Department of Child and Family Development
CFD 597: Field Experience in Child and Family Development Programs
Fall 2014
Instructor:
Office Location:
Email:
Office Phone:
Office Hours:
Class Time:
Class Location:
Pamela W. Gardner, M.S.
EBA 259
pgardner@mail.sdsu.edu
619 594-7035
Walk-in office hours will change throughout the semester to accommodate
various student schedules. Please see Blackboard for specific dates/times.
Mondays, 7pm-8:15pm
EBA 245
Course Description
This course meets the “Field Experience” requirement needed for CFD graduation. Students will
have the opportunity to participate in fieldwork experience in child and family development.
Under the direct supervision of faculty and field supervisors, students will demonstrate and
apply theoretical and evidence-based knowledge of child and family development in practice.
Students’ participation in reflective supervision will enhance the development of their
professional identities and career goals. In addition, their experience working in communitybased organizations that promote child and family development will support the networking and
employment opportunities available to them.
Prerequisites
 Senior status
 Completion of five CFD 500-level courses with a grade of C or higher
STUDENT LEARNING OUTCOMES
The CFD department’s student learning outcomes are based on the professional preparation
standards of three national organizations: The National Association for the Education of Young
Children (NAEYC), the National Council on Family Relations (NCFR), and the National Council for
Accreditation of Teacher Education (NCATE). This course utilizes these standards in identifying
course goals/objectives, course instructional activities, assigning course requirements, and
creating assessments. The following table identifies how these standards are aligned with the
Student Learning Objectives for the course, as well as with each course assignment. Visit the
following web sites for detailed listings of standards:
NAEYC Advanced Program Standards: http://www.naeyc.org/faculty/college.asp
NCFR Content Areas: www.ncfr.org/pdf/cfle_cert/FLE_Substance_Areas.pdf
NCATE Unit Standards: http://www.ncate.org/public/standards.asp
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Upon successful completion of this course, aligned with the CFD goals, students will be able to:
Student Learning Outcomes
1. Students draw upon knowledge of
developmental theory, multicultural
perspectives, and ongoing study of
particular children when preparing the
learning environment and learning
experiences.
1.1 Know and understand the
characteristics and needs of children
with atypical development.
1.2 Know and understand the multiple
influences on development and
learning.
1.3 Know how to prepare environments
and provide learning experience to
diverse group of children
Assignments: 1, 2, 3, and 5 (see
assignments for details)
2. Students promote communication
and collaboration with colleagues,
families, and community leaders to
support student learning.
2.1 Know and understand theories of
family dynamics throughout the life
span.
2.2 Explain the dynamics of prevention
and treatment in families.
2.3 Apply family theories to contemporary
and ethnically diverse families.
Assignments: 1, 2, 3, and 5 (see
assignments for details)
NAEYC/NCATE/NCFR Standards
NAEYC Standard 1: Promoting Child Development and
Learning.
Candidates use their understanding of young children’s
characteristics and needs, and of multiple interacting influences on
children’s development and learning, to create environments that
are healthy, respectful, supportive, and challenging for all children.
NCATE Standard 1: Candidate Knowledge, Skills, and
Professional Dispositions.
Candidates preparing to work in schools as teachers or other
school professionals know and demonstrate the content
knowledge, pedagogical content knowledge and skills, pedagogical
and professional knowledge and skills, and professional
dispositions necessary to help all students learn. Assessments
indicate that candidates meet professional, state, and institutional
standards.
NCFR Area 3: Human Growth and Development Over the Life
Span –
An understanding of the developmental changes of individuals in
families throughout the life span. Based on knowledge of physical,
emotional, cognitive, social, moral, and personality aspects.
NAEYC Standard 2. Building Family and Community
Relationships. Candidates know about, understand, and value the
importance and complex characteristics of children’s families and
communities. They use this understanding to create respectful,
reciprocal relationships that support and empower families, and to
involve all families in their children’s development and learning.
NCATE Standard 1: Candidate Knowledge, Skills, and
Professional Dispositions. Candidates preparing to work in
schools as teachers or other school professionals know and
demonstrate the content knowledge, pedagogical content
knowledge and skills, pedagogical and professional knowledge and
skills, and professional dispositions necessary to help all students
learn. Assessments indicate that candidates meet professional,
state, and institutional standards.
