HMNS Course Descriptions & Student Learning Outcomes (SLOs)

 

HMNS 1010: Introduction to Helping and Human Services (3 credits)

The first in a sequence of required courses, provides students a working familiarity with theories of human development and exploration of values and helping skills that are generic to the fields of education and human services.  Students will: examine personal and professional attitudes, consider values and beliefs that correlate with high effectiveness, review current research for an understanding of social and behavioral issues, study tools for self-assessment, and develop effective reading and reflective writing skills.

 

Student Learning Outcomes:

-Discuss the origins and practical application of personal and professional values and how they relate to their understanding of human behavior and their efforts to meet the needs of children, adults, families, and communities.

-Identify and describe the implications of providing inclusive, culturally responsive interactions for all children, adolescents, adults, families, and communities.

-Demonstrate the behaviors of ethically sound practitioners.

-Identify various models for explaining healthy development in human beings and describe how the strengths of these models apply to students’ chosen field of interest.

-Identify characteristics of effective helpers and the application of these characteristics to their chosen field of study.

-Identify areas of self-improvement for personal and professional growth and development.

-Define systems theory and describe its application to human services.

-Understand the stages of helping and demonstrate an awareness of what needs to occur at each stage of a helping event.

 

HMNS 1040: Drugs and Human Behavior (4 Credits)

This course provides general and specialized knowledge concerning the bio-psycho-social antecedents and consequences of drug taking behaviors. Additionally, it carefully examines the nature of compulsion as it relates to the activity addictions. The use of medical, behavioral, and psychodynamic model promotes an understanding of addiction as a process, not an event, and students are exposed to current research documenting the connections between addictive behavior activities and brain chemistry. Students will gain knowledge and skills in the areas of assessment, intervention, treatment, relapse prevention and health promotion for working with individuals, groups, and families affected by addictive and compulsive disorders. This course is required for placement in a substance abuse internship. Note: Grade of C or better required for Human Services program students. Lecture: 4 hours

 

Student Learning Outcomes:
-Understand the neurobiological impact of drug use and addiction. Students will be able to
a) define the reward circuit b) understand the dynamics of substance use disorders in relation to the structure of the brain.
-Understand the role of genetics in substance use and Substance Use Disorder, Impact of Substance Use Disorder.
-Become familiar with specific drugs, their history, classification, properties, and effects.
-Become familiar with current research and trends in the area of prevention. To become knowledgeable of outcomes-based prevention approaches

 

HMNS 1080: Health, Safety and Nutrition and the Young Child (3 credits)

This course provides students with basic concepts of health, nutrition, and food science as they apply it to the care and education of young children.  Students acquire the skills necessary for incorporating critical concepts into programming and curriculum in a wide variety of early childhood settings.

 

Student Learning Outcomes:

-Know about and understand multiple influences on early development and learning. 

-Use developmental knowledge to identify and create healthy, respectful, supportive, and challenging learning environments for young children.                                                        

-Know about, understand and value diverse family and community characteristics.                    

-Involve families and communities in young children’s development and learning.    

-Know about and use observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment, and data. collection.  -Know and understand effective strategies and tools for early education.                                               

-Reflect on one’s own practice to promote positive outcomes for each child.

-Understand content knowledge and resources in academic disciplines (specifically creative movement, dance, physical activity, physical education, and/or health and safety).              

-Engage in informed advocacy for young children and the early childhood profession.

 

HMNS 1090: Foundations of Gerontology and Elder Care (3 credits)

This course is an introduction to gerontology and elder care and offers foundations in theory and practical learning experiences. Students will discuss gerontology from an interdisciplinary perspective. This includes topics ranging from aging in America, stereotypes, social and psychological theories later in life, mental health, to intimacy and sexual health.

 

Student Learning Outcomes:

-Demonstrate an understanding of the foundations of aging and eldercare
-Demonstrate an understanding of theory and concepts relating to gerontology to include the history and current concepts.
-Identify social problems, cultural issues surrounding aging.
-Demonstrate an understanding of the significance of empathy.
-Discuss key takeaways with peers and share recommendations on how new information learned may be used based on credible sources.
-Improve academic writing and critical thinking through reflection and writing assignments.

 

HMNS 1161: Mental Health First Aid (3 credits)

This course will cover mental health in American adults and train you to assist with mental health challenges and crises. No prerequisite or prior knowledge is required for this course. This is a course which has three main objectives: (1) To certify students in Mental Health First Aid; (2). To broadly discuss the state of mental health on college campuses; (3) To improve the dialogue about mental health, ways to help, and available resources. Lecture 1 hour. 

