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Mission and History
We believe that people have the capacity for change and growth. Faculty and staff support students in the classroom and during their field placement to ensure skilled, self-reflective, professional workers in the Human Services arena. Our theoretical orientation emphasizes Strengths Based approaches, systemic work, and Cognitive-Behavioral strategies. Courses emphasize ethical decision making, self-care, cultural awareness, professional writing, critical thinking, and conflict resolution. Students develop their knowledge and skills through a combination of rigorous academic preparation and in depth field placement experience.
The Department of Human Services and Counseling at Metropolitan State University of Denver prepares students to become competent, self-reflective practitioners in the delivery of human services or in fire emergency response administration. At the core of the curriculum is an emphasis on experiential learning both in the classroom and through intensive field experience. The department is committed to supporting students to develop high ethical standards and cultural sensitivity while becoming agents for positive change in people’s lives and in their communities.
“The human services department was always helpful. I always knew who to talk to when I needed advice or help with something. A lot of the faculty were also very in tune with us as their students and could often tell when something was wrong. It always felt more like a family than anything else.”
Anonymous
Feedback from a recent Human Services graduate
The late 1950s was fraught with civil unrest in the U.S. There was a spotlight on a variety of issues, including poverty, racism, unemployment, aging, developmental disabilities, mental illness and substance abuse. In 1956 Purdue University offered the first associate’s degree in mental health.
During the civil rights movement of the 1960s, people who had experienced these issues first hand began helping others in their own communities. The mental health paraprofessional was born.
In 1963, President John F. Kennedy (whose sister was developmentally challenged) was instrumental in passing the Community Mental Health Retardation Facilities and Community Mental Health Centers Construction Act. This legislation helped formalize educational preparation for mental health practice.
In 1968 MSU Denver began offering an associate’s degree in Helping Services. It was one of the first such offerings in the state of Colorado. In 1972, a Bachelor of Science degree was introduced.
In 1975, the National Organization for Human Services Education (NOHSE; later NOHS) was founded. In 1976, it established standards for human service education programs and practice, including training, program review and ethics.
Each year 75-100 students graduate from this respected program at MSU Denver, pursuing a wide variety of careers in the human service industry—most in the state of Colorado. We hope you’ll choose to be one of them.
Drop and Withdraw Dates
The full academic calendar with dates and deadlines can be viewed here.
Monday, January 16, 2023 – Martin Luther King Jr. Day (Campus Closed)
Tuesday, January 17, 2023 – Full-semester classes begin
Drop and Withdraw Dates for Full Semester Courses:
DROP A CLASS
Last day to drop and have full-semester class deleted from academic record with
100% refund – Monday, January 23, 2023
50% refund – Thursday, February 2, 2023
SPRING BREAK
March 20 – 26, 2023 – Campus open, no classes
WITHDRAW FROM A CLASS
Final Day to Withdraw from full-semester class (tuition may still be owed, class will remain on academic record)
Friday, March 31, 2023
Students who withdraw from a class should be aware that it may affect their financial aid and have other consequences. Find information here:
https://www.msudenver.edu/registrar/frequently-asked-questions/
Find information about and instructions to Drop and Withdraw here:
https://www.msudenver.edu/registrar/student/drop-and-withdrawal/
Drop dates for courses that do not meet for the full semester will vary according to class meeting dates. Please see your Detailed Class Schedule on the Student Hub for drop dates for these courses.
Apply for Graduation!
Seniors, you must apply to graduate in order for your degree to be conferred. Go to your Student Hub and find the Apply For Graduation button near the bottom of the page. This application to graduate is required whether or not students participate in a commencement ceremony.
Bachelor of Science in Human Services
A strong desire to help people is fundamental to entering the human services field. We can help you transform your passion into a rewarding career helping others. Human services professionals are critical to communities and the welfare of their citizens.
A degree in Human Services is an interdisciplinary degree that provides students with a foundation for better understanding how social structures are created and how people operate within those systems. Students are taught how to conceptualize, develop, and implement programs to help address social and economic issues in a community. Students will also learn how to connect with clients in order to help them access services, programs, and skills that address their needs. Upon graduation, students will have gained the practical knowledge necessary when professionally assisting individuals, families and communities.
Graduates from our program can work in a variety of settings leading group activities, providing counseling or crisis intervention, and administering food banks or community or emergency programs. Program paths may also include working in treatment and recovery facilities or meeting with adults or adolescents who need help with life-planning strategies and daily-living skills. Human Services professionals provide support to people of various backgrounds, evaluating the needs of their clients and communities to aid in their wellbeing and stability.
The average yearly salary for recent graduates is $31,810 to $56,310. With a strong projected job growth, careers in Human Services continue to remain in high demand. Employment is expected to grow by 17% through 2029 for Human Services professions. This is significantly higher than the average job growth in other sectors.
Human Services Core Coursework
| B.S. in Human Services Core coursework | |
| HSP 1010 – Introduction to Human Services | 3 |
| HSP 1020 – Introduction to Trauma Informed Care | 3 |
| HSP 2010 – Intro to High Impact Nonprofit Organizations | 3 |
| HSP 2070 – Pre-Field Placement Seminar | 1 |
| HSP 3330 – Ethical and Legal Issues in the Human Services | 3 |
| HSP 3490 – Multicultural Issues in Human Services | 4 |
| HSP 3560 – Motivational Interviewing | 2 |
| HSP 3710 – Research Methods and Program Evaluation | 4 |
| HSP 4770 – Human Services Internship I | 8 |
| Total: | 31 |
Concentrations
Addiction Studies
Our curriculum is nationally accredited by the National Addiction Studies Accreditation Commission (NASAC) and Council for Standards in Human Service Education (CSHSE). This concentration is designed to prepare students for a career in the field of addictions treatment.