NCFR Area 1:Families and Individuals in Societal Contexts An
understanding of families and their relationships to other
institutions, such as the educational, governmental, religious, and
occupational institutions in society.
NCFR Area 2: Internal Dynamics of Families
An understanding of family strengths and weaknesses and how
family members relate to each other.
NCFR Area 5: Interpersonal Relationships
An understanding of the development and maintenance of
interpersonal relationships.
NCFR Area 6: Family Resource Management
An understanding of the decisions individuals and families make
about developing and allocating resources including time, money,
material assets, energy, friends, neighbors, and space, to meet their
goals.
NCFR Area 7: Parent Education and Guidance
An understanding of how parents teach, guide and influence
children and adolescents.
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3. Students use their understanding of
and relationships with children and
families to design, implement, &
evaluate experiences that promote
positive learning & development for all
children & families
3.1 Know, understand, and use positive
relationships and supportive
interactions as the foundation of work
with children and families.
3.2 Know, understand, and use a wide
array of effective approaches,
strategies, and tools to positively
influence child and family
development and learning.
Assignments: 1, 2, 3, and 5 (see
assignments for details)
4. Students demonstrate in-depth,
critical knowledge of theory relevant to
the child and family development
profession
4.1 Evaluate theories, research and
practices relative to children and
families
4.2 Apply theories, research, and practice
to children and families.
4.3 Use systematic and professionally
accepted research methods to
investigate questions relevant to the
child and family development
profession.
Assignments: 1, 2, 3, and 5 (see
assignments for details)
NAEYC Standard 4. Teaching and Learning.
Candidates integrate their understanding of and relationships with
children and families; their understanding of developmentally
effective approaches to teaching and learning; and their knowledge
of academic disciplines to design, implement, and evaluate
experiences that promote positive development and learning for all
children.
NCATE Standard 3: Field Experiences and Clinical Practice. The
unit and its school partner’s design, implement, and evaluate field
experiences and clinical practice so that teacher candidates and
other school professionals develop and demonstrate the
knowledge, skills, and professional dispositions necessary to help
all students learn.
NCFR Area 10: Family Life Education Methodology
An understanding of the general philosophy and broad principles
of family life education in conjunction with the ability to plan,
implement, and evaluate such educational programs.
NAEYC Standard 3. Observing, Documenting, and Assessing to
Support Young Children and Families.
Candidates know about and understand the goals, benefits, and
uses of assessment. They know about and use systematic
observations, documentation, and other effective assessment
strategies in a responsible way, in partnership with families and
other professionals, to positively influence children’s development
and learning.
NCFR Standard 4. Teaching and Learning.
Candidates integrate their understanding of and relationships with
children and families; their understanding of developmentally
effective approaches to teaching and learning; and their knowledge
of academic disciplines to design, implement, and evaluate
experiences that promote positive development and learning for all
children.
NCATE Standard 1: Candidate Knowledge, Skills, and
Professional Dispositions.
Candidates preparing to work in schools as teachers or other
school professionals know and demonstrate the content
knowledge, pedagogical content knowledge and skills, pedagogical
and professional knowledge and skills, and professional
dispositions necessary to help all students learn. Assessments
indicate that candidates meet professional, state, and institutional
standards.
NCFR Area 3: Human Growth and Development Over the Life
Span
An understanding of the developmental changes of individuals in
families throughout the life span. Based on knowledge of physical,
emotional, cognitive, social, moral, and personality aspects.
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5. Students possess high-level
communication skills
5.1 Demonstrate a high level of oral,
written, and technological
communication skills, with
specialization for the child and family
professional role.
Assignments: 1 and 4 (see assignments
for details)
6. Students demonstrate a high level of
cultural competence
6.1 Demonstrate a high level of
competence in understanding and
responding to diversity of culture,
language, and ethnicity.
Assignments: 1, 3, and 5 (see
assignments for details)
NAEYC Standard 5. Becoming a Professional.
Candidates identify and conduct themselves as members of the
early childhood profession. They know and use ethical guidelines
and other professional standards related to early childhood
practice. They are continuous, collaborative learners who
demonstrate knowledgeable, reflective, and critical perspectives on
their work, making informed decisions that integrate knowledge
from a variety of sources. They are informed advocates for sound
educational practices and policies.
