Student Achievement Indicators Fact Sheet

Fitchburg State University

Total Number of Human Service and FSU Students

Semester / HMSV Majors / HMSV Graduates / FSU Undergraduates / FSU Graduates
Fall 2010 / 85 / 11 / 3929 / 697
Spring 2011 / 71 / 13
Fall 2011 / 98 / 11 / 3865 / 694
Spring 2012 / 108 / 17
Fall 2012 / 106 / 9 / 3877 / 802
Spring 2013 / 117 / 29

Human Services Program Retention/Attrition Rates

Academic Year / Total Students / Continued in Program
Number/Percentage / Leave of Absence*
Number/Percentage / Dismissed/Academic Probation
Number/Percentage / Transferred Schools or Major
Number/Percentage
2010-2011 / 71 / 68
95.8% / 1
1.4% / 2
2.8%
2011-2012 / 113 / 104
92% / 5
4.4% / 2
1.8% / 2
1.8%
2012-2013 / 119 / 115
96.7% / 1
.8% / 3
2.5%

*Medical, Personal, or Financial

Successful Transfer of Credits to other Degree Programs

Not Applicable, Bachelors’ Degree Program

Graduation Date / Number of total Responses / Number of Students who Applied to Graduate School / Number of Students who were Accepted into Graduate School / Percentage of Students Attending Graduate School
Spring 2012 / 10 / 3 / 3 / 30%
Fall 2012 / 3 / 1 / 1 / 33.3%
Spring 2013 / 11 / 1 / 1 / 9%

Job Placement Rates

Graduation Date / Number of total Responses / Number of Students Employed / Percentage of Students Employed
Spring 2012 / 10 / 10 / 100%
Fall 2012 / 3 / 3 / 100%
Spring 2013 / 11 / 10 / 91%

Employment and Advancement Related to Education/Training

Graduation Date / Number of total Responses / Number of Students Receiving a Promotion
Spring 2012 / 10 / 1
Fall 2012 / 3 / 1
Spring 2013 / 11 / 0

Pass Rate on HS-BCP Credentialing Examination

100%

Agency/Employer Feedback on Student Performance

Site Supervisor’s Evaluations of Students in Senior-year Case Management Practicum

1 = poor, 2 = fair, 3 = good, 4 = very good, 5 = excellent

Criteria / Fall 2011
N = 17 / Spring 2012
N = 8 / Fall 2012
N =16 / Spring 2013
N = 19
1. Was committed to assigned tasks and hours (e.g., was punctual; was reliable; accepted tasks; completed tasks to acceptable standards) / 4.59 / 4.63 / 4.69 / 4.89
2. Displayed a professional demeanor (e.g., dressed appropriately for setting; comported self in an appropriate manner) / 4.65 / 4.25 / 4.69 / 4.74
3. Was open to supervision (e.g., sought assistance when unsure; accepted assistance when offered; self-disclosed appropriately) / 4.65 / 4.75 / 4.75 / 4.89
4. Adhered to ethical standards in the field (e.g., observed professional boundaries with clients and co-workers) / 4.75 / 4.88 / 4.75 / 4.89
5. Adhered to agency standards of client confidentiality / 4.75 / 4.86 / 4.75 / 4.89
6. Showed initiative (e.g., asked probing questions; volunteered assistance, was eager to learn and do more) / 4.63 / 4.75 / 4.88 / 4.63
7. Communicated and worked with agency personnel, including support staff and outside professionals, as appropriate (e.g., expressed ideas clearly; treated others with respect; considered others’ points of view) / 4.65 / 4.63 / 4.75 / 4.79
8. Engaged with clients (e.g., established rapport; respected clients’ points of view; demonstrated active listening) / 4.65 / 4.25 / 4.73 / 4.69
9. Separated own issues from those of clients (e.g., kept personal issues out of the relationships with clients) / 4.71 / 4.75 / 4.80 / 4.89
10. Accurately assessed clients’ needs and proposed appropriate interventions / 4.44 / 3.63 / 4.53 / 4.97
11. Demonstrated a level of confidence appropriate for a student at this point in training / 4.59 / 4.50 / 4.60 / 4.63

Human Services Graduate Follow-up Surveys

Students’ Perceptions of Human Services classes

The top number represents number of responses; the bottom number represents percentage of responses to the nearest tenth.

