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
Health & Human
Dept/Program
Course Number
Performance
(e.g. SW UG 423)
Subject
Course Title (e.g.
Addiction
Foundations of Health Education
Studies/SvcLrn)
Short Title (max. 26
Fnd Health Educ & Promo
characters incl. spaces)
3
Number of credits
Annie Sondag
Instructor name
CHTH 355
5215
Instructor phone
annie.sondag@umontana.edu
and e-mail
II. Endorsement/Approvals
Complete this form and obtain signatures before submitting to Faculty Senate Office.
Please Type/Print Name
Signature
Date
Requestor
Annie Sondag
Requestor phone
and e-mail
Program
Chair/Director
Other affected
programs
Dean
243-5215
annie.sondag@umontana.edu
Scott Richter
Roberta Evans
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.
1
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
CHTH 355 is a professional preparation course for
community-identified need and the nature of students who desire to work in the area of
the service experience students will be
community health. This course focuses on the
involved in.
acquisition of knowledge and the development of
skills that are necessary for the implementation of
effective health promotion interventions in a variety
of settings.
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?
Students apply each phase of an established
program planning model to the development of
health promotion interventions in community based
settings.
2
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?
This course begins with a unit that explores the
effects of poverty and social injustice on physical,
social and emotional health. This unit is designed
to increase students’ awareness of their role in
working toward creating a society wherein all
people are treated equally and have equal access
to goods and services that preserve and enhance
their health.
During each of the four phases of the planning
model students are required to apply the
knowledge and skills gained in the classroom to a
real life situation. Students also are required to
submit a written self-evaluation and a written
evaluation of the efforts of their group members
four times during the semester. Frequently, in
class, we have informal “check in” discussions
regarding project challenges. Twice during the
semester students formally present the challenges
and successes associated with their service
learning project to their classmates. Time for
discussion and feedback is provided after reach
presentation.
Assessment: What method(s) are used to
assess the learning derived from the service
experience?
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?
Each phase of the planning model corresponds to
a written in-depth program planning paper that is
submitted for evaluation. Students are provided
feedback and given the opportunity to improve
their papers. Results of four written selfassessments and group member evaluations also
are incorporated into the student assessment
process.
Informal contacts are made with community
partners throughout the semester to assess
student performance. A brief process evaluation
form soliciting community partner feedback about
student performance and program success is
provided to community partners at the end of the
semester.
Discussions regarding professionalism occur prior
to students’ first contact with community partners.
Students’ projects are developed in phases. Prior
to implementing any phase of a project in the
community, students are exposed to classroom
activities and assignments designed to prepare
them for that particular phase.
3
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 hours of service per semester are
students required to perform? Provide
detailed description of the service activities
to be performed.
Students are offered several community health
promotion projects from which to choose.
Provided they gain approval from the course
instructor they also are encouraged to create their
own community projects.
Approximately 20 hours per semester – this
includes student time spent assessing community
health needs, development of four phases of a
written program plan and the actual
implementation of the health promotion
intervention.
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)
Flagship Program, Missoula City/County Public
Health Department, campus recreation and a
variety of other community based organization
dependent upon their need for assistance with
health promotion programs at the time the course
is offered.
Contact person name(s)
Flagship - Nicole Mitchell
MCCHD – Lisa Beczkiewicz
Campus Recreation – Sonja Tysk
Contact person(s) phone and e-mail
nmitchell@wmmhc.org
Phone (406) 544-1804
lbeczkiewicz@co.missoula.mt.us
406.258.3895
sonja.tysk@umontana.edu
406-243-2833
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.
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.
4
CHTH 355 (Service Learning): Foundations of Health Education
Department of Health and Human Performance – Community Health
Instructor: Dr. Annie Sondag
Office: MCG 205
Hours: Mon. & Tues. 2:30-4:30
Wed. 10:00-12:00 (or by appointment)
Fall Semester, 2014
E-Mail: annie.sondag@umontana.edu
Phone: 243-5215
PURPOSE:
The purposes of this course are as follows: 1) to provide students with knowledge and skills
pertinent to the development, implementation, and evaluation of successful health promotion
programs, 2) to provide students with the opportunity to apply that knowledge and their skills
in a service learning situation, and 3) to improve students’ writing and critical thinking skills.
OBJECTIVES:
Upon completion of this course students will be able to:
1. describe the role and function of community health educators in contemporary society
