University Social Responsibility is a complex phenomenon where different processes that are developed in the Higher Education Institutions converge. The universities must accomplish the mission that was entrusted to them and they must guide their functions to social transformation. Although the concept has evolved allowing Higher Education Institutions to adapt it to the context and their needs, it is still necessary to have a common framework to guide their actions, specifically regarding the social responsibility, that allow them to train responsible professionals, not only with their actions, but also for the impacts generated in a social and environmental level. This study uses a qualitative approach using a phenomenological method and its aim is to identify the methodological orientations to train students in Social Responsibility based on the experiences collected from socially responsible projects in 13 mexican and latin american universities. The main results present six emergent categories to train in SR: a) communitary empathy, b) citizen participation, c) linking with organizations, d) teaching accompaniment, e) social dialog and f) knowledge application, from which a methodological proposal is presented.