PRACTICUM
IN
COUNSELING
MHCK 505, Spring 2015
Instructor: Jeremy Berry, Ph.D., LPC-S, NCC
Class Meetings: Mondays 1-3:50
Office: Warrior Hall 318-O
Email: jeremy.berry@tamuct.edu
Office phone: 254-519-8611
Course Web Page: https://tamuct.blackboard.com
Office hours: Monday 4:30-6pm; Tuesday 1:30 – 6pm; Wednesday 2-4pm; and by appointment
Course Overview
The purpose of MHCK 595/596 is to help students implement counseling skills into counseling practice. Major emphasis is placed on
the student’s involvement in successful practices at the educational level of interest. Students have met all academic and professional
standards of practice before placement. Students are required to complete 300 clock hours, of which at least 120 are direct client
contact. Weekly supervision is provided by the on-site supervisor and the faculty supervisor.
CACREP Standards
CACREP standards can be viewed at http://www.cacrep.org/wp-content/uploads/2013/12/2009-Standards.pdf. CACREP stipulates
that certain standards must be met for accreditation and this course addresses several of those standards. CACREP stresses the
importance of professional ethics and values, as well as skills and knowledge in the use of technology, and a commitment to
multicultural competence and awareness
SUPERVISOR QUALIFICATIONS AND SUPPORT
A. Program faculty members serving as individual or group practicum/internship supervisors must have the following:
1. A doctoral degree and/or appropriate counseling preparation, preferably from a CACREP-accredited CMHC Program.
2. Relevant experience and appropriate credentials/licensure and/or demonstrated competence in counseling.
3. Relevant supervision training and experience.
B. Site supervisors must have the following qualifications:
1. A minimum of a master’s degree in counseling or a related profession with equivalent qualifications, including
appropriate certifications and/or licenses.
2. A minimum of two years of pertinent professional experience in the program area in which the student is enrolled.
3. Knowledge of the program’s expectations, requirements, and evaluation procedures for students.
4. Relevant training in counseling supervision.
C. Orientation, assistance, consultation, and professional development opportunities are provided by counseling program
faculty to site supervisors.
D. Supervision contracts for each student are developed to define the roles and responsibilities of the faculty supervisor, site
supervisor, and student during practicum and internship.
PRACTICUM
F. Students must complete supervised practicum experiences that total a minimum of 100 clock hours over a minimum 10
week academic term. Each student’s practicum includes all of the following:
1. At least 40 clock hours of direct service with actual clients that contributes to the development of counseling skills.
2. Weekly interaction that averages one hour per week of individual and/or triadic supervision throughout the practicum
by a program faculty member, a student supervisor, or a site supervisor who is working in biweekly consultation with a
program faculty member in accordance with the supervision contract.
3. An average of 1 1/2 hours per week of group supervision that is provided on a regular schedule throughout the
practicum by a program faculty member or a student supervisor.
4. The development of program-appropriate audio/video recordings for use in supervision or live supervision of the
student’s interactions with clients.
5. Evaluation of the student’s counseling performance throughout the practicum, including documentation of a formal
evaluation after the student completes the practicum.
Relation to CACREP Curricular Standards (Section II.G) and CMHC Standards: This course is designed to
fulfill multiple CACREP standards regarding common core curricular experiences and demonstrated knowledge in eight common
core curricular areas and to provide learning experiences relevant in particular to CACREP standards for Clinical Mental Health
Counseling.
Course
Objective:
Students will…
Student Learning Outcomes: Students will…
Demonstrate a strong
professional
orientation,
professional
dispositions, and a
clearly defined
professional identity
as a clinical mental
health counselor.
Review the ethical guidelines of the ACA, one other professional organization,
and state law related to the practice of counseling (CACREP II.G.1.j, CMHC A.2,
B.1).
Demonstrate
professional
behaviors that
contribute to the
quality of the client’s
counseling
experience.
Engage in professional and ethical conduct when working with clients,
supervisors, and colleagues (CACREP II.G.1.j, CMHC A.2, B.1).
Demonstrate awareness and appreciation of their belief systems and the
influence of their beliefs on the counseling process (CACREP II.G.2.d, CMHC
E.2)
Accurately assess their own strengths and limitations as a counselor and
identify specific areas for work and improvement (CMHC D9)
Demonstrate emotional stability and appropriateness in interpersonal
interactions.
