CALIFORNIA STATE UNIVERSITY, SACRAMENTO
CHILD DEVELOPMENT 132
SERVICE-LEARNING/FIELDWORK IN CHILD DEVELOPMENT
SPRING 2007
Dr. Judy Judd
Office: Benicia Hall 1032 Office Phone: 916-278-7021
Email: juddj@csus.edu
Office Hours: & by appointment:
Course Description
CHDV 132 "Service-Learning/Field Work in Child Development." Directed field experiences in settings
selected to meet students’ experience and needs. Students are required to work at a selected setting and attend
on–campus seminars to explore human development content and issues. There is an option for 1 additional unit,
see the Course Requirements.
Prerequisites: CHDV 30 or CHDV 35
Course Goals for Students
Service learning is a process that links academic learning and community participation. The goals of service
learning are generally to:
 facilitate students learning and understanding of academic content in an applied, experiential and reflective
manner;
 facilitate the development of effective community participants;
 promote awareness of community needs and the rewards of civic engagement; and
 contribute to the community in ways that build on community identified assets and strengths and address
community identified needs.
Course Objectives for students:
 To demonstrate the mastery of course content as evidenced by written work.
 To apply developmentally appropriate ideas as evidenced in the Journal reflections and as observed by your
site supervisor.
 To analyze, assess and evaluate fieldwork experiences and environments as evidenced in class discussions
and journal entries.
 To engage in critical thinking and apply critical thinking to discussions and writing in this course.
 To develop an expanded knowledge of community programs and resources through class presentations as
evidenced by a binder of information regarding all class presentations as well as additional individual entries.
 To conduct yourself professionally in your fieldwork setting as evidenced by your fieldwork evaluations.
 To complete the required service learning/fieldwork hours required for this course, as evidenced by the
timely submission of the Service Learning Time Log, Mid-Semester and Summary Evaluations.
Course Text Requirements:
Observing Children and Adolescents - CD-ROM:1/e Downey, McDevitt, Garry, & Ormrod © 2006 Prentice Hall
ISBN-10: 0131397958 | ISBN-13: 9780131397958
Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky (Redleaf Press Series):
1/e Carol Mooney © 2006 Prentice Hall ISBN-10: 013172794X | ISBN-13: 9780131727946
Technology Requirements
Students will need an electronic mail account and computer access to the Web. All CSUS students can create a Sac Link
account for electronic mail and Internet services. Although a home computer with a high-speed modem running Internet
Explorer would be beneficial, students can access the Web from one of the campus student labs. There are many
computer labs on campus located in the Library, Eureka, Mendocino, & Mariposa Halls to name a few as well as in other
buildings.
This course is “WebCT Enhanced”. WebCT will be used for the instructor to send emails to the class and post
announcements. The course syllabus and forms are available there. DO NOT email the instructor in WebCT use the
CSUS email address: juddj@csus.edu for timely communication, include day of class & # in your email subject line.
Course Requirements
1. Attendance and Active Participation:
 Attendance and participation are the most important valuable components of this course. When the emphasis is
on the process rather than on a product, the student must be present for the process to occur. If an emergency or
illness occurs it is required that you take the initiative to contact a classmate for information and handouts that
you may miss. It is not the instructor’s responsibility to “catch you up” on the class you missed or provide you
with the handouts. This is your responsibility to arrange with classmates. It is desirable for you to leave a
message on the instructor’s office phone about your absence. If you are late due to unforeseen circumstances it is
better to arrive late than not attend class. If you must leave early due to a serious circumstance, do not ask the
instructor if this is “ok” – it is not. But it is courteous to tell/inform the instructor of your need to leave early
before or at the beginning of class.

Punctual attendance Arrive on time and attend the entire seminar.

Active Participation includes readiness for class, full attention and cooperative attitude in class discussions and
presentations. Side conversation or chatting about issues not relevant to the course, and working on assignments,
even for this course, during class are examples of behavior considered to be non-participatory
Cell phones and Pagers must be turned off their auditory notification format. It is impolite and a distraction
to class discussions and presentations.
Be prepared to share information about your service-learning experiences with other class members as well as
relating your experiences to assigned readings in the text, handouts and prior learning from other courses

2. Service-learning/Field Work Hours:
2 Units: Volunteer for a total of 40 hrs at a field placement site and do 4 reflective journal submissions. In other words do
a 1 to 2-page Journal submission after approximately every 10 hours.