2. describe multiple factors that influence the health of individuals and communities
3. explain the impact of social determinants of health on the morbidity and mortality of a
specific group or community
4. describe several models for health promotion program planning
5. design an approach for collecting information about a population’s needs
6. develop one qualitative and one quantitative instrument for collecting information about
a population’s needs
7. determine the appropriate focus for a health promotion program based upon the needs
of the target population
8. describe environmental theories of human behavior as they relate to health promotion
interventions
9. identify procedures for implementation of programs and interventions designed to
produce positive changes in the target population
10. create a planning document that addresses the health needs of a specific target
population
11. demonstrate practical application of knowledge and skills through engaging in health
promotion activities in a community setting
12. explain the role of networking, fund raising, and the media in successful community
health/health promotion programs
13. explain the process of locating appropriate funding sources and writing a grant
proposal
14. compare and contrast various evaluation instruments and designs for assessing
program outcomes and impact
5
TEXTBOOK:
The Process of Community Health Education and Promotion (2nd Edition – 2010). Eva Doyle,
Susan Ward and Jody Ooman-Early; Waveland Press, Inc.
CHTH 355 Fac Pac Available at the University Bookstore.
COURSE REQUIREMENTS:
1. Attendance at all class sessions is required. Since a large part of this class will involve
discussions and a group project it is essential that you attend all sessions.
2. Participation in the Group Service Learning Project is required. You and the members of
your group will be assessing the quantity and quality of your contribution to the success of
the project.***
3. Student/Instructor Meetings are encouraged if you and/or your group are experiencing
problems completing assignments or completing the group project. I strongly encourage
you to meet with me if you have questions or concerns. You will be responsible for
arranging a meeting with me outside of class time.
4. Three Exams will be given. Exams will reflect information from your readings, lecture, and
class discussions.
If you are ill the day of an exam, e-mail or call me before the test so that we can schedule a make-up exam. It is your
responsibility to contact me prior to the exam.
5. Assignments will focus on the development of a health promotion program plan for a
community based organization. As a part of your community service learning project you
will be required to:
1. provide a written description of your target population and their specific health needs;
2. develop a written intervention plan incorporating concepts from models discussed in class and
theory based intervention strategies;
3. assist with the development and/or implementation of a health promotion program in the
community and write a report based on your contributions to the program
4. develop an evaluation instrument;
5. submit an electronic copy of a program plan; and
6. complete five point activities as assigned.
*** Designated 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 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.
6
APPROXIMATE ASSIGNMENT DUE DATES (actual dates to be determined in class):
#1
First Draft of the Secondary Data
Final Draft of the Secondary Data
Tentatively Tuesday, Sept. 16th
Tentatively Thursday, Sept. 25tt
#2
First Draft of the Primary Data/Survey
Final Draft of the Primary Data/Survey
Tentatively Thursday, Oct. 9th
Tentatively Thursday, Oct. 16th
#3
First Draft of Intervention Plan
Final Draft of Intervention Plan
Tentatively Tuesday, Oct. 21th
Tentatively Tuesday, Oct. 28th
#4
First Draft of Evaluation Plan
Final Draft Evaluation Plan
Tentatively Thursday, Nov. 6th
Tentatively Thursday, Nov. 13th
#5
#6
Project Assessment Report
Tentatively Tuesday, Nov. 25th
PDF of Complete Program Plan
Tentatively Tuesday, Dec. 2nd
*Two points will be deducted for each weekday that an assignment is late unless you have
made arrangements with me prior to the due date.
EVALUATION:
Exam #1 ………………………
Exam #2 ………………………
Exam #3 ………………………
Secondary Data Report ……..
Primary Data Report ..……….
Intervention Plan …………….
Evaluation Plan ………………
Project Assessment Report ...
Electronic Program Plan……..
Five Point Activities …………
75 pts.
75 pts.
75 pts.
35 pts.
40 pts.
60 pts.
40 pts.
50 pts.
25 pts.
5 to 25 pts.
Although it is good to have an end
to journey toward, in the end it is
the journey that matters.
~Ursula LeGuin~
A = 94-100% of total points
A- = 90-93% of total points
B+ = 87-89% of total points
B = 84-86% of total points
B- = 80-83% of total points
C+ = 77-79% of total points
C = 74-76% of total points
C- = 70-73% of total points
D+ = 67-69% of total points
D = 64-66% of total points
D- = 60-63% of total points
F = > 60% of total points
Grades will be recorded in Moodle as raw
number of points earned per assignment.
You will need to calculate percentages
based on that number.
7
TENTATIVE SCHEDULE
This schedule and the corresponding assignment due dates are tentative. The timeline for
completion of the assigned paper and projects is, in large part, dependent upon the schedules
of the organizations and individuals in the community with whom you will be working.
While this document serves as a guide for progress, we will work as a group to establish
realistic deadlines based upon the challenges we encounter in our community projects.
Date
Topic
Reading
INTRODUCTION TO HEATLH EDUCATION AND PROMOTION
WEEK #1:
Aug. 26 & 28



