Embedded Files
Spring 2022 with Dr. Kimberly KellyWednesdays at 11:00am - 12:15pm, LA5 - 247 (in-person*)
about the Course
about the Course
Course Objectives: This course is designed to bridge the HDEV concepts and theories that you've learned in HDEV classes with practical application and experiential learning in an academic internship, as you prepare to graduate with a Bachelor’s degree in Human Development. This course integrates your real-world experiences set in the context of an internship, topics in human development gleaned from previous coursework, and professional development.
Student Learning Outcomes:
Perform competently in the real-world work environment of a potential career
Demonstrate professional skills, habits, and knowledge that are essential for successful future employment including teamwork, leadership, initiative, time management, professional boundaries, self-care, etc.
Identify pathways for translating a degree in Human Development and college experiences into career placements
Generate strategies for solving work-related challenges
Class Format: This course is an upper-level seminar, and as such, the format is weighted heavily toward discussion and class activities. The success of this class, as well as your own learning experience, depends greatly on your preparedness for each class and your willingness to participate in high-quality discussion. You can expect me to arrive on time and be prepared to engage in learning experiences, and I expect the same from you as a student in this class. In order to benefit fully from the learning community that I try to foster in this class (and to fulfill your responsibilities to the other members), it is very important that you carefully read/watch and think about the assigned material before each class meeting. To facilitate high-quality class discussion, students are encouraged to take notes on the learning materials. In class, we will also address a range of internship-related issues such as the work you perform, site-specific issues of interest or problems, developing professional skills, etc. On all days, you are expected to participate in class discussions at a senior level. During class, I expect you both to listen actively and to contribute in thoughtful, respectful ways. The success of this learning community depends on all of our contributions! :)
*Class will be held in person, unless University Health guidelines dictate otherwise. Update 01/11/2022: Class will be held remotely until February 7, 2022.
Teaching Philosophy
Teaching Philosophy
I believe curiosity, wonder, and awe are essential components to learning and teaching. My role as your HDEV 470 instructor is to facilitate your learning as a CSULB student, support your socioemotional growth as an emerging professional, and inspire lifelong learning as you prepare to graduate. To this end, I aspire to create a clear and structured learning environment that provides high, but attainable, expectations to guide your journey through this class and your internship. I work to promote a positive, honest, safe, and open community to discuss your progress as you navigate through the internship, providing space to work through challenges and celebrate successes. I believe in deep listening, amplifying underrepresented voices, intentional reflection, and continuous growth to promote equity and inclusion in my teaching practice. I don't have all the answers, and I won't always say or do the right thing. But, I am committed to radical self-reflection and holding myself accountable to ensure that my teaching style and materials are considerate of and represent the diversity in the classroom and the community at large.
class structure
class structure
The Internship comprises a significant component of this course. You will complete 60 hours of work in an approved site, with the your work overseen by a professional. The internship experience enables you to gain valuable work experience in your area of interest, apply theoretical knowledge to the workings of local organizations and communities, refine career goals, build professional networks, and deepen your commitment to acting as a socially engaged member of the community.
The Seminar class format is a hallmark of HDEV 470, allowing you the opportunity to discuss experiences at your internship with other HDEV students. The seminar provides a unique learning community in which we will think through the range of issues—both personal and professional—that arise from working in community settings, participating in real-world, professional work environments, navigating interpersonal and bureaucratic politics with co-workers and supervisors, developing effective time management skills, and entering the workforce after graduation. A strong emphasis is placed on providing opportunities for you to make connections between the internship and current or previous coursework in a critical, self-reflective way. We will also engage in learning activities to promote your professional development and fosters a range of professional skills including impression management, taking initiative, leadership skills, communicating with supervisors, and more.
We are in this together, so let's support each other!
I will use our HDEV 470 BeachBoard page regularly for communication and to post learning materials (readings and videos), assignments, announcements, and grades.
Please check BeachBoard at the beginning of the week (Monday mornings) and again throughout the week.
Contact Information
Contact Information
Email correspondence. I will do my best to respond to your email promptly. However, please allow 2 days for my response. Don't contact me via the BeachBoard email system, as those messages are likely to go in my spam folder.
Office Hours. You don't need an appointment. Drop in anytime! But, you can email me for an appointment if you aren't available to join my posted office hours, and we'll find another time to meet.
