Human Services with Justice Studies Concentration

  • Credits: 120
  • Degree:
    Bachelor of Arts

Program Description

The Bachelor of Science in Human Services at Cambridge College is guided by systemic and holistic thinking along with an appreciation of research and how it informs practice. A collaborative model of teaching and helping creates an environment where all students are encouraged to reach their potential. We do this by providing opportunities for our students to increase their knowledge and practical skills while recognizing the valuable contributions they are making in their workplaces and in their communities. Our goal is to be an integral part of the change that needs to happen to create a more just and equitable society.

Required courses provide broad-based knowledge of individuals, families, and communities with historical and multicultural perspectives. They present a unique strengths-based, systemic and culturally relevant approach to working with people effectively across many varied settings.

Justice Studies is concerned with treating justice issues as a general class of social and political problems to be understood.   It is through understanding of the issues that underlie injustice that society is able to create social change. It is the mission of the Justice Studies program to recognize that the fair and equitable provision of justice is the only path to a more just and humane world.

 

Program Outcomes

  • Students gain the skills needed to work with people in a way that preserves their dignity and builds on their strengths, empowering them to address their concerns and leading to better outcomes.
  • Students learn to identify and work with the strengths inherent in individuals, families and communities.
  • Students gain practical skills for assisting people in making positive changes that will improve the quality of their lives.
  • Students are prepared for personal and professional growth.
  • Students have built a solid base for graduate studies in a wide variety of professional and academic fields.
  • Students become effective agents of positive change.
  • Fundamental understanding of the historical development of concepts of justice
  • Understanding and basic knowledge of major theories, concepts and processes of justice
  • A critical understanding of formalized constructs and procedures designed to impart justice
  • Understanding of a variety of perspectives regarding alternate concepts of justice and social change
  • Understanding the roles of cultural, social and historical forces in shaping concepts of justice

Careers and Further Study

The health and human service industry has been identified by the Bureau of Labor Statistics as an area of increasing growth in the 21st century. Students majoring in human services may find themselves working and leading in a variety of settings — with adolescents in residential programs or with the elderly in nursing homes, in the community or in health centers, as program directors, as case managers or outreach workers. They work in prevention or in treatment, in after-school programs or criminal justice programs.

Our graduates are well positioned to enter graduate studies in human services, psychology, counseling, social work, law, political science, government studies, corrections, law enforcement, forensics, criminology, religious and peace studies. This program can lead to careers in law, government service, corrections, law enforcement, politics, urban and community planning, mediation and management in NGOs, government, and community agencies.

Program Chair

Carol Pepi
carol.pepi@cambridgecollege.edu

Curriculum


General Education - Learning to Learn
24
Credits

WRT101-102 and MAT101-102 may by waived if you have taken equivalent courses and assessment indicates proficiency. Credits will be replaced with open electives. WRT090 and MAT100 required if assessment indicates need.