NCATE Standard 1: Candidate Knowledge, Skills, and
Professional Dispositions.
Candidates preparing to work in schools as teachers or other
school professionals know and demonstrate the content
knowledge, pedagogical content knowledge and skills, pedagogical
and professional knowledge and skills, and professional
dispositions necessary to help all students learn. Assessments
indicate that candidates meet professional, state, and institutional
standards.
NCFR Area 9: Professional Ethics and Practice
An understanding of the character and quality of human social
conduct, and the ability to critically examine ethical questions and
issues.
NAEYC Standard 2. Building Family and Community
Relationships.
Candidates know about, understand, and value the importance and
complex characteristics of children’s families and communities.
They use this understanding to create respectful, reciprocal
relationships that support and empower families, and to involve all
families in their children’s development and learning.
NCATE Standard 4: Diversity.
The unit designs, implements, and evaluates curriculum and
provides experiences for candidates to acquire and demonstrate
the knowledge, skills, and professional dispositions necessary to
help all students learn. Assessments indicate that candidates can
demonstrate and apply proficiencies related to diversity.
Experiences provided for candidates include working with diverse
populations, including higher education and P–12-school faculty,
candidates, and students in P–12 schools.
NCFR Area 1: Families and Individuals in Societal Contexts An
understanding of families and their relationships to other
institutions, such as the educational, governmental, religious, and
occupational institutions in society.
NCFR Area 9: Professional Ethics and Practice
An understanding of the character and quality of human social
conduct, and the ability to critically examine ethical questions and
issues.
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7. Students identify and conduct
themselves as a member of the child
and family profession
7.1 Know and uphold ethical standards
and other professional guidelines.
7.2 Integrate knowledgeable, reflective,
and critical perspectives on child and
family development.
7.3 Engage in informed advocacy for
children and families and for the
profession.
Assignments: 1, 3, 4, 7, and 8 (see
assignments for details)
NAEYC Standard 5. Becoming a Professional.
Candidates identify and conduct themselves as members of the
early childhood profession. They know and use ethical guidelines
and other professional standards related to early childhood
practice. They are continuous, collaborative learners who
demonstrate knowledgeable, reflective, and critical perspectives on
their work, making informed decisions that integrate knowledge
from a variety of sources. They are informed advocates for sound
educational practices and policies.
NCATE Standard 1: Candidate Knowledge, Skills, and
Professional Dispositions.
Candidates preparing to work in schools as teachers or other
school professionals know and demonstrate the content
knowledge, pedagogical content knowledge and skills, pedagogical
and professional knowledge and skills, and professional
dispositions necessary to help all students learn. Assessments
indicate that candidates meet professional, state, and institutional
standards.
NCFR Area 8: Family Law and Public Policy
An understanding of the legal definition of the family and laws,
which affect the status of the family.
NCFR Area 9: Professional Ethics and Practice
An understanding of the character and quality of human social
conduct, and the ability to critically examine ethical questions and
issues.
Assignments/Points
1. Field placement (50 points)
2. Reflective Journals (16 points)
3. Exercises from the readings (12 points)
4. Class meetings (12 points)
5. One-on-one reflective supervision meetings (12)
6. Career Services Project (10 points)
7. Final Reflective Presentation (20 points)
8. Time Sheets (4 points)
9. Performance Reviews with Supervisor and Completed Evaluation Forms (6 points)
10. Introduction Letter to Supervisor (4 points)
11. Thank-you Letter to Supervisor (4 points)
TOTAL POINTS: 150
Grades
Students will earn credit or no-credit for this course. Letter grades will not be assigned.
Students will earn credit if all assignments/paperwork are submitted, at least 120 points are
earned, no more than one class meeting/one-on-one meeting is missed, 120 hours of lab
experience are completed, and a good evaluation from the lab supervisor is earned.
Please know that 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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Textbooks
Baird, B. N. (2011). The internship, practicum, and field placement handbook: A guide for the
helping professions (7th ed.). Upper Saddle River, NJ: Prentice Hall.
