Department of Child and Family Development
CFD 378C-1 LABORATORY EXPERIENCES: AGE SIX THROUGH
ADOLESCENCE
Spring 2015
Instructor Contact Information
Instructor: Hsing-chen Tung, Ed. D.
Office: EBA 401




Monday 11am - 12pm (Walk-In okay)
Monday 12pm - 2pm (By appointments only)
Wednesday 10:15am - 10:45am (By appointments only)
Thursday 10:45am - 11:15am (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
The first mandatory orientation meeting will be held on Wednesday, Jan. 28 at 7-7:50AM
in EBA 437. Students will earn five points for attending this meeting (must arrive on time).
Those arriving on time will have priority in selecting their internship sites, if these required
documents are submitted: a copy of the Degree Audit Report (see instructions below for
submitting an electronic copy of DAR), a copy of the signed CFD Reflective Learning
Portfolio Agreement, the signed Student Contract (included in the syllabus), a copy of
negative TB test, and the Lab Request Form (included in the syllabus).
Schedule number: 20535
2
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.” Submit either a hard copy or an electronic copy.
 To submit the electronic copy of #1, #2, and #3 prerequisites, copy and paste them
into a 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.) Then you will browse your
computer to attach the file.
3. 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 the 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
Wednesday January 28. 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.
3. Observe firsthand the development and interaction of those in the program.
4. Apply theoretical knowledge in real world settings.
2
3
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.
Course Materials
A valid negative tuberculosis skin test (May 2014 or more recent).
Assessment and Grading
Assignments
Required assignments
Points possible
Attendance: Arrive on time to earn points!!
Class orientation (5 points)
Class meeting on 3/11/15 (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 – hard copy (5 points)
Thank-you letter – hard copy (10 points)
Reflective journal #1 – Blackboard (10 points)
Reflective journal #2 – Blackboard (10 points)
Final Reflective Journal – Blackboard (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.
3
4
Grading Policies
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. No late assignments will be
accepted for this course.
CFD 378C Course Activities and Schedule
Week
1
Wed
1/28
2
2/1
3
4
2/8
2/15
5
6
7
2/22
3/1
3/8
8
3/15
9
3/22
10
11
3/29
4/5
12
4/12
13
4/19
14
4/26
15
5/3
Assignments/Due Dates
* Mandatory Orientation Meeting at 7-7:50am in EBA 437
* Submit DAR, Portfolio Agreement, Student Contract, copy of negative TB test, and
Lab Placement Request Form
* 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 11am in EBA 401
on Wednesday, Feb. 18
* Second week of work (“No credit” for course if students not working by Fri. Feb. 27)
* Third week of work
* Fourth week of work
* Mandatory Class Meeting (room to be determined) at 7-7:50am on Wed, March 11
* Give evaluation form to supervisor and set up appointment
* Fifth week of work
* Meet with your supervisor this week for first performance review
* Submit Reflective Journal #1 through Blackboard by 7pm on Friday, March 20
* Sixth week of work
*Due: Practicum Evaluation #1 and time sheet #1 by 11am in EBA 401, Wed March 25
* Meet with Hsing-chen Tung this week if possible
Enjoy your spring break!
* Seventh week of work
* Meet with Hsing-chen Tung this week if you have not done so
* Eighth week of work
* Submit Reflective Journal #2 through Blackboard by 7pm on Friday, April 17
* Ninth week of work
* Give evaluation form to supervisor and set up appointment
* Tenth week of work
* Meet with your supervisor this week for final performance review
* Submit thank-you letter to your supervisor
* Due: Time sheet #2, Practicum Evaluation #2, and copy of thank-you letter by 11am
in EBA 401 on Wednesday, May 6
* Submit Final Reflective Journal through Blackboard by 7pm on Friday, May 8
4
5
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 January 28, 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 Thursday February 12 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
February 27. 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, no exceptions, 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 401. Put the course number and instructor’s name on the top of your
assignments. If you are taking CFD 375B or CFD 375C 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 22 or April
5 to discuss their lab experiences. This meeting will take about five minutes. Sign-up sheet
will be provided a couple of weeks ahead of time through Blackboard. 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.
5
6
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 15 and April 26. 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 evaluations 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 19, 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 19.
