,
Department of Educational Psychology and Counseling
Michael D. Eisner College of Education
Counselor Education Program
EPC 659 KC – Fieldwork in College Counseling/Student Services
SPRING 2009
Logistics:
Mondays from 7:00 p.m. - 9:40 p.m. in Bayramian Hall 314
Catalog Description
EPC 659KC – Fieldwork in College Counseling/Student Services (1-6 units)
Prerequisites: EPC 620 and 659A/B.
This course is an intensive supervised fieldwork experience for those completing the M.S.
specialty or specialist certificate program in College Counseling/Student Services. Besides the
field-work component, students are required to develop a comprehensive learning plan and
spend at least two hours per week in individual and/or group supervisory sessions. Graded on a
Credit/No Credit basis.
Course Grading
EPC Fieldwork courses are graded on a Credit-/No Credit basis. To earn credit all work must be
completed at a satisfactory level for an advanced graduate level master’s course that it is.
Fieldwork Instructors
Merril A. Simon, Ph.D., NCCC
Associate Professor, Department of Educational Psychology and Counseling, CSUN
Webpage:
http://www.csun.edu/edpsy/epc659jk
Office:
ED 2222
Office hours:
By appointment Mondays - Thursdays
On campus phone: 818/677-2558
Off-Campus Phone: 818/730-1639 (messages 9 a.m. - 8 p.m.,
and to make appointments); unless urgent, please use e-mail first
E-mail:
merril.simon@csun.edu
Niloufar Hakkakzadeh, M.S.
Adjunct Counselor, L.A. Pierce College
Phone:
nilu.hakkakzadeh@gmail.com
E-mail:
818/458-7845
Additional Group Supervision
Dorna Basiratmand, M.S.
EPC 659KC Syllabus • Simon & Hakkakzadeh
Spring 2009
Conceptual Framework for the Michael D. Eisner College of Education
Regionally focused and nationally recognized, the Michael D. Eisner College of Education is
committed to Excellence and Innovation. Excellence in the acquisition of professional
knowledge, skills, and dispositions is evidenced by the growth and renewal of ethical and caring
professionals – faculty, staff, candidates – and those they serve. Innovation occurs through
collaborative partnerships that represent communities of diverse learners who engage in
creative and reflective thinking. To this end we continually strive to achieve the following
competencies and values that form the foundation of the Conceptual Framework:
Excellence in professional and academic preparation
Collaborative partnerships
Evidence of growth and renewal
Communities of diverse learners
Ethical and caring professionals
Creative and reflective thinking
Course Concept
Fieldwork is conceived as a meaningful learning experience in faculty-approved settings
encompassing faculty-approved activities and experiences. The purpose of fieldwork
includes learning specific skills and understanding student services in order to prepare to
work as a professional in the field and to understand professional roles by experiencing the
milieu in which they are performed. Fieldwork experiences provide professional renewal for
those already working in the field and serve as a transition to professionalism between
classroom theory and everyday reality for those entering the student services field. Work at
your customary job does not qualify unless it also includes an extensive project approved by
both the site supervisor and the fieldwork instructor. Components of that project will be
discussed in class.
Academic Integrity
Student behavior in this class and regarding all assignments is, at a minimum, guided by the
rules and regulations as described in the CSUN Catalog and Schedule of Classes. I would
expect that those who are planning to enter or are already in the field of Student Affairs to
particularly have a duty to model ethical conduct both in the classroom and in their work.
Behavior that is outside what is appropriate will not be acceptable in this class. If you are not
familiar with the guidelines described above, please review them in the university catalog.
Readings
Please re-familiarize yourself with the 2005 American Counseling Association’s Ethical
Guidelines (http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx) and of
the American College Personnel Association (http://www.myacpa.org/au/au_ethical.cfm).
You will be held to these guidelines in your counseling practice as well as graduate program.
Regular readings in the area of your fieldwork are strongly encouraged as well.
Methods of Instruction
Students will read and listen to relevant professional literature and incorporate it into their
weekly reflective fieldwork journals. Students will co-lead case discussions. Students will
learn both content and professional skills related to work in student affairs/counseling via
direct experience and supervision at an approved field site for a minimum of 300 hours.
Active class participation is expected.
Page 2 of 13
EPC 659KC Syllabus • Simon & Hakkakzadeh
Spring 2009
Required Resources
Magolda, P. M., & Caranghi, J. E. (2004). Job one: Experiences of new professionals in
student affairs. Lanham, MD: American College Personnel Association.
