Department of Child and Family Development
CFD 378C-1 Laboratory Experiences: Age Six Through Adolescence
Spring 2016
Instructor Contact Information
Instructor: Hsing-chen Tung, Ed. D.
Office: EBA 424
Office hours:
 Tuesday 1-2pm (Walk in okay)
 Thursday 1-2pm (By appointments only)
Phone: 619 594-4445
Email: htung@mail.sdsu.edu
The best way to contact the instructor is through Email. Please put the course number and
your name in the email subject line. Emails are normally replied within 48 hours during
weekdays. Students may also call during the walk-in office hour.
Section and Enrollment Information
Class meeting: No regular classroom meetings
Schedule number: 20595
The first mandatory orientation meeting will be held on Friday, Jan. 22 at 7AM-7:45AM in
EBA 437. Students will earn five points for attending this meeting (No points will be earned
if students are five minutes late). Those arriving on time will have priority in selecting their
internship sites, if these required documents are submitted:
1. a copy of negative TB test (dated May 2015 or more current)
2. cleared fingerprints (Fingerprint results must be reported to Pam Gardner in the
Advising office.)
3. a copy of the Degree Audit Report (or see instructions below for submitting an
electronic copy of DAR)
4. a copy of the signed CFD Reflective Learning Portfolio Agreement (instructions below)
5. the Lab Request Form (p. 11 in the syllabus packet).
6. the signed Student Contract (p. 10 in the syllabus packet)
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Course prerequisites:

For CFD majors:
1. Proof of credit or concurrent registration in CFD 375B or 375C. Your DAR may show
this proof. If not, submit either a hard copy or an electronic copy of your class schedule
or transcript showing your name.
2. Signed CFD Reflective Learning Portfolio Agreement: Please find the agreement on CFD
website under “CFD students.” Sign your name and then submit either a hard copy to
professor or an electronic copy to Blackboard.
 To submit the electronic copy of #1, #2, and #3 prerequisites, copy and paste them
into one file. Click on “Submit Prerequisites Here” on the side bar after you log into
Blackboard. Then click on “View/Complete” and type your name. The submission
title can be your name. (If you are taking multiple courses with the instructor, put
all the course numbers in the submission title so you just need to submit your
prereques ONCE.) Then you will browse your computer to attach the file.
3. DAR: Completion of all lower division preparation for the major courses with a grade
of C (2.0) or better.
4. If you do not have a degree audit report to show your preparation for the major, you
may submit your unofficial transcript with the following 10 courses circled or
highlighted. Each of these needs a C or better: Bio 100, Psy 101, Soc 101, Psy 280 (or
Soc 201 or an elementary statistics class), CFD 135, CFD 270, CFD 270L, CFD 272, CFD
275 and CFD 278.
 For Psych majors minoring CFD: Completion of all lower division preparation for the
major courses with a grade of C (2.0) or better
 For all other CFD Minors:
 Completion of all lower division preparation for your major courses with a grade of C
(2.0) or better
 Psy 101, CFD270 and CFD 270L, each with a D- or better.
Enrollment and crashing policies:
Students will be dropped from the class if prerequisites are not submitted by Friday Jan.
22. Crashers with prerequisites will be accepted if there are spaces.
Course Description
This one-unit course allows students the opportunity to work in the San Diego community
in settings that serve families and children. Students will spend 40 hours during the
semester in their community placements. This opportunity gives students practical field
experience and allows them to apply theoretical knowledge in real world settings.
Students will earn credit or no credit for this course. Letter grades will not be assigned.
Student Learning Outcomes
1. Gain practical field experience in child and family settings.
2. Increase one’s knowledge, understanding, and appreciation of programs for children
and families.
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3. Observe firsthand the development and interaction of individuals in the program.
4. Apply theoretical knowledge in real world settings.
CFD Departmental Goals this Course Meets:
Goal #1: Students know and understand typical and atypical development characteristics
and needs across the lifespan.
Goal #3: Students use their understanding of and relationships with children and families
to design, implement, and evaluate experiences that promote positive learning and
development for all children and families.
Goal: #5: Students possess high-level communication skills.
Goal #6: Students demonstrate a high level of cultural competence.
Goal #7: Students identify and conduct themselves as a member of the child and family
profession.
Assessment and Grading
Assignments
Required assignments
Points possible
Attendance: Must arrive on time to earn points!!
Class orientation (5 points)
Class meeting on Wednesday 3/9/16 (10 points)
One-on-one conference with Hsing-chen Tung (5 points)
20 points
Documentation: Completed accurately
Midterm timesheet (5 points)
Midterm evaluation and meeting with supervisor (10 points)
Final timesheet (5 points)
Final evaluation and meeting with supervisor (10 points)
30 points
Written Assignments
Letter of introduction – 2 hard copies (10 points)
Thank-you letter – 2 hard copies (10 points)
Midterm Reflective journal – Blackboard submission (15 points)
Final Reflective Journal – Blackboard submission (15 points)
50 points
TOTAL
100 points
Final Grades
This class is graded on a credit/no credit basis. You will earn credit for the class if you
complete each assignment, submit required paperwork, earn a minimum of 80 points out
of a possible 100, and complete 40 hours of lab experience. In addition, you will not receive
credit for this class if your supervisor gives you a poor evaluation. Make sure you always
show professionalism while working. This includes being punctual, respectful, caring,
reliable, ethical, etc. Students will earn no-credit if the above requirements are not met.
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Grading Policies
No late assignments will be accepted for this course.
In additional to working in the community and completing 40 hours of service, students
will complete various assignments. All assignments, instructions, and forms are included in
the syllabus packet and are available on Blackboard.
CFD 378C Course Activities and Schedule
Week
1
Fri
1/22
2
1/24
3
4
1/31
2/7
5
6
7
2/14
2/21
2/28
8
3/6
9
3/13
10
3/20
11
12
3/27
4/3
13
4/10
14
4/17
15
16
4/24
5/1
Assignments/Due Dates
* Mandatory Orientation Meeting at 7-7:45am in EBA 437
* Submit all required documents (see pp. 1-2 of syllabus)
* After receiving an Email with information on your assigned site, do an Internet search
of your site and then contact your lab supervisor to arrange your first meeting. If
possible, begin working this week and submit TB proof, introduction letter, etc.
