Department of Child and Family Development
CFD 378D-1 LABORATORY EXPERIENCES WITH CHILDREN AND
FAMILIES
Spring 2015
Instructor Contact Information
Instructor: Hsing-chen Tung, Ed. D.
Office: EBA 401
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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 Thursday, Jan. 29 at 7am-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: 20537
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Course prerequisites:
 For CFD majors:
1. Proof of credit or concurrent registration in CFD 375A, 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 Thursday
Jan. 29. 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.
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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 3/19/15 (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.
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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 378D Course Activities and Schedule
Week
1
Thu
1/29
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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
* Give evaluation form to supervisor and set up appointment
Fifth week of work
* Mandatory Class Meeting (room to be determined) at 7-7:50am on Thu, March 19
* 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
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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. 29, 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.
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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 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 378D. 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.
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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.
 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 “Current Students” and “Developing Your 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.
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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.
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STUDENT CONTRACT FOR CFD 378D
Submit to instructor at orientation meeting
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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
_____________________________________
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Date
CFD 378D-1Lab 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.)
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CFD 378D Warning, Waiver, and Release of Liability
Due by 11am in EBA 401 on Wednesday Feb 18
I understand that participation in CFD 378D 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)
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CHILD AND FAMILY DEVELOPMENT CFD 378D
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.
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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 378D).
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”
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CHILD AND FAMILY DEVELOPMENT CFD 378D
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. For guidelines on writing business
letters, visit the SDSU Career Services Department. 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.
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CHILD AND FAMILY DEVELOPMENT CFD 378D
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? What can you do from now on to make an even bigger
difference in the lives of those you serve?
4. Have you been late to your internship? Have you had to cancel and reschedule? If so,
please explain.
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CHILD AND FAMILY DEVELOPMENT CFD 378D
Reflective Journal Two
Due by 7pm 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.
I. How do you feel about this experience and this organization?
II. What have you learned from the population you serve (e.g. abilities, strengths,
needs, etc.)
III. Do you feel you are positively contributing to the population you serve? How so?
Describe specific examples.
IV. Have you improved over the course of the semester? How so? Describe specific
examples.
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.
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CHILD AND FAMILY DEVELOPMENT CFD 378D
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 did you learn about your school/agency that you had not expected to learn?
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SAN DIEGO STATE UNIVERSITY
CHILD AND FAMILY DEVELOPMENT 378D-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 your
organization. Please note the details below so he/she may implement your ideas during
the remaining semester.
Page 1 of 2
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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
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SAN DIEGO STATE UNIVERSITY
CHILD AND FAMILY DEVELOPMENT 378D-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 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
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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
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SAN DIEGO STATE UNIVERSITY
CHILD AND FAMILY DEVELOPMENT 378D
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
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SAN DIEGO STATE UNIVERSITY
CHILD AND FAMILY DEVELOPMENT 378D
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
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CFD 378D 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.
* Students in the Early Care and Education Certificate Program should see Hsingchen Tung before filling out the Lab Request Form.
Cherokee Point Elementary School – Circle of Education School Readiness Music Program:
Early Childhood Teacher and Parent Support: Preschool to First Grade Classes (#1)
City Heights, 10 students can work here
Learn Circle of Education music program that helps young children learn school readiness
skills. Learn songs that focus on social and emotional skills (e.g., affective education, anger
control, social problem solving), and accompanying activities for teachers and parents.
Responsibilities: Help preschool, kindergarten, and 1st grade teachers with their class;
includes leading activities that teach social-emotional skills. Help parents learn the musicbased activities and help support parent-teacher communication by shared classroom and
home-based lessons. Time Commitments: On-site school visits: Mon – Fri, 7:30am – 2:30pm;
Work with parents primarily Wed and Fri 8-11 (most parents are monolingual Spanishspeaking). New student intern orientation: Feb 4th from 8 to 10 am.