Satisfaction / Usefulness
Course / N / Very Satisfied / Satisfied / Not Satisfied / N / Essential / Useful / Not Useful
Intro to HMSV / 37 / 26
70.3% / 11
29.7% / 0
0% / 36 / 26
72.2% / 10
27.8% / 0
0%
Interviewing
Techniques / 31 / 20
64.5% / 11
35.5% / 0
0% / 31 / 27
87.1% / 4
12.9% / 0
0%
Research Methods / 33 / 8
24.2% / 19
57.6% / 6
18.2% / 33 / 8
24.2% / 15
45.5% / 10
30.3%
Management of the
Nonprofit / 29 / 15
51.7% / 12
41.4% / 2
6.9% / 29 / 15
51.7% / 12
41.4% / 2
6.9%
Group Work / 30 / 10
33.0% / 20
67.0% / 0
0% / 30 / 20
67.0% / 10
33.0% / 0
0%
Professional Issues / 26 / 13
50.0% / 13
50.0% / 0
0% / 27 / 15
55.6% / 11
40.8% / 1
6.0%
Assessment &
Intervention / 27 / 15
55.6% / 12
44.4 / 0
0% / 27 / 20
74.1% / 7
25.9% / 0
0%
Case Management / 24 / 16
66.7% / 7
29.2% / 1
4.1% / 24 / 20
83.3% / 4
17.7% / 0
0%
Creating Community
Supports / 14 / 9
64.3% / 5
35.7% / 0
0% / 14 / 7
50.0% / 7
50.0% / 0
0%
Abuse & Neglect
Within the Family / 24 / 19
79.2% / 5
20.8% / 0
0% / 24 / 16
66.7% / 8
33.3% / 0
0%
Addictive Behaviors / 23 / 9
39.1% / 12
52.2% / 2
8.7% / 24 / 10
41.7% / 13
54.2% / 1
4.1%
Crisis Intervention / 12 / 6
50.0% / 6
50.0% / 0
0% / 12 / 7
58.3% / 5
41.7% / 0
0%

Alumni Survey – Results 2010

Respondents: 7 Human Services entry level practitioners, 1 unemployed, 1 graduate school student