 

Student Learning Outcomes:

-Students will identify the signs and symptoms of common mental health concerns and their stages of severity
-Students will demonstrate skills in carrying out the MHFA action plan. They will also demonstrate increased confidence to provide support to someone who may be struggling with mental health concerns at each stage of severity
-Students will utilize destigmatizing language while discussing and writing about mental health
-Students will be able to cite and recommend varied mental health resources on campus and the broader community
-Students will demonstrate their role as a MHFAider by utilizing the context

 

HMNS 1200: Practicum I: Service Learning (3 credits)

All field and practicum courses are competency-based internships designed to train students in basic human service skills through a combination of field placement and seminar activities. Field placements range from 50 to 90 hours per semester at an approved agency. Students will develop and refine observation, communication, documentation, ethical practices, working relations, presentation, critical thinking, and service skills appropriate for entry-level placement in a Human Service agency. Students will complete the training requirements for certification as a Mental Health First Aider (MHFA). Students who complete the training and earn 80% or better will become MHFA certified by the National Council for Mental Wellbeing. Note Grade of “C” or better is required for Human Service program students. Lecture: 4 hours, Other: 1 hour Prerequisite(s):HMNS1010 and HMNS 2200. 

 

Student Learning Outcomes:

-Identify and summarize reflections that demonstrate your insights on how the material covered serves as a reference guide for practical application in your future chosen profession.
-Identify and develop service-learning objectives to include working relationships and skill-building
-Explore peer-reviewed literature and resource sites to support their volunteer experience.
-Actively engage in class discussions, site visits, and class activities in the field.
-Complete a minimum of 50 hours of volunteer service-learning experience at an approved community service or a social service agency.
-Present evidence of concepts, models, skills, or strategies learned throughout the term for inclusion in your portfolio.
-Actively participate in and complete Mental Health First Aid Training.
-Complete pre and post work for Mental Health First Aid certification. **
-Submit documentation verifying placement and successful completion of the internship experience

 

All students will have the opportunity to become certified in Mental Health First Aid. All student must attend and actively engage in 100% of the Mental Health First Aid Training to include the pre and post work to be eligible to sit for the National Council's certification exam. Students who miss any of the training and/or are not actively engaged in the class discussions for the training will not be eligible to sit for the National Council's certification exam. No other exceptions will be considered.

 

HMNS 1210: Field Experience and Seminar I - Child Development (3 credits)

This course provides a school or community-based internship and seminar to assist candidates in gaining entry-level skills for working with young children.  Students will learn practical and professional abilities for establishing rapport with young children, considerations for selecting age-appropriate materials that promote cognitive, social-emotional, and physical development of young children, how to function as a professional, and begin to establish relationships with families.  An in-depth review and study of NAEYC’s developmentally appropriate practice will occur throughout this course.  Development of a professional portfolio begins in this course.Course not eligible for Credit for Prior Learning other than through the CDA Standardized Credit Award Opportunity.

 

Student Learning Outcomes:

-Students will learn and understand the developmental milestones and skills of children from birth to age 8.  Students will apply their knowledge of developmental milestones to working with young children in one-on-one and small group settings.

-Students will review the theoretical models for understanding child growth and development (maturational, psychoanalytical, psychosocial, social constructivist, behaviorist, ecological, multiple intelligences) and apply these theories to their internship and written portfolio requirements. 

-Students will implement developmentally appropriate care and teaching skills with young children in one-on-one, small, and large group settings.                                                    

-Students will learn and demonstrate entry level professional skills required for employment in early childhood education.

 

HMNS 1220, 2320, 2420: Field Experience and Seminar I, II, II - Education/Special Education (3 credits each)

This course provides a school or community-based internship that provides hands-on training with typical students and/or students with special needs. Field I students gain entry-level skills in instructional work, developing rapport, behavior management, student assessment and materials presentation. Field II students have the opportunity to refine skills of behavior management, assessment, instructional methodology and lesson development in settings for typical students and students with special needs. Students learn how to work with individuals and small groups while initiating larger group management. Field III students will further develop and refine instructional techniques, behavioral strategies and lesson development and implementation for individual, small and large groups of typical students and students with special needs of all ages. All students will work on development of their professional portfolios.

 

Student Learning Outcomes:

-Actively participate in seminar topic discussions while always respecting the diverse opinions of others.

-Collaborate with other professionals and become a team member in the assigned field experience class.

-Follow instructions of the classroom teacher with a positive attitude.

-Supervise children, follow routines, carry out class activities and appropriate behavior management techniques as assigned.

-Function as a competent teacher assistant by the completion of the Human Services program.

-Develop lesson plans and activities as assigned, carry the lesson out in the classroom in an appropriate professional manner.

-Refine written, oral and presentation teaching skills.

-Develop a completed professional looking portfolio by the completion of Field Three Experience.

-Gain the knowledge necessary to make informed decisions about future employment opportunities, or higher education transfer option upon the completion of the Human Services program.

-Demonstrates a sensitivity of cultural diversity and an awareness of different learning styles and abilities.