Clay Elementary School
The College Area, several students may work here
Clay Elementary School is a public school in the Rolando neighborhood of San Diego. Clay
offers great diversity in its student population. In addition to regular classrooms, they have
GATE and special education programs. 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.). Their hours
are Monday, Tuesday, Thursday, and Friday, 9am to 3:25pm and Wednesday, 9am to 1pm.
Check their web site to review their academic calendar and holidays to make sure you will
be able to complete all your hours.
Chula Vista Elementary School District
Various locations in Chula Vista, several students may work in different elementary schools
Students may choose to work in K through Grade 5 classrooms in elementary schools of the
district. 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
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children, plan small group learning activities, maybe lead a short whole-group story time or
lesson toward the end of the semester, etc.). After the requests are sent, the district office
will notify us what classes and schools students are placed in. Check their web site to
review their academic calendar and holidays to make sure you will be able to complete all
your hours.
Delibrainy Parenting Workshops
Central and East San Diego, 10 students may work here
Delibrainy is hosting free workshops to parents of children ages birth to five years across
Central and East San Diego. Students will assist the parent educators in various capacities
at these workshops. Each workshop is 1-2 hours in length plus setup time. Students must
have a flexible schedule and be available to work on weekends. It would be helpful if the
student volunteer speaks Spanish, though it is not absolutely required. At the workshops,
students will interact with children through enrichment activities, assist with
administration of developmental screenings, co-teach with the educator, and help parents
to understand the development of their children. This is a great opportunity to gain
experience working directly with children and parents. A background check is required,
but there is no expense on the student volunteer’s part. Students are allowed to break the
four-hour shift to meet the requirements of the program.
Students who are interested in volunteering for Delibrainy Parenting Workshops can
reference the calendar posted under “course documents” on Blackboard to identify
whether the program would match with their schedule/ availability for placement. A
mandatory orientation session for the Parenting Workshops volunteers will be held on
Friday Jan. 30 at 4-5:30pm in EBA 409. The student volunteers will complete
paperwork/background check forms at the orientation. Student volunteers need to bring
the following items to this orientation: 1) Current class schedule printout, and 2) Spring
calendar (February - April) so you can start to schedule workshops. If you are interested
in this program but unable to attend the orientation, you will need to notify Jen Goins
at jgoins@delibrainy.com by Thursday Jan. 29.
Episcopal Community Services Head Start
Several centers throughout South San Diego, 4 students may work here
Episcopal Community Services Head Start (serving children between the ages of 3 to 5) and
Early Head Start (serving ages newborn to 3) are comprehensive child development
programs serving low-income preschool children and their families. ECS is more than a
school readiness program; they ensure that families who are struggling with poverty are
able to access social services and other resources so they may thrive. The goal of Head
Start and Early Head Start is to break the cycle of poverty one family at a time. The
majority of their centers are located in the south bay area-National City, Chula Vista,
Imperial Beach and San Ysidro and two centers in San Diego. The information about their
site locations is posted under “course documents” on Blackboard. Student volunteers can
choose to work in the morning (8am-12pm) or in the afternoon (12:30pm-4:30pm)
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Monday through Thursday. They require a criminal record clearance through CCLD (They
will pay.), current TB reading (no older than 6 months) and completion of their
Community Volunteer Application. If a student has a current clearance through CCLD they
can transfer the licensing information number to the administration site ECS Oxford Head
Start site.
Grow My Way
Poway, 4 students may work here
Grow My Way is a learning center for children with special needs, specifically children with
Autism Spectrum Disorder, that specializes in providing a unique, hands on learning
experience located on a farm. They provide our students with hundreds of learning
opportunities, focusing on their individual strengths and building and encouraging social
play amongst peers. They help their students build independence with unknown tasks
while teaching work and self help skills on the farm. Grow My Way is a naturalistic teaching
environment that uses principles of Applied Behavioral Analysis to instruct their students
and create the academic programs. Grow My Way also provides a private home schooling
educational plan for children who are looking for a 1:1 setting that is modified to their
individualized educational goals and needs. They offer a full functioning farm, feeding and
care of all the animals, gardening, therapeutic horse riding, hiking, a range of gross and fine
motor activities, a pond to practice fishing, peer interaction and play skills, and a full
functioning classroom with numerous academic opportunities such as reading, math,
science, and language development.