American Psychological Association (2010). Publication Manual of the American Psychological
Association (6th ed.). Washington, DC: Author. [Amazon has this book for about $17]
COURSE POLICIES
Professional Behavior
It is expected that students exhibit professional behavior inside the classroom, during fieldwork
experiences, and working with other professionals and students outside of the class on
assignments related to this class. With regard to fieldwork experiences, students are expected to
demonstrate behavior as specified in the NAEYC Code of Ethical Conduct at all times. Any
violation of professional and ethical conduct will result in removal of the student from the
remainder of the course, failure of the class, and referral to the appropriate offices.
Attendance and Participation
Full attendance and participation at your field placement and in class is expected. Timely
reports, submission of assignments, and participation in supervision and class meetings are
required. All assignments must be completed in order to pass the class.
NO Late Assignments (unless approved by instructor).
Academic Integrity/Plagiarism
The highest standards of academic integrity are expected of all students. The failure of any
student to meet these standards may result in suspension or expulsion from the university
and/or other sanctions as specified in the academic integrity policies of the individual academic
unit. Violations of academic integrity include, but are not limited to, cheating, fabrication,
tampering, plagiarism, or facilitating such activities. For this course, a violation of academic
integrity will result in a course grade of “no credit.” In addition, a professional attribute
referral will be submitted to the appropriate department chair for further review and possible
sanctions beyond the failing course grade.
Plagiarism is six or more words in succession without quotation marks and proper citation. Do
not copy from textbooks, professional journal articles, the Internet, the work of other students,
etc. Instances of plagiarism may result in failure of an assignment, failure of the course, and
referral for disciplinary procedures that may result in dismissal from the university.
ASSIGNMENTS
Field Placement (50 points)
Students will complete a total of 120 hours working at an agency or a program in the community
that focuses on children and families (approximately ten hours a week for twelve weeks).
Students are expected to work through the week of December 1, even if hours are completed
before then. Students must show proof of negative TB clearance (no older than December 2013)
to course instructor and site supervisor. Students must commit to working a consistent schedule
each week. Do not cancel your scheduled hours because you have to work, study for exams, or
write school papers. You need to balance the commitments in your life, including this internship.
We understand that emergencies arise and if you have an emergency which interferes with your
scheduled internship hours, please contact your supervisor and Pam Gardner right away.
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Make-up times will be assigned at the discretion of the supervisor. Site supervisors expect
students on their assigned days, and cancellations are very inconvenient for them. Please know
that points will be deducted for students who ask to reschedule their assigned hours. If you
request to reschedule more than three times, you will earn “No Credit” in the class.
Professionalism, ethical behavior, reliability, and punctuality are all important qualities in an
intern. Punctuality is expected of our interns in this class. Students who are late and/or do not
show up as expected more than three times, will be terminated from their internship and will
earn “No Credit” for the class. Moreover, we also expect our interns to show respect, kindness,
sensitivity, and appreciation to the children, parents, clients, employees, and supervisors at their
sites. Lastly, while at your site, your focus must be on your assigned duties and on the site’s
clients. Do not make personal phone calls, do homework, text, etc.
Four times during the semester you will schedule time to meet with your site supervisor to
discuss your job performance. The first time should be during the week of October 6. This will
be an informal discussion where you both share your thoughts of how the internship is going.
Also talk about your strengths and areas of improvement. Make sure to discuss this meeting
during your reflective supervision meeting with course instructor. During the week of October
27, you must meet with your supervisor for a formal review (make sure to schedule this meeting
well in advance). This review will include a written evaluation that will be used as a basis for
discussion. The evaluation form will be emailed to your supervisor in advance. A copy of the
evaluation will also be posted in Blackboard. As before, make sure to discuss it during your
reflective supervision meeting. Another informal review should be held during the week of
November 10 (discuss this with instructor during your reflective supervision meeting). Your
final formal review should take place during the week of December 1 (schedule the meeting well
in advance). Again, the evaluation form will be emailed to your supervisor and will be posted in
Blackboard.
Reflective Journals (16 points)
Students will submit reflective journals. The purpose of the journal is to think reflectively about
the development of children and families and students’ experiences working with them, thereby
developing students’ professional identities. The journal will also give your instructor insights
into your experiences and provide a place for dialogue about your development as a child and
family development professional. Four journals will be submitted throughout the semester (see
course calendar). Each journal is worth four points. Please follow the guidelines in our textbook
for writing the first two journals (page 30). You will answer specific questions for the last two
journals.