 

HMNS 2030: Emergent Literacy and Reading Readiness in ECE (3 credits)

This course introduces students to the theoretical and practical foundations of emergent literacy.  Candidates will develop educator competencies in areas of developmental assessment, teaching methodology, curriculum planning, and implementation.

 

Student Learning Outcomes:

-Develop an understanding of the four interrelated components of an effective language arts program.)

-Become familiar with early literacy assessment tools and practices that promote positive outcomes for teaching diverse learners. 

-Awareness of how the context, process, and teaching and facilitation of language and literacy effects children’s progression and development. 

-Become familiar with definitions, theories, and current research and thinking regarding effective literacy instruction.  

-Examine and understand the RI Early Learning and Development Standards and the RI Core State Standards for English Language Arts.

-Students will learn and analyze the importance of involving all families in their children’s early language and literacy development and learning. -Students will discover how to observe, document, and assess children’s early literacy behaviors, incorporating and applying this data and information in planning curriculum. 

-Students will learn how to incorporate literacy into all aspects of young children’s learning and development (social and emotional, language, physical, cognitive) and across all content areas (mathematics, science, social studies, and creative arts).

 

HMNS 2060: Foundations of Teaching and Learning (3 credits)

This course provides a theoretical and practical foundation for understanding the evolution and current state of American education.  Students will examine critical issues related to classroom environment, learning styles and appropriate instruction, curriculum development, standards, and diversity.  Candidates will gain a practical understanding of those ethics and indices of professional development that correlate with effective teaching.

 

Student Learning Outcomes:

-Demonstrate an understanding of the teaching profession today through interaction, current editorials, articles, and research.

-Demonstrate an understanding of the purposes of school, the history of education and education reform, and what it means to be a professional.

-Through observation and interview, deepen their awareness of student diversity in today's schools.

-Improve academic analytical writing skills through writing assignments and reflection.

-Refine problem solving skills, presentation, critical thinking, and oral communications skills in preparation for future roles in the field of education.

-Demonstrate appropriate professional behavior in the classroom, during observations and interviews in the community.

-Demonstrate the ability to work within a group as a team member demonstrating positive and supportive peer interaction.

-Gain knowledge of legal issues, financial issues and laws that pertain to education.

-Gain knowledge of lesson planning, scheduling, and non-teaching duties that teachers face daily.

-Develop an understanding of various teaching methods and strategies to reach a diverse population of students.

 

HMNS 2070: Characteristics and Needs of Special Populations (3 credits)

This course examines origins, indicators, and issues related to children and adults who have significant differences mentally, physically, socially, behaviorally or in communicative skills.  Students gain a working knowledge for recognizing and responding appropriately to the needs of children and adults in a variety of educational and caregiving environments.  Educational modifications and placement alternatives are discussed. 

 

Student Learning Outcomes:

-Demonstrate an understanding of special education and present factual knowledge about the type of disabilities covered under the Individuals with Disabilities Education Act.

-Demonstrate an understanding of effective methods of instruction, including the principles of Universal Design for Learning, and analyze various instructional resources.

-Demonstrate a full understanding of state and federal regulations and legal requirements related to special education.

-Identify the factors that place the development of children at risk and resources related to the delivery of early intervention services.

-Identify and understand the various professional roles when working in the field of special education.

-Identify and demonstrate a full understanding of available services, facilities, professional organizations, and publications concerned with special education.

-Demonstrate an understanding of the ecological model and the influence of family, culture, and environment on the exceptional individual.

-Develop an understanding of assessment tools used in the identification and delivery of services for exceptional individuals.

-Demonstrate professional oral and written skills when interviewing, presenting, reporting, and documenting information.

-Demonstrate skills in critical thinking and develop competence in the field of Special Education.

 

HMNS 2080: Significant Developmental Disabilities (3 credits)

The purpose of this course is to develop an understanding of individuals with Significant Developmental Disabilities. Topics include characteristics, needs, support strategies, technological advances, modified teaching techniques and life span issues. As part of the course, students will spend time performing actual hands-on activities to enhance skills for developing appropriate individual intervention plans and remedial strategies useful in education as well as other community settings. Instruction describing the characteristics of individuals with severe disabilities including multi-sensory impairment, severe intellectual disability and profound multiple disabilities is provided and strategies to enhance functional activities through technology, supportive equipment and environmental modifications are included.

 

Student Learning Outcomes:

-Demonstrate a thorough understanding of individuals with significant disabilities.

-Develop an understanding of the concerns, obstacles, or issues facing individuals with significant disabilities.

-Develop an awareness of the importance of assessment techniques in the diagnosis and placement of children and adults with significant disabilities.

-Develop an understanding of professional roles, services, and equipment needs when working with individuals with significant disabilities.

-Gain knowledge about positive behavioral supports, health care issues and inclusion issues in today’s diverse society.

