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Dec 21, 2024
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2013-2014 School of Human Services Undergraduate Catalog [ARCHIVED CATALOG]
School of Human Services Program Requirements
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 Return to: Program Requirements
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Major Course Requirements
In the undergraduate program, students complete a basic sequence of four required core courses that provides participants with a common frame of reference and opportunities to critically analyze and creatively construct ideas about the nature and function of society including aspects of history, education, politics, economics, philosophy, justice, community, and leadership for social change. Students must also successfully complete a required yearlong community research project that allows them to work together in study groups for the purpose of designing, implementing, and evaluating a community change project. Through a culminating senior seminar requirement, students are expected to demonstrate that they can integrate and apply the theories, skills and concepts learned in the classroom to their practice in work, family, and community settings. Course Prerequisites Policy
Students must successfully complete courses within a sequence and/or specified
prerequisite courses to enroll in the next level of courses. Incomplete or “F”
or “*” grades denote that a course has not been successfully completed. General Education Requirements (42 credits)
The General Education program at Springfield College is informed by its century-old Humanics tradition of educating the whole person in spirit, mind, and body, for leadership in service to humanity. These requirements have the goal of developing literate, thoughtful, socially responsible students, and instilling in them a spirit of inquiry into the nature of humankind and the universe. Towards those ends, the requirements emphasize and encourage: the acquisition of knowledge, understanding, and competency essential for the improvement of the human condition in a diverse society; a search for personal and spiritual values; and the development of an understanding and appreciation of physical well-being. Recognizing that our students will specialize in a variety of specific majors, the General Education requirements ensure that all students will achieve a common set of learning objectives as part of their Springfield College experience. These common objectives embody the college’s definition of an educated person and ensure that our graduates will be able to demonstrate the skills, knowledge, and understanding needed to achieve the mission of the college to educate students for leadership and lifelong service to humanity. The common learning outcomes for all baccalaureate graduates include:
- The ability to provide leadership in service to humanity;
- The ability to communicate effectively in both written and oral form;
- The ability to think critically within and across disciplines, to interpret information, and to develop well-reasoned conclusions;
- The ability to read critically, interpretatively, and empathetically;
- The ability to reason quantitatively and to use mathematical and technological tools for problem solving and analysis;
- An understanding and appreciation of aesthetic, imaginative and creative expression;
- An understanding and appreciation of the scientific process of discovery, critical thinking, and analysis;
- An understanding and appreciation of the social sciences and historical perspective in comprehending the modern world;
- The ability to reflect critically on personal, spiritual, and cultural values in order to live an effective and fulfilling life;
- An understanding and appreciation of the importance of personal wellness and lifelong physical activity in the enrichment of human life;
- An understanding and appreciation of the opportunities and challenges inherent in a world that is increasingly diverse, multicultural, and international.
The following curricular requirements have been established in support of these outcomes. However, none can be fully achieved solely by taking a given course. Therefore, these outcomes will be reinforced across the General Education curriculum and within program majors and minors. College Writing : 6 credits total
Computer Applications: 3 credits total
Part II - Domains of Knowledge / Understanding
Art and Humanities: 9 credits total (3 credits from each category)
Literary Studies: 3 credits
Visual / Performing Arts: 3 credits
Spiritual and Ethical Dimensions: 3 credits
Analytical and Natural Sciences: 6 credits total (3 credits from each category)
Quantitative Reasoning: 3 credits
Natural Sciences: 3 credits
Social Sciences: 6 credits total (3 credits from each category)
Historical / Cultural Studies: 3 credits
Behavioral and Social Sciences: 3 credits
International / Multicultural Studies: 6 credits total (3 credits from each category)
International Studies: 3 credits
Multicultural Studies: 3 credits
Physical Education: 6 credits total (3 credits from each category)
Health & Wellness
Physical Activity Health & Wellness: 3 credits
Physical Activity: 3 credits
Part III - Embedded Knowledge
Social Justice: 3 credits
Writing Across the Curriculum: 6 credits
Information Literacy: 3 credits total
Core Curriculum
The School’s Core curriculum provides a common frame of reference, information, experience, and analysis. It is the heart of a learner’s program of study. The diversity of courses reflects a respect for learning that both fosters the integration of theory and practice and promotes the responsibilities of global citizenship. The courses that make up the Core curriculum are listed and described below: Required of all students (32 credits)
Required of students in the Addiction Studies Concentration
(in place of HUSB 330, 331, 332)Required of students in the Community Youth Development and Leadership Concentration
(in place of HUSB 330, 331, 332)Required of students in the Criminal Justice Concentration
(in place of HUSB 330, 331, 332)Required of students in the Early Childhood Education Concentration
(in place of HUSB 330, 331, 332)Concentrations
Several concentrations are available to students in the School of Human Services. In some cases, courses required for a concentration may extend the time required to complete the course of study. Students must consult with the campus where they are enrolled to determine the availability and requirements of particular concentrations.
