Writing Tips

Editing Tips

Grammar Tips

APA Tips

Computer Tips

Student Tips

Sample Documents

Ask a Question

Talk with a Teacher

About Us

Grad. Studies Home

Student Learning Outcomes: MHS Program

Values/Ethics Dimension

GOAL: MHS graduates will demonstrate an understanding of the role of values/ethics in human services and conduct themselves according to appropriate professional ethics in their workplace.

Competency Unit I. Students will be able to

  •  Identify and list values represented in ethical systems from a variety of contexts and traditions (European, American, Asian, African).
  • Identify their personal values and be able to articulate how their value systems inform and influence their professional practices.

Competency Unit II. Students will be able to

  • Formulate policy in regard to client interaction as well as agency policy in matters of professional ethics.

Competency Unit III. Students will be able to

  • Identify the difference among the terms beliefs, values, attitudes and ethics.
  • Compare and contrast  0% consensus and 100% consensus, authoritarian beliefs and matter of taste beliefs.
  •  Identify attitude variables in cross group communications such as language, body coding, socio-cultural variables such as income, education, geography, religion and the impact of history and world view.
  •  Define instrumental and terminal values and list their top five values in each category.
  • Define institutional racism, sexism, ageism

Competency Unit IV.  Students will be able to

  • Identify and describe major theories of prejudice.
  • Apply ethical principles to the planning and implementation of a change. project while describing the values of empowerment, justice and freedom.
  • Contrast relational ethics of might's  and could's  with traditional ethics of ought's  and should's.

Competency Unit V.  Students will be able to

  • Identify and define Helms and Cross stages of cultural identification and the interaction between them.
  • Identify the trends of workforce 2020 and hypothesize implications.
  • Analyze their individual change project by reviewing the ethical decisions and interventions.

Psychology Dimension

GOAL: MHS graduates will demonstrate an understanding of psychological theory and its impact on individual, group, organizational and community change.


Competency Units I/II. Students will be able to

  • Follow the steps in the scientific method.
  • Accurately interpret a research article from a professional psychology journal.
  • Demonstrate mastery of the major theories of human development by applying them to their own life.

Competency Unit III. Students will be able to

  • Demonstrate an understanding of groups as small systems through in-class and out-of-class group projects.
  • Demonstrate an understanding of the functionality within groups including roles and dimensions of through in-class and out-of-class group projects.
  • Demonstrate knowledge of how to use group dynamics effectively

Competency Units IV/ V.  Students will be able to

  • Demonstrate a systematic approach to understanding the context, nature, and dimensions of change as they relate to organizational behavior and programs.
Sociology/Systems Dimension


GOAL:  MHS graduates will identify the principles of systems theories and other social science models and demonstrate ability to apply those principles to bring about meaningful systems change.


Competency Unit I. Students will be able to

  • Demonstrate an understanding of how a general knowledge of human service systems applies to a particular service.
  • Understand the self as a human system interfacing with other specific systems which furnished resources for self-help as a function of self-directed lifelong learning.
  • Demonstrate an understanding of the systematic structure of the MHS program and incorporate it into the students learning plan using systems models.
  • Describe and analyze an array of complex organizational systems designed to develop the "professional self" of the student.
  • Define and illustrate the concept of social change and resource utilization as applied to social change.

Competency Unit II. Students will be able to

  • Demonstrate a working knowledge of several social problems, which have precipitated the establishment of formal human service helping mechanisms.
  • Demonstrate a working knowledge of the major socio-economic, political ideologies (conservative, liberal, moderate and radical) as well as the relevant sociological perspectives for interpreting and analyzing human behavior.
  • Apply knowledge of human systems to the "real world" of the human service work.
  • Demonstrate an understanding of a variety of human service delivery systems: Helper, Client, Target, and Action systems.

Competency Unit III. Students will be able to

  • Demonstrate an understanding of general systems theory and illustrate its utility as a model for interpreting group behavior.
  • Discuss and clarify the merits of an interdisciplinary approach for working within groups and at the interface of groups and larger social systems.
  • Describe and explain the interplay of social forces and mechanisms that impinge upon and determine the evolution of groups in human service settings.
  • Distinguish differences in orientation, style, and patterns of behavior between a group that represents a relatively open system and one that represents a relatively closed system.
  • Cite specific behaviors within a group to illustrate the following concepts: internal-external system, subsystem, boundary, homeostasis entropy.
  • Indicate both the advantages and disadvantage of the intra-group and inter-group conflict.