-Improve academic writing skills and analytical skills through the development of written assignments.

-Refine oral presentation skills through individual and collaborative presentations.

-Refine professional skills for future use in the Human Services field.

 

HMNS 2100: Child Growth and Development Skills (3 credits)

This course provides the foundation for understanding the physical, social, intellectual, and emotional needs of children.  Students will explore various teaching styles for observing, assessing, and guiding the growth and development of young children.  The effects of culture and family on children’s growth and development will be explored.  Additional time will be dedicated to observing and working with children in a variety of child development settings.

 

Student Learning Outcomes:

-Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social, emotional, and linguistic domains, including bilingual/multilingual development. 

-Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities.

-Use this multidimensional knowledge—that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts— to make evidence-based decisions that support each child.                                            

-Understand that assessments (formal and informal, formative, and summative) are conducted to make informed choices about instruction and for planning in early learning settings.                         

-Know a wide range of types of assessments, their purposes, and their associated methods and tools. --Use screening and assessment tools in ways that are ethically grounded and developmentally, culturally, and linguistically appropriate to document developmental progress and promote positive outcomes for each child.

-Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children.  

 

HMNS 2110: Introduction to Social Work and Social Welfare (4 Credits)

This course provides an overview of social work as a profession, including its history, values, practices, methods and settings. Students will gain a working knowledge of the structure and organization of public, private and voluntary social services, welfare programs and their interconnection in the human service
delivery network. Students will understand the code of ethics, skills and competencies that guide effective practitioners in the social work profession. Note: Grade of C or better required for Human Services program students. Lecture: 4 hours. Course not eligible for Credit for Prior Learning.

Student Learning Outcomes:
-Outline the history of the profession in relation to social welfare in the United States.
-Identify influences on the development of social policies.
-Articulate the mission, core values, and ethical standards as outlined in the NASW Code of Ethics.
-Define generalist perspective and models of social work practice.
-Apply multicultural practice responses in practice situations.
-Describe the roles and functions that social workers perform.

 

HMNS 2120: Curriculum for Young Children (3 credits)

This course is designed to provide candidates with an opportunity to develop the skills necessary to plan developmentally appropriate curriculum and environments for young children in a variety of early childhood settings.  Students will gain an understanding of how children learn and practice developing materials and techniques for assisting them with this process.

 

Student Learning Outcomes:

-Understands the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities                                         

-Understand that assessments (formal and informal, formative, and summative) are conducted to make informed choices about instruction and for planning in early learning settings. 

-Know a wide range of types of assessments, their purposes, and their associated methods and tools.

-Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills critical for young children 

-Use a broad repertoire of developmentally appropriate, culturally, and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning

-Understand content knowledge—the central concepts, methods and tools of inquiry, and structure—and resources for the academic disciplines in an early childhood curriculum.

 

HMNS 2130: Therapeutic Interventions I: Working with Individuals (3 Credits)

This course provides a comprehensive overview of major therapeutic models including psychoanalytic, Adlerian person-centered reality, Gestalt, transactional, rational-emotive and behavioral. Students will acquire related intervention skills and techniques for meeting the needs of individual clients of all ages served in social work, mental health and substance abuse settings. Emphasis is also placed on ethical standards and the development of skills needed for formulation of bio-psycho-social case/treatment plans. Note: Grade of C or better required for Human Services program students. Lecture: 3 hours Prerequisite(s): HMNS 2200

 

Student Learning Outcomes:
-Students will understand the personal characteristics of an effective helping professional.
-Students will list and explain the major ethical issues in human services practice.
-Students will understand the major models of psychotherapy, including each model’s view of human nature, key concepts, techniques, and limitations.
-Students will understand the strengths and limitations of major models of psychotherapy as they apply to each model’s use with various populations of clients with a variety of treatment needs.
-Students will understand their own personal level of self-awareness regarding value-laden issues.
-Students will critique the major therapeutic models in terms of their use with specific populations, including ethnically diverse and minority populations.
-Students will increase their understanding of communication skills utilized in counseling, including listening/attending skills and assessment skills.

 

HMNS 2140: Guiding Children’s Behavior (3 credits)

This course provides students with an understanding of challenges that individuals may have which can arise in residential, group, and/or early childhood group care settings.  Students will revisit their understanding of social-emotional development as a progression, which will aid in enhancing the effectiveness of their instruction and care when working with individuals in these settings. Additional time will be dedicated to observing and working with children in a variety of child development settings.

 

Student Learning Outcomes:

Define, analyze, reflect upon, and begin to understand the multiple influences on development and learning in children.

-Examine and develop ideas for supporting positive relationships and supportive interactions with children and families.

-Observe, assess, analyze, and reflect upon your own practice to promote positive outcomes for each child. 

