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.
Teaching Projects/Service Learning
Addiction
Studies/SvcLrn)
Short Title (max. 26
Teaching Projects (SERV)
characters incl. spaces)
Number of credits
1-6
Instructor name
Karen Kaufmann
UG DANC 446
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 communityThe primary need for this course is through the
identified need and the nature of the service
Flagship Dance Project, an after-school dance
experience students will be involved in.
program that has been conducted for many years.
In addition to FDP, students teach dance in Boys
and Girls Clubs, nursing homes, YMCAs, and
other social-service programs. The UM Dance
Program receives calls on a regular basis asking
for students to teach dance. The faculty try to
meet the needs that exist in the community,
pairing qualified students with groups. Members of
the greater Missoula community deserve
opportunities to experience dance. Since UM
dance students are often trained in several dance
styles, it is a natural fit for dance students to go
out into the community to teach.
Once students take DANC 440: Dance Pedagogy
and DANC 497: Methods: Teaching Movement in
Schools, we encourage them to put this scholarly
pedagogical knowledge into practice. Students
deepen their understanding of lesson planning,
sequencing, instruction, giving corrections,
musicality, classroom management, and
troubleshooting.
Reflection: What opportunities are provided in the This service-learning opportunity provides an
classroom for students to reflect upon what they
extraordinary experience for our dance students. It
have learned through their service experience? How enables them to volunteer in the community,
is service placed within the broader context of civic sharing their passion and talents for dance with
engagement and service to others?
youth. Often these students become dance
teachers, making this experience the one that
launches them into a career. Students are
required to keep a reflective journal, conduct
periodic interviews with the service learning faculty
member, videotape their classes and watch them
afterwards, and participate in class discussions
with target questions designed to deepen learning.
A final paper enables students to reflect on their
learning.
Assessment: What method(s) are used to assess
The Dance Teacher Assessment Standards
the learning derived from the service experience?
currently being developed by the National Dance
Association will be used to assess students’
learning. The NDA rubric evaluates teachers at
basic, developing, and accomplished levels and is
based on the national standards for dance. At the
university level, students will be expected to meet
“basic” criteria.
Reciprocity: How do community partner(s)
Community partners are given a questionnaire to
provide advice and feedback on the nature and
return to the faculty and are asked to give periodic
value of the service performed?
feedback to the students and faculty member.
Telephone and email discussions with community
liaisons happen throughout the semester.
Training: What training and preparation will be
Students participating in this course are vetted by
provided to assure that that students perform their
the faculty member. Faculty have close contact
service activities in a professional manner and that
with dance majors and know them personally.
vulnerable populations are not harmed?
Only students with the proper qualifications and
those who demonstrate a professional demeanor
are invited/encouraged to teach in the community.
Service options: What service options exist to
Student placement is initiated by the student, so
ensure that no student is required to participate in a religious, moral, and/or political conflicts rarely
service placement that creates a religious, political, come up.
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
hours of service per semester are students required
to perform? Provide detailed description of the
service activities to be performed.
This project requires 15 hours and may involve up
to 45 hours during the semester.
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)
Varied. Usually the Flagship school coordinators.
Contact person name(s)
n/a (varies)
Contact person(s) phone and e-mail
n/a (varies)
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 446-01
Teaching Projects: Flagship Dance/Theatre Project
1 credit
Syllabus – Fall 2011
Karen A. Kaufmann, Professor of Dance
Department of Drama/Dance
Office: PARTV Room 191
Phone: 243-2870
Karen.Kaufmann@umontana.edu
Office hours: posted or by appt
Course Description:
This Service Learning Course is open to advanced arts students who wish to pursue a
teaching project in dance or acting. The Flagship Dance/Theatre Project involves independent
work in the schools. Students are responsible for coordinating the teaching schedule directly
with the school coordinator and maintaining on-going interactions with them. There is one, 6week Flagship session February 14-March 24.
Karen Kaufmann will serve as your faculty advisor throughout the semester. Please contact
Karen if you have any problems or concerns.
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.
Requirements:
1) Meet with your Flagship School Coordinator to learn about Flagship. Attend the Flagship
Training Session (Feb 7 or 8).
2) Schedule the Flagship teaching schedule and commit to it, throughout the 6-week session.
3) Plan lesson plans carefully in advance. Be very clear about your objectives and your class
sequence.
4) Keep a journal throughout the semester. This may be electronic or hand written. Record
your in-depth impressions of how the class went, what worked and what didn’t. Use some
rigor in the journal. What do you notice about the students? What are your challenges? What
are your successes? Where do you hope to bring the students? What will you do differently
next class?
5) Participate in classroom discussions, answering target questions about your experience.
6) Videotape three classes (beginning, middle and end) and review the tape, reflecting on
what you notice about your teaching, student responses and how you want to develop your
teaching.
7) Flagship students will be bussed to UM to view the Dance New Works Concert in the Open
Space the week of March 8-12. When relevant, Flagship students will participate in the Spring
Studio Works (Informal) Concert April 16 in the Open Space.
8) At the end of the session—right before spring break—e-mail Karen with an update of who
will be performing in Spring Studio Works.
9) After Flagship ends, or by the end of the semester (May) you will type a short essay that
serves as an Overview of your Semester Teaching Flagship—where were you when you
started? What kind of things did you learn? Where are you now?
Academic Misconduct and the Student Conduct Code
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.
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/offstage area will negatively affect a student’s grade.
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/.
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