Service Learning Course Designation Form
Use this form to request a Service Learning Course Designation for a new or existing course.
Proposed course title should end with the following designation: /SvcLrn
I. Service Learning Course
HONR
Dept/Program
Course Number
(e.g. SW UG 423)
Subject
Course Title (e.g.
Introduction to Civic Leadership/SERV
Addiction
Studies/SvcLrn)
Short Title (max. 26
Intro to Civic Leadership
characters incl. spaces)
3
Number of credits
Colleen Kane
Instructor name
272
243-5128, colleen.kane@mso.umt.edu
Instructor phone
and e-mail
II. Endorsement/Approvals
Complete this form and obtain signatures before submitting to Faculty Senate Office.
Please Type/Print Name
Signature
Date
Requestor
Requestor phone
and e-mail
Program
Chair/Director
Other affected
programs
Dean
Colleen Kane
243-5128
colleen.kane@mso.umt.edu
Andrea Vernon
9-26-14
James McKusick
9-26-14
III. UM Service Learning Definition: Service Learning is a method of teaching and learning
in which students, faculty and community partners work together to enhance student
learning by applying academic knowledge in a community-based setting. Student work
addresses the needs of the community, as identified through collaboration with community
or tribal partners, while meeting instructional objectives through faculty-structured service
work and critical reflection meant to prepare students to be civically responsible members
of the community. At its best, service learning enhances and deepens students’
understanding of an academic discipline by facilitating the integration of theory and
practice, while providing them with experience that develops life skills and engages them
in critical reflection about individual, institutional, and social ethics.
IV.Service Learning Course Criteria The University of Montana-Missoula has established the
following criteria for Service Learning courses. In order to receive the Service Learning course
designation, a course must clearly exemplify all of the following criteria:
 Students in the course will provide a needed service to individuals, organizations, schools, or other
not-for-profit or tax-exempt entities in the community.
 The service experience is directly related to the subject matter of the course.
 Knowledge from the discipline informs the service experiences with which the students are to be
involved.
 Activities in the classroom will provide opportunities for students to actively reflect upon what they
have learned through the service experience and how these experiences relate to the subject matter of
the course. Reflection should be imbedded as course assignments and in-class time should be
scheduled to do reflection – both should be clear on the syllabus. Reflection should incorporate
discussion/assignments that help students understand the importance of meeting community needs
through service and civic engagement in a democratic society.
 The course offers a method to assess the learning derived from the service. Credit will be given for
the learning and its relation to the course, not for the service alone.
 Service interactions in the community will recognize the needs of service recipients and represent
reciprocal partnerships between the campus(class) and community partner organization(s).
Community partner(s) should have the opportunity to provide advice and feedback in class on the
nature and value of the service performed by the students.
 Training (by the service agency) and preparation (by the course instructor) ensure that students
perform service activities in a professional manner and that vulnerable populations are not harmed.
 Service options ensure that no student is required to participate in a service placement that creates a
religious, political, or moral conflict for the student.
 In a 3-credit service learning course, students should be required to perform a minimum of 15 hours
of community service per semester (i.e. 5 hours of service per academic credit.) Service hours may
include hours spent in training, preparation, and direct contact with clients.
 If the proposed course is an internship course, the syllabus should clearly indicate not only the
learning objectives that are to be achieved through the service, but also the connection between this
course and curriculum from other courses in the discipline. There should be a clear connection of the
interrelatedness between the service learning internship and previous coursework the student has
taken to prepare them for their service work.
V. Confirmation of Service Learning Course Criteria: Explain how this course meets each of
the following criteria.
Need for service: Describe the communityStudents will be working to address
identified need and the nature of the service
community needs in nonprofit settings.
experience students will be involved in.
Community partners will be consulted to
determine projects that will meet the needs
of the community and support academic
learning. Possible sites include the Poverello
Center, Flagship, ZACC, WEN etc.
Relation to course content: Describe how the
Students will explore aspects of civic
service experience is related to the subject matter of leadership and civic responsibility in class
the course. How do students apply their classroom which will be directly applicable as they
learning in the service experience?
perform service with nonprofits addressing
community needs. The service component
will allow students to apply their knowledge
of civic leadership in a community setting.
Reflection: What opportunities are provided in the
classroom for students to reflect upon what they
have learned through their service experience? How
is service placed within the broader context of civic
engagement and service to others? Reflection
assignments and activities should be clearly noted
as such in the syllabus.
