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
Dept/Program
Course Number
School of Theatre &
(e.g. SW UG 423)
Subject
Dance
Course Title (e.g.
Dance Touring/Service Learning
Addiction
Studies/SvcLrn)
Short Title (max. 26
Dance Touring (SERV)
characters incl. spaces)
Number of credits
1-4
Instructor name
Karen Kaufmann
U DANC 322
Instructor phone
x2870
and e-mail
karen.kaufmann@umontana.edu
II. Endorsement/Approvals
Complete this form and obtain signatures before submitting to Faculty Senate Office.
Please Type/Print Name
Signature
Requestor
Karen Kaufmann
Requestor phone
and e-mail
Program
Chair/Director
Other affected
programs
Dean
x2870
karen.kaufmann@umontana.edu
Mark Dean
x2879
Date
Dr. Stephen Kalm
x4970
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.
V. Confirmation of Service Learning Course Criteria: Explain how this course meets each of
the following criteria.
Need for service: Describe the communityThis course prepares students to perform and
identified need and the nature of the service
teach in elementary schools using a performance
experience students will be involved in.
template. Currently dance is listed as a
requirement in the Montana Standards for the
Arts, but few, if any, schools have dance in the
curriculum. Schools look to the University to fulfill
this need and UM Dance/CoMotion Dance Project
has a history of providing to the schools. The
University of Montana is the only group providing
dance experiences that link to the educational
curriculum. Schools request these performances
and students travel to schools and present these
educational performances in large assemblies.
More and more schools have been requesting
dance and this course is one avenue in which
students become involved.
This course extends the scholarly information
presented in DANC 220A: Beginning Composition,
DANC 320: Intermediate Composition and DANC
225: Rehearsal and Performance; students apply
the information by taking performances into the
community, with non-traditional audiences and
venues.
Reflection: What opportunities are provided in the Students of dance usually perform dance on a
classroom for students to reflect upon what they
dance/theatre stage. In this community
have learned through their service experience? How experience, students learn to present their work in
is service placed within the broader context of civic gymnasiums, library multi-purpose rooms, or
engagement and service to others?
community centers, all of which are non-traditional
performance venues. Audience members are not
paying public—they are often students and
teachers. Students need to think “on their feet”
and make adaptation immediately. Student
reflection occurs throughout the project through
regular performance critiques, held after each
community visit, ongoing journal work, and an
end-of-semester reflection paper. Students
periodically review video logs of their performance
and critique their performance, setting intentions
for improvement.
Assessment: What method(s) are used to assess
The group meets regularly to asses each
the learning derived from the service experience?
community visit and reflect upon the outcomes.
Challenges are aired and new ideas discussed
and implemented. Students are expected to
contribute to these discussions and are graded on
critical and creative thinking in relation to the
project. Journals are required for this experience,
along with interviews with the faculty member who
observes students in these different community
experiences. A final reflection paper documents
students’ self-assessment throughout the project.
Reciprocity: How do community partner(s)
Students receive questionnaires from community
provide advice and feedback on the nature and
sponsors who give advice and feedback about
value of the service performed?
how the process worked in the schools. Our
community partners provide essential feedback in
the reciprocity and changes are made accordingly.
Training: What training and preparation will be
Students have taken DANC 220A: Beginning
provided to assure that that students perform their
Composition, DANC 225: Rehearsal and
service activities in a professional manner and that
Performance, and have performed in UM Theatre
vulnerable populations are not harmed?
& Dance productions. They are individually
mentored through this course. Suggestions are
made to students who need to make their
performance more professional.
Service options: What service options exist to
Students must be able to visit schools and
ensure that no student is required to participate in a communities and no religious or political
service placement that creates a religious, political, opportunities have been encountered.
Relation to course content: Describe how the
service experience is related to the subject matter of
the course. How do students apply their classroom
learning in the service experience?
or moral conflict?
Number of service hours required: How many
Usually 30-45 hours
hours of service per semester are students required
to perform? Provide detailed description of the
service activities to be performed.
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)
Schools and local arts councils
Contact person name(s)
n/a
Contact person(s) phone and e-mail
n/a
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.
DANC 322 Dance Touring
Description: This service learning course, offered every semester, is open to students who are
performing dance off-campus, in the community. Students spend the semester applying dance
techniques and processes toward a finished product, which is performed for community members in
school gymnasiums, multi-purpose rooms, and theaters. Students are actively engaged in the
dance/movement language. Students are able to develop as performers, furthering their understanding of
all styles of dance, through performing in a variety of venues.
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.
Students spend approximately 4 hours a week in rehearsal, over a period of fifteen weeks. Students may
sign up for one credit for each piece they are involved in.
Grading Criteria
The grade is based on this criteria:
1) Dance Technique (25%)
2) Performance Quality (25%)
3) Rehearsal Etiquette (25%)
4) Journal Reflections and Contributions to discussion (25%)
1. Dance Technique (25%)
Did the dancer utilize his/her technique in performance?
2. Performance Quality (25%) Was the performance quality strong? Were the dynamic changes clearly
performed? Was the dancer able to communicate the piece’s intent clearly?
3. Rehearsal Etiquette (25%)
Was the dancer prepared for rehearsals? Had they thought about the material before the rehearsal? Was
the dancer on time? Warmed up and ready?
4. Journal Reflections and contributions to discussions. (25%) Describe the effectiveness of the
performance. What worked particularly well? How would you like to improve it? When you viewed
your performance on the video, what did you perceive about your dancing/performance
quality/expressiveness/musicality? What intentions would you make for yourself, to improve your
performance.
All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the
course instructor and/or 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://life.umt.edu/vpsa/student_conduct.php.
Students with disabilities may request reasonable modifications by contacting me. The University of
Montana assures equal access to instruction through collaboration between students with disabilities,
instructors, and Disability Services for Students (DSS). “Reasonable” means the University permits no
fundamental alterations of academic standards or retroactive modifications. For more information, please
consult http://life.umt.edu/dss/.
All Theatre & Dance students must have an in-depth knowledge of the practices and procedures outlined in
the School of Theatre & Dance Student Handbook. The Handbook is available online at
http://www.umt.edu/theatredance/about/handbook.
There is inherent risk involved in many Theatre & Dance classes as they are very physical in nature. Please
proceed through class, shop time, or rehearsal with caution. Always be mindful of your personal safety and
the safety of others. Students participating in class/shop/rehearsal/performance do so at their own risk.
Due to safety considerations, at no point during a student’s time spent in class or serving on a production (in
any capacity) should non-enrolled persons be guests of that student without my consent. Presence of such
unauthorized persons in a class, shop, or any backstage/off-stage area will negatively affect a student’s grade.
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 6/10