Breadcrumb
Service Learning Course Design
Service Learning, also known as Community-Based Learning, is a pedagogy that uses meaningful service addressing a community need as a critical component of the course curriculum and assessment of student learning. It is characterized by critical reflection and a collaborative partnership between the instructor, students, and community, with a focus on both student learning and community impact. Service Learning is recognized as a high-impact practice that not only provides students with hands-on learning and career exploration opportunities but also opportunities to develop informed civic engagement, a sense of belonging, and an increased satisfaction with the college experience.
Incorporating service learning into your course requires some advanced curricular planning, developing community connections, and mitigating risks.
Humboldt has identified the following elements as essential to every Service Learning course:
- Community Voice: Service will meet real community-identified need(s)
- Link to curriculum: Service is tied to and enhances the curriculum, connecting theory to practice.
- Preparation of students: Faculty will orient students to both the learning site/community partner organization(s) and to principles of Service Learning pedagogy.
- Reciprocity: Partnerships between community partners, students, and faculty must be reciprocal in practice, being worthwhile and valuable for all participants.
- Reflection: Provide systematic reflection activities that are embedded throughout the course, including pre- and post-service.
- Development at all stages: Student experiences, course evolution, and emerging community needs may all contribute to the need to make adjustments to meet the emerging needs of all participants.
- Foster civic responsibility and diversity: Through service and classroom reflections, students are able to recognize that participation and the ability to respond to authentic needs improve the quality of life in the community.
- Evaluation: Provide ongoing, embedded evaluation with all participants aware of what will be evaluated.
Course Development Steps
We recommend that you start your Service Learning journey by reading the articles below to become acquainted with the Service Learning pedagogy.
- Eight Essential Elements of Service Learning. Center for Community Based Learning
- Introduction to Service Learning Pedagogy. Kathleen Rice
- What are Service Learning and Civic Engagement? Christine M. Cress (2013)
- Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models. Tania D. Mitchell (2008)
- Service Learning as a Pedagogy of Whiteness. Tania D. Mitchell, David M. Donahue & Courtney Young-Law (2012)
- How Service-Learning Enacts Social Justice Sensemaking. Tania D. Mitchell (2014)
- Preparing Students for Effective Service Learning. Kathleen Rice
- Designing Community-Based Courses. Cathy Avila-Linn, Kathleen Rice, Suzan Akin (2012)
- Service Learning Taxonomy: Classifying a Student-Centered Approach to Community-Engaged Learning Courses. CSU (2022)
Below you will find the list of all Service Learning courses currently active in the Cal Poly Humboldt catalog. (Note that some of these classes may not be offered on a regular basis.)
Course | Title | Description | Units | CS Number |
| ART 497S | Service Learning and Art Education I | Integrates art education theory and practice with service learning concepts in concert with a practicum in the field - forty-five hours of participation assistant teaching in Community Partner visual arts programs. | 3 | C-7, C-78 |
| ART 498SW | Service Learning and Art Education II | Integrates art education theory and practice with service learning concepts in concert with a practicum in the field - forty-five hours of teaching and related activities in Community Partner visual arts programs. | 3 | C-7, C-78 |
| BA 496S | Strategic Management | Service learning course. This is a capstone experience course that integrates economic, financial, marketing, and management areas through the application of a strategic assessment of a local business. | 4 | C-4 |
| CD 211S | Perspectives: Professional Development | Investigation of employment alternatives, professional organizations and resources, and strategies for professional development and employment. 30 hours of service learning required over the course of the semester. | 3 | C-2, C-78 |
| CD 467S | Working with Culturally Diverse Families | Family attitudes, goals, and practices impacted by gender, social class, ethnicity, racial membership. Sensitize self to personal perspectives on diversity. Seminar format. 20 hours of service learning required over the course of the semester. | 3 | C-5 |
| CRIM 225S | Inequalities/Criminalization | Examines the intersection of crime and inequality within families, communities, and nations. The course includes experiential education that connects students to local responses to social justice issues. | 4 | C-3, C-78 |
| ECON 470S | Sustainable Rural Economic Development | Role of development practitioner. Analyze rural economic development theory and strategies required for sustained growth and job creation consistent with community values. Local speakers; cases; field trip; service-learning component. | 4 | C-5, C-78 |
| ECON 570S | Sustainable Rural Economic Development | Role of development practitioner. Analyze rural economic development theory and strategies required for sustained growth and job creation consistent with community values. Local speakers; cases; field trip; service-learning component. | 4 | C-5,C-78 |
