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: /SvcLrn
I. Service Learning Course
Social Work (SW)
Dept/Program
Course Number
(e.g. SW UG 423)
Subject
Course Title (e.g.
Addiction Studies, SvcLrn
Addiction
Studies/SvcLrn)
Short Title (max. 26
Addiction Studies
characters incl. spaces)
3
Number of credits
Cynthia Garthwait
Instructor name
243-2954
Instructor phone
and e-mail
II. Endorsement/Approvals
SW UG 423
cynthia.garthwait@umontana.edu
Complete this form and obtain signatures before submitting to Faculty Senate Office.
Please Type/Print Name
Signature
Requestor
Requestor phone
and e-mail
Program
Chair/Director
Other affected
programs
Dean
Date
9/25/14
Cynthia Garthwait
243-2954 cynthia.garthwait@umontana.edu
9/26/14
Ryan Tolleson Knee
None
Reed Humphrey
9/26/14
College of Health
Professions and
Biomedical Sciences
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.
 If the proposed course is an internship course, the syllabus should clearly indicate not only the
learning objectives that are to be achieved through the service, but also the connection between this
course and curriculum from other courses in the discipline. There should be a clear connection of the
interrelatedness between the service learning internship and previous coursework the student has
taken to prepare them for their service work.
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.
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?
Addictions affect numerous individuals and
families in the community, and there are
many organizations which work to prevent or
treat addictions. Many of these
organizations utilize volunteers to
supplement their work, and UM students
involved in the Addiction Studies course
have been welcomed for a number of years
to participate in their efforts. Communityidentified needs include (1) support to
children and youth at risk through mentoring
and tutoring, (2) support for real individuals
involved in outpatient counseling for
addictions, (3) education for UM students
and others on eating disorders, gambling,
and smoking. Students have a choice of
service-learning activities, and the instructor
approves each student’s choice based on the
community need, student major and career
goals, and ability of the experience to meet
the goals of a service-learning course.
Students are encouraged to choose servicelearning experiences that address the above
three community-identified needs, but other
experiences can also be arranged.
All service-learning activities are tied to
course objectives, assigned readings, and
other course assignments (e.g., abstinence
project, visit to 12 step program) and these
linkages are repeatedly reinforced through
discussions and assignments. Servicelearning projects assist students to achieve
course objectives in these areas: challenges
associated with definitions of addiction, the
current state of genetics of addiction, family
dynamics related to addition, how addictions
impact special populations, the continuum of
responses to addictions from prevention to
law enforcement, and the impact their own
values on their view of addition. Students
are provided training and instruction on each
service-learning assignment, and are
required to tie their learning to papers,
classroom reflections, and oral reports.
Specific examples of classroom learning that
applies to the service-learning experience
include (1) theories of the etiology of
addiction, (2) current research on prevention
and treatment, (3) ethical issues related to
treatment.
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? Reflection
assignments and activities should be clearly noted
as such in the syllabus and occur throughout the
semester, not just at the end. .
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?
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?
Students keep journals during the semester
focused on their own abstinence project (see
syllabus), and are asked to incorporate
insights and questions from their servicelearning activities into this journal. The
instructor responds in writing to each student
journal entry, and then brings themes for
reflection into the course. Specific classroom
discussions are organized around the issues
of integrating academic and communitybased experiences, including the use of
critical thinking to discuss challenges of
utilizing academic ideas in the real world.
They are asked to discuss ways in which this
experience will inform their professional
goals, and at the end of the semester all
students make a final report on their learning,
either in written or oral form.
A number of assessment approaches are
used to determine student learning.
Students’ contributions to classroom
discussions are assessed, as are the quality
of their journal reflections and their final
reports. In addition, some community
partners give formal written evaluative
feedback on student performance.
Students who participate in Flagship
Program placements receive individual
feedback from their supervisors in the
community. Students who provide Recovery
Kits to Turning Point (outpatient treatment
facility in Missoula) are given feedback by
the clinical staff who provide counseling to
clients.
Classroom time is spent on professional
presentation of self and required behaviors
such as dependability, confidentiality, and
interacting with those they will serve. As the
placements continue, additional supervision
is provided through journal responses and
discussion of student questions in classes.
This is done because initial training at the
beginning of the semester is not enough
when students experience challenges and
questions as the weeks proceed.