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
 Be absolutely professional and cordial at all times in behavior, attitude, maturity, and
dress. Please consult your supervisor for the dress code and regulations at your facility.
 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.
 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.
6
7
 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.
 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.
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 on a regular basis.
Note to Students on the Catalogs of 2011/2012 and later
Students under the catalogs of 2011/2012 and later are required to compile a reflective
learning 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, which will be finalized while enrolled in CFD
598 before graduation.
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. 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.
7
8
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 at the Center
to be matched with a peer mentor, or you can sign up in the CFD Department Office in EBA
403. You can also receive help on a drop-in basis. 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.
8
9
STUDENT CONTRACT FOR CFD 378C
Submit to instructor at orientation meeting
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
[ ]
I confirm that I have read and understand the syllabus 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 I need to have a Taskstream subscription as a CFD major.
I understand that not contacting my supervisor by Feb. 12 will result in 5-point reduction in
my grade.
I understand that not beginning to work in my assigned placement by Feb. 27 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 in order to earn points for the class meetings, I must arrive on time.
I understand that my assignments (time sheets, evaluation forms, journals, etc.) must be
submitted on time and that no late assignments will be accepted.
I understand that I am responsible for my own computing needs and for fixing my own
technical problems. I further understand that a technology problem does not constitute an
acceptable excuse for non-completion of coursework.
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 twice during the semester I must meet with my practicum supervisor for
a performance review.
I understand that my assignments must be well written, and if I need assistance, I should
use the CFD Mentor Center.
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 submit all paperwork and complete all assignments in order to
pass this class.
I understand that I cannot pass this class without meeting with the course instructor during
the weeks of March 22 or April 5.
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 I must uphold the confidentiality and privacy of the clients at my site.
_____________________________________
Student Name
_____________________________________
Signature
_____________________________________
9
10
Date
CFD 378C-1 Lab Placement Request Form
SUBMIT THIS FORM AT ORIENTATION MEETING
Name of Student:
Email:
Cell Number:
What should I know about you to help in your placement (career goal, 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.)
10
11
11
12
CFD 378C Warning, Waiver, and Release of Liability
Due by 11am in EBA 401 on Wednesday Feb 18
I understand that participation in CFD 378C during the Spring 2015 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 #
Date
Emergency Contact Information (Name and Phone Number)
12
13
CHILD AND FAMILY DEVELOPMENT CFD 378C
Letter of Introduction
Due by 11am in EBA 401 on Wednesday Feb. 18
Five 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 on by 11am in
EBA 401 on Wednesday Feb. 18

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). In the letter indicate your major, your class standing (sophomore, junior, or senior),
and the class you are taking for this internship (CFD 378C).
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 and closing.
EXAMPLES OF THIS LETTER ARE INCLUDED ON BLACKBOARD UNDER
“COURSE DOCUMENTS”
13
14
CHILD AND FAMILY DEVELOPMENT CFD 378C
Thank-you Letter
Due by 11am in EBA 401 on Wednesday May 6
Ten 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.” Make sure to include a professional salutation
and closing.
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. Make sure to also indicate what you learned during your internship and how you intend to
apply that knowledge to your future career.
You will present this letter to your supervisor on your last day of work (during the week of
April 26). An additional copy of the letter will be submitted to Hsing-chen Tung by 11am in
EBA 401 on Wednesday May 6. Points will be deducted for writing errors (you are
expected to write at an advanced college level), not following assignment instructions, etc.
14
15
CHILD AND FAMILY DEVELOPMENT CFD 378C
Reflective Journal One
Due by 7pm on Friday, March 20
Ten 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, seek support,
and make connections to your coursework. Your journal will be graded as follows:
0:
No entry
1-5: Entry is poorly written and/or shows minimal insight or reflection
6-10: Entry is written clearly and shows evidence of reflection and analysis
All three of your reflective journals will be submitted through the “Journals” portal on
Blackboard. You should compose your journals off-line. After a journal entry is finished,
click on “Journals” on the side bar on Blackboard. Click into “Journal #1” and then click on
“Create Journal.” Finally, copy and paste your journal entry into the box for “message entry”
to submit it. Do not attach your journal as a file, and do not email your journal -- Doing
either of these will result in a zero for your journal. 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 4).