Competency Unit IV. Students will be able to

  • Describe and explain the open systems framework and the necessity for building responsive and adaptive organizations.
  • Map out the agency’s tasked environment, identifying key elements for formulating effective strategic management initiatives.
  •  Demonstrate an understanding of the interagency collaboration, resource sharing, and conflict management.
  • Elucidate their master’s project and host organization in systems theory terms identifying specific open systems factors and trade-offs in consumer/customer decision-making including clients, policymakers, funders, and community power brokers.
  • Describe pertinent social, political, cultural, economic, and technological macro trends and indicate how each trend impinges upon the agency and a project.
  • Define each component of the marketing mix relating it to various exchange transactions used to promote agency viability and responsiveness.
  • Define strategic planning using examples to illustrate its application for agency & project.

Competency Unit V. Students will be able to

  • Examine and apply principles of conflict management, interest groups, and reference groups as applied to organizational and social change.
  • Identify environmental pressures threats and opportunities illustrating how they impact upon the student's agency.
  • Define and apply facilitative, re-educational, persuasive and power strategies to the process of organizational and social change.
  • Demonstrate how the Diffusion and Innovation concepts can be used to analyze change initiative.
  • Demonstrate an understanding of force field analysis as a tool for mapping out forces that impinge upon change initiatives, using graphic representations along with the appropriate narrative explanation and definitions.
  • Compare and contrast a variety of change models highlighting the advantages and the disadvantages of each.
Skills Dimension

GOAL:  MHS graduates will demonstrate master’s level skills in professional writing, direct service provision, and program planning/management/evaluation.


Competency Units  I & II.  Students will be able to

  • Demonstrate foundation-level academic writing skills by writing clearly organized, grammatical, short academic essays  following APA style guidelines for abstracts, citations and reference lists.
  • Demonstrate at least 10 attending skills.
  • Demonstrate an understanding of the “helping” relationship process (beginning, middle, ending) by describing it accurately in a written analysis of a personal helping project.
  • Formulate goals and objectives relevant to program conceptualization/identification.
  • Demonstrate the qualities of an effective helper in order to order to understand the client’s world view.
  • Demonstrate an understanding of various theoretical frameworks related to the individual helping relationship.

Competency Unit III. Students will be able to

  • use social research concepts and terminology in class discussions and written papers.
  • demonstrate knowledge of four different needs assessment data collection methods.
  • demonstrate knowledge of ethical issues in social science research
  • apply two needs assessment data collection methods.
  • demonstrate knowledge of the different sampling procedures.
  • use basic concepts in questionnaire construction to design an instrument appropriate for needs assessment research.
  • write a proposal for a needs assessment which will include a problem statement, research questions, and methodology.

Competency Unit IV. Students will be able to

  • manage raw data and conduct data analysis in statistical software package
  • identify the steps and components involved in conducting and reporting a needs assessment.
  • write a needs assessment report which involves analyzing, presenting and interpreting data, and making recommendations based on the findings.
  • formulate an action plan for project development and management with the following components
  • program goals
  • program objectives
  • planning tools, including a logic model
  • program description
  • program resources and budget
  • program time frame
  • program monitoring and evaluation measures.
  • implement a social project pilot.
  • develop and employ measures for project monitoring and evaluation.
  •  demonstrate with proficiency writing skills and the APA format.

Competency Unit V. Students will be able to

  •  describe evaluation methodology based on basic evaluation research theory.
  • collect quantitative and qualitative data to evaluate the change project.
  • analyze, interpret and present the evaluation data collected.
  • describe the components of a funding proposal.
Field Integration Dimension

GOAL:  MHS graduates will demonstrate a practical and theoretical knowledge of the human service field and the skill sets appropriate to the helping professions.


Competency Units I--V.  Students will be able to

  • Document a professional level of skills and knowledge.
  • Make effective oral presentations.
  • Demonstrate practical applications of interpersonal, intrapersonal, and action-research skills.
  • Write a major interdisciplinary document analyzing a work- or community-based project using  relevant theories of psychology, ethics, systems and social science research.