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
Climate Change Studies
CCS U 398
Dept/Program
Course Number
(e.g. SW UG 423)
Subject
Course Title (e.g.
Climate Change Internship/Service Learning
Addiction Studies/SvcLrn)
Short Title (max. 26
Climate Change Internship
characters incl. spaces)
2-4; Repeatable up to two times for a maximum of six credits.
Number of credits
Nicolette Phear
Instructor name
243-6932 / nicky.phear@umontana.edu
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
Please Type/Print Name
Nicolette Phear
Signature
Date
243-6932 / nicky.phear@umontana.edu
Dr. Steven Running,
Climate Change Studies
Program Director
Other affected programs
Dr. Michael Patterson,
Associate Dean, College of
Forestry and Conservation
III. UM Service Learning Definition: Service Learning is a method of teaching and learning in
Dean
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-forprofit 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 community-identified
need and the nature of the service experience students
will be involved in.
Community partners within and around Missoula
propose projects for students that address both climate
change and the needs of their agency/organization.
Student projects have included:
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Relation to course content: Describe how the
participating in a national campaign focused on
the connections between global warming and
transportation system reform for M+R Strategic
Services
determining the potential wind and solar energy
available at the Missoula Urban Demonstration
Project and created a process for assessing the
renewable energy potential for individual
homeowners
conducting a carbon footprint analysis for the
Clark Fork Coalition
examining trends in the U.S. National Fire
Danger Rating System for the US Forest
Service
working with research foresters at the Bureau
of Business & Economic Research, Forest
Industry Research Program to conduct a
logging utilization study
developing materials for The Wilderness
Society’s new interactive website that focuses
on climate change issues, impacts, and
adaptation projects in Montana
promoting sustainability awareness in the
Athletic Department by organizing and
promoting a “Green Griz” men’s basketball
game for the UM’s ASUM Sustainability
Office
assembling available scientific literature on the
effects of climate change on fisheries and
updating and refining Montana Trout Unlimited
PowerPoint on climate change and fish
Students develop an in-depth understanding of the
service experience is related to the subject matter of the strategies and activities of a local organizations engaged
course. How do students apply their classroom learning in climate-change related work through direct
experience with individuals and projects. Students use
in the service experience?
Climate Change Studies program concepts to evaluate
these strategies and activities and their contribution.
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?
Class meetings are held four times during the semester
for students to reflect on their learning. At course start,
students meet with the faculty advisor to determine
learning objectives and to discuss current strengths and
limitations (including knowledge, skills, values), career
goals, and experiences desired during internship. At this
time there is also discussion of the value of civic
engagement and service to others. Mid-term, students
meet individually or in small groups with the faculty
advisor to discuss their service project, learning, and
address any problems regarding work with their
community partner. At the end of the semester, students
meet again with the faculty advisor to discuss
accomplishments, joys, frustrations, and learning
insights. At the end of the semester, students give short
oral presentations to other internship students and their
supervisors at a Climate Change Symposium about what
they did and learned.
Assessment: What method(s) are used to assess the
learning derived from the service experience?
As described above, faculty supervisor meets with
students mid-way through the semester to check in
about their project, learning, and to help solve any
problems regarding work with the community partner.
Students give oral presentation at a public Climate
Change Symposium. Students write a four-five page
final paper about their internship experience, which
address the following questions:
1. What did you do for your internship? Describe your
main responsibilities and accomplishments during the
internship. Please attach sample memos, reports,
articles, posters, or other items that you created during
the internship.
2. What strategies and approaches did your organization
use to address climate change?
3. What ideas or approaches studied in the Climate
Change Studies minor did you apply to your internship?
4. What specific knowledge and practical skills did you
develop through your internship?
5. In what areas do you feel you did an especially good
job; and in what areas do you feel there is still room for
improvement in your job skill?
6. What were some the joys and what were the
frustrations you had during your internship?
7. What did you learn about yourself in terms of the
kind of climate change work you might want to do in
the future, and how to be most effective in that pursuit?
8. How did your internship/service learning experience
affect your understanding about the role of civic
engagement in this community?
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?
Number of service hours required: How many
Mid-way through the semester, community partners are
contacted by email and asked:
 In generally, how has it been for you working
with your intern?
 Is he/she fulfilling his/her hours and duties
(meeting or exceeding expectation?)
 Is he/she doing work that that is both helpful
for you and educational for him/her?
 Are there any adjustments you want to make
and that I can help facilitate?
At the end of the semester, community partners fill out
an evaluation, which includes the following questions:
 Project description:
 Did your intern(s) meet your expectations?
Please explain.
 Was the project completed to your satisfaction?
Please elaborate.
 Did your organization benefit from the work of
your interns? How?
 What can the Climate Change Studies program
do to improve the Internship program?
 Would you like to participate in the Climate
Change Internship program next Spring?
Additional comments (Feel free to include any other
comments, ideas, or thoughts).
Community partners describe the training and
supervision the intern(s) will receive. Then, at the start
of the semester community partners meet with students,
lay out requirements, expectations, and project details,
and give students the directions they need for a
successful project.