Actively engage in their development as counselors.
Incorporate multicultural theories and multicultural counseling competencies
in working with diverse populations. (CACREP II.G.2.d, CMHC D.2, D.5, E.1, E.2,
E.3, E.5, F.3)
Be receptive to supervisory feedback and participate in the supervision
sessions (CACREP II.G.1.f)
Maintain appropriate boundaries with supervisors, peers, & clients (CACREP
II.G.1.j, CMHC A.2, B.1)
Demonstrate the ability to flex to changing circumstance, unexpected events,
and new situations.
Demonstrates ability to be genuine and accepting of self and others
Demonstrate use of self-care strategies appropriate to the counselor role
(CACREP II.G.1.d).
Attend all class meetings and supervision sessions in their entirety. Will be
prompt and engaged in the learning process (CACREP II.G.5.b).
Adhere to counseling site policies and procedures (CACREP II.G.5.b).
Complete all required record keeping documentation and assigned tasks in a
competent fashion (CACREP II.G.5.b).
Demonstrate knowledge of supported therapeutic approaches (CACREP
II.G.8.e, CMHC D)
Demonstrate the ability to consult and coordinate with other professionals
and/or parents of clients (CACREP II.G.1b, CMHC A.3)
Make an appropriate referral for persons who require services beyond those
available at the site (CACREP II.G.1.b, CMHC C.2, D.1, D.9, F.1)
Articulate a coherent, personalized counseling approach that is adequately
based in counseling theory and research and is used in one’s actual counseling
practice (CACREP II.G.5.d, CMHC A.5).
Conceptualize clients’ situations in a way that provides constructive direction
to the counseling process (CACREP II.G.5.d, CMHC C.7, G.1).
Seek appropriate consultation and supervision to support the delivery of
counseling services (CACREP II.G.1.b, e, 5.f, CMHC D.1)
Assessment
Portfolio
CCS-2A, 2B, 3B, 3C
Counseling tape
CCS-2C
CCS-2C;
Journal
CCS-2D
CCS-2E
Portfolio
CCS-2F
Counseling tape
CCS-2G
CCS-2H
CCS-2I
CCS-2J
CCS-2C, 2D, 2H;
Journal
CCS-3A
CCS-3B
CCS-3C
CCS-3D, 3E
CCS-2B, 3A, 3G
CCS-3J
CCS-3E
CCS-3F;
Portfolio
CCS-3G
Develop clear and useful treatment or educational plans (CMHC C.7).
Conduct intake assessments and based on this information make appropriate
recommendations in accordance with the ACA Code of Ethics for counseling
services (CACREP II.G.1.j, CMHC A.2, B.1, H.2).
Identify resources to assist the client therapeutically during and following
counseling.
Demonstrate the
professional
knowledge, skills, and
practices necessary to
address a wide variety
of circumstances
within the clinical
mental health
context.
CCS-3H;
Portfolio
CCS-3I
CCS-3J;
Portfolio
Effectively convey empathy and connectiveness via nonverbal communication
(CACREP II.G.5.b, CMHC D).
CCS-1A
Effectively use minimal encouragers to support the
development of the therapeutic relationship (CACREP II.G.5.b,
CCS-1B
CMHC D).
Appropriately make use of questioning in facilitating the therapeutic
relationship and growth/change in counseling (CACREP II.G.5.b, CMHC D).
CCS-1C
Appropriately paraphrase when reflecting content in session (CACREP II.G.5.b,
CMHC D).
CCS-1D
Appropriately reflect the emotional/affective content of client
communications in session (CACREP II.G.5.b, CMHC D).
CCS-1E
Use advanced reflection of meaning to facilitate depth of exploration in
counseling (CACREP II.G.5.b, CMHC D).
CCS-1F
Summarize session content (including thoughts, feelings, behaviors, and
future intentions) (CACREP II.G.5.b, CMHC D).
CCS-1G
Challenge clients in a supportive fashion when they exhibit inconsistencies or
discrepancies between their words/actions/affect (CACREP II.G.5.b, CMHC D).
CCS-1H
Collaborate with clients to establish appropriate goals for therapy (CACREP
II.G.5.b, CMHC D).
CCS-3I
Demonstrate ability (when appropriate) to focus/refocus clients on goal
attainment (CACREP II.G.5.b, CMHC D).
