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: /Service Learning
I. Service Learning Course
HHP
Dept/Program
Course Number
(e.g. SW UG 423)
Subject
Course Title (e.g.
Exercise, Disease and Aging
Addiction Studies
/Service Learning)
Short Title (max. 26
Ex, Disease, Aging
characters incl. spaces)
3
Number of credits
Steven Gaskill
Instructor name
406 – 243-4268
Instructor phone
and e-mail
II. Endorsement/Approvals
483
steven.gaskill@umontana.edu
Complete this form and obtain signatures before submitting to Faculty Senate Office.
Requestor
Requestor phone
and e-mail
Program
Chair/Director
Other affected
programs
Dean
Please Type/Print Name
Steven Gaskill
406 – 243-4268
Signature
Date
3/17/2009
steven.gaskill@umontana.edu
Scott Richter
None
Roberta Evans
III. 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 reflect upon what they have
learned through the service experience and how these experiences relate to the subject matter of the
course.
 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 offer an
opportunity for community partner(s) to provide advice and feedback on the nature and value of the
service performed.
 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.
IV. Confirmation of Service Learning Course Criteria: Explain how this course meets each
of the following criteria.
Need for service: Describe the nature of the
Students provide clinical exercise testing and
service experience and the need that exists for it in
exercise prescription for campus and
the community.
community members who are over 55 years
old and have known or suspected chronic
diseases. This testing is expensive and
unavailable to many community members
and internship and real life learning
experiences are also unavailable for our
students. Thus, this service and learning is
done one-on-one in the Human Performance
Lab on the UMT campus.
Relation to course content: Describe how the
This course is about clinical exercise testing
service experience is related to the subject matter of and prescription. The students not only get
the course. How do students apply their classroom to learn the techniques in formal labs, but
learning in the service experience?
then have to apply and practice with real
community members.
Reflection: What opportunities are provided in the We spend about ½ hour each week once the
classroom for students to reflect upon what they
testing program begins for one group to
have learned through their service experience?
discuss their experiences with their client
(confidentiality is maintained), how the
testing went, problems and difficulties that
they encounter and a group discussion about
the possible exercise prescription,
precautions and special notes.
Assessment: What method(s) are used to assess
While it is difficult to assess the actual
the learning derived from the service experience?
improved learning of content we do several
things in the class to assess the service
learning including:
1) Feedback form from each client.
2) Reflection paper by each student with
critical analysis of what they learned,
how it will affect their career,
evaluation of strengths and
weaknesses.
3) Pre testing set of learning objectives
is distributed and discussed. These
objectives are similar to skills learned
in the labs, but are specific to
practical application. At the end of
the course each student self
assesses their abilities relative to the
goals. Additionally, lab instructors
assess the skills learned in the labs
and applied and practiced in the
testing program.
4) Each student prepares a report on
each exercise test and clinical
evaluation, along with a plan for
lifestyle behavior change (primarily
physical activity and diet) for the
client. A copy is turned in for a grade.
Reciprocity: How do community partner(s)
Individual clients complete an evaluation of
the program and the students that they
worked with.
The first five weeks of class build on prior
class material to prepare students to safely
(and correctly) assess each client and
prepare a lifestyle behavior change plan for
the client. The project is in complete
alignment with the academic goals of the
class.
Service options: What service options exist to
We host a wide variety of clients of both
ensure that no student is required to participate in a genders with a wide ethnic diversity. Each
service placement that creates a religious, political, team of three students includes both male
or moral conflict?
and female members. Since the class and
the project are so closely integrated, there is
little option for a different service option. In
the case where a student schedule does not
fit with our testing schedule we have worked
out other options such as doing a service
learning project at the cardiac rehab center
at either St. Pats or Community hospital.
This has happened only twice in 5 years.
Number of service hours required: How many
Students are expected to each participate in
hours of service per semester are students required
the testing, assessment and program
to perform? Provide detailed description of the
planning with a minimum of 3 clients. Each
service activities to be performed.
client requires 1-2 tests (2-3 hours) and at
least one meeting of 1.5 hours to discuss the
program. Most students meet with clients at
least 2-4 times and report that the time for
each client is about 6-8 hours. My
requirement is a minimum of 20 hours
total working with clients. Some students
will test up to 6 clients with a minimum of 3.