* If possible, begin working this week
* First week of work (begin working earlier if possible). Submit TB proof, introduction
letter, etc.
* Due: Copy of Introduction letter and Release of Liability Form by 7pm in EBA 424
on Wednesday, Feb. 10
* Second week of work (“No credit” for course if students not working by Fri. Feb. 19)
* Third week of work
* Fourth week of work
* Give evaluation form to supervisor and schedule for performance review
* Fifth week of work
* Mandatory Class Meeting (room to be determined) at 7am-7:45am on Wed Mar. 9
* Meet with your supervisor this week for first performance review
* Sixth week of work
* Due: Practicum Evaluation #1 and time sheet #1 by 7pm in EBA 424, Wed March 16
(Take a photo of each before submitting!)
* Submit Midterm Reflective Journal through Blackboard by 7PM on Friday March 18
* Seventh week of work
* Meet with Hsing-chen Tung this week if possible
Enjoy your Spring Break!
* Eighth week of work
* Meet with Hsing-chen Tung this week if you have not done so
* Ninth week of work
* Give evaluation form to supervisor and schedule for performance review
* Tenth week of work
* Meet with your supervisor this week for final performance review
* Submit thank-you letter to your supervisor on your last day of work
Work this week if you have hours to make up
* Due: Time sheet #2, Practicum Evaluation #2, and copy of thank-you letter by 7pm
in EBA 424 on Wednesday, May 4 (Take a photo of each before submitting!)
* Submit Final Reflective Journal through Blackboard by 7PM on Friday, May 5
* Self-enroll yourself in Taskstream for CFD majors
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Course Assignments
Lab Experience
Students will be placed in the San Diego community in settings that serve children and/or
families. Here students will work 40 hours or approximately 4 hours per week during the
semester. Students will request their placements, but requests are not guaranteed. Please
read about each placement before the orientation meeting and be ready to submit your
completed Lab Placement Request Form.
Following the meeting on Jan. 22, students will receive an Email informing them of their lab
placements. Students will then contact their lab supervisors to begin their field experience.
Supervisors must be contacted right away! Students who do not contact their
supervisors by Friday Feb. 5 will receive a 5-point deduction in Grade Center. Most
placements will require paperwork, background check, fingerprinting, etc. This may
take several weeks so again, it is imperative that students get started right away.
Students will begin working in their assigned placements no later than Friday Feb
19. Failure to do so will result in “No credit” for the course!
Please note that a copy of the negative TB screen must also be given to the
supervisor at the first visit, along with the letter of introduction and any additional
documentation they may require.
Documentation and Assignments
Time sheets, evaluations, and letters must be submitted by sliding a hard copy under the
door of EBA 424. If you are taking CFD 375B with the instructor, you may bring your
assignments to the classes by the due dates. Due dates are noted on the course calendar.
DO NOT EMAIL ASSIGNMENTS. They will not be accepted. Assignments will be graded and
posted on Blackboard within two weeks. TIME SHEETS, EVALUATIONS, AND LETTERS
WILL NOT BE RETURNED, SO MAKE SURE TO KEEP COPIES OF EVERYTHING
SUBMITTED.
Journals will be submitted on-line through Blackboard. If you need help, do not wait until
the last minute to get help! Students are responsible for their own computing needs. If a
technical problem occurs on the student's end, the STUDENT is responsible for fixing it. An
instructional technology problem that the student encounters does not constitute an
acceptable excuse for non-completion of coursework. Blackboard support for students can
be found at the following link: http://its.sdsu.edu/blackboard/BB9/index.html.
Student/Instructor Conference
Students are expected to meet with Hsing-chen Tung during the weeks of March 20 or April
3 to discuss their lab experiences. This meeting will take about five minutes. Students will
sign-up at the mid-semester class meeting . Do not wait until the last minute to have your
conference. If students do not participate in this meeting, they will not earn credit for
the class. If students miss their appointments for no valid reasons, they will not be
allowed to make up for the appointments and will then earn no credit for this course.
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Performance Meetings and Reviews
Twice during the semester you will schedule time to meet with your internship supervisors
to discuss your job performance. These meetings must take place during the weeks of
March 6 and April 17. Give your supervisors plenty of time to arrange these meetings. Do
not ask for a meeting at the last minute. Prior to each meeting, ask your supervisors to
complete the Practicum Evaluation. Make sure to give the evaluation form to your
supervisors well in advance of the meeting. The completed evaluations will be used as a
basis for discussion.
Course Policies and Expectations
Time Commitment
Students will work at least 40 hours during the semester for CFD 378C. If you work less
than 40 hours, you will earn “No Credit,” no exceptions. Please plan to work at least four
hours straight. You may not break up your hours into smaller timeframes (unless approved
by the instructor). Doing so is not good for you, your supervisor, or the clients you serve.
You are responsible for keeping track of your hours (keep copies of your time sheets).
This is a semester-long internship. You are responsible for spreading your hours evenly
over the course of the semester. You may not complete most or all of your hours in the first
half of the semester, and you may not complete most or all of your hours in the second half
of the semester. Doing so will result in “no credit” for this class. Also, you are responsible
for working through the week of April 17, even if you have already completed the required
hours. We made a commitment to our community partners that students will work
through the week of April 17.
If you need to reschedule a day, please be courteous and provide necessary cause to your
supervisor with plenty of notice. Make-up times will be assigned at the discretion of the
supervisor. If you request to reschedule more than four times, you will earn “No Credit” in
the class. Your supervisors are expecting you on your assigned days, and cancellations are
very inconvenient for them.
Professional Expectations
 Always be punctual and show up as expected. If you are late for more than three




times and/or you do not show up as scheduled more than three times, you will be
terminated from your internship and will earn “No Credit” for this class.