CCS-1J
Express accurate empathy and care while being “present” with a client
(CACREP II.G.5.b, CMHC D).
CCS-1K
Express appropriate respect and unconditional positive regard for clients
(CACREP II.G.5.b, CMHC D).
CCS-1L
Mode of Instruction & Course Access
This course utilizes didactic teaching, group discussions, group supervision, taped sessions, and research articles. Students are
evaluated through taped sessions, site supervisor’s evaluations of students, written summaries of research articles, and ability to
comply a portfolio.
Participation
Your active participation in supervision sessions is necessary for you to meet the course objectives. Active participation requires
prior preparation on your part (e.g., reading of assigned materials). If you must miss a supervision session, you will need to make up
that missed supervision time. Missing more than one scheduled supervision sessions may result in failure of the course.
Required Reading


American Counseling Association (2014). ACA Code of Ethics. Alexandria, VA: Author
Council for Accreditation of Counseling and Related Educational Programs [CACREP]. (2009). 2009 standards for
accreditation. Alexandria, VA: Author.
Other readings to be assigned (TBA) will be provided at no cost to you

**A student of this institution is not under any obligation to purchase a textbook from a university-affiliated bookstore.**
Technological Requirements
This course will use the TAMU-CT Blackboard Learn learning management system for class communications, content distribution,
and assessments.
Logon to https://tamuct.blackboard.com to access the course.
Username: Your MyCT username (xx123 or everything before the "@" in your MyCT e-mail address)
Initial password: Your MyCT password
For this course, you will need reliable and frequent access to a computer and to the Internet. If you do not have frequent and
reliable access to a computer with Internet connection, please consider dropping this course or contact me (254-519-5759) to
discuss your situation.
Blackboard supports the most common operating systems:
PC: Windows 8, Windows 7, Windows Vista
Mac: Mac OS X Mavericks
NOTE: Computers using Windows XP, Windows 8 RT and OS X 10.6 or lower are NO longer supported
Check browser and computer compatibility by following the “Browser Check” link on the TAMU-CTBlackboard logon page.
(www.tamuct.blackboard.com) This is a CRITICAL step as these settings are important for when you take an exam or submit an
assignment.
Upon logging on to Blackboard Learn, you will see a link to Blackboard Student Orientation under My Courses tab. Click on that link
and study the materials in this orientation course. The new Blackboard is a brand-new interface and you will have to come up to
speed with it really quickly. This orientation course will help you get there. There is also a link to Blackboard Help from inside the
course on the left-hand menubar. Your ability to function within the Blackboard system will facilitate your success in this course.
Technology issues are not an excuse for missing a course requirement – make sure your computer is configured correctly and address
issues well in advance of deadlines.
* Google Chrome is the most recommended browser for the new version of BB.
Technology Support
For technological or computer issues, students should contact Help Desk Central 24 hours a day, 7 days a week:
Email: helpdesk@tamu.edu
Phone: (254)-519-5466
Online chat: http://hdc.tamu.edu
For issues related to course content and requirements (or if BB kicks you out of quiz before you finish), contact me.
Academic Honesty Policy
Academic Integrity
Texas A&M University - Central Texas expects all students to maintain high standards of honor in personal and scholarly conduct.
Any deviation from this expectation may result in a minimum of a failing grade for the assignment and potentially a failing grade for
the course. All academic dishonesty concerns will be reported to the university's Office of Student Conduct. Academic dishonesty
includes, but is not limited to, cheating on an examination or other academic work, plagiarism and improper citation of sources,
using another student's work, collusion, and the abuse of resource materials. When in doubt on collaboration, citation, or any issue,
please contact me before taking a course of action. More information can be found
at http://www.tamuct.edu/departments/studentconduct/academicintegrity.php
My interactions with you are based on an expectation of mutual trust and honor. You are required to do your own work on exams
and assignments (unless I explicitly say otherwise). Violation of this trust will result in an F in this course in addition to whatever
consequences the administration deems appropriate. You are encouraged to seek feedback from peers and tutors with regard to
your writing; however, you must be cautious not to allow an editor to do your writing for you.
Plagiarism (primarily of the unintentional variety) has been a problem for many students. I will post a video lecture talking about
how to avoid plagiarism, and you will take a Plagiarism Quiz to document your understanding of what constitutes plagiarism (see
Assessments section below). Engaging in plagiarism will result in loss of points in the class and (depending on the severity) may
result in failure of the course. THIS IS VERY IMPORTANT.