All respondents have been in their job two years or less

Please rate the importance of each specific numbered item within the general categories of skills and knowledge listed below (in italics). / How important has this skill/knowledge been in performing your current job? / No response / How well did the Human Services Program at FSC teach you this knowledge/skill? / No response
Understanding the structure and dynamics of organizations, communities and society, as well as individuals and groups: / Essential / Useful / Not Very Important / Not Well
at All / Somewhat Well / Very Well
  1. To know human development
/ 7 / 2 / 0 / 0 / 2 / 6 / 1
  1. To be familiar with group dynamics
/ 7 / 1 / 1 / 0 / 2 / 0
  1. To be familiar with family and larger system structure and dynamics
/ 8 / 1 / 0 / 0 / 1 / 7 / 1
  1. To understand the implications of individual and cultural diversity
/ 8 / 1 / 0 / 0 / 2 / 6 / 1
  1. To have the ability to analyze and interpret local, state and federal laws that influence services delivery systems
/ 5 / 2 / 2 / 0 / 5 / 3 / 1
  1. To possess the ability to effectively advocate on behalf of individuals, families, and human services systems.
/ 8 / 0 / 1 / 0 / 2 / 6 / 1
Understanding human service populations / Essential / Useful / Not Very Important / No Response / Not Well
at All / Somewhat Well / Very Well / No response
  1. To possess the ability to identify models of healthy and deviant behavior
/ 7 / 9 / 0 / 0 / 1 / 7 / 1
  1. To possess the ability to define needs and problems of individuals and groups
/ 9 / 0 / 0 / 0 / 1 / 7 / 1
3. To possess an understanding of the causes of poverty and social class systems. / 8 / 1 / 0 / 0 / 2 / 6 / 1
Intervention and planning skills: / Essential / Useful / Not Very Important / No Response / Not Well at All / Somewhat Well / Very Well / No Response
  1. Analysis of individual needs.
/ 9 / 0 / 0 / 0 / 0 / 7 / 2
  1. Development of treatment goals
/ 8 / 1 / 0 / 1 / 0 / 6 / 2
  1. Design and implementation of plans of action
/ 8 / 1 / 0 / 1 / 1 / 5 / 2
  1. Problem solving
/ 8 / 1 / 0 / 0 / 3 / 4 / 2
  1. Evaluation of service plan effectiveness
/ 7 / 2 / 0 / 0 / 0 / 8 / 1
  1. Serving as a caregiver, broker/advocate, teacher for clients.
/ 8 / 0 / 0 / 0 / 1 / 6 / 2
  1. Promoting self-determination and choice
/ 7 / 1 / 1 / 0 / 0 / 6 / 3
  1. Intake interviewing
/ 8 / 1 / 2 / 7 / 1
  1. Individual counseling
/ 4 / 2 / 1 / 2 / 0 / 1 / 6 / 2
  1. Group facilitation and counseling
/ 4 / 2 / 1 / 2 / 0 / 1 / 7 / 2
  1. Service Coordination/Case management
/ 4 / 2 / 1 / 2 / 0 / 1 / 7 / 2
  1. Location & use of appropriate resources & referrals
/ 3 / 2 / 0 / 4 / 0 / 3 / 2 / 4
  1. Behavioral Interventions including behavior management skills
/ 1
  1. Activity therapies
/ 1
Interpersonal skills: / Essential / Useful / Not Very Important / No Response / Not Well
at All / Somewhat Well / Very Well / No Response
  1. clarifying expectations
/ 9 / 0 / 0 / 0 / 2 / 6 / 1
  1. dealing effectively with conflict
/ 8 / 0 / 0 / 1 / 0 / 2 / 6 / 1
  1. establishing rapport with clients
/ 8 / 0 / 0 / 1 / 0 / 0 / 8 / 1
  1. Maintaining behavior that is congruent with expressed values
/ 6 / 0 / 0 / 2 / 7 / 0 / 8 / 1
  1. Using interpersonal relationships to facilitate growth in others
/ 6 / 1 / 0 / 2 / 0 / 2 / 5 / 2
l
Administrative skills: / Essential / Useful / Not Very Important / No Response / Not Well at All / Somewhat Well / Very Well / No Response
  1. organization management
/ 7 / 1 / 3 / 0 / 1 / 7 / 1
  1. supervising employees
/ 6 / 0 / 3 / 0 / 3 / 5 / 1
  1. planning and evaluating program services
/ 6 / 1 / 2 / 0 / 3 / 5 / 1
  1. developing a budget and monitoring expenditures
/ 4 / 2 / 3 / 0 / 2 / 6 / 1
  1. negotiating grants or contracts
/ 3 / 1 / 5 / 1 / 3 / 4 / 1
  1. legal/regulatory issues & risk management
/ 5 / 0 / 3 / 1 / 1 / 3 / 4 / 1
  1. managing professional development of staff
/ 5 / 0 / 4 / 0 / 3 / 5 / 1
  1. recruiting volunteers
/ 5 / 1 / 3 / 1 / 2 / 5 / 1
Client –related values & attitudes / Essential / Useful / Not Very Important / No Response / Not Well At All / Somewhat Well / Very Well / No Response
  1. Choosing the least intrusive intervention in the least restrictive environment
/ 9 / 0 / 0 / 0 / 1 / 7 / 1
  1. Client self determination
  2. Confidentiality of information
  3. Recognition of the worth and uniqueness of the individual including culture, ethnicity, gender, religion, abilities, sexual orientation,& other expressions of diversity.
/ 9
8
8 / 0
0
0 / 0
0
0 / 1
1 / 0
0
0 / 0
0
0 / 8
7
7 / 1
2
2

Human Services Agency Survey – Potential Employers 2010 Results

The following presents the percentage of respondents (rounded off to the nearest tenth of a percent) who identified each skill or characteristic as “not very important,” “useful,” or “essential” for a worker with newly acquired bachelor’s degree.

