If you have questions about the training contact Seth Pollack at 582-3914 or by email at firstname.lastname@example.org
Table of Contents
- SLI Mission and Philosophy Statement
- Essential Elements of Service Learning
- Service Learning at CSUMB
- Service Learning Process & Forms
- Guiding Principles to Reduce Risks for Service Learners
- Sexual Harassment
1. Service Learning Institute Mission and Philosophy Statement
Service Learning Institute Mission 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.
Social justice is the guiding principle for our practice in service learning. We believe that:
• CSU Monterey Bay students, as future leaders of our community, deserve a real world education that inspires social responsibility, cultivates respect for diversity and encourages compassion for all;
• CSUMB should be a responsible, engaged member of the local community;
• Academic learning is strengthened by engaging in meaningful service and reflection;
• Education at CSUMB should be transformative; creating ethical and responsible community participants; and that,
• All partners in the service learning process should be engaged in teaching and learning, serving and being served.
We have adopted the following core values to guide our work:
• Building authentic partnerships that demonstrate shared leadership, collaboration and reciprocity;
• Acting with compassion, demonstrating honesty and authenticity;
• Working towards social justice: continual movement toward an equitable society;
• Developing multicultural understanding and respect for differences; and,
• Cultivating awareness of self in relation to social inequities through reflection and active service with the community.
Student Learning Goal
Our goal is for CSUMB students to become multicultural community builders: students who have the knowledge, skills and attitudes to work effectively in a diverse society to create more just and equitable workplaces, communities and social institutions.
We are committed to engaging the content, practice, and pedagogy of service learning to bring these values to life.
2. Essential Elements of Service Learning
What is Service Learning?
Service learning combines community service with formal coursework in a way that both responds to community-identified needs and helps students meet academic, social, civic and moral learning goals. Service learning enables students to grow and learn through active participation in community service activities that are clearly connected to their academic program. Through service learning, students learn about themselves and their relationship to the world and community around them. Service learning allows students to engage in real-world issues and social problems, and helps them to work with community organizations to become "part of the solution." Through their community involvement, students gain an understanding of community issues, community assets and community processes for making change happen. Service learning helps students learn and care about others, and develop the skills and attitudes to become community builders in our rapidly changing, diverse world.
Service learning is distinguished from other approaches to experiential learning because it:
- Insists that students reflect on their community service experience in a formal manner
- Attempts to balance the benefits to the student and to the community organization
- Emphasizes the social, civic and moral learning that results from reflective community service involvement
What a service learner is and is not…
A service learner:
- Enrolls in courses identified with an "S" suffix in the CSUMB course catalogue (ie, HCOM 307S: Social Impact of the Mass Media)
- Attends classes and also provide service to a community organization for a specified amount of time during the semester
- Addresses community - identified needs in his/her service placements
- Is involved in activities at the community site that provide meaningful experience related to the content of their course
- Reads articles and books to become more informed about the issues addressed at the community service site
- Engages in critical reflection on the community service experience as part of classroom activities
A service learner is NOT:
- A volunteer - available to respond to any need for support that the organization may have (clerical, administrative, etc.)
- An intern - whose primary purpose is to develop specific skills related to a specific technical field or profession
Key Elements of a Service Learning Experience
Reciprocity: The service and learning must be worthwhile and valuable for both the student and the community. There must be reciprocity between the server and those served.
Reflection: Intentional, systematic reflection about the experience must take place in order to maximize the benefit of service learning experiences. Reflection within the context of the service experience encourages introspection of other aspects of the student's life. Reflection is the critical process to link service and academic learning objectives.
Integration: Service activities need to be directly related to the student's academic learning objectives in order to strengthen student's critical thinking.
Diversity: A priority is placed on involving a broad cross-section of students working in diverse settings and with diverse populations within the community. Service helps students overcome stereotypes and fears, and develop skills as multicultural community participants.
3. Service Learning at CSUMB
Service learning is an integral component of CSUMB's philosophy and academic program. Service learning is featured prominently in the CSUMB Vision Statement, and is identified as one of CSUMB's seven "Core Academic Values." CSUMB is one of the only public universities in the nation to have made service learning a required experience for all students. Through service learning, CSUMB's academic programs stay relevant to community issues and concerns; and CSUMB graduates develop the knowledge, skills and attitudes to become more competent and engaged multicultural community participants.
