Completed Workflow

Approval Path

Thu, 24 Apr 2025 15:53:59 GMT
Janice Nave-Abele (Curriculum Management, Curriculum Coordinator) (janice.nave-abele): Approved for Curriculum Management Programs
Thu, 24 Apr 2025 23:14:51 GMT
Belinda Sykes (Office of the Registrar, Catalog & Curriculum Coordinator) (belinda.sykes): Approved for Catalog Coordinator
Thu, 24 Apr 2025 23:22:15 GMT
Devin Miles (Ecampus-Division of Educational Ventures, Director of Alternative Credentials) (Devin.Miles): Approved for Microcredential Skill Review
Thu, 24 Apr 2025 23:29:57 GMT
Laurel Kincl (College of Health, Associate Dean of Academic & Faculty Affairs) (laurel.kincl): Approved for 26 Associate Dean
Fri, 25 Apr 2025 00:11:35 GMT
Laurel Kincl (College of Health, Associate Dean of Academic & Faculty Affairs) (laurel.kincl): Approved for 26 College Committee Approver
Mon, 05 May 2025 21:41:40 GMT
Kathryn Howard (Ecampus, Program Intake Coordinator) (kathryn.howard): Approved for Ecampus Programs
Wed, 11 Jun 2025 17:23:05 GMT
Janice Nave-Abele (Curriculum Management, Curriculum Coordinator) (janice.nave-abele): Approved for Microcredential Review Committee
Thu, 12 Jun 2025 02:01:21 GMT
Belinda Sykes (Office of the Registrar, Catalog & Curriculum Coordinator) (belinda.sykes): Approved for Catalog Coordinator

History

Jun 11, 2025 by Mendy Gayler (College of Health, Administrative Assistant) (mendy.gayler)

Viewing: Introduction to Human Services Microcredential

Last approved: Thu, 12 Jun 2025 02:01:21 GMT

Last edit: Thu, 12 Jun 2025 01:53:24 GMT

Changes proposed by: Mendy Gayler (College of Health, Administrative Assistant) (gaylerm)

Effective Term

Fall 2025

Request Type

Microcredential

Proposal Title

Introduction to Human Services Microcredential

Primary Originators

Name
Mendy Gayler (College of Health, Administrative Assistant)
Lori McGraw (School of Human Development & Family Sciences, Senior Instructor II)

Liaisons

College

Health (26)

Academic Unit

School of Human Development & Family Sciences

Program Level

Other Request

Justification

Courses Impacted

Supporting Documents

Early Alert

Program Degree Type and Title

By checking this box, I acknowledge that submitting the Early Alert is the first step in the proposal process and I will submit the corresponding proposal in a timely manner.

These questions are designed to produce the equivalent of a 2-page summary of the proposed program that can be used to create an Early Alert document that will be submitted to the Statewide Provosts Council.

1. Provide an executive summary explaining the anticipated program. This summary will be shared with internal and statewide audiences.

a. Describe the proposed program and include information regarding credential requirements such as options or tracks if applicable.

b. What are the program learning outcomes?

c. What are the specific skills that graduates will have acquired upon successful completion of the credential?

d. What type of career paths might graduates be prepared to follow upon completion of the credential?

2. Indicate the program location(s) and modality (i.e., face-to-face, online, and/or hybrid).

3. What is the anticipated start date (effective term)?

4. What is the anticipated enrollment (Fall Term headcount) at the launch of the program and the planned goals for 5 and 10 years out?

1st Year

2nd Year

3rd Year

4th Year

5th Year

10th Year

Provide a brief justification for your anticipated enrollment numbers.

Identify existing programs at other public institutions in Oregon and within OSU with which the proposed program will compete. If there are competing programs, indicate what makes the proposed program distinctive. What gap does this program fill and how does it compliment or enhance existing programs at OSU or other Oregon public institutions?

6. Provide an abbreviated description of how the program will contribute to addressing statewide needs and goals, and alignment with the University’s mission and strategic plan.

a. Provide information that will tie the program’s learning outcomes to statewide economic and/or social needs.

b. How does the program align with OSU’s Mission and Strategic Plan?

Create, Change or Terminate a College or Academic Unit

Request

Justification

New Name

Executive Summary

Executive summary of your proposed change.