Interested in research? Check out my research page: Children's Language Interactions and Memory (CLIaM) Lab
Email: Kim.Kelly@csulb.edu
Office Hours: Mon 11:00 AM to 12:00 PM on Zoom
guiding values & Resources
guiding values & Resources
The University, the Department, and your professor value human diversity in all its richly complex and multi-faceted forms, whether expressed through race and ethnicity, culture, political and social views, religious and spiritual beliefs, language and geographic characteristics, gender, gender identities and sexual orientations, learning and physical abilities, age, and social or economic classes. We respect the value of every member of the class, and everyone in the class is encouraged to share his or her unique perspective as an individual, not as a representative of any category.
Multicultural and intercultural awareness and competencies are key leadership skills, and we intend to present material and classroom activities that respect and celebrate diversity of thought, background, and experience. Integrating a diverse set of experiences is important for a more comprehensive understanding of knowledge and the pursuit of truth. In support of the University’s mission to promote Inclusive Excellence, I would like to discuss issues of diversity as part of the course from time to time.
Multicultural and intercultural awareness and competencies are key leadership skills, and we intend to present material and classroom activities that respect and celebrate diversity of thought, background, and experience. Integrating a diverse set of experiences is important for a more comprehensive understanding of knowledge and the pursuit of truth. In support of the University’s mission to promote Inclusive Excellence, I would like to discuss issues of diversity as part of the course from time to time.
I strive to create a learning environment for my students that supports a diversity of thoughts, perspectives and experiences, and honors your identities, including race, gender, class, sexuality, religion, ability, etc.
To help accomplish this:
- If you have a name and/or set of pronouns that differ from those that appear in your official records, please let me know.
- If you believe your performance in the class is being impacted by your experiences outside of class, please don’t hesitate to talk with me. I want to be a resource for you.
- Remember that you can also submit anonymous feedback (which may lead to me making a general announcement to the class, if necessary to address your concerns).
- I, like many people, am still in the process of learning about diverse perspectives and identities. If something was said in class (by anyone) that made you feel uncomfortable, please talk to me about it. (again, anonymous feedback is always an option.)
Please contact me or submit anonymous feedback if you have any suggestions to improve the quality of the course materials. As a member of the CSULB community and as a participant in course discussions, you should also strive to honor the diversity of your classmates.
Students with disabilities who require reasonable academic accommodations are strongly encouraged to register with the Bob Murphy Access Center (BMAC) each semester. Students must submit supporting disability documentation to BMAC and provide faculty of any BMAC verification of accommodations as early in the semester as possible. BMAC is located in the Shakarian Student Success Center, Room 110 and can also be reached by phone at (562) 985-5401 or via email at bmac@csulb.edu.
Undocumented students are welcome in this class. If you are undocumented and need assistance with successfully completing courses or a degree at CSULB, the staff of the Dream Success Center can help you with advising, campus services, legal immigration support, and other university resources. Visit the Dream Success Center in the Student Success Center, room 290, contact them at (562) 985-5869 or via email at dream@csulb.edu. For more information, please visit https://csulb.edu/dream. Note: For all students addressing undocumented immigration as a category of analysis in class, do not use the word "illegal(s)" in a discussion. The term "illegal(s)" promotes a culture of intolerance and violence toward foreign nationals and undocumented immigrants. A more accurate and non-offensive term is "undocumented immigrant(s)." The use of this language signifies respect to the population addressed and reflects our campus's most basic values of diversity and civility in academic discourse.
Sexual Assault, Rape, Dating/Domestic, Violence, & Stalking. Title IX prohibits gender discrimination, including sexual harassment and sexual misconduct. If you have experienced sexual harassment, sexual assault, rape, dating/domestic violence, or stalking, the campus confidential victim’s advocate is available to help: advocate@csulb.edu, (562) 985-2668) with free and confidential support, accommodations, and referrals for victims without having to report the assault to campus authorities. While students are welcome to discuss assaults with faculty, both faculty and teaching assistants are mandatory reporters who are required to report all incidents of sexual harassment/misconduct to the Title IX office for follow-up and possible investigation. Students who do wish to report the assault for possible investigation may contact the confidential victim’s advocate, who can help them through the reporting process, or they can report the assault directly to the Title IX Office by completing an online reporting form at the Office of Equity & Diversity at OED@csulb.edu or at:https://www.csulb.edu/equity-diversity/title-ix.
