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
Subject
FORS Course Number
(e.g. SW UG 423)
U 495
Course Title (e.g.
Addiction
Studies/SvcLrn)
Prescribed Fire Practicum/ Service Learning
Short Title (max. 26 characters incl. spaces)
Number of credits
Rx Fire Practicum (SERV)
3
Instructor name Carl Seielstad
Instructor phone x6200 and e-mail carl@ntsg.umt.edu
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
Please Type/Print Name Signature
Carl Seielstad x6200 carl@ntsg.umt.edu
Elizabeth Dodson
Date
Dean James Burchfield
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 communityidentified need and the nature of the service experience students will be involved in.
The Nature Conservancy and its partners in
Georgia/Alabama are responsible for restoring remnant pieces of longleaf pine forest in the southeastern United States. These landscapes are some of the most biologically diverse in North
America and are critically threatened by land use change. Formerly occupying ~97 million acres, long-leaf pine now inhabits a few hundred thousand acres. Students apply prescribed fire to these highly fire-adapted systems to restore ecosystem function and increase biodiversity.
Since 2008, UM students in this class have met approximately 30 percent of TNC’s annual prescribed fire needs in Georgia.

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?
The Prescribed Fire Practicum, or Rx
Practicum, is a three-credit class designed to provide students with technical training, practical applications, and theoretical foundations in ecological burning in the southeastern United States. In the class, students review literature documenting longleaf pine ecosystem form and function, evaluate burn plans, and engage in prescribed burning for specific ecological objectives.
Fire is used to meet restoration goals in longleaf pine woodlands. Following burning, students assess fire effects and evaluate the effectiveness of treatments. In the process, they are expected to take initiative, make decisions, and be accountable for results.
Students are required to: (1) provide daily photo and text documentation of their actions,
(2) monitor fire behavior, weather and effects, (3) map burn units, (4) implement prescribed fire, (5) fill leadership roles, (6) participate actively in field trips with ecologists, fire managers, and landowners,(7) contribute substantially to after-action reviews, and (8) provide a written synthesis of their experiences upon return to the UM campus, with recommendations for improving the class for future students.

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?
Assessment:
What method(s) are used to assess the learning derived from the service experience?
Students complete several reflection exercises, specifically:
Written Journal: Students keep daily log of activities and observations, appended with time and location, including wx and fire behavior observations and maps.
Photo/Video Journal: Students are required to produce comprehensive photo/video documentation of activities, to be shared with the group.
After-Action Reviews (Group Assignment):
Students complete daily after-action reviews in the field following each operational period with faculty and management partners. The reviews focus on what was planned, what actually happened, why it happened and what can be done next time. The reviews are student led. Upon returning to Missoula, the class also completes a comprehensive written after-action review for our natural resource partners, reviewing the trip and identifying strengths and weaknesses of the experience.
This assignment is instructor-led.
Synthesis Paper: Students produce a 4-5 page paper synthesizing and reflecting upon their experiences with respect to what was learned and how the course advanced academic and professional goals. Strengths and weakness of the experience are identified, with recommendations for improvements, where necessary. The synthesis paper is due at the end of the second week of classes in spring semester.
Exit Interview: Each student conducts an exit interview with the course instructor.
In combination, student journals, after action reviews, a synthesis paper, and exit interview are used in self-evaluation and instructor-based evaluation. The after-action reviews, in particular, allow students to discuss each other’s work in a critical but supportive environment. The class is credit/no credit, but students leave the course with a comprehensive understanding of their learning and performance strengths and weaknesses.

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?
Because the course works with one primary community partner each year there is no formal process for gathering feedback and advice from partners. Instead this is done through individual conversations before, during, and after the student experience. This is a strength of the reciprocity partnership. Partners are asked specifically if the experience fulfilled their needs and for any suggestions for improving student learning and the final product. This feedback is used to continually improve the class. Further, the partner now requests the course annually and contributes money to defray transportation expenses, suggesting value to the service performed. In short, reciprocity has been continuously refined over the past four years with significant improvements to the course.
First, students are required to have a current fire red card. Second, participation in the class is by instructor permission only. Selection is based in large part on the need to put together an effective group that will produce meaningful restoration outcomes for natural resource partners. This means that motivation, work ethic, and professionalism are primary considerations. Students interested in participating are required to complete an application and provide references. Finally, selected students are required to three pre-trip meetings .
The class meets twice in December and once in early
January for 2-hours each to develop understanding of longleaf pine ecology through lecture and discussion, and to address preparation and logistics.
Only one service option is available to students each year. The goal of the community partners is to use prescribed fire to restore forested ecosystems, students in the class are interested in the application of fire to forested landscapes, therefore no religious, political, or moral conflicts are foreseen. If a conflict does arise, the instructor will work with the student on a caseby-case basis to develop an action plan that may allow the student to fulfill the course expectations. Given the amount of pre-class preparation required, conflicts should be easily identified prior to the class.