1. Using your own words, briefly describe your agency, school, or project. What are your
impressions of this organization? What specific positive aspects have you observed in
your supervisor’s practice?
2. What are your roles within this organization? How are you making a difference in the
population you serve? Give specific examples of what you are doing.
3. If you were your supervisor, how would you rate your performance? What have you
done, or not done, to deserve your rating? What are some initiatives you can take to
further your own learning?
4. Have you been late to your internship? Have you had to cancel and reschedule? If so,
please explain.
15
16
CHILD AND FAMILY DEVELOPMENT CFD 378C
Reflective Journal Two
Due by 7pm on Friday April 17
Ten Points
Make sure you copy and paste your journal entry into the submission box to submit! See
instructions of how to submit journals through Blackboard in Reflective Journal One
guidelines. Your journal will be graded as follows:
0:
No entry
1-5: Entry is poorly written and/or shows minimal insight or reflection
6-10: Entry is written clearly and shows evidence of reflection and analysis
Please discuss the items below. Number each of your discussion items (1 through 6).
1. Now that you have been working at your site for about seven weeks, reflect on your
experience.
A. How do you feel about this experience and this organization?
B. What have you learned from the population you serve (e.g. abilities, strengths,
needs, etc.)?
C. Do you feel you are positively contributing to the population you serve? How so?
Describe specific examples.
D. Have you improved over the course of the semester? How so? Describe specific
examples.
E. What is still challenging for you?
2. Have you been late to your internship since submitting your first reflective journal?
Have you had to cancel and reschedule since submitting your first reflective journal? If so,
please explain.
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 clients 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.
16
17
CHILD AND FAMILY DEVELOPMENT CFD 378C
Final Reflective Journal
Due by 7pm on Friday May 8
Fifteen Points
Make sure you copy and paste your journal entry into the submission box to submit!
Your journal will be graded as follows:
0:
No entry
1-5: Entry is poorly written and/or shows minimal insight or reflection
6-10: Entry is mediocre and/or shows some insight or reflection
11-15: Entry is written clearly 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, clients, etc.) respond?
2. 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 clients and your supervisor, taking initiatives,
etc.). Discuss how you put these ideas into action. How do you feel about the outcome?
3. 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.
4. Think about the time you spent at your internship site. What was the most meaningful
experience you had here? Why do you think this was so meaningful to you?
5. Discuss what you learned. Share what you gained professionally from experiences of
working with your supervisor and serving the population.
A. What important values were demonstrated in your supervisor’s practice?
B. What were your relationships like with your supervisor and clients? What have you
learned about establishing positive relationships?
C. What have you learned about yourself and the career path you might take?
17
18
SAN DIEGO STATE UNIVERSITY
CHILD AND FAMILY DEVELOPMENT 378C-1
PRACTICUM EVALUATION #1
Due to instructor by 11am in EBA 401 on Wednesday March 25
Student Name:
Date of Performance Review:
Internship Site:
Please meet with your student to conduct a performance review during the week of March
15. 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
18
19
Please comment on the student’s punctuality and reliability. Has he/she been late,
cancelled, or rescheduled workdays? If so, please give details.
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
19
20
SAN DIEGO STATE UNIVERSITY
CHILD AND FAMILY DEVELOPMENT 378C-1
PRACTICUM EVALUATION #2
Due to instructor by 11am in EBA 401 on Wednesday May 6
Student Name:
Date of Performance Review:
Internship Site:
Please meet with your student to conduct a final performance review during the week of
April 26. 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. Since the first performance
review, has he/she been late, cancelled, or rescheduled workdays? If so, please give details.
Page 1 of 2
20
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
21
22
SAN DIEGO STATE UNIVERSITY
CHILD AND FAMILY DEVELOPMENT 378C
STUDENT TIME SHEET # 1
Due by 11am in EBA 401 on Wednesday March 25
Student Name:
Internship Site:
Monday 2/8/15 through Saturday 3/21/15
* 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.
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
TOTAL HOURS:
(need 16-24 hours)
 Before submitting, copy the number of total hours into the first cell of “hour-to-date” on Time Sheet #2.