3 Units:
 Volunteer for a total of 60 hours at a field placement site and 8 journal submissions. In other words a Journal
submission for approximately every 10 hours of service learning/fieldwork. There are no additional hours of class
meetings for the additional unit, just the additional service learning hours. To receive credit for the 1 additional
unit a CHDV 199 form must be filed with the Department Office. The Instructor will provide the form.
For either 2 or 3 units, the hours must be completed before the last week of instruction. Your Service Learning may be
in an educational setting, in a public or private agency, program or school, which provides services to children or families
with children, which is Licensed, not an in-home site. Various community programs or agencies will be discussed and
presented as options. i.e.: Child Life Programs, CSUS Children's Center, Public Schools, People Reaching Out, and other
community agencies or programs.
Placement Options: You will be provided with a variety of Placement Options for your fieldwork/service-learning
hours. These are approved schools and agencies with which the University has a Memorandum of Understanding (MOU).
It is a requirement of the University that there be an MOU with the school or agency where a student completes his/her
fieldwork/service-learning hours. Or students may opt to complete their required service learning hours at their place of
employment if Department Policy is met, see “E.” below. All placements require a current TB Clearance. Testing for the
TB Clearance can be obtained at no cost to the student through the University Health Center. Some Agencies also require
a Fingerprinting/background check. The school or agency determines the type of fingerprinting required. Depending
on the type of finger printing required by the Community Partner, these are the typical options for getting finger printed:
Department of Justice, Campus Police Department (the specific procedure will be discussed in class), or some school
districts provide finger printing. Either the agency or the student is responsible for any fees associated with
fingerprinting. Students in CHDV Major B MUST complete their field assignment in a public elementary school, which
reflects California’s diverse cultural and economic population. Acceptable school sites are listed on the Placement
Matrix.
Department Policy for Child Development 132 (Service Learning/Fieldwork in Child Development)
A. There are four major purposes for the fieldwork class:
1. To gain experience working with children and/or families.
2. To relate fieldwork experience to theory and research in child development and related fields.
3. To discuss career options.
4. To promote professionalism and children's advocacy.
B. Placements must be approved for an age range encompassing infant programs thru secondary.
C. Placements should be selected that relate to career interests and goals.
D. A student’s first experience must be direct work with children. If a student has previously
had direct professional contact with children then a different type or level of placement may
be selected.
E. Students may complete their fieldwork, if currently employed at a site, under the following conditions:
1. The student must conduct professional activities that are clearly beyond regular employment requirements
(e.g., more hours; special projects or responsibilities).
2. The employer must not pay for additional hours.
3. The employer must not release a student from regular employment requirements to complete course
assignments.
4. The student must receive faculty approval for a work plan that specifies all the items above.
F. Field placements should be approved based on the following minimum requirements:
1. The program must be licensed or exempt from licensing (i.e.: under Title 5).
2. The supervisor/teacher must be willing to provide feedback on the students’ overall professionalism and
performance at assigned responsibilities.
3. The supervisor/teacher must agree to permit our students to complete course assignments at the site.
4. The supervisor/teacher must be willing to participate in decision making about individual students.
3. Journals: Submit Reflective Journals (1 & 1/2 to 2 pages on 8.5" x 11" paper) after approximately every 10 hours to
the instructor. Journals are to be typed/word processed and labeled with 1) your name, 2) Journal # , 3) Site and
the age or grade level you are writing about (do not use a separate title page). If your Journal is not labeled correctly, you
will not receive credit for it. Journals are to be submitted after approximately every 10 hours and you will NOT receive
credit for Journals submitted all at once. *Journals are to be reflective, not just a chronology. Journal submissions
must be submitted on time. See the attached page about Reflective Journal writing.
4. Readings: Read assignments PRIOR to class and be prepared for group work in class. Questions will be assigned that
ask you to apply your learning.
5. Presentation: Do a 15-20 min, presentation about a program or community agency/resource from a list provided by the
instructor as a member of a small group (2 or max of 3 members). The presentation must include informational handouts
of at least 1 page that is 2 sided as well as a visual for your presentation.