Clifton, D. O., & Anderson, E. (2002). StrengthsQuest: Discover and develop your strengths
in academics, career, and beyond. Washington, DC: The Gallup Organization.
https://store.gallup.com/category/product/variant/272/StrengthsQuest.aspx ($30. )
or
Rath, T. (2007). StrengthFinders 2.0. A new and updated edition of the online test from
Gallup’s Now, Discover your Strengths. Washington, DC: Gallup Press.
Be sure to purchase version that includes a pin number to complete the survey. Allow 60
minutes to complete the survey. Complete it all at once without input from others at a time
you are well rested and not distracted.)
Continue at least six months of service contract with TaskStream™ (www.taskstream.com)
Additional case handouts will be provided.
Additional Resources
Optional (or, if you miss a class, a way to make up the time) Counselor Source (free!)
podcasts (one to be chosen from specific choices provided and the other your choices from
the entire list of over podcasts: download from:
http://www.counseloraudiosource.net/archives.htm
Handouts from:
Stage, F., & Dannells, M. (2000). Linking theory to practice: Case studies for working with
college students (2nd ed.). Philadelphia: Taylor & Francis/Accelerated Development.
Download electronically from the Oviatt Library Reserve Room.
Page 3 of 13
EPC 659KC Syllabus • Simon & Hakkakzadeh
Spring 2009
Course Objectives1
1.
Using the knowledge gained in practicum, and an understanding of research in the field of
counseling and student affairs, to provide a student with an actual on-the-job experience in
professional counseling and student affairs work with an on-site supervisor who is a
professional counselor or other qualified mental health professional as defined by the
following: [CACREP Core stds.: II.K.8.e; Student Affairs Specialty stds.: C.1, C.2, C.3)
a. A minimum of master’s degree in counseling or a related profession with equivalent
qualifications, including appropriate certifications and/or licenses;
b. A minimum of two years of pertinent professional experience in the program area in
which the student is completing clinical instruction; and
c. Knowledge of the program’s expectations, requirements, and evaluation procedures
for students as demonstrated by a signed Site Supervisor Agreement Form. (FW#7)
2.
To provide a student with opportunities to integrate and apply their counseling knowledge,
skills, and techniques in a college or university. [Core standards: II.K.5.g; II.6.b
Student Affairs Specialty standards: C.3, C.4, C.7, C.8, C.9, C.10]
3.
To provide a student with opportunities to learn about, and consult on program development
and assessment, administration, supervision, personnel management, fiscal management,
and the evaluation of mental health and/or educational programs and services.
[Student Affairs Specialty standards: C.1, C.2, C.3, C.12]
4.
To provide a student with opportunities to assess developmental and mental health needs
of applicable clientele, assess quality of services, advocate for client/student rights, and
promote the prevention of mental and emotional disorders. [Core standards: II.K.5.a-g;
Student Affairs Specialty standard: C.4)
5.
To provide a student with the knowledge necessary to conduct basic assessments of
mental health functioning, to conceptualize client concerns and needs, and to
conceptualize normal and abnormal behavior of individuals. [Core standard: II.K.7.h]
6.
To provide a student opportunities to consider professional and ethical issues as they
occur in actual counseling settings. [Core stds.: II.K.1.h, II.K.2.f, II.K.3.e, II.K.4.i, II.K.5.g,
II.K.6.g, II.K.7.i, II.K.8.f; Student Affairs Specialty standard: A.4]
7.
To provide a student with opportunities to apply knowledge, skills, and attitudes
associated with multicultural (including race/ethnicity, sexual orientation, ability, and age)
diversity in various counseling and student affairs college and university settings.
[Specialty standard.: A.7]
8.
To provide a student with opportunities to develop and operationalize personal goals, and
to evaluate his or her personal effectiveness as a counselor.
9.
To provide a student with methods and procedures for student leadership training and
development. [Specialty standard: C.11]
10. Strategies and applications of group work which are applicable to the development of
students in higher education and the management of the organizational structure.
[Specialty standard: C.4]
1
Adapted from Martin Ritchie’s University of Toledo CESP 6940 Syllabus. Used by permission.
