its meeting of March 18, 2002, the Academic Senate passed the
presented by Miriam Donoho for the Curriculum and Research Committee.
POLICIES AND PROCEDURES FOR DESIGNING
Gray Davis has called on the California State University to teach
ethic of service and
has recently allocated $2.2 million to the CSU system to support
the expansion of service-learning on
CSU campuses; and
response to the Governor’s call for service the CSU Chancellor’s
Office now requires each campus to identify courses that include
is a teaching method that promotes student learning through active
participation in meaningful and planned service experiences in
the community that are directly related to course content; and
supports the mission of SJSU “to transmit knowledge to its students
along with the necessary skills for applying it in the service
of our society” and to “emphasize responsible citizenship and
an understanding of ethical choices inherent in human development”,
has a tradition of being responsive to the needs of its community
through meaningful and productive university-community connections;
Provost has committed resources to support a Center for Service-Learning
and endorses strong university-community partnerships; now, therefore,
the Academic Senate establish policies and procedures to designate
service-learning courses as follows:
academic study linked to community service through structured
reflection so that each reinforces the other.
The academic study may be in any discipline or combination
of disciplines. The service may address a variety of community
needs, such as direct service to people in need, improvement of
community resources, community outreach and education, research,
or policy analysis.
2. Minimum criteria for designating service-learning
as including service-learning shall:
students to the principles of community-service learning.
students to complete no less than 10 hours per academic term of
direct academically relevant community service.
students to integrate the learning derived from service with subject
matter outcomes through relevant activities such as guided discussions
journal assignments, written assignments, and/or class presentations.
students’ abilities to integrate the learning derived from service
with subject matter outcomes, not merely on performance of community
activities. This evaluation should contribute directly to student
3. Procedures for approving designation as
a service-learning course
A department seeking service-learning designation of
a course will follow the normal policies and procedures for creating
or modifying curriculum. A Minor Course Change Proposal to the
Office of Graduate Studies and Research or to Undergraduate Studies
shall include as an attachment:
3.1 A statement
of how the course or section(s) meet(s) the minimum criteria set
forth in Section 2.
3.2 A brief description
of the probable service assignment(s), including, as known, specifics
on hours and/or work products expected, and an explanation of
how students will be prepared for their service placement.
3.3 An explanation
of how the instructor will integrate learning from this particular
community service experience into course discussion and assignments,
including a statement of how learning from a service will be evaluated.
Courses and sections
to receive service-leaning designation shall be identified by
the department in the appropriate Schedule of Classes.
If multiple sections of the same course are offered, only
those with service-learning components will be so identified. Departments shall be responsible for removing
or changing CSL designations for each succeeding Schedule of Classes,
and shall submit a new Minor Course Change Proposal whenever there
are substantial changes in the issues addressed in Section 3.
Any problems regarding
initial or continuing approval of CSL courses or sections shall
be resolved by the AVP GS&R or the AVP UGS, in consultation
with the College Dean and the appropriate senate operating committee