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
FORS
G 544
Dept/Program
Course Number
(e.g. SW UG 423)
Subject
Course Title (e.g.
Advanced Prescribed Fire Practicum/ Service Learning
Addiction
Studies/SvcLrn)
Short Title (max. 26
Adv. Rx Fire Practicum (SERV)
characters incl. spaces)
3
Number of credits
Carl Seielstad
Instructor name
x6200
Instructor phone
carl@ntsg.umt.edu
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
Carl Seielstad
Signature
Date
x6200
carl@ntsg.umt.edu
Lloyd Queen
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 communityThe Nature Conservancy and its partners in
identified need and the nature of the service
Georgia/Alabama are responsible for restoring
experience students will be involved in.
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)
Erick Brown, Land Steward, TNC Georgia
Chapter
404-253-7219; erick_brown@tnc.org
Contact person(s) phone and e-mail
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
Adv. Prescribed Fire Practicum (SERV) – Carl Seielstad, Associate Professor, Fire Science
XXXXX – G FORS 544– 01
UM College of Forestry and ConservationCo-convened with G FORS 544
Department of Forest Management
3 credits (credit/no credit)
CHCB439, 243.6200,
Moody Forest Natural Area, GA
carl.seielstad@firecenter.umt.edu
Wintersession 2012
Office Hours: xxx; xxx; or by appointment
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 U FORS495. 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.
Revised 6/10