Students who graduate with the Addiction Studies concentration will have all the coursework and the 1,000 professional experience hours completed to apply to become a Certified Addictions Technician (CAT). Graduates will need to pass the State Jurisprudence Exam and the NCAC I Exam in order to qualify for the CAT.
We also offer all courses required for the Certified Addiction Specialist (CAS.) See the CAT/CAS chart for more information.
Individuals who have earned a bachelor’s degree and are interested in pursuing master-level training to become a Licensed Addiction Counselor (LAC) can apply for our Master of Science in Clinical Behavioral Health, emphasis in Addictions Counseling program. Find information here.
The MSU Denver Department of Human Services and Counseling does not oversee licensure for CAT, CAS, or LAC. The state is the final authority on licensure, and students are responsible to follow state guidelines set forth by the state of Colorado. Refer to Colorado’s Department of Regulatory Agencies (DORA) for more information:
https://dpo.colorado.gov/AddictionCounselor
For more information, please contact our department at [email protected].
| B.S. in Human Services, Addictions Studies | |
| General Studies | 33 |
| Human Services core courses | 31 |
| Addiction Studies concentration | 53 |
| Electives | 3 |
| Total hours | 120 |
Addiction Studies Concentration Coursework:
| Addiction Studies required courses: | |
| HSP 2020 – Small Group Dynamics: Theory and Experience | 4 |
| HSP 2030 – Theory and Practice of Counseling | 4 |
| HSP 2040 – Family Systems | 4 |
| HSP 3400 – Pharmacology of Drugs and Alcohol | 3 |
| HSP 3460 – Addiction, Immunity, and Infectious Diseases | 2 |
| HSP 3470 – Counseling the Substance Abuser | 4 |
| HSP 3660 – Advanced Motivational Interviewing and Applied Counseling Skills | 2 |
| HSP 4040 – Cognitive Behavior Therapy | 3 |
| HSP 4320 – Psychopathology and the Mental Health Clinician | 4 |
| HSP 4660 – Clinical Supervision in Human Services | 3 |
| HSP 4780 – Human Services Internship II | 8 |
| HSP 4790 – Human Services Internship III | 12 |
| Total: | 53 |
A grade of “C” or better is required for each course in this program to count toward the bachelor’s degree.
You must complete a minimum of 120 credit hours in order to graduate and 40 of those credit hours must be upper division (3000 or 4000 level).
Note: If you are on a catalog year prior to 2020, your required coursework will be different than the information presented here. See a department advisor to review a Degree Progress Report to verify which classes you need to complete the program.
Click here to review past and present Academic Catalogs.
Mental Health Counseling
The Mental Health Counseling concentration will prepare you for a broad range of entry-level positions in the field of human services including programs for homeless populations, domestic violence shelters, group homes, family support services, hospice and a wide array of agencies that provide behavioral health support to the community. Designed to support students who want to provide direct service to a variety of populations. This concentration provides the most flexible curriculum for students who want to work in the field. Students who want to be counselors are encouraged to continue their education at the graduate level upon graduation. The Mental Health Counseling concentration is also accredited Council for Standards in Human Service Education (CSHSE).
Students who want to be counselors are encouraged to continue their education at the graduate level upon graduation.
| B.S. in Human Services, Mental Health Counseling | |
| General Studies | 33 |
| Human Services Core courses | 31 |
| Mental Health Counseling concentration | 39 |
| Electives | 17 |
| Total hours: | 120 |
Mental Health Counseling Coursework:
| Mental Health Counseling required courses: | |
| HSP 2020 – Small Group Dynamics: Theory and Experience | 4 |
| HSP 2030 – Theory and Practice of Counseling | 4 |
| HSP 2040 – Family Systems | 4 |
| HSP 2105 – Foundations of Trauma Counseling | 3 |
| HSP 3070 – Advanced Behavioral Analysis | 3 |
| HSP 3220 – Conflict Resolution and Decision Making | 3 |
| HSP 4040 – Cognitive Behavior Therapy | 3 |
| HSP 4320 – Psychopathology and the Mental Health Clinician | 4 |
| HSP 4360 – Interpersonal Psychotherapy | 3 |
| HSP 4780 – Human Services Internship II | 8 |
A grade of “C” or better is required for each course in this program to count toward the bachelor’s degree.
You must complete a minimum of 120 credit hours in order to graduate and 40 of those credit hours must be upper division (3000 or 4000 level).
Note: If you are on a catalog year prior to 2020, your required coursework will be different than the information presented here. See a department advisor to review a degree progress report to verify which classes you need to complete the program.
Click here to review past and present Academic Catalogs.