Library Services
Library distance education services aims to make available quality assistance to A&M-Central Texas students seeking information
sources remotely by providing digital reference, online information literacy tutorials, and digital research materials. Much of the
A&M-CT collection is available instantly from home. This includes over half of the library's book collection, as well as approximately
25,000 electronic journals and 200 online databases. Library Distance Education Services are outlined and accessed at:
http://www.ct.tamus.edu/departments/library/deservices.php
Information literacy focuses on research skills which prepare individuals to live and work in an information-centered society.
Librarians will work with students in the development of critical reasoning, ethical use of information, and the appropriate use of
secondary research techniques. Help may include, but is not limited to: the exploration of information resources such as library
collections, the identification of appropriate materials, and the execution of effective search strategies. Library Resources are
outlined and accessed at: http://www.ct.tamus.edu/departments/library/index.php
Resources specifically for our field can be found here: http://tamuct.libguides.com/content.php?pid=491554
A video lecture will be posted offering advice on how to make use of library resources when conducting research.
Disability Support Services
If you have or believe you have a disability and wish to self-identify, you can do so by providing documentation to the Disability
Support Coordinator. Students are encouraged to seek information about accommodations to help assure success in their courses.
Please call (254) 501-5831 or visit Founder's Hall 114, Suite 114. Additional information can be found
at http://www.tamuct.edu/departments/disabilitysupport/index.php
UNILERT: Emergency Warning System for Texas A&M University – Central Texas
UNILERT is an emergency notification service that gives Texas A&M University-Central Texas the ability to communicate health and
safety emergency information quickly via email and text message. By enrolling in UNILERT, university officials can quickly pass on
safety-related information, regardless of your location. Please enroll today at http://TAMUCT.org/UNILERT
Tutoring
Tutoring is available to all TAMUCT students, both on-campus and online. Subjects tutored include Accounting, Finance, Statistics,
Mathematics, and Writing. Tutors are available at the Tutoring Center in Warrior Hall, Room 111.
Visit www.ct.tamus.edu/AcademicSupport and click "Tutoring Support" for tutor schedules and contact info. If you have questions,
need to schedule a tutoring session, or if you're interested in becoming a tutor, contact Academic Support Programs at 254-5015830 or by emailing tutoring@ct.tamus.edu.
Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online tutoring platform that enables TAMU-CT
students to log-in and receive FREE online tutoring and writing support. This tool provides tutoring in Mathematics, Writing, Career
Writing, Chemistry, Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, log into your Blackboard account and
click "Online Tutoring."
Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for the necessary paperwork. Professors
cannot drop students; this is always the responsibility of the student. The record’s office will give a deadline for which the form must
be returned, completed, and signed. Once you return the signed form to the records office and wait 24 hours, you must go into
Warrior Web and confirm that you are no longer enrolled. If you are still enrolled, FOLLOW UP with the records office immediately.
You are to attend class until the procedure is complete to avoid penalty for absence. Should you miss the deadline or fail to follow
the procedure, you will receive an F in the course.
Course Requirements & Assignments
I. Supervision
Students will meet for a minimum of 1.5 hours/week of group supervision provided by the faculty supervisor. They will also receive
weekly individual/triadic supervision that averages one hour per week throughout the internship (this is usually performed by the
onsite supervisor).
II. Ethical and Professional Conduct
Internship students must behave in accordance with the ACA Ethical Standards and other standards of accepted professional
conduct, including attire appropriate to professional counseling. Special attention is called to standards of confidentiality
III. Insurance
All students must provide proof of professional liability insurance coverage before they will be permitted to see clients. Students are
free to obtain this insurance through any insurance company recommended by a counseling association. Professional liability
insurance is available through the American Counseling Association.
IV. Counseling Tapes
The recording of sessions in the field setting is completed in accordance with the regulations of the internship field site and the Field
Site Supervisor. The intern should record (video or audio tape) as many client sessions as possible. The recordings should be used for
self-evaluation, peer group presentations, and instructor evaluation of the intern’s direct service skills. Students will turn in a
minimum of 1 tape for evaluation as assigned by the professor. Permission forms must be signed by the client for taping.