Page 4 of 13
EPC 659KC Syllabus • Simon & Hakkakzadeh
Spring 2009
2001 CACREP Standards Addressed in EPC 659KC (Fieldwork)
Core Standards
1.b
(Professional Identify): professional roles, functions, and relationships with other human service
providers;
1.h
(Professional Identify): ethical standards of ACA and related entities, and applications of ethical
and legal considerations in professional counseling;
2.f
(Social and Cultural Diversity): ethical and legal considerations;
3.e
(Human Growth and Development): ethical and legal considerations;
4.b.
(Career Development): career, avocational, educational, occupational and labor market
information resources, visual and print media, computer-based career information systems,
and other electronic career information systems;
4.d.
(Career Development): interrelationships among and between work, family, and other life roles
and factors including the role of diversity and gender in career development;
4.i.
(Career Development): ethical and legal considerations;
5.g
(Helping Relationships): ethical and legal considerations;
6.b
(Group Work): group leadership styles and approaches, including characteristics of various
types of group leaders and leadership styles;
6.g
(Group Work): ethical and legal considerations;
7.h
7.i
(Assessment): ethical and legal considerations;
(Assessment): ethical and legal considerations;
8.e
(Research & Program Evaluation): use of research to improve counseling effectiveness; and
8.f
(Research & Program Evaluation): ethical and legal considerations.
Student Affairs Specialty:
4.
7.
FOUNDATIONS OF STUDENT AFFAIRS [A.4, A.7]
legal and ethical issues and standards of practice specifically related to the practice of student
affairs;
the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family
structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, and
physical and mental status, and equity issues in student affairs.
Student Affairs Specialty:
CONTEXTUAL DIMENSIONS of Student Affairs [B.3]
3. impact of different kinds of college environments.
Student Affairs Specialty:
KNOWLEDGE AND SKILL REQUIREMENTS FOR STUDENT
AFFAIRS PROFESSIONALS [C.2, C.6, C.12]
2. theories, models, and practices of leadership, organizational management, and program
development.
6. history of current practices of policy making, budgeting, and finance in higher education.
12. consultation skills for working with faculty, professional staff, and student families in areas related
to student development and welfare;
Some of these standards are also addressed in other courses as well.
Page 5 of 13
EPC 659KC Syllabus • Simon & Hakkakzadeh
Spring 2009
Specific Requirements
For the M.S. program, fieldwork requires approximately 20 hours per week over two fifteenweek semesters (i.e., 300 hours per semester for a total of 600 hours) or, if for fewer
weeks, more hours each week. This supervision and case-application seminar is required
which may count towards fieldwork hour totals (plus the issues meeting following may count
toward group supervision hours). Fieldwork students are expected to attend each seminar
meeting. An additional assignment will likely be required for more than one absence from
class. Students missing more than two class meetings will not receive credit from this class
unless the absences are excused in advance.3
The following elements are required for the fieldwork course:
1. Students in the College Counseling/Student Services program must become familiar
with the CC/SS Fieldwork Handbook (previously distributed).
2. The following requirements include:
a. Each student must provide relevant copies of the Handbook to her/his site supervisor.
Please particularly review a draft of your goals and objectives before or at your
fieldwork supervision session during the second week of the semester.
b. The following forms (from the Handbook accessible from the webpage) must be
completed and submitted by the dates noted below:
(1) The Fieldwork Placement Information Form needs to be completed in duplicate.
Please give a copy to your University Fieldwork Professor (Merril Simon), preferably at the first class meeting or by the second class meeting at the latest, and
keep a copy for your own personal records.
(2) The Student Release Form must be signed by the student and given to the
university fieldwork professor at the first class meeting.
(3) The Fieldwork Agreement Form needs to be completed and signed by the
student, the field site supervisor, and the university fieldwork professor each
semester. A copy needs to be given to each of the signers. The plan is the
responsibility of the student and must be submitted by the second seminar
meeting. The plan is developed through meetings with the on-site supervisor.
The duties and responsibilities should include: specific services to be provided by
the fieldwork student; a brief description of the students or student groups
ordinarily receiving these services; opportunities for observation, discussion, and
evaluation not only of the fieldwork unit, but also of other aspects of student
services; and readings to be completed in conjunction with this fieldwork
experience.*
Page 6 of 13
EPC 659KC Syllabus • Simon & Hakkakzadeh
Spring 2009
Specific Course Requirements (continued)
Students will be evaluated based on both the field site’s duties and the individual learning
goals and objectives you have developed with your supervisor. The fieldwork supervisor
will utilize this information in performing field site visits. Submit your goals & objectives
for this semester by the second week of class (Feb. 2). If there are goals you have
not yet met from last semester, you may carry those over, but there also must be new
ones as well. You should have a minimum of three goals (with accompanying objectives).