Trauma Studies
The concentration in Trauma Studies offers students the ability to gain practical knowledge and skills necessary for careers that serve a client population that likely has experienced trauma. Students will learn about trauma and complex trauma; the impact trauma has on overall functioning as well as treatment interventions and supportive activities for practitioners who work with this population. The concentration in Trauma Studies was designed not only to allow students choice in meeting their educational and career goals but also to prepare them well for graduate study in mental health and behavioral health programs (e.g., programs leading to an LPC, LAC, LMFT, LCSW, etc. credential).
| B.S. in Human Services, Trauma Studies | |
| General Studies | 33 |
| Human Services core courses | 31 |
| Trauma Studies concentration | 41 |
| Electives | 15 |
| Total hours: | 120 |
Trauma Studies Coursework:
| Trauma Studies courses: | |
| HSP 2020 – Small Group Dynamics: Theory and Experience | 4 |
| HSP 2030 – Theory and Practice of Counseling | 4 |
| HSP 2040 – Family Systems | 4 |
| HSP 2105 – Foundations of Trauma Counseling | 3 |
| HSP 3105 – Exploring the Impact of Trauma Counseling | 3 |
| HSP 3220 – Conflict Resolution and Decision Making | 3 |
| HSP 3660 – Advanced Motivational Interviewing and Applied Counseling Skills | 2 |
| HSP 4040 – Cognitive Behavior Therapy | 3 |
| HSP 4105 – Advanced Trauma Counseling Skills | 3 |
| HSP 4320 – Psychopathology and the Mental Health Clinician | 4 |
| HSP 4780 – Human Services Internship II | 8 |
| Total: | 41 |
A grade of “C” or better is required for each course in this program to count toward the bachelor’s degree.
You must complete a minimum of 120 credit hours in order to graduate and 40 of those credit hours must be upper division (3000 or 4000 level).
Note: If you are on a catalog year prior to 2020, your required coursework will be different than the information presented here. See a department advisor to review a degree progress report to verify which classes you need to complete the program.
Click here to review past and present Academic Catalogs.
High Risk Youth Studies
The High Risk Youth curriculum is designed to prepare you to work in a variety of settings with youth, including mentoring programs, juvenile probation, diversion programs, group home settings and gang prevention. Students learn about issues that directly impact the lives of youth, skill development for interacting with youth, as well as the treatment and support network available for youth in the Denver metro area.
High Risk Youth Studies is also accredited by the Council for Standards in Human Service Education (CSHSE).
| B.S. in Human Services, High Risk Youth Studies | |
| General Studies | 33 |
| Human Services core courses | 31 |
| High Risk Youth Studies concentration | 41-42 |
| Electives | 14-15 |
| Total hours required for degree | 120 |
High Risk Youth Studies Coursework:
| High Risk Youth Studies required courses: | |
| HSP 2020 – Small Group Dynamics: Theory and Experience | 4 |
| HSP 2030 – Theory and Practice of Counseling | 4 |
| HSP 2040 – Family Systems | 4 |
| HSP 2105 – Foundations of Trauma Counseling | 3 |
| HSP 3220 – Conflict Resolution and Decision Making | 3 |
| HSP 3230 – High Risk and Offender Youth | 3 |
| HSP 3260 – Systems Serving Youth | 2 |
| HSP 4540 – Youth, Drugs, and Gangs | 2 |
| HSP 4780 – Human Services Internship II | 8 |
| Choose one of the following: | |
| CJC 3350 – Juvenile Justice and Delinquency | 3 |
| PSY 2210 – Psychology of Human Development | 3 |
| PSY 3260 – Psychology of Adolescence | 3 |
| SOC 3400 – Child and Adolescent Socialization | 3 |
| SWK 3010 – Social Work Practice with Children and Youth | 3 |
| Choose one of the following: | |
| HSP 3070 – Advanced Behavioral Analysis | 3 |
| HSP 4320 – Psychopathology and the Mental Health Clinician | 4 |
| Total: | 41-42 |
| Recommended Electives: | |
| HSP 1470 – Addictive Experiences: Sex, Drugs, Rock and Roll | 3 |
| HSP 3500 – Domestic Violence: Patterns of Relationship Abuse | 2 |
| HSP 4040 – Cognitive Behavior Therapy | 3 |
| HSP 4200 – Child Abuse and Neglect | 2 |
| HSP 4250 – Counseling the Gay, Lesbian, Bisexual, or Transgender Client | 2 |
| HSP 4290 – Posttraumatic Stress Disorder and Trauma Informed Care | 1 |
A grade of “C” or better is required for each course in this program to count toward the bachelor’s degree.
You must complete a minimum of 120 credit hours in order to graduate and 40 of those credit hours must be upper division (3000 or 4000 level).
Note: If you are on a catalog year prior to 2020, your required coursework will be different than the information presented here. See a department advisor to review a degree progress report to verify which classes you need to complete the program.
Click here to review past and present Academic Catalogs.
Pathways
Paramedic
Students seeking a degree in Human Services with paramedic prior learning must have completed a paramedic program and be licensed by the State of Colorado as a Paramedic.
Students receive 24 credits toward the major for their completed paramedic coursework; 8 credits count for HSP 2080, Practicum I, which is required for all Human Service majors. The other 16 credits count toward the completion of the concentration.
In order to have the credits transferred to MSU Denver, bring documentation of the license and proof completion of a paramedic program to the Chair of Human Services. The credits are only applicable if you major in Human Services.
| B.S. in Human Services, Paramedic Studies | |
| General Studies | 33 |
| Human Services core courses | 31 |
| Paramedic Studies concentration | 16 |
| Paramedic Certification | 16 |
| Electives | 24 |
| Total hours required for degree | 120 |
Paramedic Coursework:
| Paramedic courses: | |
| HSP 2020 – Small Group Dynamics: Theory and Experience | 4 |
| HSP 2030 – Theory and Practice of Counseling | 4 |
| HSP 2040 – Family Systems | 4 |
| HSP 4320 – Psychopathology and the Mental Health Clinician | 4 |
| Total: |
A grade of “C” or better is required for each course in this program to count toward the bachelor’s degree.
You must complete a minimum of 120 credit hours in order to graduate and 40 of those credit hours must be upper division (3000 or 4000 level).