Grades - Learning Materials - Learning Activities
Grades - Learning Materials - Learning Activities
readings
readings
We will read selected chapters from two texts.
Design Your Life: How to Build a Well-Lived Joyful Life. (2020). B. Burnett & D. Evans. (CSULB bookstore or independent online bookseller)
The Successful Internship: Personal, Professional, and Civic Development. (2009). Schweitzer, H. F., & King, M., 4th Edition. (I will make available on BeachBoard)
grades
grades
Your grade in this class is based on the number of points that you earn in the course. The best way to perform up to your expectations is to keep current on your readings and assignments, use time-management techniques to complete assignments (i.e., start early!), ask questions, and come to my office hours to discuss strategies to improve your performance.
Please do not contact me asking for adjustments to your grades before or after the final grades are posted. See the Course Policies section for how to inquire if you have questions/concerns about an assignment grade.
Assignment of Final Course Grade
Assignment of Final Course Grade
A = 90.00% -100.00% = mastery of learning objectives
B = 80.00% - 89.99% = above average
C = 70.00% - 79.99% = satisfactory proficiency
D = 60.00% - 69.99% = partial proficiency
F = 59.99% and below = little to no proficiency
Course Assignments Let's Get to Work!
Course Assignments Let's Get to Work!
Internship Hours & Log
Internship Hours & Log
Internship Hours. You will complete a minimum of 60 hours of work at your internship. You are expected to work at your approved internship for approximately 4 hours per week for the 15-week semester. Your work should span the entire semester; all hours must be completed by the last week of classes. No changes to internship sites will be permitted except in extreme circumstances. You must begin working your hours prior to the end of the first week of classes. Students who have failed to do so will be dropped from the course. Failure to identify and complete all requirements (e.g., background check, TB test, etc.) to begin the internship/complete all required forms is not an excusable circumstance and students should contact me as soon as possible. All changes must be approved by the instructor. Internship Log. Using the template provided on BeachBoard, you will document the date, number of hours, and a brief description of the specific activities completed. I will check this log once mid-semester and then collect the log at the end of the semester. Your supervisor must approve the log at the end of the semester.
Supervisor's Evaluations
Supervisor's Evaluations
Your practicum supervisor will be asked to evaluate you at approximately the halfway mark and at the completion of your internship.
At the halfway mark, you should meet with your supervisor to discuss your evaluation. It's important to plan ahead and don't wait until the last minute. Remember to email your email your supervisor at least a week in advance to schedule a meeting to discuss your interim evaluation.
In this assessment, your supervisor will be asked about the level of responsibility you assume, your professionalism, problem-solving skills, and initiative. Evaluation forms will be emailed to your Supervisor. However, it is your responsibility to make sure that this evaluation form is completed by your supervisor and emailed to me by the deadline.
Learning Contract
Learning Contract
In this assignment, you will describe the goals that you have for this experience. You will set a minimum of four learning objectives (goals) for the semester and create a plan with concrete steps to meet these goals.
Learning objectives can be knowledge-based goals that require you to learn facts and concepts, skill-based goals that require you to learn how to do something, or affective goals that require changes in your values, attitude, or interests. Your learning contract should address all three types of goals.
You will create a draft learning contract (due by Wednesday of Week 2) that you will discuss with your supervisor. You will revise your learning contract based on the feedback that you receive from your supervisor and a write a brief paragraph on how your conversation with your supervisor influenced your learning objectives. Due by Week 3. Your Revised Learning Contract must be signed by your site supervisor.
Analysis of Experiences
Analysis of Experiences
In this written assignment, you will share experiences from your internship through the Discussion page on BeachBoard. You will post about your practicum experiences 4 times throughout the semester. I will announce your due dates by the end of Week 1.
The highest 3 scores will constitute your grade: students may opt out of 1 discussion post or drop the lowest discussion grade if all 4 are completed. Each of your posts will require you to describe events or experiences that have arisen during your practicum experiences and to analyze them. You should provide thoughtful and critical reflections rather than a re-cap or simply a descriptive summary of the tasks you performed.
How you analyze your practicum experiences – that is, how you connect them to theoretical and empirical ideas, research, and previous course materials – constitutes the most significant portion of your entry.