Submissions must include (A) Tape (audio or video, must be loud enough to hear easily), (B) signed permission form (two forms, one
for your professor and one for you), (C) Tape Critique Form. (#6 in Portfolio)
V. Article Reviews
Students will complete article reviews assigned by the professor, details of which will be provided in class and on blackboard. The
articles will be disseminated based largely on students feedback in class, and practicum experiences.
VI. Counseling Philosophy Statement
To encourage you to thoughtfully explore your development as a mental health care professional, you will be asked to submit one
essay during the course of the semester. It should be approximately 600-1000 words. You will turn this in as a Word attachment
using our Blackboard site, and it should be typed and double-spaced. The essay should address the following questions: (a) What
role do you see yourself playing when working with counseling/therapy clients? (b) What do you believe is the primary mechanism
of change for clients in counseling/therapy? and (c) What do you need to improve on most to fulfill your role and promote change?
(#14 in Portfolio)
VII. Weekly Journal
The purpose of the journal is for students to write a weekly report of their internship activities. In these weekly reports students will
(a) highlight the major activities and accomplishments of the week, (b) provide a self-appraisal of their progress, and (c) identify
what self-care strategies they have employed. Each journal entry should be about 1/2 to one page in length. Each journal entry is
due at or near the end of the month. (#4 in Portfolio)
VIII. Hour Log
The purpose of the log is to provide a record of all time spent in internship activities. The log serves as evidence that the student has
met the content and time requirements of the internship. The log is to be signed by the Field Site Supervisor, the University
Professor, and student. Logs will be submitted for review at midterm. (#15 in Portfolio)
IX. Technique Presentation
Each student will make a brief in-class presentation on a therapy technique of their own choosing. After the presentation, the
audience should be familiar with the basics of how to implement the technique, understand the degree to which the technique is
empirically supported, be able to identify which problems/population the technique is most appropriate for, and know where to
search for more information on the technique. In addition to an oral presentation (with or without visual aids), each student will also
need to prepare and distribute a handout with essential information on the technique.
X. Evaluations
At the end of the semester each student will provide evaluations of their supervisors and of their external sites.
XI. Portfolio
As part of the evaluation for the semester, students will assemble a portfolio documenting their learning from their involvement in
the following activities. Minimally the portfolio should include the following components
1. Course syllabus
2. ACA Code of Ethics & at least one other Code.
3. Proof of your liability insurance.
4. Journal – Weekly Journal.
5. Counselor/Client Agreement.
6. Recording and/or transcript of an individual or group counseling session.
7. Article Reviews.
8. Outline and description of group counseling that you conducted for a special population or for a special type of problem.
9. Summary of assessments used at your setting.
10. Description of counseling services (brochures, forms, handouts, descriptions of counseling activities, etc.).
11. Listing of referral resources and other community agencies where there is collaboration with counselors in your setting.
12. Description of any presentation or workshop that you planned or attended.
13. Brochures from professional meetings you attended.
14. Statement of your counseling philosophy.
15.
16.
17.
18.
19.
Log of your hours signed by your site supervisor. Log must indicate total hours, Direct and Indirect Hours.
Copies of any evaluations you received.
Agency administrative structure—decision making processes.
Personnel policies related to evaluation.
Class Handouts.
The portfolio will be yours to keep. You should bring the portfolio to the mid-term and final evaluation
meeting with your University Professor. Some components of this portfolio may have been generated
during Practicum and/or will be generated during students’ second semester of Internship. At the final
evaluation meeting you should bring completed assessments of your internship supervisor(s) and
internship site. The University Professor will provide you with these forms.
Grading
Students will be evaluated on the basis of the following:
1. 15%—Appropriate level of primary counseling skills and competencies as demonstrated in the presentation of taped
counseling sessions, report of site supervisor, and other direct evidence of counseling. This will be evaluated using Part
I of the Counselor Competencies Scale (CCS).
2. 15%—Appropriate level of professional disposition as demonstrated in the supervision sessions, report of site
supervisor, and other direct evidence of disposition. This will be evaluated using Part II of the Counselor Competencies
Scale (CCS).
3. 15%—Appropriate level of professional behaviors in support of delivering counseling services as demonstrated in the
supervision sessions, report of site supervisor, information in the portfolio, and other direct evidence of professional
behaviors.. This will be evaluated using Part III of the Counselor Competencies Scale (CCS).