One goal must be professional or personal, not directly related to this course.
b. (continued) The following forms (from the Handbook accessible from the webpage)
must be completed and submitted by the dates listed below:
(4) The Student Evaluation Form needs to be completed electronically by your site
supervisor at the end of the semester, discussed with you and a photocopy
delivered to the university fieldwork professor by the last class meeting (May 4) to
receive credit for the course this term. Your supervisor will be notified about this
requirement (via e-mail and our data warehouse), but also please ask her/him to
be prepared to complete the evaluation electronically.
(5) The Field Site Evaluation and Supervisor Evaluation forms need to be
completed by you at the end of the semester and submitted to the university
fieldwork professor by the last class meeting on May 4.
(6) If you have attended (a) professional conference or workshop(s) during the
semester, please complete the Professional Workshop Attendance
Verification Form(s) and give it/them to your university fieldwork professor.
Remember that the Department requires attendance at four workshops during
your entire graduate program and is a requirement for graduation. We would
prefer that students attend a minimum of at least one event per semester.
c. A time log of both your hours and daily activities reflecting your fieldwork activities
should be kept regularly, signed weekly by your supervisor, and submitted with your
final paper.
d. A narrative journal that chronicles your experiences must be kept with entries at least
once per week, though one per day you are on-site at your placement is ideal.
Journal is due weekly (sent electronically by noon Saturday reflecting work from the
previous week) sent directly to both of our e-mail addresses including EPC 659KC,
your name, and the date due of the submission in the subject line each time.
e. Each student will co-facilitate (with one of the course instructors) the fieldwork
processing section of one course meeting. The date for this is assigned and listed
later in the syllabus.
f. From your TaskStream account, send your final ePortfolio (by 7 p.m. on April 26)
electronically available to both MAS & NH).
Page 7 of 13
EPC 659KC Syllabus • Simon & Hakkakzadeh
Spring 2009
g. Each pair of students will prepare an oral and written case application (of
approximately 40 minutes duration including planned discussion time.) Students
have been assigned a specific case to present (see below). Include the following
components in your case analysis presentation:






Essential facts – summarize, don’t retell the entire case. All students are
expected to have read the cases in advance.
Decision issues to be considered
Additional information
Key players in the case
Briefly review and apply (don’t re-teach) two (2) relevant theory/ies (must
include at least one theory that is not Schlossberg, Perry or Chickering!). If
using a stage theory, list stages in your handout. If a descriptive theory, include
brief summary of theory in handout.
Your team’s recommendation for action
A sample presentation will be made by your instructors. Create a handout (with copies
for class distribution) and be prepared to effectively co-lead the class discussion about
the assigned case on your assigned date. Each pair of students will be assigned a
specific, separate case as noted below in the syllabus.
h. Regular professional readings in areas that support your ongoing growth and
development at your field site. These are readings that are in addition to your regular
textbooks for this or other courses or for your culminating activity. It is particularly
recommended that you at least scan The Chronicle of Higher Education weekly as
well as identify (perhaps with the assistance of your site supervisor) relevant journals
and other readings that are particularly relevant for your site. You are encouraged to
refer to such readings in your class discussions and journals. A list of a minimum of
ten (10) reading citations will be required for the course (five by midpoint.) You do not
need to prepare reflections, just submit the reference citations in APA format.
i.
Regular attendance at all seminar meetings is expected as a vital element in your
learning. Insights from other students and from the instructor(s) will enrich your
experiences. Topics generated by the class, as well as designated topics (listed
below), will be discussed at each class meeting. It is expected that students will
prepare, in advance of the class meetings, to discuss the designated case.
Unexcused absences will result in additional written assignments.
j. Site project – A tangible outcome of your presence at your site. TBD further in class.
__________
* Each areas of student services has their own professional journals. These and the weekly Chronicle of
Higher Education provide valuable background information on what is happening in higher education
nationally and worldwide. Your site supervisor can provide you with relevant professional readings
suggestions and perhaps access to professional resources. You are also encouraged to develop a regular
reading program of professional publications.
** If you are completing your fieldwork hours only at your customary work site, you must also complete an extensive project that has been approved by both
the site supervisor and the fieldwork instructor early in the semester. A written report detailing this project must be submitted at the final class meeting.