All students have a choice about the servicelearning project they want to pursue, and if
they believe that the suggested options do
not meet their needs to create a personal
conflict for them, they discuss their concerns
with the instructor, suggest other options,
and create an alternative experience.
Number of service hours required: How many
15 hours.
Examples of service-learning opportunities
available include: (1) Flagship Program
settings in K-12 schools in Missoula where
at-risk youth are involved with UM students
in mentoring, tutoring, and community
service projects, (2) UM Self Over Substance
program which allows students to provide
education and facilitate groups for UM
students involved in disciplinary actions
related to under-age alcohol use, (3) Big
Brothers and Big Sisters matches with
children and youth at risk, (4) education on
UM campus about topics such as smoking,
gambling, eating disorders, (5) making of
Recovery Kit for people in Missoula involved
in treatment programs which provide
materials that encourage a real client through
the use of recovery and relapse prevention
strategies.
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, Self Over Substance
Program, Turning Point
Contact person name(s)
Nicole Mitchell (Flagship Program)
Mike Frost (Self Over Substance)
Mette Romain (Turning Point)
Contact person(s) phone and e-mail
Nicole Mitchell 532-9826
nmitchell@wmmhc.org
Mike Frost 243-4711
mike.frost@umontana.edu
Mette Roman 531-4145
mromain@wmmhc.org
hours of service per semester are students required
to perform? Provide detailed description of the
service activities to be performed.
3 credits, Spring 2014
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.
3 credits, Spring 2014
Tuesday / Thursday 9:40-11:00 AM
Native American Studies 125
Cindy Garthwait, Instructor
Phone 243-2954, Office JRH 004
cynthia.garthwait@umontana.edu
Office hours: The following hours are open, and other appointment times are available by phone or email.
Occasionally I must attend a meeting or be away from my office during office hours, but I try to honor them
the best I can. It is best to let me know you are coming.
Monday
Tuesday
9:00-9:30 am
2:00-3:00pm
Wednesday
12:00-1:00 pm
Thursday
9:00-9:30 am
2:00-3:00 pm
Friday
COURSE OVERVIEW
Addiction Studies is designed to help students develop an understanding of addictions from an
eco-systems perspective. The addictive process and recovery will be studied, including the
reciprocal interaction between addicted individuals and the various social systems of which they
are a part. In addition, there will be a focus on societal contributors and responses to addictions.
COURSE CONTENT
Students will examine substance abuse and behavioral compulsions, including alcohol and other
drugs, smoking, compulsive gambling, eating disorders, and sexual addictions. There will also
be a focus on diversity in addicted populations, the business of drugs, and prevention.
Attention will be given to biological and genetic factors in the etiology of addiction, family
issues, and community responses. The consequences of addictions will be studies at the
individual, family, community and societal levels. This course will draw on current research in
the field of addictions, and will emphasize critical thinking and analysis of the current
controversies in the field.
SERVICE-LEARNING COURSE DESIGNATION
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.
RELATION TO OTHER SOCIAL WORK COURSES
This elective course builds on foundation social work courses, providing knowledge and skills to
students who will encounter issues of addiction in their practice. This course is approved as one
component of the educational requirements for those wishing to become licensed addiction
counselors in the state of Montana.
COURSE OBJECTIVES
Upon completion of the course, students will understand:
1. The definitions of drug use, abuse, dependency, and addictions.
2 The models of addiction development, including disease, psychological,
social, family systems, and multi-causal, all considered from an eco-systems perspective
3. The major research findings regarding the genetic predisposition to substance abuse
4. Basic physiological responses to drug use
5. The use of assessment criteria and tools
6. Treatment models including self- help, behavioral, family systems, disease, and
innovative programs
7. Family dynamics of chemical abuse, including co-dependency
8.
Current controversies in the field of addictions, including the harm reduction model
versus the disease model
9. The effects of addictions on special populations, including diversity in age, ethnicity, 10.
The continuum of responses to addictions, from prevention to treatment to law
enforcement / control
11. The impact of one’s values, attitudes, and life experiences on one’s view of addiction
12. How to identify and examine the ethical dimensions of addictions
REQUIRED READINGS
Thombs, Dennis L. and Cynthia S. Osborn. Introduction to addictive behaviors, 4th ed. New
York, NY: Guildford Press, 2013.