V. Community Partner Information: Provide information on the organization(s) that will
provide service placements for students in this course.
Name of Agency/Organization(s)
Clients are recruited through the American
Heart Association, the UMT Faculty-Staff
Wellness program and from diabetes
educators.
Contact person name(s)
Amy Bateman (AMA)
Jill Young (Fac-Staff Wellness)
Carla Cox – Diabetes Educator
Contact person(s) phone and e-mail
Amy Bateman 406-829-3377
Amy.bateman@heart.org
Jill Young 406 243-2028
Jill.young@umontana.edu
Carla Cox
ccox@tmimontana.com
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?
VI. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus should
clearly indicate 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.
Syllabus is attached on the next page.
VII. Copies and Electronic Submission: Submit approved original, a copy, and electronic file
to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Syllabus - HHP483: Exercise, Disease and Aging
Instructor: Steven Gaskill, Ph.D.
Class time: 11:10am – 12am. MWF – Old Journalism 217
Phones: Office: 243-4268 (Cell: (406) 214-6698 Use only in emergencies with clients)
Office Hours: Mon 9:10-10am, Wed 10:10 -11am and Fri 12:10-1:00 and by appointment.
E-mail: steven.gaskill@umontana.edu
WEB SITE: http://eres.lib.umt.edu/ - Password = CHD. Lecture notes, reviews, lab revisions,
training plan project, extra credit and announcements will be posted on the web site.
STUDENTS WITH DISABILITIES OR MEDICAL CONDITIONS:
If you have a known medical condition that could occur during class and which it would be
helpful for the instructor to be forewarned, please make an appointment with the instructor, or
visit him during office hours. If you feel that you might need assistance during an emergency,
please recommend a plan to the instructor and let him know if you will need help.
The format of the class and associated HHP484 lab is designed to help students understand
major diseases which can be modified with exercise. The focus in on an understanding of the
disease state, proper exercise testing and exercise prescription. In order to learn these
materials and skills students are expected to understand basic exercise testing and prescription
in healthy individuals and how that differs in the disease state. Additionally, students are
expected to practice good client relationships and use appropriate behavior change strategies
with clients.
The objectives of this course are for students to obtain:
1. An understanding of the problem oriented approach to exercise management
2. Competence in the area of clinical exercise physiology
3. An understanding of the effects of CVD and chronic disease on exercise performance and the
necessary considerations for exercise prescription.
4. An in-depth understanding of the reasons and guidelines for graded exercise testing in apparently
healthy populations with CHD risk factors and other chronic diseases.
5. An in-depth ability to provide appropriate exercise prescription for apparently healthy
individuals, cardiac patients, and special populations including physical and mental disabilities
and chronic disease.
483 Service Learning Project:
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.
You will be participating in a client based service learning project including: testing clients,
evaluating their disease state, developing a physical activity and lifestyle behavior program and
then meeting with each client one or two times to discuss and modify the program and help
them understand how to safely implement the program. Expect to put in about 20+ hours of
work on this project outside of class including early morning testing and individual meetings
with clients. This project will be completed with students working in teams of three. Each
team will test 3-6 clients and then at least one student from the team will meet with a client
two - four times to implement the program.
Your service learning team will hand in:
A) A copy of SOAP notes for each client
B) A copy of the results packet for each client
C) A copy of the program that you put together for each client
D) Enter the client’s data (using ID number only) into a lab database for future follow-up.
E) A diary and critical reflection of your activities (details in fac pac).
a. Each team member will write a page of reflections
b. The team should keep a log of dates, times and meeting lengths with clients.
F) A self assessment at the end related to the project goals listed in the fac pac material.
G) All of the material that you need for the client project is in the fac pac.
Grading:
Quizzes * (must be present to receive credit)
35% of grade
2 exams
20% each exam
40% of grade
Client Project
25% of grade
Participation, skill development tested in lab, feedback from client, self assessment
Labs
Separate Lab Grade is Given – See HHP 484
*Quizzes: Expect frequent unannounced quizzes. Quizzes cover assigned reading material
for that day and material from the previous 1 to 2 classes. You must be present to take a
quiz. There are no make-up quizzes except for regularly scheduled University functions
which I am informed about in advance. Students may drop up to one quiz grade for medical
reasons. There will be opportunities to make up the equivalent of points for one or two
quizzes with extra credit activities and additional client testing.