| ENGL 104S | Accelerated Composition and Rhetoric - Service Learning | Honing academic writing and reading skills. Emphasis on research strategies, synthesis, critical reading, rhetorical distinctions. Workshop, lecture, and collaborative learning. Final assessment based on writing portfolio. Incorporates service learning pedagogy. | 3 | C-4 |
| ENST 490S | Environmental Studies Capstone Experience with Service Learning | Capstone experience for environmental studies majors. Students to apply training in environmental systems to practical problems. Course will entail either group or individual projects. | 4 | C-5, C-78 |
| FILM 455S | Grant Writing | Fundamental practices of proposal development and grant writing; applicable to all professions. Hands-on activities as grantee and grantor. Emphasis on post-graduation grant writing. Includes working with a fiscal agent. | 4 | C-3, C-12 |
| GEOG 470S | Topics in Geography for Teachers | Prospective teachers develop materials and resources that can be applied in classrooms. Use case studies developed by national and state geographic educational alliances. Students conduct a small service learning project in partnership with local schools/educational partners. | 3 | C-3 |
| INTL 100S | Thinking Critically about Globalization | Development of critical thinking through an understanding of the principles of reasoning and tools of evaluation and argumentation with application to questions of globalization concerning economics, politics, and culture, with Service Learning. | 3 | C-2 |
| MUS 107S | Chamber Music-Service Learning | Study/perform chamber music from all eras. Perform for community partners, and assess and reflect on the experience. | 1 | C-78 |
| MUS 407S | Chamber Music-Service Learning | Study/perform chamber music from all eras. Perform for community partners, and assess and reflect on the experience. | 1 | C-78 |
| PHYX 104S | Descriptive Astronomy | Understand and appreciate astronomy/planet Earth. Methods of obtaining facts and formulating principles. Labs: naked eye star/planet observations, movement of moon and celestial sphere, constellations, galaxies, star clusters, light and spectroscopy telescopes. Service Learning component. | 4 | C-1, C-16 |
| PSCI 381S | Community Leadership in Action | Facilitate involvement in equity arcata. Promote civic engagement, work towards racial equity in health, housing, education, and employment, and participate in creating a welcoming, safe, and inclusive campus and community for all. | 1 | C-5 |
| PSYC 489S | Community Psychology | Foundational overview of ecological, multicultural, and intersectional theories in understanding applied psychology with a focus on community interventions. This course includes a service placement at a local community organization. | 3 | C-2 |
| SOC 225S | Social Issues and Action | Why do some social issues become a focus of concern? How do inequalities shape definitions and responses? Course service learning experiences connect students to local organizations and actions. | 4 | C-4, C-78 |
| SP 121S | Issues in Community Volunteering | Volunteer roles, particularly in direct relationships. Issues appropriate to specific programs (e.g. foster youth, homelessness, senior citizens). May involve a Cal Poly Humboldt program and/or committees or campus governance. | 1 | C-78 |
| SPAN 308S | Introduction to Translation and Interpretation | Apply theoretical and practical principles of translation and interpretation of literature, real-world texts, and oral contexts. Analyze social/cultural implications of working in this field. Practical experience through service learning. | 3 | C-4 |
| SPAN 315S | Field Experience: Teaching Spanish as a Second Language | Class discussions complement supervised academic internships in "approved" community partner K-12 schools, providing students direct application service opportunities of discipline-specific knowledge. Students will be exposed to the theories of language acquisition and learning. | 1-4 | C-78 |
| SPAN 365S | Field Experience: Regional Studies | Students apply four language skills (oral, writing, reading, and comprehension) in an authentic social and cultural context while serving host country's local community needs. | 1-4 | C-78 |
| SPAN 408S | Field Experience: Translation and Interpretation | Supervised application of translation and interpretation of literature, real-world texts, and oral contexts. Students experience and reflect on social/cultural/ethical implications of working in this field. Students and "approved" community partners collaborate through Service Learning. | 1-4 | C-78 |
| WLDF 492S | Senior Project, Service | Independent service learning with a professional partner engaged in wildlife management and conservation. Coursework includes pre- and post-service reflection, report writing, and professional presentation. | 3 | C-2 |
When designing your course syllabus, we strongly encourage you to include the following syllabus components:
- Course number ends in "S". Per the Course Numbering Policy, service learning-designated course numbers have the letter "S" at the end. For example, CD 211S is an approved service learning course, while CD 211 is taught using a different methodology.
- This course meets: include a note on the service learning requirement, especially if they take time outside of class time. For example:
- "In-person, MW 11:00-12:20 with an additional 30 service learning hours over the course of the semester"
- "In-person, MW 11:00-12:20 with 2 service learning hours per week".
