Course Syllabus
Syllabus: HDFS 418B - Professional Practice Reflection/Discussion: Internships
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Course Description
This course engages students in the process and development of skills necessary for professional preparation and practice, including career planning, resume writing, interviewing, ethics, and workplace communication — strategies for successful career management. Additionally, this course helps to set you on a course to secure your internship.
- Course Name: HDFS 418B, Professional Practice, Reflection, & Discussion: Internships
- Department: Human Development & Family Studies
- Current Semester and Year: Fall 2023
- Credit Hours: 2
- Course Prerequisites: Successful completion of HDFS 218, Junior or Senior classification in the HDFS or FCEDS (Professional Studies, Communication) majors only.
- Course Meeting Time: Wednesdays: 3:20 - 5:10 in Pearson 2115
- Course Format: Face-to-Face
Instructor Information
Instructor: Jennifer LaRosa-Van Ryswyk (Please address me as "Jen," "Jennifer," or "Professor Jen" in all your communications (written and verbal)
Preferred Communication via email: jenvan@iastate.edu
I monitor my email during business hours of 8 am - 5 pm, Monday through Friday. I will respond within 24 business hours.
Phone: 515-294-7478
Office location: 2315 Palmer Building
Student hours: Walk-In on Wednesdays from 10 – 11:30 or by appointment here: https://go.oncehub.com/JenniferVanRyswyk
All appointments are Face-to-Face unless otherwise noted when you book your appointment. Virtual appointments will use WebEx: https://iastate.webex.com/meet/jenvan
Course Objectives (COs)
Upon completing this course, students will be able to do the following:
CO 1: Identify internship and career opportunities in human services, education, etc., related to human development and family studies and family and consumer sciences.
CO 2: Use industry standards to create a professional resume, cover letter, and reference list.
CO 3: Identify and practice professional communication skills, including conflict resolution and self-reflection.
CO4: Develop and demonstrate successful interviewing skills.
CO5: Construct professional digital profiles (LinkedIn, Career Connections).
CO6: Create a self-care and stress management plan.
CO7: Use problem-solving skills to resolve common workplace issues (communication, diverse perspectives, professionalism).
CO8: Practice self-reflection skills.
CO9: Identify the elements of a high-quality internship experience.
CO10: Compare and contrast diverse work environments within human services.
Course Materials
Required textbook:
- Kiser, P (2016). The Human Services Internship: Getting the most from your experience (4th ed.). Cengage Learning.
Learning Activities
To successfully complete this course, you will do the following:
- Attend the People to People Career Fair
- Participate in Mock Interviews
- Attend class consistently
- Participate in weekly content discussions in class
- Read assigned textbook chapters
- Create a comprehensive professional e-portfolio
- Complete all assigned work by or on the assigned due date in Canvas
Assessment & Grading
Assessments (General descriptions here; more detailed instructions are laid out in Canvas Assignments)
Quizzes (1): One online quiz covering the syllabus.
Written Assignments (8):
- Application Materials (Resume, Cover Letter, and Reference List): You will workshop each of these documents with a group of your peers before turning in a final version in Canvas.
- Helping Philosophy: In one to two pages, share your professional helping philosophy. What theories or practices help support this philosophy?
- Career Fair Assignment: Attendance at the People to People Career Fair (Tuesday, September 26th from 10-2 in the Memorial Union) is required to pass the course. There is no alternative to this assignment, as the Career Fair cannot be recreated for individual students. Plan accordingly. You will attend the Career Fair; remember to sign in with your University ID and complete a written assignment.
- Mock Interviews: Each of you will get the opportunity to participate in the interviewing process with your peers and faculty in the HDFS department. You will be interviewed and observe others being interviewed. You will write up a small assignment about the experience.
- BIG Interview: You will complete a virtual interview through the Big Interview software, recording your answers to pre-determined interview questions.