 

HMNS 2150: Parent and Child Relations (3 credits)

This course explores the parent-child relationship as it develops within the traditional and non-traditional family.  Special attention is placed upon the various developmental stages that both children and parents pass through and, in turn, how children and parents influence and challenge each other’s development.  Topics for research and discussion include cultural diversity, alternative child-rearing methods, and the effects of divorce, disease, child abuse, and temperament on relationships.  Candidates study assessment and intervention skills appropriate to the promotion of healthy family systems.

 

Student Learning Outcomes:

-Define, analyze, reflect upon, and begin to understand the different types of family systems that operate in today's society

-Examine and develop ideas for supporting a successful parenting experience when working with children and families                                                                            

-Analyze and understand how to support different family members throughout their childen's development and learning

-Understand the multiple influences on children and determine recommendations for best practices to sustain healthy familial relationships

-Acknowledge and recognize the significance of bi-directional development that occurs between parent and children

 

HMNS 2170: Learning Disabilities (3 credits)

HMNS 2170 is a three-credit introductory course, designed to provide a comprehensive overview of this very complex subject. Since the field of learning disabilities continues to be responsive to advances in research and policy, the course will address how these changes have affected both general and special education. The Individuals with Disabilities Education Act will be explained as it applies to eligibility for special services, the referral process, and parental rights.

 

Student Learning Outcomes:

-Define and identify the characteristics of learning disabilities.

-Recognize key concepts and perceptual terminology associated with the field of learning disabilities.

-Compare the diverse remedial approaches in the field of learning disabilities.

-Cite the incidence of learning disabilities and Attention Deficit Hyperactivity Disorder.

-Interpret special education laws and procedural safeguards.

-Explain the components of an Individualized Education Plan (IEP).

-Describe the referral process and the implementation of an IEP.

-Differentiate procedures for assessing and evaluating sg disabilities students with learning disabilities

-Describe educational strategies and remedial approaches for students with learning disabilities.

 

HMNS 2190: Infant-Toddler Care- Methods and Materials (3 credits)

This course is designed to assist in the planning of curriculum and care for infants and toddlers in home and center-based settings.  Students develop and practice skills for planning learning opportunities, selecting materials, designing the physical and social environments, and interacting with families which all relate to the promotion of optimal infant and toddler development.

 

Student Learning Outcomes:

-Students will learn about developing and engaging in positive relationships with very young children

-Students will study and assess recommendations for health and safety in infant and toddler settings

-Students will utilize their understanding of developmentally appropriate practice for infants and toddlers in observing and assessing quality care

-Students will examine the nine domains of the RIELDS domains and use this information to make decisions about meaningful opportunities to enhance children’s growth

-Students will closely examine the impact that the physical environment and materials have on very young children’s development

-Students will study recommendations for optimal adult-caregiver relationships with families

-Students will learn about and engage in professional conduct while studying and interacting in the field of early childhood education

--Students will learn about the principles and methods of: Health and Nutrition, Family Engagement, Child Development and Learning, Curriculum, Child Assessment, and Professionalism

 

HMNS 2202: Case Management (3 credits)

This course provides students with the fundamentals of case management practice. Emphasis is placed on skills for human services including effective communication, documentation, observation, service plan development, and termination. Students learn to monitor services and follow the client. Students synthesize the purpose of the DSM and the Mental Status Examination in alignment with case management practices. Students develop a resource tool of local and national resources. Note Grade of “C” or better is required for Human Service program students (Prerequisite: HMNS 1010, HMNS 2200) Lecture: 3 Hours.

 

Student Learning Outcomes:

-Define and discuss foundations for best practice in case management including effective communication and developing a service plan with a client. Explore and examine a diversity of topics and populations to include obesity and mental health, exercise and mental health, nutrition and mental health, spirituality and mental health, gender and mental health, aging and mental health.
-Describe examples of cultural competence, the ecological model, attitudes, and boundaries and clarify who owns the problem.
-Demonstrate effective communication techniques, decision-making skills, and service development. Demonstrate correct documentation on required forms such as intake forms, social history forms, and assessment and referral forms.
-Summarize and discuss the purpose of using the DSM and mental status examination in case management.
-Apply assessment, planning, linking, and monitoring are the four basic steps of case management.
-Compile and present resource toolkit
-Present evidence of concepts

 

HMNS 2208: Mental Health and Wellness (3 credits)

Students will explore and discuss mental health, mental illness, recovery, wellness, and self-care practices. Students will identify and discuss stigma, and access, at the individual level, community level, institutional level, cultural and legal level. Students will explore relevant ethical practices, trauma, and recovery. Students engage in learning activities such as role-play and case review, that demonstrate practice in the documentation of case notes, interviewing, and advocacy. Students will develop and present a resource tool of local and national resources. Note Grade of “C” or better is required for Human Service program students (Prerequisite: HMNS 1010, HMNS 2200) Lecture: 3 Hours

 

Student Learning Outcomes:

-Identify and discuss the principles of health
-Explore and examine a diversity of topics and populations to include obesity and mental health, exercise and mental health, nutrition and mental health, spirituality and mental health, gender and mental health, aging and mental health.
-Discuss signs and symptoms and the state of mental health challenges
-Discuss trauma and recovery
-Identify and develop a wellness plan and self-care strategies
-Present all work in APA writing style and format
-Present evidence of concepts, models, skills, resources or strategies learned throughout the term for inclusion in your portfolio.