Location

Campus Locations

Other Location

Curriculum Mapping

Provide a detailed list of all impacted programs (degrees, majors, options, minors, certificates), including where each program will be located under the new structure.

Objectives, Functions, and Activities

Explain how the academic unit/s current objectives, functions, and/or activities will be changed. Where applicable, address issues such as course offerings, program requirements, admission requirements, student learning outcomes and experiences, and how the advising structure and availability will be changed as a result of this proposal.

Describe how the reorganized academic unit/s will be stronger than the existing unit.

Explain how the outcomes in the reorganized academic unit/s will be assessed.

Describe the extent to which affected faculty and staff support this change.

Resources

Identify the staffing and resource needs for the proposed academic unit/s. What will be the FTE changes? Note any impact on the budgets of affected academic unit/s. Provide an analysis of how the resulting academic unit/s will be adequately staffed and funded.

What is the budget impact of the proposal (new funding needs or resources saved)?

If new resources will be required (e.g., for new faculty positions, graduate research/teaching assistants, facilities, equipment, etc.), explain where these resources will be coming from. Specify internal reallocation, Ecampus, college, OSU, federal, state, private, other funding sources or combination of funding sources.

Mission

How will the proposed change to the academic unit/s support OSU’s mission, vision, and goals?

Describe the potential positive and negative impacts of the proposed changes on the academic unit/s involved. Identify other OSU academic unit/s which might be affected, and describe the potential positive and negative impact on their mission and activities.

Strategic Plan

Describe how the proposal will affect the long-range strategic goals and plans for the academic unit/s. Compare with OSU’s current strategic plan and its three signature areas of distinction.

External Impacts

What is the current relationship of the proposed academic unit/s with other higher education institutions in the Oregon? Describe how this relationship might be altered based on the proposed change.

Describe how the proposed change will affect other constituencies outside of OSU (e.g., federal state, local, private).

Accreditation

Describe how the proposed change may affect accreditation of any programs within the academic unit.

Appendices

Space Evaluation

Budget Information

Letters of Support

Organizational Chart

New Subject Code

Subject Code

Description

Associated CIP Code

Associated Program

Purpose

The proposed course designator should have an identified purpose within the curricular structure of Oregon State University.

What academic programs, including majors, certificates, options and minors will be served by courses within the proposed new course designator?

In what ways will the content within the scope of the course designator constitute a coherent body of knowledge?

Is the proposed usage of the course designator consistent with practices at OSU and other institutions? Give examples.

Accountability

Responsibility for the integrity and oversight of the proposed course designator should be clearly identified.

Who will be responsible for administering the courses with the new designator, e.g. scheduling and catalog updates? Who will be the faculty contacts?

Who will be responsible for consistency and outcome assessment for courses with the new course designator?

Which units will receive credit for the Student Credit Hours generated by courses with the new subject code?

Who will be responsible for communicating information about the new course designator to students, advisors, Admissions, and other stakeholders?

Impacts

Who will benefit from the new course designator, and what changes will result from its implementation.

How will the new course designator benefit students?

Will courses with the new course designator duplicate or compete with existing course designators?

Will there be expected cross-listings or curricular equivalencies?

How is the new course designator expected to affect transfer credits?

Will any existing course designators expire when the new course designator is implemented, and who is impacted by that change?

Mass Subject Code Change

Curriculum Council Approval Date

Old Subject Code

New Subject Code

Courses Impacted

I understand that the courses will be changed to the new subject code and the former courses will be dropped. Course numbers can change but credits, title, description, prerequisites, learning outcomes and other components must stay the same.

I understand that I will have to submit separate proposals for every course not listed in this proposal if I subsequently wish for them to change subject code.

I understand that the former course will be added as an equivalency on the new course if they are at the same academic level and Academic Regulation 20 (grade repeat) will apply. For courses moving to a different academic level (eg, upper to lower-division), mutual exclusion rather than equivalency will apply.

Change College Requirements (Obsolete)

Which students are primarily impacted by this college change?

Justification

Catalog College Requirements

Supporting Documentation

Banner Code Request

Banner Code

Banner Description

Justification

Microcredential Request

Summarize the changes being made to this microcredential and explain why they are needed.