No student is required to participate in any service that
creates a religious, political or moral conflict. Climate
Change Internships are optional, and interested students
are given significant choice regarding the
internship/service project they work on. The faculty
supervisor gathers 15-25 potential internship/service
projects; students make requests, and are matched
according to their interest and potential to contribute and
succeed.
Students are required to complete six to eight hours per
week for three credits (90 hours total). See descriptions
above regarding the type of service activities performed.
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)
Over the last 3 years, the Climate Change Studies
program has worked with over 22
agencies/organizations. On any given year 10-15 of
these organizations provide between 1-2 service
learning opportunities for our students. Partnering
organizations include:
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M+R Strategic Services
Missoula Urban Demonstration Project
Clark Fork Coalition
US Forest Service – Fire, Fuel, and Smoke
Science Program
US Forest Service Northern Region
Bureau of Business & Economic Research,
Forest Industry Research Program
The Wilderness Society
ASUM Sustainability Center
Montana Trout Unlimited
Missoula Greenhouse Gas Energy Conservation
Team
Sustainable Business Council
Riverworks
City of Missoula, Conservation Lands Program
Great Bear Foundation
Aldo Leopold Wilderness Research Institute
ClearSky Climate Solutions
Montana Department of Natural Resources
Montana Audubon
The Elements Tour
UM Office of Sustainability
Montana Renewable Energy Association
Climate Ride
Contact person name(s)
Given the large number of agencies and organizations
we work with, any one of the above can be provided
upon request.
Given the large number of agencies and organizations
Contact person(s) phone and e-mail
we work with, any one of the above can be provided
upon request.
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.
Please see below (syllabus would not paste fully in this box).
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.
Climate Change Internship/Service Learning
CCS 398
CCS 398 Climate Change Internship/Service Learning
Credits: 2-4; Repeatable up to two times for a maximum of six credits.
Faculty Supervisor
Nicolette Phear, Climate Change Studies Program Coordinator
Office: Clapp Building, room #448. Phone: 406-243-6932. Email: nicky.phear@umontana.edu
Prerequisites
CCS 203 preferred. Consent of instructor required.
Course Description
The Climate Change Internship gives students opportunity to gain hands-on, "real world" experience
collaborating with a local, regional, national, or international group to address climate change. Students
gain supervised, practical work experience with specific projects and organizations; create a network of
professional contacts; and have opportunity to apply ideas and approaches studied in the Climate Change
Studies minor.
This internship class fulfills the requirements of a Service Learning course. 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 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.
Learning Objectives
Upon completion of this course, the student will:
 Gain supervised, practical work experience with specific projects and organizations related to
climate change,
 Further develop knowledge of specific climate change solutions,
 Establish a network of professional contacts in the field,
 Develop an understanding of the role of civic engagement and service to others, and
 Apply ideas and approaches studied in the Climate Change Studies minor to their internship
work.
Course Format
The Climate Change Studies Program Coordinator will work with students and community organizations
to develop internship opportunities. The program coordinator will help match students with organizations,
provide faculty supervision of internships, and ensure that reflection/academic learning is integrated into
the experience.
Internships range in credits depending on the amount of work involved (the typical formula is 45 hours of
work per credit). Students can arrange internships outside of Missoula during wintersession, summer, or
study abroad programs, and the requirements below will be modified to reflect this arrangement, although
the total workload will not be changed.
Requirements
Internship Proposal
Students and/or supervisors are required to complete a description of their internship using the “Internship
Proposal” form (available from Nicky Phear), in addition to a Learning Agreement. Nicky Phear will
bring copies to the first internship meeting at the start of the semester, but they are also available through
Internship Services located in Lommasson Center 154.
Students must also submit a list of learning objectives for their internship by the first day of the semester.
This should also include 1) assessment of current strengths (knowledge, skills, values), 2) assessment of
current limitation (knowledge, skills, values), 3) career goals, and 4) experiences desired during the
internship.
Work
Students are required to work with their organization on average five (two credits), seven (three credits),
or ten (four credits) hours a week throughout the semester. Alternatively, students can work a total of 75
hours for two credits, 105 hours for three credits, or 150 hours for four credits. Most internships are
structured for six to eight hours per week, or three credits.
Class Meetings
Class meetings with the Faculty Supervisor will be held four times during the semester for the following:
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Internship orientation with supervisors, outline of requirements, discussion of learning objectives
and the value of civic engagement (Monday, January 23, 5:10-6:30 pm)
Mid-term discussion of internship experience. All students doing CCS internships meet with the
faculty supervisor, without their supervisors, to share about their experiences and learning.
(Wednesday, March 7, 5:10-6:30 pm) Students are also welcome to meet individually with
faculty supervisor.
Final group wrap-up and discussion of internship experience. (Wednesday, April 25, 5:10-6:30
pm)
Presentation at the spring Climate Change Symposium (Wednesday, May 2, 5:30-7pm)
Final Evaluations (conducted through UM’s Internship Services)
Final evaluations are completed by the student at the end of the semester. UM’s Internship Services will
send students these evaluations by email.