 

HMNS 2230: Individuals, Families, and Small Groups (3 Credits)

This course examines how biological, psychological, social and cultural influences affect the behavior of individuals and families. Emphasis is placed on how human behavior is affected by social context and the forces of oppression as well as the impact of oppression on women, lesbians and gay men, persons with physical disabilities and the aged. Skills required to work with these populations, using an ecological/generalist person in environment approach, are discussed. Note: Grade of C or better required for Human Services program students. Lecture: 3 hours Prerequisite: HMNS 2110.

Course not eligible for Credit for Prior Learning.

 

Student Learning Outcomes:
-Understand theoretical frameworks used in social work.
-Articulate the concepts of systems theory and the ecological perspective and their applications.
-Review Social Work’s mission and values as identified in the NASW Code of Ethics.
-Distinguish between personal and professional values as they relate to evidence-based theories of human behavior.
-Understand the impact of oppression and diversity on human behavior.
-Identify the impact of oppression and discrimination on vulnerable populations.
-Integrate theoretical conceptualizations into social work practice.
-Apply systems and ecological perspectives to assess the development of individuals and families.

 

HMNS 2310: Field Experience and Seminar II- Child Development (3 credits)

This course provides a school or community-based internship and seminar to assist candidates in refining instructional skills and developing competencies related to instruction and assessment of young children.  Students will utilize their knowledge of children’s growth and development to advance their capabilities in developing curriculum and activities for young children, continue self-assessment and reflection of their practices, and seek out opportunities to interact with families and early childhood professionals.  Development of the professional portfolio continues in this course.

Course not eligible for Credit for Prior Learning other than through the CDA Standardized Credit Award Opportunity.

 

Student Learning Outcomes:

-Students will understand the design of developmentally appropriate learning activities in the various content areas and apply their knowledge through application of such activities in field placements.

-Students will demonstrate the principles and methods of: Health and Nutrition, Family Engagement, Child Development and Learning, Curriculum, Child Assessment, and Professionalism.

 

HMNS 2340- Field Experience Seminar II-Social Work and Gerontology (3 credits)

This course involves students in a setting and seminar to refine their intake and communication skills (both written and verbal) and to develop basic tools for client advocacy, assessment and intervention. Students learn intermediate level strategies for meeting physical, social-emotional and cognitive needs of clients in agency and community settings. Students demonstrate an increasing awareness of ethical issues including confidentiality, dual relationships and countertransference. Students will complete 78-90 hours of supervised placement on the designated days and times as noted upon course registration. Grades of C or better required for Human Services program students. Prerequisite(s): HMNS 1010 and HMNS 1200 and HMNS 2200
Other: 3 hours (3 Credits)

 

HMNS 2360- Field Experience Seminar II-Mental Health and Substance Abuse (3 credits)

Course Description This course places student in a mental health or substance abuse setting. Through a combination of field experience and seminar, students refine their intake assessment, prevention and intervention skills in ways that allow them to begin taking a more active role in meeting the needs of clients in mental health and substance abuse settings. Students will complete 78-90 hours of supervised placement on the designated days and times as noted upon course registration. Grades of C or better required for Human Services program students. Other: 3 hours (3 Credits). Prerequisite(s): HMNS 1010 and HMNS 1200 and HMNS 2200

 

HMNS 2410: Field Experience and Seminar III- Child Development (3 credits)

This course involves a school or community-based internship and seminar which provides candidates opportunities for advancement in instructional skills for the delivery of developmentally appropriate curriculum that meets both the individual and group needs of young children and families.  This competency-based progression culminates in students taking an active role within their placement site as they prepare for entry into the workforce.  Students utilize their knowledge of children’s growth and development to design and implement learning opportunities for young children, develop and administer original assessments to evaluate children’s learning, seek out opportunities to engage families in their children’s learning, and connect with their growing professionalism.  Completion of the professional portfolio occurs in this course. Course not eligible for Credit for Prior Learning

 

Student Learning Outcomes:

-Students will utilize the design of developmentally appropriate learning in the activities and assessments they prepare for the various content areas and apply their knowledge through application of such activities in field placements.

-Students will demonstrate mastery of principles and methods of: Health and Nutrition, Family Engagement, Child Development and Learning, Curriculum, Child Assessment, and Professionalism.

