Centre for Learning Accreditation Prior Learning Assessment and Recognition (PLAR)

Program-Based Criteria Table

Bachelor of Professional Arts - Human Services (Program)

*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
0	1-2	3-4	5-6	7-8	9-10
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
0	1-2	3-4	5-6	7-8	9-10
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
0	1-2	3-4	5-6	7-8	9-10
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 December 15, 2020 by Digital & Web Operations, University Relations (web_services@athabascau.ca)