- Course Description: Service Learning is outlined as a clear goal in the course description. For example:
- "Course includes applied, community-based learning projects that address practical problems." (HUM 490S)
- "Service learning course with students at placements on community farms or other relevant agencies, based on career interests. [...] Apply critical perspectives to service learning placement." (CASA 325S)
- Learning Outcomes: Service Learning is tied to Course Learning Outcomes. For example:
- "You will have an increased capacity for public engagement, in both service-oriented and professional contexts." (HUM 101S)
- "Integrate your knowledge and direct, hands-on experience with community issues, needs, strengths, problems, and resources." (HUM 490S)
- "Articulate how service learning experience influences your thinking about leadership and farmers as social change agents." (CASA 325S)
- Course Topic & Schedule:
- Schedule in-class time for orientation to principles of Service Learning, readings on best practices, and planning for community-based projects.
- Reflection activities are systematically embedded throughout the course. Students reflect on service as well as community needs, equity, and issues around diversity.
- Assignments / Grading & Evaluation:
- List service projects, recommended community partners, and expectations for securing placement.
- Clearly outline student responsibilities, service requirements (min of 10 hours), and how the students' success will be measured and assessed.
- Include instructions for using S4, the campus database for risk management and placement records. A Canvas module with this content is available through CCBL. Register for this resource here.
- In some cases (e.g., when students intern in medical facilities or schools), it may be prudent to list known additional requirements, particularly ones for which the students may incur out-of-pocket expenses, e.g.,
Peruse the Cal Poly Humboldt Syllabus Repository to find past syllabi of Service Learning courses.
Visit the Syllabus Resources website for syllabus templates, policy, tips, etc.
New Course Proposal
When submitting the New Course Proposal in Modern Campus Curriculum, ensure that the following proposal components are addressed:
- Course number ends in "S". Per the Course Numbering Policy, service learning-designated course numbers have the letter "S" at the end. For example, CD 211S is an approved service learning course, while CD 211 is taught using a different methodology.
- Course Description: Service Learning is outlined as a clear goal in the course description. For example:
- "Course includes applied, community-based learning projects that address practical problems." (HUM 490S)
- "Service learning course with students at placements on community farms or other relevant agencies, based on career interests. [...] Apply critical perspectives to service learning placement." (CASA 325S)
- Course classification and units: peruse the various models of Cal Poly Humboldt service learning courses listed above to find the best model for your course.
- Service Learning: check the Yes checkbox.
- Files: make sure to attach the following files to your proposal:
- Syllabus (refer to the previous section to learn more about what to include in the service learning course syllabus)
- Service Learning "S" Course Designation Form
Additional Proposals
- If the new course you are proposing is replacing an existing non-Service Learning course, you likely also need to submit a Course Suspension/Deletion proposal for the previous non-service learning version of the course
- To incorporate the new service learning course into the major(s), you will need to submit a Program Change Proposal(s)
For all curricular proposal guidelines and policies, or Modern Campus Curriculum assistance, visit the Curriculum Development Resources website or email curriculum@humboldt.edu.
When your course is ready to be offered, it is time to grow and formalize the community connections you have made, and make new ones. To do so, connect with CCBL's Community Partner Coordinator, Stacy Becker.
- Stacy can connect you with the existing community partners in the field of your course, who already have agreements with the university.
- Stacy can check if the community partners with whom you are working have agreements with the university.
- If you wish to bring a new community partner on board, fill out the Faculty Request for New Learning Site form and email it to Stacy.Becker@humboldt.edu. This email will prompt her to reach out to the community partner to fill out and sign our Learning Site Agreement and Site Self-Assessment documents. Stacy will work with the community partner and campus Risk Management to ensure that the risk requirements are met.
Additionally, we strongly recommend that you review our Risk Management FAQ section to prepare for the questions and scenarios you are likely to encounter.
Cal Poly Humboldt students are required to record their community placements and fill out required forms using the S4 Database. This database serves as a document repository as well as an emergency contact/location tool.
To aid faculty and students, the CCBL developed the following support materials
S4 User Guides for faculty explaining the basic navigation around S4.
A Canvas module for students that can be copied into a Canvas course content. This module contains video and written instructions on all S4 steps the students are required to complete prior to starting their community placement. Faculty teaching service learning courses, academic internships, and other community-engaged courses can self-register in our Community Engaged Learning Toolkit Canvas course to review and copy this module.
As an alternative to using Canvas for S4 instructions, students can access S4 instructions in the S4 Walkthroughs section of the CCBL website.