- Reflective Practice: Briefly explain reflective practice and identify one way you will engage in reflective practice during your internship (and hopefully beyond).
- Stress Management Plan: You will complete a stress inventory and, based on the outcome, create a stress management plan.
- LinkedIn Profile: You will create a complete professional LinkedIn profile.
In-Class Assignments/Attendance (varied):
In-Class Activity Examples:
-
- One-minute paper: A question will be given to the class related to the material discussed, and students will have one minute to answer. One-minute paper questions will not necessarily be asked at the end of the class period.
- Group quizzes: These will be random, short 1-3 question quizzes based on material covered in class that can be completed in small groups. Group quizzes may not necessarily take place at the end of the class period.
- Individual quizzes: These will be random, 1-3 question quizzes based on material covered in class that will be completed individually. Individual quizzes may not necessarily take place at the end of the class period.
- Group in-class activities: These may be case studies, reflections on the material, etc. These may be a few minutes up to the whole class period.
Grading
You can accumulate points by participating in the following way:
| Participation area | Total Points |
|---|---|
| Syllabus Quiz | 10 |
| Application Materials (Resume, Cover Letter, and Reference List) | 30 |
| Mock Interview Attendance | 15 |
| Mock Interview Reflection | 10 |
| Career Fair Attendance | 200 |
| Career Fair Assignment | 15 |
| Reflective Practice | 15 |
| LinkedIn Profile Assignment | 20 |
| Stress Management Plan | 20 |
| Helping Philosophy | 15 |
| Big Interview | 20 |
| In-Class Assignments/Attendance | 30 |
| Total Points Possible | 400 |
Grading Scheme
The following grading standards will be used in this class:
| Grade | Range |
|---|---|
| A | 93% to 100% |
| A- | 90% to < 93% |
| B+ | 87% to < 90% |
| B | 83% to < 87% |
| B- | 80% to < 83% |
| C+ | 77% to < 80% |
| C | 73% to < 77% |
| C- | 70% to < 73% |
| D+ | 67% to < 70% |
| D | 63% to < 67% |
| D- | 60% to < 63% |
| F | 0% to < 60% |
Course Policies
Missed and late coursework
Assignment due dates are listed on the course schedule and within each assignment listed on subsequent pages. These due dates are non-negotiable unless you submitted a Deadline Extension Request (template below) AND it has been approved PRIOR to the assigned deadline. Without prior approval, assignments turned in after the due date are automatically reduced by 5 points daily. All assignments will be turned in via Canvas. The instructor will not accept work via e-mail. We are in a time of significant digital means; your work should be done on a platform such as Google Docs or CyBox, where your work is automatically saved and will not be affected when you "spill coffee on your laptop" or "leave your laptop at your friend's house," as two examples. Late work will be reviewed and graded as the instructor has time but will be reviewed no later than the Friday of Prep Week.
Deadline Extension Request email template (must be submitted at least 24 hours before the assignment deadline)|
Sample message |
|---|
|
Jen, Hello. I am a student in your HDFS 218B class. I am requesting a due date extension of [insert specific assignment name] due on [insert due date]. I would like to turn this assignment in on [insert proposed due date] because [insert rationale for extension]. Sincerely, [insert your first and last name] |
Attendance
You have chosen the most wonderful profession in the world, but it is a profession unlike any other. For the majority of positions you will hold, working directly with clients means just that, working directly with clients. The remote world the accountants and engineers currently enjoy is not an option, as you are responsible for clients and consumers. Working in residential treatment, juvenile justice, early childhood, home health, etc., requires your actual presence. Many of you experience this already in the part-time (and some of you, full-time) jobs you currently hold. Because presence is a crucial aspect of your chosen career, I uphold the same standard in my class.