General Information

Title

Introduction to Human Services Microcredential

Level

Undergraduate

Minimum Credits

Instructional Method

Online via Ecampus

Lead Contact (name, title, email)

Lori McGraw, Senior Instructor II, lori.mcgraw@oregonstate.edu

Description and Requirements

Provide a brief description of the microcredential and its career and /or professional objectives. Who is the target audience? How does this series of courses constitute a body of work that serves as a microcredential?

Provides foundation skills for positive mental health and emotional well-being. Explores prevention and intervention programs for individuals, families, and communities. Develops career skills needed to pursue a career in human services. Provides field experiences that apply human services intervention strategies to helping individuals and families.

Students interested in becoming social and human service assistants; community health workers; substance abuse, behavioral disorder, and mental health counselors; youth counselors, and psychiatric assistants.

A minimum of three courses and eight credits are required for a microcredential. List required courses, titles and credits below.

Course List
Code	Title	Credits
HDFS 260	+*EMOTIONAL WELL-BEING: FROM SELF TO SOCIETY	4
HDFS 262	+INTRODUCTION TO HUMAN SERVICES	3
HDFS 310	+HUMAN SERVICES PRACTICUM	4
Total Credits	11

Will the courses be offered each term and/or in a manner that allows for timely completion of the microcredential? Explain the timing of course offerings.

Yes. HDFS 262e & 310e will be offered F, W, S every year. HDFS 260e will be offered twice a year online.

Will there be prerequisites for any of the courses in the microcredential that are not already part of the microcredential requirements?

The purpose of microcredentials is to allow students to complete with minimal additional requirements. Explain how these requirements assure that students are prepared to complete the program.

Skills

Skill #1

Social-Emotional learning

Course/s

HDFS 260

Skill #2

Evidence-based Mental Health Practices

Course/s

HDFS 260, 262, and 310

Skill #3

Prevention & Early Intervention Skills

Course/s

HDFS 262 & 310

Other Skills and Courses (if applicable)

Strategic Plan

Which of OSU’s goals from Strategic Plan 4.0 will the microcredential support?

How does the microcredential support the goal/s indicated above?

Which of the goals and/or targets in OSU's current Strategic Plan does this microcredential support and how?

According to Mental Health America, Oregon ranks among the lowest U.S. states for mental health, with one of the highest mental illness prevalence rates and lower access to care. Valuable feedback from HDFS internship supervisors indicate that one of the most important areas in which we need to train students is trauma-informed care and mental health. After extensive market analysis of comparable university programs, other OSU course offerings, professional skills gap reports, and an analysis of extracted skills and potential occupational categories that align with course in this microcredentials, HDFS proposes this microcredential to address workforce needs in mental and behavioral health.

Administrative Resources

I understand that microcredentials must be offered via Ecampus with all requirements available in the online modality. Courses may also be offered on-campus, but that cannot be the only location/modality.

Yes

I have notified the Director of Alternative Credentials of this microcredential.

Yes

I have discussed this microcredential with my college Head Advisor and they are satisfied that student advising needs can be met.

Yes

I have secured School/Department Head and Dean approval for this microcredential.

Yes

I have secured Ecampus approval to offer this microcredential and have a signed MOU.

Yes

Optional Supporting Documentation

Banner Code (admin use only)

Request to Retain a Course

Courses To Be Retained

Optional Supporting Documentation

Course Details

Memorandum of Understanding

MOU for Offering an Existing Academic Program at a Different Physical Campus

Program Name

Program Level

Current Location

New Location

Program Coordination Requirements

OSU-Cascades leadership and the College Dean agree that there is sufficient coordination of the program between all campuses offering the program.

The campuses agree that academic program meetings related to assessment, curriculum, student learning outcomes, and potential program changes will include representation from all campuses offering the program.

The College Dean and OSU-Cascades leadership agree that sufficient faculty exist to offer the program.

The expansion campus confirms that sufficient funding is available for program build-out and maintenance.