Page 8 of 13
EPC 659KC Syllabus • Simon & Hakkakzadeh
Spring 2009
Dates of Seminar Meetings and Case Assignments
Journals due weekly – by Saturday at noon each week to both Niloo & Merril’s e-mail and
include “EPC 659KC Your Last Name/Date Due” in the subject line AND as the name of your
document. Dorna’s group should also send the journals to her as well (e.g., subject line and
document: M. Shapiro EPC 659KC jnl_1/24/09.doc)
January 26, 2009
•
•
February 2, 2009
•
(Re-)connecting and Fieldwork updates; course requirements &
announcements; requirements for references/letters of support
Discussion of co-leading role
Small group discussion of fieldwork sites
Guest: Greg Jackson. Complete the StrengthQuest or Strengths
Finders exercise and bring results to class. Read at least chapter
1 of Clifton & Anderson (2002). (Bring book to class.)
Due:
- Fieldwork agreement(s) with updated hours and supervisor
contact information included.
- Draft version of this semester’s goals and objectives (send
electronically – after reviewing this fall’s completed/not completed
list and any additional missing forms—if relevant (submit hard
copy)
•
February 6, 2009
(noon)
February 9, 2009
Small group discussion of fieldwork student issues (Lesley &
Kelly to co-lead their group with Dorna & Niloo respectively)
Consult with your site supervisor(s) and identify three to four possible
dates for MAS to visit (from those listed as options at the end of
syllabus. E-mail list of possible site visit dates to her on or before this
date. Options are listed at the end of the syllabus.
•
Due: Final version of course goals and objectives e-mailed
•
Crisis and suicide counseling (Profs. Hanson & Lee – location TBA)
February 16, 20091
Case presentation #0: MAS & NH & DB
“Pizza Bashing” (pp. 42-51 of Stage & Dannells text).
•
•
February 23, 2009
Small group discussion of fieldwork student issues
Submit electronic copy of résumé to Shane Hart (3/9 guest speaker)
FIRST CASE PRESENTATION (Sarah & Char)
“Honesty & Integrity” (pp. 83-87)
•
Read: Job One, Chapters 1-4 (pp. 1-76)
•
Discussion of Fieldwork Sites (Jen V. & Jenn H. to co-lead)
__________
NOTE 1:
Yes, Presidents’ Day is celebrated on this day at other colleges, but the CSU system ‘celebrates’ it
on December 28—sorry!
Page 9 of 13
EPC 659KC Syllabus • Simon & Hakkakzadeh
Spring 2009
Dates of Seminar Meetings and Case Assignments
March 2, 2009
•
SECOND CASE PRESENTATION (Shanell & Deise)
“Scavenger Hunt” (pp. 212-214)
•
Discussion of Fieldwork Sites (Emily & Nick to co-lead)
•
Read: Job One, Chapters 5-8 (pp. 77-136)
Job Search in (including preparing one’s Résumé and
Interviewing in College Student Affairs
Guest: Shane Hart, Art Center (shane.hart@artcenter.edu)
March 9, 2009
•
Read: Job One, Chapters 9-11 (pp. 137-178)
Complete (tho. not a requirement to submit to college/
university, just to instructors): Online application for a job
March 16, 2009
•
THIRD CASE PRESENTATION (Nick & Jenn H.)
“First Generation College Students: Tension between Faculty
and Staff” (pp. 100-102)
•
Small group discussion (Stephanie & Donna to co-lead)
March 16-21, 2009
March 23, 2009
24th Annual International Conference on Technology and
Persons with Disabilities – admission is complimentary for
CSUN students with interest in this area. See instructor for
related application. (Hardcopy only; due shortly)
•
•
FOURTH CASE PRESENTATION (Jen V. & Emily)
“Little Secrets & Chain Reactions: …” (pp. 113-116)
FIFTH CASE PRESENTATION (Evelyn & Laura)
“When Trauma Comes Marching In” (pp. 94-99)
•
•
Read: Job One, Chapters 12-13 (pp. 179-228)
Small group discussion (Shanell & Deise to co-lead)
March 16-21, 2009
International Conference on Technology and Persons with
Disabilities – located at a hotel near LAX. Submit application to
MAS by deadline on form for free admission.)