Total Respondents: 37

Please rate the importance of each specific numbered item within the general categories of skills and knowledge listed below (in italics). / How important is this knowledge/skill to a Bachelor’s degree level worker in your agency?
A.Understanding the structure and dynamics of organizations, communities and society, as well as individuals and groups: / Not Very Important / Useful / Essential / Blank
  1. To know human development
/ 2.7 / 29.7 / 67.6 / 0.0
  1. To be familiar with group dynamics
/ 0 / 51.4 / 48.6 / 0.0
  1. To be familiar with family and system dynamics
/ 0 / 32.4 / 67.6 / 0.0
  1. To understand the implications of individual and cultural diversity.
/ 0 / 27.0 / 73.0 / 0.0
  1. To have the ability to analyze and interpret local, state and federal laws that influence services delivery systems
/ 8 / 46.0 / 46.0 / 0.0
  1. To possess the ability to effectively advocate on behalf of individuals, families, and human service systems.
/ 2.7 / 27.0 / 67.6 / 2.7%
B.Understanding human service populations / Not Very Important / Useful / Essential / Blank
  1. To possess the ability to identify models of healthy and deviant behavior
/ 2.7 / 29.7 / 67.6 / 0.0
  1. To possess the ability to define needs and problems of individuals and groups
/ 0 / 24.3 / 75.7 / 0.0
  1. To possess an understanding of the causes of poverty and social class systems.
/ 2.7 / 64.9 / 32.4 / 0.0
C. Intervention and planning skills: / Not Very Important / Useful / Essential / Blank
  1. analysis of individual needs
/ 0 / 21.6 / 78.4 / 0.0
2. development of treatment goals / 8.1 / 37.8 / 54.1 / 0.0
3. design and implementation of plans of action / 0 / 27.0 / 73.0 / 0.0
4. problem solving / 0 / 10.8 / 89.2 / 0.0
5. evaluation of service plan effectiveness / 5.4 / 43.2 / 51.4 / 0.0
6. serving as a care giver, broker/advocate, teacher for clients / 2.7 / 50.0 / 51.4 / 0.0
Not Very Important / Useful / Essential / Blank
7. promoting self-determination and choice / 2.7 / 32.4 / 54.1 / 10.8
8. intake interviewing / 5.4 / 40.5 / 54.1 / 0.0
9. individual counseling / 5.4 / 56.8 / 37.8 / 0.0
10. group facilitation & counseling / 5.4 / 59.5 / 35.1 / 0.0
11. service coordination/case management / 0 / 40.5 / 59.5 / 0.0
12. location & use of appropriate resources & referrals / 0 / 35.1 / 64.9 / 0.0
13. behavioral interventions including behavior management skills / 2.7 / 54.1 / 43.2 / 0.0
14. activity therapies / 21.6 / 64.9 / 13.5 / 0.0
D. Interpersonal skills: / Not Very Important / Useful / Essential / Blank
  1. clarifying expectations
/ 0 / 21.6 / 78.4 / 0.0
  1. dealing effectively with conflict
/ 0 / 18.9 / 81.1 / 0.0
  1. establishing rapport with clients
/ 0 / 2.7 / 97.3 / 0.0
  1. maintaining behavior that is congruent with expressed values
/ 0 / 27.0 / 73.0 / 0.0
  1. using interpersonal relationships to facilitate growth in others
/ 0 / 29.7 / 70.3 / 0.0
E.Administrative skills: / Not Very Important / Useful / Essential / Blank
  1. organization management
/ 8.1 / 51.4 / 40.5 / 0.0
  1. supervising employees
/ 27.0 / 59.5 / 13.5 / 0.0
  1. planning and evaluating program services
/ 10.8 / 62.2 / 27.0 / 0.0
  1. developing a budget and monitoring expenditures
/ 32.4 / 51.4 / 16.2 / 0.0
  1. negotiating grants or contracts
/ 56.8 / 37.8 / 5.4 / 0.0
  1. legal/regulatory issues & risk management
/ 19.0 / 54.0 / 27.0 / 0.0
  1. managing professional development of staff
/ 43.25 / 43.25 / 13.5 / 0.0
  1. recruiting volunteers
/ 27.0 / 59.5 / 13.5 / 0.0
  1. constituency building and other advocacy techniques such as lobbying, grassroots movements, & community development & organizing
/ 32.4 / 56.8 / 10.8 / 0.0
F. Client-related values & attitudes: / Not Very Important / Useful / Essential / Blank
  1. choosing the least intrusive intervention in the least restrictive environment
/ 8.1 / 27.0 / 64.9 / 0.0
  1. client self-determination
/ 5.4 / 27.0 / 67.6 / 0.0
  1. confidentiality of information
/ 0 / 0 / 100.0 / 0.0
  1. recognition of the worth & uniqueness of the individual including culture, ethnicity, gender, religion, abilities, sexual orientation, & other expressions of diversity
/ 0 / 13.5 / 86.5 / 0.0
  1. belief that individuals, services systems & society can change
/ 10.8 / 16.2 / 73.0 / 0.0
  1. interdisciplinary team approaches to problem solving
/ 2.7 / 37.8 / 59.5 / 0.0
  1. personal commitment to appropriate professional boundaries
/ 0 / 5.4 / 94.6 / 0.0