 

HMNS 2440- Field Experience Seminar III-Social Work and Gerontology (3 credits)

Course Description This course provides a field location and seminar where students are expected to utilize advanced skills and clinical supervision acquired thus far to demonstrate increased ability to assess, plan and perform independently in response to clients serviced in social work and gerontology settings. Students will complete 78-90 hours of supervised placement on the designated days and times as noted upon course registration. Grades of C or better required for Human Services program students.
Prerequisite(s): HMNS 1010 and HMNS 1200 and HMNS 2200 and HMNS 2340
Other: 3 hours (3 Credits)

 

HMNS 2460- Field Experience Seminar III-Mental Health and Substance Abuse (3 credits)

This course provides a field location where students are expected to demonstrate refined skills and an increased ability to operationalize knowledge gained thus far in their program to meet the physical, emotional, cognitive and clinical needs of clients served by mental health and substance abuse service providers. Students demonstrate an increased ability to assess, plan and perform independently in mental health and substance abuse settings. Students will complete 78-90 hours of supervised placement on designated days and times as noted upon course registration. Grades of C or better required for Human Services program students. Other: 3 hours (3 Credits)
Prerequisite(s): HMNS 1010 and HMNS 1200 and HMNS 2200 and HMNS 2360

 

Student Learning Outcomes:

-Examine, discuss and summarize reflections that demonstrate your insights on how the material covered serves as a reference guide for practical application in your future chosen profession.
-Identify, collaborate, develop, and present learning objectives to include working relationship skill-building.
-Examine, discuss, and actively engage in self-discovery and present evidence of your fit for working as a helping professional.
-Explore peer-reviewed literature and resource sites to support their volunteer experience.
-Engage, discuss, and complete a minimum of 75-90 hours of internship experience at approved community service or a social service agency. This includes participating in class service activities.
-Present evidence of concepts, models, skills, or strategies learned throughout the term for inclusion in your portfolio.
-Submit documentation verifying placement and successful completion of the internship experience.

 

HMNS 2515 Major Health Issus for the Elderly: Implications for Human Services (3 credits)

Major Health Issues for the Elderly Implications for Human Services provides general information regarding health issues impacting the aging and elderly to include Alzheimer’s and Dementia related diseases, Parkinson’s disease, incontinence, cancer, heart disease, arthritis, vision and eye diseases, diabetes, sleep disorders, depression, hearing loss, osteoporosis and lung disease. Students will explore, discuss, and reflect on the most common health concerns affecting the aging and elderly as it relates to health, safety, wellbeing, independent living, caregiver support, and implications regarding the role of the Human Service Professional as part of a multidisciplinary collaborative approach in preparation for working with this population. Note Grade of “C” or better is required for Human Service program students (Prerequisites: HMNS 1010 and 1090).

 

Student Learning Outcomes:

-Identify and discuss major health issues affecting the elderly.
-Identify and discuss “who” make up the elderly population struggling to access resources designed to improve and support quality of life.
-Identify and discuss multidisciplinary collaborative effort of the human service workers.
-Describe and examine the implications for the Human Service Worker as it relates to major health concerns.
-Analyze and reflect on relevant case studies necessary to understand best practices for human services.
-Through integrated learning assignments, demonstrate an understanding of the health issues affecting the quality of life for the elderly and necessary for facilitation of their role as (helping professional) to improve value of supports surrounding safety, independent living, and caregiver supports.

 

HMNS 2520: Social and Psychosocial Characteristics of Aging (3 credits)

Social and Psychosocial Characteristics of Aging provides competency-based approach to understanding the social and psychological characteristics and effects of aging. Students will examine theorist perspectives on aging and gain insight into the implications of living longer as myths of aging are dispelled and realities are discussed. Special emphasis is placed on social and political issues, global trends, cross-cultural view of Elder’s roles, and quality of life experiences. Additional focus is placed on special populations to include grandparents as second time parents, women, and veterans. Students will demonstrate competencies in understanding ethical human services approaches regarding critical and relevant issues such as how aging and older adults are studied, social and psychological challenges with aging, independent living and social interactions, death and dying, and social supports. Note Grade of “C” or better is required for Human Service program students (Prerequisites: HMNS 1010 and Co-Requisite HMNS 1090). Lecture: 3 Hours

 

Student Learning Outcomes:

-Identify and discuss social and psychosocial issues impacting the aging and elderly
-Examine and reflect on leading theorist’s perspectives relating to social and psychosocial issues, independent living and special populations.
-Identify and differentiate between “myths” and “realities” surrounding social and psychosocial issues for this growing population.
-Demonstrate competencies in understanding ethical human services approaches regarding critical and relevant issues such as how aging and older adults are studied, social and psychological challenges with aging, independent living and social interactions, death and dying, and social supports.

