Faculty Guide

Service learning at CSUMB

The service learning prism

As light passing through a prism, learning is fundamentally transformed by the service learning process. The Service Learning Prism depicts this transformation, highlighting three ways in which the service learning process is different from traditional approaches to academic learning.

The mission and philosophy statement

The mission of the Service Learning Institute is to foster and promote social justice by cultivating reciprocal service and learning partnerships among CSUMB students, faculty, staff and the surrounding tri-county community.

CSUMB Service Learning Requirement & Learning Outcomes

There are two components to CSUMBs service learning requirement: the Lower Division component and the Major-Based (Upper Division) Component. All service learning classes at CSUMB teach to a common set of learning outcomes. Click here for Lower and Upper Division Service Learning Outcomes.

Developing students' social responsibility and commitment to multicultural civic engagement

Unlike many higher education institutions that seek to promote an ethic of service through extra-curricular student programs and work-study efforts, CSUMB has made a commitment to community service as an educational goal, placing service learning squarely at the heart of its academic program.

Developing Students' Social Responsibility and Commitment to Multicultural Civic Engagement

Student leadership in service learning program profile

Through initial funding from the Corporation for National Service and other local donors, the SLI developed a model student leadership program that has enabled CSUMB student leaders to play key roles in the development and delivery of the service learning program at California State University Monterey Bay (CSUMB).

Service learning outcomes

Developing Explicit Service/Social Justice Learning Outcomes

Service learning courses link academic learning, community service experiences and learning explicitly related to service, social justice and civic engagement. Service learning is at the intersection of these three circles of experience and learning.

Multi-Cultural Community Builder

"Our graduates will have an understanding of interdependence and global competence, distinctive technical and educational skills, the experience and abilities to contribute to California's high quality work force, the critical thinking abilities to be productive citizens, and the social responsibility and skills to be community builders."

CSUMB SERVICE LEARNING OUTCOMES: All service learning classes at CSUMB teach to a common set of learning outcomes. Click here for Lower and Upper Division Service Learning Outcomes.


Robert L. Sigmon, Ed.(1996) " Intercultural Service Competencies : Connecting Head, Heart and Hands" Chapter 11

Journey to Service-Learning: Experiences from Independent Liberal Arts Colleges and Universities

CIC (Council of Independent Colleges)

Developing a service learning syllabus

Service Learning/Social Justice Curriculum Development Framework

A step-by-step guide to developing a CSUMB service learning syllabus

Service Learning Faculty Support Checklist

Use this checklist as a guideline for your course planning and to identify the areas in which you would like support from Service Learning Staff.

Components of a Service Learning Syllabus

Examples of service learning syllabi:


Community partnerships

How to Become a Community Partner with CSUMB's Service Learning Institute

Service learners work in a community or sector that relates to their academic course content and they generally are required to serve a minimum of 30 hours over a ten-week period with a Community Partner.

The My Service Learning Placement (MySLP)

MySLP houses over 500 community partners for students and faculty to choose from in deciding where student's will serve their placement. It is accessible on the Internet to faculty, students and community partners. Information about each community partner is located in their Organization Profile. The Community Partner Database offers numerous search options for locating the type of organizations that fit best with your course.


Kretzmann. "The Campus and The Community: Sharing Power for a Democratic Future."

Western Region Campus Compact Consortium - Third Annual Continuums of Service Conference

Warriner. "Relationships: A Community Partner Perspective."

Western Region Campus Compact Consortium - Third Annual Continuums of Service Conference

Pollack and Rucker. "Building Reciprocal Partnerships Between Campus and Community." (download the article below)

"Building Reciprocal Partnerships Between Campus and Community."

Critical reflection

Student Reflection Guide

Eyler , J., Giles, D., and Schmiede, A. (1996). "Different Ways to Reflect and Learn." Chapter 3

A Practitioner's Guide to Reflection in Service Learning

Battistoni, Richard M. "Reflection Questions That Tap Civic Dimensions." Appendix B

Civic Engagement Across the Curriculum

2002 Campus Compact

What is service?


Illich, Ivan (1968). "To Hell with Good Intensions," NSEE, "Resource Guide for Service

Learning Educators."

To Hell with Good Intentions

Remen, Rachel Naomi (2000). "Belonging," from My Grandfather's Blessings, RiverheadBooks.

Remen, Rachel Naomi (1999). "Helping, Fixing or Serving," Shambala Sun, September.

Helping, Fixing or Serving

Sigmon, Robert L. (1995). "Sit Down. Be Quiet. Pay Attention." NSEE Quarterly, Spring

Social justice and diversity resources

Social justice: what is it?

  • Cruz, Nadinne (1998). Service Learning for Social Justice.
  • Bell, Lee Anne (1997). "Theoretical Foundations for Social Justice Education," Ch 1 in Teaching for Diversity and Social Justice.
  • Snarr, Melissa (2003). "The University of Social Justice," Sojourners Magazine, May-June 2003.

Social justice: how to teach it?

  • Koliba, O'Meara and Seidel (2000). "Social Justice Principles for Experimental Education," NSEE Quarterly, V. 26, 1.
  • Adams, Bell and Griffin (1997). "Principles of Social Justice Education Practice," p. 42-3 in Teaching for Diversity and Social Justice.