Please consult your supervisor for the dress code and regulations at your facility.
Be absolutely professional and cordial at all times in behavior, attitude, maturity, and
dress. Be mindful that you are representing the San Diego State University community
under a service-learning course. Do not participate in any behavior that will embarrass
you, SDSU, your instructor, or our CFD department.
Please be responsible and reliable. Show respect and kindness to supervisors, clients,
and staff.
While at your site, your focus must be on your assigned duties and on the site’s clients.
Do not make personal phone calls, use your computer, do homework, text, etc.
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 Be mindful that any population of children and families you work with may be
considered “vulnerable” regardless of where you are placed. Thus, any personal
information collected for the purpose of this course shall be treated as confidentially
sensitive.
Blackboard and Email
Since there are no regular classroom meetings for this course, communication will take
place through Blackboard and Email. The course syllabus, assignments, forms, grades, and
announcements will be posted on Blackboard. Announcements might also be sent via
Email. Students must provide a valid Email and check for course communication on a daily
basis. Students must also check Blackboard weekly.
Note to Students on the Catalogs of 2011/2012 and later
Students under the catalogs of 2011/2012 and later are required to take CFD 598 before
graduation and compile a reflective learning e-portfolio comprised of various CFD
assignments. There are seven mandatory signature assignments, which must be included
in the portfolio. One of the required assignments includes the two Practicum Evaluations
(mid-semester and final evaluations) from one of the CFD 378 classes. Students must
include the two evaluations from either CFD 378A, CFD 378B, CFD 378C, or CFD 378D.
Make sure to save these evaluations to be included in the reflective learning portfolio.
Further information on the reflective learning portfolio is available on the CFD web site,
http://coe.sdsu.edu/cfd/. Click on “CFD Students” and “Portfolio.” Remember, it is your
responsibility to save your assignments.
Taskstream
CFD Majors who are enrolled in this course will need to have a TaskStream electronic
portfolio subscription, and be enrolled in the appropriate TaskStream "Program" which
contains your program portfolio. Taskstream subscription is required from now until you
finish CFD 598. More information about purchasing a TaskStream subscription and
enrolling into a TaskStream Program is posted on Blackboard, as well as available in the
“Portfolio” section of the Child and Family Development
website: http://coe.sdsu.edu/cfd/portfolio/index.php
Note to Future Elementary School Teachers
If you plan to become an elementary school teacher and attend the Credential Program at
SDSU, you must complete at least 30 hours of work or volunteer experience in a public
elementary school before applying to the Credential Program. This class will give you at
least 40 hours of experience if you are placed in one of the public elementary schools. If
this applies to you, visit http://edweb.sdsu.edu/STE/teachprospective.htm for further
information on the Credential Program and for the Early Field Experience Verification
Form. This form will be used to document your hours of service at the school. This form
is for your use in applying to the Credential Program. It is not needed for this class.
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Academic Honesty
The University adheres to a strict policy regarding cheating and plagiarism
(http://www.sa.sdsu.edu/srr/conduct1.html).
Cheating
Instances of cheating may result in failure of the course and referral for disciplinary
procedures that may result in dismissal from the university.
Plagiarism
Plagiarism is the use of others’ words and/or ideas without clearly acknowledging their
source. As students, you are learning about other people’s ideas in your course texts, your
instructors’ lectures, in-class discussions, and when doing your own work. When you
incorporate those words and ideas into your own work, it is of the utmost importance that
you give credit where it is due. Plagiarism, intentional or unintentional, is considered
academic dishonesty.
Examples of plagiarism include but are not limited to:
 Using sources verbatim or paraphrasing without giving proper attribution (this can
include phrases, sentences, paragraphs and/or pages of work).
 Copying and pasting work from an online or offline source directly and calling it
your own.
 Using information you find from an online or offline source without giving the
author credit.
 Replacing words or phrases from another source with your own words or phrases.
 Submitting whole or part of a piece of work you did for one class to another class,
unless you have explicit permission from the instructor.
 Submitting whole or part of a piece of work you did earlier in a class for a later
assignment.
 Submitting whole or part of a piece of work that is highly similar or identical to
another student’s work.
Plagiarism will not be tolerated in this class and will result in an automatic zero on the
assignment in question. Additional courses of action may include:
 Receiving a zero on related assignments
 Receiving an F in the class
 Being reported to the Center for Student Rights and Responsibilities
 Disciplinary review by Student Affairs
To avoid plagiarism, you must give the original author credit whenever you use another
person’s ideas, opinions, drawings, or theories as well as any facts or any other pieces of
information that are not common knowledge. Here are some specific tips:
 Reference in quotations another person’s actual spoken or written words, even if
just a few key words (along with the reference)
 Reference a close paraphrasing of another person’s spoken or written words
 Accurately cite all sources.
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Become familiar with the policy (http://www.sa.sdsu.edu/srr/conduct1.html). If you have
questions on what is plagiarism, please consult the policy:
(http://www.sa.sdsu.edu/srr/conduct1.html) and this helpful guide from the Library:
(http://infodome.sdsu.edu/infolit/exploratorium/Standard_5/plagiarism.pdf)
CFD Mentor Center
The CFD Department has a Mentor Center where you can receive assistance with your
writing and your projects. The Center is located in EBA 409. You can sign up in the CFD
Department Office in EBA 403 to be matched with a peer mentor. You can also receive help
on a drop-in basis in EBA 409. If your professor(s) refer you to the Mentor Center, please
go. Do not ignore the referral(s).
Student Disability Services (http://www.sa.sdsu.edu/sds/)
If you are a student with a disability and believe you will need accommodations for this
class, it is your responsibility to contact Student Disability Services at (619) 594-6473. To
avoid any delay in the receipt of your accommodations, you should contact Student
Disability Services as soon as possible. Please note that accommodations are not
retroactive, and that I cannot provide accommodations based upon disability until I have
received an accommodation letter from Student Disability Services. Your cooperation is
appreciated.