- What is distinctive about Service Learning at CSUMB
Service learning at CSUMB is distinctive because the topic of service is itself a focus of our academic study. Developing an ethic of service and community involvement is a goal of all or our service learning courses. Issues of justice, diversity, compassion and social responsibility are an explicit component of CSUMB service learning courses. (See CSUMB's Service Learning Prism.) In service learning courses at CSUMB, students explore the deep roots of difficult social problems, while simultaneously working to alleviate their impact in our local communities. Our hope is that students will become more informed about the systemic injustices that exist, and more involved in long-term efforts to create more just and equitable communities.
- Benefits from Service Learning
Service learning helps learning to come alive. Through service learning, you will have the opportunity to:
- Learn from individuals who are different from and similar to you in age, class, gender, race, education-level, physical ability, sexual orientation, and life experiences
- Examine your own values, attitudes, and beliefs about the world
- Experience the surrounding communities as part of your classroom for learning
- Develop leadership skills
- Understand the economic, political, and cultural structures of our society and the impact these structures have on people
- Gain experience in your academic and/or future career field
- Develop and experience community with other service learners as well as with the people you serve and are served by
- Increase your understanding of the four facets of service: justice, compassion, diversity and social responsibility
Service Learning Requirements
There are two components to CSUMB's service learning requirement: the Lower Division component and the Upper Division component.
4. Service Learning Process & Forms
My Service Learning Placement (MySLP)
MySLP contains information regarding over 500 schools, governmental agencies and non-profit organizations in the tri-county area (Monterey, Santa Cruz, and San Benito County) interested in partnering with CSUMB students, faculty and staff. MySLP is a good resource for ideas and projects for Senior Capstones, community-based research, Independent Study and other community-based opportunities.
The Service Learning Institute has a number of forms available on-line and as printable pdf files for use by students.
Some of these are "required" forms used in our placement and evaluation process. A few forms are provided as optional tools to help faculty and students manage and track placement information.
Please check with the course instructor to determine which of these forms is necessary for each course.
Service learners taking on-line courses have a slightly different placement process than campus-based students. Please view the Distance Learning page for more detailed direction on how to select your service site.
Student Leadership Opportunities in Service Learning
The Service Learning Institute is committed to honoring and valuing student voice and knowledge in its service learning program at CSUMB. As such, the SLI sponsors the Student Leadership in Service Learning (sl)2 Program, an innovative service learning student leadership program. Students selected to participate in the (sl)2 Program work in a variety of positions to support CSUMB's service learning program. Course-based (sl)2s assist service learning faculty with their courses. Community-based (sl)2s serve on site at a community organization working to coordinate service learners. Other (sl)2s support on-going service opportunities for students. (sl)2s are recognized as leaders across campus for their commitment to service and social justice. For more information on any of these opportunities, please contact the Coordinator of Service Learning Leadership at 582-3631.
5. Guiding Principals to Reduce Risks for Service Learners
As you begin your service relationship with a community agency, you are probably eager to get involved and make a difference in the lives of people with whom you work and the agencies with which you serve. We expect that you will view yourself as a representative of CSUMB in the community and as such, we ask that you carefully read through and abide by the following guidelines created to assist you in having the best and most productive experience possible:
- DO participate in orientation for your service-learning experience
- DO make sure you know whom to contact at the site and at the University in case of an emergency
- DO make sure you know how to exit your service site in case of an emergency
- DO ask for help from your supervisor or another staff member at your service site when in doubt
- DO be punctual and responsible in completing your commitment to the service site
- DO call your site supervisor if you know you will be late or not able to come in at all
- DO keep all information about clients you work with confidential
- DO show respect for your service site, its staff, and its clients
- DO be aware that you are representing the University
- DO know that if you are having trouble at your service site, you can talk with your faculty member about it
- DO sign-in at your service site every time you are there, and record your service hours on your Activity & Time Log. This will ensure you receive credit for the hours you have served
- DON'T report to your service site under the influence of drugs or alcohol
- DON'T give or loan a client money or other personal belongings
- DON'T make promises or commitments to a client that you cannot keep
- DON'T give a client or community-based organization representative a ride in a personal vehicle
- DON'T use your personal vehicle to provide services for your organization
- DON'T tolerate verbal exchange of a sexual nature or engage in behavior that might be perceived as sexual with a client or community-based organization representative
- DON'T tolerate verbal exchange or engage in behavior that might be perceived as discriminating against an individual on the basis of her/his age, race, gender, sexual orientation, ability or ethnicity
- DON'T engage in any type of business with clients during the term of your service
- DON'T enter into personal relationships with a client, or community-based organization representative during the term of your service
- DO know that you can request an alternative service site if you are not comfortable with your current site
For assistance in accommodations for any disabilities you may have please contact Margaret Keith, Director, Student Disability Resources at (831) 582-4369.