Note: If you are on a catalog year prior to 2020, your required coursework will be different than the information presented here. See a department advisor to review a degree progress report to verify which classes you need to complete the program.
Click here to review past and present Academic Catalogs.
The MSU Denver Department of Human Services and Counseling is accredited by the Council for Standards in Human Service Education.
CCD Transfer Students
If you are a Community College of Denver (CCD) student who is transferring to complete a B.S. in Human Services at MSU Denver, the following are the classes that transfer directly from the CCD Human Services program into the Human Services major at MSU Denver:
HSE 106 Survey of Human Services transfers to MSU Denver as HSP 1010 Introduction to Human Services.
HSE 107 Interviewing Principles & Practices and HSE 108 Introduction to Therapeutic Systems transfer in together to MSU Denver as HSP 2030 Theory and Practice of Counseling.
HSE 205 Human Services for Groups transfers to MSU Denver as HSP 2020 Small Group Dynamics.
HSE 206 Human Services for Families transfers to MSU Denver as HSP 2040 Family Systems.
HSE 188 and HSE 288 Human Services Practicum I & II transfer in together to MSU Denver as HSP 4770 Internship I.
A maximum of 64 credits can be transferred from a community college to MSU Denver. Any additional human services coursework you take at CCD will not count towards the human service major at MSU Denver, but will applied to the total number of credits required for degree completion. We encourage you to meet with an advisor in the MSU Department of Human Services to discuss your educational goals and plans early in your educational career.
Be aware that Human Services classes fill quickly, so you should apply and be prepared to register for classes early. Summer and Fall registration typically begin in March or April. Spring registration generally begins in late October.
Academic Advising
Staying connected with academic advising is one of the best ways to ensure your path to successful degree completion. We are here to support you!
Your academic advisors are
Monique Left Hand Bull
[email protected]
for General Studies, Registration, and Departmental advising
Angela Furney
[email protected]
for Field Placement/Internship and Graduate program advising
Connect with faculty for concentration and career advising. Find information here.
Scholarships
The Scholarship Center coordinates applications for a variety of scholarships for MSU Denver students. The annual application deadline is March 1st for scholarships to be used the following fall semester.
The Institute for Women’s Studies and Services coordinates workshops on how to develop successful scholarship applications and hosts a database of community-based scholarships.
Scholarship set up in memory of Dr. Branch
Comments from individuals who attended the memorial event for Dr. Branch:
“Dr. Branch had an amazing presence. He always took time for everyone no matter the position or age. He took time for me, a student hourly and made me feel my work was just as important. He was a kind and generous person. I will never forget him.”
“He suggested that I never give up, although I wasn’t doing well in his class. He told me to read the study guide at the end of the chapter, then read the chapter. My grades improved drastically in all my classes. He was a great man who cared about his students. He inspired me.”
“Charlie was a good friend and colleague. His smile brightened my day. His wisdom always powerful and spot on. His impact on Metro State is a true legacy. He will be missed.”
Scholarships for Human Services Majors
The Department of Human Services has seven scholarships for Human Services students. Awards are made on an annual basis depending on availability of funds.
To Apply: Apply through the Scholarship Center. Be sure to include your major and concentration on your application; write about your commitment to your chosen field; and address any criteria listed below in your essay.
John Donohue Endowed Scholarship is for students with a declared Addiction Studies concentration. Applicants who are in recovery must be clean and sober for a minimum of two years.
Additional Qualifications:
- minimum grade point average of 3.0
- enrolled full-time, be degree-seeking
- show financial need
- be a sophomore, junior or senior
Donald Kubacki Endowed Memorial Scholarship is for students with a declared Addiction Studies concentration. Applicants who are in recovery must be clean and sober for a minimum of two years.
Additional Qualifications:
- minimum grade point average of 3.0
- enrolled full-time
- be degree-seeking
- show financial need
- be a sophomore, junior or senior
Jan Embree-Bever Endowed Scholarship is for a student with a declared High Risk Youth concentration. Preference is given to single parents.
Additional Qualifications:
- minimum grade point average of 3.0
- show financial need
Human Services Student Memorial Endowed Scholarship is given to a major with a disability in even-numbered years and a student studying to work in the domestic violence field in odd-numbered years.
Additional Qualifications:
- minimum grade point average of 3.0
- enrolled full-time
- show financial need
Tyler Bass Endowed Scholarship is for a Human Services major in any concentration.
Additional Qualifications:
- minimum grade point average of 3.0
- enrolled full-time
- show financial need
- be a sophomore, junior, or senior
Student Organizations
Human Services Education Organization
The Human Services Education Organization (HSEO) is open to all Human Services students.
Dr. Tricia Hudson-Matthew and Monica Simpson are the advisors. The current officers are:
President: Open
Vice President: Open
Treasurer: Open
Secretary: Open
The purpose of the organization is:
- to stimulate and encourage active student participation in matters affecting the education and general welfare of students and faculty within the Human Services Department
- to provide a network for cooperation and communication among students, faculty, alumni, and individuals working in the field of Human Services
- to serve all students in their career development and placement by providing a forum for exchange of information
- to promote volunteer work among students as a link to the community and as an educational experience
- to promote and maintain the highest standards of ethics, integrity, honor, and conduct in the profession
Their membership application can be downloaded here: HSEO Membership Application
You can find more information about HSEO on their Facebook page: www.facebook.com/msudenver.hseo
Tau Upsilon Alpha Honor Society
Tau Upsilon Alpha (TUA)is the honor society for the field of Human Services. The society was originally named the Alpha Delta Omega society, but transitioned in 2008 to Tau Upsilon Alpha. MSU Denver hosts the Iota chapter, which was founded in 1991 under the original name. The members represent excellence both in academics and commitment to the field. Dr. Tara Hammar is the faculty advisor.
