A. Learning Goal:
The learning goal for this Field Period experience is as follows:
To understand how a person’s environment affects occupational development
B. Learning Objectives:
Demonstrate an understanding of professional work behaviors (time management, punctuality, dress code, hygiene, etc)
Demonstrate an understanding of personal responsibility (respecting confidentiality, safety precautions, taking initiative, etc)
Demonstrate professional communication skills (positive verbal/non-verbal interactions, constructive conflict, assertive communication and correct written communication)
Demonstrate respect of others (follows chain of command, attentive listening, respecting diversity, sensitivity of others, meeting deadlines, etc)
Demonstrate “team player” attitude (anticipates other’s needs, works toward team goals, pools resources and assists with resolution of team problems
Understand how the environment at the site fosters physical, cognitive and social/personality development
Understand the theories and what theorists would explain the behavior of the client at this developmental stage
C. Learning Activities:
Learning activities will vary from site to site but can include structured observation, casual and/or structured interviews, learning new skills, learning and practicing professional and job behaviors, collaborative projects with follow workers, gathering and organizing information using concepts learned in class, practicing concise and legible written communication, formal and informal work group meetings, etc.
D. Field Period Evaluation Requirements:
Reflective Journal - Using the Kolb Model - Follow the 3 column format outlined in the
FW manual Event, What Happened? And So What?
( So what – refers to making the connection to classroom theories and/or concepts)

Written report/Summary - Compare and contrast what theories and or theorists would explain the behavior of the client at these developmental stages. Compare and contrast both sites 3pgs.
Oral discussion with the faculty evaluator/advisor
Review with advisor, both evaluations from site supervisors
Unique Documentation: February poster panel presentation reflecting the three areas of development (physical, cognitive and social/personality development) Choose one site for this presentation.
Self Assessment of Professional Development - At the completion of each Field Period, complete a self assessment of your professional behaviors using the supplied form. Rate yourself using the form and enter comments that support the numerical value for each entry. All forms must be reviewed and signed by your site supervisor before you leave.
ALL FIELD PERIOD REQUIREMENTS ARE DUE TO YOUR ADVISOR BY
THE SECOND MONDAY OF CLASSES FOR THE SPRING SEMESTER
E. Student Responsibilities:
Research and consider Field Period possibilities that will enable you to achieve your learning goals and objectives.
Gain tentative approval from your academic advisor to develop a Field Period at two different sites.
You will need to complete 2-2week sessions totaling a minimum of 140 hours overall.
Communicate with the potential sites and obtain a verbal agreement for each placement.
Write a Confirmation Letter for each, complete a Learning Contract for each, obtain needed advisor approval and submit all required materials to the Experiential Education
Office on the specified due date . (Original Letters + 1 copy of each) (Original
Learning Contracts + 4 copies each) **Please do not make copies until your advisor has signed off on the originals!
Follow all procedures for the Field Period as identified by the Experiential Education
Office including signing the Field Period Guidelines Professional Conduct Statement and meeting all deadline dates. ** You must have all paperwork completed and signed by your advisor for both sites before you can turn it in to the Experiential Education
Office.
FIELD PERIOD PAPERWORK IS DUE BY EXPERIENTIAL EDUCATION OFFICE DEADLINE--
CHECK OFFICE FOR SPECIFIC DUE DATES