Both (all) campuses agree that the following individuals are appointed as the primary lead for program development coordination, unless otherwise notified of an alternate:

Originating Campus Lead (name, position, email, phone)

Expansion Campus Lead (name, position, email, phone )

Course Delivery

Each campus is responsible for ensuring that they offer sufficient courses for the program each term and that students are able to follow degree plans for program completion.

Each campus works with their campus-based, central scheduling team (Office of the Registrar’s Schedule Desk in Corvallis and Enrollment Schedule team in Cascades) for term-to-term scheduling.

Program Maintenance

A major factor in continued excellence is the maintenance and refreshment of courses and the program. As part of maintenance, the College and any campus offering the program commit to the following:

Program assessment and course redevelopment/review occurs regularly to ensure course material is current, relevant, and maintains curricular alignment across campuses.

Program leadership at both locations agree to communicate regularly and collaborate in a timely manner on any changes to the curriculum and program assessment. The College will inform the expansion campus of any proposed changes to the curriculum of the program in sufficient time as to allow input of faculty who teach at the expansion campus.

Program leadership at both locations agree to continually ensure marketing and recruitment, advising, student services, course offerings, and program assessment are current and effective.

Funding

The expansion campus confirms that sufficient funding is available for program build-out and maintenance at the expansion site. Both the College Dean and OSU-Cascades review the funding overview with details of a budget that supports the following program components: coordination, course development, and program delivery including advising.

Partnership Agreement

By submitting this MOU, you accept all the terms and conditions listed above. On approval of this MOU, you agree to submit a program change proposal in CIM and to notify all impacted personnel (program coordinators, advisors, etc) of their responsibility in meeting the expectations outlined within this MOU.

CIP Code Change

Current CIP Code

Is this a STEM CIP?

Current Description

New CIP Code

Is this a STEM CIP?

New Description

Program Name

Will the CIP for a subject code or any other programs be changed on approval of this request? If yes, list them below.

Describe how the program has changed in a way that warrants a change to the CIP code.

Explain why the new CIP code is a better fit for this program than the current CIP code.

Describe the percentage of the program that is STEM-related. List specific courses connected to that STEM field.

What comparable programs at other universities use the new CIP code? How similar is the OSU program to those programs?

Alternative Summative Assessment

Alternative Summative Assessments (ASA) are a substitution for the committee-driven oral exam present in most MA/MS degrees. The ASA should provide similar insights as the oral exam into the program and graduate learning outcomes.

Program Name

Degree Type

Degree Name

Are you proposing a new plan or changing an existing alternative summative assessment plan?

Rationale for the Assessment Plan

Assessment Plan Description

Is the student assigned a traditional three-graduate-faculty member committee?

What takes the place of the three-person committee and why?

How will the achievement of the three Masters Graduate Learning Outcomes be assessed?

Who will assess the achievement of the Graduate Learning Outcomes?

Who will communicate the results of the alternative summative assessment to the Graduate School?

Who approves/validates the program of study to the Graduate School?

How is the program of study determined? Who are the signatories?

Statement of Intent

Acknowledgement

By checking this box, I acknowledge that submitting a Statement of Intent is the first step in the CoreEd course process and does not constitute course approval. My academic unit will submit (a) course proposal(s) in CIM and all content will be reviewed by the appropriate committees.

For courses taught at multiple locations, I acknowledge that I will communicate with the corresponding unit at the other locations so they are aware of this CoreEd course/s. Course and Core Education learning outcomes will be identical for all sections of the course, regardless of location, modality, or instructor, as stipulated by the learning outcomes policy.

Proposed Course Details

Are you proposing more than one CoreEd course in this form?

CoreEd Category

Subject Code

Course Number

Title

Credits

Campus Locations Where This Course Will be Taught

Is this a new OSU course?

List the subject code, number and title of the existing course.

Is this course part of a College of Science series?

Is this a Common Course Numbered (CCN) course?

Additional Courses

Prerequisites and Restrictions

I am aware that prerequisites or class‐level restrictions for CoreEd courses must not create unreasonable barriers for students seeking to fulfill these categories.

Modality

In what modality will the proposed course/s be taught? (select all that apply)

Faculty (Re)Designing The Course/s

Provide details on the faculty who will develop the course/s and complete the required trainings.