Principles of Social Justice Education Practice

  • Griffin, Pat (1997). "Facilitating Social Justice Education Courses." CH. 13 in Teaching for Diversity and Social Justice.
  • CSUMB Service Learning Institute (2001). Multiple Social Group Identities and Service: Engaging with Social Privilege and Marginalization.
  • Warren, Karen (1998). "Educating Students for Social Justice in Service Learning." In Journal of Experiential Education, V. 21/3, 134-139.
  • Motoike, Pamela (2002). "Intercultural Communication Workshop." CP ULR Seminar, 9/4/02.

Risk management in service learning

The process

The Service Learning Institute (SLI) is pleased to provide you with important information regarding the Policies and Procedures for Reducing Risks in Service Learning at CSU Monterey Bay. This section contains a summary of the information presented at the SLI Risk Management in Service Learning workshops for faculty, as well as links to forms for students.

The processes and forms were developed specifically for CSUMB and adapted to conform to guidelines provided in the CSU Best Practices for Managing Risks in Service Learning manual. Visit the CSU Risk Management page for details.

This new risk management process is part of a CSU system-wide effort to minimize faculty and university liability in service learning and to provide safe, positive, out-of-classroom learning experiences for all service learners. Adhering to this Risk Management Process will ensure that you, as service learning faculty, are fully protected by CSU. We appreciate your support and cooperation in this process.

Should you have additional questions, please contact Andrea Monroe (831) 582-5175 or Seth Pollack at (831) 582-3914.

The CSUMB Risk Management Process consists of two facets:

Partnership process

Step #1

A COMMUNITY-BASED ORGANIZATION (CBO) requests partnership, or a faculty member initiates a new partnership with a CBO for a specific course

Step #2

The CBO's representative attends an Orientation meeting to learn about CSUMB service learning. Orientation initially occurs face to face during a site visit by the faculty member or the Coordinator of Community Partnerships New Community Partner Orientations are held each fall & spring semester.

Step #3

SLI Staff or Faculty completes a "Community Site Visit Checklist" (available below).

Community Site Visit Checklist

This form is a tool for assessing the requirements, risks and basic safety factors of a site prior to student placement. Faculty, when cultivating new community partners must complete the Community Site Visit checklist. The completed checklist must be returned to the SLI. Organizations that are prospective community partners of distance learners should visit the Distance Learning page for more details.

Step #4

SLI begins the process of receiving a signed "University Agency Agreement for Placement of Students" (UAAPS)

The community partner and CSUMB must enter into a formal agreement by signing the UAAPS. This agreement specifies expectations for each party and formally indicates how issues of liability and worker's compensation will be handled. The contract must be renewed every three years.

The UAAPS must be signed by the Director of the CSUMB Business & Support Services Department. A completed UAAPS is required prior to placing students with any new community partner organization. We will continue to place students with existing active community partner organizations while we are pursuing contracts with those organizations over the next two years.

Service learning placement process

Step #1

Each Student completes an electronic Learning Agreement upon completing their placement on MySLP.

All service learning students must complete a Learning Agreement electronically in MySLP. The Learning Agreement form must include course outcomes and service activities with specific responsibilities clearly defined. It is the official document, which specifies each student's "scope of work" for the service learning assignment.

The Learning Agreement:

  • Must be signed by the student, the faculty person, and the site supervisor.
  • Must be returned to the course instructor kept for the duration of the semester, and subsequently turned in to the SLI by the Instructor.
  • The original along with each student's Activity and Time Log should be forwarded to the Service Learning Institute (Bldg. 44) by the end of the grades due date for each semester. (This process will require cooperation from the instructors for its successful implementation.)

The Learning Agreement requires the student to acknowledge that he or she has read the on-line Service Learning Guide for Students and is familiar with the Guidelines for Reducing Risks in Service Learning.

The student must also acknowledge that he or she has reviewed the organization's Health & Safety Profile and is familiar with the risks associated with the site. Health & Safety Profile information is located within the "Organization's Profile" in MySLP and includes descriptions of potential risks associated with the site and specific service roles, recommended safety precautions for students, and relevant comments from former service learners.

Step #2

Each Student provides a completed Activity & Time Log (download below)

Student Activity & Time Log

This form documents the activities and the hours of service performed by a student at a community partner organization.

The student must have the site supervisor sign the form and return the form to his/her instructor at the end of the service assignment.

Instructors must keep the form for the duration of the semester, and subsequently turn them in to their Academic Department by the last day of Assessment Week.

The Activity and Time Log_s and the original _Learning Agreement form 400 should then be forwarded by your support staff to the Service Learning Institute (bldg. 45A) by the end of the grades due date for each semester.

Guiding principles for faculty

The following guiding principles are considered best practices throughout the field and apply to all the parties involved in service learning experiences. Since each service learning course is different, these guidelines are not intended to be all encompassing. However, these do's and don'ts apply to most situations.

If you feel something included here is prohibitive to the service learning experience you hope to offer to students, please have a discussion with the Service Learning Institute Associate Director, Andrea Monroe. The intent of these guidelines is not to prohibit service learning experiences, but rather, to provide best practices that allow for safe and positive service environments where the risk and liability have been minimized.

For Service Learning Faculty & Staff

For Service Learners (CSUMB students)

For Community-Based Organizations

CSUMB risk management procedures

Risk Management is a department of the Administration and Finance Division at California State University Monterey Bay (CSUMB). CSUMB's Risk Management provides assistance to campus entities in identification and examination of risks, selection of risk control and risk financing techniques.

The Risk Management office is located at (Building 84B). Office hours are 8:00 a.m. to 5:00 p.m. Monday through Friday.

Evaluation of service learning by faculty

Faculty: Please read and complete the Evaluation below after your Service Learning course.

Evaluation of SL by Faculty