Traveling to and from sites:
- Keep your automobile a non-attraction. Do not leave items visible in the car's interior. Place valuable articles in the trunk prior to arrival at site.
- If you take the bus, be sure to know the route and cost of bus fare.
- In case of a breakdown or a mix up with transportation, carry enough money for a cab ride home.
- Develop a community safety net of resources in your placement area.
- Get to know your supervisor at the agency.
- Familiarize yourself with people, places and things in the area that can be of assistance in times of emergency (e.g. know the location of phones, 24-hour stores, police station, etc.).
- Give the phone number of the agency where you'll be serving to a roommate, friend, or relative before leaving for your placement site.
Use common sense and conduct yourself in a professional manner at all times. Every site has its own rules, policies, procedures, protocol and expectations, for which you are responsible. Familiarize yourself with the workings of the site/agency. This will contribute to your success in service.
6. Sexual Harassment
The California State University Chancellor's Executive Order No. 345 requires each campus of The California State University to maintain a working and learning environment free from sexual harassment for its students, employees, and those who apply for student or employee status. The following federal and state statutes prohibit sexual harassment as a form of sex discrimination:
Title VII of the Civil Rights Act of 1964 (as amended)
Title IX of the Education Amendments Act of 1972; Government Code Section 12940; and the California Education Code,
Section 200 et seq.
All members of the university community are responsible for ensuring that their conduct does not sexually harass any other member of the university community. This same responsibility extends to employees of third parties doing business with the University and to campus visitors.University administrators and supervisors have the further responsibility of preventing and eliminating sexual harassment within the areas they oversee. If administrators or supervisors know sexual harassment is occurring, receive a complaint of sexual harassment, or obtain information indicating possible sexual harassment, they must take immediate steps to ensure the matter is addressed, even if the issue or alleged problem is not within their assigned area of responsibility.
Faculty, staff, and students are expected to inform an appropriate administrator (i.e., deans or vice presidents) or other university officer (i.e., director of Human Resources) if they have reason to believe sexual harassment is occurring. Program administrators and department heads/chairs are responsible for taking appropriate steps to disseminate this policy statement to students and employees in their respective areas. All faculty, staff, and administrators will be held accountable for compliance with this.
Definition of Sexual Harassment
- Sexual harassment is defined by the Equal Employment Opportunity Commission as follows:
Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitutes sexual harassment when:
1. Submission to such conduct is made either explicitly or implicitly a term or condition of a person's employment or academic advancement
2. Submission to or rejection of such conduct by an individual is used as a basis for affecting an individual's employment or academic standing
3. Such conduct has the purpose or effect of unreasonably interfering with a person's work or academic performance or creating an intimidating, hostile, or offensive work, learning, or social environment
Not "Just Flirting" - Types Of Sexual Harassment
Verbal or physical contact with the intention of sexual relations may be quid pro quo (i.e., "in exchange" for favors such as promotions,
employment perks, better grades etc.). The power of the person in authority (employer, supervisor, professor, etc.) to sexually harass
increases in direct Correlation to lack of organization of the potential victim group - i.e., women laborers in the informal sector, temporary
workers, students, women in institutions for the mentally/ physically handicapped etc. are most vulnerable.
- Sexual harassment by colleagues
- Sexual harassment by clients - particularly in professions where women's role is "sexually packaged" - such as air hostesses, workers in beer bars etc.
Sexual harassment of women in authority - to undermine the position of women Recent - and increasing - cases of newly elected, active women
members of panchayats being stripped naked and paraded - are examples.
- Sexual objectification of an individual though sexual relations not intended (harassment on the road etc.). This can also include negative comments like "you're fat/ ugly" etc.
Hostile, anti-woman environment (pornography in public places, foul language etc.). This may not be directed at any woman employee in particular,
but the effect on women is one of discomfort.
Sexual Harassment in the Workplace
Sexual Harassment at the University