Qualifications:
- Human Services and Counseling major or minor
- have completed a minimum of 45 credits with at least one semester at MSU Denver
- minimum overall grade point average of 3.25 and 3.25 in Human Services courses
The application process occurs in the Spring semester of each year. After being invited to apply (an electronic invitation is sent to eligible students), students must submit:
- An essay demonstrating excellence in Human Services and a commitment to work in the field
- A current Degree Progress report
- A one-time initiation fee of $50
The Current HSP TUA Officers are:
President: Open
Vice President: Open
Treasurer: Open
Secretary: Open
MSU Fire and Emergency Services Club
In Spring of 2013, FESHE students at MSU Denver organized the club and the group has made a significant impact on the metropolitan Denver community. Students in the Community Risk Reduction course organized an activity to provide a hands-on learning experience for residents of two apartment buildings. Most of the residents were refugees and few spoke English. The students, with faculty supervision, used fake blood to demonstrate how to stop bleeding and used mannequins to demonstrate CPR and then let the participants practice the techniques. In the basement of one of the buildings, students donned full firefighter turnout gear so that the residents could see what a firefighter looks and sounds like under fire conditions. The residents (adults and children) were taught to “Get Low and Go” and crawled on the floor through a door and exited the building. Finally, small aluminum pans containing diesel fuel were set on fire. Students demonstrated the correct use of a fire extinguisher and the residents were able to have the opportunity to use a fire extinguisher to put out an actual fire.
Please reach out to Dr. Brian Bagwell if you are interested in joining this student organization.
Professional Standards, Bachelor of Science in Human Services
Professional Standards
The National Organization for Human Services has established standards for ethical behavior in the field of human services. Students are expected to know and follow these standards. In addition, individuals who work in the field of mental health must know and follow the Colorado Mental Health Statutes.
The Department of Human Services and Counseling has established a Professional Review Policy to provide guidance and a process to support student success in the classroom and in the field.
Human Services Professional Review Policy
In order to achieve a degree in Human Services, students are required to meet academic, personal, professional, behavioral, and ethical standards that go above and beyond the ability to pass academic classes. The goal of the Department of Human Services and Counseling is to support student academic success as well as success in the field and in graduate school. The following expectations and procedures are designed to provide guidance to support student success in the field of Human Services.
Academic Expectations: The student must maintain ethical behavior in their academic performance. Work must be original to the student. Appropriate use of citation is required for all papers. Students must maintain a C or higher in all Human Services classes within the major. Written and oral skills must be clear, organized, grammatically correct, and set a professional tone. Academic dishonesty will be reported to the Dean of Students.
Behavioral Expectations: The student must display professional conduct in the classroom, the Human Services and Counseling Office, in field placement sites and during interactions with other students, staff, and faculty. Students are expected to attend and participate in class, and be punctual. Students are expected to be able to accept and work with constructive feedback, making any changes necessary if behavioral concerns are addressed by staff, a faculty member, or by the Professional Review Team.
Personal and Professional Expectations: Students must take responsibility for their actions, be able to work independently, show diplomacy, set appropriate boundaries, operate effectively under professional ethics and codes of conduct, and demonstrate personal characteristics conducive to working in the counseling and human service profession.
Given the rigorous nature of the standards in the field of Human Services, the Department developed the following procedure to support student success.
Department faculty are encouraged to give feedback to students on an ongoing basis throughout their educational career at MSU Denver. If a faculty member has a concern about a student’s behavior, academic performance, or professional demeanor, the faculty member will meet with the student to discuss his/her observations as well as strategies for positive change. Students are expected to meet with Human Services and Counseling faculty members upon request and to respond to the feedback in a professional manner. If the student is in violation of the Student Code of Conduct, the behavior will be reported to the Dean of Students.
If the issue is not resolved, the student refuses to meet with the faculty member, or faculty continue to note concerning behavior or issues, the Chair of the Professional Review Team and the Department Chair will be notified. The Chair of the Professional Review Team will contact the student to set up a meeting between the student, the faculty member(s) who expressed a concern, and at least one other faculty member who will facilitate the meeting. The focus of this meeting is to discuss the concern in a supportive environment and to assist the student to strategize ways to improve performance in the area of concern. The review meeting is intended to be informative rather than punitive. Students are expected to participate in review meetings. However, if a student refuses to participate with department faculty in this process, the meeting will be held and the Professional Review Team will develop recommendations relating to the concern expressed by faculty. In both cases, the student will receive a letter and/or email following the meeting that will summarize what was discussed at the meeting and will include departmental recommendations to support positive change.
If the recommendations are not followed and/or the behaviors seem to be ongoing, a follow-up review meeting will be convened. This meeting may include the student, a faculty member to chair the meeting, and any faculty who have expressed concerns about the student’s behavior. The Professional Review Team will send a written recommendation to the Department Chair following the meeting about what next steps should occur in the process. These next steps may include, but are not limited to:
•Developing a Behavioral Contract with expected outcomes and consequences clearly outlined
•Requiring counseling or some other form of appropriate intervention
•Removing a student from a specific class
•Requiring the student to meet certain expectations prior to engaging in field work classes
•Dismissing the student from the major. In this case, the student will be referred to Academic Advising to review major options or the Center for Individualized Learning to develop an individualized degree.