Readings (12 points)
Students will be expected to read chapters from the course textbook (see course calendar). Be
prepared to discuss the chapters during reflective supervision meetings and during class
meetings. Students will also complete three exercises in the textbook. Each exercise is worth
four points.
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Class Attendance and One-on-One Reflective Meetings (24 points)
Students will attend four class meetings and four one-on-one reflective supervision meetings
with the instructor. Students will earn three points for each class meeting (must arrive on time
and stay for entire class). Three points will also be earned for each one-one-one meeting.
Career Services Project (10 Points)
Students will participate in one activity/training given by SDSU Career Services. They offer
personality assessments, interest tests, and workshops on many topics. Students will write a
paper discussing this activity/training and what they learned. A discussion of the projects will
also take place during class on November 17. Detailed instructions for this assignment will
follow.
Final Reflective Presentation (20 points)
Students will prepare a poster presentation for the class and guests to share their experiences
throughout the semester. The presentations will take place on December 1. Detailed
instructions for this assignment will follow.
Time Sheets (4 points)
Twice during the semester students will submit time sheets (two points each) signed by their
supervisors (see course calendar).
Performance Reviews and Evaluations (6 points)
Twice during the semester students will meet with their supervisors for formal review sessions.
Please schedule these meetings well in advance. Students will earn points for meeting with their
supervisors and for submitting the signed evaluation forms (three points for each meeting and
evaluation form). See syllabus and course calendar for dates of meetings and submissions to
course instructor.
Introduction Letter to Supervisor (4 points)
Students will write formal letters to their supervisors introducing themselves. Include a photo of
yourself in the letter. Talk about your experiences, your qualifications, your goals, why you look
forward to this internship, etc. Follow suggestions in our textbook, page 7. A copy of the letter
will be given to course instructor (see calendar).
Thank–you Letter to Supervisor (4 points)
Students will write formal letters to their supervisors thanking them for their internship
experiences. Page 163 and 164 of the textbook has some good suggestions. A copy of the letter
will be given to course instructor (see calendar).
WRITING EXPECTATIONS/CFD MENTOR CENTER
Students are expected to write at an advanced college level. If you need assistance with writing
or projects, the CFD Department has a Mentor Center where you can receive assistance. 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).
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LIABILITY INSURANCE
It is recommended that students secure professional liability insurance. This will be discussed in
class.
STUDENTS WITH DISABILITIES
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. Accommodations based upon
disability cannot be provided until the professor has received an accommodation letter from
Student Disability Services. Your cooperation is appreciated.
RELIGIOUS ACCOMMODATIONS FOR STUDENTS
Students who need to be absent from class due to the observance of a religious holiday or
participate in required religious functions must notify the faculty member in writing as far in
advance of the holiday/obligation as possible. Students will need to identify the specific holiday
or obligatory function to the faculty member. Students will not be penalized for missing class
due to religious obligations/holiday observance. The student should contact the class instructor
to make arrangements for making up tests/assignments within a reasonable time.
TASKSTREAM
CFD Majors (those under the 2011/2012 and more recent catalogs) 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
available in the “CFD Portfolio” section of the Child and Family Development website:
http://coe.sdsu.edu/cfd/portfolio/index.php. The code for this class is CFD597-F14.
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COURSE CALENDAR
Date
Agenda/Assignment Due
8/25
Class meeting at 7pm - Introduction to class
9/1
Labor Day – No class
Read Chapter 1 “Preparation” (pay particular attention to Letters of
Application and Interviews as you write your introduction letter and
prepare for your first meeting) and Chapter 2 “Getting Started” (this
chapter gives helpful advice for beginning your internship)
Due: Proof of negative TB test (no older than December 2013)
Week of 9/8
Group One – Reflective supervisory meeting. Stop in during office hours
this week
Read Chapter 3 “Internship Classes and Peer Groups” (pay particular
attention to Introduction to Journal Work as we will discuss this next week
in class)
9/15
Class meeting at 7pm – Topics of discussion will include journaling,
professionalism, ethics, liability insurance, evaluations, etc.
