The Human Services Technology curriculum prepares students for entry-level positions in institutions and agencies which provide social, community, and educational services. Along with core courses, students take courses which prepare them for specialization in specific human service areas.
Students will take courses from a variety of disciplines. Emphasis in core courses is placed on development of relevant knowledge, skills, and attitudes in human services. Fieldwork experience will provide opportunities for application of knowledge and skills learned in the classroom.
Graduates should qualify for entry-level positions in mental health, child care, family services, social services, rehabilitation, correction, and educational agencies. Graduates choosing to continue their education may select from a variety of transfer programs at senior public and private institutions.
Upon successful completion of the Human Services Technology program, students will be able to:
- Identify different communications within group settings and how these impact people.
- Demonstrate effective communication which promotes understanding of self, other people, and personal growth.
- Demonstrate different roles of human services workers and best practices when working with human service agencies.
The Human Services Technology program requires the performance of essential functions in order to develop relevant knowledge, skills, and attitudes in human service fields. To effectively educate students to work in the profession, the performance of these functions is incorporated throughout the program. Students are required to demonstrate proficiency of these functions to progress through the program. The essential functions include:
- Critical Thinking: critical thinking ability sufficient to gather relevant information, interpret data, recognize problems, and use a process to make informed, independent decisions that show good judgment. For example, the student must possess an adequate understanding of social, community, and educational services.
- Interpersonal Skills: interpersonal abilities sufficient to interact with other students, function and contribute as part of a team, be accountable for self and others, and maintain appropriate hygiene for an office environment. For example, students should possess the ability to communicate with individuals with differentiating opinions regarding religion, political affiliation, and traditions. Cultural and emotional intelligence are required for collaboration with team members.
- Communication Skills: communication skills sufficient to speak and write English, listen and comprehend written and spoken words, and communicate information and ideas so others will understand. For example, students should be possess the ability to communicate problems in completing a project with an instructor and working within groups.
- Mobility: students should possess sufficient mobility to be able to complete assignments on computers.
- Motor Skills: students should possess motor skills sufficient to sit for extended periods of time and manual dexterity for computer work and report writing.
- Hearing: ability to hear sounds at a close range (within a few feet of the observer). For example, students should be able to hear and respond to an instructor or other students in a classroom.
- Visual: ability to see with normal or corrected vision as well as tolerate working indoors in artificial light and outside with natural light. For example, students should possess the ability to look at computer screens and textbooks for long periods of time.
- Tactile: tactile ability to perform physical activities that require use of hands and arms. For example, students should possess the ability to write reports and perform group projects.
- Weight-Bearing: weight-bearing ability to lift and move 10-20 pounds. For example, students should possess the ability to lift boxes containing materials for those in need.
- Cognitive: cognitive ability to use logic and reason, attention to detail, and short-term and long-term memory skills. For example, students should possess the ability to remember a concept covered in a class in a previous week of a semester and effectively apply the learned information.
- Listening – listening skills sufficient to give full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. For example, students should be able to interact with faculty, peers, and the community on a frequent basis; listening skills must be mastered.
EXAMPLES ARE NOT ALL INCLUSIVE.
Randolph Community College is an ADA compliant institution. The College does not discriminate on the basis of disability in the admissions process or in access to its programs, services and/or activities for qualified individuals who meet essential eligibility requirements. The College will provide reasonable accommodations for documented disabilities of individuals who are eligible to receive or participate in college programs, services and/or activities. Student Services provides a disability counselor to assist students in requesting disability related accommodations. If a student believes that he/she cannot meet one or more of the essential functions without accommodations, the student is encouraged to disclose the disability to the disability counselor as soon as possible. Students must certify the ability to meet essential functions of the curriculum by a signed statement when they begin the program.