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.
Each student typically performs 120 – 160 hours of service in 12-15 days of work. The amount is variable, depending on burning conditions in the region. Service includes application of fire in a diversity of longleaf pine restoration efforts.
Students are responsible for preparing equipment and burn units, implementing prescribed fire, documenting operations, logistics, fire behavior, weather and effects, mapping burn units, and filling leadership roles.
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)
The Nature Conservancy - Georgia/Alabama
Contact person name(s)
Contact person(s) phone and e-mail
Erick Brown, Land Steward, TNC Georgia
Chapter
404-253-7219; erick_brown@tnc.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
.
COURSE SYLLABUS
Prescribed Fire Practicum (SERV) –
XXXXX – U FORS 495– 01
Co-convened with G FORS 544
3 credits (credit/no credit)
Moody Forest Natural Area, GA
Carl Seielstad, Associate Professor, Fire Science
UM College of Forestry and Conservation-
Department of Forest Management
CHCB439, 243.6200, carl.seielstad@firecenter.umt.edu
Office Hours: xxx; xxx; or by appointment Wintersession 2012
Course Overview
The Prescribed Fire Practicum, or Rx Practicum, is a three-credit class designed to provide students with technical training, practical applications, and theoretical foundations in ecological burning in the southeastern United States. It is taught annually in southern Georgia for credit/no credit during the first three weeks of January. Students travel together from Missoula shortly after the New Year and return the weekend preceding start of Spring Semester. In the class, students review literature documenting longleaf pine ecosystem form and function, evaluate burn plans, and engage in prescribed burning for specific ecological objectives. Fire will be used to meet restoration goals in longleaf pine woodlands. Following burning, students will assess fire effects and evaluate the effectiveness of treatments. In the process, they will be expected to take initiative, make decisions, and be accountable for results. Students will be required to: (1) provide daily photo and text documentation of their actions, (2) monitor fire behavior, weather and effects, (3) map burn units, (4) implement prescribed fire, (5) fill leadership roles, (6) participate actively in field trips with ecologists, fire managers, and landowners,(7) contribute substantially to after-action reviews, and (8) provide a written synthesis of their experiences upon return to the UM campus, with recommendations for improving the class for future students.

The class is co-convened with G FORS544. Graduate students in FORS544 are expected to provide leadership in directing firefighters and teaching new skills. They will complete two additional assignments: a research paper (8-10) pages addressing a topic related to longleaf pine fire ecology and management, and a teaching seminar delivered to the class on a topic related to implementing or monitoring prescribed fire. Additionally, there will be higher performance expectations for graduate students. Completion and write-up of a well-scoped, pre-approved research project conducted in the prescribed fire environment can be substituted for the above two assignments.
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.
The experiential learning opportunities provided by the Prescribed Fire Practicum help develop fire managers who are capable, creative problem-solvers. The class adopts a hybrid professional practice and field education learning model to create an environment where disciplinary skills are applied and practiced under consistent mentoring. Students are required to reflect on what and how they are learning, and their responsibility moves well beyond a course grade. This approach builds knowledge, skills and confidence among students in the relatively forgiving winter burning conditions typical of the southeastern U.S.
Course Goals:

Promote academic and professional development of students and increase their competiveness.

Achieve meaningful ecological restoration objectives for land management partners.

Build relationships with innovative land managers and organizations.
 Support CFC’s fire management curriculum and its experiential learning goals.

Bridge fire training and education.

Create research opportunities for students, faculty, and collaborators.
Learning Outcomes
Upon completion of this class, students should be able to:

Describe the fire ecology of longleaf pine ecosystems.

Explain restoration strategies in longleaf pine habitats.

Interpret burn plans to meet restoration objectives.

Know how to staff, organize, and implement a simple prescribed fire.


Discuss how weather, fuels, and topography interact to control fire behavior.

Present multiple strategies and tactics for managing prescribed fire and monitoring its effects.

Adapt to unexpected changes in the fire environment.

Recognize safety considerations associated with prescribed fire implementation.