Principles and Processes of Adult Learning
LRN 175 3 credit(s)
Students explore theories of adult learning. They clarify the fit between their academic program and their learning and career needs, and see how their prior learning fits in. They assess their academic skills of critical thinking, mathematics, writing, and computer literacy. Students become independent learners who can effectively manage the structures, processes and expectations of undergraduate education.
College Writing I
WRT 101 3 credit(s)
Through challenging readings, class discussion, small group col­laboration, and different forms of writing, students learn the skills and process of “thinking on paper.” They learn to construct an argument or discussion that supports a clear thesis and present it effectively in a well-organized essay that observes the conventions of written English. They write academic papers that analyze and synthesize the issues suggested in two or more readings. Critical reading, critical thinking, research skills, and forms of documentation are also introduced.
Foundations of Critical Thinking
CTH 225 3 credit(s)
We learn to engage in reasoned thinking. We learn to formulate hypotheses; conceive and state definitions, and understand logical consistency and inconsistency. We explore the differences between claims of fact, value, and policy; what constitutes credible evidence; the nature of assumptions. We learn what constitutes a persuasive argument as opposed to an emotive and propagandistic one, and critically examine them. Students learn to present clear, well thought out critical arguments in writing and oral presentations. We look at the relationships among thinking, writing, speaking and listening, laying a strong foundation for improving our capacity to write, speak, and listen well.
College Mathematics II
MAT 102 3 credit(s)
Prerequisite: MAT101 If assessment indicates need. Challenge exam available. This course develops students’ mathematical thinking and problem solving around issues of both mathematical content and process. Students will acquire a conceptual and practical understanding of and familiarity with numbers and operations, algebra, geometry, measurement, and basic data analysis and probability. The course focuses on supporting students’ understanding of problem solving, reasoning and proof, communication, connections, and representations. A key feature of the course is active student involvement to support communicating mathematics in everyday and academic contexts.
Introduction to Computer Applications
CMP 130 3 credit(s)
Assessment available. This course provides a hands-on introduction to the personal computer, Windows, word processing, spreadsheet, presentation software, the Internet, and an overview of Word, Excel and Power-Point uses. Students begin with the basics of each application and progress through intermediate level.
College Writing II
WRT 102 3 credit(s)
WRT102 acquaints students with the academic research paper as both process and product. The course begins with an intensive review of the strategies and techniques for writing an academic essay that are covered in WRT101 and then moves to selecting and narrowing a topic, preliminary research, and establishing a focus for a 12-15 page argument research paper. The final paper includes an abstract, an introduction, discussion, conclusion, and references. Students learn how to write an Annotated Bibliograph and use APA documentation for in-text citations and references.
Information Literacy
CMP 230 3 credit(s)
Prerequisite: CMP130 (course or portfolio) and familiarity with Windows and/or Mac operating system, or permission of instructor. Information literacy is necessary for lifelong learning and career advancement. It is the ability to analyze problems, research and select relevant information, create an effective presentation from that information, and, when appropriate, publish it in print or electronic formats. Students acquire the knowledge, skills, and abilities to apply principles of information literacy to their academic and professional lives. A problem-centered approach is used. Students use the Internet and e-mail news groups, file transfer and Netscape, and search engines. They learn to evaluate the credibility of information and use problem-solving paradigms.
College Mathematics II
MAT 102 3 credit(s)
Prerequisite: MAT101 If assessment indicates need. Challenge exam available. This course develops students’ mathematical thinking and problem solving around issues of both mathematical content and process. Students will acquire a conceptual and practical understanding of and familiarity with numbers and operations, algebra, geometry, measurement, and basic data analysis and probability. The course focuses on supporting students’ understanding of problem solving, reasoning and proof, communication, connections, and representations. A key feature of the course is active student involvement to support communicating mathematics in everyday and academic contexts.
General Education - Arts and Humanities
9
Credits
General Education - Natural and Physical Sciences
9
Credits
General Education - Social Sciences
9
Credits

PSY110  Systems Thinking in Psychology — required.

General Education - Open Electives
9
Credits
Human Services Major Required Courses
24
Credits

Take BHS 470 or BHS 471.