In the case of specific concentrations in the bachelor’s degree program, students may be required to complete more than 120 semester hours to meet general education, core, and concentration requirements. Addiction Studies Concentration Curriculum
Concentration Mission: The mission of the Addiction Studies Concentration is to prepare practitioners for professional service by providing access to the knowledge, skills, and attitudes that underlie evidence-based practices and to promote professional readiness and cross-cultural competence in order to meet the needs of diverse individuals, groups, and communities affected by addictions. Policy Statement
- Students wishing to obtain the Addiction Studies Concentration may take the required/core courses and electives in residency, or the courses may be transferred in from other regionally accredited higher educational institutions or be awarded through the experiential learning process.
- Students enrolled in the Addiction Studies Concentration must fulfill their requirements for Group Project in Community Development and Change (twelve credits under the course numbers ADST 330, 331, and 332) by completing a project that is in the field of addiction studies.
Required Courses: 12 credits
Electives: 12 credits
Courses may be taken from one focus area or a combination of areas based on the student’s educational needs, prior experience, and professional goals. Addiction Theory / Treatment Knowledge
Community Youth Development and Leadership Concentration Curriculum
Concentration Mission: The mission of the Community Youth Development and Leadership Concentration is to provide a transformational learning experience within which youth workers explore alternative approaches to youth work and their implications for practice. Youth workers develop knowledge, attributes, and skills necessary for creating opportunities for young people to develop into healthy, productive, and contributing members of their communities through maximizing their full leadership and civic potential. Policy Statements:
- Students wishing to obtain the Community Youth Development and LeadershipConcentration may take the required/core courses and electives in residency, or the courses may be transferred in from other regionally accredited higher educational institutions or be awarded through the experiential learning process.
- Students enrolled in the Community Youth Development and Leadership Concentration must fulfill their requirements for Group Project in Community Development and Change (twelve credits under the course numbers CYDL 330, 331, and 332) by completing a project that is in the field of youth development.
Required Courses: 12 credits
Electives: 12 credits
Courses may be taken from one focus area or a combination of areas based on the
student’s educational needs, prior experience, and professional goals. Counseling/Psychology Courses
Criminal Justice Concentration Curriculum
Concentration Mission: The mission of the Criminal Justice Concentration is to empower the criminal justice practitioner to advocate for meaningful change within the criminal justice system that will embrace a collaborative effort between the community and those charged with the administration of justice within that community. The concentration will activate and articulate a construct of an emerging notion of social and economic justice. Policy Statements:
- Students wishing to obtain the Criminal Justice Concentration may take the required/core courses and electives in residency, or the courses may be transferred in from other regionally accredited higher educational institutions or be awarded through the experiential learning process.
- Students enrolled in the Criminal Justice Concentration must fulfill their requirements for Group Project in Criminal Justice (twelve credits under the course numbers CJWB 330, 331, and 332) by completing a project that is in the field of criminal justice.
Required Courses/Prerequisites: 9 credits
Required Courses: 12 credits
Electives: 3 credits
Courses may be taken from one focus area or a combination of areas based on the student’s educational needs, prior experience, and professional goals. Counseling/Advocacy Courses
Early Childhood Education Concentration Curriculum
Concentration Mission: The mission of the Early Childhood Concentration (ages birth - 6) is to educate students to serve as early childhood professionals who (1) create high quality, collaborative, comprehensive, consistent, culturally congruent learning environments for all children; and (2) support and validate parents and families, so that communities in which these familiesf function will be empowered to achieve social and economic justice.