Additionally, you must also respond to the posts of at least two other classmates. Initial posts must be posted online by Wednesday at 11:00am. Responses to a minimum of 2 classmates’ threads must be posted by Friday at 11:59pm. A schedule for posting, specific instructions, and evaluation criteria will be discussed in class.
Professional Portfolio
Professional Portfolio
You will prepare a 30-second elevator speech and present it to class. Also, you will a resumé, job cover letter, and/or personal statement for graduate school. You will identify and include at least three job listings and/or printed webpages for graduate programs to which you are interested in applying. You will write 1 paragraph for each job listing/graduate program explaining how your degree in Human Development makes you an ideal candidate for that job/grad program.
Each component of the portfolio will be due in class throughout the semester (dates are listed in the syllabus). You will make revisions to each component based on constructive feedback and submit the completed, revised portfolio at the end of the semester.
CLA Internship Events
CLA Internship Events
You are required to attend and participate in at least 3 professional development events. The College of Liberal Arts (CLA) is committed to maximizing career readiness in students by hosting speakers and interactive workshops on periodic Fridays. Carefully selected speakers and workshops provide opportunities to hone professional skills (e.g., interviewing, networking) and discuss internship and career issues.
For this assignment, you can choose to attend the CLA events or find relevant events (with my approval) through the HDEV department and social media (@csulbhdev) or the Career Development Center. CLA event dates and times will be announced on the first day of class.
Attendance & Participation
Attendance & Participation
Attendance is mandatory and contributes to your final grade. Late arrival to class is disruptive to the learning experience of your classmates. If you are more than 5 minutes late, you will be counted absent. Absences will lower your participation grade for each class you miss. (See below for University-approved excused absences; you will need to provide appropriate documentation if you miss class for any of these reasons).
Participation points are not automatic points. You earn participation points contributing to class discussion and leading discussion during one class. The quality of insights and questions you offer, thoughtfulness, leadership, and professionalism will be considered in your grade. Using your phone, private conversations, and working on other things are disrespectful, distracting, and unacceptable. Distracting, disrespectful behavior will lower your participation grade considerably. Failure to attend class will also lower participation, given that students who are not in class cannot participate in discussion.
Internship Project & Final Presentation
Internship Project & Final Presentation
You will be required to develop a project that you can complete this semester at your internship site that goes above and beyond the requirements of the internship, in consultation with your site supervisor. The project should demonstrate that you have taken initiative, identified the needs of the agency you work for, and planned and carried out a project of your own design. You will present your project to the class at the end of the semester in an oral presentation and may work with others who are at the same internship site.
You will submit a project proposal by February 23rd, which is worth 25 points. The project proposal should include a description of the project that you would like to complete, how it will contribute to your internship site, and how you came up with this idea in conjunction with your supervisor. The final presentations will be due on at the end of the semester and are worth 125 points. If you choose to work in a group, they may also present their work as a group. Students should create a visual aid that is appropriate for the presentation style as part of their presentation.
Course Policies
Course Policies
Questions about Grades
If you have questions about assignment grades, you should write a brief description of the question/argument and submit it via email to me for consideration and come to office hours to discuss. All inquiries about grades must be made within one week from the time the quiz scores are posted.
Make-up Work
Make-up work is permitted only if your absence is excused with appropriate verification (See University Attendance Policy). In this case, work must be turned in within 1 week of the original due date. There is not make-up work for in-class activities; weekly online activities and discussion posts will not be accepted after the deadline.
If you have questions about assignment grades, you should write a brief description of the question/argument and submit it via email to me for consideration and come to office hours to discuss. All inquiries about grades must be made within one week from the time the quiz scores are posted.
Make-up Work
Make-up work is permitted only if your absence is excused with appropriate verification (See University Attendance Policy). In this case, work must be turned in within 1 week of the original due date. There is not make-up work for in-class activities; weekly online activities and discussion posts will not be accepted after the deadline.
BeachBoard and Zoom
When in AMI mode, all assignments, material, and instructions are administered via BeachBoard and I will communicate with students via email and Zoom. When in F2F mode, students are expected to check BeachBoard and email regularly. I will frequently post materials for class, including the syllabus, additional readings, assignments, and class activities. In an effort to decrease our carbon footprint, I won't print/copy materials for class. Students are strongly encouraged to check BeachBoard before each class to ensure they come to class with the requisite materials.