This course is a 400-level capstone course. Your contributions are valued and necessary. This course offers a limited enrollment (even in normal times) that encourages discussion, participation, and learning. Your attendance is expected; however, as adult learners, you have the judgment to determine your class attendance. There will be many opportunities to engage in the material through robust discussion, one-minute papers, ticket-out-the-door activities, etc., resulting in points given for in-class work. If you miss in-class discussion work, this work cannot be reproduced as a make-up – it relies on the input from the group(s). You are not obligated to tell the instructor you will be gone on a particular day unless it falls under one of the excused absences below.
Excused absences are limited to those university-sanctioned reasons (jury duty, military duty, dean of student's notifications, conference attendance related to your course of study, and athletic obligations). All other absences are considered not excused and cannot be made up. This includes internship and employment obligations. No exceptional circumstances around work or internships would be regarded as truly exceptional. It is unnecessary to e-mail the instructor when you will be absent unless it falls into one of the previously listed university-sanctioned reasons.
All that being said, students need to maintain personal/professional/academic balance, and if you find that you are struggling to perform in this course to the best of your abilities, please reach out to the instructor, as there are many ways to find assistance on campus to help support you.
Grade Appeal Process
Should a student want to dispute or appeal a score, they should first go to the course instructor to discuss the score (whether on an assignment, paper, etc.) to determine why the score was given. Rounding up will only be considered for those students who have completed at least 80% of the In-Class assignments/attendance. Extra credit is not offered as a general part of this course. If you feel uncomfortable speaking with your instructor, please contact the director of undergraduate education, Dr. Amy Zarling, at azarling@iastate.edu.
Before you decide to appeal, check out ISU's academic appeal process.
Expectations
- Reading assigned material is extremely important; the class discussion will not cover all of the material but will proceed with the assumption that readings have been read before class.
- Assigned readings should be done before class. Please come prepared to discuss concepts, answer questions, complete pop quizzes, and engage in critical thinking and problem-solving scenarios. Class lecture PowerPoint slides will be posted to Canvas. Individual students or groups may be asked to present material from the chapter to the class to foster discussion and understanding.
- Please keep your cell phones in your bags or pockets and set them to vibrate. Should your phone ring during class, it becomes the right of whoever is talking when it rings to answer your cell phone. Should you be experiencing an emergency where it is necessary to answer your phone during class, please let the instructor know in advance and then take your call into the hallway.
- Attendance for the entire 1 hour and 50 minutes is not only expected but required. We only meet once a week.
- Please contribute to a positive learning environment by ensuring that laptops and tablets are used for note-taking only. If you are on the internet (Facebook, Twitter, Amazon, etc.) or addressing personal e-mail, you will be asked to shut down your computer as it disrupts those around you. If your laptop use distracts those around you (for example, you are watching YouTube videos during a lecture or swimsuit shopping during group work), you will be politely asked to put your laptop away. Continued disruption will follow the student handbook disruption policy, and you will be asked to leave class.
- Mutual respect and professionalism: You are expected to treat your instructor and all other participants in the course with courtesy and respect. Your comments to others should be factual, constructive, and free from harassing statements. You are encouraged to disagree with other students. However, such disagreements must be based on facts and documentation (rather than prejudices and personalities). The instructor's goal is to promote mutual respect in the classroom. Please contact the instructor if you have suggestions for improving the classroom environment. It is preferable to discuss issues directly with the instructor; however, students may also e-mail suggestions.
- Please do not attend class if you are sick.