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STUDENT CONTRACT FOR CFD 378C
Submit to instructor at Jan. 22 orientation meeting
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
[ ] I confirm that I have read and understand the syllabus for this class.
[ ] I understand that not contacting my supervisor by Feb. 5 will result in 5-point reduction in
my grade.
[ ] I understand that not beginning to work in my assigned placement by Feb. 19 will result in
“No Credit” for this class.
[ ] I understand that I am expected to behave professionally while working at my community
placement. I understand that unprofessional behavior will result in “No Credit” for this class.
[ ] I understand that if I am late and/or do not show up more than three times, I will not be
able to continue with this internship and I will earn “No Credit” for this class.
[ ] I understand that if I cancel/ reschedule more than four times, I will not be able to
continue with this internship and I will earn “No Credit” for this class.
[ ] I understand that I am responsible for keeping track of my hours, and working less than 40
hours will result in “No Credit” for this class.
[ ] I understand that I must work a four-hour shift or longer at my site unless approved by the
instructor.
[ ] I understand that this is a semester-long experience and I must work throughout the entire
semester.
[ ] I understand that twice during the semester I must meet with my practicum supervisor for
a performance review.
[ ] I understand that I must schedule my performance reviews with my supervisor well in
advance, and give him/her the paperwork in advance.
[ ] I understand that I must uphold the confidentiality and privacy of the clients at my site.
[ ] I understand that in order to earn points for the class meetings, I must arrive on time.
[ ] I understand that I must submit all paperwork and complete all assignments in order to
pass this class.
[ ] I understand that my assignments (time sheets, evaluation forms, journals, etc.) must be
submitted on time and that no late assignments will be accepted.
16. [ ] I understand that I am responsible for my own computing needs and for fixing my own
17.
18.
19.
20.
technical problems. I further understand that a technology problem does not constitute an
acceptable excuse for non-completion of coursework.
[ ] I understand that my assignments must be well written, and if I need assistance, I should
use the CFD Mentor Center.
[ ] I understand that the work I submit to my professor will not be returned and I must keep
copies of everything I submit (time sheets, evaluation forms, etc.).
[ ] I understand that I cannot pass this class without meeting with the course instructor
during the weeks of March 20 or April 3.
[ ] I understand that I need to have a Taskstream subscription as a CFD major.
____________________________________
Student Name
____________________________________
Signature
______________________________
Date
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CFD 378C-1 Lab Placement Request Form
SUBMIT THIS FORM AT JAN. 22 ORIENTATION MEETING
Name of Student:
Email:
Cell Number:
What should I know about you to help in your placement (career goal – this is the first
thing professor will consider to match you to a site, speak Spanish, available on the
weekends, have experience with infants, have worked in licensed childcare, etc.)?
LIST YOUR LAB PREFERENCES BELOW
First Choice (indicate major reason for choosing this site, preferred grade level/age of
children, what days/time you can work, preferred location, Spanish-speaking, etc.)
Second Choice (indicate major reason for choosing this site, preferred grade level/age of
children, what days/time you can work, preferred location, Spanish-speaking, etc.)
Third Choice (indicate major reason for choosing this site, preferred grade level/age of
children, what days/time you can work, preferred location, Spanish-speaking, etc.)
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CFD 378C Warning, Waiver, and Release of Liability
Due by 7pm on Wednesday, Feb. 10 in EBA 424
I understand that participation in CFD 378C during the Spring 2016 semester requires participating
in off-campus community service.
I hereby waive, release and discharge any and all claims for damages for death, personal injury or
property damage which I may have, or which hereafter accrue to me, against San Diego State
University, Hsing-chen Tung, and _____________________________________ as a result of my participation in
(Service Agency)
community service. This release is intended to discharge the University, its trustees, officers,
employees, and volunteers, and any public agencies from and against any and all liability arising out
of or connected in any way with my participation in the event. I further understand that accidents
and injuries can arise out of the event which may cause personal injury; knowing the risks,
nevertheless, I hereby agree to assume risks and to release and to hold harmless all of the persons
or agencies mentioned above who might otherwise be liable to me (or my heirs or assignees) for
damages. It is further understood and agreed that this waiver, release and assumption of risk is to
be binding on my heirs and assigns. It is the intention of the parties hereto that the provisions of
this paragraph be interpreted to impose on each party responsible for their own negligence.
I acknowledge that I have been fully informed of the risks and dangers involved in this Community
Service class. I have been made aware that when using my own vehicle I must have current
automobile insurance.
I acknowledge that I have read and fully understood the above Warning, Waiver, and Release of
Liability.
I further acknowledge that the reasons for my being requested to sign this Release have been fully
explained to me and I understand them.
I am signing this Release of my own free will and I have not been influenced or coerced by any
representative or employee of the State (students under age of eighteen (18) must have the
signature of their parent or guardian).
Participant’s Name (print):
Participant’s Signature
Red ID #
Emergency Contact Information (Name and Phone Number)
Date
13
CFD 378C
Letter of Introduction
An Additional Copy to professor due by 7pm on Wednesday, Feb. 10 in EBA 424
10 Points
You will present this letter of introduction to your supervisor at your first meeting, along
with a copy of your negative TB test. Points will be deducted for failing to give this to your
supervisor at your first meeting. Points will also be deducted for writing errors (you are
expected to write at an advanced college level), an unclear photo, not following assignment
instructions, etc. An additional copy will be submitted to Hsing-chen Tung.

Do an Internet search of your assigned agency before you compose this letter!
This assignment consists of a one-page letter that introduces you to your lab supervisor.
Include a 2” X 2” color head shot or picture as part of the one-page letter (not attached to
it). Photo should look professional! In the letter, indicate your major, your class standing
(sophomore, junior, or senior), and the class you are taking for this internship (CFD 378C).
Paragraphs to be included:
1. Discuss your background, noting any experience you may have related to your assigned
organization and pertinent interests.
2. Explain why you are excited to work for this site and what learning you are looking
forward to by relating to the work of the agency (refer to the knowledge you gained
from the internet search).
