Summary of Program Surveys Conducted for the 2016 Reaccreditation by the Council for Standards in Human Service Education
- An internet survey of program graduates from 2011 to 2015 regarding their employment experiences since graduation, their evaluation of the program, and their career plans was conducted in November and December of 2015. Survey recipients were assured that their responses were anonymous.
- The pool of graduates numbered 119 and 65 grads responded (57% response rate). There were 55 completed surveys and 10 that were partially completed
- Graduates indicated a high level of satisfaction with the program. 97% of graduates rated the overall quality of the program as either good (18%) or excellent (79%).
- Likewise, graduates overwhelmingly indicated that they were well prepared for employment (98%) and for advanced education (98%).
- Most graduates (71%) indicated that they have continued their education at the bachelor's level in a discipline related to human services. Of those who have not yet begun advanced education, 88% plan to do so.
- Almost all of the graduates surveyed (96%) indicated that they would recommend the program to others who wanted to pursue training in the human services field.
Current Student Survey:
- In November of 2015 a written survey was administered to 151 unduplicated students who were taking at least one required course in the Counseling & Human Services Program.
- This current group of students is characteristically diverse- 33% are African American, 42% are Caucasian, and 22% are Latino/Latina. The age of the students is equally diverse, ranging from late teens to early 60s. The survey asked students to evaluate both the faculty and the program. The results were highly positive.
Examples of student satisfaction include:
- 99% of respondents indicated that the program faculty are organized and well prepared.
- 99% indicated that faculty members are knowledgeable regarding course content.
- 99% reported that faculty present content clearly
- 96% stated that faculty members motivate them to learn
- 96% indicated that courses are taught at a level that is appropriate for their ability.
- 98% stated that program courses are consistent with the program’s training objectives
- 93% said that program courses are developing their academic skills.
- 95% of the respondents stated that faculty members treat students with concern and respect.
- 90% indicated that faculty and staff are available to meet with students outside of the classroom.
Employer/Practicum Placement Survey:
- An internet survey was sent in November of 2015 to 35 social service agencies/ programs in the greater Tampa area that provide practicum placements for our students and that often hire our graduates. Survey recipients were assured that their responses were anonymous. There was a 46% response rate to this survey.
- Completed surveys were received from 16 agencies. Many of the responding programs are among the largest and most significant human services providers in Tampa. Almost all of them have provided practicum experiences for our students for many years. Of the 16 agencies responding to the survey, 9 (56%) reported that they had hired at least one of our graduates for a total of 43 grads employed. Of the 43 graduates hired by these 9 agencies, 39 (91%) had completed a practicum at the agency that hired them.
- Agencies were asked to rate the importance of the skills and areas of knowledge taught in our program as these relate to successful job performance. They were also asked to rate the desirability of our interns/graduates as employees and asked to indicate the positions at their agencies for which our graduates qualify.
- 24 of the 26 (92%) content areas emphasized in the education of our students were rated as "important" or "very important" for successful job performance by at least 50% of the responding agencies.
- Only 2 content areas were not rated as especially important for job performance by a majority of the responding agencies. These areas are: Knowledge of psychopharmacology, and diagnostic ability using the DSM-5.
- When asked to compare our A.S. interns with those from bachelor degree programs, 50% of respondent’s rated HCC students as Better or Much Better in academic preparation, 44% rated them as Better or Much Better in clinical preparation, and 50% rated them as Better or Much Better on professional attitude and behavior.
- When asked to compare our interns with those from master degree programs, 31% of respondents rated them as the same or better in academic preparation, 44% rated them as the same or better in clinical preparation, and 56% rated them as the same or better in professional attitude and behavior..
- Based on their experiences with our interns/graduates, 88% of responding agencies would hire a graduate from our program, 94% would recommend the HCC human services program to others, and 100% would accept more interns from our program.
The results of the graduate survey, the current student survey, and the community agency survey are all very positive. Graduates believe that they were well prepared for employment and for baccalaureate study. Current students are very satisfied with both the program’s faculty and with the structure of the program. Community agencies welcome our interns, hire our graduates, and have high regard for the training provided in the Counseling & Human Services Program.
Student Demographic Data
Demographic information about our students is based on college data for the 2014-2015 academic year and is as follows:
Unduplicated count of students taking at least one human services course: 265
Male: 24.3% (63)
Female: 75.7% (196)
Full time: 32.1% (85)
Part-time: 67.9% (180)
Average age: 34 years (Mean); 31 years (Median)
55+ : 5.3%
Caucasian: 41.5% (102)
African-American: 32.9% (81)
Latino: 21.5% (53)
Other: 4.1% (9)
No Response: 19 students
Successful transfer of credits to other degree programs. Acceptance into higher degree programs:
Approximately 70% of program graduates go on for study at the bachelor's level in a discipline related to human services. This number has been consistent over the past three academic years.
The program has transfer arrangements with several local colleges and universities, and the program's credits are readily accepted by these institutions.