What is Service-Learning?

Do you want students to experience working on  interesting, real-world problems? Or perhaps have opportunities to apply their disciplinary knowledge in new situations where they can contribute to the community in a socially responsible manner. If so, then consider the high-impact practice of service-learning -  a pedagogy that allows faculty to link course content to service experiences centered on a community need or issue to meet the learning objectives. 

To see what constitutes service-learning, see the CI Service-Learning Policy.

For more information about the differences between service-learning, internships, and community service, please view Is It Community Service, an Internship or Service Learning? (PDF, 205KB )

Fall 2018 Service-Learning Faculty

  • Leslie Abell - Sociology 
  • Mariano Baez - Liberal Studies
  • Dana Baker - Political Science
  • Maria Ballesteros-Sola - Business
  • Robert Bleicher - Education
  • Frank Carrillo - Sociology
  • Nien Chen-Tsu - Communication
  • Stephen Clark - Spanish
  • Thomas Clobes - Health Science 
  • Kathleen Contreras  - Education
  • Blair Craddock - Health Science 
  • Jacob Jenkins - Communication 
  • Susan Lefevere - University Experience
  • Jennie Luna - Chicano/a Studies
  • Carol Mack - Health Sciences
  • Parul Malik - Communication 
  • Sunghee Nam - Sociology
  • Jarmila Nguyen - Mathematics
  • Lindsey O'Connor - Sociology 
  • Linda O'Hirok - Environmental Science 
  • Barbara Patten - Education 
  • Daniel Reineman - Environmental Science 
  • Christina Smith - Communication 
  • Suzanne Soule - University Experience
  • Annie White - Early Childhood Education  
  • Mary Woo - Environmental Science
  • Martha Zavala - Communication

Faculty Consultations

The CCE staff is available to discuss community partners, service-learning curriculum and projects, and service-learning resources. Schedule a consultation.

Faculty Guidebook

The Faculty Guidebook (PDF, 895KB) is designed to be a reference tool for faculty involved in service-learning. This guidebook will provide you with necessary resources for your service-learning course(s).

Including Service-Learning In Your Syllabus

The following two links - from the Journal of Effective Teaching and Learn and Serve  - present elements of best practices that you may want to want to include when integrating service-learning in your course syllabus. 

Classroom Orientations

The CCE staff will conduct orientations during class or at other pre-arranged times to introduce students to service-learning concepts, methods and purpose. Request a classroom orientation.

Parking Permits 

If you are inviting community partners to present in-class orientations and need parking permits, CCE staff will request parking permits and have them waiting at Placer Hall on the date requested. Parking permits must be requested 48 hours in advance. Request a parking permit.

Service-Learning Course Support Funds

Faculty teaching a service-learning course are eligible to apply for funds up to $500 to support high-impact service-learning practices and projects by covering essential associated costs. 

When requesting these purchasing funds please keep the following in mind: 

  • Include full item description, quantity, current price, all vendor information and delivery location with your request.
  • Do not purchase supplies with you own funds.
  • Purchasing can take up to four weeks, so please submit your requests early.
  • Funds typically can not be used to purchase food.
  • There are other restrictions on purchasing, when in doubt please contact the CCE. 
    Apply for service-learning course funding.

Conference Registration Funds 

The CCE will cover conference registration for faculty to attend or present at a service-learning conference. These funds are offered on a first-come-first served basis.  Apply for conference funding List of Conferences

The Art of Reflection 

Reflection is integral to service-learning because it connects and reinforces in-class work, course readings, and service experiences. It provides an opportunity for students to think critically about service experiences, examine and challenge personal values, beliefs, and opinions, while allowing students to ask questions, share ideas and experiences, challenge current solutions to community issues and develop plans to address community needs.  

Additional reflection resources:

Service-Learning Sylabii Resources

The following are links that provide examples of service-learning syllabi across a wide variety of disciplines.

Service-Learning Publishing Outlets

The following peer-reviewed journals publish community-engaged research, including research related to civic engagement and service-learning in higher education