services - KRV 6, IWV 10, BIS 5 Total: 21 Questions from Donna Moreno, Career Services:

1. Statistics on job placements from those students who have completed or close to completing the program. 2. Many of the jobs in Social Services are asking for Master degrees. What are the plans for our students to continue their education in order to promote their work opportunities? 3. What is the status of financial aid for our community college? Reese Weltman sent an email to all advisory members addressing questions 2 and 3. Valerie said that our job researcher would be able to get the information regarding students obtaining employment.

Human Services Sp ’14 classes: HMSV C102 Cultural Competence in Human Services HMSV C113 Intervention Skills HMSV C103 Preparation for Field Work Melody Batelaan offered to be a guest speaking for HMSV C101, 116 and 104. Questions, Ideas, Suggestions

Thank you for supporting the Human Services Program

Debra Rundell, MS, MFT [email protected] cell 760-417-0309

_________________________________________________________________________________

CERRO COSO COMMUNITY COLLEGE ESCC HUMAN SERVICES ADVISORY BOARD

Minutes

Thursday, Oct 10, 2013 Start: 12:30 Time Ended: 1:30 1. Welcome and introduction of Advisory Board Members. Debra Rundell, HMSV; Beth Himelhoch, IMAH;DB Mattovich, Inyo County HHS;Salvador Montanez, Mono County Behavioral Health; Bertha Jimenez, Mono County Behavioral Health. Salvador and Bertha are both enrolled in HMSV C116 Case Management. Jill Paydon, IMACA;Gina Jones, OVCDC;Dee Anne Chiatovich, OVCDC;Christina Christenson- Rockwell, CCC Psychology Instructor. 2. Purpose of the Advisory Board Committee: Partnership with industry employers to ensure that our programs remain in touch with the needs of local business and industry and that our students receive relevant instruction.

3. Advisory Kick Off Dinner: Review of Advisory Committee Handbook and new CTE Program. On Sep 18 we held a Kick Off Dinner for CTE Advisory Board. At that dinner we reviewed the new Advisory Committee Handbook to help guide faculty and committee member in the expectations of an advisory committee.



Debra presented the new handbook and Advisory Committee Member Information form. It is a one year commitment for a member.

4. Student success: Cerro Coso College is involved in "Achieve the Dream" a program that looks at student success and what barriers get in the way of students completing their educational goals. It was asked by committee members that some of the Human Services could be offered in the evening for students who hold jobs. Debra said that in Fall '14 she could look into scheduling HMSV C101 5-6:25pm. 5. ESCC Campus News: Deanna Campbell was unable to attend the meeting. 6. Christina Christenson-Rockwell, is ESCC new psychology adjunct professor. She has extensive experience working with the Dept of Probation. She will email Debra the necessary contacts for the Inyo/Mono Dept of Probation for possible internships. 7. We reviewed Human Services class enrollment this Fall 2013. HMSV C101: ESCC 14, IWV 11, KRV 14. Total: 39 HMSV C116 Case Management: ESCC 11, IWV 14, KRV 9. Total: 34 Both classes have shown an increases at ESCC. HMSV C104 Field Work in Human Services: ESCC 5, KRV 6, IWV 11 . Total:21 Debra expressed concern about student retention and completion from HMSV C101 to 104. A suggestion from committee members was for each agency to have a student advocate. 8. Proposed classes for Spring 14: HMSV C102 Cultural Competence in Human Services, HMSV C113 Intervention Skills and HMSV C103. HMSV C103 is the prerequisite for HMSV C104 Field Work in Human Services.

Respectfully Submitted: Debra Rundell, MS, MFC [email protected] cell: 760-417-0309



Intern Evaluation 2014

Student Intern Evaluation Human Services Program, Cerro Coso Community College Evaluation For: _____________________________________________ Agency: ___________________________________________________ Please provide an evaluation for this student intern’s work for your agency/organization using the following scale. The scale is not intended to represent traditional school grades (i.e., A, B, C, etc). Whenever possible please make comments-students greatly value specific feedback. Your honest and fair assessment of the student’s performance and potential is greatly appreciated. Thank you, Debra Rundell, MS Human Services Coordinator 3….Exceeded performance expectations 2….Met performance expectations 1….Did not meet performance expectations 0….Unable to evaluate 1. ____ Job competence: Was the Student intern able to learn “the job,” work with a minimum of supervision; meet the objective and standards of the agency/organization by demonstrating the ability to conduct a client interview, write a report, participate in team meetings and provide necessary support and referrals to the clients. Comments: 2. ____Dependability: Did the student inter accept responsibility and carry through assigned tasks to completion, including arriving punctually for work? Comments: 3. ____Communication skills: How well did the student intern communicate with clients, co-workers, supervisors? Was the student intern able to adapt his/her communication style to the situation? Comments:



4. ____Professionalism: How well did the student intern maintain an appropriate entry level professional appearance and behavior as well as legal and ethical responses? Did the student consistently project care, tact, courtesy and respect to others? Comments: 5. ____Adaptability/flexibility: How well did the student intern accept and respond to feedback and /or criticism from their supervisor? Did the student intern adapt as needed to changing circumstances? Comments: 6. ____Knowledge/preparation: How knowledgeable was the student intern about the field of human services (e.g., client needs, special populations, social policy, ethical issues, etc)? How well prepared was the student intern for this work experience? Comments: 7. ____Goal completion: How well did the student intern meet his/her learning objectives and/or personal goals for this internship? Comments: 8. _____Cultural Competence: Student/intern shows knowledge and sensitivity with diversity, such as races, cultures, religions, world view, gender, sexual orientation, age, ability and life experiences. Finally, comparing the student intern to the average new employee in your area, what are the strengths and weaknesses of the student intern as a potential employee? Supervisor:______________________________________ Date:____________________ Some supervisors discuss the evaluation with the student. Did you? Yes No (circle one) Your evaluation may be faxed to: Debra Rundell, Human Services Program Coordinator Fax: 760-379-5547 KRV Campus

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