CSUSB Service Learning Program

Service learning at CSUSB is a credit-bearing educational experience in which students participate in an organized service activity that meets community-identified needs.  A service learning course typically requires a minimum number of service hours with selected community-based organizations and schools.  Students reflect on their service activity to increase their understanding and application of the course content and to enhance their sense of civic responsibility.

            Faculty who teach service learning courses have found that extending the boundaries of the classroom into the community benefits their students' learning in many ways.  Students understand and synthesize the subject matter through a broader range of experiences and associations; gain an understanding and appreciation of the community and the diversity of its people; explore an area of study or a career option; critically reflect on personal values and responsibilities as citizens; and gain a belief they can make a difference through their actions.  Many students decide to continue their involvement in the community after completing the class.

            Community-University Partnership staff provide technical assistance to any faculty member interested in developing a service learning course.  A resource library is available in the CUP office as well as a faculty handbook on service learning.  Service learning fellowships are available to financially assist faculty during the process of service learning curriculum development. 

Suggested Guidelines for designation of service learning classes 

1. Students in the class provide a service to address community-identified needs of individuals, organizations, schools, or entities in the community
2. The service experience elucidates the relevancy of the course content, and the knowledge from the discipline informs the service experience.
3. The service opportunities seek to further students¹ civic education while providing skill development valuable for career preparation.
4. Diverse teaching methods encourage students to think about what they have learned through the service experience and how these relate to the course content. Activities are designed such that class members learn from each other as well as from the instructor.
5. The course offers a method to assess the learning derived from the service. Credit is given for the learning and its relation to the course, not for the service alone, e.g., journaling.
6. Recipients of the students' service experiences are offered an opportunity to be involved in the assessment of the service.

It is recommended that each student participate in service activities for a minimum of 15 hours during the quarter. It is preferred that the service be provided throughout the quarter rather than a one-time experience.

For more information
Dr. Diane Podolske, Director
(909) 537-7483

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