3. Lastly, explain what you plan to offer them.
4. Include a professional salutation, closing, and signature.
EXAMPLES OF THIS LETTER ARE INCLUDED ON BLACKBOARD UNDER
“COURSE DOCUMENTS”
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CFD 378C
Thank-you Letter
Due by 7pm on Wednesday, May 4 in EBA 424
10 Points
This assignment consists of a one-page thank-you letter to your supervisor. The letter
must be well written and professional in appearance. An example of this letter is included
on Blackboard under “course documents.”
In your letter, thank your supervisor for your experience and his/her guidance.
1. Point out specifically what you have appreciated in your supervisor’s practice with the
children/families.
2. Also indicate what else you learned during your internship and how you intend to apply
that knowledge to your future career.
3. Make sure to include a professional salutation and closing.
You will present this letter to your supervisor on your last day of work. An additional copy
of the letter will be submitted to Hsing-chen Tung. Points will be deducted for writing
errors (you are expected to write at an advanced college level), not following assignment
instructions, etc.
15
CFD 378C Midterm Reflective Journal
Due 7PM on Friday March 18
15 Points
Reflection is an essential component of effective practice, and provides an opportunity for
personal and professional growth. This journal assignment provides an opportunity for you
to reflect on the activities in and around your placement, to ask questions and make
connections to your coursework. Your journal will be graded as follows:
0:
No entry
1-5: Entry is written with scarce description and/or shows minimal insight or reflection
6-10: Entry is written with some description and/or shows some insight or reflection
11-15: Entry is written with detailed description and shows strong evidence of reflection
and analysis
Your reflective journals will be submitted through the “Journals” portal on Blackboard. Do
not attach your journal as a file, and do not email your journal -- Doing either of these will
result in 10-point deduction to your journal. You should compose your journals off-line.
After a journal entry is finished, click on “Journals” on the side bar on Blackboard. Click into
“Midterm Journal” and then click on “Create Journal.” Finally, copy and paste your journal
entry into the box for “message entry” to submit it. If you need assistance please refer to
the “On Demand Help and Learning Catalog” located on the home page of your Blackboard.
Please discuss the items below. Number each of your discussion items (1 through 7).
1. Using your own words, describe your agency, classroom, school, or project.
A.
What are your impressions of this organization?
B.
What specific positive aspects have you observed in your supervisor’s practice?
C.
What have you learned from the population you serve (e.g. abilities, strengths,
needs, etc.)? Describe some examples.
2. How do you feel about this experience so far?
A.
What are your roles within this organization? How are you making a difference in
the population you serve? Describe specific examples of what you are doing.
B.
Have you improved over the course of the semester? How so? Describe specific
examples.
C.
What is still challenging for you?
3. Have you been late to your internship? Have you had to cancel and reschedule since
submitting your first reflective journal? If so, please explain.
16
3.
Reflect on your meeting with your supervisor. What did he/she discuss during the
meeting?
4.
Reflect on your written evaluation. Was it a fair evaluation? According to your
supervisor, what are your areas of strength and how can you improve?
5.
What is the plan that you and your supervisor came up with for you to further benefit
this organization? Discuss this plan in detail. Remember, you must put this plan into
action and it will be part of your final evaluation and final reflective journal.
6.
Reflect on your personal demeanor and your professionalism (behaving in a positive
way for this volunteer work, establishing good communication with the
children/youth, parents, and your supervisor, taking initiatives, etc.) at this site. How
can you improve? Put your ideas into action during the remaining weeks at your
internship site.
17
CFD 378C Final Reflective Journal
Due 7PM on Friday, May 5
15 Points
See instructions of how to submit journals through Blackboard in Midterm Reflective
Journal guidelines. Make sure you copy and paste your journal entry into the submission
box to submit! Do not attach your journal as a file, and do not email your journal -- Doing
either of these will result in 10-point deduction for your journal. Your journal will be
graded as follows:
0:
No entry
1-5: Entry is written with scarce description and/or shows minimal insight or reflection
6-10: Entry is written with some description and/or shows some insight or reflection
11-15: Entry is written with detailed description and shows strong evidence of reflection
and analysis
Please discuss the items below. Number each of your discussion items (1 through 5).
1. During your first performance review with your supervisor, the two of you came up
with a plan for you to further benefit the site.
 Discuss how you implemented this plan. Give details of what you did to put your plan
into action. How do you feel about the outcome of this plan? How did others at your
site (supervisor, children/youth, parents, etc.) respond?
2. Reflect on your final evaluation. Was it a fair evaluation? According to your supervisor,
what are your areas of strength and how can you continue to improve?
3. In your second reflective journal, you came up with ideas to improve your personal
demeanor and your professionalism (behaving in a positive way for this volunteer
work, establishing good communication with the children/youths and your supervisor,
taking initiatives, etc.). Discuss how you put these ideas into action. How do you feel
about the outcome?
4. Have you been late to your internship since submitting your second reflective journal?
Have you had to cancel and reschedule since submitting your second reflective journal?
If so, please explain.
5. Think about the time you spent at your internship site. What is the most meaningful
experience you had here? Why do you think it is so meaningful to you?
6. Discuss what you gained professionally from the experiences of working with your
supervisor and serving the population.
A. What important values were demonstrated in your supervisor’s practice? Give
examples.
B. What were your relationships like with your supervisor and children/youth? What
have you learned about effective ways of establishing positive relationships?
C. What have you learned about yourself and the career path you might take?
18
SAN DIEGO STATE UNIVERSITY
CHILD AND FAMILY DEVELOPMENT 378C-1
PRACTICUM EVALUATION #1
Due to instructor 7pm on Wed. March 16 in EBA 424
Student Name:_______________________________________________ Date of Review: _____________________
Internship Site:_______________________________________________________________________________________
Please meet with your student to conduct a performance review during the week of Mar. 6.
Comment below on the student’s performance during his/her first few weeks of work. We
want him/her to grow from this experience, so please be candid.
What are the student’s strengths? How can he/she improve?
With your student, come up with a plan of ways he/she can further benefit or learn from
your organization. Please note the details below so he/she may implement your ideas
during the remaining semester.
