The following page is a one column layout with a header that contains a skip navigation and other utilty links as well as the search CSUN function. Page sections are identified with headers. The footer contains update, contact and emergency information.
The office of Community Engagement works with local not-for-profit organizations in establishing the foundations for academic collaboration. Community organizations may submit unsolicited requests to partner with the University, often seeking student or faculty expertise in a particular area; or faculty may have already developed a relationship with the agency and contact Community Engagement to initiate the paperwork required to become an approved University partner. All service learning assignments must occur at an approved University partner site.
A critical component of developing a service learning assignment is the completion of a Service Learning Project Planning Checklist. Recognizing that each service learning assignment is uniquely designed to fulfill course-specific learning outcomes; we also acknowledge that the level of risk for these assignments may vary even if the assignments occur at the same learning site. Because of this variance of risk, faculty should have a conversation with the learning site supervisor(s), utilizing the Service Learning Project Planning Checklist as a guide, to determine the potential risk(s) to students involved in the service learning assignment. Once the Project Planning Checklist is completed, faculty should arrange a meeting with the office of Community Engagement to review the plan and discuss potential risks.
This form is to be completed by faculty designing a service learning assignment and must submitted to the office of Community Engagement at least one (1) month prior to the start-date of the semester in which the service learning project will occur.
Service learning assignments are to be treated as other course assignments and should be explicitly detailed in course syllabi to avoid any misunderstanding or miscommunication of the assignment requirements, learning objectives, or service learning community partner(s).
Faculty must provide students with an in-class orientation to the service learning assignment; the In-Class Orientation Checklist will help you prepare service learning students for their community experiences. The in-class orientation should provide students with a clear understanding of the work they will be doing, the risks associated with that work, and how they should conduct themselves when working in the community as part of a learning assignment. If you have completed a Service Learning Project Planning Checklist much of the information for the in-class orientation has already been collected and this can be easily incorporated as an orientation tool.
Learning Site Supervisors must also provide students with an orientation to the learning site. The Learning Site Orientation Checklist is a resource tool for the learning site supervisor and should be used with the Service Learning Project Planning Checklist to develop a thorough Learning Site orientation for service learning students. The learning site orientation should provide students with a clear understanding of the work they will be doing, the risks associated with that work, and how they should conduct themselves when they are working in the community as part of a class assignment. This is the simplest, most efficient way for students to become aware of emergency policies, accident procedures, and the rules and regulations of the site.