WEEK #1:
Aug. 26 & 28
Introduction
- Course
Examining
the Social Determinants of Health
 Planning for Service Learning Projects
Course Introduction
Defining Health and Health Education
Terminology/Epidemiology
Ch. 1 & -3Defining Health an
Ch. 2
PLANNING, IMPLEMENTING AND EVALUATING
COMMUNITY HEALTH PROGRAMS
WEEK #3:
Sept. 9 & 11




Intro to Program Planning
Conducting a Needs Assessment
Methods of Data Collection – Primary & Secondary
Finding Secondary Data
Ch. 6
WEEK #4:
Sept. 16 & 19




Finding Epidemiologic Data
Developing a Survey
Putting It All Together (writing the assessment)
Planning and Writing Time in Class
Ch. 7
WEEK #5:
Sept. 23 & 25



Overview of Program Development
Writing Program Goals and Objectives
Review for Exam #1
Ch.7
WEEK #6:
Sept 30 & Oct. 2




Levels of Intervention
Developing Intervention Strategies
Writing an Intervention Guide/Plan
Exam #1 (Thursday)
Ch. 7
WEEK #7:
Oct. 7& 9



Group Meetings with Annie (in class work time)
Present Needs Assessment to Classmates
Developing a Program Budget
8
WEEK #8:
Oct. 14 & 16



Overview of Program Planning Logic Models
Intro to Program Evaluation
Levels of Program Evaluation
Ch. 9
WEEK #9:
Oct. 21 & 23


Designing an Evaluation Instrument
Group Time in Class/Developing an Evaluation
Instrument
Ch. 9
PROFESSIONAL ISSUES IN COMMUNITY HEALTH EDUCATION
WEEK #10:
Oct. 28 & 30


Community Health Education as a Profession
Careers in Community Health
WEEK #11:
Nov. 6

The Role of Policy in Community Health
Ch. 1
(pg. 14-21)
(Nov. 4-Election Day)


(Nov.11-Veterans’ Day 

WEEK #12:
Nov. 13
Review for Exam
Overview of Individual Models of Change
Intro to the Socio-Ecological Model of Change
Empowerment/Community Organizing
Ch. 5
Ch. 1
(pg. 11-14)
THEORIES OF CHANGE AT THE COMMUNITY LEVEL
WEEK #13:
Nov. 18 & 20


Intro to the Socio-Ecological Model of Change
Empowerment/Community Organizing
Ch. 1
WEEK #14:
Nov. 25



Diffusion of Innovations Theory
Persuasive Communication
Health Communication/Literacy
Ch. 8
WEEK #15:
Dec. 2 & 4



Sharing Project Challenges and Successes
Fund Raising/Grant Writing
Wrap-up & Course Evaluation
Ch. 7
Appendix F
WEEK #16:
Dec. 10

FINAL EXAM –Wednesday – 10:10-12:00
(Nov. 27 –
Thanksgiving Holiday)
(pg. 11-14)
(pgs. 200-204)
Ch. 11
9