Final Paper
A 4-5 page final paper, responding to a specific set of questions, will be due at the end of the semester.
Through this final paper, students will reflect on their internship experience, the organization’s approach
to addressing climate change, and other connections made to topics studied in the Climate Change Studies
minor. Guidelines for this written assignment are described below. Students are also required to write a
short paragraph description (3 sentences max) of their internship that will be posted on a central website.
Climate Change Symposium
Students will present their project to a spring Climate Change Symposium. Each May, student and faculty
involved in the Climate Change Studies minor will gather to report on their projects and research related
to climate change. The purpose of the symposium is to create a space for students, faculty, and
community members to meet and learn about research, service, and future opportunities (in course work,
research, practicum projects) related to climate change. Students will present for five minutes about their
project, key insights, and, if relevant, how it relates to their studies in the Climate Change Studies minor.
Grading
Students will be graded on a P/NP basis. In order to Pass all above requirements must be completed.
All students must practice academic honesty. Academic misconduct is subject to an academic penalty by
the course instructor and/or a 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://www.umt.edu/SA/VPSA/index.cfm?page?1321.
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Final Paper Guidelines (4-5 pages)
The paper can be a series of short answers or a comprehensive piece. Address the following questions; you
may spend more space on some questions than others, but you will need to address each question. These
papers will not be read by your internship supervisors unless you give the paper to them.
1. What did you do for your internship? Describe your main responsibilities and accomplishments during
the internship. Please attach sample memos, reports, articles, posters, or other items that you created
during the internship.
2. What strategies and approaches did your organization use to address climate change?
3. What ideas or approaches studied in the Climate Change Studies minor did you apply to your
internship?
4. What specific knowledge and practical skills did you develop through your internship?
5. In what areas do you feel you did an especially good job; and in what areas do you feel there is still
room for improvement in your job skill?
6. What were some the joys and what were the frustrations you had during your internship?
7. What did you learn about yourself in terms of the kind of climate change work you might want to do in
the future, and how to be most effective in that pursuit?
8. How did your internship/service learning experience affect your understanding about the role of civic
engagement in this community?
Sample Internships
Student: Eric Larson, Geosciences major, Climate Change Studies minor.
For his internship with the US Forest Service, Eric quantified multi-decade trends in streamflow of select
watersheds in the Northern Rockies.
Student: Tim McNally, Geology major, Climate Change Studies minor.
For his internship with the US Forest Service, Tim quantified the multi-decade trends in precipitation in
select towns throughout Montana.
Student: Taylor Hopkins, Resource Conservation major, Climate Change Studies minor.
For his internship with the Montana Department of Natural Resources, Taylor researched the carbon
balance of biomass utilization.
Student: Lea Boslser, Environmental Studies major, Climate Change Studies minor.
For her internship with the Clark Fork Coalition, Lea conducted their annual “carbon audit” and
researching statistics and information on the water/energy nexus in the Clark Fork Watershed.
Student: Aleta Jokisch, Ecology and Organismal Biology major, Climate Change Studies minor.
For her internship with ClearSky Climate Solutions, Aleta helped develop a strategy for the University of
Montana’s Carbon Offset Initiative.
Student: Jenny Miller, Environmental Studies major, Climate Change Studies minor.
For her internship with the Aldo Leopold Wilderness Research Institute, Jenny served as a Wilderness,
land ethic, and climate change educator engaging 7th and 8th grade students in wilderness and climate
change education, hands-on activities, writing/art, wilderness weekend hikes and field trips.
Student: Charles Gale, Resource Conservation major, Climate Change Studies minor.
For his practicum with the Bureau of Business and Economic Research, Charles compared the use of
large scale biomass facilities to small residential biomass furnaces in terms of their emissions, costs, heat
output, and biomass use.
Student: Tucker Seitz, Wildlife Biology major, Climate Change Studies minor.
For his internship with the Great Bear Foundation, Tucker assessed the impacts of climate change on
three bear species: the polar bear, grizzly bear, and spirit bear (also known as a Kermode bear).
Student: Julia Snieder, Wildlife Biology major, Climate Change Studies minor.
For her internship with the City of Missoula, Julia set up a long term monitoring project on Mt Sentinel
and Cherry Gulch to assess the effects of climate change on plant communities in the Missoula Valley.
Student: Marine Johnson, Applied Science major, Climate Change Studies minor.
For her internship with Riverworks, Marine helped to advance green building in the Missoula community
by managing and promoting green project certification documentation for select projects.
Student: Benjie Silva, Business Management, Climate Change Studies minor.
For his internship with the Sustainable Business Council, Benjie helped to research, market, and facilitate
green business practices.
Student: Morgen Hartford, Environmental Studies, Climate Change Studies minor.
For his internship with the Missoula Greenhouse Gas Energy Conservation Team, Morgen developed a
strategy to promote more LED lighting in the neighborhoods.