Selected chapters from the following: (on reserve at Mansfield Library under password
“Addiction Studies”)
Miller, William R. and Stephen Rollnick. Motivational interviewing: preparing people
to change addictions, 2nd ed. New York, NY: Guilford Press, 2002.
Moodle Resources as assigned.
ASSIGNMENTS
(1) ABSTINENCE OR ACQUISITION PROJECT AND JOURNAL
Choice of abstinence or acquisition due to instructor in class on January 30.
Journal entries due February 6, February 13, February 20, February 27 via Moodle.
Three page conclusion due March 6 via Moodle.
Starting on January 30, you are asked to abstain from a mood altering chemical / substance / food
/ activity for 30 days (January 30-February 28). The substance will be of your choosing, and can
include alcohol, other drugs, nicotine, caffeine, sugar, or other similar substances. An activity
can include gambling, spending money, watching television, spending time on the computer,
swearing, etc. The purpose of your abstinence is to assist you in understanding what chemically
dependent people face in treatment and recovery in this culture. You will also hopefully begin to
assess the role chemicals play in your life. You are to choose something that will be a true
challenge for you, as this will help you learn much more than if you chose something easy to
change about your life.
You are to keep a journal describing and reflecting upon your abstinence, with at least 3 entries
per week describing your experiences, thoughts, feelings, successes and struggles. Each day’s
entry should be one double spaced page, making 3 pages per week. See due dates of
journal entries above.
You are to inform your instructor at the outset what substance you will be abstaining from, and
you are to tell at least 2 significant persons in your life that you will be abstaining from that
substance as well. You are to develop a plan for dealing with the difficulties of abstinence,
including the possibility of relapse.
In your journal, describe yourself and your environment in terms of such areas as the following:





Your reasons for choosing this substance or behavior to abstain from or acquire
Who you told about this experiment and who you look to for support
Your daily experiences and feelings
Your physical state (health, energy, sleep, nutrition)
Your psychological state (motivation, emotions, coping skills, self-esteem,
thoughts, insights, confidence, self-efficacy, emotional management)
 Your social life (social support, undermining, changes, friends, family,
classmates, insights about others, reactions by others)
 Your spiritual state (choices, honesty, belief systems, ethics, practices, honesty, personal
value system)
 Your environment (media, advertising, social mores)
 What you are learning about yourself
 What you are learning about your environment
 What you are learning about addiction
 What you are learning about behavior and attitude change
A list of potential reflection questions to address in your journal will also be provided to guide
your personal growth and professional learning
Finally, write a 3 page double spaced conclusion (due March 6) about how this experience
will assist you in understanding or working with chemically dependent people. Be specific. You
will not be graded on your success or failure in abstaining, but on your growth in understanding
yourself and of the dynamics involved in dealing with addictions. However, it is important to
make your best effort to abstain for the full 3 weeks.
Alternative Assignment (Acquisition Project)
Choose a behavior or habit that you wish to acquire. For three weeks, work at developing that
habit or acquiring a behavior. Use the same reporting and journaling process as if you had
chosen abstinence. Examples could be: starting a daily exercise program, meditation, eating
healthy food, or other self -care activities.
(2) ATTENDANCE AT 12 STEP MEETING AND DISCUSSION PAPER
(Paper due April 22)
You are to attend one meeting of a 12 step group such as Alcoholics Anonymous, Gamblers
Anonymous, Overeaters Anonymous, or Narcotics Anonymous. If you have already attended
one of these groups, attend a type of group that you have never attended.
Make sure that you are attending an open (not closed) meeting. Should someone ask, be honest
about your reasons for being there. People are typically appreciative of your interest in the
organization, but remember that you are there to respectfully observe, not interview participants.
Above all, respect the anonymity of people you meet there. You may see people you know, and
if so, respect their anonymity. Do NOT take notes or bring a tape recorder. Schedules of 12 step
group meetings will be made available by the instructor.