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All writing assignments should be in APA format in compliance with the American Psychological Association Publication Manual 6th Edition or 7th Edition. This manual is available at the library, online, and for purchase at the ISU Bookstore. Additional online resources include: https://owl.purdue.edu/owl/purdue_owl.html
Policy on Children in Class
(borrowed from Dr. Noreen Rodriguez via Dr. TJ Stewart) | I believe that if we want women in academia, we should also expect children to be present in some form. Currently, the university has no formal policy on children in the classroom. The policy described here reflects my own beliefs and commitments to student, staff, and faculty parents with language borrowed from Dr. Melissa Cheyney at Oregon State University. All breastfeeding babies are welcome in class as often as is necessary to support the breastfeeding relationship. For older children and babies, I understand that minor illnesses and unforeseen disruptions in childcare often put parents in the position of having to choose between missing class to stay home with a child and leaving them with someone you or the child does not feel comfortable with. While this is not meant to be a long-term childcare solution, occasionally bringing a child to class in order to cover gaps in care is perfectly acceptable. I ask that all students work with me to create an environment that respects all forms of diversity, including diversity in parenting status. In all cases where babies and children come to class, I ask that you sit close to the door so that if your little one needs special attention and is disrupting learning for other students, you may step outside until their need has been met. Non-parents in the class, please reserve seats near the door for your parenting classmates. Finally, I understand that often the largest barrier to completing your coursework once you become a parent is the tiredness many parents feel in the evening once children have finally gone to sleep. The struggles of balancing school, childcare, and often another job are exhausting! I hope you feel comfortable disclosing your student-parent status to me. This is the first step in my being able to accommodate any special needs that arise. While I maintain the same high expectations for all students in my classes regardless of parenting status, I am happy to support you as you strive for a school-parenting balance. Thank you for the diversity you bring to our classroom!
The Writing and Media Center
The Writing and Media Center (WMC) helps students become effective, confident communicators. We support students during all stages of the writing process, from brainstorming to revising, and with oral, visual, and electronic communication. While we can help students identify patterns and trends in their spelling and grammar, we do not provide editing services. We offer one-on-one and group consultations online. To register and schedule an appointment, see https://iastate.mywconline.com/. For more information, visit their website at https://www.wmc.dso.iastate.edu or e-mail writectr@iastate.edu.
All writing assignments should be in APA format in compliance with the American Psychological Association Publication Manual 6th Edition or 7th Edition. This manual is available at the library, online, and for purchase at the ISU Bookstore. Additional online resources include: https://owl.purdue.edu/owl/purdue_owl.html
References and Letters of Recommendation
Occasionally, I am asked to provide a letter of recommendation or be a reference for a student. I am happy to do this; however, I can only provide a quality letter or reference if I know you. If you are thinking about graduate school, internships, etc., and, at some point in the semester, you believe that I might be an appropriate person to ask, your role is to try to engage with me both in class and during office hours or set a meeting time. Suppose our only interaction is during class discussions. In that case, that will not be enough for me to provide a well-thought-out recommendation or reference.
Digital Engagement
As a matter of professionalism, I cannot accept "friend" requests on social media until you and I have reached the end of our student-professor relationship. I do not take my position of power lightly and will not engage with students outside of the classroom/socially/digitally until that relationship becomes one of equal standing, which typically happens at graduation. LinkedIn is a professional site that allows professionals to connect with one another and is part of an assignment this semester. This is the only place in the virtual world where I will connect with you while you are a student.
Required ISU Syllabus Statement
Free Expression
Iowa State University supports and upholds the First Amendment protection of freedom of speech and the principle of academic freedom in order to foster a learning environment where open inquiry and the vigorous debate of a diversity of ideas are encouraged. Students will not be penalized for the content or viewpoints of their speech as long as student expression in a class context is germane to the subject matter of the class and conveyed in an appropriate manner.
Recommended ISU Syllabus Statements
Academic Dishonesty
The class will follow Iowa State University’s policy on academic misconduct (5.1 in the Student Code of Conduct). Students are responsible for adhering to university policy and the expectations in the course syllabus and on coursework and exams, and for following directions given by faculty, instructors, and Testing Center regulations related to coursework, assessments, and exams. Anyone suspected of academic misconduct will be reported to the Office of Student Conduct in the Dean of Students Office. Information about academic integrity and the value of completing academic work honestly can be found in the Iowa State University Academic Integrity Tutorial.
