Beginning in Fall 2003, students will be able to pursue a minor in Service Learning Leadership. CSUMB is one of the first universities in the country to offer such a degree.

Overview
The Service Learning Leadership Minor provides students with the opportunity to develop advanced knowledge and skills in service learning leadership, preparing students to work as leaders in the growing service learning field. The minor gives students a strong foundation in the design and delivery of service learning experiences, community and social change processes, and perspectives in service and social justice. In addition, students integrate this knowledge in the form of a senior capstone service learning project, designed and carried out collaboratively with a community organization..

The field of service learning has grown dramatically over the past decade. It is seen as one of the prime strategies for educational institutions (both K-12 and Higher Education) to help students learn about social issues, and develop their own ethic of service and social responsibility. It is also seen as an effective strategy to work with youth and community members on social change efforts outside of the formal educational setting. Many schools, colleges and organizations are building service learning programs, and looking for skilled leaders. As the field grows there is a vital need to train young service learning professionals. Completing this minor, students will be able to take positions as leaders in the field of service learning and community service, both locally and at the state level.

Requirements
All students must complete the Community Participation ULR as a pre-requisite for the minor. Students must fulfill four Minor Learning Outcomes (mLOs) with a minimum of 12 credits. This will include an appropriate Senior Capstone Project that meets the requirements of mLO 4: Advanced Application.

Learning Outcomes

mLO 1: Service Learning Design and Pedagogy
• Students will know the theoretical roots and various approaches to service learning and experiential education pedagogy;
• Students will be familiar with empirical research in service learning, focusing on cognitive and affective outcomes for student learning and development as well as community development;
• Students will know how to facilitate service learning and practical experiences, and will be able to identify and assess critical components of effective service learning; and,
• Students will be able to assess community service learning as strategies for (a) creating more just communities, and (b) preparing students for lifelong community participation.

mLO 2: Perspectives in Service and Social Justice
• Students will understand theories and issues of social justice, including oppression (and its manifestations at various levels), liberation, coalitions and alliances;
• Students will be able to identify and analyze systemic elements that perpetuate injustice in communities;
• Students will be familiar with diverse traditions of service and historical service movements, and be able to analyze their relation to the current service movement; and,
• Students will be able to critically analyze the linkages between service and social justice.

mLO 3: Community and Social Change Processes
• Students will be familiar with various models for grassroots social change, including direct action, policy initiatives, and systemic change;
• Students will understand communities, how they function, make decisions, acquire and expend resources;
• Students will be able to analyze the network of influences and forces (local, regional, national, and global) that affect community life;
• Students will be familiar with effective practices in community building and processes that connect people across difference.

mLO 4: Advanced Application (Capstone)
• Students will be able to articulate the linkages between service, social justice, and their chosen field of study;
• Students will be able to develop a Senior Capstone Project that is responsive to community-identified needs;
• Students will be able to gather knowledge with, and provide information to a community in a way that enhances community capacities; and,
• Students will understand their own capacity for service and social justice as an individual working in their chosen field of study.

Meeting the Outcomes (Return To Top)
The following courses must be taken to meet the learning outcomes for the minor.

mLO 1: Service Learning Design and Pedagogy
SL 300S - Introduction to Service Learning Pedagogy – 4 credits
This course aims to prepare students to design and lead service learning experiences. Students will explore experiential education, theories of service and service learning, strategies for facilitation and effective teaching practice. A practical experience in which students are involved in leading service learning through community or classroom placements allows students to balance action with critical reflection on service learning practice.

mLO 2: Perspectives in Service and Social Justice
SL 394S - Service and Social Justice – 4 credits
Students will explore social movements in service and social justice to understand the linkages between these two avenues for community development and activism. Through their own service experiences, students will analyze systemic elements that perpetuate oppression and injustice and develop their own capacities as catalysts for change by engaging in meaningful and respectful community work.

mLO 3: Community and Social Change Processes
Students can take any upper division service learning course to satisfy this outcome, as long as the course does not also satisfy the student’s major requirement. See course catalog for details.

mLO 4: Advanced Application (Capstone)
Students are not required to enroll in a specific service learning capstone course, but may choose the alternative assessment pathway. If they choose the alternative assessment pathway, students will submit a portfolio to the mLO Assessment Committee, indicating how their Senior Capstone Project meets the outcomes specified under mLO 4.

Existing service learning Capstone courses include:

SL 492S - Community Research Service Learning - 2-4 credits
Students work on research projects that are responsive to community needs with community organizations. Requires a minimum of 3-5 hours of service per week.

ESSP 497S – Capstone Independent Study: Earth Systems Service Learning - 2-4 credits
Enables students to integrate citizenship, academic subjects, skills, and values into their Senior Capstone Projects. Students work with public and private organizations on projects that integrate scientific skills with needs of multicultural communities. Students maintain weekly journals covering self, community, public education and professional community responsibility.

SBSC 400S - Senior Capstone Seminar: Social and Behavioral Sciences/Service Learning -
I – 2 credits
Students meet with faculty and community partners in supervised learning activities related to their capstone topic and complete a contracted number of off-campus service hours with the sponsoring agency. Geared to students interested in action-oriented research.

SBSC 402S - Senior Capstone Seminar: Social and Behavioral Sciences/Service Learning II -
2 credits
Students meet with faculty and community partners in supervised learning activities related to their capstone topic and complete a contracted number of off-campus service hours with the sponsoring agency. Geared to students interested in action-oriented research.

Faculty Contacts (Return to Top)

• Tania D. Mitchell, Faculty Coordinator, Service Learning Leadership
Phone: (831) 582-3631 email: tania_mitchell@csumb.edu

• Dr. Seth S. Pollack, Director, Service Learning Institute
Phone: (831) 582-3914 email: seth_pollack@csumb.edu