In-person and Hybrid Courses

All faculty developers for in-person or hybrid courses taught at any physical location will complete the Course Adaptation Design Institute (CADI). Once this form is submitted, a representative from the Pedagogical Support and Development Committee will contact the designated faculty to schedule participation in the CADI.

Ecampus Courses

All faculty developers for Ecampus courses must complete (or have already completed) the Developing an Online Course (DOC) workshop, or in the event that they are re-designing an existing Ecampus course, the Redeveloping an Online Course (ROC) workshop. These trainings are part of the Ecampus course development process and faculty who formally propose a development with Ecampus will be automatically enrolled in the appropriate training.

Ecampus and Other Locations

All faculty developers for courses taught via Ecampus and at another location must complete both the required Ecampus and in-person trainings.

Ecampus and Other Locations

All faculty developers for courses taught via Ecampus and at another location must complete both the required Ecampus and in-person trainings.

Ecampus and Other Locations

All faculty developers for courses taught via Ecampus and at another location must complete both the required Ecampus and in-person trainings.

Ecampus and Other Locations

All faculty developers for courses taught via Ecampus and at another location must complete both the required Ecampus and in-person trainings.

WIC Courses

All faculty developers for WIC courses must complete (or have completed) the WIC seminar. Faculty developers must contact WIC about enrolling in training.

DPO Courses

All faculty developers for DPO courses must complete (or have completed) the DPO/DPD Academy. Faculty developers must contact DPO about enrolling in training.

Supporting Documentation

Admin Use Only

Submission Date

Approval Notification

The microcredential has been approved. Microcredentials are digital badges issued through the platform Credly and are not transcripted (beyond the courses that appear on the student’s transcript).

For questions regarding the badging process, please contact Jarrell Townsend in the Office of the Registrar at jarrell.townsend@oregonstate.edu

Reviewer Comments

Mendy Gayler (College of Health, Administrative Assistant) (mendy.gayler) (Wed, 23 Apr 2025 21:27:28 GMT): This proposal was approved by the COH curriculum committee followed by a full faculty vote.

Janice Nave-Abele (Curriculum Management, Curriculum Coordinator) (janice.nave-abele) (Thu, 29 May 2025 17:07:59 GMT): The microcredential committee had two questions related to this microcredential: o Beyond OSU Courses They were curious how the college is thinking of handling the Transitions prerequisite for both HDFS 262 and HDFS 310 for non-Core Education students. Specifically, how will the college address students who begin as non-degree seeking and later transition to degree-seeking status at OSU? They would then need to meet the Transitions requirement before graduating, which could be frustrating for them at that stage. OSU Beyond courses are meant to be taken in the order of Transitions, Beyond OSU I, and Beyond OSU II, to create multiple career touchpoints for students. I know we discussed potential overrides for nondegree students but thought this was a good question to ask. o Practicum The committee was curious about the practical aspects of the practicum, especially for nondegree students. Practicum courses are new for OSU microcredentials, so I appreciate your patience as the committee thinks through them. During our exchange, you had indicated that nondegree students would be given the same support and access to practicums as degree-seeking students. The committee wasn’t sure how this would work for nondegree students who might not have a background in family sciences or other related professional areas. Would someone who only has the two other courses in the microcredential be able to be successful in the practicum experience? Are students responsible for finding their own practicums or would the internship coordinator help with that? If you could provide a bit more context on how you envision this working for nondegree students, that would be greatly appreciated. o Practicum The committee was curious about the practical aspects of the practicum, especially for nondegree students. Practicum courses are new for OSU microcredentials, so I appreciate your patience as the committee thinks through them. During our exchange, you had indicated that nondegree students would be given the same support and access to practicums as degree-seeking students. The committee wasn’t sure how this would work for nondegree students who might not have a background in family sciences or other related professional areas. Would someone who only has the two other courses in the microcredential be able to be successful in the practicum experience? Are students responsible for finding their own practicums or would the internship coordinator help with that? If you could provide a bit more context on how you envision this working for nondegree students, that would be greatly appreciated.

Janice Nave-Abele (Curriculum Management, Curriculum Coordinator) (janice.nave-abele) (Wed, 11 Jun 2025 17:23:00 GMT): Discussed and approved by microcredential committee June 11, 2025.

Key: 860