Assessment: What method(s) are used to assess
the learning derived from the service experience?
Reciprocity: How do community partner(s)
provide advice and feedback on the nature and
value of the service performed?
Training: What training and preparation will be
provided to assure that that students perform their
service activities in a professional manner and that
vulnerable populations are not harmed?
Service options: What service options exist to
ensure that no student is required to participate in a
service placement that creates a religious, political,
or moral conflict?
Number of service hours required: How many
hours of service per semester are students required
to perform? Provide detailed description of the
service activities to be performed.
Students will participate in two in-class
reflections on their community service in
addition to completing a final group
presentation and reflection paper about their
service and how it connects to course
objectives.
Students’ learning will be assessed through
class discussion, grading of their group
presentations, and grading of their final
synthesis paper.
The community partners will provide
feedback periodically via email check-ins and
more formally through a final survey to
determine the overall value of the experience
from their point of view. .
Students will receive an initial orientation to
service learning in class and will also receive
an orientation training from their service site.
Students will have several service options to
choose from so they can opt out of any
projects that may cause a conflict.
Students will perform at least 15 hours of
service throughout the semester. Specific
activities will be determined by each site but
will include opportunities for leadership
exploration.
VI. Community Partner Information: Provide information on the organization(s) that will
provide service placements for students in this course.
Name of Agency/Organization(s)
Specific sites are yet to be determined but
may include the Poverello Center, Flagship,
Watershed Education Network, Zootown Arts
Community Center, etc.
Contact person name(s)
TBD
Contact person(s) phone and e-mail
TBD
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. The syllabus should
clearly indicate that this is a service learning course and it should include the UM Service Learning
Definition as text within the syllabus. The syllabus should also demonstrate how the above criteria are
satisfied. For assistance in preparing a service learning course syllabus, see
http://www.compact.org/syllabi/ or contact Andrea Vernon, Director of the Office for Civic
Engagement: andrea.vernon@umontana.edu.
VIII. Copies and Electronic Submission: Submit approved original, a copy, and electronic
file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Revised 8/12
Introduction to Civic Leadership
HONR 272, Spring 2015
T/R 2:10-3:40
Professor Colleen Kane
Office: DHC 015
Phone: 243-5128
Email: Colleen.kane@mso.umt.edu
Office Hours: Please call for an appointment
Course Description:
The class will provide students a means to discover and experience leadership practices and
facilitation skills. Students will learn personal leadership styles, and become familiar with a
variety of leadership models. The student will explore self-discovery, clarify personal passions,
and analyze their own strengths and weaknesses in leadership roles. Students will have the
opportunity to apply what they are learning in the classroom to a community setting through an
ongoing service project. Using this understanding of leadership and their service experiences,
the student will develop a personal leadership philosophy.
Course Objectives:
1. Explore critical theories of leadership
2. Understand, discuss, and utilize key civic leadership skills, including: a) written and oral
communication; b) listening, synthesis, and analysis; c) project planning and
implementing; d) group process facilitation; e) collaborative decision-making, etc…
3. Engage in community service
4. Understand the matrix and interactions of community associations, groups, clubs,
institutions, government agencies, nonprofit organizations, private enterprises, and
individual citizens to generate solutions in a civil society.
5. Engage in self-reflection and assessment to craft and articulate a personal philosophy of
leadership for the common good.
Course Expectations:
1. Students are required to use UM email addresses for this class.
2. Students are required to attend classes, complete assigned readings, and assignments.
3. Students are required to be prepared for active and engaged classroom activities and
discussions.
4. All assignments and quizzes must be submitted in a timely manner on the date they are
due. Late work is subject to an automatic 10 point deduction for each day late.
5. Students are required to complete all work using clear, concise, written and verbal
communication.
6. Students are to do their own work. Academic honesty is required and expected at all
times during this course. Please review the Student Conduct Code at
www.umt.edu/SA/VPSA/index.cfm/page1321.
7. Students are required to complete a minimum of 15 hours of service outside of class time in a
nonprofit community setting (sites to be determined). You will have the opportunity to choose
your site from several options.