Page 1 of 2
19
Please comment on the student’s punctuality and reliability. Also mark below the number
of times the student was late, cancelled, or rescheduled workdays and give details when
applicable.
Late ______
Cancel ______
Reschedule _______
Additional comments:
Lab Supervisor Name
Telephone Number and Email
Lab Supervisor Signature
Date
Please contact Hsing-chen Tung, course instructor, with any questions or concerns,
htung@mail.sdsu.edu or 619 594-4445. Thank you very much for guiding our student!
Page 2 of 2
20
SAN DIEGO STATE UNIVERSITY
CHILD AND FAMILY DEVELOPMENT 378C-1
PRACTICUM EVALUATION #2
Due to instructor 7pm on Wednesday, May 4 in EBA 424
Student Name:_______________________________________________ Date of Review:______________________
Internship Site:_______________________________________________________________________________________
Please meet with your student to conduct a final performance review during the week of
April 17. Use your responses to the following questions as a basis for your discussion.
Please be open and honest so he/she can grow from this experience.
Did the student carry out your plan for ways in which he/she could further benefit or learn
from your organization? What specifically did he/she do?
Please comment on the student’s punctuality and reliability. Also mark below the number
of times the student was late, cancelled, or rescheduled workdays and give details when
applicable.
Late ______
Cancel ______
Reschedule _______
Page 1 of 2
21
Please use the space below to comment on the student’s performance this semester. Please
discuss his/her strengths, as well as ways he/she can continue to improve.
Lab Supervisor Name
Telephone Number and Email
Lab Supervisor Signature
Date
Please contact Hsing-chen Tung, course instructor, with any questions or concerns,
htung@mail.sdsu.edu or 619 594-4445. Thank you very much for guiding our student!
Page 2 of 2
22
SAN DIEGO STATE UNIVERSITY
CHILD AND FAMILY DEVELOPMENT 378C
STUDENT TIME SHEET # 1
Due 7pm on Wednesday March 16 in EBA 424
Student Name:
Internship Site:
Monday 2/1/16 through Saturday 3/12/16
 Before you leave for each day, fill in the information and ask your supervisor to sign! You
need to work at least 4 hours straight each time unless approved by Hsing-chen Tung.
 Students will use the increment of .25 hours (= 15 minutes). Any amount of time less than
15 minutes will be disregarded.
Week Date time
time
# of
hours-toStudent
Supervisor Signature
in
out
hours
date
Initial
1
2
3
4
5
6
7
8
9
10
11
(need 16-24 hours on this sheet)
 Before submitting, copy the number of total hours into the first cell of “hours-to-date” on time sheet #2.
Supervisor Name
Supervisor Signature
Supervisor Email and Telephone Number
Date
23
SAN DIEGO STATE UNIVERSITY
CHILD AND FAMILY DEVELOPMENT 378C
STUDENT TIME SHEET # 2
Due 7pm on Wednesday, May 4 in EBA 424
Student Name:
Internship Site:
Sunday 3/13/16 through Tuesday 5/3/16
 Before you leave for each day, fill in the information and ask your supervisor to sign! You
need a total of 40 hours for the entire semester.
 Students will use the increment of .25 hours (= 15 minutes). Any amount of time less than
15 minutes will be disregarded.
Hours from Time Sheet #1:
Week Date time
in
1
time
out
# of
hours
hours-todate
Student
Initial
Supervisor Signature
2
3
4
5
6
7
8
9
10
Supervisor Name
Supervisor Signature
Supervisor Email and Telephone Number
Date
24
CFD 378C Lab Placements
Students will work in one of the following programs. Thoroughly read about each
placement and complete the Lab Request Form (included in the syllabus) to indicate your
preferences. Please give this form to Hsing-chen Tung at the orientation meeting. Do not
contact agencies until you receive your placements and instructions via Email from
Hsing-chen Tung.
Above and Beyond Learning
City Heights, Linda Vista, Logan Heights, & El Cajon
18 students may work here
Above and Beyond Learning is funded by the United States Department of Education to
offer supplemental Educational Services to students who qualify. Students in grades K-12
can receive free tutoring if they are enrolled in an eligible public school and receive free or
reduced lunch. The program helps hundreds of students throughout the San Diego Unified
School District to prepare for standardized tests such as the FCAT and other scholastic
tests.
This would be a great opportunity and experience for those in the education field, or
anyone trying to be a teacher. Student volunteers may work as tutors to work with
students in small groups or one-on-one in their designated learning facility. This semester a
total of 13 students also need one-on-one tutoring so the location may also be at the
students’ homes twice a week. Student volunteers may choose the type of tutoring based
on their own convenience.
Tutors will need to attend two weekly 2-hour tutoring sessions where they will be tutoring
and teaching a student in the grade levels K-9th grade. Student volunteers will be
responsible for their specific amount of students. In addition, they will have to make
weekly and monthly progress reports for each of their students. Spanish, Arabic, and
Somali speaking is a plus but not required.
Tutors need to complete a tutor training prior to the start date. Tutor training will be held
on February 5th at the JVJC Community Room (404 Euclid Ave, San Diego, CA 92114)
anytime from 4:00-7:00PM and February 6th at the City Heights Library anytime from
10:00AM-2:00PM. Training will be about 1-2 hours long. Student volunteers may sign up
for their convenient times.
Possible times to work: Wednesdays at 2:00pm-7:00pm, Fridays at 3:30pm-7:30pm,
Saturdays: 11:00am-7:00pm
Specific tutor responsibilities and other relevant information are posted under “course
documents” on Blackboard.
Diego Valley Public Charter
Multiple locations
Several students may work here
Diego Valley is a part of an accredited network of California public charter schools in the
Learn4Life Concept Charter Schools network. Their goal is to serve academically
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underprepared youth. These are primarily high risk youth between the ages of 14 and 24
who are working on their GEDs or high school diplomas. They have 13 charters.