Manage people and resources more effectively. FORS544

Exhibit improved leadership skills. FORS544

Teach other firefighters basic skills in prescribed fire implementation and monitoring. FORS544
Readings
The following readings have been selected to provide a broad cross-section of the science, history, culture, and practical considerations of burning in longleaf pine ecosystems. They will be made available through on-line resources by the instructor. There is no required textbook.
Ferguson, S.A., Ruthford, J.E., McKay, S.J., Wright, D., Wright, C., and Ottmar, R. 2002.
Measuring moisture dynamics to predict fire severity in longleaf pine forests. International
Journal of Wildland Fire , 11: 267-279.
Lavoie, M., Starr, G., Mack, M.C., Martin, T.A., and Gholz, H.L. 2010. Effects of a prescribed fire on understory vegetation, carbon pools, and soil nutrients ina longleaf pine-slash pine forest in Florida. Natural Areas Journal , 30(1): 82-94.
Varner, M.V. III, Hiers, J.K., Ottmar, R.D., Gordon, D.R., Putz, F.E., and Wade, D.D. 2007.
Overstory tree mortality resulting from reintroducing fire to long-unburned longleaf pine forests: the importance of duff moisture. Canadian Journal of Forest Research , 37: 1349-1358.
Varner, J.M. III, Gordon, D.R., Putz, F.E., and Hiers, J.K., 2005. Restoring fire to longunburned Pinus palustris ecosystems: novel fire effects and consequences for long-unburned ecosystems, Restoration Ecology , 13(3): 536-544.
A Guide for Prescribed Fire in Southern Forests, USDA Forest Service Technical Publication
R8-TP 11, 58 pp.
The Fire Forest: Longleaf Pine-Wiregrass Ecosystem, Edited by James R. Wilson, Georgia
Wildlife Press of the Georgia Wildlife Federation, Natural Georgia Series Vol. 8(2): 1-84.
A Management Plan for Moody Forest Natural Area, Georgia, The Nature Conservancy, 50 pp.
Managing the Forest and the Trees: A Private Landowner’s Guide to Conservation Management of Longleaf Pine, Edited by Laurence S. Earley, published by The Nature Conservancy, in collaboration with The Longleaf Alliance, and Southern Group of State Foresters by Theo Davis
Sons Inc., Zebulon, N.C., 37 pp.
Course Polices
Professionalism : In this class, students represent the State of Montana and its University
System to natural resource professionals. They must do so professionally. This means communicating clearly, directly, and respectfully with classmates, instructors, and land managers. It means maintaining a professional appearance and demeanor. It means being

adaptable to changing conditions, long days (up to 16 hours), and unpredictable living conditions. It means carrying your weight. Violation of this policy will result in failure of the class.
Academic Honesty : Students must practice academic honesty. Academic misconduct is subject to an academic penalty and/or a disciplinary sanction by the University. This is a zero tolerance policy that will result in failure and possible expulsion if not followed. 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
Make-up/Extra Credit: There will be no make-up assignments and no opportunities for extra credit.
Course Pre-requisites

Students have current red cards

Students are enrolled in the Spring Semester following the class.

Students are able and willing to provide food for themselves for the duration of the class (~$9/day ($150 total); kitchen facilities are provided).
(Housing, transportation, and necessary fire gear will be provided by The National Center for Landscape Fire Analysis and The Nature Conservancy-Georgia/Alabama).
Participation in this class is by instructor permission only. Selection is based in large part on the need to put together an effective group that will produce meaningful restoration outcomes for natural resource partners. This means that motivation, work ethic, and professionalism are primary considerations. Additionally, I attempt to mix good fire experience with less-experienced, but ambitious firefighters, while providing for geographic diversity and a mix of students by class status. Students interested in participating are required to deliver a document in person to me with the following information by end-ofday November 1.
Name:
Contact Info: e.g., phone and email.
Major:
Class Status: freshman, sophomore, junior, senior, graduate student
Redcard: yes/no; location
Fire experience: list what, where, when
Statement of Interest: (Why do you want to take this class? What do you hope to get out of it? What are your long-term goals in fire, if known? What are you planning on doing next summer?)
Contact info for one reference:
Assignments
Attendance at 3 pre-trip Meetings : The class will meet twice in December and once in early
January for 2-hours each to develop understanding of longleaf pine ecology through lecture and discussion, and to address logistics.
Written Journal: Students will keep a daily log of activities and observations, appended with time and location, including wx and fire behavior observations and maps.
Photo/Video Journal: Students are required to produce comprehensive photo/video

documentation of activities, to be shared with the group.
After-Action Review (Group Assignment): Upon returning to Missoula, the class will complete a comprehensive written after-action review for our natural resource partners, reviewing the trip and identifying strengths and weaknesses of the experience. This assignment will be instructorled.
Synthesis Paper: Students will produce a 4-5 page paper synthesizing and reflecting upon their experiences with respect to what was learned and how the course advanced academic and professional goals. Strengths and weakness of the experience should be identified, with recommendations for improvements, where necessary. The synthesis paper will be due at the end of the second week of classes in spring semester.
Exit Interview: Each student will conduct an exit interview with the course instructor.
Research Paper (FORS544): Graduate students are required to write an 8-10 page, well-cited research paper on a topic related to longleaf pine ecology. The purpose of this assignment is to begin to build a knowledge library for future students, instructors, and natural resource partners.
Teaching Seminar (FORS544): Graduate students will prepare and deliver a teaching-field seminar to the class (seminar approved and prepared prior to the class). Example topics include fuels sampling, fire behavior and weather monitoring, field GIS, photo plot documentation, lighting patterns, field ecology).
Grading
The class is offered as credit/no credit. Satisfactory performance in each of the performance areas (journaling, monitoring, mapping, after-action reviews, synthesis paper, etc.) plus active participation in all activities is required for credit.
Tips for success

READ! There are 275 pages of assigned readings that cover the ecology, history, and management of longleaf pine forests. All of the readings apply directly to what you will be doing in the field and need to be completed ahead of time.

Take good notes and pictures during the activities you are participating in (not after).

Volunteer for everything, take initiative, and work harder than everyone else.

Communicate clearly, directly, and respectfully with classmates, the instructor, and management partners.

Be professional and adaptable.
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
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Revised 6/10