Grading Scale:
93-100 A
90-92 A87-89 B+
83-86 B
80-82 B77-79 C+
73-76 C
70-72 C67-69 D+
63-66 D
60-62 D< 60 F
Disclaimers: You are expected to take tests on the scheduled date. If there is a legitimate
reason for not taking the test on the scheduled date, you must let me know PRIOR to the exam
and arrangements must be made, or the missed test will be a 0. There will be NO cheating (I
doubt there would be), but if there is, it results in an F in the class. Papers are due on the due
date! You have been given lots of notice!!!!
University required statement:
“All students must practice academic honesty. Academic misconduct is subject to an academic
penalty by the course instructor and/or a disciplinary sanction by the University.
All Students need to be familiar with the Student Conduct Code. The Code is available for
review online at http://www.umt.edu/SA/VPSA/index.cfm/page/1321.”
EMERGENCY PREPAREDNESS AND RESPONSE
As members of a learning community we all have responsibilities for each other that extend
beyond the teaching/learning experience and transcend our roles in that dimension. We are, as
human beings, responsible for the protection and well-being of other members of our group,
and one dimension of our individual and group responsibility in that area relates to how we
prepare for, and respond to, emergencies. Toward that end, the following are important:

In the event we need to evacuate the building, our primary route will be discussed
during the first week of class.
 If you hear an alarm or are told to evacuate, always assume the emergency is real. Be
sure to take coats, backpacks and valuables since the building may be closed for some
time.
 Everyone should report to either the designated outdoor rally point or the indoor rally
point (should conditions make it necessary to seek shelter in another building). Our
outdoor rally point is in the area to the west of the Old Journalism Building – at least 300
feet from the building exit. Our indoor rally point is in the South end of the UC Lobby.
We should reconvene as a group at the rally point so we can determine if anyone is
missing. I will assign small groups to be responsible for each other and to notify me if
they were absent should the need arise.
 Do not use elevators as a means of evacuating, and do not use cell phones until safely
away from the building.
 As the instructor of this course, I would ask students who feel they may require
assistance in evacuating to privately inform me of that need. Together we will preplan
appropriate assistance.
 I would also request that students with a medical condition that could present an
emergency privately inform me of that situation. Again, this notification is so we can
preplan an appropriate response should an emergency occur.
As soon as the class roster stabilizes, I will route a sign-up sheet for students to identify
whether or not they possess current first aid and/or CPR certification. This information will be
passed on to the Facility Emergency Coordinator for use should a need for first aid expertise
arise.
Class
Date
Day
Topic
READING : EMB = Exercise
Management for Persons with
Chronic Disease, ACSM
Position Stands can be found
at: (www.acsm-msse.org)
HHP 484 Lab For Week
133-161-Guidelines Book
Lab 1 - Exercise Testing 1.
1
26Jan
M
Introduction/class
syllabus overview and
Surgeon’s General
Report – Benefits of
exercise. Prescription
of exercise for Health
2
28Jan
W
Review of Exercise
Prescription
New Position Stand Recommendations for Exercise
in Healthy Adults - on ERES.
3
30Jan
F
Framework and
Overview of Service
Leaning Project
Chp 1-3-Exercise management
4
2-Feb
M
Exericse Testing PreScreening
Exercise Testing with
Chronic Disease Guest Speaker
5
4-Feb
W
6
6-Feb
F
7
9-Feb
11Feb
13Feb
16Feb
8
9
Lab 2 - Exercise testing 2
Requried -49-51, 78, 106 Guidelines Book
Recommended: Cpts 3-6
Guidelines Book
M
Exercise Testing
Measurements
ECG 1
279-280 Guidelines
W
ECG 2
119-123 Guidelines
F
ECG 3
281-285 Guidelines - Guest
Lecturer
M
PRESIDENTS DAY
- NO CLASSES
No Labs this week
10
18Feb
W
Exercise Testing
Endpoints
ACSM Position Stand -Exercise
and Acute Cardiovascular
Events: Placing the Risks into
Perspective
11
20Feb
F
Emergency
Procedures-Guest
Speaker
Apx B Guidelines
12
23Feb
M
CHD - Overview and
atherosclerosis
AHA/ACSM Joint Statement:
Recommendations for
Cardiovascular Screening,
Staffing, and Emergency Policies
at Health/Fitness Facilities
W
Angina, Ischemia
Chp 6-8 - EMB
F
Obesity
216-219 Guidelines and Chp 23
EMB
Obesity(continued)
ACSM Position Stand Appropriate Interventions
strategies for Weight Loss…
June 1998.