The discussion paper is to be a compilation of your field notes following attendance at the
meeting, combined with your learning from the assigned readings and class discussions
regarding 12 step programs. Begin with a short description: name of group, place, type of
meeting, brief description of the demographic characteristics of the group, physical surroundings
of the meeting, and atmosphere and tone. The remainder of the paper should focus on:
 Your personal reactions as an individual attending for the first time. What did you
observe / learn about yourself by attending? Were you nervous? Why or why not? Did
you have any stereotypes that were confirmed or shattered? What emotions did you
experience?
 What social, psychological and spiritual principles of human behavior are the 12 step
programs based on? How do they contribute to its success?
 Implications for your professional practice. Who do you think would benefit from
such a group? How would you go about preparing a client for such a group based on
your initial experience? Who might have a hard time participating in such a group?
What do you think are the keys to the success of this approach?
 Integration of classroom materials with 12 step observations. How does this
experience fit or not fit with information presented in class or read for this class?
Compile your reactions into a 4-5 page paper. In addition, be prepared to discuss your
findings and observations in class.
(3) EXAMINATIONS
(March 13, May 8)
Two examinations will be given that focuses on both text material and ideas presented in class.
Both examinations are a mixture of objective and essay questions. Study guides for both exams
will be placed on Moodle.
(5) SERVICE LEARNING
(Notify the instructor by February 11 what service-learning project you choose. Oral reports
will be done the last week of class. Instructor will provide sign-up list for those wishing to make
oral reports. Written reports due May 1).
You are to donate 15 hours of volunteer service to a community organization which provides
service in some area of addictions, whether it is in education, prevention, or treatment. An
arrangement with the Flagship Program of the Missoula School District has been made to
accommodate students enrolled in the course to work with elementary or middle school aged
youth. A representative of the Flagship Program will come to class to discuss the ways in which
volunteers can be used in the schools.
A variety of alternate and meaningful service learning experiences can be arranged with the
approval of the instructor, and a list of suggested service-learning opportunities will be provided.
These can be tailored to specific areas of interest, majors, and career goals, as there are numerous
opportunities in the community to provide a meaningful service while integrating this experience
with academic concepts and professional skills.
You are to inform your instructor of your choice by February 6. If you need assistance in
choosing a service learning placement, consult with the instructor right away for ideas and
assistance.
You are also to post comments, questions and reflections on your service-learning project on
Moodle at intervals to be announced by the instructor.
At a number of points during the semester, you will be asked to reflect on your service-learning
project in class. Classroom discussions focused on reflection of your experiences and integration
of these experiences with classroom content will be scheduled throughout the semester. These
oral reflections will help you in a variety of ways, including:








Integrate academic concepts with real world applications of knowledge and skills
Learn about a specific community-based addictions program and compare it with
what is learned in the classroom about community programming
Discover potential career paths within your major
Identify your abilities and enhance them
Identify your needs for additional knowledge and skill and address them
Address issues of social policies and social justice related to your program and the
needs it addresses in the community
Learn about the relationship between prevention and intervention
Learn from the experiences of other students in class
In order to analyze and demonstrate your learning and growth through the service-learning
project, the following reflection questions can guide you.










What were your personal and professional goals for this project?
What plan did you devise to reach those goals?
What classroom information, concepts and knowledge helped you in this project?
What else did you need to learn during this project?
What theories and models of prevention and intervention did you observe and
participate in?
What did you learn about yourself as a person and a professional?
What challenges and difficulties did you face, and how did you address them?
What did you learn from these challenges?
In what ways did your service-learning help you achieve the objectives for this
course?
How did this project dovetail with the other assignments in this course?
You are also to make a verbal or written report (your choice) of your project during class at the
end of the semester. A format for both will be provided by the instructor. This format will
provide reflection questions for you to address about your learning and the value of your service
overall to yourself and the community. Verbal reports are 4 minutes, and written reports are 4
doubled spaced pages. If you choose to write a report, it will be due on the last day of class.
Verbal reports will allow you to share your experiences with other students, help them learn from
your project, and allow you to deepen your understanding of how knowledge about addictions is
translated into an intervention in the real world.