Responsibilities of student volunteers include tutoring on subject matters, mentoring,
leadership development, and teacher assistance. The schools are open Monday through
Friday from 8 a.m. to 5 p.m. After you are assigned to work for this organization, you may
talk to their coordinator to ask for working in a particular site, even though the location
placement will be based on the needs of their students. They will pay for Livescan and
Background Check. To learn more, read the information posted under “course documents”
on Blackboard.
EJE Academies
El Cajon
Several students may work here
The Excellence and Justice in Education Academies (EJEA) are independent bilingual pubic
charter schools that serve K-8th grade. They are developing a mentorship program that
provides academic enrichment services intended to increase high school graduation rates
and college attendance. SDSU students will provide tutoring, mentoring and classroom
assistance. If you would like to work with their kindergarteners, it is the best if you speak
Spanish since 90% of their curriculum is taught in Spanish. Background check is required
and is free of charge. Check their web site to review their academic calendar and holidays
to make sure you will be able to complete all your hours.
Girl Scouts Outreach
City Heights and San Ysidro
9 students may work here
For 34 years, San Diego’s Girl Scout Outreach program has served girls ages 5-17 from lowincome families in the community. Our outreach program was developed to give all girls
the opportunity to experience Girl Scouting. Our mission is to empower girls with the selfconfidence to make positive health, education and career decisions. Our Year-Round
Outreach program delivers curriculum based programming to girls in grades K-5, (Willow
working with grades 6-8 as well). Each school we serve has two events scheduled to engage
the families and create a presence in the community. Group size ranges from 15-60 girls.
One student can participate per year round school, working with the age groups that they
prefer. Students will be directly working with trained Girl Scout staff on the planning and
implementing of programs. We will be working at Ibarra Elementary (STEM focused) every
Tuesdays 3:15-4:30, Willow Elementary (Health and Wellness focused) every Wednesday
2:20-4:45, Cherokee Point Elementary (Life Skills focused) ever Thursday 2:20-3:30, Euclid
Elementary (Leadership Development focused) every Fridays 3:45-5:00.
GSO student volunteer requirements;
Bring negative TB test on the first day. Fill out confidential background check/volunteer
application on their website two weeks before the first day of programming. Women and
men are welcome to volunteer. Must support the Girl Scouts mission. Must work well in
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groups and as a team and be open to working with diverse populations. Spanish,
Vietnamese, and Somali speaking is a plus but not required. If you would like to learn more
about their program please look at their website at http://www.sdgirlscouts.org/outreach.
Hardy Elementary School
On Montezuma Road
8 students may work here
This is a public elementary school where students may assist in one of their classrooms.
School is in session between 7:40 a.m. and 2:20 p.m., except Wednesday when school is
dismissed at 11:30 a.m. Students will observe teachers’ teaching and children’s
development, as well as help teachers according to their instructions (e.g. work with
individual or small group of children, plan small group learning activities, maybe lead a
short whole-class story time or lesson toward the end of the semester, etc.). Check their
web site to review their academic calendar and holidays to make sure you will be able to
complete all your hours.
Classrooms needing student volunteers:
One transitional kindergarten class needs two student volunteers (M, T, Th, or F), one
kindergarten class needs two student volunteers (M, T, Th, or F), another kindergarten
class needs one student volunteer (M or F), one second grade class needs one student
teacher (T, Th, or F), one fifth grade class needs one student volunteer (M only), and one art
teacher is needing a student volunteer (any day).
Hearst Elementary School
SDSU area
8 students may work here
This is a public elementary school, grades kindergarten through fifth grade. Classes are in
session between 7:50 a.m. and 2:15 p.m., except Wednesday when they are dismissed at
12:30 p.m. Students will observe teachers’ teaching and children’s development, as well as
help teachers according to their instructions (e.g. work with individual or small group of
children, plan small group learning activities, maybe lead a short whole-class story time or
lesson toward the end of the semester, etc.). Check their web site to review their academic
calendar and holidays to make sure you will be able to complete all your hours.
Ibarra Elementary
El Cajon
4 students may work here
This is a public elementary school where students may assist in one of their classrooms.
School is in session between 8:30 a.m. and 3:10 p.m., except Wednesday when school is
dismissed at 12:40 a.m. Students will observe teachers’ teaching and children’s
development, as well as help teachers according to their instructions (e.g. work with
individual or small group of children, plan small group learning activities, maybe lead a
27
short whole-class story time or lesson toward the end of the semester, etc.). Check their
web site to review their academic calendar and holidays to make sure you will be able to
complete all your hours.
Classrooms needing student volunteers: one kindergarten, two 1st grade classes, and one
2nd grade class
Innovations Academy
Scripps Ranch
Several students may work here
This is a K-8 Public Charter School. The school day is M 9-12:30, T-Th 9-3:30 and Friday 92:30. If you are interested in authentic learning experiences through projects and hands on
activities, you will find mentors here. All of the teachers are trained in Project Based
Learning and the school is based primarily on a constructivist theory of learning in which
students are learning in hands on ways. The school believes strongly in a strong
relationship based school climate with no rewards and punishments. They utilize the
Responsive Classroom (https://www.responsiveclassroom.org/) and Positive Discipline by
Jane Nelsen (http://www.positivediscipline.com/).
Students must complete volunteer paperwork. An orientation is based on the student’s
needs. Check their web site to review their academic calendar and holidays to make sure
you will be able to complete all your hours. www.innovationsacademy.org
Knox Middle School
Lincoln Park
4 students may work here
This is a public middle school for grades 6, 7, and 8. Science, Technology, Engineering, Arts,
and Mathematics (STEAM) are their community focus. They design their curriculum to
support the STEAM focus from their elementary schools and prepare their students for the
STEAM focus in the local high schools. School is in session between 8:10 a.m. and 3:00 p.m.
Students will observe teachers’ teaching and students’ development, as well as help
teachers according to their instructions (e.g. work with individual or small group of
students, plan small group learning activities, maybe lead a short whole-class time or
lesson toward the end of the semester, etc.). Check their web site to review their academic
calendar and holidays to make sure you will be able to complete all your hours.