 

HMNS 2530: Legal and Financial Literacy: Human Service Resources (3 credits)

Legal and Financial Literacy: Human Service Resource is designed to introduce students to legal and financial literacy supports that are in place to strengthen advocacy practices. Students will explore common concerns, discuss and dispel myths, while examining best practices for identifying and accessing legal and financial services in support of the elderly client. Relevant discussions surrounding healthcare expenditures for older adults, Medicare, Medicaid, Certified Elder Law Attorney (CELA), durable power of attorney, assets, trusts, guardianship, timing and satisfaction of retirement, the older employed economic status and asset awareness. Note Grade of “C” or better is required for Human Service program students (Perquisite: HMNS 1010 and 1090)
Lecture: 3 Hours

 

Student Learning Outcomes:-Identify, assess, and reflect on personal level of awareness surrounding legal and financial practices for the aging and elderly.
-Define key terms and examine how to assess a client’s level of understanding surrounding legal and financial literacy.
-Identify and examine how to access resources to support legal and financial literacy information specific to the aging and elderly.
-Identify and explore the role of the human service worker as advocate specific to economic support.
-Demonstrate proficiency in basic terminology (i.e. durable power of attorney, assets, trusts, guardian, and living will).

 

HMNS 2540: Advocacy for Aging and Elderly (3 credits)

Advocacy for Aging and Elderly focuses on the role of the human service worker in the coordination and collaboration of multidisciplinary and interdisciplinary approaches to advocating ethical practices for the aging and elderly client. Students will examine case studies to identify, discuss, and reflect on challenges and barriers often experienced by the older adult. Note Grade of “C” or better is required for Human Service program students (Prerequisites: HMNS 1010, Co-Requisite HMNS 1090).
Lecture: 3 Hours

 

Student Learning Outcomes:

-Identify and define the role of the Human Service worker as advocate.
-Explore and discuss concerns surrounding advocacy for the aging and elderly.
-Examine and reflect on relevant case study.
-Explore best practices for coordination and collaboration of multidisciplinary and interdisciplinary approaches to ethical advocacy practices.
-Demonstrate proficiency in understanding of multidisciplinary and interdisciplinary role as advocate.

 

HMNS 2560: Healthy and Successful Aging (3 credits)

Healthy and Successful Ageing provides a competency-based learning approach to healthy practices for successful aging. Students will identify and explore current best practices in successful aging to include latest research in nutrition, exercise, safety, and high levels of social connection. Other key factors examined include proactive legal and good economic practices, the coordination of good health, and examples in effective medication-monitoring practices. Note Grade of “C” or better is required for Human Service program students (Prerequisites: HMNS 1010 and Co- Requisite HMNS 1090).
Lecture: 3 Hours

 

Student Learning Outcomes:

-Identify and discuss healthy practices for successful aging.
-Identify and discuss the Human service worker’s role in supporting and facilitating successful aging for this growing population.
-Demonstrate an understanding of current concerns and best practices specific to nutrition, safety, social connections, and proactive legal and economic practices.
-Identify and demonstrate an understanding of accessing resource and advocacy supports both public and private that promote healthy and successful aging.

 

HMNS 2590: Service Practicum in Gerontology (3 credits)

Students will develop and refine observation, communication, working relations, presentation, writing and service skills appropriate for entry-level placement in a gerontology service agency. Students will complete a minimum of 50 hours of volunteer service 25 hours in direct care, 25 in non-direct care within the gerontology community of agencies.

 

Student Learning Outcomes:

-Develop service learning objectives to include working relationship skill building (communications, observations, documentation, cultural diversity)
-Explore peer-reviewed literature and resource sites to support their volunteer experience.
-Engage in 25 hours of volunteer service learning experience in a direct care capacity
-Engage in 25 hours of volunteer service learning experience in a non-direct care capacity.
-Demonstrate an understanding of the micro and macro roles of the helping professional within the Geriatric service community.

 

HMNS 2900: Human Services Capstone (3 credits)

This course integrates the student’s comprehensive knowledge gained through the learning experiences involved in the pursuit of the Human Services program curriculum.  Students draw upon knowledge and skills gained in both the content-specific and general education requirements of the degree program to prepare comprehensive and integrated solutions to case study problems presented in class.  Learning opportunities stem from the sharing of collective knowledge in small groups, which combine educational and social services curricula. Course not eligible for substitutions or Credit for Prior Learning

 

Student Learning Outcomes:

-Students will review, integrate, and apply the knowledge and skills acquired over the course of their pursuit of the associate degree to situations and problems common to the Human Services field.  -Students will engage in critical thinking and analytical activities that will challenge them to review and expand upon their current knowledge base. 

-Students will review the similarities and differences in the methods and theories generic to the various Human Service Fields (e.g., Education, Special Education, Social Work, Mental Health, Gerontology, Substance Abuse, etc.).