Joe Monroe, a Human Service major, is currently completing his field work at the Samaritans in Boston. Through the Samaritans, he has received in depth training in suicide prevention, crisis intervention, and counseling techniques. He is completing his field service requirement as part of a telephone hotline team Joe says, “When I leave the Samaritans after my shift, I leave there feeling that I have accomplished something important that day. Some days, I feel as though I am making a small difference in a lot of people’s lives. Some days I feel as though I am making a big difference in one person’s life. I like doing my field work at the Samaritans and working with people who are like minded, care, and want to make a difference in the world. There’s a story on the wall of the Samaritans in Boston that I want to share with you
“There was a storm one day at a beach. The storm washed a large group of starfish onto the sand. After the storm broke, the sun came out and the starfish began drying out. A man comes across a child throwing the starfish back into the ocean. He said to the child, “Why do you even bother? You can’t save enough of those starfish to make a difference”. Looking at the man, the child picks up another starfish and throws it into the ocean. The man stared at the child and then the child said, “I made a difference to that one”.
Diane Huggins, 2008 graduate of Bunker Hill Community College, Associate in Science Degree: Human Service Program “As a graduate of the Human Services Program at Bunker Hill Community College, I have benefitted from my education by being accepted to Simmons College with a scholarship. In the Human Services Program success is a requirement that follows you from your first day of class until you obtain your degree. The camaraderie of the students toward each other and tireless support of the faculty create a complete and satisfactory experience for each student regardless of the goals they may have and the curriculum covers every aspect of learning that you will utilize in the real world.”
BHCC Human Service major, Elizabeth DeLeon with Governor Deval Patrick at the Community Action Agency of Somerville.
The department’s mission statement and goals state two primary purposes. These are:
The department will meet these purposes for the student in Human Services Programs by pursuing four goals. These include:
The current activity of the Human Services Program clearly fits into these purposes and goals. The catalog states that the study of Human Services is intended to prepare students as paraprofessionals in careers that direct the delivery of services to people. Careers include social welfare, mental health, community development, public administration, youth work, elder care, family counseling, homemaking programs, and recreational youth programs in a diverse variety of social service community organizations.
The A.S. degree and the Certificate Options allow students to enter direct line work in Human Services organizations immediately after graduation. In the A.S. program, students may transfer their credits with ease to a bachelor’s level program at many four-year colleges or universities with majors of social services and many other related areas of study.
While there are no special application requirements for students beyond those required by the college for admissions, students must pass a Criminal Offense Records Investigation before being placed in community settings or practicum sites. Those students with concerns about the CORI requirements should see the college CORI officer for further information.
Once completing the Associate of Science in Human Services at Bunker Hill Community College, the graduate will show competency in the following areas:
Those students completing the Certificate Options in Human Services will have a beginning base of competency in each of these areas, but have less depth of knowledge and experience as they develop in their skills and competency than those with an associate degree.
The Department's curriculum follows the standards set down by the Association of Human Service Educators. The Departments syllabi, coursework, and student outcomes assessment program have been developed in concert with this group's recommendations and standards. Additionally, the Human Service Practicum coursework is set up to follow the guidelines of the Family Development Credentialing Program, a national curriculum developed by Cornell University.
Program success is judged throughout the program by looking at student’s work and learning in a number of ways. Students are expected to learn in four different learning modes. These include:
The course competencies involve four differing levels of learning and involvement on the part of the student. These levels are outlined below.
Level I: Introductory and knowledge-base Formation. The student at this level of coursework will begin to develop a knowledge base of information around the subject area and consider his/her prior learning about Human Services work as a means of beginning to construct a personal and professional knowledge base for professional practice. Specific knowledge based content areas will be delineated for each course to assure the same level of learning for all students.
Level II: Observation. The student will take the knowledge gained at Level I and apply this knowledge at a deeper level by participating through observation and case studies of Human Services programs and participants so as to understand the real world meaning of theories and concepts when applied to working programs. This level implies that Level I has begun prior to observation occurring and analysis of observed information being attempted. Specific observations will be required in each course to assure this level of learning.
Level III: Demonstrated Application of Knowledge Gained. The student will apply the knowledge-base gained and the observations completed and be able to apply this knowledge to demonstrate that the theories, concepts, and skill development expected in the course are in fact understood and able to be applied to practice. Specific assignments will be developed for each course to assure this level of learning.
Level IV: Practice and Demonstration of Competency. The student will be required to apply the knowledge gained, the understanding from observations, and learning from applied assignments to the practicum experience which will culminate in a portfolio assessment of best practice using the incorporation of the program’s competencies into the practice experience. All four levels are implied in this demonstration of competency and specific learning experiences will be built into the practicum experience to assure this level of learning.
Students are engaged in learning in a practicum site during their final three semesters of their A.S. degree program. During these semesters, students build a portfolio of assignments to prove competency in the program. There are two ways that these placements occur.
Students may be eligible for credit through the Prior Learning Assessment Program if they have completed work in the following areas:
Additional national or community training programs may count toward prior learning credit. However, work experience alone will not count toward prior learning credit through the Department. For further information, contact the Department Chair or the Director of the PLAP program at 617-228-2350.
Specialty courses are offered through the Certificate Options. More information about these certificates is available on this website under the Announcements section. See catalog information for more detail about the four certificates offered in Human Services.
Students may transfer credits into the program according to the college’s requirements for transfer. These courses may be from either two or four year colleges. See the Admissions office for specific information about transfer.
Graduates of this program qualify for careers in social welfare, mental health, community development, public administration, youth work, work with elderly, family counseling, homemaking, and recreation in such institutions as community centers, neighborhood houses, recreational centers, and social agency rehabilitation units.
Daniel Velasquez Jr.
I am a 31 year old Puerto Rican-American. When I was in high school, I needed to work part time to make money for myself and my family. My employers really liked my work, so in my senior year they offered me a full time job with a better salary. At that point, money was more important to me than education, so I dropped out of school. Later though, they told me I would never be promoted again unless I got my high school diploma!
I decided to enroll in the Adult Diploma Program at the Charlestown Adult Education Program. My teacher, Judy Clough, was so patient with me. Whenever I lost confidence in myself, she would reassure me that I could meet the challenges. She was right because I was awarded my BPS high school diploma in 2004.
My positive experiences with the Charlestown program and the staff made me think of a career in education. I was very fortunate to be able to join the staff as a counseling intern while working towards my Associate's degree in Human Services at Bunker Hill Community College. It wasn't long before I was hired as the program's Computer Skills teacher for ESOL students, and in the next semester stepped in to cover a class vacated by a teacher on emergency medical leave.
I am now an integral member of the Charlestown Adult Education Program staff, instructing two sections of beginning English, plus managing the computer lab, and offering my time as a counselor and a logistical expert. And I'm still continuing my education at the same time, as a Bachelor's degree candidate in Psychology at the University of Massachusetts in Boston.