Required Textbooks:
 Craig Johnson, Meeting the Ethical Challenges of Leadership (MECL)
 Paul Rogat Loeb, Soul of a Citizen (selected chapters provided in class)

Robert Putnam, Bowling Alone (selected chapter provided in class)
Course Schedule:
Jan 27th: Introductions and syllabus review
Jan 29th: Discussion of effective leadership styles and directional leadership styles activity
Feb 3rd: Read Loeb’s “We Don’t Have to be Saints” chapter. Bring your reading to class. What
constitutes a meaningful life? In class: Discussion of Loeb reading.
Feb 5th: In class: Overview of the Social Change model of Leadership Development
Feb 10th: Read Chapter 1 of Bowling Alone. Please write out at least three discussion questions.
Discussion questions should be well thought out and introspective, and demonstrate that you
read the material. In class: Watch Putnam video. Define and discuss bridging and bonding
social capital utilizing “The Fellowship". How does social capital relate to leadership?
Feb 12th: In class: Take social capital survey. How much social capital do you have? Discuss
Reputation Capital: what is it and how does it relate to social capital? How does this relate to
Putnam’s observations? How does it relate to civic leadership?
Feb 17th: Current Events Reading assignment, write-up, and class discussion. Your write-up
should include (a) an overview of the event, (b) why you believe it is important, (c) how it relates
to civic leadership, and (d) any sort of action or follow up that is called for. The “what”, “so
what”, “now what”
Bring your 1-page write-up (typed) of one LOCAL current event that relates to civic leadership.
Be prepared to discuss your write up and turn it in after class.
Community service projects to start by this week
Feb 19th: Read MECL pg 2-25 “The Leader’s Light or Shadow” Please come to class with three
discussion questions from the reading. In class: Discuss case study and discussion questions
Feb 24th: Read MECL pg 41-63 “Stepping Out of the Shadows” Please come to class with three
discussion questions from the reading. In class: Discuss case study and discussion questions
Feb 26th: Social Change Model of Leadership activity
March 3rd: Group reflection on community service projects. Come prepared to discuss your
experience and how it relates to what we are learning in class.
March 5th: Read MECL pg 78-104 “The Leaders Character” Please come to class with three
discussion questions from the reading. In class: Discuss case study and discussion questions
March 10th: Read MECL pg 119-140 “Combating Evil” Please come to class with three
discussion questions from the reading. In class: Discuss case study and discussion questions
March 12th: Current Events Reading Assignment due: Bring your 1-page write-up (typed) of one
NATIONAL current event that relates to civic leadership. In class: Be prepared to discuss your
write up and turn it in after class.
March 17th: Read MECL pg 156-176 “Ethical Perspectives” Please come to class with three
discussion questions from the reading. In class: Discuss case study and discussion questions
March 19th: Social Change Model of Leadership activity
March 24th: Read MECL pg 187-218 “Ethical Decision Making and Behavior” Please come to
class with three discussion questions from the reading. In class: Discuss case study and
discussion questions
March 26th: Social Change Model of Leadership activity
March 31st: Read MECL pg 229-257 “Normative Leadership Theories” Please come to class
with three discussion questions from the reading. In class: Discuss case study and discussion
questions
April 2nd: Myers-Briggs Personality Profile
April 7th: Read MECL pg 275-303 “Building an Ethical Small Group” Please come to class with
three discussion questions from the reading. In class: Discuss case study and discussion
questions
April 9th: Current Events Reading assignment due: Bring your 1-page write-up (typed) of one
GLOBAL current event that relates to civic leadership. Be prepared to discuss your write up and
turn it in after class. Watch Ubuntu video. How does this relate to global leadership?
April 14th: Read MECL pg 369 – 398 “Meeting the Ethical Challenges of Diversity” Please
come to class with three discussion questions from the reading. In class: Discuss case study and
discussion questions
April 16th: Social Change Model of Leadership activity
April 21st: Myers-Briggs Personality Profile
April 23rd: Read MECL pg 415-441 “Ethical Crisis Leadership” Please come to class with three
discussion questions from the reading. In class: Discuss case study and discussion questions
April 28th: Group reflection on community service projects. Come prepared to discuss your
experience and how it relates to what we are learning in class.
April 30th: Social Change Model of Leadership activity
May 5th: Group Presentations – see assignment (below, page 5). Bring your group’s PowerPoint
presentation on a flash drive or CD-ROM (not a laptop) and load it onto the classroom computer
desktop 10 minutes before class.