March 19-23, 2009
•
American Counseling Association Convention (Charlotte, NC)
March 30, 2009
•
•
SIXTH CASE PRESENTATION (Stephanie & Donna)
“A Song for Solomon” (pp. 176-181)
Small group discussion (Laura & Sarah to co-lead)
•
American College Personnel Association Annual Conference
March 31-April 4
Page 10 of 13
EPC 659KC Syllabus • Simon & Hakkakzadeh
Spring 2009
Dates of Seminar Meetings and Case Assignments
April 6, 2009
•
Spring Break
April 13, 2009
•
SEVENTH CASE PRESENTATION (Lesley & Kelly)
“Take Back the Night: A Gauge of the Climate for
Women on Campus” (pp. 140-143)
•
Small group discussion (Char & Evelyn to facilitate)
•
Guest speaker: Janis Martin, Wellness Coach, Klotz Student
Health Center Addressing Addictive Behaviors in College
Students
•
Small group discussion
•
Due: Completed ePortfolios – highlights of each to be
presented for ~8-10 minutes/student
•
Small group discussion
May 4, 2009
•
Continued ePortfolio presentations
Due: Hardcopies of final papers and all forms including
photocopy of completed supervisor evaluation(s). Submit
incomplete form if hours will not be completed by May 11, 2009.
May 11, 2009
•
Final fieldwork meeting and returning of papers
•
Large group discussion of goals met and still in progress.
•
Commencement! Be sure to attend to cheer on your peers even
if “your” event isn’t until next year.
April 20, 2009
April 27, 2009
May 21, 2009
Page 11 of 13
EPC 659KC Syllabus • Simon & Hakkakzadeh
Spring 2009
EPC 659KC Case Presentations - Spring 2009
Case #
Date
Pages
Presenters
0
2/16/09
42-50
Niloo & Merril
“Pizza Bashing”
1
2/23/09
83-87
Sarah & Char
“Honesty & Integrity”
2
3/2/09
212-214
Deise & Shanell
“Scavenger Hunt”
3
3/16/09
100-102
Jenn H. & Nick
“First Generation College Students:
Tension between Faculty and Staff”
4
3/23/09
113-116
Jen V. & Emily
“Little Secrets & Chain Reactions:…”
5
3/23/09
94-99
Evelyn & Laura
“When Trauma Comes Marching In”
6
3/30/09
176-181
Stephanie &
Donna
“A Song for Solomon”
7
4/13/09
140-143
Lesley & Kelly
“Take Back the Night: A Gauge of
the Climate for Women on Campus”
Page 12 of 13
Title of Case
.
EPC 659KC Syllabus • Simon & Hakkakzadeh
Spring 2009
Spring 2009 Potential Site Visit Dates
Purpose:
Opportunity to observe student in work setting providing direct
service with students.
When:
February - April (except by agreed upon exception).
Who:
Merril Simon will conduct the site visits
Day of Week
Available times
On which dates
Mondays
10:00 a.m. - 2:30 p.m.
2/2, 2/9, 2/16, 3/2, 3/9, 3/30, 4/20, 4/27
Tuesdays
1:00 p.m. - 4:00 p.m.
(CSUN only)
2/3, 2/17, 2/24, 3/3, 3/24, **3/31, 4/21, 4/28
Wednesdays
10:00 a.m. - 2:30 p.m.
2/4, 2/18, 2/25, 3/4, 3/18, 3/25, 4/1, 4/22
Thursdays
8:30 a.m. –-3:00 p.m.
1/29, 2/5, 2/12, 2/12, 2/19, 2/26, 3/5 (a.m.),
3/19 (a.m.), 3/26, 4/2, 4/23, 4/30
Fridays
9:00 a.m. - 4:00 p.m.
3/27, 4/24
1:00 - 4:00 p.m.
2/27, 3/20, 4/3, (5/1)

Appointments for site visits should be scheduled before May 1.
The May appointments are currently available as ‘back-up’ only.
**
No classes at CSUN. May schedule off-site visit between 8:30 a.m.-4 p.m.
Notes: No app’ts. to be scheduled during AERA (4/13-4/17/09) until my presentation schedule
is confirmed.
These available times will be held until Feb. 6th to the best of my ability. Appointments
made thereafter will be on a time-available basis as I have included all times I am
available for individual student appointments, thesis appointments, meetings, etc.
Appointments may need to be re-scheduled depending on when we have our
CACREP site visit. (Likely in April after spring break, but still dates TBD.)
Page 13 of 13