Studying for a degree in Community and Human Services expands understanding of the relationship between human needs and values and social conditions. Students develop analytical and communication skills, as well as the knowledge and expertise to contribute to the development and maintenance of healthy communities, groups and individuals.
Degree programs in Community and Human Services offer students the opportunity to develop individualized degree plans based on their intellectual, professional, and personal interests. General program guidelines can be found on the “Program Details” tab, and students will work with an academic mentor to choose courses that meet the guidelines and address each student’s individual interests. Students can also work with their academic mentors to identify applicable transfer credit, prior college-level learning, and possible course equivalencies. Working with a mentor and using SUNY Empire’s educational planning process, students can develop a specialized concentration in Community and Human Services by following the general program guidelines as well as any applicable concentration guidelines. For sample degree programs and other degree planning resources, please visit the Department of Health and Human Services Degree Planning Resources web page.
For more information about general undergraduate degree requirements, please visit Earning an Undergraduate Degree.
For more information about Health and Human Services, please visit the Health and Human Services webpage.
For more information about Child and Family Studies, please visit the Child and Family Studies webpage.
Degree Guidelines for Bachelor of Arts, Bachelor of Science, and Bachelor of Professional Studies
Community and Human Services is a field of study that aims to prepare learners to improve the quality of life of individuals, families, groups, and communities; develop, enhance, and improve access to services for people in need; and promote equality and social justice.
For the bachelor degree, students are expected to meet all of the five foundations through courses and/or prior learning assessment. Students will explain how they meet each of these foundations in the rationale essay.
Foundation #1: Human Behavior
Foundation #2: SERVICE DELIVERY
Course List | Code | Title | Credits |
| CHFS 2010 | Exploring the Professions: Careers in Gerontology | 2 |
| CHFS 2015 | Helping Children & Adolescents Cope with Bullying | 4 |
| CHFS 3015 | Child Welfare in the United States | 4 |
| CHFS 3035 | Global Perspectives on Aging | 4 |
| CHFS 3040 | Understanding Adoption | 4 |
| CHFS 3050 | Interpersonal Violence | 4 |
| CHFS 3142 | Child and Family Policy | 4 |
| CHFS 4015 | Home School & Community Collaboration | 4 |
| DISB 3025 | Psychosocial Impact of Illness & Disability | 4 |
| DISB 3030 | The Disability Rights Movement: Policy and Legislation | 4 |
| HLAD 2010 | The United States Health Systems | 4 |
| HLAD 3005 | Community Health | 4 |
| HLAD 3015 | Comparative Health Systems | 4 |
| HLAD 3025 | Economic Issues in Health Care | 4 |
| HLAD 3040 | Health Disparities | 4 |
| HLAD 3055 | Managed Care | 4 |
| HLAD 3122 | Principles of Public Health | 4 |
| HLAD 3127 | Infections and Epidemics: Biocultural Perspectives | 4 |
| HLAD 4015 | Healthcare Policy | 4 |
| HLAD 4020 | Leadership in Healthcare | 4 |
| HLHS 1023 | Introduction to Community & Public Health | 4 |
| HLHS 2006 | Women's Health & Social Transformation | 4 |
| HLHS 2017 | Introduction to Global Health | 4 |
| HLHS 3011 | Vulnerable Populations: Health & Social Justice | 4 |
| HLHS 3127 | Patient Engagement in Today’s Healthcare System | 4 |
| HLHS 3132 | U.S. Healthcare: Structure & Financing | 4 |
| HLHS 4127 | Women and the Business of Healthcare | 4 |
| HUSV 2005 | Women in Helping Professions | 4 |
| HUSV 2035 | Introduction to Human Services | 4 |
| HUSV 3040 | Human Services Management | 4 |
| HUSV 3015 | Delivering Human Services | 4 |
| HUSV 3035 | History of US Social Welfare Policy | 4 |
| HUSV 3040 | Human Services Management | 4 |
| HUSV 3045 | Outreach & Marketing in Human Service Organizations | 4 |
| HUSV 3068 | Social Welfare Policy | 4 |
| HUSV 3132 | War on Poverty: Implications and Perspectives for Human Service Professionals | 4 |
| HUSV 3142 | Disaster Mental Health Theory & Practice | 4 |
| HUSV 3147 | Human Services in Disaster | 4 |
| HUSV 4015 | Contemporary Issues in Human Services | 4 |
| HUSV 4050 | Social Policy Analysis | 4 |
| HUSV 4112 | International Non-Governmental Organizations | 4 |
| HUSV 4132 | Refugees and Displaced Populations: Service Delivery | 4 |
Foundation #3: SKILLS & APPLICATION
Foundation #4: ETHICS
Foundation #5: DIVERSITY
Course List | Code | Title | Credits |
| ADDS 3020 | Substance Abuse with Special Populations | 4 |
| CHFS 2027 | Stress and Resilience in Families | 4 |
| CHFS 3010 | Cultural Perspectives on Aging | 4 |
| CHFS 3035 | Global Perspectives on Aging | 4 |
| CHFS 3045 | Human Service Practice with Older Adults | 4 |
| CHFS 3060 | Multicultural Study of Children & Families | 4 |
| CHFS 3142 | Child and Family Policy | 4 |
| CHFS 4020 | Interventions with At Risk Youth | 4 |
| DISB 2010 | Disabilities in the Workplace | 4 |
| DISB 2015 | Disabled in America | 4 |
| DISB 2020 | Health & Disabilities in Human Services Advocacy | 4 |
| DISB 3010 | Cross-Cultural Perspectives on Disabilities | 4 |
| HLAD 3005 | Community Health | 4 |
| HLAD 3015 | Comparative Health Systems | 4 |
| HLAD 3020 | Cultural Competency in Health Care | 4 |
| HLAD 3040 | Health Disparities | 4 |
| HLHS 2013 | Culture, Illness, and Healing | 4 |
| HLHS 3011 | Vulnerable Populations: Health & Social Justice | 4 |
| HLHS 4127 | Women and the Business of Healthcare | 4 |
| HUSV 3035 | History of US Social Welfare Policy | 4 |
| HUSV 4020 | Diversity in Human Services | 4 |
| HUSV 4132 | Refugees and Displaced Populations: Service Delivery | 4 |
| HUSV 4162 | Human Services with Special Populations | 4 |
Students pursuing degrees in Community and Human Services cannot use the terms “counseling” or “therapy” in their concentration titles. Students should consult with their mentors about concentration titles appropriate for their degree plans.