Introduction to Human Services
BHS 305 3 credit(s)
This course provides an overview of the history, philosophies, structures and systems of delivery for human services. Drawing from a variety of resources including case studies, students learn what the programs are, whom they serve, and how they work; they explore protocols and procedures to evaluate their success. Particular attention is paid to questions of poverty and wealth and their impact upon public welfare. Students become familiar with ethical issues involved in working with different populations and communities, and consider the implications for public policy.
Understanding Family & Community Systems
BHS 315 3 credit(s)
This course builds on systems thinking by applying systemic concepts to understand the makeup and functioning of families and communities. Students review the characteristics and interrelationships among family and community systems, and learn how to assess their respective strengths, resources, needs, and coping strategies. Local community issues impacting families, such as kinds of employment opportunities and unifying traditions on the one hand, and violence and discrimination on the other, are addressed. Students use assessment models to look at their own life situations such as job, family, neighborhood. Students interact with their peers and others seeking to make an impact with families and communities.
Community Building Principles & Strategies
BHS 320 3 credit(s)
This course introduces the history, theory, and practice of community building in order to increase the effectiveness of people working to improve their communities. It increases students’ capacity and engagement in community planning, advocacy, organizing, decision-making and evaluation. The fundamental principles of community building are explored: Such as incorporating those directly affected by policies at the heart of dialogue and community building; valuing racial and cultural diversity as the foundation for wholeness; promoting active citizenship and political empowerment, building on community strengths and assets; ensuring access to fundamental opportunities and removing obstacles to equal opportunity; supporting and enhancing the well-being of children and their families; fostering sustained commitment, coordination and collaboration based on a shared vision and mutual respect. This course is based on The Boston Community Building Curriculum, developed by the Boston Foundation and currently being implemented by Interaction Institute for Social Change.
Strategies for Change
BHS 420 3 credit(s)
This course provides theoretical frameworks for understanding the process of change and its implications for individuals and families. We look at intervention systemically and in human service agencies, substance abuse treatment programs, medical and mental health centers, and schools. Students identify barriers to change and examine all aspects of an intervention process, from assessment and treatment planning, to choice of strategies, and implementation. A variety of techniques are presented for use with individuals, families and larger groups. Preventive, problem-solving approaches are discussed as well as strategies for creating new solutions. Students hear from agents of change, analyze their own personal and professional experience, and practice techniques in class and, as appropriate, at their work sites.
Developmental Psychology
PSY 210 3 credit(s)
The CLEP exam in Human Growth and Development is accepted as equivalent. This course helps students understand the ways in which people from various cultures and countries develop and change over their lifetimes. Students focus on particular topics such as cognition, social development, or identity, and follow the topic across the lifespan. In this way, we get away from a “stage theory” approach and focus instead on the variety of ways that people live out developmental scripts. Students are introduced to terms and concepts which are basic to a cross-cultural view of development, such as developmental orientation, cross-cultural “perspective,” and a systems approach. These concepts are applied to each topic area, so that students learn, for example, how cognitive development is affected by living in different cultures and how one’s identity is influenced by the various systems within which we live. In addition to reviewing readings and discussion, each class features a group exercise to help students understand and apply information and concepts.
Human Services Internship I
BHS 470 3 credit(s)
Internship experience gives students opportunity to practice knowledge and skills gained in the classroom, and to become familiar with the structure and functioning of organizations and community agencies. Under agency supervision, students provide counseling, advocacy, research, information, referral, and similar services, and then document and reflect on their activities. The accompanying seminar includes students from varied placements, who give and receive feedback on case presentations and agency and organization issues. All internships sites must be approved in advance by the concentration director and close ties are maintained between the agency supervisor and the course instructor. Students wishing to use their place of employment as a site should contact the concentration director to start the approval process before signing up for this course. The parameters (number of hours, days, etc.) are negotiated between the site, the student, and the College; and a joint contract is signed. Site supervisors must be immediately available to students, and must provide weekly individual or small group supervision. Students should be at their field sites approximately 6-8 hours a week and participate in a 2-hour/week seminar. Satisfactory completion requires satisfactory work at the site and the College seminar. Internship II continues Internship I or covers a new or special internship situation; offered as a focused study.
Human Services Internship II
BHS 471 3 credit(s)
Internship experience gives students opportunity to practice knowledge and skills gained in the classroom, and to become familiar with the structure and functioning of organizations and community agencies. Under agency supervision, students provide counseling, advocacy, research, information, referral, and similar services, and then document and reflect on their activities. The accompanying seminar includes students from varied placements, who give and receive feedback on case presentations and agency and organization issues. All internships sites must be approved in advance by the concentration director and close ties are maintained between the agency supervisor and the course instructor. Students wishing to use their place of employment as a site should contact the concentration director to start the approval process before signing up for this course. The parameters (number of hours, days, etc.) are negotiated between the site, the student, and the College; and a joint contract is signed. Site supervisors must be immediately available to students, and must provide weekly individual or small group supervision. Students should be at their field sites approximately 6-8 hours a week and participate in a 2-hour/week seminar. Satisfactory completion requires satisfactory work at the site and the College seminar. Internship II continues Internship I or covers a new or special internship situation; offered as a focused study.
Human Services Capstone
BHS 490 3 credit(s)
Prerequisites: 90 credits minimum, including WRT101 and WRT102. The Capstone is a comprehensive research project which is the culminating academic activity that helps to synthesize students’ learning in the undergraduate human services program. It is an opportunity to explore a topic of personal or professional interest in human services and to create an original project or piece of research that contributes to the field. The Capstone is 25-30 pages in length and follows a research paper format appropriate to the field of study. Students work together in class and meet or communicate individually with the instructor as needed. Those who take an additional term to complete the Capstone must register for BHS491 and pass before graduating.
Human Services Major Electives
12
Credits
Concentration: Justice Studies Requied Courses
15
Credits

New courses: Introduction to Justice Studies, Special Topics in Justice Issues, Wealth, Poverty and Inequality. Take PSY 470 or BHS 470. Internships must be approved by the program chair.