May 7th: Group Presentations continued
May 11th: Final exam meeting time 1:10-3:10 – Final reflection papers are due!
COMMUNITY SERVICE LEARNING PROJECT
Service Learning is a method of teaching and learning in which students, faculty and
community partners work together to enhance student learning by applying academic knowledge
in a community-based setting. Student work addresses the needs of the community, as identified
through collaboration with community or tribal partners, while meeting instructional objectives
through faculty-structured service work and critical reflection meant to prepare students to be
civically responsible members of the community. At its best, service learning enhances and
deepens students’ understanding of an academic discipline by facilitating the integration of
theory and practice, while providing them with experience that develops life skills and engages
them in critical reflection about individual, institutional, and social ethics.
Starting the week of Feb 10th, students will engage in a community service learning project in a
nonprofit organization. Several projects will be available to choose from or a student may pursue
an another option with prior approval. The goals of the service learning project include:
 Exposure to a challenging issue or concern in the Missoula community
 Gaining awareness about community needs and resources to address them
 Discovering aspects of personal leadership and civic responsibility
 Providing a valuable service benefitting others in the community
 Understanding the role of community organizations in supporting quality of life
The community service learning project will be incorporated into the Seminar in three formal
ways, 1) two in-class reflection discussions, 2) a group presentation at the end of the semester,
and 3) a final individual reflection paper connecting in-class learning with their service in the
community.
In-Class Reflection Discussion
Come to class prepared to talk about these aspects of your community service learning
experience:
What?
 What happened?
 What did you observe?
 What issue is being addressed or population is being served?
So What?
 Did you learn a new skill or clarify an interest?
 How was your experience different from what you expected?
 What impacts the way you view the situation/experience? (What lens are you
viewing from?)
 What did you like/dislike about the experience?
 What did you learn about the people/community?
 What are some of the pressing needs/issues in the community?
 How does this project address those needs?
Now What?
 What seem to be the root causes of the issue addressed?
 What other work is currently happening to address the issue?





What learning occurred for you in this experience and how can you apply this
learning?
What would you like to learn more about, related to this project or issue?
What follow-up is needed to address any challenges or difficulties?
What information can you share with your peers or the community?
If you could do the project again, what would you do differently?
Group Presentations
Each student is required to participate in a collaborative 15 to 20 minute group presentation. The
purpose of this assignment is for each group to report out about their service learning project.
Your collaborative presentation should cover:
1. What is the mission of the nonprofit organization where you served and the community
need the organization is addressing? What is the scope of this need in Missoula? In
Montana? In the U.S.?
2. What specifically is the nonprofit organization doing to address this need? What
strategies are they using?
3. Based on your experience serving to address this need, what insights, criticisms, and
suggestions do you have for the organization to maximize their effectiveness at meeting
this need and achieving their mission?
4. What did your group learn from this experience?
5. How might this experience shape your studies at UM?
Be sure to include statistics, visual images and photos, as well as more general information
derived from reliable, authoritative sources. You should be able to gather information for your
report from a various sources, including the organization itself (annual reports, program
brochures, websites, etc), other volunteers who serve with the organization, and organization
staff members. It may be necessary to carry out some additional research in the UM Library and
online, particularly with regard to the “scope of the need” in Missoula, Montana, and the U.S.
The group should communicate this information effectively, involving all members of the group,
using PowerPoint or Prezi. Be prepared to answer questions from your classmates about the
report.
Please adhere to the time limits for the report, and be sure to include the names of all the
presenters and the title of your report on your first slide. Please bring your PowerPoint or Prezi
presentation to class on a flash drive (not a laptop), and for extra security, e-mail it to yourself.
On the day of your presentation, arrive 10 minutes before class time to check out the AV
equipment and download your group’s presentation to the classroom computer desktop.
Student groups should meet together in the weeks before and after their service learning project
to exchange contact information, discuss possible research topics, and plan the report.
Organize your presentation carefully to make the best use of your allotted time. See your
instructor and student mentor for help and suggestions! Use PowerPoint or Prezi effectively to
present key ideas and images, and present your report in an engaging, conversational manner.
Prepare and practice your presentation so that it is seamless and well-coordinated, and please do
not run over the allotted time. Presentations that run too long will be respectfully terminated by
the instructor to allow time for class discussion.