Supervisor Name
____________________________
Supervisor Email
Supervisor Signature
Date
Supervisor Telephone Number
22
23
SAN DIEGO STATE UNIVERSITY
CHILD AND FAMILY DEVELOPMENT 378C
STUDENT TIME SHEET # 2
Due by 11am in EBA 401 on Wednesday May 6
Student Name:
Internship Site:
Sunday 3/22/15 through Tuesday 5/05/15
* 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.
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
TOTAL HOURS:
Supervisor Name
____________________________
Supervisor Email
Supervisor Signature
Date
Supervisor Telephone Number
23
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, along
with a copy of the Degree Audit Report, a copy of the signed CFD Reflective Learning
Portfolio Agreement, the signed Student Contract, and a copy of negative TB test. Do not
contact agencies until you receive your placements and instructions via Email from
Hsing-chen Tung.
Diego Valley Public Charter
Multiple locations
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
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, 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
The Excellence and Justice in Education Academies (EJEA) are independent bilingual
charter schools that serve K-8. 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. This organization prefers our student volunteers to work with their students in
5th through 8th grades. 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.
Girl Scouts Outreach
City Heights and San Ysidro
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.
24
25
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
2:20-3:45, 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 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 groups and as a team
and is 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 our program please look at
our website at http://www.sdgirlscouts.org/outreach.
Hardy Elementary School
On Montezuma Road
This is a public elementary school where students may assist in one of their classrooms.
This semester a total of six kindergarten and first grade classrooms are in need of student
volunteers. 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.
Hearst Elementary School
SDSU area
This is a public elementary school, grades kindergarten through fifth grade. 11 teachers in
grades K through 5 are interested in having our student volunteers. 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
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
25
26
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
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.
Innovations Academy
Scripps Ranch
This is a K-8 Public Charter School. The school day is M-TH 9-3:30 and Friday 9-12
(minimum day). 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 be fingerprinted through the district and complete volunteer paperwork. An
orientation is based on the student’s needs. The school will pay for each student’s Livescan
(fingerprint clearance). Visit the school first for the Livescan forms. Then you will go
to http://www.sdcoe.net/livescan/week.asp to make an appointment. The student can
begin immediately after being fingerprinted. 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
Lincoln Leaders at Lincoln High School
El Cajon
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
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.
26
27
Mueller Charter School
Chula Vista
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-8 classrooms. We emphasize college as a pathway to eventual career decisions,
productive citizenship, and providing every student with the foundation to one day “change
the world.” We believe the pathway to college starts NOW. SDSU students will provide
support to our 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!
Ocean Beach Elementary School
Ocean Beach area
This is a public elementary school where students may assist in one of their classrooms.
This semester three kindergarten and one second grade classes would like to have our
student volunteers. 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 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
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/).
27
28
Outside the Lens
Liberty Station
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.
Outside the Lens is dedicated to a future where all youth will have the access to and
education necessary to understand, evaluate and, most importantly, create media. Through
photography, videography, and broadcast journalism, youth become engaged learners, and
active participants in the classroom, the community, and ultimately the world.
www.outsidethelens.org
Rosa Parks Elementary School
College area
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 Empowerment Focus
City Heights
Youth Empowerment Focus is geared to inspire, educate, and through collaborative efforts,
brings together the City Heights community with an outlet that engages individuals in
dialogue bringing positive solutions to the many issues the community faces as a whole.
Student volunteers will be working with Youth, 9th to 12 grade, and focused on a safety
project and a youth leadership development program. Both groups are focused on a
particular campaign focused on bringing social change in their community and campus.
Student volunteers will also mentor and assist youth with all aspects of their campaigns
and serve as mentors for these students.
Time of program: They are willing to work with student hours within these hours: Monday
10am-2:30pm, Wednesday 10am-2:30pm, and Thursday 10am-2:30pm. Students are
allowed to break the four-hour shifts to meet the requirement of the program.
28
29
Youth Voice
City Heights
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, values-based
activities on Trauma Informed, Conflict Resolution, Civic Engagement, and Multiple
Intelligences. Time Commitments: Thursdays from 3pm to 6pm. Students are allowed to
break the four-hour shifts to meet the requirement of the program.
29