Samples of Service-Learning projects include:
 Flagship Program
K-12 levels
After-school activities (mentoring, tutoring, activities, interest groups)
 DUI Goggles Project (4-5 students)
On campus
Prevention / harm reduction project
 UC Table
Addiction-related
Education / prevention
 S.O.S. (UM Self Over Substance Program)
Peer education
 Big Brothers and Big Sisters
Mentoring children and adolescents
 Presentation in middle / high school setting regarding
Smoking, drinking, drugs, eating disorders
Prevention / education
 Recovery Support
Develop recovery kit for a real person in recovery
COURSE GRADING
Abstinence / acquisition project
200 points
12 step group paper
100 points
Examination 1
100 points
Examination 2
100 points
Service learning project
200 points
(includes service,
Moodle postings,
and report)
_____
700 points possible
A
AB+
B
BC+
C
CD+
D
D-
736-800 points
720-735 points
704-719 points
655-703 points
640-654 points
624-639 points
576-623 points
560-575 points
544-559 points
496-543 points
480-497 points
(92-100%)
(90-91%)
(88-89%)
(82-87%)
(80-81%)
(78-79%)
(72-77%)
(70-71%)
(68-89%)
(62-67%)
(60-61%)
POLICY ON ACCOMODATIONS FOR STUDENTS WITH DISABILITIES
Students with disabilities that affect their participation in the course must notify the instructor
at the start of the semester if they wish to have special accommodations in instructional and/or
examination structure and format.
POLICY ON ATTENDANCE
Attendance will be taken daily, and students are expected to attend class. Students are also
expected to participate in classroom activities and discussions, coming to class having read
assigned material. More than two absences will result in a significantly lower grade in the
course. These does NOT mean that you have two “free” absences. Students are to notify the
instructor of any necessary absences in advance via email.
TOPICS, READINGS AND ASSIGNMENTS
Date
1/28
Topic
Introduction and
Perspectives on
Reading
Activities
Due Dates
1/30
Addictions
Definitions
2/4
Theories of Addiction
2/6
Theories of Addiction
2/11
Service Learning and
At-Risk Youth
2/13
Assessment
Miller and Rollnick
Ch 1 “Why Do People
Change?
Ch 2 “Ambivalence: The
Dilemma of Change”
2/18
Assessment and
Treatment Planning
Miller and Rollnick
Ch 3 “Facilitating Change”
2/20
Treatment
Ch 11 “Promoting Motivation
and Autonomy for Personal
Change”
2/25
12 Step Programs
2/27
Motivational
Interviewing
12 Steps and 12 Traditions of
Alcoholics Anonymous
Miller and Rollnick
Ch 4 “What is MI?”
Ch 5 “Change and Resistance”
3/4
Motivational
Interviewing
3/6
Relapse
3/11
Pharmacology
Ch 1 “Conceptualization of
Addictive Behaviors and the Need
for Informed Practice
Begin abstinence
project
Ch 2 “The Disease Models”
Ch 5 “Psychoanalytic
Formulations
Ch 6 “Conditioning Models and
Approaches to Contingency
Management
Ch 7 “Cognitive Models”
Ch 9 “Social and Cultural
Foundations”
Journal 1 due
(Moodle)
In-class support
group
Journal 3 due
(Moodle)
Journal 4 due
(Moodle)
Miller and Rollnick
Ch 6 “Phase I: Building
Motivation for Change”
Journal Conclusion
Due (Moodle)
Moodle readings on
pharmacology
3/13
Exam #1
3/18
Compulsive Gambling
3/20
Eating Disorders
Sexual Addictions
3/25
Smoking
Service Learning
Choice Due
(in class)
Journal 2 due
(Moodle)
Ch 10 “The Controversial Science Guest speaker
of Behavioral Addictions”
Moodle Resources
Ch 8 “The Family System”
3/27
Family Systems
4/1
4/3
Spring Break
Spring Break
Rest, relax, fun
Rest, relax, fun
4/8
4/10
Fetal Alcohol Syndrome
Diversity in Addictions
Guest speaker
4/15
4/17
Co-Occurring Disorders
Regulation of Drugs
4/22
Prevention
4/24
Professional Issues and
Licensing
4/29
5/1
Ethics in Addictions
5/6
Moodle Resources
Guest Panel
Mark Long
MT DOJ, DCI
Ch 3 “Public
Health and
Prevenntion:
12 Step Paper due
Service Learning
Reports (oral)
Service Learning
Reports Due
(written)
Service Learning
Reports (oral)
Exam #2
5/8
Revised 6/14