Just to help readers get acclimated to what this blog should accomplish I have handily included the description of the “journal” component as outlined in my LSC 595: PFE course syllabus.

*Disclaimer – posting this will not only help you, but it will sure help me out! I can keep the requirements right where I need them!*

Journal Content: A journal entry should be made for each time the student works at the site. Each entry should note the number of hours worked that time, and a running count of the total hours accumulated thus far. But beyond that, the journal is a record of what is being learned. It should encompass the total PFE, including interpersonal and organizational issues as well as tasks performed. Journals will be evaluated on the basis of how well they describe and reflect upon such matters as the following:

• How student was introduced into the organization and what type of orientation.
• What happens – What takes place, including day-to-day routines and critical incidents
• Tasks – Major tasks and accomplishments that day
• Issues – Issues or problems that arise for the student or in the organization and how they get resolved
• Staffing – Staffing patterns or levels of staffing, and their effects on how work is done
• Physical environment – How physical layout, furniture, noise, temperature, light, etc. affect service or ability to carry out responsibilities
• Resources – Perceived adequacy of funding, its effect on collections, services, ability to carry out projects and duties
• Social climate – Interactions among workers; overall social climate (friendly, distant, etc.)
• Users – Types of users served; typical needs of patrons
• Staff/user interactions – Nature of contacts; frequency; content covered; pace or pressure
• Service philosophy – Perceived standards or orientation toward service
• Challenges – Particular challenges for this organization and how they are being met
• Management style – The management style practiced by mentors and others
• Kind of supervision received – Direction, training, feedback, access, and mentoring
• Meetings – What takes place at meetings the student is invited to attend
• Developmental progress – Development of skill and confidence in carrying out duties
• Explanations and hypotheses – Generally, why things seem to be the way they are
• Critical perspective – How things might be done differently or more effectively
• Self-evaluation – Strengths and weaknesses; how one might have made different choices if one were doing it over
• Ethical implications of any and all of the above