The Early Childhood Education Concentration does not lead to teacher licensure or certification. Prospective students who are interested in teacher licensure or certification are encouraged to contact the Department of Education of the respective state for information.
Students must complete a minimum of 24 semester hours focused on Early Childhood coursework. Students in the concentration must complete coursework in early childhood development and ethics and professional standards. Students choose between two areas of focus or tracks, one for classroom-based educators, and one for administrators. Students must successfully complete an Early Childhood Internship* that will focus on developing core competencies as identified by the National Association for the Education of Young Children (NAEYC). Policy Statements:
- Students wishing to obtain the Early Childhood Education Concentration may take the required/core courses and electives in residency, or the courses may be transferred in from other regionally accredited higher educational institutions or be awarded through the experiential learning process.
- Students enrolled in the Early Childhood Education Concentration must fulfill their requirements for Group Project in Early Childhood Education (twelve credits under the course numbers ECED 330, 331, and 332) by completing a project that is in the field of early childhood education.
Required Courses: 12 credits
Area of Focus
Select either the Classroom-Based or Administration Track. Classroom-Based Track (12 credits)
Administration Track (9 credits)
Additional recommended Courses (toward a total of 24 credits in the concentration)
Education Concentration Curriculum
Vision and Purpose
With budget cuts to education nation-wide, increasing accountability directed to public schools to help students pass standardized tests for graduation, and teachers retiring in record numbers, there is clearly an increasing need for qualified, licensed elementary classroom teachers, especially in urban areas. Studies show that teachers will be most effective if they come from the communities in which their schools are located and reflect the same demographics as the children in the school. Adults with varied life experiences who are motivated, well prepared, and committed to quality education make up a huge pool of potential new teachers. Candidates include paraprofessionals, career changers, parents returning to the workforce after raising children, school volunteers and people who work with children in any setting, not just school classrooms.
The School of Human Services Education concentration enables adults to explore the field of education, focus on education as an avenue for change, gain a broad range of subject matter knowledge, and earn a bachelor’s degree while working full-time. The adult-centered program offers opportunities to explore ways to make education the way we want it to be. The course work and excellent available support will help to prepare students to pass the Massachusetts Tests for Educator Licensing (MTEL) in Communication and Literacy and Elementary and General Curriculum and the Praxis I and II.
Goals of the Education Concentration are to provide:
- Access to the educational field for non-traditional adult learners,
- Excellence in preparation to enter a licensing program after graduation,
- Opportunities to expand and deepen students’ views of the diverse world.
IMPORTANT NOTE: The Education Concentration alone does not qualify graduates for licensing or certification. Students who are successful in the program and who pass the necessary examinations are eligible for post baccalaureate professional preparation programs in Massachusetts or Connecticut.
Graduation Requirements
- Students must earn 120 credits to graduate. Of those credits, 48 must be taken at Springfield College (residency requirement).
- Students must complete all three types of required courses:
1. General Education requirements (gen. eds.)
2. Major requirements
3. Education Concentration requirements (36 credits)
General Education Requirements - 28 credits
There are nine General Education requirements. They can be met by any General
Education course, transferred or in residence. Some General Education requirements
can be met by required Education Concentration courses.
General Education Categories
- Lab Science (3 credits)
- Computer Science (3 credits)
- Mathematics (3 credits)
- Health (3 credits)
- Language and Communication (6 credits)
- Literature (3 credits)
- Philosophy or Religion (3 credits)
- Fitness (4 credits)
Total - 28 credits SHS Program Requirements
Must be taken in residence at SHS. Core coourses meet the social science and multicultural general education requirements. Education Concentration Requirements
Education Concentration students must take or transfer all of the following courses. At least six of these courses (18 credits) must be taken at Springfield College, while the rest can be transferred. Some can be used to meet General Education requirements as noted. All courses are open to any interested student at SHS. Elective credits - 24 credits
The additional 24 credits can be earned in any area. |
Return to: Program Requirements
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