They believe that nature is the best teacher. Their goal is simple… To discover a pathway
that will allow every child with special needs to GROW, focusing on their strengths and
paving a way to help the students be successful learners. “Come grow with us today!”
Hannah’s House
Farnham St., 3 students may work here
Hannah’s House provides supervised visitation for children and their parents. At Hannah’s
House, non-custodial parents have the opportunity to spend time with their children under
the supervision of Hannah's House staff.
Students who work at Hannah’s House may participate in supervised visitations. Those
twenty-one years of age and older may conduct their own visitations and those under
twenty-one will shadow visitations or conduct exchanges (taking children from one parent
to the other). Visitations take place in the office or outside. Weekends during the day are
the best times to work as there are several visitations taking place. After the tentative
assignment is made, the student volunteer needs to schedule an initial orientation with
their volunteer manager before they can decide if it is a good fit. Afterwards, a routine
schedule can be determined. Students need to submit proof of a negative TB test and
complete volunteer paperwork.
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Healthy Toddlers Care
College area, several students may work here
Healthy Toddlers Care family childcare home environments offer the comfort and
familiarity of a home setting, which includes daily routines and a structured setting––as
well as an evidence-based curriculum that many are used to seeing in a school-like center
setting. This comfortable, smaller, environment allows students to provide more personal
attention to the children.
Plus, we give students the opportunity to learn to work with diversity, which is both
successful and rewarding. Here, students experience and learn how a family childcare
home functions on a daily basis, as well as assist in the following:
 Have a chance to choose and conduct learning lessons (or activities) that focus on
either letters, numbers, colors, alphabet, or more.
 Assist the teachers during activities and projects, including outdoor playtimes,
mealtimes, cleaning, gardening, and teaching self-help and respect skills.
Students may volunteer for the morning (8am to12pm) or afternoon (2pm to 6pm) shifts.
Finally, students are required to submit a valid negative tuberculosis skin test in order to
volunteer/intern. To learn more, please visit: www.healthytoddlerscare.com.
Age Range: 2 months to 4 years of age
Re Spectrum Community
La Mesa, 2 students may work here
Re Spectrum Community is a non-profit organization that provides therapeutic support to
children, adolescents, adults and their families. They work primarily with families and
individuals impacted by autism spectrum disorders, behavioral concerns, learning
challenges, social skills difficulties, developmental disabilities, and other like concerns.
They are looking for volunteers to help with their recreation program that includes soccer
clinics and nature walks around east county (La Mesa area). Weekends are often when the
recreation program takes place and the best time to work. Students must submit proof of a
negative TB test and a background check and some paper work may be required before
volunteering can start. The program may last less than four hours each time, so students
are allowed to break the four-hour shift but work for more shifts to complete the 40 hours.
San Diego Youth Services (SDYS) Adoption Support Services Program
Four regions: Point Loma, Chula Vista, Spring Valley, and Vista; 8 students may work here
The SDYS Adoption Support Services Program provides a variety of valuable services to
families who have adopted or are in the process of adopting children who have come to
their permanent placements through the Child Welfare System (CWS). The program’s
emphasis is on attachment and the use of trauma informed care to address the
developmental needs of parents and children. Students must have flexible schedules and
are willing to drive up to 20 miles to get to different regions. There are a number of
opportunities available to student volunteers who work with this program. An interested
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student volunteer needs to indicate the availability for which specific opportunity listed
below to be placed with SDYS.
1. Friday movie nights that focus on a strength based social skills building model. Five students
are needed and these students also need to be available for afternoon mentoring/tutoring.