Forms of academic dishonesty:
Obtaining unauthorized information: Information is obtained dishonestly, for example, by copying graded homework assignments from another student, by working with another student on a take-home test or homework when not specifically permitted to do so by the instructor, or by looking at your notes or other written work during an examination when not explicitly permitted to do so. Additionally, work submitted that comes from online sources such as Course Hero (and other similar sites) will not only result in a zero for the work, but you will be reported to the Dean of Students and removed from class pending the completion of the plagiarism findings.
Tendering of information: Students may not give or sell their work to another person who plans to submit it as his or her own. This includes giving their work to another student to be copied, giving someone answers to exam questions during the exam, taking an exam and discussing its contents with students who will be taking the same exam, or giving or selling a term paper to another student. This also includes buying, selling, or downloading coursework from previous students on websites such as Course Hero or similar websites.
Misrepresentation: Students misrepresent their work by turning in the work of someone else. The following are examples: purchasing a paper from a term paper service, reproducing another person's paper (even with modifications), and submitting it as their own, having someone else take their exam.
Plagiarism: "Unacknowledged use of the information, ideas, or phrasing of other writers is an offense comparable with theft and fraud, and it is so recognized by the copyright and patent laws. Literary offenses of this kind are known as plagiarism." A useful link to understanding plagiarism, the consequences of plagiarism, and best practices for avoiding plagiarism are available at http://instr.iastate.libguides.com/content.php?pid=10314 (Links to an external site.)Links to an external site.
Accessibility Statement
Iowa State University is committed to advancing equity, access, and inclusion for students with disabilities. Promoting these values entails providing reasonable accommodations where barriers exist to students’ full participation in higher education. Students in need of accommodations or who experience accessibility-related barriers to learning should work with Student Accessibility Services (SAS) to identify resources and support available to them. Staff at SAS collaborate with students and campus partners to coordinate accommodations and to further the academic excellence of students with disabilities. Information about SAS is available online at www.sas.dso.iastate.edu, by email at accessibility@iastate.edu, or by phone at 515-294-7220.
Discrimination and Harassment
Iowa State University does not discriminate on the basis of race, color, age, ethnicity, religion, national origin, pregnancy, sexual orientation, gender identity, genetic information, sex, marital status, disability, or status as a U.S. Veteran. Inquiries regarding non-discrimination policies may be directed to Office of Equal Opportunity, 3410 Beardshear Hall, 515 Morrill Road, Ames, Iowa 50011, Tel. 515-294-7612, Hotline 515-294-1222, email eooffice@iastate.edu
Mental Health and Wellbeing Resources
Iowa State University is committed to proactively facilitating all students’ well-being. Resources available on the ISU Student Health and Wellness website. (https://www.cyclonehealth.iastate.edu)
Prep Week
This class follows the Iowa State University Prep Week policy as noted in section 10.6.4 of the Faculty Handbook.
Religious Accommodation
Iowa State University welcomes diversity of religious beliefs and practices, recognizing the contributions differing experiences and viewpoints can bring to the community. There may be times when an academic requirement conflicts with religious observances and practices. If that happens, students may request the reasonable accommodation for religious practices. In all cases, you must put your request in writing. The instructor will review the situation in an effort to provide a reasonable accommodation when possible to do so without fundamentally altering a course. For students, you should first discuss the conflict and your requested accommodation with your professor at the earliest possible time. You or your instructor may also seek assistance from the Dean of Students Office at 515-294-1020 or the Office of Equal Opportunity at 515-294-7612.
Contact Information For Academic Issues
If you are experiencing, or have experienced, a problem with any of the above statements, email academicissues@iastate.edu
(Important note to faculty: The email address for contact information is monitored and answered through the Office of the Senior Vice President and Provost)
Disclaimer: The information in this syllabus is subject to change in extenuating circumstances. Changes to the course syllabus will be provided in writing and announced via course-wide announcements.
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Course Summary:
| Date | Details | Due |
|---|---|---|