4. 55%—Completeness and quality of portfolio.
Success in the Clinical Mental Health Counseling Program consists of more than grades. Work habits and
attitudes play a major role in the success of any counseling student. Any of the following actions are
considered just cause for immediate dismissal from the Clinical Mental Health Counseling Program:
1. Dishonesty (cheating, plagiarism, etc.)
2. Unauthorized disclosure of confidential information
3. Negligence or misconduct
4. Mistreatment of clients, fellow students, research participants, or faculty
5. Abusing a client, fellow student, faculty member, or staff member
6. Violations of the rules, regulations, and principles in the Code of Ethics and Standards of Practice as
identified by the American Counseling Association and Texas A&M University - Central Texas Code of
Student Affairs.
7. Receipt of a Failing grade in Practicum or Internship.
8. Willful submission of false information or alteration of any official records, counseling reports, papers,
or examinations.
9. Willful conduct that may cause injury to self or others.
10. Sexual harassment and/or violence in the workplace as defined by Texas A&M University - Central
Texas University.
Late work policy
If you turn in an assignment after the due date, you will receive a grade reduction of 10% for each day it’s late (with a maximum
reduction of 30%). However, no late work will be accepted for assignments turned in more than 7 days past its due date. No late
work will be accepted after May 15th at 12pm (noon).
COURSE CALENDAR
WEEK
WEEK 1
JAN 19
WEEK 2
JAN 26
WEEK 3
FEB 2
WEEK 4
FEB 9
TOPIC/ACTIVITY
ASSIGNMENTS
NONE: MLK Day
NONE: MLK Day
Overview of Class;
Supervision Contracts;
Supervision
Liability Insurance;
Hour Requirements;
Professional Counseling Associations;
Counselor/Client Agreements;
Supervision
Ethics ;
Counseling Tapes – Format;
Supervision
Due: Sign supervision contracts
Group discussion of external sites
Due in your Portfolio:
1-Course syllabus
2-ACA Code of Ethics and one other code of ethics
3-Liability insurance proof
5-Counselor/Client agreement
Journal Entry #1-Wks 1-4 (Portfolio Item #4)
WEEK5
FEB 16
Review of counseling theories;
Supervision
WEEK 6
FEB 23
WEEK 7
MAR 2
WEEK 8
MAR 9
Assessment;
Supervision
Case Conceptualization & Treatment Planning;
Supervision
Students share case conceptualizations;
Suicide/Crisis Intervention;
Supervision
WEEK 9
MAR 16
WEEK 10
MAR 23
Due: Summary hour log for 1st half of semester.
Due in your Portfolio:
6-Recording and/or transcript of session
7-Article Reviews
8-Description of group work
9-Summary of assessments at site
10-Description of counseling services
SPRING BREAK
WEEK 14
APR 20
Diversity;
Multicultural Counseling Competencies;
Supervision
Child Abuse;
Adult (elder) Abuse;
Supervision
Consultation;
Supervision
Results of Ongoing Program Evaluation and
Assessment;
Licensure and Certification for Counselors;
Professional Associations;
Supervision
Technique presentations;
Supervision
WEEK 15
APR 27
WEEK 16
MAY 4
WEEK 17
Technique presentations;
Supervision
STUDENTS SHARE PORTFOLIOS;
Supervision
EVALUATIONS
WEEK 11
MAR 30
WEEK 12
APR 6
WEEK 13
APR 13
Due: Tape #1
Journal Entry #2-Wks 5-8 (Portfolio Item #4)
Journal Entry #3-Wks 10-13 (Portfolio Item #4)
Due: Technique presentation—Group A
Due in your Portfolio:
11-List of referral resources
12-Presentatins/workshops
13-Brochures from meetings
14-Statement of counseling philosophy
Due: Technique presentation—Group B;
Due: Tape #2
Journal Entry #4-Wks 14-17 (Portfolio Item #4)
MAY 11
CLASS WRAP UP
Due in your Portfolio: All
Due: Final Time Log signed by Student & Site
Supervisor
Due: Site Supervisor’s Evaluation of Student
Due: Student’s Evaluation of Site Supervisor
Due: Student’s Evaluation of Internship Site
###large portions of this syllabus were blatantly pirated from a wide variety of sources###
##Professor reserves the right to amend the syllabus at any time##