The Department Chair will review and implement the recommendations. The student will be informed via letter and/or email regarding the recommendations. Students are welcome to meet with the Chair for clarification on next steps in the process. Students who have concerns about the recommendations can write a letter of appeal to the Dean of the School of Professional Studies. The Dean’s decision will be final.
In addition, students will go through a formal Professional Readiness Review as part of the course requirements for HSP 2070, Pre-field Seminar. The Professional Readiness Review defines professional expectations that students must meet in order to be effective in the classroom and in the field. This process is intended to create a space for open and honest feedback and dialogue about student performance and appropriateness for the field between students and faculty in the Department of Human Services and Counseling.
Professional Expectations
Reliability: The student can be counted on. S/he is consistent in terms of attendance and punctuality and follows through on tasks and assignments.
Demonstrates a positive attitude: The student is enthusiastic about the field of Human Services and, in particular, field work and class activities, and is able and willing to cooperate with faculty, field supervisors, co-workers, other interns, other students, and the public.
Demonstrates self-awareness: The student is willing to examine his/her own feelings, values, and behaviors and is aware of his/her own strengths and challenges as well as the potential impact of his/her personal style on others.
Accepts and uses feedback for improvement: The student is responsive to feedback and responds in a professional manner (without defensiveness). S/he incorporates the feedback into future performance.
Demonstrates ethical awareness and behavior: The student demonstrates an understanding of ethical issues and a knowledge of the Ethical Standards for Human Service Professionals established by NOHS. The student does not engage in activities that are contrary to the ethical standards and is able to use critical thinking skills and ethical decision making when situations are not clear-cut.
Demonstrates cultural sensitivity: The student is aware of the impact of cultural diversity (in the broadest sense of the term) and is able to act in a meaningful manner that demonstrates an understanding of the importance of cultural competence.
Demonstrates professionalism: The student presents him/herself in a professional manner verbally, in writing, and on a nonverbal level. S/he is groomed and wears clothes that are appropriate to the context.
Demonstrates an ability to effectively handle conflict and problem solve: The student utilizes communication to effectively manage conflict, is able to access appropriate resources for assistance with conflict or life issues, and uses critical thinking skills to solve problems.
Demonstrates emotional/mental stability: The student demonstrates emotional and mental stability. If the student has a mental health issue, is in recovery, or has an unstable life situation, s/he is aware of his/her issues and is taking appropriate steps to manage the impact of the issues on his/her behavior and performance.
Program Outcomes and Data
The Human Services and Counseling department at MSU is accredited by the Council for Standards in Human Services Education. For details relevant to the accreditation of the program, please contact the department through our website.
All Human Services and Counseling students, in their senior capstone course (Professional Internship), fill out a departmental graduate survey. The results from the 2019-2020 surveys showed that 51% of our students had a paid position in field of human services by the time they finished their internship. Additionally, 89% of graduates stated that they were considering continuing on to a master’s program.
The Graduate Survey asks each student this question:
How have you transformed as a student or a person as a result of your experience in the Human Services and Counseling Department at MSU Denver?
The two most common themes in the responses are increased self-awareness and increased confidence. The other recurring themes are increased cultural awareness, critical thinking, and self-care.
Here are three particularly powerful transformation responses:
“At some time during the program (probably during Multicultural Issues in Human Services) I realized that being uncomfortable leads to growth. This realization has completely altered the way I approach life. I embrace discomfort knowing that I will be a better person/professional as a result of the process.”
“The biggest transformation that has occurred for me has been allowing others to make their own decisions and not imposing my will upon them. I learned to ask questions and lead people toward self-discovery instead of giving solutions. This has been a powerful tool. It not only has assisted in creating humility within myself, but also has really empowered those around me.”
“As a person, I have become much more assertive, much more comfortable with self-care, and more comfortable with setting boundaries in the field (and in my personal life). Over time, I have become truly insistent on my self-care in every way, particularly from an emotional/psychological standpoint. Even more crucially, I have learned to insist on my self-care and set boundaries without feeling guilty or ashamed for doing so!! That was HUGE for me.”
Learning Outcomes for Human Services Department
Students will evaluate the scope of conditions that impact all levels of human systems: individual, family, group, community, and society.
Students will explore the mission and services of local organizations and their role and community impact
Students will examine their own culture and values as well as those of communities other than their own and the implications for working with diverse communities.
Students will acquire skills necessary to facilitate change at an individual, family, group, and/or programmatic level.
Students will demonstrate professional behavior and ethical decision-making skills in the context of the human services/nonprofit sector.
Students will develop clear professional writing and effective verbal and interpersonal communication skills.
Students will apply knowledge and skills related to effective direct service delivery and appropriate interventions in their concentration area.
Feedback about student performance from agency supervisors in the field:
Students in Practicum and Professional Internship are evaluated by their agency supervisors on 17 competency areas. Using a 0-5 scale with 5 being the highest rating, our students earned an average rating 4.62 from 2020. The ratings were based on the following 17 statements:
Attitude: The student is enthusiastic about the field of Human Services and is able and willing to cooperate with field supervisors, co-workers, other interns, and the public.
Agency Analysis: The student is able to understand the context of the agency, i.e. the infrastructure, organization, and the contributions to community life.
Ethical Knowledge: The student demonstrates an understanding of ethical issues and a knowledge of all ethics codes that may apply in the setting.
Ethical Dilemmas: The student does not engage in activities that are contrary to the ethical standards and is able to use ethical decision-making when situations are not clear-cut.