Introduction to Social Justice
JUS 225 3 credit(s)
Social Justice, the state where conditions are met for all of creation to survive and flourish, is the bedrock which supports all other forms of justice. This course examines the understanding of Social Justice tradition that has developed over the last century. Principles of power, community, and responsibility will be examined in light of practical political and social problems - racism, sexism, hunger, poverty and environmental issues.
Psychology Internship I
PSY 470 3 credit(s)
Psychology Internships give students the opportunity to practice knowledge and skills gained in the classroom and to experience first­hand the practical applications of how psychology and psychological skills are practiced professionally in a wide variety of settings. All Internship sites and student’s activities must be approved in advance by the program director and close ties are maintained between the on-site agency supervisor and the course instructor.
Human Services Internship I
BHS 470 3 credit(s)
Internship experience gives students opportunity to practice knowledge and skills gained in the classroom, and to become familiar with the structure and functioning of organizations and community agencies. Under agency supervision, students provide counseling, advocacy, research, information, referral, and similar services, and then document and reflect on their activities. The accompanying seminar includes students from varied placements, who give and receive feedback on case presentations and agency and organization issues. All internships sites must be approved in advance by the concentration director and close ties are maintained between the agency supervisor and the course instructor. Students wishing to use their place of employment as a site should contact the concentration director to start the approval process before signing up for this course. The parameters (number of hours, days, etc.) are negotiated between the site, the student, and the College; and a joint contract is signed. Site supervisors must be immediately available to students, and must provide weekly individual or small group supervision. Students should be at their field sites approximately 6-8 hours a week and participate in a 2-hour/week seminar. Satisfactory completion requires satisfactory work at the site and the College seminar. Internship II continues Internship I or covers a new or special internship situation; offered as a focused study.
Justice Studies Electives
9
Credits

Choose 9 credits. Take PSY 471 or BHS 471. Internships must be approved by the program chair. Other electives may be substituted with approval of program chair. New course: Justice and Gender in World Politics.

Crime and Criminal Justice
JUS 200 3 credit(s)
This course provides an introduction to the nature of the crime problem in the United States, including patterns of victimization and offending and the ways in which the criminal justice system responds to these behaviors.
Introduction to Legal Studies
JUS 205 3 credit(s)
Introduction to Legal Studies introduces students to the legal system and the legal profession in the United States. The course will explore theoretical and historical influences on the American legal system and the practice of law, the origins of the legal system in English common law, the sources of American law, including an overview of the Constitution, state and federal status, the court system, and the legislative and trial process. Students will explore the legal profession and the varied roles assumed by the legal professional in contemporary society. Students will gain an understanding of the emergence of specialized areas of law and the knowledge and skills needed to pursue a law career.
War, Peace and Non-violence
JUS 345 3 credit(s)
Working from an international and local perspective, this course will explore roots of war and peace, connect theory with practice and address personal as well as political implications of war, peace and non-violence. The course will touch on Just War theory, but focus on positive alternatives to war--including a Just Peace framework and the range of strategies (and ways of life) that are often grouped under the umbrella of "non-violence." The course is an introduction, but we will offer time for participants to build community and dig more deeply into specific areas of interest through a final project.
Forensic Psychology
PSY 328 3 credit(s)
This course is an introduction to the field of forensic psychology and examines how psychological theory and practice intersect with the law, the legal system and the field of criminal justice. It will offer a broad perspective of the field and will cover the role that psychology has played in an number of related areas including: theories of crime and criminal behavior, the nature of eyewitness tertimony, criminal investigation, the psychological evaluation and understanding of criminal suspets and jury selection.
American Immigration Law and Policy
JUS 368 3 credit(s)
This class explores many of the major trends in the history of American immigration and the legal and policy structures developed over time to regulate the flow of immigrant populations into the country. The course examines the politics and debates that have shaped major policy shifts since 1965, when the passage of the Immigration Act of 1965 marked a radical departure from a system of preference based on national origin, up to and including the immigration debate today. The class will be taught from a multidisciplinary perspective utilizing short readings drawn from legal and government documents, newspaper articles, historical essays, and oral histories to inspire class discussion and personal reflection.
Girls and Delinquency
JUS 342 3 credit(s)
Historically, the Juvenile Justice field has developed progam services based upon the needs and behaviors of adolescent males. Within the past five years the need for more gender-specific program and treatment models has been recognized. This course presents a gendered view of the causative issues contributing to female adolescent offending and current program initatives developed to meet the treatment needs of girls.
Intro to Juvenile Justice
JUS 350 3 credit(s)
This course introduces the history and principles of juvenile justice, focusing on delinquent behavior in the context of adolescence, family, and social/environmental factors. The course explores various societal responses to problem behavior from colonial time to the present, including various community-based and residential program models, and current national debates on treatment vs. punishment of juvenile offenders.
Youth and the Law
JUS 356 3 credit(s)
This course examines current legislative and judicial systems and practices of dealing with youth who have not reached the age of majority. Issues pertaining to due process, deinstitutionalization and waiver to the adult system are explored. Benefits and liabilities of the Massachusetts juvenile courts are analyzed .
Violence in American Society
JUS 415 3 credit(s)
In this course, students explore the roots of violence in this country. Students will identify risk factors for violence (e.g. interpersonal and intrapersonal violence, physical and psychological violence, social violence, war, terrorism). The risk and protective factors of violence from both current and literary examples will be discussed. They also examine existing, and construct new, strategies to prevent violence. Students explore a topic of personal interest in their final project.
Global Justice for Youth
JUS 430 3 credit(s)
The UN Declaration on the Rights of the Child has been signed by all UN nations except Somalia and the United States. This course examines our basic assumptions about the rights of children. Students explore particular factors such as gender disparity, economic disempowerment, and social class assignment which contribute to the inequities in available resource options. Universal principles of human rights and social justice are introduced. In light of these principles, students are encouraged to critically research local, national, and international laws and practices related to children and adolescents with a particular emphasis on juvenile justice systems.
Restorative Justice and Victim-Offender Reconciliation
JUS 435 3 credit(s)
An alternative to the retributive model of justice, Restorative justice offers a reconciliation model in which the victim, the offender, and the broader community can work toward a more personal and satisfying response to juvenile crime. The emergence and growth of several models such as balanced and restorative justice, VORP (Victim Offender Reconciliation Program), and circle conferencing are viewed within the context of adolescent offending. Attention is paid to issues of age, gender, and culture in various methods of conflict resolution.
Psychology Internship II
PSY 471 3 credit(s)
Psychology Internships give students the opportunity to practice knowledge and skills gained in the classroom and to experience first­hand the practical applications of how psychology and psychological skills are practiced professionally in a wide variety of settings. All Internship sites and student’s activities must be approved in advance by the program director and close ties are maintained between the on-site agency supervisor and the course instructor.
Human Services Internship II
BHS 471 3 credit(s)
Internship experience gives students opportunity to practice knowledge and skills gained in the classroom, and to become familiar with the structure and functioning of organizations and community agencies. Under agency supervision, students provide counseling, advocacy, research, information, referral, and similar services, and then document and reflect on their activities. The accompanying seminar includes students from varied placements, who give and receive feedback on case presentations and agency and organization issues. All internships sites must be approved in advance by the concentration director and close ties are maintained between the agency supervisor and the course instructor. Students wishing to use their place of employment as a site should contact the concentration director to start the approval process before signing up for this course. The parameters (number of hours, days, etc.) are negotiated between the site, the student, and the College; and a joint contract is signed. Site supervisors must be immediately available to students, and must provide weekly individual or small group supervision. Students should be at their field sites approximately 6-8 hours a week and participate in a 2-hour/week seminar. Satisfactory completion requires satisfactory work at the site and the College seminar. Internship II continues Internship I or covers a new or special internship situation; offered as a focused study.