13
14
15
25Feb
27Feb
2Mar
M
Lab 3 - Exercise Testing 3
Lab 4 - Functional strength and
aerobic testing of the elderly and
during clincial testing
Lab 5 - Clinical Exercise Testing 4.
From start to finish with ECG Testing Your Client
16
W
17
6Mar
F
18
9Mar
M
19
11Mar
W
20
13Mar
F
21
16Mar
M
EXAM 1
(Midterm)
W
CABG FILM
Chp 4-5 - EMB
F
Review of Exam 1
ACSM Position Stand. Exercise
for Patients with CAD
M
Moving on with
Service Learning What to do with client
data
W
Diabetes
F
Diabetes
22
23
24
25
26
27
18Mar
20Mar
23Mar
25Mar
27Mar
30Mar
M-F
Overview of Exercise
testing with Clients
CLIENT TESTING BEGINS
& CONTINUES FOR
REMAINDER OF TERM-TueThu Mornings 6:30-9:30
4Mar
Behavior Change #1 Guest Speaker
Metabolic
Calculations Walking and Running
Metabolic
Calculations - Cycling
and stepping plus
practical use and
practice
Behavior Change #2 Guest Speaker
286-299 - Guidelines Book
290-299 - Guidelines Book
Lab 7 - Metabolic Equations 2 and
and Continued Exercise Testing
Practice
Lab 8 - Diagnosing Diabetes:
Fasting and Random Blood Glucose
- Two week lab.
207-211Guidelines Chp 21 EMB
ACSM Position Stand - Exercise
and Type 2 Diabetes - 2000
SPRING BREAK
211-212 - Guidelines and Chp 22
EMB
246-250 Guidelines, Chp 24
EMB, ACSM position statement
- New- Recommendations for
Exercise in Older Adults- ON
ERES
246-250 Guidelines, Chp 24
EMB, ACSM position statement
- New- Recommendations for
Exercise in Older Adults- ON
ERES
6-Apr
M
Cholesterol, Lipids
28
8-Apr
W
Exercise in the Elderly
29
10Apr
F
Exercise in the Elderly
M
Lower-Limb
Amputation
Chp 35 - EMB
W
Metabolic Syndrome
219-221 Guidelines
F
Peripheral Arterial
Disease
225-226 Guidelines, Chp - 13
EMB
M
Valvular and CHF
Chp 9-10 - EMB
W
Arthritis
205-207 Guidelines, Chp 32
EMB
30
31
32
33
34
13Apr
15Apr
17Apr
20Apr
22Apr
Lab 6 - Metabolic Equations 1 and
Continued Exercise Testing
Practice
Lab 9 - Resting Metabolic Rate
with 12 lead resting ECG
Lab 10 - Visits to New Directions
Lab
Lab 11 - Visits to CR: read pages
174-186 in textbook
35
24Apr
F
Osteoporosis
223-225 Guidelines, Chp 34
EMB, ACSM Position StandPhysical Activity and Bone
Health
36
27Apr
M
COPD, CRPD
227-229 Guidelines, Chp 15-16
EMB
37
29Apr
W
Asthma
38
1May
F
Hypertension,
39
4May
M
Sedentary Lifestyle as
a risk factor for
chronic disease
163-167 Guidelines
W
MS
Chp 40 EMB
F
Review
R
Final Exam 10-12AM
32
33
36
6May
8May
14May
Lab 12 - Asthma - Testing
Pulmonary Function and oxygen
saturation.
227-229 Guidelines, Chp 17
EMB
213-215 Guidelines, ACSM
Position Stand - Exercise and
Hypertension
Lab 13 - Measuring Physical
Activity