Cultural Knowledge: The student is aware of: the impact of cultural diversity (in the broadest sense of the term); their own personal culture; the various ways in which an individual’s multiple aspects of identity interact.
Cultural Sensitivity: The student is able to interact with individuals in meaningful ways that demonstrates an understanding of the impact of culture on personal style, values, perspectives and experiences.
Professional Writing Skills: The student produces clear professional writing as appropriate to the placement such as grants, reports, case notes, evaluations and assessments, marketing materials, etc.
Interpersonal Communication Skills: The student communicates clearly and appropriately with field supervisors, clients, co-workers, and the public.
Accepts Feedback: The student is receptive to feedback.
Utilizes Feedback: The student responds to feedback in a professional manner by adapting the feedback into future performance.
Assertiveness: The student is able to initiate and communicate appropriately in individual and group settings.
Manages Conflict: The student utilizes communication to effectively manage conflict.
Appropriate Intervention Skills: The student is able to provide the service that is appropriate to the field placement site (for example: intake interviews, group facilitation, customer service, case management, mentoring, treatment planning, events coordination, educational presentations, fund-raising, grant writing, etc.).
Problem Solves: The student uses critical thinking skills and applies knowledge to solve problems.
Self-Awareness: The student is willing to examine his/her own feelings, values, and behaviors and is aware of his/her own strengths and challenges.
Self-Care: The student actively practiced self-care by establishing boundaries, seeking support when necessary, and taking steps to lead a healthy lifestyle.
Professionalism: The student presents him/herself in a professional manner through appropriate attire and personal grooming.
Check out some of our recent alumni:
From a recent graduate:
Hi Angela! I graduated from the Nonprofit Studies program in December of 2018. I had practicum that summer and interned with HUD for my internship in the fall.
After I graduated I worked full-time as an admin with Developmental Pathways while I went to grad school at Regis. I graduated with a Master’s in Nonprofit Management this past April.
The real reason I wanted to reach out to you is to thank you for all you did to support us in our professional development through the internship program. The director at HUD was so impressed with my work she stayed in contact with me and occasionally would reach out to me about various positions.
I finally felt the time and position was right for me and I applied for a full-time position with HUD as a Portfolio Management Specialist, supporting a portfolio of housing authorities across the mountain state region. I start this job on 8/30/2021.
I am just blown away that I ended up at this internship from a flyer in the hallway at MSU Denver and now I am about to embark on a career with an almost $60k a year salary, doing something I know I am going to love.
Be encouraged and know, as you start this new academic year, you are making a huge impact on the lives of students. I never thought as a 40-year-old graduate, I would go from stay-at-home mom to having a successful career. Keep up the great work and thank you!!!
Jaqueline Treash (BS Human Services ’14) helps children at Children’s Hospital
Jacqueline got her bachelor’s degree in Human Services as MSU Denver.
She will be providing adolescents with individual and group counseling as a team member on the unit.
She will also be participating in individualized treatment planning, implementation and rounds.
Jacqueline’s training and education from MSU Denver made this job a reality!
Andrew Castillo, Class of 2012, Inspires with Habitat for Humanity
After graduating from MSU Denver, Mr. Castillo was hired by Habitat in a one-year AmeriCorps position focusing on Interfaith Program Development.
Andrew Castillo at his Habitat for Humanity InternshipThis position stemmed from Habitat for Humanity International’s Interfaith Pilot Project that is funded by the Argosy Foundation from May 1, 2012 – July 31, 2013.
Denver was selected as one of only six cities in the U.S. for participation in this project.
The AmeriCorps VISTA mission is to build capacity in nonprofit organizations and communities in order to bring individuals and communities out of poverty.
Mr. Castillo’s job is to help plan and implement the Interfaith Pilot Project in the areas of education, construction, global engagement, and outreach.
Andrew Castillo is proudly putting his education to work in a national effort to alleviate the impact of poverty.
Danica Brown, Human Services Alumna and Adjunct Faculty, pursues Ph.D.
Though leaving Metro State is hard—“I love MSU Denver’s diversity of age, gender, experience, and race”—Brown is excited to begin work on a Ph.D. in Social Work at Portland State University under the direction of Dr. Laura Nissen. Winning a Research Fellowship at PSU means all her expenses are met for the next three years. “I’ve worked since I was 13,” Brown said, “and this is the first time in my life I haven’t needed a job!”
It’s full circle for Brown, who earned her Bachelor’s in Human Services from MSU Denver in 1998 when Nissen was head of the High Risk Youth concentration. Then 23, Brown knew she wanted to work with kids, but admits she naively thought she could “save the world one gang-banger at a time.” What she found was that, too often, what practitioners knew to be effective was not put into practice within the system.
Disillusioned, Brown considered “giving up human services and opening a flower shop.” Nissen and Kim Rasmussen, another adjunct faculty member, persuaded her instead to go back to school and gain the power to change the system. She moved on to Colorado State University, earning a Master’s in Social Work.
Serendipity struck this past summer in the form of an internship, funded by the National Institute of Drug Addiction (NIDA), to look into drug abuse issues in the Native American community. Brown left a 3-hour meeting with NIDA representatives with an enviably open opportunity to use the program as a testing ground for her dissertation topic: defining culturally competent care in high risk youth treatment. “Everything flowed,” Brown said. “I’ve always had a plan, kept control—now I want to be open to opportunities.”