Lincoln Leaders at Lincoln High School
El Cajon
3 students may work here
This program involves youth leadership development, after school, with inner city high
school students through multiple intelligences, service learning, advocacy, and civic
engagement (e.g., cultural competence, anger management, social problem solving).
Responsibilities of inters include engaging in multi-generational model of co-leading
activities that teach high school students social-emotional and leadership skill set
28
development, as well as supporting students with their youth-driven service projects with
a specific aim on social justice. Spanish-speaking speakers are preferred. Time
Commitment: On-site school visits: Thursday, 1:00 pm - 4:00 pm. Location(s): Meet at
supervisor Estela DeLosRios’ office at 1:00 pm in El Cajon for briefing, and then drive to
Lincoln High School. CFD student volunteers are allowed to break the four-hour shifts to
meet the requirement of the program.
Mueller Charter School
Chula Vista
several students may work here
Mueller Charter School is one of 45 schools in the Chula Vista Elementary School District.
Located 7 miles north of the Mexico/California border. MCS was built in 1955 and includes
38, K-8th grade classrooms. They emphasize college as a pathway to eventual career
decisions, productive citizenship, and providing every student with the foundation to one
day “change the world.” They believe the pathway to college starts NOW. SDSU students
will provide support to their students within the classroom, whether it is academically
through in class tutoring or emotional support, developing a positive relationship with the
students so that they may have a positive educational experience. They especially need
positive male mentors! Students need to complete the school’s fingerprinting process and
the school will pay for it.
Nicoloff Elementary School
San Ysidro
A few students may work here
This is a public elementary school, grades transitional kindergarten through sixth grade.
Classes are in session between 8 a.m. and 2:25 p.m., except Wednesday when they are
dismissed at 1:25 p.m. Students will observe teachers’ teaching and children’s
development, as well as help teachers according to their instructions (e.g. work with
individual or small group of children, plan small group learning activities, maybe lead a
short whole-class story time or lesson toward the end of the semester, etc.). Check their
web site to review their academic calendar and holidays to make sure you will be able to
complete all your hours.
Student volunteers must attend the orientation on Friday Jan. 29 at 7:30am prior to their
start date.
Ocean Beach Elementary School
Ocean Beach area
8 students may work here
This is a public elementary school for transitional kindergarten through 4th grade, where
students may assist in one of their classrooms. School is in session between 7:45 a.m. and
2:10 p.m., except Thursday when school is dismissed at 12:35 p.m. Students will observe
teachers’ teaching and children’s development, as well as help teachers according to their
29
instructions (e.g. work with individual or small group of children, plan small group learning
activities, maybe lead a short whole-class story time or lesson toward the end of the
semester, etc.). Check their web site to review their academic calendar and holidays to
make sure you will be able to complete all your hours.
Olivewood Gardens and Learning Center
National City
3 students may work here
Olivewood Gardens and Learning Center is an organic garden and instructional kitchen that
uses hands-on cooking, gardening, and science education to teach students and families
about nutrition and environmental stewardship. In addition to other programs, they offer
field trips to elementary school students. Depending on their preference, student
volunteers will assist staff members in leading cooking or gardening activities,
independently lead standards-based science lessons, and/or help coordinate field trips.
Most volunteer opportunities fall on Mondays, Tuesdays, Wednesdays, and Saturdays
between the hours of 8:30am and 2:30pm. Students are responsible for scheduling their
own hours (see volunteer calendar for more example: http://olivewoodgardens.org/getinvolved/volunteer-calendar/).
Outside the Lens
City Heights, El Cajon, & La Jolla
Several students may work here
The mission of Outside the Lens is to empower youth to use digital media to create change
within themselves, their community, and their world. Their innovative program engages
disconnected youth, encourages them to tell their stories, and teaches them that
participation in their community’s future makes a difference. They use cameras and digital
media along with a proven educational strategy that allows youth to think creatively,
engage in issues that are important to them, and advocate for social change.
Their classroom volunteers assist OTL's media educators in bringing digital media to the
classroom and work directly with kids and cameras to create meaningful projects. Students
must be able to transport themselves to one or more of our service sites in La Jolla, City
Heights, and/or El Cajon, as well as complete a livescan prior to working with the
youth. (For students who completed the required fingerprinting for CFD, no further
livescan is needed.)
Students may apply by filling out our online interest form and conducting a brief phone
interview. Learn more about our programs on our website
here: http://www.outsidethelens.org/index.php
Rosa Parks Elementary School
College area
A few students may work here
30
This public school is open Monday, Tuesday, Thursday, and Friday, 7:45 a.m. to 2:05 p.m.,
and Wednesday, 7:45 a.m. to 12:05 p.m. They have a few inclusion classes where they work
with children with special needs. They also have preschool classrooms (8 a.m. to 2 p.m.).
Students will observe teachers’ teaching and children’s development, as well as help
teachers according to their instructions (e.g. work with individual or small group of
children, plan small group learning activities, maybe lead a short whole-class story time or
lesson toward the end of the semester, etc.). Check their web site to review their academic
calendar and holidays to make sure you will be able to complete all your hours. Students
must pass a background clearance (paid by student) and submit a negative TB screen.
Youth Voice
City Heights
2 students may work here
This program has a collaborative partnership with the Mid-City Police Division’s Juvenile
Services Team. They have Service Learning projects on Relationships with Law
Enforcement, Youth Relative Crime, and Youth Victimization. This volunteering
opportunity is mentoring inner city youth, ages 11 to 20. They teach children Digital
Literacy with co-creating YouTubes. Children may engage in project-based, and valuesbased activities on Trauma Informed, Conflict Resolution, Civic Engagement, and Multiple
Intelligences. Orientation for student volunteers is on Friday, February 5th, from 8:30 am
to 10:30 am at Cherokee Point Elementary School in City Heights (These hours can be
counted toward the 40 required hours).
Time Commitments: Thursdays from 3pm to 6pm. Students are allowed to break the fourhour shifts to meet the requirement of the program.