Read Chapter 4 “Ethical and Legal Issues” before coming to class
Due: Waiver Form and copy of Letter of Introduction given to supervisor
Week of 9/22
Group Two – Reflective supervisory meeting. Stop in during office hours
this week
First journal due by Thursday, 9/25 at noon
Week of 9/29
Group One – Reflective supervisory meeting. Stop in during office hours
this week
Read Chapter Six “Working with Diversity” and do the exercise called
Knowing Yourself in Relation to Diversity on page 88. After completing the
exercise, share your thoughts in a concluding paragraph (exercise and
paragraph due by 10/2 at noon)
Week of 10/6
Group Two – Reflective supervisory meeting. Stop in during office hours
this week
Second journal due by Thursday, 10/6 at noon
During this week meet with your supervisor for an informal review
10/13
Class meeting at 7pm
Read Chapter 8 “Stress and Self-Care” before coming to class and do the
first exercise on page 113 (due in class)
Week of 10/20
Group One – Reflective supervisory meeting. Stop in during office hours
this week
Third journal due by Thursday, 10/23 at noon
Week of 10/27
Group Two – Reflective supervisory meeting. Stop in during office hours
this week
During this week meet with your supervisor for a formal review
(supervisor to complete evaluation form)
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Week of 11/3
Group One – Reflective supervisory meeting. Stop in during office hours
this week
Fourth journal, time sheet #1, and evaluation due by Thursday, 11/6 at
noon
Week of 11/10
Group Two – Reflective supervisory meeting. Stop in during office hours
this week
During this week meet with your supervisor for an informal review
11/17
Class meeting at 7pm
Read Chapter 11 “Finishing the Internship” before coming to class and do
the exercise on page 161 (due in class)
Career Services Project (due in class)
Week of 11/24
Thanksgiving week – No meetings
12/1
Presentations at 7pm
During this week, give thank-you letter to supervisor and meet with
him/her for a final formal review
(supervisor to complete evaluation form)
Week of 12/8
Final evaluation form, copy of thank-you letter, and time sheet #2 due by
12/11 at noon
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Warning, Waiver, and Release of Liability
I understand that participation in CFD 597 during the Fall 2014 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,
Pamela Gardner, and _____________________________________ as a result of my participation in
(Service Agency)
community service. This release is intended to discharge the University, its trustees, officers, employees,
and volunteers, and any public agencies from and against any and all liability arising out of or connected
in any way with my participation in the event. I further understand that accidents and injuries can arise
out of the event which may cause personal injury; knowing the risks, nevertheless, I hereby agree to
assume risks and to release and to hold harmless all of the persons or agencies mentioned above who
might otherwise be liable to me (or my heirs or assignees) for damages. It is further understood and
agreed that this waiver, release and assumption of risk is to be binding on my heirs and assigns. It is the
intention of the parties hereto that the provisions of this paragraph be interpreted to impose on each
party responsible for their own negligence.
I acknowledge that I have been fully informed of the risks and dangers involved in this Community
Service class. I have been made aware that when using my own vehicle I must have current automobile
insurance.
I acknowledge that I have read and fully understood the above Warning, Waiver, and Release of Liability.
I further acknowledge that the reasons for my being requested to sign this Release have been fully
explained to me and I understand them.
I am signing this Release of my own free will and I have not been influenced or coerced by any
representative or employee of the State (students under age of eighteen (18) must have the signature of
their parent or guardian).
Participant’s Name (print):
Participant’s Signature
Red ID #
Emergency Contact Information (Name and Phone Number)
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Date
SAN DIEGO STATE UNIVERSITY
CHILD AND FAMILY DEVELOPMENT 597
STUDENT TIME SHEET # 1
Due 11/6/14
Student Name:
Internship Site:
Tuesday, September 2, 2014 through Friday, October 31, 2014
Date
Time Started
Time Finished
Total Time for Day
TOTAL HOURS & MINUTES FOR THIS TIME SHEET
Supervisor Name
Email
Supervisor Signature
Phone Number
13
Date
SAN DIEGO STATE UNIVERSITY
CHILD AND FAMILY DEVELOPMENT 597
STUDENT TIME SHEET # 2
Due 12/11/14
Student Name:
Internship Site:
Saturday, November 1, 2014 through Wednesday, December 10, 2014
Date
Time Started
Time Finished
Total Time for Day
TOTAL HOURS & MINUTES FOR THIS TIME SHEET
Supervisor Name
Email
Supervisor Signature
Phone Number
14
Date