Career Information
The Department of Human Services and Counseling at Metropolitan State University of Denver is dedicated to helping students like you become competent, motivated and dedicated practitioners in the delivery of human services. With a degree in Human Services, and the benefit of an internship in your field of study, you’ll have the knowledge and skills you need to qualify for a variety of entry-level positions.
According to the Substance Abuse and Mental Health Services Administration, the market for addiction treatment is $35 billion per year. Qualified addiction professionals are in high demand, especially as much of the current American workforce is retiring and the need for treatment services continues to grow. In fact, the US Government’s Bureau of Labor Statistics stated that between 2014-2022, jobs within the addiction counseling field are projected to be significantly higher than average.
• Mental health counselors: 19%
• Substance abuse and behavioral disorder counselors: 22%
• Rehabilitation counselors: 9%
Graduates in the Addiction Studies concentration will have the skills and knowledge necessary for entry level positions in D.U.I. Therapeutic Education Programs, Detoxification Facilities, Inpatient and Outpatient Addiction Treatment Programs and other environments.
According to information gathered by PayScale in 2016, here are sample compensations* for professional positions within the Addiction Treatment industry:
Substance Abuse Counselor: $32,741
Case Manager: $38,061
Certified Drug and Alcohol Counselor: $40,775
Licensed Professional Counselor: $46,086*
* Some positions may require a master’s degree.
Counselors help people manage and overcome mental and emotional disorders and problems with family and other relationships. Employment of mental health counselors and therapists is projected to grow 19% between 2014-2024, much faster than for other occupations.
Students in the Mental Health Counseling concentration will gain the knowledge and skills to work with clients through class work and internship. They will be prepared for a variety of entry level positions in a range of settings, including:
• Group Homes
• Hospice
• Crisis Intervention
• Victim’s services
• Mentoring Programs
• Nursing Homes
• Programs serving homeless populations
• Residential Treatment Facilities
• Domestic Violence Shelters
According to the Bureau of Labor Statistics, U.S. Department of Labor, the median annual wage for mental health counselors is $42,250.*
*To become a Licensed Professional Counselor, a Licensed Marriage and Family Therapist, a School Counselor or a Licensed Clinical Social Worker requires a master’s degree.
Counselors who work with high risk youth provide guidance, information, and often case management for youth ages 11-21. Counselors work with a wide variety of problems, including substance abuse, trauma, social skills, academic underachievement and family issues. With your degree and a concentration in High Risk Youth, you will have the knowledge and skills needed to work with young clients.
High Risk Youth counselors work in a wide variety of settings, including:
• Crisis Intervention
• Drop-out Prevention Programs
• Drug & Alcohol Prevention Programs
• Foster Care
• Gang Prevention & Intervention Programs
• Group Homes
• Juvenile Correction Facilities
• Mentoring Programs
• Juvenile Probation Programs
• Residential Treatment Facilities
• Shelters serving youth
• Outpatient
According to PayScale, the average salary for High Risk Youth Counselors is between $21,985-$39,777.
In the U.S., nonprofits accounted for 11.4 million jobs in 2012, which is 10.3 percent of all private sector employment. Employment in the nonprofit world has increased steadily for the past 7 years, and growth is expected to continue through 2024. These jobs are concentrated heavily in the healthcare and social assistance sector.
Students in the Nonprofit Studies concentration are prepared to work in a variety of entry level administrative and management positions, including:
• Development Officer
• Executive Director
• Grant writer/Fundraiser
• Program Coordinator
• Volunteer Coordinator
Here are salary expectations in the nonprofit sector, according to payscale.com*.
Program Coordinator $34,900
Development Manager: $47,000
Director of Development: $78,850
Executive Director: $50,000-$63,546
Program Manager: $49,579
* Some positions in the nonprofit sector may require a master’s degree.
Career Resources
Career Services offers support for students exploring career options and preparing for job searches. They sponsor a variety of workshops on career topics and individualized support for resume and cover letter development, as well as provide an opportunity to do a mock interview to prepare for job interviews. In addition, they host career fairs and an online Joblink search database.
Our faculty members are happy to talk with you about the Human Services field and career paths and options. Find contact information for Concentrations/Career Advising from our faculty on this page.
“I’ve only been at my job for two days, and I can tell you that MSU Denver has already covered – in depth – everything they are teaching new employees. I have sat there thinking, ‘Wow, I already know this and had a WHOLE semester on each topic you’re covering’.”
From a recent Human Services and Counseling graduate
Board Certification
What is the Human Services-Board Certified Practitioner credential?
The Human Services-Board Certified Practitioner (HS-BCP) credential is offered by the Center for Credentialing & Education, Inc. (CCE). It gives practitioners with a degree in Human Services independent verification of their practical knowledge and educational background.
How do I apply for the HS-BCP?
Applicants must hold a degree in Human Services and pass a national examination. Graduates from our program do not need to complete a Verification of Experience Form because our program is accredited by the Council for Standards in Human Service Education (CSHSE).
Do employers know about this credential?
Because this is a new credential, many employers may not be aware of the HS-BCP. The combined efforts of the National Organization for Human Services (NOHS), CSHSE, and CCE will raise awareness of the credential and the value of hiring an applicant who holds this credential.
How much does the credential cost?
The application and exam fee is $195, which includes the first year’s maintenance fee. Thereafter, the annual maintenance fee is $35.
Is continuing education required to maintain my HS-BCP?
Yes, credential holders must complete 60 clock hours of continuing education during each 5-year certification period.
How do I find more information about this certification?
Go to the Center for Credentialing & Education website for further details or call CCE at 336-482-2856.
Information for this page was used with permission from NOHS.
Contact Us
Find our office contact information here.