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Athabasca University

Program-Based Criteria Table

Bachelor of Professional Arts - Human Services (Program)

Learning Summary Template

*For Section A, below, the breadth of knowledge of the human services field refers to and includes, but is not restricted to, the following: understanding of the importance of the field of human services and an awareness of major issues and their effects on the functioning and importance of human services agencies, institutions, partnerships and government; of the implications and importance of empowerment, advocacy, diversity and social inclusion; understanding the role and importance of team-building, collaboration and leadership in human services provision. The field of human services is also understood to include the following areas: practice, policy, leadership, community development, inclusiveness, and the environment that is needed by human services professionals in social services, education, community, and health settings.

For Section B, below, "the discipline" or "the field" refers to content described above.

A. Demonstration of Content and Knowledge
(1 of 10) Breadth and depth of knowledge of program content (see above*)
---------------------0 1--------------------2 3--------------------4 5--------------------6 7--------------------8 9-------------------10
Not demonstrated Acceptable level of knowledge related to the discipline. Shows basic understanding of core aspects of the field* Demonstrates some specialization of disciplinary knowledge with evidence of reading and/or research beyond the basic level Demonstrates ability to apply disciplinary knowledge in real situations and to explain conditions in the field as they have evolved over time Explain or hypothesize and/or apply complex models or conditions within field* Sophisticated level of knowledge permits critical assessment of subject matter and/or development of field, applicable principles or models
(2 of 10) Understanding of theory/concepts related to program content (see above*)
---------------------0 1--------------------2 3--------------------4 5--------------------6 7--------------------8 9-------------------10
No opportunity to observe Acceptable level of familiarity with relevant theories, principles and concepts used in the field, used under supervision* Understands and can apply theories, principles and concepts to hypothetical situations, with assistance Demonstrates ability to apply theories, principles and concepts to real world designs, purposes, or projects Demonstrates ability to choose among appropriate theories and or integrate resources, concepts, and theories in a variety of settings Monitors and assesses developments and changes in the field based on theoretical understanding; develops theory where appropriate; works independently with resources, concepts and/or theories
(3 of 10) Policy and policy development (see above*)
---------------------0 1--------------------2 3--------------------4 5--------------------6 7--------------------8 9-------------------10
No opportunity to observe Understands and identifies the role of policies and their contexts and their relevance and benefit to the field Uses and can distinguish among policies relative to clientele and community need Demonstrates ability to use policy and/or policy frameworks as a professional tool Interprets policy and its context for its contribution to issues, decision-making, and the profession Interacts with others, advocates, or spearheads policy implementation, development or change for the benefit of the field
B. Essential Process and Application Skills
(4 of 10) Critical thinking, problem solving, decision-making
---------------------0 1--------------------2 3--------------------4 5--------------------6 7--------------------8 9-------------------10
No opportunity to observe Demonstrates awareness of essential elements of critical thinking, argument, and opinion; and recognizes the need for problem-solving and decision-making Demonstrates awareness of tools, mechanisms, and critical thinking, processes to frame problems related to the field Analyzes situations and or frames/reframes problems or arguments with some consistency and demonstrates growing confidence in applying thinking and decision-making tools Recognizes and explains dilemmas, ambiguity, arguments, and a range of problems proactively; advocates for/proposes a variety of solutions Initiates and integrates critical thinking and problem solving; develops own conceptualizations and advocates for/ manifests them in a professional manner
(5 of 10) Communication skills/Capacity to disseminate knowledge
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Not demonstrated Communicates clearly orally and in writing in relation to the discipline in an informed and constructive way Uses knowledge of the field to express self competently in order to facilitate understanding Demonstrates organized, sound, and systematic written work related to the discipline Concisely presents or documents sound presentation of ideas or arguments Communicates effectively to support a position, to synthesize thoughts, and to effectively link or disseminate knowledge within and about the field
(6 of 10) Professionalism and ethical practice
---------------------0 1--------------------2 3--------------------4 5--------------------6 7--------------------8 9-------------------10
Not demonstrated Demonstrates sound understanding of appropriate discipline-related practice and ethics Applies knowledge of professional environment and values in a conscious and ethical manner Demonstrates appropriate use of authority and ethical knowledge of profession to meet challenges and achieve goals Demonstrates grasp of and/or assists others with appropriate ethical and systems considerations Exhibits complex judgments based on professionalism and ethical understanding of field, and/or advocates accordingly
(7 of 10) Working independently and/or in teams
---------------------0 1--------------------2 3--------------------4 5--------------------6 7--------------------8 9-------------------10
Not demonstrated Demonstrates ability to complete tasks under supervision or practice active listening skills in team exchanges Demonstrates understanding of working collaboratively and respectfully and contributes to team success Brings enthusiasm to team roles, recognizes team needs, and/or works independently with limited supervision Frequently and successfully acts on own initiative and/or contributes to team success by mentoring or acting in leadership role Provides formal team leadership, assessment of team skills, team training, or exhibits ability to complete complex tasks autonomously with little supervision
(8 of 10) Planning, organizing and executing projects
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Not demonstrated Demonstrates basic planning, organizing, management skills in response to problems/projects identified by others Can identify need for problems/projects and plan or organize for them appropriately Develops and/or implements effective planning procedures for most situations Facilitates project organization through team participation and/or partial or shared leadership Provides formal leadership for project plan or implementation and assumes responsibility for success, troubleshooting, and alternate plans
(9 of 10) Leadership and supervisory ability
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Not demonstrated Ability to follow and/or give directions with supervision; will exercise or take limited responsibility Takes responsibility for self and subordinates; seeks leadership opportunities and engages in training opportunities Demonstrates leadership abilities and is committed to growing in leadership / supervisory potential Is assigned to/creates leadership and mentorship roles; self-directs toward learning opportunities Engages in organizational policy and vision-related activities; manages leadership responsibilities (recruitment, assessment, succession, resource management); initiates change; engages in high-level professional activities beyond the organization
(10 of 10) Self and professional development
---------------------0 1--------------------2 3--------------------4 5--------------------6 7--------------------8 9-------------------10
Not demonstrated Participates in personal and professional learning opportunities; understands self in role of human services provider Membership in professional organizations; broad familiarity with professional literature; established participation in professional development activities Initiates self-development activities; understands self and practice in larger professional context Is guided by long range learning and/or professional development goals; contributes to organization of professional development activities in the workplace/field organization Assumes leadership role in profession; teaches, mentors or models professional activity within the field; works toward enhancement of human services practice in broad contexts.

Freedom of Information and Protection of Privacy Act ( Alberta). All records and Personal Information (as defined in the Act) received, collected, created, used, disclosed and disposed of by Athabasca University as a result of this document are subject to the provisions of this Act. The personal information collected on this form is used to assess prior learning credit and identify program and course selection recommendations. This information is collected under the authority of Section 33(c) of the Alberta Freedom of Information and Protection of Privacy Act. If you have any questions about the collection and use of this information, contact the Director, Centre for Learning Accreditation, Athabasca University, 1 University Drive, Athabasca, Alberta T9S 3A3. Phone: 800.788.9041 ext 6348.

Updated May 19 2016 by Student & Academic Services

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