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
School of Art/
Art -295
Dept/Program
Course Number
Special Topics in Art
(e.g. SW UG 423)
Spring 2010
Subject
Course Title (e.g.
Special Topics: Community Arts Project/service learning
Addiction
Studies/SvcLrn)
Short Title (max. 26
Community Arts Project
characters incl. spaces)
3
Number of credits
Michael Parker
Instructor name
813-846-2000, mike.parker1@comcast.net
Instructor phone
and e-mail
II. Endorsement/Approvals
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
Michael Parker
Signature
Date
813-846-2000, mike.parker1@comcast.net
Julia Galloway
Dean Stephen Kalm
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 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 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.
V. Confirmation of Service Learning Course Criteria: Explain how this course meets each of
the following criteria.
Need for service: Describe the communityStudents will work with underserved teens
identified need and the nature of the service
that attend the Zootown Arts Community
experience students will be involved in.
Center, The Missoula Art Museum’s Teen
open studio program and possibly Willard
High School’s art students. These teens
were selected because they are completing
community service for a violation in the
community.
Relation to course content: Describe how the
Through this class, students will work with
service experience is related to the subject matter of children, teens, community members and
the course. How do students apply their classroom organizations to help transform a public
learning in the service experience?
space that is abundant with historical
significance and community interest. During
this process students can learn practical
teaching skills, develop organizational and
public relation skills, and work with diverse
populations. Furthermore, students can be
involved in the funding and fund raising
process, and develop other skills necessary to
complete a community art project. During
this process the students can position
themselves to share their skills learned in the
UM School of Art and work together with the
group of teens to positively transform their
community’s space.
Reflection: What opportunities are provided in the
classroom for students to reflect upon what they
have learned through their service experience?
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?
In addition to working with the host
organizations, The instructor will give biweekly group and individual feedback on
progress performance, and conduct group
discussions. The class will also have a large
emphasis and frequent review of the DEAL
model for critical and self-reflection. Included
in the curriculum is a final assessment paper
to be based on the project and self-reflection.
The application of critical thinking standards
throughout the process of creating a project
within a community group is a priority. From
my experience most of the learning takes
place in the community interaction and the
process of forming relationships for the
purpose of completing a project as a group.
The process becomes just as important to
the students as the final product.
Frequent meetings and adjustments to fully
fit the partners’ needs while keeping a
comfortable environment for both groups of
students.
A major component of Community Art is
Education. The community artist as educator
falls into two broad categories: Working as
an Art Facilitator or Art Educator.
The art facilitator helps to design and
complete the communities’ ideas. The artist
has to be able to teach both the technical
and conceptual skills necessary for the
production of professional level art. The art
educator teaches the art making skills to a
range of community members (including
schools). This is done from workshops to
classes and covers all ages. This forms a
solid base of visual literacy and skills that
can transform communities and lives.
Students will attend classes on basic
educational techniques geared towards
working with diverse community groups.
Students are also required to have a
background check prior to working outside of
the university setting.
There are many different facets to creating
community art. During this process students
can learn practical teaching skills, develop
organizational and public relation skills, and
work with diverse populations. Students can
also be involved in the funding and fund
raising process, and develop other skills
necessary to complete a community art
project.
Number of service hours required: How many
A minimum of 6 hours per week outside of
the 4 hours of class time. This will include
workshops with community group and actual
application of physical project.
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)
Zootown Arts Community Center
Missoula Art Museum
Contact person name(s)
Hanna Hannan
Linden How
Contact person(s) phone and e-mail
406-549-7555, zootownarts@yahoo.com
406-728-0447,
lindenhow@missoulaartmuseum.org
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.
hours of service per semester are students required
to perform? Provide detailed description of the
service activities to be performed.
VIII. Copies and Electronic Submission: Submit approved original, and electronic file to the
Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.