Core Faculty

Senior Instructor

Pages

Admissions

  • Admission Test:

    Passing grade on TOEFL (English language proficiency test) is required for international students.

  • Admissions Office:
    1-800-829-4723
  • Application:
  • Application Fee:
    $50, nonrefundable ($100 for international students)

General Requirements

Official Transcript: High school or GED
One Completed Recommendation Form
Personal Statement

Learn more about General Requirements 

State Requirements

College students are required to comply with state laws regarding individual health insurance and immunization. Compliance requirements currently exist for students in Massachusetts, Virginia and Tennessee. Learn more

International Students – Additional Requirements

International Students will need to complete supplemental documentation when applying. International transcripts must also be translated prior to submission in order to be evaluated for applicability. Learn more about international student requirements.

Transfer Credit Request Form

Only needed if you wish to have prior course work evaluated for transfer credit. Learn more about transferring credits.

Tuition

  • Credits:
    120
  • Cost per credit hour:
    $378
  • Application Fee:
    $50, nonrefundable ($100 for international students)
  • Graduation Fee:
    $110 (charged in last term)
  • Health Insurance Fee:
    $1,497 (Required for Massachusetts students only. See waiver details on Tuition & Fees page.)

Note: Rates are as of September 2013, and are subject to change without notice. Rates apply to all students, unless otherwise noted.

Financial Aid

Cambridge College offers financial aid to students in our degree programs who are enrolled at least half time. Undergraduate students must be enrolled in at least 6 credits each term. Graduate and doctoral students must be enrolled in at least 4 credits each term. Learn more

Grants, Scholarships and Loans

Cambridge College welcomes the opportunity to support your efforts to pay for college.  Federal, state and local resources in the form of grants, scholarships, loans and work-study, including Cambridge College Scholarships, are available to help defray the cost of tuition. Learn more

Getting Your Company to Help

Many companies have tuition assistance programs, designed to help their employees with their professional development. Learn more