These events are held from 5:30pm to 9:30pm the first 4 Fridays of each month and rotate
regions. The first Friday is in Point Loma, the 2nd is in Spring Valley, the 3rd is in Chula
Vista and the 4th is in Vista.
2. Monday night support groups are shortened versions of #1. The first Monday is in Spring
Valley and the 2nd is in Chula Vista (6:30pm to 8:30pm).
3. Mentor/tutor support is generally a one-on-one weekly session with child/teen. Three
students are needed, and these students need to participate in #2 Monday night support
groups. These sessions are held “in-home,” at a library or at an after-school program. Times
and days are flexible and determined by the individual family and the student volunteer, even
though they often take place in the afternoons.
4. Student volunteers are also welcome to attend the two adoptions’ trainings as well as the
many informative trainings and workshops offered free of charge by SDYS.
SDYS Adoptions prefers a six-month commitment for the mentor/tutor program, but there
is some flexibility. For students who intern with this program there is a $35 fee for a
required drug screen and a fee for Livescan (about $15). Students also need to submit
proof of a negative TB test and complete volunteer paperwork. After providing 78 hours of
volunteer service to the program, these fees will be reimbursed when students present the
original receipts to the program manager.
To learn more, read the information posted under “course documents” on Blackboard.
SDSU Child and Family Development Department Mentor Center
CFD, several students may work here
The CFD Department has a mentor center to assist our students. Students may work in the
center as mentors and as assistants in managing the center. Mentors will assist students
with CFD coursework, research, writing, etc. Mentors must be strong students (over 3.0
GPA and good writers) who have been at SDSU for at least one year. Students may work in
the center around their school schedules, but the center is not open on the weekends.
Special Olympics
Practice sites are everywhere in San Diego, several students may work here
Special Olympics is a year-round worldwide program of sports training and athletic
competition for all children and adults with intellectual disabilities. Special Olympics is
unique in that it provides for competition at all levels of ability by assigning them to
competition divisions based on both age and actual performance. Even athletes in the
lowest divisions may advance all the way to the World Finals. The purpose of Special
Olympics is to contribute to the physical, social and psychological development of persons
with intellectual disabilities. Through positive successful experiences in sport, they can
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gain confidence and self-mastery and start to build a self-image associated with success
rather than failure. Success on the playing field often has carry-over value into the
classroom, home, and work place. The Special Olympics World Games will be held in Los
Angeles this July. They will be hosting international athletes in San Diego three days prior
to the games (Over 100 athletes will even be staying at SDSU!) Special Olympics offer
different levels of volunteering with different time/background requirements. There are
no fees for background checks. A signed contract and some paper work are required before
volunteering can start. TB is not required. Students may break up the four-hour shift to
meet the requirements of this organization. Below are possible duties:
1. Coaching: Requires a weekly commitment to a practice site, Class A paperwork, Copy
of Drivers’ License, Signed coaches code of conduct, and a Background Check.
2. Event Committee: Class A paperwork, Copy of Drivers’ License, Signed committee
agreement, and a Background Check
3. Games Management Team (GMT): Class A paperwork, Copy of Drivers’ License, and a
Background Check. They will provide training in the area interested.
4. Days of Volunteer: Events on certain dates for longer hours. Volunteers just need to
register online for the hours they would like to work that day.
5. Office Support
Spring Valley Community Center
Spring Valley, several students may work here
The Spring Valley Community Center is located in East County. The children served in this
program will be in grade levels 3rd, 4th, and 5th grade. The goal is to encourage a fun
learning environment for children in the Spring Valley community. Students will gain
valuable experience from retired school teachers, community volunteers and recreation
professionals. Training and materials are provided; no teaching experience is needed.
Duties include assisting children with homework such as reading and mathematics.
Students will have the opportunity to interact with children on the playground and in a
classroom setting. Students may work in the evenings but not during weekend. The
Intergenerational Program operates between 3:00 and 6:00pm Wednesdays and
Thursdays. Students may break up the four-hour shift to meet the requirements of this
organization.
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