When in AMI mode, all assignments, material, and instructions are administered via BeachBoard and I will communicate with students via email and Zoom. When in F2F mode, students are expected to check BeachBoard and email regularly. I will frequently post materials for class, including the syllabus, additional readings, assignments, and class activities. In an effort to decrease our carbon footprint, I won't print/copy materials for class. Students are strongly encouraged to check BeachBoard before each class to ensure they come to class with the requisite materials.
Absence Policy
According to University Policy, excused absences include: 1) illness or injury to the student; 2) death, injury, or serious illness of an immediate family member or the like; 3) religious reasons (California Education Code section 89320); 4) jury duty or government obligation; and 5) University sanctioned or approved activities (examples include artistic performances, participation in research conferences, intercollegiate athletic activities, student government, etc.). Prior approval of absence is preferred. Documentation/ verification of the reason for an absence is required.
According to University Policy, excused absences include: 1) illness or injury to the student; 2) death, injury, or serious illness of an immediate family member or the like; 3) religious reasons (California Education Code section 89320); 4) jury duty or government obligation; and 5) University sanctioned or approved activities (examples include artistic performances, participation in research conferences, intercollegiate athletic activities, student government, etc.). Prior approval of absence is preferred. Documentation/ verification of the reason for an absence is required.
Classroom Behavior
- Be an active listener and contribute in thoughtful, respectful ways.
- Phones and laptops are prohibited, unless you get my prior approval.
- Assignments are due by the deadline. Technology-related issues and problems are not valid excuses for late assignments and activities. Plan ahead.
Class Safety During COVID
To facilitate safe and comfortable in-person learning environments:
1. Students are required to be fully vaccinated and boosted to physically access the classroom or class-related experiences on- or off-campus, unless approved for a legitimate exemption. Those with a legitimate exemption are required to test weekly.2. All those physically attending class or class-related experiences on or off campus must wear approved face coverings over both the nose and mouth while indoors (see https://www.csulb.edu/covid-19). Masks (preferably a N95, KN95, or 3-layer surgical mask) must cover your nose and mouth. If you do not wear a mask to class (or do not wear it properly), you will not be allowed to attend class. If you refuse to leave, class may be canceled, and you will be reported to the Office of Student Conduct and Ethical Development.3. All students, faculty, and guests physically attending class or class-related experiences on or off campus must complete the daily COVID-prescreen via their SSO prior to arrival. Check marks can be confirmed daily by professors and University staff. 4. Students may be asked to sit in the same seat for each class meeting to facilitate contact tracing.
Not following COVID-19 health & safety policies (including failing to attest vaccination status, failing to weekly test, etc.) can result in suspension from BeachBoard and/or disciplinary sanctions through Student Conduct. Faculty are not expected to make course accommodations for BeachBoard suspensions due to the student’s failure to comply with University policies. Be sure to regularly check your CSULB email and the CSULB Covid-19 website both for the most up-to-date information and for specific information on protocols for exposures to or positive tests for COVID-19.
Academic Integrity
I have a zero-tolerance policy for cheating and plagiarism. Students should be aware that faculty have a range of academic actions available to them in cases of cheating and plagiarism including arranging a conference with the student, failing a student on that particular work, failing a student in a course, and referring the case to judicial affairs. Students should consult the CSULB Student Handbook to review their responsibilities and rights regarding academic honesty. Instances of cheating or plagiarism will, at a minimum, receive a zero for the assignment. Student who commit egregious violations of academic integrity will receive a failing grade for the class.
You may be required to submit any of your written assignments electronically to “Turnitin”, a website that analyzes your work for plagiarism. Therefore, save all your assignments electronically and have them available for analysis for the duration of the semester.
university Policies
university Policies
Incompletes and Withdrawals
It is the student’s responsibility to withdraw from classes. Instructors have no obligations to withdraw students who do not attend courses, and may choose not to do so. Withdrawal from a course after the first two weeks of instruction requires the signature of the instructor and department chair, and is permissible only for serious and compelling reasons. During the final three weeks of instruction, withdrawals are not permitted except in cases such as an accident or serious illness where the circumstances causing the withdrawal are clearly beyond the student’s control and the assignment of an incomplete is not practical.
Course Schedule
Course Schedule
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