Field Research & Presentation Guidelines
(A list of the Programs and Agencies that you can select from is included )
After selecting the topic, program or agency to research and visit…
A. Is your service or program related to a topic in the textbook or to previous learning/content in other courses?
B. Do a web search (i.e.: Google, etc.) to find out what is available online regarding your topic, program/agency and
services.
C. Talk with your instructor about your initial findings and the focus of your presentation.
D. YOU MUST VISIT the Agency and/or Program to interview and gather any information:
a. What services do they provide?
b. Who qualifies to receive these services?
c. Is there a referral process or is it self-referral?
d. What is their funding source or sources? (donations, fundraisers, grants, etc.)
e. What type of positions are there and what education, training and/or experience is required to be hired or
to volunteer ?
E. Take notes about the above information. And/or ask for a brochure, pamphlet, fact sheet, or such that provides
information about the agency, program & services.
F. Develop a handout for all students in the class about the above information: minimum of 1 page, 2 sided, (there
can be more pages). You can make copies of their handout for the class and the instructor. Most of the programs being
researched are non-profits and some can’t afford to provide a class set (# of students in the class) about their program.
G. Prepare a presentation using the following criteria:
 15 to 20 minutes. If you need more time, please talk to me so I can adjust what else is planned and
presented during that class period.
 In addition to the handout, please use a visual or visuals as part of your presentation. An example of the
visuals might be:
-PowerPoint
-A video (i.e.: 10 minutes).
-Overhead transparencies
-Poster board(s), etc.
8. Forms/Paperwork: Timely submission of all forms and paperwork associated with your field placement is
required. There are many forms and it is your responsibility to, complete, and submit them as well as keeping track of
what you have submitted! Create a checklist for yourself of all the assignments and paperwork that is required for this
course. Make a copy of your Mid-semester Evaluation and Summary Evaluation, COPY BEFORE submitting,
Do Not Ask the Instructor to return them to you for copying. All forms submitted for this course are kept on file and
NOT returned.
9. Evaluation/Grade
You will be evaluated on the basis of 1) class attendance and participation in discussions and your work in small groups,
2) Quality of your written work 3) Research and Presentation of your topic/agency or program.
Your grade will be calculated on the basis of points assigned to
1. Class attendance: points are assigned for each scheduled class, the points for each class attended is added up and
divided by the possible number of points for attendance at all classes for an attendance percent.
2. Participation: Your participation is also based on providing your attention to the guest speakers and presenters as
well as contributing to small group work, class discussions, and presentations in class. Participation also means 1)
not engaging in side conversations, 2) mot doing work during class.
3. Written work done in small group work during class or outside of class.
4. Presentations: Equal preparation by group members should be evident in the group presentations
5. Developing a binder of handouts and information about the Programs and Agencies presented in class
Grading Follows the University Grading Policy as stated in the CSUS catalog:
“A “ Exemplary achievement of the course objectives. In addition to being clearly and significantly above the
requirements, work exhibited is of an independent, and creative contributory nature.
“B” Superior achievement of the course objectives. Work/performance is clearly and significantly above the satisfactory
fulfillment of course requirements.
“C” Satisfactory achievement of course objectives and course requirements.
“D” Unsatisfactory achievement. This is not an acceptable grade in this course since it is a critical course in your major.
It is recommended that you withdraw from this course and take it at another time.
A = 94-100%
A- = 90-93%
B+ = 87-89%
B = 84-86%
B- = 80-83%
C+ = 77-79%
C = 74-76%
C- = 70-73%
To earn a grade or “A” or “A-“ All work/assignments are correctly labeled & identified. All work is submitted on time
and the work is “quality” work, not just meeting what is “required”.
A grade of Incomplete must be awarded in accordance with University policy – ”there must be a specific, identifiable
course requirement that needs to be met due to unforeseen but fully justified reasons”. An “Incomplete Petition” must be
filled out and signed by both the student, the instructor and submitted for department approval. Contact the instructor as
soon as possible if you find yourself in need of taking an “Incomplete”.
A Very Important Reminder: In real estate “location, location, location” is important. In this course, it is
“communication, communication, communication”. Communication with me, the instructor, your classmates
and with personnel at your site.
Students with a disability:
If you have a documented disability and verification from The Office of Services to Students with Disabilities (SSWD),
and wish to discuss academic accommodations, please talk to me as soon as possible.